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

Skills for Work:
Construction Crafts
Intermediate 2
Plumbing of Sanitary Appliances
Support Material
August 2006
(Updated October 2007)
Scottish Further Education Unit
Construction Crafts: Plumbing of Sanitary Appliances 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, and material originally
produced for the Scottish Progression Award in Construction.
Scottish Further Education Unit 2006
Construction Crafts: Plumbing of

Sanitary Appliances
DX0T 11
Introduction
These notes are provided to support teachers and lecturers presenting the
Scottish Qualifications Authority Unit DX0T 11, Construction Crafts: Plumbing of
Sanitary Appliances (Intermediate 2).
Copyright for this pack is held by the Scottish Further Education Unit (SFEU).
However, teachers and lecturers have permission to use the pack and 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 Specification, 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:
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Disclaimer
Whilst every effort has been made to ensure the accuracy of this support pack,
teachers and lecturers should satisfy themselves that the information passed to
candidates is accurate and in accordance with the current SQA arrangements
documents. SFEU will accept no responsibility for any consequences deriving
either directly or indirectly from the use of this pack.
Contents
Reference Section
What are Skills for Work Courses all about?
The Course in Construction Crafts (Intermediate 2)
12
Unit Outcomes, PCs and evidence requirements
15
Employability Skills Profile for Construction Crafts
18
Careers Scotland Support
19
Tutor Support Section
21
Introduction
22
How to use this pack
23
General guidance on Unit delivery
24
Unit Induction
25
Scheme of work
26
Learning and teaching with under 16s
28
Guidance on the integration of Employability Skills
32
Resources required
41
Extension studies
43
Student Support Section
45
Tutor Note on Student Activities
46
Introduction
47
Outcome 1: Select, use and maintain basic plumbing tools and materials
49
Outcome 2: Assembling sanitary appliances
70
Outcome 3: Installing the pipework to sanitary appliances
84
Student Activities
95
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.
10
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.
11
The Course in Construction Crafts (Intermediate 2)

Course Rationale
The construction industry is a major employer and significant contributor to the
Scottish economy. There is a need for trainees in all of the trades in this diverse
sector. The Intermediate 2 Course allows candidates to gain an insight into
several of the important trades and make informed choices regarding a career in
construction.
The Intermediate 2 Construction Crafts Course has been designed to provide a
basis for progression into further education or for moving directly into training or
employment within the construction sector. The purpose of the Course is to
ensure that candidates start to develop the general skills, practical skills,
knowledge and understanding and employability skills needed within the sector.
The Course structure has been designed to reflect important trades in the
construction industry. The two trade-specific Units in the mandatory section deal
with brickwork and bench joinery. Brickwork contractors and joinery contractors
regularly act as principal or main contractors and co-ordinate the work of the other
trades as well as their own. The two optional Units deal with trades that are
always in demand plumbing and painterwork. The mandatory Unit, Construction
Crafts: Employability Skills Intermediate 2, reflects those generic employability
skills that are valued by employers.
The primary target group for this Course is school candidates in S3 and above
with an aptitude and enthusiasm for practical work or who have previous
experience of construction crafts at Intermediate 1. It is anticipated that, for this
group of candidates, the Course will rely on and build on existing partnerships
between schools and colleges (or other agencies). This may be particularly
pertinent in the case of the Construction Crafts Course due to the specialist
expertise and facilities available in, for example, Further Education colleges and
training providers. Nevertheless, the Construction Crafts Course is designed at a
level and scope such that it can be delivered in schools if the school has suitable
facilities and teaching expertise. The Course is also suitable for adult candidates
who are seeking to enhance their employability and develop introductory
vocational skills in the construction sector.
12
The general aims of the Construction Crafts Course are to:

widen participation in vocationally-related learning
allow candidates to experience vocationally-related learning
provide candidates with a broad introduction to the construction crafts
vocational sector
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 aims of this Course in Construction Crafts are to:
give candidates the knowledge, skills and understanding associated with a
range of craft skills in construction at this level
develop an awareness that health and safety issues and risk assessment are
central to the world of work and, in particular, to the construction industry
encourage candidates to be proactive regarding health and safety
encourage candidates to develop a positive attitude to waste minimisation and
environmental issues
enable candidates to develop and apply practical, technical and
communication skills as a foundation for future learning and progression
encourage candidates to interact with their peers and tutors to complete
practical tasks
encourage candidates to apply their knowledge and understanding of
construction by using skills of evaluation and problem-solving in a vocational
context
encourage candidates to plan their work, review their progress and implement
change where necessary
prepare candidates for further learning opportunities, study and training for
employment in construction and the built environment sectors and related
occupations
13
The Intermediate 2 Construction Crafts Course has been designed with National
Occupational Standards in mind. There is a link, though not directly, to these
Standards. The standards required of first-year apprentices in the building industry
are significantly more onerous than those for this Course which is at an
introductory level.
While no formal entrance qualifications are required for this Intermediate 2
Course, it would be expected that candidates embarking on the Course will find
the following learning skills and aptitudes helpful:
basic proficiency in literacy
proficiency in numeracy
an aptitude and enthusiasm for practical crafts work
some aptitude for graphical forms of communication (the reading of drawings
is specifically required by the Course)
motivation to work independently
ability to work as part of a small team
Candidates who have previously achieved the Intermediate 1 Construction Crafts
Course will find that the Intermediate 2 Course allows them to develop their skills
by tackling more complex crafts activities. The Intermediate 2 Course can,
nevertheless, be attempted by candidates with no prior experience of construction
crafts but who have an aptitude or enthusiasm for practical crafts work.
This Course supports progression into appropriate further education or training.
The Course provides the basis for candidates to gain an insight into the craft
occupations of brickwork, joinerwork and plumbing or painting, and to use their
studies to help them decide the career they wish to follow.
Candidates studying the Intermediate 2 Construction Crafts Course may progress
into a craft apprenticeship and undertake a Scottish Vocational Qualification whilst
in employment. They may also choose to progress to a full-time pre-vocational
course in a Further Education college. All candidates will benefit from the
transferable employability skills developed in this Course, regardless of which
career they choose to follow.
14
Unit Outcomes, PCs and evidence requirements

Unit: Construction Crafts: Plumbing of Sanitary Appliances
(Intermediate 2)
Acceptable performance in this Unit will be the satisfactory achievement of the
standards set out in this part of the Unit Specification. All sections of the
statement of standards are mandatory and cannot be altered without reference to
the Scottish Qualifications Authority.
Outcome 1
Select, use and maintain plumbing tools and materials.
Performance Criteria
a) Selection of tools and materials is appropriate for the work to be done.
b) Tools are used in the correct manner.
c) Tools are used solely for the purpose which they are intended.
d) Tools are cleaned, maintained and stored correctly.
e) Surplus materials are carefully stored correctly.
f) Health and safety requirements are complied with during all activities.
Outcome 2
Assemble, fit and fix a sanitary appliance.
a) The appliance is assembled in accordance with manufacturers instructions.
b) The assembled appliance is free from damage and excessive marking.
c) The appliance is positioned correctly, levelled and secured in accordance with
manufacturers instructions.
d) Associated fittings are fitted and fixed in accordance with manufacturers
instructions.
e) A quality check is carried out on the finished work against prescribed
standards and tolerances.
15
Outcome 3
Install pipework to a sanitary appliance.
a) Pipe material and associated fittings are selected correctly for a given
appliance and location.
b) Pipework is free from excessive marking.
c) Pipework is cut square and free from burrs.
d) Pipework is completed using appropriate fittings and in accordance with
current industry practice.
e) A quality check is carried out on the finished work against the prescribed
standards tolerances.
16
Evidence requirements for the Unit

Performance evidence is required to show that all Outcomes and Performance
Criteria have been achieved.
Performance evidence will be supported by assessor observation checklists. This
evidence will be generated from assignments consisting of practical activities
carried out in supervised workshop conditions. The evidence may be gathered at
different points throughout the Unit. The practical activities will cover:
selecting appropriate tools
using tools in a correct manner and solely for the purpose for which they are
intended
cleaning, maintaining and returning tools to store on completion
selecting appropriate materials
carefully storing surplus materials correctly
assembling, fitting, positioning and fixing one sanitary appliance in

accordance with manufacturers instructions
fitting and fixing associated fittings to the sanitary appliance
measuring, cutting, fitting and fixing associated pipework to sanitary appliance

in accordance with good practice (both plastic and copper pipework to be
covered and each service to a length not exceeding 3 metres; the copper
pipework to include forming bends)
carrying out a quality check on completed work before submitting for final
assessment
maintaining a clean and tidy workplace and adhering to health and safety
requirements throughout all activities.
The NAB item for this Unit provides an assessor observation checklist and details
of the practical assignment which exemplify the national standard. Centres
wishing to develop their own assessments should refer to the NAB to ensure a
comparable standard.
NB
Centres must refer to the full Unit Specification for detailed

information related to this Unit.
17
=D
Construction Crafts: Plumbing

Construction Crafts: Decorative Painting
=C
Construction Crafts: Bench Joinery
Construction Crafts: One Brick Walling = B
Construction Crafts: Employability Skills
=E
=A
E = Assessor observation checklist; Student quality check.
Assessment evidence:
A = Student Review Sheet; Students risk assessment; Students materials schedules.
B = Assessor observation checklist: Student quality check.
C = Assessor observation checklist: Student quality check.
D = Assessor observation checklist; Student quality check.
A
A
All
A
All
A
A
All
All
A
B,D,E
A
A
A
timekeeping
attendance
following instructions
taking advice and dealing with constructive feedback
maintaining tidy work area
working co-operatively with others
planning and preparation
basic risk assessment
checking quality of own work
review and self-evaluation
awareness of health and safety issues
interpretation of graphic information
calculating materials requirements
waste minimisation
Evidence
Employability skill/attitude
In addition to the specific, vocational skills developed and assessed in this Course, employability skills are addressed as detailed below:
Employability Skills Profile: Construction Crafts (Intermediate 2)
Employability Skills Profile for Construction Crafts
18
Careers Scotland Support

for School-College Collaboration for Scotlands
Colleges in the Scottish Enterprise area
In August 2006 Careers Scotland (SE and HIE areas) received funding from
Scottish Executive to support college/school collaboration and encourage and
promote vocational educational choices for pupils in schools. Following
consultation each area produced a local action plan outlining how they intended
taking forward key activities. Careers Scotlands focus is to support the career
guidance needs of all S2-5 pupils involved in the opportunities which
school/college collaboration brings, supporting them to make vocational
educational choices, and with particular consideration for those young people at
risk of becoming not engaged in employment education or training.
Skills for Work (SfW) courses are a key aspect of enhanced school/college
collaboration and Careers Scotland has an important role in selection and
recruitment and pre-entry career guidance, as well as ongoing support and preexit career guidance, to ensure the pupils experience of SfW is capitalised upon
in any future career planning. Careers Scotland also supports the career guidance
needs of pupils involved in other vocational/pre-vocational programmes where
relevant. Career Box delivery is a valuable tool in helping meet the needs of
school pupils and lessons reflect options available within colleges; both at school
and post school.
Careers Scotland activity takes place at local and national levels. This may
involve a combination of any of the following services which can be tailored to
local needs:
awareness raising of Skills for Work courses (and other vocational

programmes where relevant) for pupils, teachers and parents demonstrating how these educational choices have implications for future
career options, and support the achievement of future career goals
careers guidance support for individuals and groups, before, during and after
involvement in SfW courses, resulting in better informed career decisions and
effective transitions
providing support for pupils who have been unsuccessful in attaining a place
on a SfW course
providing transitional skills development for those completing SfW courses
capacity building through relevant shared CPD events, for Careers Scotland
staff, teachers and college lecturers
capacity building through the development of resources to support pupils,

parents or teachers
delivery of relevant Career Box lessons, where appropriate
making connections with other existing support for pupils
19
participation in local planning and management arrangements
contributing to local and national discussions on provision and strategic

