This scheme develops a broad, genuinely multi-skilled Property Maintenance Operative across the complete ST0171 v1.1 occupational standard. Theory begins with induction and four weeks of health and safety, then moves through building construction principles and the building envelope before increasingly aligning with practical trade delivery. Practical training develops carpentry and joinery, plasterboard and plaster repair, decorating, tiling, flooring, masonry, rendering, concrete and groundworks, roofing, fencing/railings, plumbing, drainage, environmental/energy systems and safe electrical/emergency-system maintenance within the PMO scope of competence.
Weekly delivery model
Each teaching week contains one two-hour theory session and one four-hour practical session. Theory provides the technical reasoning, defect diagnosis, regulatory awareness, information use and professional judgement needed for the practical task. Practical sessions are built around realistic maintenance defects, repair sequences, inspection, records and handover. Weeks 69–72 are protected for structured recap, synoptic practical revision and gateway/EPA readiness.
Programme coverage: Weeks 1–5 induction and Health & Safety · Weeks 6–24 construction principles, carpentry, plastering and finishes · Weeks 25–48 masonry, rendering, roofing and external works · Weeks 49–68 plumbing, drainage, environmental/energy and electrical/emergency systems · Weeks 69–72 consolidation and revision. The scheme deliberately includes tiling, flooring, painting/decorating, roofing, fencing/railings and groundworks so the full occupational scope is taught rather than left to assumption.
Mapping note: KSBs are mapped only where the planned session genuinely develops or demonstrates them. Safe isolation and electrical/electronic work remain within the PMO standard: apprentices learn to isolate and secure supplies for maintenance work around isolated components, complete routine checks, identify faults and escalate specialist work rather than train as electricians.
Week, Session & Theme
Strand / Hours
Delivered
ST0171 Mapping
Learning Outcomes
Tutor Activity
Learner Activity
Resources & Learning Checks
Week 1 · Theory: PMO Induction, Occupational Role and Programme Expectations
Induction
Induction & Baseline
Theory
2 hours
Delivered
ST0171 v1.1
K29, K31 · B3, B4, B6 · Duties 1, 13, 14
Explain the purpose and boundaries of the Property Maintenance Operative role across planned, reactive and temporary repairs.
Analyse the 72-week day-release journey, workplace evidence expectations and how theory, practical and employer activity combine.
Apply personal competence limits, escalation routes and the behaviours expected when working in occupied properties to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach the purpose and boundaries of the Property Maintenance Operative role across planned, reactive and temporary repairs.
Model decision-making around the 72-week day-release journey, workplace evidence expectations and how theory, practical and employer activity combine, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply personal competence limits, escalation routes and the behaviours expected when working in occupied properties and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to the purpose and boundaries of the Property Maintenance Operative role across planned, reactive and temporary repairs.
Complete a defect/cause/action exercise focused on the 72-week day-release journey, workplace evidence expectations and how theory, practical and employer activity combine.
Write or verbally present a justified PMO response applying personal competence limits, escalation routes and the behaviours expected when working in occupied properties.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 1 · Practical: Workshop Induction and Practical Skills Baseline
Induction
Induction & Baseline
Practical
4 hours
Delivered
ST0171 v1.1
S3, S7, S21, S25 · B2, B3 · Duties 2, 4, 14
Plan and prepare to complete workshop orientation, emergency arrangements and local safe-working rules.
Carry out the task to complete a supervised baseline task using measuring, marking, hand-tool and fixing skills.
Inspect, record and hand over the work by ensuring learners can inspect the completed task, record strengths and identify development priorities without attempting work beyond competence.
Demonstrate the safe sequence for learners to complete workshop orientation, emergency arrangements and local safe-working rules, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to complete a supervised baseline task using measuring, marking, hand-tool and fixing skills, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can inspect the completed task, record strengths and identify development priorities without attempting work beyond competence.
Complete workshop orientation, emergency arrangements and local safe-working rules.
Complete a supervised baseline task using measuring, marking, hand-tool and fixing skills.
Inspect the completed task, record strengths and identify development priorities without attempting work beyond competence.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 2 · Theory: Health and Safety Law, Responsibilities and Safe Behaviour
Health & Safety
Induction & Baseline
Theory
2 hours
Delivered
ST0171 v1.1
K3, K30 · S3 · B2, B5 · Duties 1, 2, 14
Explain employer and employee duties under health and safety law and how they apply to maintenance work in occupied buildings.
Analyse the practical meaning of COSHH, PPE, manual handling, working at height and guarding requirements.
Apply how equality, safeguarding and professional conduct influence safe decisions when working around residents, staff and visitors to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach employer and employee duties under health and safety law and how they apply to maintenance work in occupied buildings.
Model decision-making around the practical meaning of COSHH, PPE, manual handling, working at height and guarding requirements, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how equality, safeguarding and professional conduct influence safe decisions when working around residents, staff and visitors and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to employer and employee duties under health and safety law and how they apply to maintenance work in occupied buildings.
Complete a defect/cause/action exercise focused on the practical meaning of COSHH, PPE, manual handling, working at height and guarding requirements.
Write or verbally present a justified PMO response applying how equality, safeguarding and professional conduct influence safe decisions when working around residents, staff and visitors.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 2 · Practical: Safe Workshop Set-up, PPE and Manual Handling
Health & Safety
Induction & Baseline
Practical
4 hours
Delivered
ST0171 v1.1
S3, S4, S6 · B2 · Duties 2, 4
Plan and prepare to select task-appropriate PPE and explain its limitations before work begins.
Carry out the task to set up barriers, signage and a tidy exclusion zone around a simulated maintenance task.
Inspect, record and hand over the work by ensuring learners can plan and perform a team lift of awkward maintenance materials using safe handling principles and suitable aids.
Demonstrate the safe sequence for learners to select task-appropriate PPE and explain its limitations before work begins, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to set up barriers, signage and a tidy exclusion zone around a simulated maintenance task, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can plan and perform a team lift of awkward maintenance materials using safe handling principles and suitable aids.
Select task-appropriate PPE and explain its limitations before work begins.
Set up barriers, signage and a tidy exclusion zone around a simulated maintenance task.
Plan and perform a team lift of awkward maintenance materials using safe handling principles and suitable aids.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 3 · Theory: Risk Assessment, Dynamic Risk and Control Measures
Health & Safety
Induction & Baseline
Theory
2 hours
Delivered
ST0171 v1.1
K4, K6 · S4, S6 · B2 · Duties 2, 3
Explain the five-step risk-assessment process and the difference between hazard, risk, likelihood and severity.
Analyse how changing conditions in occupied premises can invalidate an original work plan and require dynamic review.
Apply the hierarchy of control, protection of adjacent areas and selection of proportionate control measures to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach the five-step risk-assessment process and the difference between hazard, risk, likelihood and severity.
Model decision-making around how changing conditions in occupied premises can invalidate an original work plan and require dynamic review, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply the hierarchy of control, protection of adjacent areas and selection of proportionate control measures and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to the five-step risk-assessment process and the difference between hazard, risk, likelihood and severity.
Complete a defect/cause/action exercise focused on how changing conditions in occupied premises can invalidate an original work plan and require dynamic review.
Write or verbally present a justified PMO response applying the hierarchy of control, protection of adjacent areas and selection of proportionate control measures.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 3 · Practical: Risk-Control Practical: Preparing an Occupied Work Area
Health & Safety
Induction & Baseline
Practical
4 hours
Delivered
ST0171 v1.1
S3, S4, S6, S20 · B2, B3 · Duties 2, 3, 4
Plan and prepare to survey a mock occupied-room scenario and identify hazards to the operative and building users.
Carry out the task to produce a task-specific control plan including access, dust, noise, trip hazards and protection of finishes.
Inspect, record and hand over the work by ensuring learners can set up the work area, then photograph and record the controls as job evidence.
Demonstrate the safe sequence for learners to survey a mock occupied-room scenario and identify hazards to the operative and building users, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to produce a task-specific control plan including access, dust, noise, trip hazards and protection of finishes, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can set up the work area, then photograph and record the controls as job evidence.
Survey a mock occupied-room scenario and identify hazards to the operative and building users.
Produce a task-specific control plan including access, dust, noise, trip hazards and protection of finishes.
Set up the work area, then photograph and record the controls as job evidence.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 4 · Theory: Hand and Power Tools, PUWER Principles and Pre-use Checks
Health & Safety
Induction & Baseline
Theory
2 hours
Delivered
ST0171 v1.1
K7 · S7 · B2, B3 · Duties 2, 4
Explain selection, safe use and limitations of common PMO hand and portable power tools.
Analyse pre-use inspection points for cables, batteries, guards, blades, discs and accessories.
Apply defect isolation, tagging and reporting where equipment is unsafe or outside the user’s authority to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach selection, safe use and limitations of common PMO hand and portable power tools.
Model decision-making around pre-use inspection points for cables, batteries, guards, blades, discs and accessories, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply defect isolation, tagging and reporting where equipment is unsafe or outside the user’s authority and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to selection, safe use and limitations of common PMO hand and portable power tools.
Complete a defect/cause/action exercise focused on pre-use inspection points for cables, batteries, guards, blades, discs and accessories.
Write or verbally present a justified PMO response applying defect isolation, tagging and reporting where equipment is unsafe or outside the user’s authority.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 4 · Practical: Tool Inspection, Selection and Controlled Use
Health & Safety
Induction & Baseline
Practical
4 hours
Delivered
ST0171 v1.1
S3, S7, S25 · B2, B3 · Duties 2, 4, 14
Plan and prepare to inspect a selection of hand and power tools and identify deliberately introduced defects.
Carry out the task to match drill bits, blades, fixings and accessories to timber, masonry, board and metal substrates.
Inspect, record and hand over the work by ensuring learners can carry out controlled drilling/cutting exercises while maintaining guards, extraction and stable work positioning.
Demonstrate the safe sequence for learners to inspect a selection of hand and power tools and identify deliberately introduced defects, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to match drill bits, blades, fixings and accessories to timber, masonry, board and metal substrates, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can carry out controlled drilling/cutting exercises while maintaining guards, extraction and stable work positioning.
Inspect a selection of hand and power tools and identify deliberately introduced defects.
Match drill bits, blades, fixings and accessories to timber, masonry, board and metal substrates.
Carry out controlled drilling/cutting exercises while maintaining guards, extraction and stable work positioning.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 5 · Theory: COSHH, Dust, Asbestos Awareness, Fire and Emergency Arrangements
Health & Safety
Induction & Baseline
Theory
2 hours
Delivered
ST0171 v1.1
K3, K4, K9 · S3, S9 · B2 · Duties 2, 5
Explain how hazardous substances encountered in maintenance are identified from labels, SDS and COSHH assessments.
Analyse controls for silica dust, solvents, sealants and legacy materials, including when suspected asbestos means work must stop.
Apply purpose and routine checking of emergency signage, fire-fighting equipment and escape-route provisions to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how hazardous substances encountered in maintenance are identified from labels, SDS and COSHH assessments.
Model decision-making around controls for silica dust, solvents, sealants and legacy materials, including when suspected asbestos means work must stop, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply purpose and routine checking of emergency signage, fire-fighting equipment and escape-route provisions and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how hazardous substances encountered in maintenance are identified from labels, SDS and COSHH assessments.
Complete a defect/cause/action exercise focused on controls for silica dust, solvents, sealants and legacy materials, including when suspected asbestos means work must stop.
Write or verbally present a justified PMO response applying purpose and routine checking of emergency signage, fire-fighting equipment and escape-route provisions.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 5 · Practical: COSHH and Emergency-System Inspection Exercise
Health & Safety
Induction & Baseline
Practical
4 hours
Delivered
ST0171 v1.1
S3, S9, S20, S25 · B2 · Duties 2, 5, 13, 14
Plan and prepare to interpret labels and safety data for adhesives, fillers, paints and cementitious products.
Carry out the task to inspect a simulated emergency-signage and extinguisher route, recording missing, damaged or obstructed items.
Inspect, record and hand over the work by ensuring learners can respond to a suspected asbestos discovery scenario by stopping work, securing the area and escalating correctly.
Demonstrate the safe sequence for learners to interpret labels and safety data for adhesives, fillers, paints and cementitious products, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to inspect a simulated emergency-signage and extinguisher route, recording missing, damaged or obstructed items, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can respond to a suspected asbestos discovery scenario by stopping work, securing the area and escalating correctly.
Interpret labels and safety data for adhesives, fillers, paints and cementitious products.
Inspect a simulated emergency-signage and extinguisher route, recording missing, damaged or obstructed items.
Respond to a suspected asbestos discovery scenario by stopping work, securing the area and escalating correctly.
Explain how strip, trench-fill, pad and raft foundations transfer building loads to the ground.
Analyse how soil type, tree influence, drainage and ground movement contribute to cracking, settlement and subsidence symptoms.
Apply how drawings, specifications and building-regulation information are used to distinguish maintenance symptoms from structural issues requiring escalation to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how strip, trench-fill, pad and raft foundations transfer building loads to the ground.
Model decision-making around how soil type, tree influence, drainage and ground movement contribute to cracking, settlement and subsidence symptoms, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how drawings, specifications and building-regulation information are used to distinguish maintenance symptoms from structural issues requiring escalation and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how strip, trench-fill, pad and raft foundations transfer building loads to the ground.
Complete a defect/cause/action exercise focused on how soil type, tree influence, drainage and ground movement contribute to cracking, settlement and subsidence symptoms.
Write or verbally present a justified PMO response applying how drawings, specifications and building-regulation information are used to distinguish maintenance symptoms from structural issues requiring escalation.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 6 · Practical: Measuring, Marking and Accurate Cutting for Maintenance Work
Carpentry & Joinery
Construction Principles
Practical
4 hours
Delivered
ST0171 v1.1
S1, S7, S21 · B3 · Duties 3, 4
Plan and prepare to set out components from a job sheet using tape, square, gauge and marking knife.
Carry out the task to cut timber accurately with handsaw and powered saw under controlled conditions.
Inspect, record and hand over the work by ensuring learners can check size, square, straightness and finish against stated tolerances before accepting the component.
Demonstrate the safe sequence for learners to set out components from a job sheet using tape, square, gauge and marking knife, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to cut timber accurately with handsaw and powered saw under controlled conditions, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can check size, square, straightness and finish against stated tolerances before accepting the component.
Set out components from a job sheet using tape, square, gauge and marking knife.
Cut timber accurately with handsaw and powered saw under controlled conditions.
Check size, square, straightness and finish against stated tolerances before accepting the component.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 7 · Theory: Substructure: DPCs, DPMs, Floors and Moisture Movement
Building Technology
Construction Principles
Theory
2 hours
Delivered
ST0171 v1.1
K2, K19 · S19 · B3 · Duties 1, 3, 12
Explain the relationship between foundations, oversite, DPM, DPC and ground-floor construction.
Analyse how bridging, damaged membranes, high external ground levels and defective pointing can contribute to damp symptoms.
Apply the evidence needed before recommending a minor maintenance repair versus specialist damp investigation to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach the relationship between foundations, oversite, DPM, DPC and ground-floor construction.
Model decision-making around how bridging, damaged membranes, high external ground levels and defective pointing can contribute to damp symptoms, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply the evidence needed before recommending a minor maintenance repair versus specialist damp investigation and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to the relationship between foundations, oversite, DPM, DPC and ground-floor construction.
Complete a defect/cause/action exercise focused on how bridging, damaged membranes, high external ground levels and defective pointing can contribute to damp symptoms.
Write or verbally present a justified PMO response applying the evidence needed before recommending a minor maintenance repair versus specialist damp investigation.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 7 · Practical: Timber Joints for Repair Work: Halving, Housing and Simple Framing
Carpentry & Joinery
Construction Principles
Practical
4 hours
Delivered
ST0171 v1.1
S7, S13, S21 · B3 · Duties 4, 8
Plan and prepare to set out and form a halving joint and housing joint to given dimensions.
Carry out the task to assemble a small repair frame while controlling square, twist and joint fit.
Inspect, record and hand over the work by ensuring learners can inspect joint strength and accuracy and correct minor defects without excessive removal of material.