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

practice site on our website (www.careers-scotland.org.uk) and sharing
successes and concerns
In addition there are opportunities for developmental activities which can help to
take forward CPD, good practice, resource development and learning
opportunities for Skills for Work for young people, teachers, college lecturers,
parents, Careers Scotland Advisers and employers.
For further information on Careers Scotland (SE)s involvement in school/college
collaboration in your college, please get in touch with one of our Careers Scotland
Regional contacts:
South East Region

Stephen Benwell
(Edinburgh and Lothians; Forth Valley; Borders)

01786 452043
North East Region

Pat Pugh
(Tayside; Grampian; Fife)

01224 252044
South West Region

Jean Geddes
patricia.pugh@careers-scotland.org.uk
(Dumfries and Galloway; Ayrshire; Lanarkshire)
01698 742192
West Region
Sandra Cheyne
stephen.benwell@careers-scotland.org.uk
jean.geddes@careers-scotland.org.uk
(Glasgow; Dunbartonshire; Renfrewshire)

0141 204 8338
sandra.cheyne@careers-scotland.org.uk
20
Tutor Support Section
21
Introduction
The Unit Plumbing of Sanitary Appliances is one of the optional units in the
Construction Crafts Intermediate 2 Course. The Course comprises several units
of a trade-specific nature as well as a unit on employability skills. The
Employability Skills Unit requires students to produce evidence of specified
employability skills whilst carrying out practical construction activities. Centres are
expected to integrate the development and assessment of these employability
skills throughout the course, including during the delivery of Plumbing of Sanitary
Appliances.
The aim of this Unit is to introduce inexperienced students to the tools, equipment,
materials and techniques required to carry out a basic plumbing installation. The
range of tasks includes cutting and joining copper water supply pipes and plastic
waste pipes, bending copper water supply pipes using bending machines, fixing
pipes to background materials using appropriate fixings, assembling and fixing
sanitary appliances to walls and floors, onto base unit or into worktops using
appropriate fixings and performance testing the completed installation to ensure
that it works correctly.
Emphasis in the delivery of this Unit should be placed on experiential learning.
Students should be encouraged to reflect on their learning experience and to
evaluate their work and skills throughout the Unit so that they get the maximum
benefit.
22
How to use this pack

Not all of the material in this pack is mandatory. It is intended only as a guide and
an aid to delivery of the Unit. You may use it in whatever way you wish in its
entirety, by adapting or amending sections or to supplement tried and tested
materials that you have developed yourself and/or technical literature and
manufacturers information. The pack is available on the SFEU website in Word
format to enable you to customize it to your suit your own needs.
The Reference material section contains an introduction to Skills for Work which
explains the importance of employability as the underpinning theme of the Course,
the rationale for the Course as a whole, as well as extracts from the Unit
Specification for Plumbing of Sanitary Appliances: An Introduction. It also contains
the Employability Skills Profile for the course, showing where the specified
employability skills and attitudes can be evidenced and assessed throughout the
Course.
The Tutor Support section contains a suggested approach to teaching the Unit,
advice on learning and teaching with under-16s and advice on integrating the
content of the Employability Skills Unit with the trade-specific Unit Plumbing of
Sanitary Appliances : An Introduction.
The Student Support section contains guidance and instruction on specific
plumbing techniques and the materials, tools and equipment used in this trade, as
well as useful information on health and safety and the workplace in general. It
takes an Outcome by Outcome approach, which ultimately must all be brought
together to produce the finished article, although you may decide that an element of
integration in learning and teaching is in order. This might occur when, for example,
you teach the class about bending copper pipe where you may decide to work with
the group of students at a work bench to allow them to gain confidence in pipe
bending prior to starting the Unit.
This is followed by a Student Activities section which includes step by step
guidance on carrying out some of the tasks described in the Student Support
Section. Tutors will want to demonstrate, explain and discuss these activities with
students, rather than give out the printed instructions for the students to read. They
are not intended to be given out without tutor support but rather as reminders
or reinforcement that students can refer to during and after practical work.
You may also wish to take your students on site visits, eg. to building sites, major
plumbing work projects (refurbishment of schools/hospitals etc) or to plumbers
merchants. Your students will enjoy such visits but they need to be well planned,
bearing in mind the health and safety issues that relate to construction sites and
personnel. The students need to be well prepared for them and clear about what
the objectives are if they are to gain maximum benefit from the experience. Bear in
mind too that you may also need to plan for follow-up activities associated with the
visits
Activities are identified with the symbol
23
General guidance on Unit delivery

The Unit contains three Outcomes. The first deals with the selection, use and
maintenance of tools and materials and the other two each consider the
assembly, fitting and fixing of a sanitary appliances and the installation of the
pipework requirements which will allow the sanitary appliances to be used. The
emphasis throughout the Unit should be on experiential learning and practical
work. Theory is to be kept to the minimum required to help the student
accomplish the practical tasks effectively and safely. National Occupational
Standards may be broadly explained to students but the emphasis should be on
producing the completed operational and fully functional sanitary appliance as
indicated in the Unit.
There is little doubt that students could lose interest if too much emphasis is put
on theory and they will want to get on to the practical hands on activities as soon
as they possibly can.
To keep up their enthusiasm, you should plan to introduce some practical work
from the word go.
24
Unit Induction
Its important to include an induction to the Unit so that the students know exactly
what its all about and what will be expected of them. You might include:
an outline of the Unit content what theyre going to be doing
how it fits in to the Intermediate 2 Construction Crafts Course
your plans for teaching of the Unit - how theyll be learning the skills
how theyll be assessed
where Employability fits in start by asking them what they think!
you might also think about inviting a professional plumbing contractor from
industry to speak to the class about the work of the plumber, about job
prospects in this aspect of the construction industry, and to reinforce the value
that employers put on employability skills
a section on health and safety
Students need to understand their roles and responsibilities in relation to

health and safety. As part of the Course, they will learn how to carry out
risk assessment of a specific work activity or a specific workspace (for
example, the workshop or part of it). Students may already have been
helped to an appreciation of health and safety issues in other trade-specific
Units in this Course. It should be emphasised to them that with plumbing
we are dealing with a different set of potential hazards. You should
probably also tell the students that theyll get a reminder of health and
safety issues before and during each practical session, even if they think
they know all about it already!
an introduction to the concept of risk assessment in plumbing.
a practical activity on setting up or preparing the workshop and tidying up on

completion, eg. maintaining tools and economic use of materials
the importance of regular attendance and good timekeeping to encourage

them to get into good habits as if they were at work and in employment!
25
Scheme of work
Timetabling for the delivery of the Unit remains entirely at the discretion of centres
but due to the amount of preparation, practical work, clearing and storing of
materials, tools and equipment involved, it is recommended that each session
should last a minimum of two hours. As the Unit is completed on an ongoing
basis, assessment would also be ongoing after initially teaching students the basic
skills required, and for this reason a checklist to record individual student
achievement would be beneficial.
This sample Scheme of Work is based on ten timetabled sessions of three hours
each:
Week
1
Topic
Suggested Approaches
Unit content and tie in with Course/

Employability Skills Unit
talk from plumbing contractor emphasising

employability skills as well as practical
aspects
general health and safety in the workshop
health and safety specific to plumbing

activities
plan of work for learning and teaching what

youll be doing, and learning about the tools
required to do the work
show a video / DVD of plumbing tasks which

they will be involved in
Copper pipe and

fittings (work bench
exercise)
cutting to accurate dimensions using a range

of different tools
joining sections of pipe together using a

variety of fittings
Waste pipe and

fittings (work bench
exercise)
cutting to accurate dimensions using a range

of different tools
joining sections of pipe together using a

variety of fittings
Unit induction
Pipe brackets and
fixings (perhaps
carried out in
another area of the
workshop)
Copper pipe bending
(work bench
exercise)
using power tools to provide fixings for

copper and plastic pipes
forming bends, offsets and saddles using a

range of copper pipe bending machines
26
10
Assembly of sanitary
appliances (work
bench exercise)
Start work on the

assessment
Assembly of waste
pipework
Assembly of water
supply pipework
Final testing and

checking the
installation
consider the different types of sanitary

appliances the students could be working on
and allow them to assemble cisterns, taps,
waste outlets, etc.
practice in use of tools and equipment and

techniques
assemble and install the item of sanitary

ware and fix it in place
informal review of employability skills
accurately measure and install plastic waste

pipe and secure it to background material
using appropriate fittings and fixings
test this section of the installation by perhaps

pouring a bucket of water into the appliance
and checking for leaks
accurately measure and install copper water

supply pipe and secure it to background
material using appropriate fittings and fixings
test this section of the installation by turning

water on to the appliance and checking for
leaks
carry out final checks and performance tests

on the complete installation including and
operation of the overflow, cistern water level,
etc
carry out a final clean up of the entire

installation and final check for water leaks or
defects
explain the full operation of the installation

(simulate hand over to customer)
Once youve planned what youll do when, you should take time to think about and
plan how youll tailor what is very familiar content to you, to the young learner
group that Skills for Work is primarily aimed at. Their expectations, previous
learning experience, attitudes, abilities and concentration span may all be quite
different from the students you routinely teach. The next section contains some
advice which you should bear in mind when planning your learning and teaching
activity.
27
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 lecturer 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
28
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 lecturer 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 summarise 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 lecturer 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.
29
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 lecturers 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 noncompliance 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. Lecturers have to be aware of their
professional responsibilities and mindful of young peoples rights. However
lecturers 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 lecturers 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 lecturer are key to the success of these
programmes.
30
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 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.
Child Protection Workshops
These are run on a regular basis by SFEU 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.
31
Guidance on the integration of Employability Skills

The Employability Skills Unit is a mandatory aspect of the Course. However, the
Unit cannot be delivered or assessed discretely and therefore the evidence for it
must be gathered whilst students carry out work in a practical context in the tradespecific units, including Plumbing of Sanitary Appliances. In fact, if the students
are properly taught and learn good work habits in their trade-specific Units, the
assessment of the Employability Skills Unit will be accomplished, for the most
part, as a natural consequence of their diligent work and by following good work
practices in their trade activities.
It is strongly recommended that course teams meet together to discuss and agree
a coordinated approach to the learning and teaching of employability skills
throughout the Course and to ensure that the team has a common interpretation
of each of the employability skills, eg. timekeeping and attendance the
messages communicated to students must be the same from all members of the
course team. Students will appreciate consistency but conversely will find a lack
of consistency in interpretation, approaches and tutor expectations both confusing
and discouraging.
It is important that the integration of both assessment and learning for the
Employability Skills Unit with Plumbing of Sanitary Appliances is carefully planned.
However, you should also be on the lookout for evidence of competence in any of
the employability skills as it occurs naturally. Evidence observed outwith a formal
plan is perfectly valid. You just need to note it down!
Employability skills and attitudes which are directly assessed in Plumbing of
Sanitary Appliances are:
Planning and preparation
Checking quality of own work
Awareness of health and safety issues
Interpretation of graphic information
Waste minimisation
In addition, students will have opportunities throughout the Unit to demonstrate
evidence of the following employability skills and attitudes for the Employability
Skills Unit:
timekeeping
attendance
following instructions
taking advice and dealing with constructive feedback
maintaining tidy work area
32
working co-operatively with others

basic risk assessment
review and self-evaluation
calculating materials requirements
Students should be encouraged to commit to, and identify the benefits of,
improvement and reliability in all of these employability skills from Day One of the
Unit!
Throughout the Pack there are numbered flags. These show where specific
employability skills can be highlighted and/or assessment evidence recorded
when students are busy with the trade activities in the Plumbing of Sanitary
Appliances Unit:
1
Timekeeping
Maintaining a tidy
work area
11
Checking quality of
own work
Attendance
Working cooperatively with

others
12
Positive attitude to
learning
Following
Instructions
Planning and
preparation
13
Review and selfevaluation
Taking Advice and