Demonstrate the safe sequence for learners to set out and form a halving joint and housing joint to given dimensions, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to assemble a small repair frame while controlling square, twist and joint fit, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can inspect joint strength and accuracy and correct minor defects without excessive removal of material.
Set out and form a halving joint and housing joint to given dimensions.
Assemble a small repair frame while controlling square, twist and joint fit.
Inspect joint strength and accuracy and correct minor defects without excessive removal of material.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 8 · Theory: External Walls: Solid, Cavity, Framed and Clad Construction
Building Technology
Construction Principles
Theory
2 hours
Delivered
ST0171 v1.1
K2, K5, K19 · S19 · B3 · Duties 1, 3, 12
Explain how solid masonry, cavity masonry, timber-frame and framed/clad walls manage load, weather and heat.
Analyse the roles of wall ties, insulation, cavity trays, weep holes, lintels and movement provision.
Apply typical defects caused by blocked cavities, failed sealants, corroded ties, cracking or poorly coordinated penetrations to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how solid masonry, cavity masonry, timber-frame and framed/clad walls manage load, weather and heat.
Model decision-making around the roles of wall ties, insulation, cavity trays, weep holes, lintels and movement provision, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply typical defects caused by blocked cavities, failed sealants, corroded ties, cracking or poorly coordinated penetrations and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how solid masonry, cavity masonry, timber-frame and framed/clad walls manage load, weather and heat.
Complete a defect/cause/action exercise focused on the roles of wall ties, insulation, cavity trays, weep holes, lintels and movement provision.
Write or verbally present a justified PMO response applying typical defects caused by blocked cavities, failed sealants, corroded ties, cracking or poorly coordinated penetrations.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 8 · Practical: First-fix Carpentry: Battens, Grounds, Noggins and Support Frameworks
Carpentry & Joinery
Construction Principles
Practical
4 hours
Delivered
ST0171 v1.1
S1, S2, S7, S13 · B3 · Duties 3, 4, 8
Plan and prepare to select timber sections, fixings and spacing appropriate to the substrate and intended load.
Carry out the task to set out and install battens, grounds and noggins plumb, level and in plane.
Inspect, record and hand over the work by ensuring learners can provide secure grounds around openings and service points ready for later linings and fittings.
Demonstrate the safe sequence for learners to select timber sections, fixings and spacing appropriate to the substrate and intended load, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to set out and install battens, grounds and noggins plumb, level and in plane, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can provide secure grounds around openings and service points ready for later linings and fittings.
Select timber sections, fixings and spacing appropriate to the substrate and intended load.
Set out and install battens, grounds and noggins plumb, level and in plane.
Provide secure grounds around openings and service points ready for later linings and fittings.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 9 · Theory: Openings, Lintels, Sills and Weathering Details
Building Technology
Construction Principles
Theory
2 hours
Delivered
ST0171 v1.1
K2, K14, K19 · S19 · B3 · Duties 1, 3, 8, 12
Explain how loads are transferred around openings and the role of lintels, bearings and movement allowance.
Analyse how sills, drips, sealants, flashings and cavity trays prevent water entering around windows and doors.
Apply common maintenance defects including failed perimeter seals, cracked reveals, loose sills and water tracking to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how loads are transferred around openings and the role of lintels, bearings and movement allowance.
Model decision-making around how sills, drips, sealants, flashings and cavity trays prevent water entering around windows and doors, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply common maintenance defects including failed perimeter seals, cracked reveals, loose sills and water tracking and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how loads are transferred around openings and the role of lintels, bearings and movement allowance.
Complete a defect/cause/action exercise focused on how sills, drips, sealants, flashings and cavity trays prevent water entering around windows and doors.
Write or verbally present a justified PMO response applying common maintenance defects including failed perimeter seals, cracked reveals, loose sills and water tracking.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 9 · Practical: Door Linings and Frames: Setting Out, Installing and Correcting
Carpentry & Joinery
Construction Principles
Practical
4 hours
Delivered
ST0171 v1.1
S2, S13, S21 · B3 · Duties 4, 8
Plan and prepare to check opening size and select a lining/frame arrangement with suitable packers and fixings.
Carry out the task to assemble and install a door lining plumb, level, square and without twist.
Inspect, record and hand over the work by ensuring learners can check head clearance, jamb alignment and diagonal measurements before final fixing.
Demonstrate the safe sequence for learners to check opening size and select a lining/frame arrangement with suitable packers and fixings, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to assemble and install a door lining plumb, level, square and without twist, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can check head clearance, jamb alignment and diagonal measurements before final fixing.
Check opening size and select a lining/frame arrangement with suitable packers and fixings.
Assemble and install a door lining plumb, level, square and without twist.
Check head clearance, jamb alignment and diagonal measurements before final fixing.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 10 · Theory: Upper Floors, Ceilings and Internal Partitions
Building Technology
Construction Principles
Theory
2 hours
Delivered
ST0171 v1.1
K2, K14, K15 · S19 · B3 · Duties 1, 3, 8, 9
Explain how timber and concrete upper floors transfer loads and support ceilings and partitions.
Analyse the purpose of joists, trimming, noggins, resilient layers and plasterboard linings.
Apply typical movement, fixing and moisture defects that create squeaks, cracking, sagging or loose finishes to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how timber and concrete upper floors transfer loads and support ceilings and partitions.
Model decision-making around the purpose of joists, trimming, noggins, resilient layers and plasterboard linings, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply typical movement, fixing and moisture defects that create squeaks, cracking, sagging or loose finishes and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how timber and concrete upper floors transfer loads and support ceilings and partitions.
Complete a defect/cause/action exercise focused on the purpose of joists, trimming, noggins, resilient layers and plasterboard linings.
Write or verbally present a justified PMO response applying typical movement, fixing and moisture defects that create squeaks, cracking, sagging or loose finishes.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 10 · Practical: Stud Partition Construction and Service Openings
Carpentry & Joinery
Construction Principles
Practical
4 hours
Delivered
ST0171 v1.1
S1, S2, S7, S13 · B3 · Duties 3, 4, 8
Plan and prepare to set out sole/head plates and stud positions from a drawing including a door opening.
Carry out the task to cut and fix studs and noggins while maintaining plumb, centres and straightness.
Inspect, record and hand over the work by ensuring learners can form controlled service openings without compromising required support or creating unsafe sharp edges.
Demonstrate the safe sequence for learners to set out sole/head plates and stud positions from a drawing including a door opening, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to cut and fix studs and noggins while maintaining plumb, centres and straightness, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can form controlled service openings without compromising required support or creating unsafe sharp edges.
Set out sole/head plates and stud positions from a drawing including a door opening.
Cut and fix studs and noggins while maintaining plumb, centres and straightness.
Form controlled service openings without compromising required support or creating unsafe sharp edges.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 11 · Theory: Roof Forms, Components and Weatherproofing Principles
Building Technology
Construction Principles
Theory
2 hours
Delivered
ST0171 v1.1
K2, K20 · S19 · B3 · Duties 1, 3, 12
Explain identify common pitched and flat roof forms and the functions of rafters, trusses, battens, membranes, coverings and flashings.
Analyse how water is shed through laps, falls, gutters, valleys, verges and abutments.
Apply typical minor defects such as slipped tiles, failed flashings, blocked gutters and local membrane damage, and when roof access requires specialist control to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach identify common pitched and flat roof forms and the functions of rafters, trusses, battens, membranes, coverings and flashings.
Model decision-making around how water is shed through laps, falls, gutters, valleys, verges and abutments, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply typical minor defects such as slipped tiles, failed flashings, blocked gutters and local membrane damage, and when roof access requires specialist control and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to identify common pitched and flat roof forms and the functions of rafters, trusses, battens, membranes, coverings and flashings.
Complete a defect/cause/action exercise focused on how water is shed through laps, falls, gutters, valleys, verges and abutments.
Write or verbally present a justified PMO response applying typical minor defects such as slipped tiles, failed flashings, blocked gutters and local membrane damage, and when roof access requires specialist control.
Plan and prepare to measure and cut skirting and architrave including accurate internal/external mitres and scribes.
Carry out the task to select fixings appropriate to masonry, board and timber backgrounds while avoiding known services.
Inspect, record and hand over the work by ensuring learners can install mouldings with consistent margins, tight joints and controlled fixing damage ready for decoration.
Demonstrate the safe sequence for learners to measure and cut skirting and architrave including accurate internal/external mitres and scribes, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to select fixings appropriate to masonry, board and timber backgrounds while avoiding known services, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can install mouldings with consistent margins, tight joints and controlled fixing damage ready for decoration.
Measure and cut skirting and architrave including accurate internal/external mitres and scribes.
Select fixings appropriate to masonry, board and timber backgrounds while avoiding known services.
Install mouldings with consistent margins, tight joints and controlled fixing damage ready for decoration.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 12 · Theory: Building Envelope Performance: Heat, Air, Moisture and Ventilation
Building Technology
Construction Principles
Theory
2 hours
Delivered
ST0171 v1.1
K2, K5, K13 · S19 · B1, B3 · Duties 1, 3, 7
Explain how insulation continuity, airtightness, ventilation and thermal bridging affect comfort, condensation and energy use.
Analyse the difference between surface condensation, interstitial condensation and penetrating moisture.
Apply how maintenance work around penetrations, loft hatches, windows and services can protect or damage envelope performance to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how insulation continuity, airtightness, ventilation and thermal bridging affect comfort, condensation and energy use.
Model decision-making around the difference between surface condensation, interstitial condensation and penetrating moisture, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how maintenance work around penetrations, loft hatches, windows and services can protect or damage envelope performance and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how insulation continuity, airtightness, ventilation and thermal bridging affect comfort, condensation and energy use.
Complete a defect/cause/action exercise focused on the difference between surface condensation, interstitial condensation and penetrating moisture.
Write or verbally present a justified PMO response applying how maintenance work around penetrations, loft hatches, windows and services can protect or damage envelope performance.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 12 · Practical: Hanging an Internal Door: Preparation, Hinges and Adjustment
Carpentry & Joinery
Construction Principles
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S13, S21 · B3 · Duties 4, 8
Plan and prepare to assess opening and door condition before deciding whether to ease, pack, rehang or replace fittings.
Carry out the task to mark and recess hinges accurately, maintaining suitable clearances around the leaf.
Inspect, record and hand over the work by ensuring learners can hang and adjust the door so it swings freely, closes consistently and aligns with the frame.
Demonstrate the safe sequence for learners to assess opening and door condition before deciding whether to ease, pack, rehang or replace fittings, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to mark and recess hinges accurately, maintaining suitable clearances around the leaf, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can hang and adjust the door so it swings freely, closes consistently and aligns with the frame.
Assess opening and door condition before deciding whether to ease, pack, rehang or replace fittings.
Mark and recess hinges accurately, maintaining suitable clearances around the leaf.
Hang and adjust the door so it swings freely, closes consistently and aligns with the frame.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 13 · Theory: Drawings, Specifications, Job Sheets and Technical Data
Information & Planning
Construction Principles
Theory
2 hours
Delivered
ST0171 v1.1
K23, K24 · S19, S20 · B3 · Duties 1, 3, 13
Explain how plans, elevations, sections, schedules, job sheets and manufacturer instructions provide task information.
Analyse how revision status, dimensions, symbols and notes are cross-checked before work starts.
Apply how maintenance records should distinguish observed facts, actions taken, parts used and further work required to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how plans, elevations, sections, schedules, job sheets and manufacturer instructions provide task information.
Model decision-making around how revision status, dimensions, symbols and notes are cross-checked before work starts, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how maintenance records should distinguish observed facts, actions taken, parts used and further work required and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how plans, elevations, sections, schedules, job sheets and manufacturer instructions provide task information.
Complete a defect/cause/action exercise focused on how revision status, dimensions, symbols and notes are cross-checked before work starts.
Write or verbally present a justified PMO response applying how maintenance records should distinguish observed facts, actions taken, parts used and further work required.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 13 · Practical: Door Furniture: Latches, Locks, Handles and Closers
Carpentry & Joinery
Construction Principles
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S13, S21 · B3 · Duties 4, 8
Plan and prepare to set out and fit a tubular latch and lever handles to a prepared door and frame.
Carry out the task to adjust strike plates and fixings to achieve positive closing without binding.
Inspect, record and hand over the work by ensuring learners can inspect closer action or other common door furniture and make permitted adjustments or report defects.
Demonstrate the safe sequence for learners to set out and fit a tubular latch and lever handles to a prepared door and frame, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to adjust strike plates and fixings to achieve positive closing without binding, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can inspect closer action or other common door furniture and make permitted adjustments or report defects.
Set out and fit a tubular latch and lever handles to a prepared door and frame.
Adjust strike plates and fixings to achieve positive closing without binding.
Inspect closer action or other common door furniture and make permitted adjustments or report defects.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 14 · Theory: Planned Preventative Maintenance and Reactive Maintenance
Information & Planning
Construction Principles
Theory
2 hours
Delivered
ST0171 v1.1
K1, K25 · S1, S20, S21 · B3, B4 · Duties 1, 3, 13
Explain the difference between planned preventative, condition-based and reactive maintenance.
Analyse how inspection frequency, asset criticality, user impact and failure history influence maintenance priorities.
Apply how accurate close-out records and recurring-defect analysis support continuous improvement to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach the difference between planned preventative, condition-based and reactive maintenance.
Model decision-making around how inspection frequency, asset criticality, user impact and failure history influence maintenance priorities, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how accurate close-out records and recurring-defect analysis support continuous improvement and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to the difference between planned preventative, condition-based and reactive maintenance.
Complete a defect/cause/action exercise focused on how inspection frequency, asset criticality, user impact and failure history influence maintenance priorities.
Write or verbally present a justified PMO response applying how accurate close-out records and recurring-defect analysis support continuous improvement.
Resources: PPM schedules; defect history examples; training window; replacement fittings; manufacturer data.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Plan and prepare to diagnose common operational defects in a training window including loose handles, failed hinges and damaged seals.
Carry out the task to replace or adjust permitted fittings using manufacturer information and correct fixings.
Inspect, record and hand over the work by ensuring learners can check safe operation, restricted opening where applicable and weather seal, escalating frame/glazing defects beyond competence.
Demonstrate the safe sequence for learners to diagnose common operational defects in a training window including loose handles, failed hinges and damaged seals, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to replace or adjust permitted fittings using manufacturer information and correct fixings, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can check safe operation, restricted opening where applicable and weather seal, escalating frame/glazing defects beyond competence.
Diagnose common operational defects in a training window including loose handles, failed hinges and damaged seals.
Replace or adjust permitted fittings using manufacturer information and correct fixings.
Check safe operation, restricted opening where applicable and weather seal, escalating frame/glazing defects beyond competence.
Resources: PPM schedules; defect history examples; training window; replacement fittings; manufacturer data.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 15 · Theory: Quality Standards, Inspection and Customer Expectations
Quality & Customer Service
Construction Principles
Theory
2 hours
Delivered
ST0171 v1.1
K25, K28 · S21, S24 · B3, B4 · Duties 1, 13
Explain how specification, manufacturer requirements, workmanship benchmarks and customer needs define an acceptable maintenance outcome.
Analyse why inspection should cover function, appearance, cleanliness, safety and reinstatement rather than task completion alone.
Apply how clear pre-work and post-work communication reduces complaints and supports customer confidence to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how specification, manufacturer requirements, workmanship benchmarks and customer needs define an acceptable maintenance outcome.
Model decision-making around why inspection should cover function, appearance, cleanliness, safety and reinstatement rather than task completion alone, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how clear pre-work and post-work communication reduces complaints and supports customer confidence and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how specification, manufacturer requirements, workmanship benchmarks and customer needs define an acceptable maintenance outcome.
Complete a defect/cause/action exercise focused on why inspection should cover function, appearance, cleanliness, safety and reinstatement rather than task completion alone.
Write or verbally present a justified PMO response applying how clear pre-work and post-work communication reduces complaints and supports customer confidence.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 15 · Practical: Worktop Repairs and Replacement Sections
Carpentry & Joinery
Construction Principles
Practical
4 hours
Delivered
ST0171 v1.1
S1, S2, S7, S13, S21 · B3 · Duties 3, 4, 8
Plan and prepare to measure and plan a small worktop replacement/repair while protecting adjacent finishes and services.