dealing with
feedback
Basic risk
assessment
14
Awareness of health
and safety issues
Interpretation of
graphic information
10
Calculating
materials
requirements
15
Waste minimisation
The flag shown here indicates that within a particular section of

material, employability skills 8 and 9 have been identified and can be
developed and possibly evidenced too.
8&9
As a tutor you will find or create countless opportunities to help

students develop employability skills. Here are some ways of going about it to get
you thinking!
Make your expectations clear from Day One. You can have the
students more or less write the class guidelines themselves by
1&2
identifying pros and cons of good and poor attendance and
timekeeping the benefits in the workplace of one and the
consequences of the other. Relate your ground rules to the world
of work. The Employability Skills Unit does not prescribe required attendance
and timekeeping in numerical terms, but a policy on attendance will most likely
33
be addressed in your centres partnership agreement. The measure of a

students success in this aspect is for them to be honest in their appraisal of
their performance and to make progress. Thus the measure of success would
be one of distance travelled or progress rather than a particular minimum
percentage of classes attended.
Attendance and timekeeping should be monitored throughout the Unit. If you
take note of patterns in performance it should be easy to give the students
accurate feedback.
It can be difficult to keep the attention of under-16s. When you
want them to cultivate the skill of following instructions its
3
important to transmit the instructions clearly and concisely. 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 the work
perhaps the skill of applying the correct amount of mortar to the beds he/she
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.
Closely allied to following instructions is the ability to take advice
and deal with constructive feedback. Some people dont take
4
criticism well, constructive or otherwise, so you must have
empathy for the students when giving them unsought for advice.
Always start with a positive observation before suggesting
improvements. Make sure that, as far as possible, you give students equal
attention and give advice to each and every one! The students should be
actively encouraged to seek advice from teachers and lecturers. For recording
purposes, again, take note of particular instances of advice given and the
students response.
Whether students are working to drawings during tutorials or for
the Unit assessment there will be opportunity to gather evidence of
interpretation of graphic information.
Teach the class to keep the work area tidy at all times. Allow
them to reason for themselves about the potential consequences
of an untidy work area! Perhaps one at a time, in pairs, or in small
teams, the students could be on tidy up duty. If students get into
a good routine with this it should be only on rare occasions that
you have to pull them up on their tidiness.
34
Working co-operatively with others is in many ways a question

of communication. Get the class into the habit of working as a
7
team to set up the workshop for activities and tidy up during and
at the end of work sessions. Get them to speak to each other
and to you about the sharing of workspace, tools, equipment
and materials. Get them to create a schedule with your guidance for the
sharing of communal equipment. Work in pairs or small teams when
appropriate. There should be plenty of opportunities to evidence the students
working co-operatively with others. Watch out for specific instances of the
students working cooperatively together they may also at any time
demonstrate a specific awareness of health and safety issues. You should
note this evidence. It is perfectly valid and in fact it is more valuable in a sense
than evidence that arises from a staged activity because it shows that the
candidates are working well without prompting.
Guidance on how students should plan and prepare their
plumbing activities properly should become the norm from the first
session. Spend a little time identifying the objectives of the
session and encouraging the students to think about how they will
go about it, what equipment they will need, what the sequence of
the work should be etc.
You might devise a planning sheet that can be used at the beginning of every
session so that planning and preparation becomes a routine part of each task.
Students carry out risk assessments every day of their lives
whether they know it or not and you can use their prior
9
experience to reassure them how basic a risk assessment can be.
Every day they cross a road. To do so safely they look for
hazards, assess the risk and make sure that it is safe before they
step out onto the road. There will be ample opportunity to carry out risk
assessments during the Unit. Students will look for potential hazards, assess
the risks involved and, if required, do something about them.
Make sure that you get your students into the habit of being proactive
regarding risk assessment.
Get them into the habit of identifying hazards before and during practical
work sessions.
Teach them how to carry out basic risk assessments for workspaces as well
as for work activities.
Reassure them, however, that as they do this they do not have to record
every minor hazard or incident in writing.
Also reassure them that the official risk assessments those required by
law are not their responsibility but that of designated individuals in the
centre.
35
All the same, let them know that if they spot a hazard maybe a spill that
as well as informing a responsible person in the workshop there are
occasions where they can themselves take some initiative, eg. by warning
people working around them and perhaps cordoning off the area. Their
prompt action could very easily prevent an accident!
Whatever happens, do not leave the students unsupervised.
Students will naturally develop the skill of calculating materials
requirements as they progress through the Unit and gain
10
experience in practical plumbing work. They will learn the correct
technical terms for materials and equipment and will learn how to
estimate how much to allow for waste of materials. The actual
quantities of materials involved in this Unit will be miniscule compared to actual
commercial joinery. All the same, students should learn how to complete a
materials schedule (or requisition) correctly. Get them into the habit of using
correct trade terms and manufacturers names for materials and equipment.
Students must check the quality of their own practical work as
part of the Plumbing of Sanitary Appliances Unit, but they need to
11
know what the criteria for making any assessment of quality
should be. Give them a clear brief as to what youre looking for
(remember WILF?) and allow them to discuss what they might
include in their own quality checklist. Have a heres one I made earlier where
appropriate so that they can see the standard. Teach them what is involved in
quality checking in this trade from an early point in the Unit.
The students will have lots of opportunity to demonstrate a
positive attitude to learning throughout their experience in this
joinery Unit because they have a lot to learn! However, their
attitude to learning will be influenced greatly by their impressions
of the Unit and how quickly they get stuck in to the practical bit.
(See section on Induction).
12
When students are attentive, follow instructions, volunteer for tasks, ask
questions, demonstrate a desire to learn more, take advice, carry out quality
checks on their own work, and identify how theyll do better next time they are
showing a positive attitude to learning. They may achieve this aspect of the
Employability Skills Unit with ease simply because they are enjoying their work
and their attitude to learning is a positive one.
36
Closely allied to a positive attitude to learning is review and selfevaluation, which in the context of this Unit means the students
reviewing the work theyve carried out, the skills theyve
developed, their attitudes to what theyve been doing and then
and setting action plans for future activities.
13
Students can be helped to do this when you discuss their performance with
them. Such discussions can help them get into the habit of evaluating their
performance as a natural part of their work routine, especially when there is no
paperwork involved. On the other hand you may get them to complete
abbreviated student review sheets after each practical activity, although this is
not a requirement of the Unit. If students get into this habit then the paperwork
will be just a part of the job in hand and will not take long to complete.
Some teachers and lecturers have found it helpful to quiz candidates about
their performance verbally as the work is proceeding in the workshop. The
teachers and lecturers themselves have made brief notes on the conversations
and have found this to be a quick and unobtrusive way to get candidates to
review their own performance in both practical work and in their development
of employability skills.
Health and safety is a key part of the learning and teaching of the
Unit from the first workshop session to the last and so there
should be ample opportunity to collect evidence of awareness of
health and safety issues.
14
Students should be learning about waste minimisation from the

word go. To do it, they need to understand the reasons for this
requirement. Get them to think about why this might be important
to an employer, a customer, the environment etc.
15
37
Specific opportunities to develop and assess employability skills

Specific opportunities may present themselves for the development and
evidencing of employability skills. Here are a few ideas you can add your own
thoughts to help you plan your approach to this aspect of the Course. In this table
we have put the Employability Skill first. The challenge for you, as tutor, is to think
about what activities you can devise in order to stimulate learning of and evidence
for specific employability skills.
Employability Skills
1. Timekeeping
Possible Activities
turning up for class
returning from breaks
sticking to planned work schedules
regarding timing of activities
2. Attendance
turning up for class

returning from breaks
3. Following instructions
re health and safety

re practical work and trade techniques
re sequencing of work
re quality checking
re planning and preparation
4. Taking advice and dealing with

feedback
applying advice on trade practice and

techniques
applying advice on use of tools
applying advice on use of materials
applying advice on health and safety
5. Interpretation of graphic
information
reading diagrams
reading drawings
reading manufacturers literature with
photographs/diagrams etc
6. Maintaining a tidy work area
use of dustsheets and other

temporary protection
tidying workspace generally as the

work proceeds
cleaning up as a result of spillage of

water, leaks, etc
38
7. Working co-operatively with

others
co-operation with others re use of

tools, materials and workspace
assisting others in measuring and
setting out prior to work activities
assisting with quality checks
8. Planning and preparation
carrying out a risk assessment

wearing PPE
use of dustsheets and other

temporary protection
correct selection and laying out of

tools
correct selection and laying out of

materials
co-operation with others re use of
tools, materials and workspace
9. Basic risk assessment
identifying hazards
suggesting safety precautions
10. Calculating materials

requirements
calculating quantities of materials and

sundry items
producing materials schedules
11. Checking quality of own work
quality checking as the work proceeds

quality checking at end of practical
activity
12. Positive attitude to learning
listening to instruction
applying feedback
asking questions
persevering with a practical activity
when initial results are discouraging
personal research
carrying out self-evaluation exercises
genuine participation in review
process
quality checking of own work
assisting others in their work
reading manufacturers literature and
safety data
practising specific trade skills
conversations with teacher/lecturer
39
13. Review and self-evaluation
carrying out self-evaluation exercises

quality checking
action planning and setting goals
conversations with teacher/lecturer
14. Awareness of health & safety

issues

wearing PPE
safe use of tools
safe use of materials
tidy workspace
reading manufacturers literature and
safety data
following local safe systems of work
15. Waste minimisation
sensible quantities of materials for

immediate use
returning excess or surplus materials
to store
sharing of materials with others
proper storage of materials and tools
after use
use of environmentally-friendly
materials where possible
The tutor as a role model

You as the tutor have considerable influence on how much the young learners will
buy into the need to develop these employability skills and be persuaded of the
benefits of them. You must yourself be a good example in timekeeping,
attendance and each of the other employability skills. Always demonstrate a
positive attitude to learning.
40
Resources required
Centres should possess suitable and adequate stores of tooling and equipment to
provide students with the opportunity to achieve the required competencies in all
of the tasks.
Students should have ready access to pipe bending machines, work benches,
vices, cordless power tools and PPE, step ladders/scaffolding where water
supplies have to be connected at high level.
Students should be allowed to practise work at work benches prior to actually
working on their assessment.
Centres should have ample supplies of dust sheets to protect floors and mops and
pails for use in the event of spillage.
Adequate washing and drying facilities for students are an essential pre-requisite
to any practical trade programme. Centres must also ensure that students have
access to appropriate and well-fitting personal protective equipment (PPE). This
may include overalls, safety footwear, hard hats and goggles. Not all of these
items of PPE may be required to be worn at all times and it is up to centres to
carry out risk assessments and ensure the reasonable safety of students by
whatever means are appropriate.
Teachers and lecturers should be able to show students finished examples of
each section of the work. This provides exemplars so that the students know
exactly what is expected of them
41
For convenience a list of recommended resources is given below. You may wish
to add to the list any resources that you find particularly appropriate.
PPE
saws
files
rasps
copper pipe cutters
plastic pipe cutters
spanners
pipe wrenches
copper pipe bending machines
cordless power tools
electric power tools
screw drivers
measuring tapes
spirit levels
squares and protractors
pencils and notepads
copper pipe
compression fittings
PTFE thread tape
Plumbers Mait jointing compound
plastic pipe and fittings
P traps and S traps
wash hand basins, brackets,

pedestals, gratings, plugs, chains
and stays and taps
WCs, cisterns, cistern lids, float

operated valves, flushing valves,
handle linkages, overflow
connections and flush pipes
copper pipe brackets
stainless steel sink units, waste

grating and overflow assemblies
and taps
plastic pipe clips
screws and wall plugs
dust sheets
mops and pails
42
Extension studies
People have asked what they should do if they finish the work in the Unit early.
Here are a few ideas for extra work or extension studies your students might like
to try out with your guidance.
43
Suggested extension
studies for
Plumbing of Sanitary
Appliances
Carry out a water or
pressure test on a
completed pipework
assembly
Pipeboxing
Traps
Notes
Students could carry out such a test on their own

pipework model. Maybe a prize for the best?
If joinerwork is one of the students other skills, you

can have them can make up some pipeboxing for
the runs of pipework? Students could work in pairs
or small teams.
Install different types of trap. Discuss the reasons
for using any one trap instead of another?
Dismantle a completed
plumberwork appliance
Explain that lots of plumbing jobs start by taking out

the old installation. Students can dismantle their
own or others work.
Investigate a real life

plumbing installation
Using their recently acquired practical knowledge

of plumbing and plumbing materials, students can
explore a plumbing system and sketch the pipe
routes taking note of the location of fittings such
as tees and branches. Pipe routes will sometimes
be under the floor or in pipeboxing so dont
expect perfect and complete results.
Context: They could explore the plumbing
installation in their homes or at school or college
with guidance from tutors.
Looking at underground drainage installations
students could find out:
How the rainwater downpipes connect to the
underground drains.
How deep the manholes and inspection chambers
are.
How many houses feed into the one manhole.
What routes the internal drainage pipes take.
Can they see them or are they hidden?
Make a site visit
Inside the building they should take note of location

of fittings such as gate valves, inspection valves
and screw-down stopcocks.
A report including a diagram of routes that the
pipes took can be written upon return to
school/college.
44
Student Support Section
45
Tutor Note on Student Activities