Carry out the task to cut, edge and securely fix the worktop component with controlled joints and sealant at vulnerable interfaces.
Inspect, record and hand over the work by ensuring learners can inspect level, support, edge condition and seal continuity and present the finished area cleanly.
Demonstrate the safe sequence for learners to measure and plan a small worktop replacement/repair while protecting adjacent finishes and services, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to cut, edge and securely fix the worktop component with controlled joints and sealant at vulnerable interfaces, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can inspect level, support, edge condition and seal continuity and present the finished area cleanly.
Measure and plan a small worktop replacement/repair while protecting adjacent finishes and services.
Cut, edge and securely fix the worktop component with controlled joints and sealant at vulnerable interfaces.
Inspect level, support, edge condition and seal continuity and present the finished area cleanly.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 16 · Theory: Waste, Environmental Controls and Net-zero Responsibilities
Sustainability
Construction Principles
Theory
2 hours
Delivered
ST0171 v1.1
K26 · S22 · B1 · Duties 1, 3, 4, 7
Explain the waste hierarchy and legal responsibilities for controlled storage, transfer and disposal of maintenance waste.
Analyse how careful measurement, repair-before-replace decisions and material segregation reduce cost and embodied carbon.
Apply practical energy-efficiency considerations when selecting replacement components or completing repairs to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach the waste hierarchy and legal responsibilities for controlled storage, transfer and disposal of maintenance waste.
Model decision-making around how careful measurement, repair-before-replace decisions and material segregation reduce cost and embodied carbon, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply practical energy-efficiency considerations when selecting replacement components or completing repairs and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to the waste hierarchy and legal responsibilities for controlled storage, transfer and disposal of maintenance waste.
Complete a defect/cause/action exercise focused on how careful measurement, repair-before-replace decisions and material segregation reduce cost and embodied carbon.
Write or verbally present a justified PMO response applying practical energy-efficiency considerations when selecting replacement components or completing repairs.
Plan and prepare to survey a multi-defect door/window/trim scenario and produce a sequenced repair plan.
Carry out the task to select materials, fittings and tools from technical information and complete the agreed repairs.
Inspect, record and hand over the work by ensuring learners can record parts used, inspect operation and finish, then give a concise customer-style handover.
Demonstrate the safe sequence for learners to survey a multi-defect door/window/trim scenario and produce a sequenced repair plan, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to select materials, fittings and tools from technical information and complete the agreed repairs, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can record parts used, inspect operation and finish, then give a concise customer-style handover.
Survey a multi-defect door/window/trim scenario and produce a sequenced repair plan.
Select materials, fittings and tools from technical information and complete the agreed repairs.
Record parts used, inspect operation and finish, then give a concise customer-style handover.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 17 · Theory: Plasterboard Systems: Types, Fixings, Joints and Common Defects
Plastering
Finishes & Linings
Theory
2 hours
Delivered
ST0171 v1.1
K15, K23 · S19 · B3 · Duties 3, 9
Explain board types and where standard, moisture-resistant, fire-resistant or acoustic boards may be specified.
Analyse the principles of direct bonding, screw fixing to timber/metal framing, joint support and fixing centres.
Apply causes of popped fixings, cracked joints, damaged corners and local board failure to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach board types and where standard, moisture-resistant, fire-resistant or acoustic boards may be specified.
Model decision-making around the principles of direct bonding, screw fixing to timber/metal framing, joint support and fixing centres, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply causes of popped fixings, cracked joints, damaged corners and local board failure and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to board types and where standard, moisture-resistant, fire-resistant or acoustic boards may be specified.
Complete a defect/cause/action exercise focused on the principles of direct bonding, screw fixing to timber/metal framing, joint support and fixing centres.
Write or verbally present a justified PMO response applying causes of popped fixings, cracked joints, damaged corners and local board failure.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 17 · Practical: Plasterboard Repair: Cut-out, Support and Patch
Plastering
Finishes & Linings
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S14, S21 · B3 · Duties 4, 9
Plan and prepare to square and cut out a damaged plasterboard area without enlarging damage unnecessarily.
Carry out the task to install backing supports and a replacement patch flush with the existing face.
Inspect, record and hand over the work by ensuring learners can apply joint tape and first-stage filler while controlling build-up ready for final finishing.
Demonstrate the safe sequence for learners to square and cut out a damaged plasterboard area without enlarging damage unnecessarily, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to install backing supports and a replacement patch flush with the existing face, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can apply joint tape and first-stage filler while controlling build-up ready for final finishing.
Square and cut out a damaged plasterboard area without enlarging damage unnecessarily.
Install backing supports and a replacement patch flush with the existing face.
Apply joint tape and first-stage filler while controlling build-up ready for final finishing.
Explain how gypsum, bonding, finishing and repair compounds behave and where each is appropriate.
Analyse how suction, contamination, friability, movement and damp affect adhesion and repair durability.
Apply preparation methods including removal of loose material, controlled keying, priming and edge treatment to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how gypsum, bonding, finishing and repair compounds behave and where each is appropriate.
Model decision-making around how suction, contamination, friability, movement and damp affect adhesion and repair durability, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply preparation methods including removal of loose material, controlled keying, priming and edge treatment and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how gypsum, bonding, finishing and repair compounds behave and where each is appropriate.
Complete a defect/cause/action exercise focused on how suction, contamination, friability, movement and damp affect adhesion and repair durability.
Write or verbally present a justified PMO response applying preparation methods including removal of loose material, controlled keying, priming and edge treatment.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 18 · Practical: Patch Plaster Repair to a Solid Background
Plastering
Finishes & Linings
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S14, S21 · B3 · Duties 4, 9
Plan and prepare to remove loose material back to a sound perimeter and clean the repair area.
Carry out the task to prepare the background, mix repair material to correct consistency and fill in controlled coats.
Inspect, record and hand over the work by ensuring learners can rule/feather the patch flush, finish edges and assess flatness before final set.
Demonstrate the safe sequence for learners to remove loose material back to a sound perimeter and clean the repair area, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to prepare the background, mix repair material to correct consistency and fill in controlled coats, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can rule/feather the patch flush, finish edges and assess flatness before final set.
Remove loose material back to a sound perimeter and clean the repair area.
Prepare the background, mix repair material to correct consistency and fill in controlled coats.
Rule/feather the patch flush, finish edges and assess flatness before final set.
Explain how shrinkage, movement, impact, moisture and substrate failure create different crack and debonding patterns.
Analyse why repeated cosmetic filling can fail when the underlying cause has not been addressed.
Apply when crack width, dampness, structural movement or suspected contamination requires escalation before repair to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how shrinkage, movement, impact, moisture and substrate failure create different crack and debonding patterns.
Model decision-making around why repeated cosmetic filling can fail when the underlying cause has not been addressed, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply when crack width, dampness, structural movement or suspected contamination requires escalation before repair and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how shrinkage, movement, impact, moisture and substrate failure create different crack and debonding patterns.
Complete a defect/cause/action exercise focused on why repeated cosmetic filling can fail when the underlying cause has not been addressed.
Write or verbally present a justified PMO response applying when crack width, dampness, structural movement or suspected contamination requires escalation before repair.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 19 · Practical: Corner, Edge and Bead Repair
Plastering
Finishes & Linings
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S14, S21 · B3 · Duties 4, 9
Plan and prepare to cut back damaged material around an external corner or stop edge to expose a sound substrate.
Carry out the task to repair or replace a local bead section and build out the repair in controlled layers.
Inspect, record and hand over the work by ensuring learners can finish the corner straight and true, checking arris quality and blend into adjacent surfaces.
Demonstrate the safe sequence for learners to cut back damaged material around an external corner or stop edge to expose a sound substrate, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to repair or replace a local bead section and build out the repair in controlled layers, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can finish the corner straight and true, checking arris quality and blend into adjacent surfaces.
Cut back damaged material around an external corner or stop edge to expose a sound substrate.
Repair or replace a local bead section and build out the repair in controlled layers.
Finish the corner straight and true, checking arris quality and blend into adjacent surfaces.
Explain the functions of primers, undercoats, emulsions, trim paints and specialist coatings.
Analyse causes of peeling, flaking, blistering, staining, poor opacity, brush marks and adhesion failure.
Apply safe preparation and storage/disposal controls for paints, solvents, fillers and cleaning materials to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach the functions of primers, undercoats, emulsions, trim paints and specialist coatings.
Model decision-making around causes of peeling, flaking, blistering, staining, poor opacity, brush marks and adhesion failure, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply safe preparation and storage/disposal controls for paints, solvents, fillers and cleaning materials and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to the functions of primers, undercoats, emulsions, trim paints and specialist coatings.
Complete a defect/cause/action exercise focused on causes of peeling, flaking, blistering, staining, poor opacity, brush marks and adhesion failure.
Write or verbally present a justified PMO response applying safe preparation and storage/disposal controls for paints, solvents, fillers and cleaning materials.
Plan and prepare to protect adjacent surfaces and remove loose/failed coating back to a stable edge.
Carry out the task to fill minor defects, abrade to a feathered finish and control dust.
Inspect, record and hand over the work by ensuring learners can spot-prime exposed or repaired areas and prepare the surface for a consistent finish coat.
Demonstrate the safe sequence for learners to protect adjacent surfaces and remove loose/failed coating back to a stable edge, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to fill minor defects, abrade to a feathered finish and control dust, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can spot-prime exposed or repaired areas and prepare the surface for a consistent finish coat.
Protect adjacent surfaces and remove loose/failed coating back to a stable edge.
Fill minor defects, abrade to a feathered finish and control dust.
Spot-prime exposed or repaired areas and prepare the surface for a consistent finish coat.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 21 · Theory: Colour, Coverage, Application Methods and Sealants
Painting & Decorating
Finishes & Linings
Theory
2 hours
Delivered
ST0171 v1.1
K16 · S19 · B3 · Duties 3, 10
Explain how substrate porosity, colour change, spreading rate and number of coats affect material quantities and finish quality.
Analyse correct brush and roller selection for walls, ceilings, trim and different coating types.
Apply selection and tooling of sealants at internal maintenance interfaces and the limits of decorating-grade sealants to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how substrate porosity, colour change, spreading rate and number of coats affect material quantities and finish quality.
Model decision-making around correct brush and roller selection for walls, ceilings, trim and different coating types, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply selection and tooling of sealants at internal maintenance interfaces and the limits of decorating-grade sealants and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how substrate porosity, colour change, spreading rate and number of coats affect material quantities and finish quality.
Complete a defect/cause/action exercise focused on correct brush and roller selection for walls, ceilings, trim and different coating types.
Write or verbally present a justified PMO response applying selection and tooling of sealants at internal maintenance interfaces and the limits of decorating-grade sealants.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 21 · Practical: Brush and Roller Application with Cutting-in
Painting & Decorating
Finishes & Linings
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S15, S21 · B3 · Duties 4, 10
Plan and prepare to cut in cleanly around edges, fittings and changes of surface without excessive build-up.
Carry out the task to apply emulsion by roller at an even film thickness and maintain a wet edge.
Inspect, record and hand over the work by ensuring learners can inspect coverage, runs, misses and contamination under suitable lighting and correct defects.
Demonstrate the safe sequence for learners to cut in cleanly around edges, fittings and changes of surface without excessive build-up, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to apply emulsion by roller at an even film thickness and maintain a wet edge, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can inspect coverage, runs, misses and contamination under suitable lighting and correct defects.
Cut in cleanly around edges, fittings and changes of surface without excessive build-up.
Apply emulsion by roller at an even film thickness and maintain a wet edge.
Inspect coverage, runs, misses and contamination under suitable lighting and correct defects.
Explain causes of cracked, loose, hollow, stained or uneven tiles and failed grout/sealant joints.
Analyse how background type, flatness, moisture exposure and tile type influence adhesive and grout selection.
Apply the purpose of movement joints, perimeter gaps and sanitary sealants in small maintenance repairs to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach causes of cracked, loose, hollow, stained or uneven tiles and failed grout/sealant joints.
Model decision-making around how background type, flatness, moisture exposure and tile type influence adhesive and grout selection, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply the purpose of movement joints, perimeter gaps and sanitary sealants in small maintenance repairs and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to causes of cracked, loose, hollow, stained or uneven tiles and failed grout/sealant joints.
Complete a defect/cause/action exercise focused on how background type, flatness, moisture exposure and tile type influence adhesive and grout selection.
Write or verbally present a justified PMO response applying the purpose of movement joints, perimeter gaps and sanitary sealants in small maintenance repairs.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 22 · Practical: Wall Tiling Repair: Remove, Prepare, Set Out and Replace
Tiling
Finishes & Linings
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S16, S21 · B3 · Duties 4, 11
Plan and prepare to remove a damaged tile while limiting damage to neighbouring tiles and concealed services.
Carry out the task to prepare the background, check replacement tile size and set out the repair including joint width.
Inspect, record and hand over the work by ensuring learners can cut where required, bed the tile with suitable adhesive, align face/joints and grout after appropriate set.
Demonstrate the safe sequence for learners to remove a damaged tile while limiting damage to neighbouring tiles and concealed services, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to prepare the background, check replacement tile size and set out the repair including joint width, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can cut where required, bed the tile with suitable adhesive, align face/joints and grout after appropriate set.
Remove a damaged tile while limiting damage to neighbouring tiles and concealed services.
Prepare the background, check replacement tile size and set out the repair including joint width.
Cut where required, bed the tile with suitable adhesive, align face/joints and grout after appropriate set.
Explain typical defects in sheet vinyl, luxury vinyl tile, laminate and resilient floor finishes.
Analyse how moisture, movement, poor preparation, damaged joints and concentrated loads cause flooring failure.
Apply safe removal, subfloor preparation, setting out and matching considerations for localised repairs to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach typical defects in sheet vinyl, luxury vinyl tile, laminate and resilient floor finishes.
Model decision-making around how moisture, movement, poor preparation, damaged joints and concentrated loads cause flooring failure, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply safe removal, subfloor preparation, setting out and matching considerations for localised repairs and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to typical defects in sheet vinyl, luxury vinyl tile, laminate and resilient floor finishes.
Complete a defect/cause/action exercise focused on how moisture, movement, poor preparation, damaged joints and concentrated loads cause flooring failure.
Write or verbally present a justified PMO response applying safe removal, subfloor preparation, setting out and matching considerations for localised repairs.
Plan and prepare to survey the defect and establish a repair boundary that minimises unnecessary removal.
Carry out the task to prepare the subfloor and cut a replacement piece/component accurately around a simple obstacle.
Inspect, record and hand over the work by ensuring learners can fit, secure and finish the repair while maintaining joints, level and safe transitions.
Demonstrate the safe sequence for learners to survey the defect and establish a repair boundary that minimises unnecessary removal, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to prepare the subfloor and cut a replacement piece/component accurately around a simple obstacle, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can fit, secure and finish the repair while maintaining joints, level and safe transitions.
Survey the defect and establish a repair boundary that minimises unnecessary removal.
Prepare the subfloor and cut a replacement piece/component accurately around a simple obstacle.
Fit, secure and finish the repair while maintaining joints, level and safe transitions.
Explain how to distinguish symptom, cause and appropriate scope of repair across doors, windows, plaster, paint, tiles and flooring.
Analyse how repair sequencing prevents one trade activity damaging another and improves first-time quality.
Apply how to document defects, completed work and escalation decisions in a concise maintenance record to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how to distinguish symptom, cause and appropriate scope of repair across doors, windows, plaster, paint, tiles and flooring.
Model decision-making around how repair sequencing prevents one trade activity damaging another and improves first-time quality, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how to document defects, completed work and escalation decisions in a concise maintenance record and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how to distinguish symptom, cause and appropriate scope of repair across doors, windows, plaster, paint, tiles and flooring.
Complete a defect/cause/action exercise focused on how repair sequencing prevents one trade activity damaging another and improves first-time quality.
Write or verbally present a justified PMO response applying how to document defects, completed work and escalation decisions in a concise maintenance record.
Resources: Synoptic room/bays; mixed trade materials; job pack; QA checklist; digital record template.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Plan and prepare to inspect a prepared room containing multiple minor defects and agree a safe sequence of repair.
Carry out the task to complete selected repairs from at least three finishing trades while protecting completed work.
Inspect, record and hand over the work by ensuring learners can carry out a final quality inspection, segregate waste and produce a concise digital close-out record.
Demonstrate the safe sequence for learners to inspect a prepared room containing multiple minor defects and agree a safe sequence of repair, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to complete selected repairs from at least three finishing trades while protecting completed work, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can carry out a final quality inspection, segregate waste and produce a concise digital close-out record.
Inspect a prepared room containing multiple minor defects and agree a safe sequence of repair.
Complete selected repairs from at least three finishing trades while protecting completed work.
Carry out a final quality inspection, segregate waste and produce a concise digital close-out record.
Resources: Synoptic room/bays; mixed trade materials; job pack; QA checklist; digital record template.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Explain characteristics of clay bricks, concrete blocks and common masonry units used in maintenance.
Analyse how mortar strength, workability, joint profile and exposure influence repair compatibility.
Apply why matching bond, unit size, colour and joint finish matters in localised repairs to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach characteristics of clay bricks, concrete blocks and common masonry units used in maintenance.
Model decision-making around how mortar strength, workability, joint profile and exposure influence repair compatibility, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply why matching bond, unit size, colour and joint finish matters in localised repairs and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to characteristics of clay bricks, concrete blocks and common masonry units used in maintenance.
Complete a defect/cause/action exercise focused on how mortar strength, workability, joint profile and exposure influence repair compatibility.
Write or verbally present a justified PMO response applying why matching bond, unit size, colour and joint finish matters in localised repairs.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 25 · Practical: Basic Brickwork: Gauge, Line, Level and Bond
Masonry
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S18, S21 · B3 · Duties 4, 12
Plan and prepare to set out a short wall to a stated length using stretcher bond and consistent perp joints.
Carry out the task to lay units to line, level, plumb and gauge while maintaining full mortar bedding.
Inspect, record and hand over the work by ensuring learners can finish joints consistently and inspect the work against dimensional and visual criteria.
Demonstrate the safe sequence for learners to set out a short wall to a stated length using stretcher bond and consistent perp joints, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to lay units to line, level, plumb and gauge while maintaining full mortar bedding, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can finish joints consistently and inspect the work against dimensional and visual criteria.
Set out a short wall to a stated length using stretcher bond and consistent perp joints.
Lay units to line, level, plumb and gauge while maintaining full mortar bedding.
Finish joints consistently and inspect the work against dimensional and visual criteria.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 26 · Theory: Masonry Defects: Cracking, Spalling, Frost, Sulphates and Movement
Masonry
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K2, K19 · S19, S25 · B3 · Duties 3, 12, 14
Explain visual indicators of movement cracking, thermal movement, corrosion-related cracking, frost damage and surface spalling.
Analyse why inappropriate strong mortars or trapped moisture can accelerate decay in some existing masonry.
Apply when crack pattern, width, progression or associated structural symptoms require specialist escalation to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach visual indicators of movement cracking, thermal movement, corrosion-related cracking, frost damage and surface spalling.
Model decision-making around why inappropriate strong mortars or trapped moisture can accelerate decay in some existing masonry, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply when crack pattern, width, progression or associated structural symptoms require specialist escalation and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to visual indicators of movement cracking, thermal movement, corrosion-related cracking, frost damage and surface spalling.
Complete a defect/cause/action exercise focused on why inappropriate strong mortars or trapped moisture can accelerate decay in some existing masonry.
Write or verbally present a justified PMO response applying when crack pattern, width, progression or associated structural symptoms require specialist escalation.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 26 · Practical: Localised Brick Replacement
Masonry
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S1, S2, S7, S18, S21 · B3 · Duties 3, 4, 12
Plan and prepare to protect adjacent work and carefully remove a defective brick without destabilising surrounding masonry.
Carry out the task to prepare the opening and replacement unit, then bed and align the new brick to existing bond and face plane.
Inspect, record and hand over the work by ensuring learners can finish joints to match adjacent work and clean the repair without smearing or damaging the face.
Demonstrate the safe sequence for learners to protect adjacent work and carefully remove a defective brick without destabilising surrounding masonry, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to prepare the opening and replacement unit, then bed and align the new brick to existing bond and face plane, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can finish joints to match adjacent work and clean the repair without smearing or damaging the face.
Protect adjacent work and carefully remove a defective brick without destabilising surrounding masonry.
Prepare the opening and replacement unit, then bed and align the new brick to existing bond and face plane.
Finish joints to match adjacent work and clean the repair without smearing or damaging the face.
Explain how weathering, shrinkage, poor original tooling and incompatible mortar cause defective joints.
Analyse depth and edge requirements when raking out joints for repair without damaging masonry arises.
Apply selection and application of repair mortar to achieve compaction, profile and curing appropriate to exposure to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how weathering, shrinkage, poor original tooling and incompatible mortar cause defective joints.
Model decision-making around depth and edge requirements when raking out joints for repair without damaging masonry arises, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply selection and application of repair mortar to achieve compaction, profile and curing appropriate to exposure and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how weathering, shrinkage, poor original tooling and incompatible mortar cause defective joints.
Complete a defect/cause/action exercise focused on depth and edge requirements when raking out joints for repair without damaging masonry arises.
Write or verbally present a justified PMO response applying selection and application of repair mortar to achieve compaction, profile and curing appropriate to exposure.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 27 · Practical: Rake Out and Repoint a Masonry Panel
Masonry
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S18, S21, S22 · B1, B3 · Duties 4, 12
Plan and prepare to rake out defective joints to controlled depth while managing dust and protecting arrises.
Carry out the task to dampen/prepare joints where appropriate and compact fresh mortar fully into the joint.
Inspect, record and hand over the work by ensuring learners can finish to the specified joint profile, cure appropriately and segregate waste material.
Demonstrate the safe sequence for learners to rake out defective joints to controlled depth while managing dust and protecting arrises, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to dampen/prepare joints where appropriate and compact fresh mortar fully into the joint, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can finish to the specified joint profile, cure appropriately and segregate waste material.
Rake out defective joints to controlled depth while managing dust and protecting arrises.
Dampen/prepare joints where appropriate and compact fresh mortar fully into the joint.
Finish to the specified joint profile, cure appropriately and segregate waste material.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 28 · Theory: Damp-proof Courses, Bridging and Minor Remedial Measures
Masonry
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K19 · S19, S25 · B3 · Duties 3, 12, 14
Explain the function and typical position of DPCs around walls, openings and external ground levels.
Analyse common causes of bridging including render, debris, raised paths and failed local detailing.
Apply the limits of minor maintenance intervention and evidence that should trigger specialist damp investigation to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach the function and typical position of DPCs around walls, openings and external ground levels.
Model decision-making around common causes of bridging including render, debris, raised paths and failed local detailing, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply the limits of minor maintenance intervention and evidence that should trigger specialist damp investigation and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to the function and typical position of DPCs around walls, openings and external ground levels.
Complete a defect/cause/action exercise focused on common causes of bridging including render, debris, raised paths and failed local detailing.
Write or verbally present a justified PMO response applying the limits of minor maintenance intervention and evidence that should trigger specialist damp investigation.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 28 · Practical: Coping, Capping and Weathering Repair
Masonry
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S18, S21 · B3 · Duties 4, 12
Plan and prepare to remove and prepare a local defective coping/capping section without damaging adjacent units.
Carry out the task to reinstate on full bedding with correct alignment, overhang/drip and stable joints.
Inspect, record and hand over the work by ensuring learners can finish and inspect the repair for weather shedding, stability and visual integration.
Demonstrate the safe sequence for learners to remove and prepare a local defective coping/capping section without damaging adjacent units, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to reinstate on full bedding with correct alignment, overhang/drip and stable joints, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can finish and inspect the repair for weather shedding, stability and visual integration.
Remove and prepare a local defective coping/capping section without damaging adjacent units.
Reinstate on full bedding with correct alignment, overhang/drip and stable joints.
Finish and inspect the repair for weather shedding, stability and visual integration.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 29 · Theory: Render Systems, Backgrounds and Defect Diagnosis
Rendering
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K15, K19 · S19 · B3 · Duties 3, 9, 12
Explain functions of render coats and common cementitious/polymer repair materials.
Analyse how suction, movement, salt contamination, frost and trapped moisture cause hollowing, cracking and debonding.
Apply how to define a local repair boundary and select preparation methods that promote adhesion without damaging sound render to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach functions of render coats and common cementitious/polymer repair materials.
Model decision-making around how suction, movement, salt contamination, frost and trapped moisture cause hollowing, cracking and debonding, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how to define a local repair boundary and select preparation methods that promote adhesion without damaging sound render and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to functions of render coats and common cementitious/polymer repair materials.
Complete a defect/cause/action exercise focused on how suction, movement, salt contamination, frost and trapped moisture cause hollowing, cracking and debonding.
Write or verbally present a justified PMO response applying how to define a local repair boundary and select preparation methods that promote adhesion without damaging sound render.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 29 · Practical: Render Patch: Hack Off, Prepare, Base Coat and Finish
Rendering
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S14, S21 · B3 · Duties 4, 9, 12
Plan and prepare to remove unsound render back to firm edges and prepare the background safely.
Carry out the task to mix and apply a base repair coat to controlled thickness, forming a key where required.
Inspect, record and hand over the work by ensuring learners can apply and texture the finish coat to blend with adjacent work while keeping edges neat.
Demonstrate the safe sequence for learners to remove unsound render back to firm edges and prepare the background safely, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to mix and apply a base repair coat to controlled thickness, forming a key where required, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can apply and texture the finish coat to blend with adjacent work while keeping edges neat.
Remove unsound render back to firm edges and prepare the background safely.
Mix and apply a base repair coat to controlled thickness, forming a key where required.
Apply and texture the finish coat to blend with adjacent work while keeping edges neat.
Explain the purpose of angle beads, stop beads, bellcast/drip details and separation from DPC zones.
Analyse how poor junctions at windows, sills and dissimilar materials lead to cracking and water ingress.
Apply principles of local bead replacement and matching existing render thickness and finish to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach the purpose of angle beads, stop beads, bellcast/drip details and separation from DPC zones.
Model decision-making around how poor junctions at windows, sills and dissimilar materials lead to cracking and water ingress, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply principles of local bead replacement and matching existing render thickness and finish and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to the purpose of angle beads, stop beads, bellcast/drip details and separation from DPC zones.
Complete a defect/cause/action exercise focused on how poor junctions at windows, sills and dissimilar materials lead to cracking and water ingress.
Write or verbally present a justified PMO response applying principles of local bead replacement and matching existing render thickness and finish.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 30 · Practical: Bead and Reveal Repair
Rendering
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S14, S21 · B3 · Duties 4, 9, 12
Plan and prepare to cut out a local damaged external corner/reveal and remove corroded or distorted bead.
Carry out the task to fix a replacement bead true to line and build repair coats to the existing plane.
Inspect, record and hand over the work by ensuring learners can finish the reveal/corner neatly, maintaining clean junctions to frames and sills.
Demonstrate the safe sequence for learners to cut out a local damaged external corner/reveal and remove corroded or distorted bead, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to fix a replacement bead true to line and build repair coats to the existing plane, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can finish the reveal/corner neatly, maintaining clean junctions to frames and sills.
Cut out a local damaged external corner/reveal and remove corroded or distorted bead.
Fix a replacement bead true to line and build repair coats to the existing plane.
Finish the reveal/corner neatly, maintaining clean junctions to frames and sills.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 31 · Theory: Concrete Constituents, Mixes, Curing and Common Defects
Concrete & Groundworks
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K22 · S19 · B3 · Duties 3, 12
Explain the roles of cement, aggregates, water and admixtures in small maintenance concrete works.
Analyse how excess water, poor compaction, rapid drying and inadequate cover contribute to dusting, cracking and weak repairs.
Apply safe mixing, placement, compaction, finishing and curing principles for small slabs, pads and haunches to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach the roles of cement, aggregates, water and admixtures in small maintenance concrete works.
Model decision-making around how excess water, poor compaction, rapid drying and inadequate cover contribute to dusting, cracking and weak repairs, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply safe mixing, placement, compaction, finishing and curing principles for small slabs, pads and haunches and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to the roles of cement, aggregates, water and admixtures in small maintenance concrete works.
Complete a defect/cause/action exercise focused on how excess water, poor compaction, rapid drying and inadequate cover contribute to dusting, cracking and weak repairs.
Write or verbally present a justified PMO response applying safe mixing, placement, compaction, finishing and curing principles for small slabs, pads and haunches.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 31 · Practical: Small Concrete Pad: Form, Mix, Place, Compact and Finish
Concrete & Groundworks
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S1, S2, S7, S18, S21 · B3 · Duties 3, 4, 12
Plan and prepare to set out and form a small pad to stated dimensions, level and thickness.
Carry out the task to batch/mix concrete consistently and place without contamination or excessive water.
Inspect, record and hand over the work by ensuring learners can compact, finish and protect the surface for curing, then check dimensions and falls.
Demonstrate the safe sequence for learners to set out and form a small pad to stated dimensions, level and thickness, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to batch/mix concrete consistently and place without contamination or excessive water, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can compact, finish and protect the surface for curing, then check dimensions and falls.
Set out and form a small pad to stated dimensions, level and thickness.
Batch/mix concrete consistently and place without contamination or excessive water.
Compact, finish and protect the surface for curing, then check dimensions and falls.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 32 · Theory: Postcrete and Rapid-setting Products: Use and Limitations
Concrete & Groundworks
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K22 · S19 · B3 · Duties 3, 12
Explain where proprietary post-fixing products are appropriate compared with conventional concrete.
Analyse manufacturer requirements for hole size, water addition, working time and early disturbance.
Apply how post alignment, embedment, ground condition and load determine whether the repair is acceptable to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach where proprietary post-fixing products are appropriate compared with conventional concrete.
Model decision-making around manufacturer requirements for hole size, water addition, working time and early disturbance, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how post alignment, embedment, ground condition and load determine whether the repair is acceptable and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to where proprietary post-fixing products are appropriate compared with conventional concrete.
Complete a defect/cause/action exercise focused on manufacturer requirements for hole size, water addition, working time and early disturbance.
Write or verbally present a justified PMO response applying how post alignment, embedment, ground condition and load determine whether the repair is acceptable.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 32 · Practical: Set and Secure a Post Using Postcrete
Concrete & Groundworks
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S1, S2, S7, S18, S21 · B3 · Duties 3, 4, 12
Plan and prepare to excavate/prepare a training post hole to suitable dimensions and protect the work area.
Carry out the task to position and brace the post plumb before placing water/product in the manufacturer-specified sequence.
Inspect, record and hand over the work by ensuring learners can verify alignment and stability during set, then reinstate the surrounding surface neatly.
Demonstrate the safe sequence for learners to excavate/prepare a training post hole to suitable dimensions and protect the work area, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to position and brace the post plumb before placing water/product in the manufacturer-specified sequence, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can verify alignment and stability during set, then reinstate the surrounding surface neatly.
Excavate/prepare a training post hole to suitable dimensions and protect the work area.
Position and brace the post plumb before placing water/product in the manufacturer-specified sequence.
Verify alignment and stability during set, then reinstate the surrounding surface neatly.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 33 · Theory: Paths, Paving, Falls and Trip Hazards
Groundworks
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K22 · S19 · B3 · Duties 3, 12
Explain typical construction of small paved areas including sub-base, bedding and surface units.
Analyse how settlement, rocking units, vegetation, poor edge restraint and incorrect falls create defects and hazards.
Apply principles of lifting, preparing and relaying localised paving while maintaining drainage and safe transitions to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach typical construction of small paved areas including sub-base, bedding and surface units.
Model decision-making around how settlement, rocking units, vegetation, poor edge restraint and incorrect falls create defects and hazards, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply principles of lifting, preparing and relaying localised paving while maintaining drainage and safe transitions and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to typical construction of small paved areas including sub-base, bedding and surface units.