This section includes both student notes and activities. Use of these materials is
not mandatory. Rather, they are offered to centres as a flexible set of notes and
activities which can be selected, altered and used in whatever way suits individual
centres and their particular situation for example as a supplement to centres
own tried and tested materials. In the case of the student activities you may want
to explain and discuss the instructions with the learners before issuing on paper
as reminders. Likewise, tutors should decide how much support students will need
with notes and information sheets prior to issuing them. In some cases they may
be designed to reinforce knowledge gained through practical activities or following
discussion of specific issues or underpinning knowledge.
This section should not be issued as a pack of student notes in its entirety.
46
Introduction
Welcome to Plumbing of Sanitary Appliances!
If you worked on and achieved the previous Introductory Plumbing Units at
Intermediate 1 level, youll have learned about the tools and materials plumbers
use for water supply and waste pipe installations. If you havent had the
opportunity to learn about plumbing before then we hope you enjoy your work in
this very popular trade!
Dont worry if youre starting this Unit with no previous plumbing experience. We
will take you through the Unit right from the start. And if you can already bend and
join and connect pipes then we have a bigger challenge for you at the end of the
Unit you should be able to assemble a real sanitary appliance as well as all the
pipework.
The Unit is divided into three Outcomes:
1. Select, use and maintain tools and materials.
2. Assemble, fit and fix a sanitary appliance.
3. Install pipework to a sanitary appliance.
If you did complete the Intermediate 1 Plumbing Units, youll recognise the
information relating to some of the work you have already done. But it takes years
to become a skilled plumber and theres no harm in practising your skills again!
You will also see as you progress through the Unit that there are new tools, that
were not previously required, that you have to learn to use to complete some
areas of your work.
You dont have to test the sanitary appliance to achieve the Unit, but youll be
taken through the steps that would be involved in properly testing a plumbing
installation. Who knows? You might even have time to carry out such a test after
your assessment is done!
So, here we go .. we hope you enjoy the work and get great satisfaction from
the fact that you actually complete a real working example of Plumbing.
47
Health and safety matters

You should note that as this Unit is mainly workshop based there are a number of
health and safety matters that should be remembered:
Always wear and make use of the appropriate Personal Protective Equipment
(PPE).
Always keep the work area clean, tidy and free from obstructions.
Act responsibly and dont fool around.
Make sure you fully understand the item of work you should be doing before
you start the task.
Checks tools and equipment before you use them. This ensures that they are
in good working order.
If youre not sure of the task you are about to carry out Ask!
When you have finished working remember to tidy up the workshop and put all
tools and equipment in the appropriate storage areas.
Remember to leave the work area the way you would like to find it!!!
48
Outcome 1: Select, use and maintain basic plumbing

tools and materials
This part of the Unit requires you to have a knowledge of the basic and specialist
tools youll use in this Unit and also have a knowledge of maintenance
requirements to ensure that tools remain in good condition and are capable of
doing the task they were designed for.
The plumber uses a very comprehensive range of tools but for the purposes of
this Unit, you need to know about the following:
Hacksaw
Figure 1
Hacksaw
This is designed for cutting metals. To make best use of the hacksaw, the
item to be cut should be secured in a vice.
You would normally use both hands when using a hacksaw one on the
handle and the other on the top front edge of the frame.
You should ensure that the screw which holds the handle and frame together
has been firmly tightened and that the hacksaw blade is also securely fixed in
the frame.
The cutting direction of the blade is indicated by an arrow on the blade and this
should point away from you when you use the hacksaw. In this position, youll
also note that the teeth of the blade point away from you as you use the
hacksaw.
As the hacksaw is used, the blade will wear and it should be replaced regularly
to ensure it provides the best performance.
49
Junior hacksaw
Figure 2
Junior Hacksaw
As the name suggests, this is a smaller version of the normal hacksaw and is
used for lighter work. For example, you might use it if you need to trim a very
small amount from the end of a piece of copper pipe.
Remember that it is better and safer to secure the item to be cut in a vice.
As with the full size hacksaw, the blade has a cutting direction.
If you look closely at the blade, youll see that the teeth point in one direction
only and you should fix the blade into the frame with the teeth pointing away
from the handle.
As with the full size hacksaw, the blade will wear and it should be replaced
when it no longer cuts efficiently.
50
File
Figure 3
File
This would be used to smooth and remove rough edges of metals.

For the purposes of this Unit, youll use it to remove any rough edges from the
ends of the copper pipe. This would be more likely if you have cut the pipe
with a hacksaw, before assembling the pipework and fittings.
You should use both hands when using a file, one on the handle and the other
at the front edge. The object being filed should be secured in a vice.
Occasionally, youll find that the wooden handle has loosened or come off the
end of the file. You must never use it in this state as there is a high risk of
injury to your hand.
Files are very hard wearing and therefore will last a very long time, but
eventually they do wear and should be replaced.
It is recommended that you wear some form of eye protection when using files
as the fine metal particles could cause irritation and even serious damage to
your eyes.
51
Copper pipe cutters
Figure 4
Copper pipe cutters
The small grey tip near the edge is the openable reamer (arrowed) used to
remove rough edges from the internal edges of the cut copper pipe. (See
Figure 6 later).
Figure 5
Copper pipe cutters in use
In plumbing, there are a number of different types of pipe cutters for use with
different materials and you must ensure that you use the correct one for each
specific task.
When a lot of cutting of copper pipe is needed, the pipe cutter is the best tool to
use because it is quicker and it can be positioned on the pipe very accurately.
You do not usually need to hold the pipe in a vice when using a pipe cutter.
52
Activity
14
How to cut copper pipe

1. When you have decided where you want to cut the pipe, turn the
top screw anticlockwise to open the cutter to a size slightly larger than the
diameter of the pipe to be cut.
2. Now position the cutting wheel on the mark previously made on the pipe.
3. While holding the cutter in position, turn the top screw clockwise until the pipe
is held between the rollers and the cutting wheel.
4. Gently tighten the cutter onto the pipe and then rotate the cutter round the pipe
and youll notice that the cutting wheel starts to cut into the pipe.
5. As this happens, the pipe cutter becomes slack on the pipe, so tighten the top
screw about a quarter to half a turn clockwise. This allows you to repeat the
cutting exercise.
6. Continue the process until the cutting wheel has cut through the pipe all the
way round.
You should note that its very easy to accidentally hold the black screw handle too
firmly when rotating the cutter round the pipe. This would result in the cutter being
loosened from the pipe. It is therefore recommended that as you rotate the cutter
round the pipe, you dont hold the black screw handle too firmly.
In addition to its pipe cutting function, the pipe cutter also has a reamer which
folds out from the side of the body of the cutter. This would be used to remove
the small edge of metal on the inside of the pipe that has been created during the
cutting process. (See Figure 6 below).
Figure 6
The reamer being used to remove the burr (rough edge) from the
inside edged of the copper pipe
53
Maintaining copper pipe cutters

The maintenance requirements for copper pipe cutters are to ensure that the
screw thread remains clean and free from a build up of dirt. Pipecutters should be
lightly oiled occasionally to allow a smooth operation. You should also note that
through time and use the cutting wheel will become blunt or damaged and should
be replaced as and when required.
Speed cutters
In addition to the pipe cutters explained previously, we also have a variety of
speed cutters, which will save you a lot of time if you are performing a lot of cuts
on copper pipe.
Figure 7 shows an example of one of these. The method of operation is that you
would clamp them onto the pipe and then simply turn them round the pipe in the
direction shown until it has been cut. What could be simpler?!
If you use this type of pipe cutter, you still have to remove the burr from the inside
edge of the copper pipe.
You should note that these pipe cutters are not adjustable and you would have a
different one for each diameter of pipe you intend using. Most of the copper pipes
youll find in a house are either 15mm or 22mm diameter, so for domestic
plumbing installations you would need only two of these pipe cutters.
The cutting wheel will become blunt with use, but we recommend that when this
happens, you would be better buying a new set. The reason for this is that the
device includes a spring which weakens with use and doesnt lend itself to
replacement.
Figure 7
Speed cutters for 22mm copper pipe
54
Spanners/pipe grips
Figure 8
A selection of spanners used in plumbing
There is a huge range of spanners and pipe grips on the market and Figure 8
simply shows a sample.
The main thing to remember is that spanners are specifically made to be the
correct size for a number of standard tasks to be carried out in plumberwork.
For example, youll make use of specific spanners when assembling and
tightening compression fittings onto the different diameters of copper pipe.
If you choose to use an adjustable type of spanner, you must ensure that it has
been adjusted to suit the size of the fitting otherwise there is a risk that it could
slip, resulting in possible injury to you or others nearby. Slippage also wears
down the edges of the hexagonal nut.
Maintaining spanners and pipe grips
The maintenance requirements for spanners and pipe grips is to ensure that they
remain clean and free from dirt and that the adjusting screw operates freely.
If a spanner becomes damaged as a result of force having been used, it
should be scrapped. It could be dangerous to use a faulty spanner!
The spanners shown would be suitable for tightening compression fittings onto
copper pipe and perhaps tightening multi-fit plastic waste fittings the final
quarter turn after they are hand tight youll learn about that in detail later.
Part of your work in this Unit requires you to assemble an item of sanitary ware
and for this purpose, the following tools would also be useful.
55
Box spanner
This would be used when fitting a water tap or handwheel onto a wash hand
basin.
Youll see from the diagram that the tap fits into a recess in the underside of
the basin and you need to get at the underside of the tap underneath the basin
to tighten it into place. A standard type of spanner would not do the job.
You should note however, that the box spanner can only be used before the
pipe is connected to the tap.
Box spanners are available in different sizes to suit the range of taps available.
Figure 9
Box spanner used to secure taps onto basins
56
Basin wrench
This is commonly referred to as a crows foot spanner, due to the shape of the
end.
It is a very useful tool as it is adjustable to suit the range of taps available and
can be used after the pipework has been connected.
The end of this tool is spring loaded and when swivelled into place and held
against the tap fixing nut on the underside of the basin, it automatically
clamps on to the nut and allows it to be tightened.
By swivelling the head in the opposite direction, it can be used to loosen taps
when they need to be removed from sanitary appliances.
Figure 10
Typical telescopic basin wrench
57
Large adjustable spanner
Figure 11
Large adjustable spanner
This tool is perfect for tightening the waste grating into the wash hand basin as it
opens to large sizes and also is very compact.
The actual assembly of the waste will be fully explained elsewhere in your course
notes but from the shape of the head of the spanner you can see the job it was
made for.
58
Copper pipe bending equipment
Figure 12
The Handy Bender copper pipe bending machine
Figure 12 shows just one of the different types of copper pipe bending machines
available.
This one is commonly referred to as a handy bender due to its compact size. It
can either be used simply by holding it with both hands or fixing it in a vice on a
work bench.
To use the handy bender the pipe is positioned between the forming wheel
and the metal guide.
The stopper of the machine holds the end of the pipe in a fixed position.
As you move the arms of the machine apart, youll form a bend in the pipe.
Your tutor will demonstrate the operation of pipe bending machines. You will get
to practise this too.
When you progress to later outcomes of this Unit, youll realise that you can bend
the pipes to any angle up to 90 degrees with a handy bender. Other types of
bending machine would allow you to bend pipes up to 180 degrees!
You should also note that the machine shown has two fixed forming wheels, one
for 15mm diameter copper pipe and the other for 22mm diameter. These are two
of the most commonly used sizes in plumbing installations.
Other types of bending machines have interchangeable forming wheels and are
normally supplied with a full range to suit all common diameters of copper pipe.
59
Saw
Diagram 13 Panel saw suitable for cutting PVC waste pipe
This tool is designed for cutting materials. To make best use of the saw, the item
to be cut should be secured in a vice.
There are various types of saw available and as this Unit relates to the use of
plastic materials, a multi purpose saw or panel saw (wood saw as used by
joiners) would be perfectly suitable because plastics are relatively soft
materials and are therefore easily cut.
You should hold the saw firmly by the handle and ensure that you keep your
fingers well away for the blade.
Generally, these saws would not be subjected to a lot of wear when used to cut
plastics and would last a long time. When the blade does show signs of wear,
the saw should be replaced.
The advantage of using this type of saw when cutting plastic pipe is that the blade
is large in area and therefore rigid. This allows you to make a straighter cut
through the pipe. Youll find this especially in wastepipe installations where the
pipe youll use will be 32mm diameter.
60
Rasp
Figure 14
Rasp used to smooth the rough edges from PVC waste pipe created
during a sawing exercise
A rasp is used to smooth and remove the rough edges of plastic pipes. If you
leave the rough edges on then the pipe will not fit smoothly into the pipe fitting.
A rasp is similar to a file, but the cutting surface is coarser and can quickly and
effectively smooth off the rough edges of softer materials.
You should use both hands when using a rasp, one on the handle and the
other at the front edge.
Occasionally, youll find that the wooden handle has loosened or come off the
end of the rasp. You must never use it like this as there is a high risk of injury
to your hand.
As when using files and saws you should secure the item you are working on
in a vice when it needs to be rasped.
Rasps are very hard wearing and therefore will last a very long time, especially
when used on plastic materials, but when they show signs of wear they should
be replaced.
It is recommended that you wear some form of eye protection when using
rasps as the fine particles of the material could cause irritation and even
serious damage to your eyes.
61
Plastic pipe cutters