Complete a defect/cause/action exercise focused on how settlement, rocking units, vegetation, poor edge restraint and incorrect falls create defects and hazards.
Write or verbally present a justified PMO response applying principles of lifting, preparing and relaying localised paving while maintaining drainage and safe transitions.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 33 · Practical: Lift and Relay a Small Paving Repair
Groundworks
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S1, S2, S7, S18, S21 · B3 · Duties 3, 4, 12
Plan and prepare to mark and lift defective units without unnecessary disturbance to sound adjacent paving.
Carry out the task to correct bedding/sub-base locally and establish line, level and required fall.
Inspect, record and hand over the work by ensuring learners can relay and compact units, reinstate joints and verify that no trip edge remains.
Demonstrate the safe sequence for learners to mark and lift defective units without unnecessary disturbance to sound adjacent paving, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to correct bedding/sub-base locally and establish line, level and required fall, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can relay and compact units, reinstate joints and verify that no trip edge remains.
Mark and lift defective units without unnecessary disturbance to sound adjacent paving.
Correct bedding/sub-base locally and establish line, level and required fall.
Relay and compact units, reinstate joints and verify that no trip edge remains.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 34 · Theory: External Drainage at Surface Level: Gullies, Channels and Falls
Groundworks
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K11, K22 · S19 · B3 · Duties 3, 6, 12
Explain how gullies, channels, covers and falls collect and convey surface water.
Analyse how silt, debris, settlement and damaged grates lead to ponding, blockage and property damage.
Apply safe inspection and minor maintenance boundaries before deeper drainage intervention to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how gullies, channels, covers and falls collect and convey surface water.
Model decision-making around how silt, debris, settlement and damaged grates lead to ponding, blockage and property damage, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply safe inspection and minor maintenance boundaries before deeper drainage intervention and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how gullies, channels, covers and falls collect and convey surface water.
Complete a defect/cause/action exercise focused on how silt, debris, settlement and damaged grates lead to ponding, blockage and property damage.
Write or verbally present a justified PMO response applying safe inspection and minor maintenance boundaries before deeper drainage intervention.
Resources: Drainage components; channel/gully samples; concrete/mortar; levels; water test equipment.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 34 · Practical: Install/Repair a Small Channel Drain or Gully Surround
Groundworks
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S11, S18, S21 · B3 · Duties 4, 6, 12
Plan and prepare to set out a short drainage component to maintain required line and fall.
Carry out the task to prepare support and haunching, install the component securely and protect openings from debris.
Inspect, record and hand over the work by ensuring learners can test water flow, reinstate adjacent paving/ground and record any downstream restriction found.
Demonstrate the safe sequence for learners to set out a short drainage component to maintain required line and fall, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to prepare support and haunching, install the component securely and protect openings from debris, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can test water flow, reinstate adjacent paving/ground and record any downstream restriction found.
Set out a short drainage component to maintain required line and fall.
Prepare support and haunching, install the component securely and protect openings from debris.
Test water flow, reinstate adjacent paving/ground and record any downstream restriction found.
Resources: Drainage components; channel/gully samples; concrete/mortar; levels; water test equipment.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 35 · Theory: Pitched Roof Components, Tiles, Slates and Minor Defects
Roofing
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K20 · S19, S25 · B3 · Duties 3, 12, 14
Explain functions of underlay, battens, tiles/slates, ridges, hips, valleys and verges in a pitched roof.
Analyse typical visible defects including slipped/broken coverings, failed verge bedding, blocked valleys and damaged flashings.
Apply limits of PMO access and temporary repair, including when height, structural condition or weather requires escalation to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach functions of underlay, battens, tiles/slates, ridges, hips, valleys and verges in a pitched roof.
Model decision-making around typical visible defects including slipped/broken coverings, failed verge bedding, blocked valleys and damaged flashings, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply limits of PMO access and temporary repair, including when height, structural condition or weather requires escalation and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to functions of underlay, battens, tiles/slates, ridges, hips, valleys and verges in a pitched roof.
Complete a defect/cause/action exercise focused on typical visible defects including slipped/broken coverings, failed verge bedding, blocked valleys and damaged flashings.
Write or verbally present a justified PMO response applying limits of PMO access and temporary repair, including when height, structural condition or weather requires escalation.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 35 · Practical: Pitched-roof Training Rig: Tile Replacement and Temporary Weathering
Roofing
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S18, S21, S25 · B2, B3 · Duties 4, 12, 14
Plan and prepare to inspect a low-level training rig and identify the cause of a local covering defect.
Carry out the task to remove and replace a damaged tile/slate component using the rig-specific fixing method.
Inspect, record and hand over the work by ensuring learners can install a controlled temporary weatherproofing measure to a simulated defect and document the need for permanent follow-on work.
Demonstrate the safe sequence for learners to inspect a low-level training rig and identify the cause of a local covering defect, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to remove and replace a damaged tile/slate component using the rig-specific fixing method, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can install a controlled temporary weatherproofing measure to a simulated defect and document the need for permanent follow-on work.
Inspect a low-level training rig and identify the cause of a local covering defect.
Remove and replace a damaged tile/slate component using the rig-specific fixing method.
Install a controlled temporary weatherproofing measure to a simulated defect and document the need for permanent follow-on work.
Explain basic principles of felt, membrane and liquid-applied flat roof systems and the importance of falls/outlets.
Analyse common defects in flashings, gutters, downpipes and joints that cause leakage or staining.
Apply safe local cleaning, sealing and component replacement versus defects requiring roofing specialists to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach basic principles of felt, membrane and liquid-applied flat roof systems and the importance of falls/outlets.
Model decision-making around common defects in flashings, gutters, downpipes and joints that cause leakage or staining, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply safe local cleaning, sealing and component replacement versus defects requiring roofing specialists and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to basic principles of felt, membrane and liquid-applied flat roof systems and the importance of falls/outlets.
Complete a defect/cause/action exercise focused on common defects in flashings, gutters, downpipes and joints that cause leakage or staining.
Write or verbally present a justified PMO response applying safe local cleaning, sealing and component replacement versus defects requiring roofing specialists.
Resources: Gutter/downpipe rig; seals; clips; pipe fittings; ladders/access tower only if training controls permit; water test.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Plan and prepare to diagnose a leak/blockage on a low-level rainwater-goods rig and isolate the defective section.
Carry out the task to remove, clean, reseal or replace clips, unions/outlets and short pipe sections as required.
Inspect, record and hand over the work by ensuring learners can set correct fall/alignment and water-test the repaired system for free discharge and leakage.
Demonstrate the safe sequence for learners to diagnose a leak/blockage on a low-level rainwater-goods rig and isolate the defective section, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to remove, clean, reseal or replace clips, unions/outlets and short pipe sections as required, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can set correct fall/alignment and water-test the repaired system for free discharge and leakage.
Diagnose a leak/blockage on a low-level rainwater-goods rig and isolate the defective section.
Remove, clean, reseal or replace clips, unions/outlets and short pipe sections as required.
Set correct fall/alignment and water-test the repaired system for free discharge and leakage.
Resources: Gutter/downpipe rig; seals; clips; pipe fittings; ladders/access tower only if training controls permit; water test.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 37 · Theory: Fencing and Railing Systems, Defects and Repair Materials
Fencing & Railings
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K21 · S19 · B3 · Duties 3, 12
Explain common timber, concrete, mesh and metal fencing/railing arrangements and their components.
Analyse defects caused by rot, corrosion, loose fixings, impact, failed posts and ground movement.
Apply how repair choices must restore stability, security, safe edges and appropriate preservative protection to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach common timber, concrete, mesh and metal fencing/railing arrangements and their components.
Model decision-making around defects caused by rot, corrosion, loose fixings, impact, failed posts and ground movement, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how repair choices must restore stability, security, safe edges and appropriate preservative protection and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to common timber, concrete, mesh and metal fencing/railing arrangements and their components.
Complete a defect/cause/action exercise focused on defects caused by rot, corrosion, loose fixings, impact, failed posts and ground movement.
Write or verbally present a justified PMO response applying how repair choices must restore stability, security, safe edges and appropriate preservative protection.
Resources: Fence training bay; timber components; external fixings; preservative; levels; post supports.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 37 · Practical: Timber Fence Repair: Post, Rail and Board Components
Fencing & Railings
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S1, S2, S7, S18, S21 · B3 · Duties 3, 4, 12
Plan and prepare to inspect a defective fence bay and decide which components can be retained or replaced.
Carry out the task to replace/secure a rail and board/panel components using suitable external-grade fixings.
Inspect, record and hand over the work by ensuring learners can check line, stability, clearances and safe finish, applying treatment to cut ends where specified.
Demonstrate the safe sequence for learners to inspect a defective fence bay and decide which components can be retained or replaced, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to replace/secure a rail and board/panel components using suitable external-grade fixings, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can check line, stability, clearances and safe finish, applying treatment to cut ends where specified.
Inspect a defective fence bay and decide which components can be retained or replaced.
Replace/secure a rail and board/panel components using suitable external-grade fixings.
Check line, stability, clearances and safe finish, applying treatment to cut ends where specified.
Resources: Fence training bay; timber components; external fixings; preservative; levels; post supports.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 38 · Theory: Metal Railings: Corrosion, Fixings and Safe Minor Repairs
Fencing & Railings
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K21, K16 · S19 · B3 · Duties 3, 10, 12
Explain how corrosion develops at joints, bases and damaged coatings on external metalwork.
Analyse signs of loose or failed fixings that affect safety and require restriction/escalation.
Apply surface preparation and protective coating principles for permitted minor remedial work to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how corrosion develops at joints, bases and damaged coatings on external metalwork.
Model decision-making around signs of loose or failed fixings that affect safety and require restriction/escalation, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply surface preparation and protective coating principles for permitted minor remedial work and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how corrosion develops at joints, bases and damaged coatings on external metalwork.
Complete a defect/cause/action exercise focused on signs of loose or failed fixings that affect safety and require restriction/escalation.
Write or verbally present a justified PMO response applying surface preparation and protective coating principles for permitted minor remedial work.
Resources: Railing rig; fixings; hand tools; abrasives; metal primer/topcoat; masking/protection.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 38 · Practical: Railing Maintenance: Tighten, Prepare and Recoat
Fencing & Railings
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S15, S18, S21 · B3 · Duties 4, 10, 12
Plan and prepare to inspect a railing section for loose fixings, corrosion and sharp/damaged areas.
Carry out the task to complete permitted fixing adjustment and prepare local corrosion back to a stable surface.
Inspect, record and hand over the work by ensuring learners can apply suitable primer/topcoat system to the repair area and leave the railing safe and clean.
Demonstrate the safe sequence for learners to inspect a railing section for loose fixings, corrosion and sharp/damaged areas, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to complete permitted fixing adjustment and prepare local corrosion back to a stable surface, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can apply suitable primer/topcoat system to the repair area and leave the railing safe and clean.
Inspect a railing section for loose fixings, corrosion and sharp/damaged areas.
Complete permitted fixing adjustment and prepare local corrosion back to a stable surface.
Apply suitable primer/topcoat system to the repair area and leave the railing safe and clean.
Resources: Railing rig; fixings; hand tools; abrasives; metal primer/topcoat; masking/protection.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 39 · Theory: Openings and Minor Masonry Repairs Around Frames
Masonry
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K14, K19 · S19 · B3 · Duties 3, 8, 12
Explain how frame movement, failed sealant, damaged reveals and masonry cracking interact around openings.
Analyse appropriate mortar, filler and sealant interfaces for local repairs without blocking drainage paths.
Apply how to avoid transferring loads or rigidly bridging designed movement joints around frames to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how frame movement, failed sealant, damaged reveals and masonry cracking interact around openings.
Model decision-making around appropriate mortar, filler and sealant interfaces for local repairs without blocking drainage paths, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how to avoid transferring loads or rigidly bridging designed movement joints around frames and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how frame movement, failed sealant, damaged reveals and masonry cracking interact around openings.
Complete a defect/cause/action exercise focused on appropriate mortar, filler and sealant interfaces for local repairs without blocking drainage paths.
Write or verbally present a justified PMO response applying how to avoid transferring loads or rigidly bridging designed movement joints around frames.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 39 · Practical: Repair Masonry/Sealant Interface Around a Frame
Masonry
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S18, S21 · B3 · Duties 4, 8, 12
Plan and prepare to remove failed local sealant/mortar and clean the interface without damaging the frame.
Carry out the task to complete minor masonry edge repair and install backing material where required.
Inspect, record and hand over the work by ensuring learners can apply and tool replacement sealant to a clean consistent profile while preserving drainage details.
Demonstrate the safe sequence for learners to remove failed local sealant/mortar and clean the interface without damaging the frame, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to complete minor masonry edge repair and install backing material where required, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can apply and tool replacement sealant to a clean consistent profile while preserving drainage details.
Remove failed local sealant/mortar and clean the interface without damaging the frame.
Complete minor masonry edge repair and install backing material where required.
Apply and tool replacement sealant to a clean consistent profile while preserving drainage details.
Explain how vegetation, external levels, poor drainage and damaged hard landscaping can contribute to damp or access hazards.
Analyse maintenance considerations for small edging, gravel, planting interfaces and surface-water routes.
Apply environmental controls for spoil, vegetation waste and reuse of suitable paving/aggregate materials to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how vegetation, external levels, poor drainage and damaged hard landscaping can contribute to damp or access hazards.
Model decision-making around maintenance considerations for small edging, gravel, planting interfaces and surface-water routes, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply environmental controls for spoil, vegetation waste and reuse of suitable paving/aggregate materials and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how vegetation, external levels, poor drainage and damaged hard landscaping can contribute to damp or access hazards.
Complete a defect/cause/action exercise focused on maintenance considerations for small edging, gravel, planting interfaces and surface-water routes.
Write or verbally present a justified PMO response applying environmental controls for spoil, vegetation waste and reuse of suitable paving/aggregate materials.
Resources: Edging units; aggregates; hand tools; levels; waste segregation containers.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 40 · Practical: Edging and Localised Landscape Reinstatement
Plan and prepare to remove and retain reusable components from a defective edge/landscape detail.
Carry out the task to re-establish line, level and support to an edging or small hard-landscape feature.
Inspect, record and hand over the work by ensuring learners can reinstate surface materials while preserving drainage and segregating reusable/recyclable waste.
Demonstrate the safe sequence for learners to remove and retain reusable components from a defective edge/landscape detail, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to re-establish line, level and support to an edging or small hard-landscape feature, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can reinstate surface materials while preserving drainage and segregating reusable/recyclable waste.
Remove and retain reusable components from a defective edge/landscape detail.
Re-establish line, level and support to an edging or small hard-landscape feature.
Reinstate surface materials while preserving drainage and segregating reusable/recyclable waste.
Resources: Edging units; aggregates; hand tools; levels; waste segregation containers.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 41 · Theory: Temporary Repairs, Making Safe and Security
External Works
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K19, K20, K21, K22 · S25 · B2, B3 · Duties 12, 14
Explain principles for prioritising life safety, weather exclusion, security and prevention of further damage.
Analyse temporary repair materials and methods for minor masonry, roof, opening, fencing and ground defects.
Apply how to record limitations, inspection needs and urgent escalation so a temporary repair is not mistaken for a permanent solution to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach principles for prioritising life safety, weather exclusion, security and prevention of further damage.
Model decision-making around temporary repair materials and methods for minor masonry, roof, opening, fencing and ground defects, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how to record limitations, inspection needs and urgent escalation so a temporary repair is not mistaken for a permanent solution and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to principles for prioritising life safety, weather exclusion, security and prevention of further damage.
Complete a defect/cause/action exercise focused on temporary repair materials and methods for minor masonry, roof, opening, fencing and ground defects.
Write or verbally present a justified PMO response applying how to record limitations, inspection needs and urgent escalation so a temporary repair is not mistaken for a permanent solution.
Plan and prepare to assess a staged damage scenario and identify immediate hazards and priorities.
Carry out the task to install an appropriate temporary barrier, weathering or security measure within competence.
Inspect, record and hand over the work by ensuring learners can record what has been made safe, residual risks and the specialist/permanent work still required.
Demonstrate the safe sequence for learners to assess a staged damage scenario and identify immediate hazards and priorities, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to install an appropriate temporary barrier, weathering or security measure within competence, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can record what has been made safe, residual risks and the specialist/permanent work still required.
Assess a staged damage scenario and identify immediate hazards and priorities.
Install an appropriate temporary barrier, weathering or security measure within competence.
Record what has been made safe, residual risks and the specialist/permanent work still required.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 42 · Theory: Quantities, Material Selection and Ordering for Multi-trade Repairs
Information & Planning
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K23, K26 · S1, S2, S19 · B1, B3 · Duties 1, 3, 4
Explain how to derive small repair quantities from measured areas, lengths and component counts.
Analyse how manufacturer pack sizes, wastage, matching requirements and storage life influence ordering.
Apply how repair-before-replace and accurate ordering reduce waste and unnecessary cost to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how to derive small repair quantities from measured areas, lengths and component counts.
Model decision-making around how manufacturer pack sizes, wastage, matching requirements and storage life influence ordering, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how repair-before-replace and accurate ordering reduce waste and unnecessary cost and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how to derive small repair quantities from measured areas, lengths and component counts.
Complete a defect/cause/action exercise focused on how manufacturer pack sizes, wastage, matching requirements and storage life influence ordering.
Write or verbally present a justified PMO response applying how repair-before-replace and accurate ordering reduce waste and unnecessary cost.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 42 · Practical: Material Take-off and Practical Job Preparation
External Works
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S1, S2, S19, S20 · B1, B3 · Duties 1, 3, 4, 13
Plan and prepare to measure a prepared external repair scenario and calculate quantities for masonry/render/paving components.
Carry out the task to select compliant products from technical literature and justify allowances for waste or matching.
Inspect, record and hand over the work by ensuring learners can prepare a material requisition and staged work plan ready for practical delivery.
Demonstrate the safe sequence for learners to measure a prepared external repair scenario and calculate quantities for masonry/render/paving components, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to select compliant products from technical literature and justify allowances for waste or matching, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can prepare a material requisition and staged work plan ready for practical delivery.
Measure a prepared external repair scenario and calculate quantities for masonry/render/paving components.
Select compliant products from technical literature and justify allowances for waste or matching.
Prepare a material requisition and staged work plan ready for practical delivery.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 43 · Theory: Inspection, Tolerances and Defect Prevention in External Repairs
Quality & Compliance
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K25 · S21 · B3, B4 · Duties 1, 13
Explain inspection points for line, level, plumb, falls, joints, support, finish and reinstatement across external works.
Analyse how early checks prevent cumulative error and reduce rework.
Apply how photographs, measurements and concise notes provide evidence of compliant completion to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach inspection points for line, level, plumb, falls, joints, support, finish and reinstatement across external works.
Model decision-making around how early checks prevent cumulative error and reduce rework, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how photographs, measurements and concise notes provide evidence of compliant completion and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to inspection points for line, level, plumb, falls, joints, support, finish and reinstatement across external works.
Complete a defect/cause/action exercise focused on how early checks prevent cumulative error and reduce rework.
Write or verbally present a justified PMO response applying how photographs, measurements and concise notes provide evidence of compliant completion.
Plan and prepare to inspect deliberately flawed sample repairs in masonry, paving, render and fencing.
Carry out the task to record each defect against a stated requirement and prioritise corrective action.
Inspect, record and hand over the work by ensuring learners can correct selected defects and produce before/after evidence showing the quality improvement.
Demonstrate the safe sequence for learners to inspect deliberately flawed sample repairs in masonry, paving, render and fencing, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to record each defect against a stated requirement and prioritise corrective action, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can correct selected defects and produce before/after evidence showing the quality improvement.
Inspect deliberately flawed sample repairs in masonry, paving, render and fencing.
Record each defect against a stated requirement and prioritise corrective action.
Correct selected defects and produce before/after evidence showing the quality improvement.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 44 · Theory: External Works and Environmental Compliance
Sustainability
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K26 · S22 · B1 · Duties 3, 4, 7
Explain controls for cement washout, dust, silt, contaminated water and external waste storage.
Analyse how reuse of bricks/pavers and correct segregation can reduce waste without compromising quality.
Apply how drainage, shade, material choice and repair decisions can contribute to resilient low-impact maintenance to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach controls for cement washout, dust, silt, contaminated water and external waste storage.
Model decision-making around how reuse of bricks/pavers and correct segregation can reduce waste without compromising quality, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how drainage, shade, material choice and repair decisions can contribute to resilient low-impact maintenance and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to controls for cement washout, dust, silt, contaminated water and external waste storage.
Complete a defect/cause/action exercise focused on how reuse of bricks/pavers and correct segregation can reduce waste without compromising quality.
Write or verbally present a justified PMO response applying how drainage, shade, material choice and repair decisions can contribute to resilient low-impact maintenance.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 44 · Practical: Low-waste Repair Exercise
External Works
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S1, S2, S18, S22 · B1, B3 · Duties 3, 4, 12
Plan and prepare to plan a small external repair to maximise retention and reuse of serviceable components.
Carry out the task to complete the repair while segregating clean reusable, recyclable and residual waste.
Inspect, record and hand over the work by ensuring learners can record material used/avoided and identify one realistic environmental improvement to the method.
Demonstrate the safe sequence for learners to plan a small external repair to maximise retention and reuse of serviceable components, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to complete the repair while segregating clean reusable, recyclable and residual waste, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can record material used/avoided and identify one realistic environmental improvement to the method.
Plan a small external repair to maximise retention and reuse of serviceable components.
Complete the repair while segregating clean reusable, recyclable and residual waste.
Record material used/avoided and identify one realistic environmental improvement to the method.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 45 · Theory: Working with Other Trades During Building Repairs
Communication
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K27, K29 · S23 · B4, B5 · Duties 1, 13
Explain interdependencies between PMOs, electricians, plumbers, roofers, joiners, plasterers and specialist contractors.
Analyse how sequencing and clear handover prevent damage, duplicated work and unsafe assumptions.
Apply how terminology should be adjusted when speaking to customers versus technical colleagues to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach interdependencies between PMOs, electricians, plumbers, roofers, joiners, plasterers and specialist contractors.
Model decision-making around how sequencing and clear handover prevent damage, duplicated work and unsafe assumptions, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how terminology should be adjusted when speaking to customers versus technical colleagues and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to interdependencies between PMOs, electricians, plumbers, roofers, joiners, plasterers and specialist contractors.
Complete a defect/cause/action exercise focused on how sequencing and clear handover prevent damage, duplicated work and unsafe assumptions.
Write or verbally present a justified PMO response applying how terminology should be adjusted when speaking to customers versus technical colleagues.
Resources: Multi-trade scenario; handover sheet; role cards; customer brief.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 45 · Practical: Team Repair Exercise with Trade Handover
External Works
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S1, S20, S23, S24 · B3, B4, B5 · Duties 1, 13
Plan and prepare to work in a small team to plan a multi-stage repair with explicit handover points.
Carry out the task to brief the next operative on completed work, residual hazards and quality requirements.
Inspect, record and hand over the work by ensuring learners can give a customer-style completion update using clear non-technical language where appropriate.
Demonstrate the safe sequence for learners to work in a small team to plan a multi-stage repair with explicit handover points, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to brief the next operative on completed work, residual hazards and quality requirements, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can give a customer-style completion update using clear non-technical language where appropriate.
Work in a small team to plan a multi-stage repair with explicit handover points.
Brief the next operative on completed work, residual hazards and quality requirements.
Give a customer-style completion update using clear non-technical language where appropriate.
Resources: Multi-trade scenario; handover sheet; role cards; customer brief.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 46 · Theory: Occupied-property Working, Protection and Reinstatement
Customer Service
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K6, K28 · S6, S24 · B3, B5 · Duties 2, 13
Explain how access, noise, dust, privacy, vulnerable users and business continuity affect maintenance planning.
Analyse methods to protect floors, furniture, circulation routes and adjacent finishes.
Apply how to agree access, explain disruption and confirm reinstatement before leaving an occupied area to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how access, noise, dust, privacy, vulnerable users and business continuity affect maintenance planning.
Model decision-making around methods to protect floors, furniture, circulation routes and adjacent finishes, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how to agree access, explain disruption and confirm reinstatement before leaving an occupied area and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how access, noise, dust, privacy, vulnerable users and business continuity affect maintenance planning.
Complete a defect/cause/action exercise focused on methods to protect floors, furniture, circulation routes and adjacent finishes.
Write or verbally present a justified PMO response applying how to agree access, explain disruption and confirm reinstatement before leaving an occupied area.
Plan and prepare to set up protection and safe access around a simulated occupied-property repair.
Carry out the task to complete a short repair while controlling dust/debris and maintaining agreed access arrangements.
Inspect, record and hand over the work by ensuring learners can clean and reinstate the area, then complete a customer handover and satisfaction check.
Demonstrate the safe sequence for learners to set up protection and safe access around a simulated occupied-property repair, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to complete a short repair while controlling dust/debris and maintaining agreed access arrangements, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can clean and reinstate the area, then complete a customer handover and satisfaction check.
Set up protection and safe access around a simulated occupied-property repair.
Complete a short repair while controlling dust/debris and maintaining agreed access arrangements.
Clean and reinstate the area, then complete a customer handover and satisfaction check.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 47 · Theory: Building Safety, Fire Stopping Awareness and Penetrations
Building Safety
Masonry & External Works
Theory
2 hours
Delivered
ST0171 v1.1
K2, K5, K9 · S5, S25 · B2 · Duties 1, 2, 5, 14
Explain why seemingly minor drilling, cutting or service penetrations can affect fire, acoustic and compartmentation performance.
Analyse the importance of identifying fire-resisting walls/doors and proprietary fire-stopping systems before work.
Apply why unapproved substitution or cosmetic filling of fire-stopping defects is outside normal PMO authority to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach why seemingly minor drilling, cutting or service penetrations can affect fire, acoustic and compartmentation performance.
Model decision-making around the importance of identifying fire-resisting walls/doors and proprietary fire-stopping systems before work, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply why unapproved substitution or cosmetic filling of fire-stopping defects is outside normal PMO authority and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to why seemingly minor drilling, cutting or service penetrations can affect fire, acoustic and compartmentation performance.
Complete a defect/cause/action exercise focused on the importance of identifying fire-resisting walls/doors and proprietary fire-stopping systems before work.
Write or verbally present a justified PMO response applying why unapproved substitution or cosmetic filling of fire-stopping defects is outside normal PMO authority.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 47 · Practical: Penetration Inspection and Escalation Exercise
Building Safety
Masonry & External Works
Practical
4 hours
Delivered
ST0171 v1.1
S5, S20, S25 · B2, B3 · Duties 1, 2, 14
Plan and prepare to inspect a series of wall/ceiling penetration examples and identify potentially safety-critical defects.
Carry out the task to record location, visible condition and relevant evidence without disturbing suspect fire-stopping.
Inspect, record and hand over the work by ensuring learners can select the correct escalation route and make the area safe where required.
Demonstrate the safe sequence for learners to inspect a series of wall/ceiling penetration examples and identify potentially safety-critical defects, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to record location, visible condition and relevant evidence without disturbing suspect fire-stopping, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can select the correct escalation route and make the area safe where required.
Inspect a series of wall/ceiling penetration examples and identify potentially safety-critical defects.
Record location, visible condition and relevant evidence without disturbing suspect fire-stopping.
Select the correct escalation route and make the area safe where required.
Explain how to prioritise defects by safety, water ingress, security, user impact and risk of progressive damage.
Analyse how materials and repair methods differ across masonry, render, roof drainage, fencing and groundworks.
Apply how to evidence inspection, repair quality and escalation decisions for a mixed external-maintenance job to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how to prioritise defects by safety, water ingress, security, user impact and risk of progressive damage.
Model decision-making around how materials and repair methods differ across masonry, render, roof drainage, fencing and groundworks, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how to evidence inspection, repair quality and escalation decisions for a mixed external-maintenance job and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how to prioritise defects by safety, water ingress, security, user impact and risk of progressive damage.
Complete a defect/cause/action exercise focused on how materials and repair methods differ across masonry, render, roof drainage, fencing and groundworks.
Write or verbally present a justified PMO response applying how to evidence inspection, repair quality and escalation decisions for a mixed external-maintenance job.
Resources: External synoptic bays; mixed materials; job pack; digital inspection and handover forms.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Plan and prepare to survey a staged external defect area and produce a risk-controlled sequenced plan.
Carry out the task to complete selected masonry/render/ground/fencing repairs within an allocated time.
Inspect, record and hand over the work by ensuring learners can inspect, photograph, clear waste and deliver a concise technical and customer handover.
Demonstrate the safe sequence for learners to survey a staged external defect area and produce a risk-controlled sequenced plan, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to complete selected masonry/render/ground/fencing repairs within an allocated time, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can inspect, photograph, clear waste and deliver a concise technical and customer handover.
Survey a staged external defect area and produce a risk-controlled sequenced plan.
Complete selected masonry/render/ground/fencing repairs within an allocated time.
Inspect, photograph, clear waste and deliver a concise technical and customer handover.
Resources: External synoptic bays; mixed materials; job pack; digital inspection and handover forms.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 49 · Theory: Domestic Water Systems: Supply Routes, Valves and Components
Plumbing
Building Services
Theory
2 hours
Delivered
ST0171 v1.1
K10 · S19 · B3 · Duties 3, 6
Explain typical cold-water distribution arrangements and the functions of stop taps, service valves, float valves, taps and flexible connectors.
Analyse how to identify likely supply routes and isolation points before dismantling components.
Apply how pressure, flow and leaks present differently at joints, valves and outlets to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach typical cold-water distribution arrangements and the functions of stop taps, service valves, float valves, taps and flexible connectors.
Model decision-making around how to identify likely supply routes and isolation points before dismantling components, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how pressure, flow and leaks present differently at joints, valves and outlets and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to typical cold-water distribution arrangements and the functions of stop taps, service valves, float valves, taps and flexible connectors.
Complete a defect/cause/action exercise focused on how to identify likely supply routes and isolation points before dismantling components.
Write or verbally present a justified PMO response applying how pressure, flow and leaks present differently at joints, valves and outlets.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 49 · Practical: Identify Components and Practise Safe Water Isolation
Plumbing
Building Services
Practical
4 hours
Delivered
ST0171 v1.1
S1, S2, S10, S20 · B2, B3 · Duties 1, 4, 6
Plan and prepare to trace a training water system and identify local and main isolation points.
Carry out the task to isolate and prove reduced flow before opening a controlled component.
Inspect, record and hand over the work by ensuring learners can reinstate supply gradually, check for leaks and record the isolation/reinstatement sequence.
Demonstrate the safe sequence for learners to trace a training water system and identify local and main isolation points, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to isolate and prove reduced flow before opening a controlled component, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can reinstate supply gradually, check for leaks and record the isolation/reinstatement sequence.
Trace a training water system and identify local and main isolation points.
Isolate and prove reduced flow before opening a controlled component.
Reinstate supply gradually, check for leaks and record the isolation/reinstatement sequence.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 50 · Theory: Taps, Cartridges, Washers and Minor Leak Diagnosis
Plumbing
Building Services
Theory
2 hours
Delivered
ST0171 v1.1
K10 · S19 · B3 · Duties 3, 6
Explain common tap types and the different failure modes of washers, ceramic cartridges, O-rings and loose fixings.
Analyse how to distinguish outlet drips, spindle leaks, joint leaks and movement-related failures.
Apply product-identification and compatibility checks before fitting replacement parts to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach common tap types and the different failure modes of washers, ceramic cartridges, O-rings and loose fixings.
Model decision-making around how to distinguish outlet drips, spindle leaks, joint leaks and movement-related failures, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply product-identification and compatibility checks before fitting replacement parts and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to common tap types and the different failure modes of washers, ceramic cartridges, O-rings and loose fixings.