In plumbing, there are a number of different types of pipe cutter used with different
materials. You must ensure that you use the correct one for each specific task.
There are special pipe cutters available for cutting plastic pipe.
Using these is much quicker and makes a cleaner cut than the saw.
Manufacturers of plastic water pipe systems recommend the use of
pipecutters, and not saws, when cutting.
The use of pipecutters eliminates the risk of any particles of plastic being
produced during the cutting process. We dont want particles of plastic to find
their way into the water supply pipework.
Normally, when cutting plastic water supply pipe with pipecutters, you would not
need to hold the pipe in a vice. This makes it a very simple and straightforward
exercise.
Figure 15
Ratchet type pipe cutters
One type of pipecutter consists of a plastic or lightweight metal housing, a very

sharp steel blade and also has some form of release mechanism. An example is
given in Figure 15 above.
The release mechanism is used to open the cutter up to a slightly larger size than
the diameter of the pipe.
62
Activity
14
How to cut plastic pipe

1. Place the plastic pipe into the cutter with the blade in line with the
mark on the pipe where it has to be cut.
2. The handle has a built-in ratchet. Squeeze and release a number of times to
allow the blade to be pushed against and cut into the pipe.
3. Continue this process until the pipe has been cut.
By the way, for the diameter of pipe you will be dealing with in this Unit, this
cutting exercise will be completed in less than one minute per cut.
Diagram 16 Safety warning on the pipecutter
Safety matters cannot be emphasised enough when using cutting tools. Figure 16
clearly shows this manufacturers warning!
63
Diagram 17 Shows very clearly that the pipe should not be rotated in this type of
pipecutter
When using some types of plastic pipecutters, the pipe should be rotated, but
Figure 17 clearly shows that this is not the case for all pipe cutting tools. In this
case its because of the shape of the blade. Make sure you know exactly how to
use a pipecutter properly before you start using it!
Yet another type of pipecutter operates like pliers and simply consists of a round
shaped plastic shoe. You would place the pipe to be cut into the shoe and
when the cutting mark is lined up with the blade you simply squeeze the handles
together. This presses the cutting blade against and through the pipe. This type
of pipecutter does require you to rotate the pipe as it is being cut.
Other tools required

In addition to the range of tools you need for the plumbing work, you will also need
a selection of screwdrivers for fixing pipeclips to the wall surface and a cordless
electric drill complete with a range of drill bits would also be very useful, as these
will allow you to drill pilot holes for the screws that fix the pipeclips.
64
Copper Pipe
This brown coloured metal pipe is ideally suited for conveying domestic water in
plumbing systems as it does not affect the taste of the water in any way or
contaminate the water.
Copper is a mined element and is delivered to pipe manufacturing companies
in solid blocks.
Pipe manufacturers heat the copper to exceptionally high temperatures until it
is in a molten state. It is then forced through dies of different diameters which
form it into pipes.
The pipes are cut into 6 metre lengths and dispatched to plumbing merchants
and suppliers.
Plumbing and heating contractors can buy the pipes from the merchants and
suppliers.
Copper pipe is strong and at the same time easy to work with in terms of cutting
and bending. It also has a very long life span.
65
Compression fittings
Figure 18
A selection of compression fittings
As part of this Unit, you are required to assemble the water supply pipework
comprising copper pipe, formed bends and compression fittings.
Compression fittings, as shown in Figure 18, are manufactured from an alloy (a
mixture of metals), including copper, and are gold coloured in appearance. In this
diagram you can see fittings such as elbows, tee pieces and straight connectors.
The fittings are available in a full range of sizes to suit copper pipe and consist of
a body, nuts and compression cones (also referred to as olives). Youll learn
how to assemble these fittings in Outcome 3.
66
Plastic waste pipe and fittings

Depending on whats available in your workshop and the type of sanitary
appliance you are working on, you may only use 32mm plastic and multi-fit
fittings as these are the materials associated with the waste pipe installation of a
wash basin. (It may also be the case that you will use larger sizes of pipe and
fittings, but the method of assembly will still be the same).
The following diagrams show a dismantled multi-fit fitting which you would use for
the waste pipe installation and youll learn about the assembly in Outcome 3.
There are other types of fittings you could use, for example, solvent weld (glued)
or push-fit where, as the name suggests, you simply push the pre-assembled
fitting straight onto the pipe. The problem with these fittings is that they usually
only suit the type of material from the same manufacturer. Fittings and materials
from different waste pipe manufacturers are generally not interchangeable.
For the purposes of this Unit, the multi-fit range of fittings is more versatile as
they can be used with any waste pipe material of the same size and are easily
assembled or dismantled.
Figure 19
Plastic Waste Pipe with the assembled components for the Multi-fit
Bend with the larger taper of the Neoprene Rubber Sealing Ring
facing towards the fitting
When fixing items of sanitary ware, we have to eliminate any risk of smells coming
from the waste system back into the premises and this is done by fitting traps onto
the waste outlet.
67
Figures 20, 21 and 22 show the typical types of trap that would be used for this
purpose. The intention is that, as the name suggests, they trap some water
within the water filled tubular section thereby preventing any smells entering
from the drain pipes and sewer pipes.
Figure 20
Figure 21
P trap with multi-fit pipework

connection. It doesnt loo like a P
here more like a U but turn the
page 90 degrees anticlockwise! See
now?
S trap with multi-fit pipework

connection. You can see where the
name S trap comes from!
Figure 22
Compact S trap with multi-fit pipework connection
68
In all cases, traps are occasionally at risk of being blocked, perhaps with small
pieces of vegetables, tea bags, hair and other yucky items! The manufacturers
make traps with the provision that they can be easily cleared.
Youll see that there is a disconnecting coupling on the P and S traps and the
compact trap has a small removable cap (top right in the picture) that could allow
any obstructions to be retrieved or flushed out.
You may also notice that, at the point where the trap connects onto the sanitary
appliance, the manufacturer has provided a black sealing washer (clearly visible in
Figure 20) and it is important that this is properly in place, otherwise a water-tight
joint will not be achieved on completion of the work. If the joint is not tight youll
get nasty puddles on the floor! In Outcome 3, you will see how neatly the trap can
be installed under the basin.
69
Outcome 2: Assembling sanitary appliances

This part of the Unit looks at how to assemble, fit and fix a sanitary appliance.
The first appliance we will look at is a wash hand basin (WHB) or, simply, wash
basin. A wash basin, as you know, requires a water supply and pipework to take
the waste water away.
Wash hand basin
Figure 23 below shows a typical wash basin and the diagrams on the following
pages show how you would go about the installation of this appliance.
Diagram 23 Looking down on the wash basin
The basin chosen has two tap holes (extreme right and left) and a small hole (right
of centre) which allows the plug to be attached. The outlet where the waste will
be fitted is the larger hole in the middle.
You will also notice the round hole in the centre near the top of the basin and this
is the overflow, which youll learn more about when the fitting of the waste
assembly is discussed.
70
This basin would be fixed to the wall using the brackets shown in Figure 24.
These are supplied by the manufacturer of the wash basin. Figure 25 shows a
view of the back of the basin with the brackets in place. From these diagrams you
can see how simple yet secure the fixing of the wash basin can be.
Figure 24
A set of wash basin fixing brackets
Figure 25
Showing the fixing brackets in place
71
Normally, wash basins will be fixed at about 800mm above the floor to the top
edge of the basin and we therefore need to consider what height the brackets will
be fixed at to allow this.
Figure 26 shows a back view of the basin and the method of measuring the
bracket fixing points (the screw holes) in relation to the top of the basin.
Figure 26
Showing the measurement between the top of the basin and the
bracket fixing holes
You can see that the distance between the top of the basin and the fixing holes of
the bracket is 72mm and therefore we would measure 728mm up from the floor to
the position of the screws securing the brackets. (We get the figure of 728mm
from the overall height of 800mm and deducting 72mm).
It would be acceptable for the level of accuracy in fixing the wash basin to be
within a tolerance of +/- 15mm of the given dimensions, but it would be good if you
worked as accurately as possible to the stated dimensions.
You should remember that in plumbing, we sometimes have to fit a range of
sanitary appliances in a row on the same wall and we have to ensure that they are
all fixed exactly at the same height as each other!
You will see in Figure 25 that there is a small hole at the bottom of the basin.
This would be used to finally secure the basin to the wall when it is positioned for
the last time.
72
Although we have discussed the fixing of the basin, it is better to fit the waste and
tap in place while the basin is still on the workbench as it simply makes the task
easier. (This is one reason why we dont completely secure the basin to the wall
at a very early stage).
Figure 27 shows the waste assembly, consisting of
the grating
a neoprene rubber washer
a securing nut and
the plug, chain and stay
You will see that there are two slots just above the threaded section (shown in
greater detail in Figure 28) and these allow the overflow of the basin to operate
correctly.
When you install the grating, you must line the slot up with the hole in the back of
the basin outlet. This allows any water that comes down from the overflow of the
basin to pass freely into the waste pipework.
Youll be glad to have an overflow in your wash basin if you leave the plug in the
grating and the taps running. The overflow will take the water down the waste pipe
before the basin completely fills to the brim and starts pouring over the edge!
Weve all been distracted or forgetful when filling a wash basin or a bath. Thank
goodness for overflows!
When you complete your installation of the basin, you can test it by putting the
plug in place and filling the basin up until the water flows into the overflow slot and
if you have assembled the grating properly, the water will continually run out of the
basin overflow and into the waste. If you have not assembled the grating properly
the evidence will be the puddle on the floor!
We would use a small quantity of jointing compound to make a water-tight joint
between the basin and the grating. Its also important that you dont use
excessive quantities of the jointing compound when applying it to the waste
grating as this could block up the overflow slot.
73
Figure 27
Waste assembly, consisting of the grating, a neoprene rubber