Complete a defect/cause/action exercise focused on how to distinguish outlet drips, spindle leaks, joint leaks and movement-related failures.
Write or verbally present a justified PMO response applying product-identification and compatibility checks before fitting replacement parts.
Resources: Tap rigs; replacement cartridges/washers; hand tools; isolation labels; cloth protection.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 50 · Practical: Service and Repair a Tap
Plumbing
Building Services
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S10, S21 · B3 · Duties 4, 6
Plan and prepare to isolate the supply and dismantle a training tap without damaging plated surfaces.
Carry out the task to identify and replace the defective washer/cartridge/O-ring using correct parts.
Inspect, record and hand over the work by ensuring learners can reassemble, reinstate water and test operation and leak tightness under flow.
Demonstrate the safe sequence for learners to isolate the supply and dismantle a training tap without damaging plated surfaces, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to identify and replace the defective washer/cartridge/O-ring using correct parts, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can reassemble, reinstate water and test operation and leak tightness under flow.
Isolate the supply and dismantle a training tap without damaging plated surfaces.
Identify and replace the defective washer/cartridge/O-ring using correct parts.
Reassemble, reinstate water and test operation and leak tightness under flow.
Resources: Tap rigs; replacement cartridges/washers; hand tools; isolation labels; cloth protection.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Explain how inlet valves, float mechanisms, siphons/drop valves and overflow routes operate.
Analyse typical causes of continuous filling, poor flush, overflow and leakage at connection points.
Apply adjustment versus replacement decisions and the importance of correct water level to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how inlet valves, float mechanisms, siphons/drop valves and overflow routes operate.
Model decision-making around typical causes of continuous filling, poor flush, overflow and leakage at connection points, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply adjustment versus replacement decisions and the importance of correct water level and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how inlet valves, float mechanisms, siphons/drop valves and overflow routes operate.
Complete a defect/cause/action exercise focused on typical causes of continuous filling, poor flush, overflow and leakage at connection points.
Write or verbally present a justified PMO response applying adjustment versus replacement decisions and the importance of correct water level.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 51 · Practical: Diagnose and Repair a Cistern Fault
Plumbing
Building Services
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S10, S21 · B3 · Duties 4, 6
Plan and prepare to diagnose a staged fill/flush defect from symptoms on a training cistern.
Carry out the task to isolate and replace or adjust the relevant inlet/flush component.
Inspect, record and hand over the work by ensuring learners can reinstate supply, set water level and perform repeated flush/leak checks.
Demonstrate the safe sequence for learners to diagnose a staged fill/flush defect from symptoms on a training cistern, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to isolate and replace or adjust the relevant inlet/flush component, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can reinstate supply, set water level and perform repeated flush/leak checks.
Diagnose a staged fill/flush defect from symptoms on a training cistern.
Isolate and replace or adjust the relevant inlet/flush component.
Reinstate supply, set water level and perform repeated flush/leak checks.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 52 · Theory: Traps, Waste Pipes and Internal Blockages
Plumbing
Building Services
Theory
2 hours
Delivered
ST0171 v1.1
K10, K11 · S19 · B3 · Duties 3, 6
Explain the purpose of water seals in traps and common waste-pipe arrangements from basins, sinks and appliances.
Analyse how grease, hair, scale, displaced seals and poor falls cause slow discharge or leakage.
Apply safe methods for dismantling, cleaning and reassembling accessible waste fittings to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach the purpose of water seals in traps and common waste-pipe arrangements from basins, sinks and appliances.
Model decision-making around how grease, hair, scale, displaced seals and poor falls cause slow discharge or leakage, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply safe methods for dismantling, cleaning and reassembling accessible waste fittings and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to the purpose of water seals in traps and common waste-pipe arrangements from basins, sinks and appliances.
Complete a defect/cause/action exercise focused on how grease, hair, scale, displaced seals and poor falls cause slow discharge or leakage.
Write or verbally present a justified PMO response applying safe methods for dismantling, cleaning and reassembling accessible waste fittings.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 52 · Practical: Clear a Basin/Sink Blockage and Reassemble Waste Fittings
Plumbing
Building Services
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S10, S21 · B3 · Duties 4, 6
Plan and prepare to protect the area and dismantle a trap/waste section while controlling retained water.
Carry out the task to remove the staged obstruction, inspect seals and clean mating surfaces.
Inspect, record and hand over the work by ensuring learners can reassemble to correct alignment and hand/tool tightness, then flow-test for leakage and discharge.
Demonstrate the safe sequence for learners to protect the area and dismantle a trap/waste section while controlling retained water, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to remove the staged obstruction, inspect seals and clean mating surfaces, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can reassemble to correct alignment and hand/tool tightness, then flow-test for leakage and discharge.
Protect the area and dismantle a trap/waste section while controlling retained water.
Remove the staged obstruction, inspect seals and clean mating surfaces.
Reassemble to correct alignment and hand/tool tightness, then flow-test for leakage and discharge.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 53 · Theory: Above- and Below-ground Drainage Principles
Drainage
Building Services
Theory
2 hours
Delivered
ST0171 v1.1
K11 · S19 · B3 · Duties 3, 6
Explain functions of soil stacks, branches, ventilation, gullies, inspection chambers and underground drains.
Analyse how fall, venting, blockages and damaged components affect discharge, odour and leakage.
Apply signs indicating deeper obstruction, structural drain damage or contamination beyond routine PMO intervention to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach functions of soil stacks, branches, ventilation, gullies, inspection chambers and underground drains.
Model decision-making around how fall, venting, blockages and damaged components affect discharge, odour and leakage, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply signs indicating deeper obstruction, structural drain damage or contamination beyond routine PMO intervention and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to functions of soil stacks, branches, ventilation, gullies, inspection chambers and underground drains.
Complete a defect/cause/action exercise focused on how fall, venting, blockages and damaged components affect discharge, odour and leakage.
Write or verbally present a justified PMO response applying signs indicating deeper obstruction, structural drain damage or contamination beyond routine PMO intervention.
Plan and prepare to inspect a safe training drain/gully system and identify the likely location of a staged blockage.
Carry out the task to use permitted rods/cleaning methods correctly, avoiding actions that could worsen damage.
Inspect, record and hand over the work by ensuring learners can prove restored flow, clean/disinfect the work area and report any residual defect requiring specialist attendance.
Demonstrate the safe sequence for learners to inspect a safe training drain/gully system and identify the likely location of a staged blockage, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to use permitted rods/cleaning methods correctly, avoiding actions that could worsen damage, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can prove restored flow, clean/disinfect the work area and report any residual defect requiring specialist attendance.
Inspect a safe training drain/gully system and identify the likely location of a staged blockage.
Use permitted rods/cleaning methods correctly, avoiding actions that could worsen damage.
Prove restored flow, clean/disinfect the work area and report any residual defect requiring specialist attendance.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 54 · Theory: Water Hygiene, Stagnation and Legionella Awareness
Water Hygiene
Building Services
Theory
2 hours
Delivered
ST0171 v1.1
K12 · S19, S25 · B2 · Duties 3, 7, 14
Explain conditions that increase water-hygiene risk including stagnation, dead legs and unsuitable temperature regimes.
Analyse routine checks a PMO may support and the distinction between observation, flushing tasks and legally controlled specialist assessment.
Apply why system alterations or prolonged shutdowns must follow organisational procedures and competent-person advice to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach conditions that increase water-hygiene risk including stagnation, dead legs and unsuitable temperature regimes.
Model decision-making around routine checks a PMO may support and the distinction between observation, flushing tasks and legally controlled specialist assessment, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply why system alterations or prolonged shutdowns must follow organisational procedures and competent-person advice and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to conditions that increase water-hygiene risk including stagnation, dead legs and unsuitable temperature regimes.
Complete a defect/cause/action exercise focused on routine checks a PMO may support and the distinction between observation, flushing tasks and legally controlled specialist assessment.
Write or verbally present a justified PMO response applying why system alterations or prolonged shutdowns must follow organisational procedures and competent-person advice.
Resources: Water-hygiene guidance; thermometer where permitted; training rig; inspection forms.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 54 · Practical: Water-System Inspection and Temperature/Condition Recording
Water Hygiene
Building Services
Practical
4 hours
Delivered
ST0171 v1.1
S12, S20, S25 · B2, B3 · Duties 7, 13, 14
Plan and prepare to inspect a training system for little-used outlets, obvious dead-leg arrangements and poor labelling.
Carry out the task to record permitted temperature/condition checks using organisational-style forms.
Inspect, record and hand over the work by ensuring learners can identify observations that require escalation rather than attempting unauthorised system changes.
Demonstrate the safe sequence for learners to inspect a training system for little-used outlets, obvious dead-leg arrangements and poor labelling, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to record permitted temperature/condition checks using organisational-style forms, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can identify observations that require escalation rather than attempting unauthorised system changes.
Inspect a training system for little-used outlets, obvious dead-leg arrangements and poor labelling.
Record permitted temperature/condition checks using organisational-style forms.
Identify observations that require escalation rather than attempting unauthorised system changes.
Resources: Water-hygiene guidance; thermometer where permitted; training rig; inspection forms.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 55 · Theory: Pipe Materials, Fittings and Minor Component Replacement
Plumbing
Building Services
Theory
2 hours
Delivered
ST0171 v1.1
K10 · S19 · B3 · Duties 3, 6
Explain characteristics and common joining methods for copper and plastic domestic pipework.
Analyse selection of service valves, compression/push-fit fittings and support clips for compatible systems.
Apply how poor insertion depth, damaged seals, overtightening or unsupported pipework cause failure to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach characteristics and common joining methods for copper and plastic domestic pipework.
Model decision-making around selection of service valves, compression/push-fit fittings and support clips for compatible systems, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how poor insertion depth, damaged seals, overtightening or unsupported pipework cause failure and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to characteristics and common joining methods for copper and plastic domestic pipework.
Complete a defect/cause/action exercise focused on selection of service valves, compression/push-fit fittings and support clips for compatible systems.
Write or verbally present a justified PMO response applying how poor insertion depth, damaged seals, overtightening or unsupported pipework cause failure.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 55 · Practical: Replace a Short Pipe/Fitting Section on a Training Rig
Plumbing
Building Services
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S10, S21 · B3 · Duties 4, 6
Plan and prepare to isolate and drain the training section before removing the defective fitting/component.
Carry out the task to measure, cut and prepare replacement pipe/fittings using the specified jointing system.
Inspect, record and hand over the work by ensuring learners can support and align the repair, reinstate supply slowly and pressure/flow test for leakage.
Demonstrate the safe sequence for learners to isolate and drain the training section before removing the defective fitting/component, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to measure, cut and prepare replacement pipe/fittings using the specified jointing system, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can support and align the repair, reinstate supply slowly and pressure/flow test for leakage.
Isolate and drain the training section before removing the defective fitting/component.
Measure, cut and prepare replacement pipe/fittings using the specified jointing system.
Support and align the repair, reinstate supply slowly and pressure/flow test for leakage.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 56 · Theory: Sealants, Sanitary Interfaces and Leak Prevention
Plumbing
Building Services
Theory
2 hours
Delivered
ST0171 v1.1
K10, K16 · S19 · B3 · Duties 3, 6, 10
Explain where sanitary sealants are used around baths, basins, sinks and shower interfaces and where they should not substitute for a failed joint.
Analyse causes of mould, debonding, splitting and trapped moisture in sealant joints.
Apply preparation, backing, bead sizing and tooling principles for durable sanitary sealing to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach where sanitary sealants are used around baths, basins, sinks and shower interfaces and where they should not substitute for a failed joint.
Model decision-making around causes of mould, debonding, splitting and trapped moisture in sealant joints, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply preparation, backing, bead sizing and tooling principles for durable sanitary sealing and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to where sanitary sealants are used around baths, basins, sinks and shower interfaces and where they should not substitute for a failed joint.
Complete a defect/cause/action exercise focused on causes of mould, debonding, splitting and trapped moisture in sealant joints.
Write or verbally present a justified PMO response applying preparation, backing, bead sizing and tooling principles for durable sanitary sealing.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 56 · Practical: Remove and Renew a Sanitary Sealant Joint
Plumbing
Building Services
Practical
4 hours
Delivered
ST0171 v1.1
S2, S7, S15, S21 · B3 · Duties 4, 6, 10
Plan and prepare to remove failed sealant fully and clean/dry the joint without damaging adjacent surfaces.
Carry out the task to mask where appropriate and apply a continuous sanitary sealant bead at controlled size.
Inspect, record and hand over the work by ensuring learners can tool the bead neatly, remove masking and inspect continuity and finish.
Demonstrate the safe sequence for learners to remove failed sealant fully and clean/dry the joint without damaging adjacent surfaces, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to mask where appropriate and apply a continuous sanitary sealant bead at controlled size, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can tool the bead neatly, remove masking and inspect continuity and finish.
Remove failed sealant fully and clean/dry the joint without damaging adjacent surfaces.
Mask where appropriate and apply a continuous sanitary sealant bead at controlled size.
Tool the bead neatly, remove masking and inspect continuity and finish.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 57 · Theory: Heating, Controls and Energy-management System Principles
Environmental & Energy Systems
Building Services
Theory
2 hours
Delivered
ST0171 v1.1
K13 · S19 · B1, B3 · Duties 3, 7
Explain basic functions of heat emitters, thermostats, programmers, sensors, pumps and zone controls.
Analyse how user settings, failed batteries, stuck valves and simple control faults can present as comfort complaints.
Apply how correct controls and maintenance contribute to energy efficiency without PMOs undertaking specialist gas/electrical work to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach basic functions of heat emitters, thermostats, programmers, sensors, pumps and zone controls.
Model decision-making around how user settings, failed batteries, stuck valves and simple control faults can present as comfort complaints, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how correct controls and maintenance contribute to energy efficiency without PMOs undertaking specialist gas/electrical work and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to basic functions of heat emitters, thermostats, programmers, sensors, pumps and zone controls.
Complete a defect/cause/action exercise focused on how user settings, failed batteries, stuck valves and simple control faults can present as comfort complaints.
Write or verbally present a justified PMO response applying how correct controls and maintenance contribute to energy efficiency without PMOs undertaking specialist gas/electrical work.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 57 · Practical: Heating-control Inspection and Minor Component Maintenance
Environmental & Energy Systems
Building Services
Practical
4 hours
Delivered
ST0171 v1.1
S12, S20, S25 · B1, B2, B3 · Duties 7, 13, 14
Plan and prepare to inspect a training control system and identify settings, batteries, valves and visible condition.
Carry out the task to perform permitted maintenance such as battery replacement or non-invasive control checks following instructions.
Inspect, record and hand over the work by ensuring learners can record findings and escalate faults involving fixed wiring, boilers, combustion or specialist commissioning.
Demonstrate the safe sequence for learners to inspect a training control system and identify settings, batteries, valves and visible condition, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to perform permitted maintenance such as battery replacement or non-invasive control checks following instructions, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can record findings and escalate faults involving fixed wiring, boilers, combustion or specialist commissioning.
Inspect a training control system and identify settings, batteries, valves and visible condition.
Perform permitted maintenance such as battery replacement or non-invasive control checks following instructions.
Record findings and escalate faults involving fixed wiring, boilers, combustion or specialist commissioning.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 58 · Theory: Ventilation, Fans and Indoor Environmental Performance
Environmental & Energy Systems
Building Services
Theory
2 hours
Delivered
ST0171 v1.1
K13 · S19 · B1, B3 · Duties 3, 7
Explain purpose of background ventilation, intermittent extract and continuous mechanical ventilation.
Analyse how blocked grilles, failed fans, poor user operation and inadequate airflow contribute to condensation and mould risk.
Apply cleaning/inspection tasks a PMO may perform and when electrical isolation or specialist measurement is required to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach purpose of background ventilation, intermittent extract and continuous mechanical ventilation.
Model decision-making around how blocked grilles, failed fans, poor user operation and inadequate airflow contribute to condensation and mould risk, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply cleaning/inspection tasks a PMO may perform and when electrical isolation or specialist measurement is required and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to purpose of background ventilation, intermittent extract and continuous mechanical ventilation.