washer, a securing nut and the plug, chain and stay
If you now look at Figure 28, youll see the slot in the grating that should be lined
up with the slot in the basin, thereby allowing the overflow to work properly.
Figure 28
Waste grating clearly showing the overflow slot
74
Figure 29
Plumbers Mait: One type of jointing compound
The tap would be fixed through one of the tap holes. Normally the cold water tap
would be fixed to the right hand side and the hot water tap to the left hand side.
Again, we would use a small quantity of jointing compound round the underside
of the tap prior to fixing it in place.
We would then place a plastic washer on the underside of the basin before
tightening the securing nut to hold the tap in place using the box spanner (see
Figure 9). When doing this, we would ensure that the tap is turned at an angle
towards the waste outlet so that the water discharge is directed towards the plug
hole.
When the waste assembly and taps have been securely fixed, the basin would be
secured to the wall for the final time and the central fixing screw inserted and
tightened. (See Figure 25).
75
WC and cistern
The second appliance we will look at is a WC cistern. This would be fitted in
conjunction with a WC. The cistern requires a cold water supply which is usually
connected to the bottom of the cistern at the right hand side and you can see from
Figure 30 how this would be done.
Figure 30
View of WC cistern showing the water supply connection on the

bottom right hand side
An important point to note is that the water supply pipework will be connected onto
a threaded connection for the internal float valve. These are very often made of a
plastics material which could easily be damaged. You can see in Figure 30 that
this cistern has a white plastic thread where the copper pipe has been connected.
Great care must therefore be taken when making the connection between the
plastic thread and the metal adaptor used at the end of the copper pipe, otherwise
the plastic thread would be damaged and not suitable for further use. This would
require the float valve assembly to be replaced an expensive mistake.
Your tutor will give you advice on the best way to make this connection without
damaging the thread.
76
WC cisterns are fixed to the wall at an exact height stated by the manufacturer
and their instructions should always be referred to before you start the work.
Figure 31 shows the type of information provided by one of the major British
sanitary ware manufacturers and you can see that for the particular WC and
cistern shown, the dimension from floor level to the top of the cistern is 980 mm.
Figure 31
Detail showing manufacturers information that would be supplied

with WCs and cisterns
You would measure this distance up from the floor and mark a line on the wall
using a pencil and spirit level.
Remember, this dimension is the position of the very top of the cistern. You
would measure from the top of the cistern down to the fixing holes and then
subtract this dimension from the overall height of 980mm to determine the
actual height for the fixing screws.
In this example, the distance from the very top of the cistern down to the fixing
holes is 70mm (same as Figure 26).
This means you would measure 910mm up from the floor (980 70) to fix this
cistern to the wall.
When you have marked this dimension on to the wall it will be helpful to get
someone to hold the cistern in position while you mark the positions of the fixing
screws. Then, depending of the type of background material, you would use the
77
appropriate screws to secure the cistern to the wall after perhaps having drilled
holes for the screws. As stated elsewhere in this Unit, there are a number of
circumstances that will vary depending on your place of work, but your tutor will
give you the information you need.
When the cistern has been secured to the wall, the water supply pipework would
be installed. The process for this will be very similar to that for the other items of
sanitary ware covered in this Unit and the use of pipe fittings and the bending
machine would be very much the same.
The WC would be fixed to the floor using large screws to make sure it cannot
move and the outlet connection from the WC would be made using a Multikwik
WC connector shown in Figure 32. This is a plastic connector with flexible
rubber fins at each end. One end fits over the WC outlet and the other end fit
inside the 110mm soil pipe. (Dont worry, you wont have to install the soil
pipework).
Figure 32
Multikwik WC connector showing the black rubber fins which make

the watertight joint
The other connection to be made between the WC and the cistern is the flush
pipe shown in Figure 33.
This allows the water in the cistern to flow or flush into the WC when the flush
handle is operated.
78
It is really very simple to make the connection of the flush pipe between the
cistern and the WC. You will see in Figure 33 that there is a nut, similar to those
used on plastic waste pipe fittings at one end of the flush pipe and a rubber
jointing washer at the other.
The joint is made by pushing the flush pipe up inside the cistern outlet and
tightening the nut, making sure that the sealing washer is in place.
At the same time as this is being done, you would push the flush pipe into the
connection in the back of the WC.
It would be great if you get the work completed and are then able to try out your
installation just remember that a little care and attention while the work is being
done would allow you to have a sound installation without any water leaks!
Figure 33
The flush pipe complete with the connecting nut for the cistern and
the rubber washer for the WC
Figure 34 shows the completed installation of the WC, cistern and flush pipe. You
can see that as your work progresses, the area becomes quite congested and it is
therefore important that you take your time to do all the sections of your work
correctly or it can become rather awkward to squeeze into the confined space to
rectify any problems like leaks! Neither should you leave tools or spare
materials or offcuts lying around. The space is tight enough as it is.
You will also notice the white waste plastic pipe from the wash hand basin passing
along the wall below the WC cistern.
This is another example where your copper pipe bending skills using the bending
machine will be put to use.
79
Can you see the copper supply pipe to the WC cistern bending over the white
plastic waste pipe? This type of bend is called a saddle. Your tutor will probably
spend quite a bit of time with you to ensure that you become pretty good at using
the bending machine before you tackle this type of work which requires a high
level of accuracy!
Where you have to form a saddle in a copper pipe to allow a waste pipe to pass
behind it, you should try to get the highest part of the saddle exactly in line with
the waste pipe and you can see from Figures 30 and 34 that in this case, the work
has been done to a very high standard. It looks better this way.
We mentioned overflows earlier when we were talking about the assembly of the
waste in the wash hand basin and we have to consider the overflow requirements
of a cistern also. You can see in Figure 34 that there is a small white projection
from the underside of the cistern to left hand side of the flush pipe. This is the
overflow connection for the cistern. This would normally be connected to a small
plastic pipe which would extend to a prominent point outside the building where it
would be noticeable and bring to someones attention that there is a problem with
the cistern.
The problem simply is that the water level in the cistern is too high.
This may be due to the fact that the float valve inside the cistern is not adjusted
correctly or the float valve is in need of repair.
As far as you are concerned in this Unit,
you will hopefully be using new or
relatively new cisterns and when you get
to the point of turning the water on, you
would check inside the cistern to see
that the water level is in line with the
water level mark in the inside of the
cistern and if necessary, you would
make adjustments to the float valve to
correct this. If you dont get the water
level correct, youll either find that the
cistern flush doesnt work or the overflow
is continually running either way you
need to sort this problem!
There are various types of float valves
used in cisterns and depending on the
type of cistern you are installing, your
tutor will advise you exactly how any
adjustments would be made.
Figure 34
The completed WC, cistern and flush pipe installation
80
Figure 35 shows a different type of

WC and cistern, which does not
require a flush pipe.
Figure 35
This design is referred to as a

close coupled WC set and the
outlet on the underside of the
cistern simply fits into a hole on
the top of the WC.
You must remember however,

that a black rubber washer
needs to be in place to ensure
that a watertight joint is
achieved.
The cistern is secured to the WC

with two nuts, bolts and washers,
one at each side of the centre
and these would be firmly
secured, but not over tightened,
before the WC set is finally fixed
to the wall and the floor.
The close coupled WC and cistern
In this type of installation, the WC and cistern would be assembled and positioned
next to the wall and the fixing points for the cistern determined.
You should remember that if you are working on this type of installation, the total
weight of the fully assembled WC set is considerably greater than the weight of
the individual items and extra care should be taken to avoid risk of injury due to
lifting. It would probably be a good idea to get someone to help you during the
installation of your WC set and then you can assist them with theirs!
You can see from Figure 35 that the water supply is connected to the left side of
the cistern, but this is not always the case with close coupled WC sets or
indeed low level WC sets where a flush pipe is used.
In most cases the manufacture of sanitary ware allows you to connect the water
supply and overflow pipework to either side of the cistern. This can be changed
to suit the particular circumstances of your installation and by the time you are
actually doing the work, your tutor will have given you guidance and information
on this.
81
The sink unit

The third sanitary appliance we should consider is the sink unit and as with the
other appliances, you would have to install copper pipe for the water supply and
plastic pipe for the waste pipework system.
Figure 36 shows a typical inset sink installation. If you are dealing with this type
of installation, youll probably find that the sink has been fitted into the worktop by
your tutor before you start.
Figure 36
A typical inset sink installation
The water supply would be 15mm, the same size you would use for the wash
hand basin and the cistern, but the waste from a sink would be installed in 40mm
plastic and not 32mm. This is because there is normally a greater volume of
waste water that needs to escape from a kitchen sink than a wash hand basin.
Apart from that you would carry out the work in a similar way.
Figure 37 shows quite clearly how the water supply and waste pipework could be
installed.
One of the difficulties with this type of work, as with other plumbing installations, is
working in confined spaces and you can see from Figure 37 that it could be quite
awkward in this situation. Take your time and work carefully. Ask your teacher or
lecturer for advice.
82
Figure 37
Water supply and waste pipework for the sink
Figure 38 shows the water supply pipework extending into the narrow space at the
back of the sink bowl. This is an ideal example of a situation where you would
make good use of the Basin Wrench (crows foot spanner) shown in Figure 10.
You can imagine how difficult its going to be to make a good water connection in
this situation! Do your best.
Figure 38
A tricky plumbing situation!
83
Outcome 3: Installing the pipework to sanitary

appliances
We are now ready to install the water supply and waste pipework to the wash
basin. The same principles will apply to other sanitary appliances you might work
with
The wash basin installation given as an example here is in a small cloakroom.
Depending on the way your workshop is set up, the exact installation may be
slightly different, but in each case, regardless of the layout of the room or
workshop, you might be expected to connect to a valved cold water supply that
has been pre-installed to allow you to complete your own pipework exercise.
Similarly, the waste pipework may form part of a larger system with a suitably
placed connection provided for you and your waste pipe installation.
Water supply
The installation will probably consist of:
copper pipe
compression fittings and
the use of a bending machine where the pipe has to be altered slightly to allow
proper alignment.
We would also secure the pipe to the background using specially designed pipe
clips.
By carrying out a visual inspection, we can identify the best route the pipework
should take and thereafter select the appropriate fittings for the work. Discuss this
with your tutor and plan your work before you start.
84
Joining copper pipes using compression fittings

There are a number of methods that can be used to join sections of copper pipe
together, but we will be using Non-Manipulative Compression Fittings.
Preparing pipes to be joined together
You can either use hacksaws or pipecutters to prepare the ends of copper pipe to
be joined. Whatever method you use to cut the pipe will probably leave rough
edges which should be removed prior to assembling the fitting by using a file on
the external surface of the pipe and a reamer, which is an integral part of the pipe
cutter, on the inside surface. These tasks are shown in Figures 39 and 40.
Figure 39
The outside edge of copper pipe being filed to remove rough edges
created when cutting using a saw
Figure 40
The reamer being used to remove the burr (rough edge) from the
inside edge of the copper pipe
85
When you have learned the skill of cutting and preparing the copper pipes to be
joined, you would then assemble the Non Manipulative Compression Fitting as
follows:
Figure 41
Place the nut and the compression cone (olive) onto the previously
prepared pipe
Figure 42
Assemble the body of the fitting on to the end of the pipe
Repeat the above steps to connect the other piece of pipe into the body of the
fitting.
Figure 43
Use suitable spanners to tighten the fitting in the direction shown
86
Figure 44
Section through the completed joint
You should note that as you tighten the fitting together the olives will be
compressed onto the outer surface of the pipe, which makes it secure and water
tight.
Its also worth mentioning that replacement olives are readily available and this
means that the fittings can be re-used if necessary.
Although this process has been shown using a straight coupling, you should note
that a full range of bends, tee pieces, isolating valves, and adaptors are available
from the manufacturers of compression fittings in a full range of sizes 15mm,
22mm, 28mm, 35mm, 42mm and 54mm. If you decide to continue further in
plumbing, you will become more familiar with these pipe sizes and work with them
all.
You will remember seeing Figure 18 which showed a small pipework arrangement
with different compression fittings. By now youll have had the opportunity to use
the tools, materials and fittings to learn the basic skills required which would allow
you to complete a copper pipework arrangement.
This is what well look at in detail now.
In the following figures (Figures 45 to 50) youll see how you would go about
bending copper pipe.
You should remember that each section of the work should be checked for
accuracy (dimensions and angles of bends, etc.) and if necessary adjusted prior
to moving on to the next section of the work.
TIP
Its better to spend a few moments checking each stage as it is
completed instead of spending a lot of unnecessary time at the
end back tracking to put right any errors that youve made.
You should also remember that although each person should complete their own
model, it is helpful, for example when bending pipes using the bending machine,
to get assistance from someone else instead of trying to bend pipes and at the
same time, checking exact angles all by yourself ! !
87
Figure 45
Sketch showing a 90 degree bend formed in section of pipe
Figure 46
Sketch showing a section of pipe in bending machine prior to forming

a 90 degree bend
88
Figure 46 shows a view looking down from above, on a bending machine having
been fixed into the vice of a work-bench.
The pipe would be placed in the machine so that it is held in position by the
machines stopper and would pass between the former and the guide, which
would allow the bend to be formed at a suitable predetermined distance from the
end.
When in this position, the handle would be pulled round until the pipe has been
bent to an angle of 90 degrees (as seen in the finished example in Figure 45).
At this point, you could perhaps get a workmate to hold a set square in position to
allow the exact angle of the bend to be checked because its very easy to bend
the pipe too far or not far enough.
Remember, copper is a relatively soft metal and in the event of the bend being not
exactly 90 degrees, it can either be placed back in the machine and gently bent a
little more, or held gently in a vice to allow the angle to be opened slightly.
Be careful, though, if you over bend the pipe because there is a risk that it will be
distorted when you open the bend back to the correct angle. It is therefore
recommended that you proceed more cautiously when you see the bend coming
close to the angle you require.
Forming an offset
Figure 47 shows the typical shape of the piece of pipe after an offset consisting of
two 45 degree bends has been formed.
The first thing to do when making an offset in copper pipe is to select a piece of
pipe that is long enough to complete the task. This would be based on the total
distance that the pipe extends in each direction and perhaps adding an additional
50 100mm to this dimension as a safety margin. This allows a bit of a margin
for error when placing the pipe into the bending machine.
Figure 47
Sketch showing a section of pipe formed into an offset. The

measurement arrow represents the size of the offset
89
Figure 48
Sketch showing first bend of an offset bent to the correct angle
We would then remove the pipe from the machine and mark it to suit the size of
the offset required, typically about 100mm.
Figure 49
Sketch showing the marking procedure to establish where the

second bend will be formed to complete the offset
The pipe would again be placed in the machine as shown in Figure 50 to allow the
second bend to be formed.
Before forming the second bend, you should also look at the pipework horizontally
to see that it is in line with the former. If it is not in line, swivel the pipe up or down
as required. This would ensure that the two bends you make in the pipe are in
line with each other and the completed section of pipe would lie flat on a
workbench. This is another tip that your tutor will demonstrate and it will help you
complete the offset to a very high standard.
90
Diagram 50 Sketch showing a section of pipe in the bending machine prior to the
second bend of the offset being formed
You should note that when measuring dimensions in pipework exercises, the
measurements are always taken as centre-to-centre sizes.
This means that you would place the end of the rule in line with the centre of one
piece of pipe and measure to the centre of the next piece.
You now have all the basic information required to allow you to complete your
project.
On the next few pages you can see how all the practice can come together to
allow you to complete a plumbing installation for a sanitary appliance.
Remember, take your time and concentrate on each part of your work and check
each part for accuracy prior to moving on to the next stage.
Enjoy your work!
91
Figure 51 shows the partially completed

copper pipework in a small cloakroom and in
this case the water supply will continue on to
the left of the picture to a water heater, but it
could just as well be used for another cold
water tap in the next in a row of wash hand
basins.
Figure 51
The partially completed copper pipework
Figure 52 shows the offset required to line

up or align the copper pipework to the
underside of the cold water tap. If the
pipework went straight up from the tee to
the basin, it would miss the cold water tap
by several centimetres. But can you think
why we dont just have the tee straight
under the tap? Discuss with your tutor.
Figure 52
Showing the offset in the pipework that allows the connection onto
the cold water tap
92
Waste pipework
Information on the assembly of waste pipe

and fittings was given in Outcome 1. Figure
53 shows the completed work in relation to
the cloakroom basin. You can also see the
instantaneous water heater above the wash
basin. We referred to the water supply for
this in Figure 51.
Again, you should take your time doing the
work and checking each part for accuracy
prior to moving on the other sections.
Figure 53
The completed installation
Although the diagrams shown here make reference to the wash hand basin, you
should remember the items of sanitary ware discussed in the other areas.
Whatever type of sanitary appliance you find yourself working on there will be
similar situations in terms of the water supply and waste pipework installations.
Its therefore worth referring to the other sections of the notes as a reminder of the
other types of sanitary appliances you could possibly be installing.
93
Testing the installation.

A pipework installation, or indeed any complete plumbing installation, would in
practice be fully tested to ensure that the performance of the system is correct.
You dont have to carry out a full pressure test on your work for this Unit, but if you
did, it would be done by carrying out the following tasks:
1. When the cold water tap is turned off, slowly turn the isolating valve on the
cold water supply on and check all pipework connections for leaks.
2. Gently turn the cold water tap on and allow water to flow from the tap. During
the completion of the pipework, air would have been trapped within the pipes
and this will pass through the tap before the water.
3. Turn the tap off and again examine the pipe and fittings for leakage. This will
probably be in the form of water dripping from or spraying from a joint of a
fitting such as a tee or 90 degree elbow.
4. With the tap turned on and water flowing through the waste pipework, this
should also be checked for leakage.
Depending on the water pressure within your Centre, you may find the water
pressure excessive and if the tap was turned on too quickly or fully, excessive
splashing may occur, but your tutor will be able to advise you if this is likely to
be a problem.
5. Place the plug into the waste outlet and fill the basin up until the water reaches
the height of the overflow. If you have assembled the grating correctly as
indicated in this Pack, the water will flow freely through the overflow and into
the waste pipework. The flow of water through the overflow is not very great
and after you have tested the performance of the overflow, you would turn the
tap off and then remove the plug from the basin grating and check the waste
pipework for leaks. Under these conditions, the waste system would be tested
at maximum flow rates.
6. If everything is satisfactory, its time to tidy up any materials that may be lying
in your work area and then give all parts of your work a wipe down with a
piece of towelling or cloth to leave a nice tidy installation.
7. If you were doing this type of work in someones home or premises, you would
now tell them that the work is complete and show them the full working
operation of the system so that they are fully satisfied that it works properly.
Now that youve reached the end of this Unit, youll perhaps consider a future
working in the plumbing industry.
Although this has been a relatively simple plumbing exercise, it does require the
basic skills and knowledge that would be used in much more complicated areas of
the trade. Youve started down a road that might lead you to skills that are not just
useful but highly valued in our modern world. Plumbing is a really important trade!
94
Student Activities
Tutor Note:
Tutors will want to demonstrate, explain and discuss these activities with students,
rather than give out the printed instructions for the students to read. They are not
intended to be given out without tutor support but rather as reminders or
reinforcement, that students can refer to during and after practical work.
95
Copper pipe rending

Remember: You should always ensure that any bend formed in copper pipe is
exactly correct before moving on to another section of the work
Activity
Copper pipe bending: Form a 90 degree bend
3, 6, 7,
10, 11, 14
1. Select a piece of 15mm copper pipe about 500mm long

2. Mark the centre of the section of pipe
3. Place the pipe in the bending machine between the guide and the former as
demonstrated
4. Pull the arm of the bending machine gently to form the bend in the pipe
5. While you are doing this, get a friend to hold a square next to the copper pipe
6. As you see the formed bend getting close to 90 degrees, proceed cautiously
so that you dont go beyond the required angle
7. Remove the pipe from the bending machine and finally check the angle on the
workbench and carry out minor adjustments as necessary (your
lecturer/teacher will demonstrate this).
You have now completed the task!
96
Activity
Copper pipe bending: Form a 100 mm offset
3, 6, 7,
10, 11, 14
An offset would be formed in a section of copper pipe where its

alignment has to change (for example where a water supply pipe is clipped
vertically to a wall under a wash hand basin and has to be repositioned to allow
the connection to be made to a tap on a wash hand basin).
While the example used is 100mm offset, this is not always the case and you
should accurately measure the size of offset required for each situation. It would
be helpful then to take a few minutes to draw a diagram of the offset required on a
workbench or piece of card.
1. Draw a 100mm offset on a piece of card or board
3. Mark the position of the first bend on the section of pipe
4. Place the pipe in the bending machine between the guide and the former
5. Pull the arm of the bending machine gently to form the bend in the pipe
6. While you are doing this, get a friend to hold a 45 degree set square next to
the copper pipe
8. Remove the pipe from the bending machine and check the angle against the
template on the workbench and carry out minor adjustments as necessary
(your lecturer/teacher will demonstrate this).
9. Mark the position of the second bend on the section of pipe
10. Place the pipe in the bending machine to allow the second bend to be formed
11. Pull the arm of the bending machine gently to form the bend in the pipe.
While you are doing this, get a friend to hold a 45 degree set square next to
the copper pipe
template on the workbench and carry out minor adjustments as necessary
(your lecturer/teacher will demonstrate this).
97
Activity
Copper pipe bending: Form a saddle
3, 6, 7,
10, 11, 14
A saddle would be formed in a section of copper pipe where is has to

cross over another pipe (for example a waste pipe from a wash hand basin) or
obstruction on a wall and in each case, an adequate amount of clearance would
be provided between the copper pipe and the other pipe or obstruction.
It may be the case that the copper pipework has to be insulated and the insulation
should not be in contact with the other material.
1. Draw a saddle (as advised by your lecturer/teacher) on a piece of card or
board. A suggestion would be that the centre bend will be 80 degrees and the
other two will each be 40 degrees
3. Mark the centre position on the section of pipe (the first bend you will form will
be the middle one of the three)
4. Place the pipe in the bending machine between the guide and the former
5. Pull the arm of the bending machine gently to form the 80 degree bend in the
pipe. While you are doing this, get a friend to hold an adjustable set square or
a template wire (with an 80 degree bend in it) next to the copper pipe
drawing on the workbench and carry out minor adjustments as necessary (your
8. You can now bend any of the other two bends (it doesnt matter which one you
do first)
9. Mark the position of the second bend on the section of pipe
10. Place the pipe in the bending machine to allow the second bend to be formed
at an angle of 40 degrees
While you are doing this, get a friend to hold an adjustable set square or a
template wire (with a 40 degree bend in it) next to the copper pipe
98
13. Remove the pipe from the bending machine and check the angles against the
14. You can now bend the second 40-degree bend
15. Place the pipe in the bending machine to allow the second 40-degree bend to
be formed
While you are doing this, get a friend to hold an adjustable setsquare or a
template wire (with a 40 degree bend in it) next to the copper pipe
17. Remove the pipe from the bending machine and check the angles against the
18. If you have followed the instructions given and worked accurately, your model
should look very similar to the drawing of the saddle you did in the first place.
99
Activity
Joining copper pipes using compression fittings
3, 6, 11,
14, 15
Remember: This is a practice exercise and it doesnt matter whether

you use a straight coupling, a bend or a tee piece, as long as you learn how to
make the joint properly
1. Cut a short piece of copper pipe about 150mm long
2. If you cut the pipe using copper pipe cutters, you will have to use the reamer to
remove the burr from the inside edge of the pipe
3. If you use a hacksaw, you will need a file to remove the rough edges from the
outside and inside edges of the pipe
Remember also that pipe cutters will give a straight cut, but you need to
be very accurate to make a straight cut using a hacksaw!
4. Dismantle the compression fitting (In this case we will refer to a straight
coupling) and identify the different parts of the fitting (body, two compression
cones and two nuts)
5. Place the body of the fitting in a vice and gently secure it with the fitting facing
upwards
6. Place a nut and a compression cone onto the end of the copper pipe and then
place the copper pipe into the fitting
7. Tighten the nut onto the fitting with your fingers and then use the correctly
sized spanner to tighten it a further quarter to half a turn
8. This is the complete assembly of the first side of the fitting
9. Turn the fitting within the vice to allow you to make the connection to the other
side
10. Cut another short piece of copper pipe (as described previously)
11. Place a nut and a compression cone onto the end of the copper pipe and then
place the copper pipe into the fitting
12. Tighten the nut onto the fitting with your fingers and the use the correctly sized
spanner to tighten it a further quarter to half a turn
100
Activity
3, 6, 11,
14, 15
Connecting copper pipe onto taps and WC cistern float operated

valves
This task requires you to use an adaptor, which is a fitting that allows you connect
copper pipe into one end and has a female thread at the other end
1. Firstly, you have to ensure you have made a watertight joint between the
thread on the tap or WC cistern float operated valve and the adaptor
2. To do this, you will use PTFE tape, which is a very thin white plastic type
material. This will be wrapped round the thread of the tap or float operated
valve prior to fitting the adaptor
3. The tape would be wrapped round the thread starting at the end and
progressively winding it towards the underside of the wash hand basin or
cistern. You will only have to apply about 8 10 winds round the thread over a
distance of about 20mm
4. Now place the adaptor onto the thread and tightened it as far as you can with
your fingers and then tighten it firmly using the correct size of spanner
5. This should ensure that you have a watertight connection between the adaptor
and the thread of the tap or float operated valve
6. The rest of the assembly is as described for the assembly of compression
fittings
101
Activity
Joining plastic pipes using Multifit fittings
3, 6, 11,
14, 15
Remember: This is a practice exercise and it doesnt matter whether

you use a straight coupling, a bend or a tee piece, as long as you learn how to
make the joint properly
1. Cut a short piece of plastic pipe about 150mm long
2. If you cut the pipe using plastic pipe cutters, use will have a nice clean cut
round the edge of the pipe
3. If you use a hacksaw, you will need a file to remove the rough edges from the
outside and inside edges of the pipe
Remember also that pipe cutters will give a straight cut, but you need to
be very accurate to make a straight cut using a hacksaw!
4. Dismantle the multifit fitting (In this case we will refer to a straight coupling) and
identify the different parts of the fitting (body, two black neoprene rubber
compression washers, two backing washers and two nuts)
5. As this exercise does not require excessive force to make a watertight joint,
you do not need to use a vice
6. Place a nut, a backing washer and a black neoprene rubber compression
washer onto the end of the plastic pipe and then place the plastic pipe into the
fitting
7. Tighten the nut onto the fitting with your fingers until it is firmly secured and
then use a bit more effort to tighten it a further quarter to half a turn
8. This is the completed assembly of the first side of the fitting
9. Cut another short piece of pipe (as described previously)
10. Assemble the nut, backing washer and black neoprene rubber compression
washer onto the pipe
11. Tighten the nut onto the fitting with your fingers until it is firmly secured and
then use a bit more effort to tighten it a further quarter to half a turn
102
Activity
Assembling Taps and Gratings onto Wash Hand Basins Fitting
taps
3, 6, 11,
14, 15
This is a very simple exercise that ensures that the tap will not move during its
lifetime in use
1. Remove the nut and washer from the tap thread
2. Place a small quantity of jointing compound round the underside of the tap
3. Place the tap through the hole in the wash hand basin
4. Refit the washer and nut and tighten the nut into place using the correct size of
box spanner or a basin wrench
5. Remove surplus quantity of jointing compound and clean off with a piece of
towelling
103
Activity
Assembling Taps and Gratings onto Wash Hand Basins Fitting
gratings
3, 6, 11,
14, 15
This is also very simple exercise that ensures that the grating will be firmly located
into the wash hand basin outlet and will be watertight
1. Remove the nut and washer from the grating thread
2. Place a small quantity of jointing compound round the underside of the grating
3. Place the grating through the outlet hole in the wash hand basin
4. Refit the washer and nut and tighten the nut into place using a large adjustable
spanner, ensuring that the overflow slot in the grating is in line with the
overflow outlet of the wash hand basin
5. Remove surplus quantity of jointing compound and clean off with a piece of
towelling
6. Wash hand basin gratings are supplied with a plug, chain and stay and these
would be fitted next
7. Use two pairs of pliers to gently open the fixing links and join the plug chain
and stay together
8. You will then need to squeeze the fixing links closed using pliers to ensure the
assembled components do not fall apart
9. Place a very small quantity of jointing compound round the stay, fix it into the
hole in the wash hand basin and tighten the nut onto the thread of the stay at
the back of the wash hand basin. The small quantity of jointing compound
ensures that water cannot pass through the hole where the stay has been
fitted and drip onto the floor
10. Any surplus jointing compound should be removed and cleaned off with a
piece of towelling
104
Securing sanitary appliances to walls
Activity
3, 6, 10,
11, 14, 15
Wash hand basins

The majority of wash hand basins will be fixed using brackets
supplied be the manufacturer
1. Identify the position of the brackets in relation to the top of the wash hand
basin and then decide at what height the brackets should be fitted on the wall
above floor level
2. Use a spirit level and a measuring tape to get the exact position of the brackets
and ensure that they are level
3. If the wall material is timber, drill small holes for each of the screw fixings, as
this will allow the screws to be fitted more easily
4. If the wall material is brick or masonry, you need to drill a hole about 6.5 mm to
7mm diameter using a masonry drill bit which will allow you to fix wall plugs
5. You now fix the brackets into place using the appropriate sized screws and
tighten using a good quality correctly sized screwdriver.
Electricity and water

don't mix
When using drilling

machine
Remember:
It is safer to use good quality cordless drills as this eliminates the
need to use live electricity.
You must always wear eye protection when drilling into any
material as this eliminates any risk of eye injury.
105
WC cisterns
WC cisterns are usually secured to walls using screws through the holes in the top
back edge of the cistern. Otherwise the exercise is almost identical to that on the
previous page for the fixing of wash hand basins
You should remember that if you are involved in fitting a range of sanitary
appliances (a row of wash hand basins or a row of WCs) it is critically important
that they are all installed exactly at the same height and for this reason it would be
helpful for all people involved in the work to get together first and accurately
measure and level all the fixing points and then the finished work would look really
good!
106
Securing Pipework to Walls

Copper water supply pipework
There are properly designed pipe clips and pipe brackets available to allow you fix
different diameters of pipe to walls.
It is good practice to support pipe runs in accordance with British Standards
your tutor will give you this information. These provide information on fixing
distances for different diameters of pipes fitted either vertically or horizontally. It is
sometimes not always possible to follow this information exactly but the
recommended distances should not be exceeded. It is also good practice to
secure pipes close to changes of direction.
The procedure would be virtually the same as previously described, in that, one or
two holes would be drilled into the timber or masonry backgrounds and the
appropriate screws and wall plugs used.
Plastic waste pipework
There are properly designed pipe clips and pipe brackets available to allow you fix
different diameters of pipe to walls.
It is good practice to support pipe runs in accordance with British Standards.
These provide information on fixing distances for different diameters of pipes fitted
either vertically or horizontally (although waste pipes are not exactly installed
horizontally - they will have a slight gradient).
You should also remember that waste pipework has to be installed at gradients
which would allow the wastewater to flow at the correct rate through the pipework,
and information on the gradients of different diameters of waste pipe is also
available in the British Standards your tutor will give you this information.
It is sometimes not always possible to follow this information exactly but the
recommended distances should not be exceeded. It is also good practice to
secure pipes close to changes of direction.
The procedure would be virtually the same as previously described in that one or
two holes would be drilled into the timber or masonry backgrounds and the
appropriate screws and wall plugs used.
You should remember that it is always worthwhile to have as many practice
activities as you can, as when you are working at a workbench it is easier to see
how things are shaping up
When you are working on the installation of your sanitary appliances, you could
find yourself lying on the floor trying to check a dimension or fitting a section of
pre-formed pipework and if you have previously gained some confidence in doing
the work, youll be better able to deal with the awkwardness.
107

Argyll Court
Castle Business Park
Stirling
FK9 4TY
Tel: 01786 892000 Fax: 01786 892001 E-mail: sfeu@sfeu.ac.uk Web: www.sfeu.ac.uk

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Skills for Work:

Scottish Further Education Unit

Construction Crafts: Plumbing of Sanitary Appliances Intermediate 2

Scottish Further Education Unit 2006

Scottish Further Education Unit

Construction Crafts: Plumbing of Sanitary Appliances Intermediate 2

Scottish Further Education Unit

Construction Crafts: Plumbing of Sanitary Appliances Intermediate 2

Construction Crafts: Plumbing of

Further information regarding this Unit including Unit Specification, National

Scottish Further Education Unit

Construction Crafts: Plumbing of Sanitary Appliances Intermediate 2

Scottish Further Education Unit

Construction Crafts: Plumbing of Sanitary Appliances Intermediate 2

What are Skills for Work Courses all about?

The Course in Construction Crafts (Intermediate 2)

Unit Outcomes, PCs and evidence requirements

Employability Skills Profile for Construction Crafts

Careers Scotland Support

Tutor Support Section

How to use this pack

General guidance on Unit delivery

Learning and teaching with under 16s

Guidance on the integration of Employability Skills

Student Support Section

Tutor Note on Student Activities

Outcome 2: Assembling sanitary appliances

Outcome 3: Installing the pipework to sanitary appliances

Scottish Further Education Unit

Construction Crafts: Plumbing of Sanitary Appliances Intermediate 2

Scottish Further Education Unit

Construction Crafts: Plumbing of Sanitary Appliances Intermediate 2

What are Skills for Work Courses all about?

Learning through practical experience

Learning through reflecting at all stages of the experience

Scottish Further Education Unit

Construction Crafts: Plumbing of Sanitary Appliances Intermediate 2

Scottish Further Education Unit

Construction Crafts: Plumbing of Sanitary Appliances Intermediate 2

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

Scottish Further Education Unit

Construction Crafts: Plumbing of Sanitary Appliances Intermediate 2

The Course in Construction Crafts (Intermediate 2)

Scottish Further Education Unit

Construction Crafts: Plumbing of Sanitary Appliances Intermediate 2

The general aims of the Construction Crafts Course are to:

Scottish Further Education Unit

Construction Crafts: Plumbing of Sanitary Appliances Intermediate 2

Scottish Further Education Unit

Construction Crafts: Plumbing of Sanitary Appliances Intermediate 2

Unit Outcomes, PCs and evidence requirements

Scottish Further Education Unit

Construction Crafts: Plumbing of Sanitary Appliances Intermediate 2

Scottish Further Education Unit

Construction Crafts: Plumbing of Sanitary Appliances Intermediate 2

Evidence requirements for the Unit

selecting appropriate tools

cleaning, maintaining and returning tools to store on completion

selecting appropriate materials

carefully storing surplus materials correctly

assembling, fitting, positioning and fixing one sanitary appliance in

fitting and fixing associated fittings to the sanitary appliance

measuring, cutting, fitting and fixing associated pipework to sanitary appliance

Centres must refer to the full Unit Specification for detailed