Complete a defect/cause/action exercise focused on how blocked grilles, failed fans, poor user operation and inadequate airflow contribute to condensation and mould risk.
Write or verbally present a justified PMO response applying cleaning/inspection tasks a PMO may perform and when electrical isolation or specialist measurement is required.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 58 · Practical: Ventilation-system Maintenance on a Training Rig
Environmental & Energy Systems
Building Services
Practical
4 hours
Delivered
ST0171 v1.1
S8, S12, S20, S21 · B1, B2, B3 · Duties 5, 7, 13
Plan and prepare to follow a controlled isolation procedure on the training rig before accessing a removable fan/grille component.
Carry out the task to clean and refit permitted components, checking condition and unobstructed air path.
Inspect, record and hand over the work by ensuring learners can restore supply under supervision and record operation/noise observations for follow-on action.
Demonstrate the safe sequence for learners to follow a controlled isolation procedure on the training rig before accessing a removable fan/grille component, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to clean and refit permitted components, checking condition and unobstructed air path, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can restore supply under supervision and record operation/noise observations for follow-on action.
Follow a controlled isolation procedure on the training rig before accessing a removable fan/grille component.
Clean and refit permitted components, checking condition and unobstructed air path.
Restore supply under supervision and record operation/noise observations for follow-on action.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 59 · Theory: Electrical Principles for PMOs: Supply, Circuits and Components
Electrical
Building Services
Theory
2 hours
Delivered
ST0171 v1.1
K8 · S19 · B2, B3 · Duties 3, 5
Explain basic recognition of consumer units, protective devices, switches, sockets, fused spurs and common electrical accessories.
Analyse why PMOs must distinguish visual condition/fault reporting from electrical installation work requiring competent persons.
Apply typical warning signs including overheating, damaged accessories, repeated tripping, exposed conductors and water ingress to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach basic recognition of consumer units, protective devices, switches, sockets, fused spurs and common electrical accessories.
Model decision-making around why PMOs must distinguish visual condition/fault reporting from electrical installation work requiring competent persons, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply typical warning signs including overheating, damaged accessories, repeated tripping, exposed conductors and water ingress and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to basic recognition of consumer units, protective devices, switches, sockets, fused spurs and common electrical accessories.
Complete a defect/cause/action exercise focused on why PMOs must distinguish visual condition/fault reporting from electrical installation work requiring competent persons.
Write or verbally present a justified PMO response applying typical warning signs including overheating, damaged accessories, repeated tripping, exposed conductors and water ingress.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 59 · Practical: Electrical Component Identification and Defect Recognition
Electrical
Building Services
Practical
4 hours
Delivered
ST0171 v1.1
S8, S20, S25 · B2, B3 · Duties 5, 13, 14
Plan and prepare to identify components on a de-energised training board and trace labelled circuits from source to accessory.
Carry out the task to inspect staged defects and decide whether the area/equipment requires isolation, restriction or immediate escalation.
Inspect, record and hand over the work by ensuring learners can complete a fault report using precise location, observed condition and action taken without diagnosing beyond competence.
Demonstrate the safe sequence for learners to identify components on a de-energised training board and trace labelled circuits from source to accessory, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to inspect staged defects and decide whether the area/equipment requires isolation, restriction or immediate escalation, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can complete a fault report using precise location, observed condition and action taken without diagnosing beyond competence.
Identify components on a de-energised training board and trace labelled circuits from source to accessory.
Inspect staged defects and decide whether the area/equipment requires isolation, restriction or immediate escalation.
Complete a fault report using precise location, observed condition and action taken without diagnosing beyond competence.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 60 · Theory: Safe Isolation Principles and Lock-off Procedures
Electrical
Building Services
Theory
2 hours
Delivered
ST0171 v1.1
K8 · S8 · B2 · Duties 2, 5
Explain the purpose of isolation, securing against reconnection and proving the intended system is safe before maintenance around electrical components.
Analyse organisational authorisation, suitable lock-off devices, warning labels and limitations of PMO competence.
Apply why switching off at a local control is not equivalent to a formal safe-isolation process to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach the purpose of isolation, securing against reconnection and proving the intended system is safe before maintenance around electrical components.
Model decision-making around organisational authorisation, suitable lock-off devices, warning labels and limitations of PMO competence, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply why switching off at a local control is not equivalent to a formal safe-isolation process and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to the purpose of isolation, securing against reconnection and proving the intended system is safe before maintenance around electrical components.
Complete a defect/cause/action exercise focused on organisational authorisation, suitable lock-off devices, warning labels and limitations of PMO competence.
Write or verbally present a justified PMO response applying why switching off at a local control is not equivalent to a formal safe-isolation process.
Resources: Dedicated safe-isolation training board; lock-off kit; labels; isolation procedure; record sheet.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 60 · Practical: Supervised Safe-isolation Exercise on a Training Board
Electrical
Building Services
Practical
4 hours
Delivered
ST0171 v1.1
S3, S8, S20 · B2, B3 · Duties 2, 5, 13
Plan and prepare to follow the approved sequence to identify the correct circuit and isolate the de-energised/simulated training board.
Carry out the task to apply lock-off/tagging equipment and document the isolation point and reason.
Inspect, record and hand over the work by ensuring learners can complete the controlled reinstatement sequence after the maintenance scenario and update the record.
Demonstrate the safe sequence for learners to follow the approved sequence to identify the correct circuit and isolate the de-energised/simulated training board, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to apply lock-off/tagging equipment and document the isolation point and reason, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can complete the controlled reinstatement sequence after the maintenance scenario and update the record.
Follow the approved sequence to identify the correct circuit and isolate the de-energised/simulated training board.
Apply lock-off/tagging equipment and document the isolation point and reason.
Complete the controlled reinstatement sequence after the maintenance scenario and update the record.
Resources: Dedicated safe-isolation training board; lock-off kit; labels; isolation procedure; record sheet.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Explain common building emergency systems and the purpose of emergency lighting, fire alarm interfaces, exit signage and related visual indicators.
Analyse routine user/maintenance checks that may be allocated to PMOs versus statutory inspection/testing by competent specialists.
Apply how faults, disabled systems, obstruction or missing signage are recorded and escalated to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach common building emergency systems and the purpose of emergency lighting, fire alarm interfaces, exit signage and related visual indicators.
Model decision-making around routine user/maintenance checks that may be allocated to PMOs versus statutory inspection/testing by competent specialists, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how faults, disabled systems, obstruction or missing signage are recorded and escalated and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to common building emergency systems and the purpose of emergency lighting, fire alarm interfaces, exit signage and related visual indicators.
Complete a defect/cause/action exercise focused on routine user/maintenance checks that may be allocated to PMOs versus statutory inspection/testing by competent specialists.
Write or verbally present a justified PMO response applying how faults, disabled systems, obstruction or missing signage are recorded and escalated.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 61 · Practical: Routine Emergency-system Inspection and Reporting
Emergency Systems
Building Services
Practical
4 hours
Delivered
ST0171 v1.1
S9, S20, S25 · B2, B3 · Duties 5, 13, 14
Plan and prepare to follow a checklist to inspect a staged emergency-lighting/signage route and accessible system indicators.
Carry out the task to record defects such as damaged fittings, obscured signs or abnormal indicators without undertaking unauthorised internal repairs.
Inspect, record and hand over the work by ensuring learners can communicate the urgency and location of faults using the correct escalation route.
Demonstrate the safe sequence for learners to follow a checklist to inspect a staged emergency-lighting/signage route and accessible system indicators, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to record defects such as damaged fittings, obscured signs or abnormal indicators without undertaking unauthorised internal repairs, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can communicate the urgency and location of faults using the correct escalation route.
Follow a checklist to inspect a staged emergency-lighting/signage route and accessible system indicators.
Record defects such as damaged fittings, obscured signs or abnormal indicators without undertaking unauthorised internal repairs.
Communicate the urgency and location of faults using the correct escalation route.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 62 · Theory: Electrical Fault Reporting and Maintenance Interfaces
Electrical
Building Services
Theory
2 hours
Delivered
ST0171 v1.1
K8, K27 · S23, S25 · B2, B4 · Duties 5, 13, 14
Explain how to gather useful information from a user report without encouraging unsafe reset or investigation.
Analyse how water leaks, building fabric work, drilling and access panels can interact with electrical risk.
Apply the information an electrician needs from a PMO: exact location, symptom, isolation status, visible damage and relevant preceding work to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how to gather useful information from a user report without encouraging unsafe reset or investigation.
Model decision-making around how water leaks, building fabric work, drilling and access panels can interact with electrical risk, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply the information an electrician needs from a PMO: exact location, symptom, isolation status, visible damage and relevant preceding work and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how to gather useful information from a user report without encouraging unsafe reset or investigation.
Complete a defect/cause/action exercise focused on how water leaks, building fabric work, drilling and access panels can interact with electrical risk.
Write or verbally present a justified PMO response applying the information an electrician needs from a PMO: exact location, symptom, isolation status, visible damage and relevant preceding work.
Resources: Scenario board; lock-off kit; barriers; handover form; communication role cards.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 62 · Practical: Cross-trade Scenario: Make Safe and Brief the Electrician
Electrical
Building Services
Practical
4 hours
Delivered
ST0171 v1.1
S8, S20, S23, S25 · B2, B4 · Duties 5, 13, 14
Plan and prepare to respond to a staged electrical-risk scenario arising during another maintenance task.
Carry out the task to apply the authorised make-safe/isolation process and prevent access to the hazard.
Inspect, record and hand over the work by ensuring learners can deliver a concise technical handover to a simulated electrician/supervisor and complete the record.
Demonstrate the safe sequence for learners to respond to a staged electrical-risk scenario arising during another maintenance task, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to apply the authorised make-safe/isolation process and prevent access to the hazard, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can deliver a concise technical handover to a simulated electrician/supervisor and complete the record.
Respond to a staged electrical-risk scenario arising during another maintenance task.
Apply the authorised make-safe/isolation process and prevent access to the hazard.
Deliver a concise technical handover to a simulated electrician/supervisor and complete the record.
Resources: Scenario board; lock-off kit; barriers; handover form; communication role cards.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 63 · Theory: Doors, Access, Sensors and Electronic Building Components
Explain interfaces between mechanical door hardware, powered access components, sensors and building-control systems.
Analyse visual/mechanical checks PMOs can undertake safely and symptoms requiring specialist access-control/electrical support.
Apply how misalignment, damaged closers or building movement can create faults that appear electrical but originate mechanically to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach interfaces between mechanical door hardware, powered access components, sensors and building-control systems.
Model decision-making around visual/mechanical checks PMOs can undertake safely and symptoms requiring specialist access-control/electrical support, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how misalignment, damaged closers or building movement can create faults that appear electrical but originate mechanically and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to interfaces between mechanical door hardware, powered access components, sensors and building-control systems.
Complete a defect/cause/action exercise focused on visual/mechanical checks PMOs can undertake safely and symptoms requiring specialist access-control/electrical support.
Write or verbally present a justified PMO response applying how misalignment, damaged closers or building movement can create faults that appear electrical but originate mechanically.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 63 · Practical: Door/Access-system Inspection and Mechanical Adjustment
Building Systems
Building Services
Practical
4 hours
Delivered
ST0171 v1.1
S13, S20, S21, S25 · B2, B3 · Duties 8, 13, 14
Plan and prepare to inspect a training door/access assembly for mechanical alignment and safe operation.
Carry out the task to complete permitted adjustment to hinges, latch/closer or other mechanical hardware without disturbing electrical controls.
Inspect, record and hand over the work by ensuring learners can record any electronic/sensor fault and escalate with evidence of the mechanical checks completed.
Demonstrate the safe sequence for learners to inspect a training door/access assembly for mechanical alignment and safe operation, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to complete permitted adjustment to hinges, latch/closer or other mechanical hardware without disturbing electrical controls, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can record any electronic/sensor fault and escalate with evidence of the mechanical checks completed.
Inspect a training door/access assembly for mechanical alignment and safe operation.
Complete permitted adjustment to hinges, latch/closer or other mechanical hardware without disturbing electrical controls.
Record any electronic/sensor fault and escalate with evidence of the mechanical checks completed.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 64 · Theory: Digital Job Management, Data Protection and Evidence
Digital Records
Building Services
Theory
2 hours
Delivered
ST0171 v1.1
K24 · S20 · B3, B5 · Duties 1, 13
Explain what makes a maintenance record factual, complete, traceable and useful to the next person.
Analyse data-protection considerations when recording names, addresses, photographs and details from occupied properties.
Apply how timestamps, before/after photographs, parts used and escalation notes support audit and customer service to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach what makes a maintenance record factual, complete, traceable and useful to the next person.
Model decision-making around data-protection considerations when recording names, addresses, photographs and details from occupied properties, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how timestamps, before/after photographs, parts used and escalation notes support audit and customer service and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to what makes a maintenance record factual, complete, traceable and useful to the next person.
Complete a defect/cause/action exercise focused on data-protection considerations when recording names, addresses, photographs and details from occupied properties.
Write or verbally present a justified PMO response applying how timestamps, before/after photographs, parts used and escalation notes support audit and customer service.
Resources: Tablets/computers; mock CAFM/job system or form; privacy scenarios; live maintenance task.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 64 · Practical: Complete a Digital Maintenance Record from a Live Task
Digital Records
Building Services
Practical
4 hours
Delivered
ST0171 v1.1
S20, S21, S24 · B3, B5 · Duties 13
Plan and prepare to capture appropriate before/during/after evidence without including unnecessary personal information.
Carry out the task to record diagnosis, work completed, materials used, test/inspection results and residual actions.
Inspect, record and hand over the work by ensuring learners can produce a customer-facing completion note and a separate technical escalation note where required.
Demonstrate the safe sequence for learners to capture appropriate before/during/after evidence without including unnecessary personal information, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to record diagnosis, work completed, materials used, test/inspection results and residual actions, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can produce a customer-facing completion note and a separate technical escalation note where required.
Capture appropriate before/during/after evidence without including unnecessary personal information.
Record diagnosis, work completed, materials used, test/inspection results and residual actions.
Produce a customer-facing completion note and a separate technical escalation note where required.
Resources: Tablets/computers; mock CAFM/job system or form; privacy scenarios; live maintenance task.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 65 · Theory: Customer Communication, Complaints and Expectation Management
Customer Service
Building Services
Theory
2 hours
Delivered
ST0171 v1.1
K27, K28 · S23, S24 · B4, B5 · Duties 13
Explain how to explain scope, disruption, access needs and likely next steps without promising work outside authority.
Analyse techniques for listening to a complaint, separating facts from assumptions and maintaining professional boundaries.
Apply how to adapt terminology and communication for residents, facilities staff, supervisors and specialist contractors to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how to explain scope, disruption, access needs and likely next steps without promising work outside authority.
Model decision-making around techniques for listening to a complaint, separating facts from assumptions and maintaining professional boundaries, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how to adapt terminology and communication for residents, facilities staff, supervisors and specialist contractors and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how to explain scope, disruption, access needs and likely next steps without promising work outside authority.
Complete a defect/cause/action exercise focused on techniques for listening to a complaint, separating facts from assumptions and maintaining professional boundaries.
Write or verbally present a justified PMO response applying how to adapt terminology and communication for residents, facilities staff, supervisors and specialist contractors.
Plan and prepare to conduct a short pre-work conversation to confirm the reported issue and access constraints.
Carry out the task to complete a selected minor repair while providing appropriate progress updates.
Inspect, record and hand over the work by ensuring learners can explain the outcome, any limitations and follow-on action clearly and document customer feedback.
Demonstrate the safe sequence for learners to conduct a short pre-work conversation to confirm the reported issue and access constraints, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to complete a selected minor repair while providing appropriate progress updates, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can explain the outcome, any limitations and follow-on action clearly and document customer feedback.
Conduct a short pre-work conversation to confirm the reported issue and access constraints.
Complete a selected minor repair while providing appropriate progress updates.
Explain the outcome, any limitations and follow-on action clearly and document customer feedback.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 66 · Theory: Roles, Competence, Escalation and CPD
Professional Practice
Building Services
Theory
2 hours
Delivered
ST0171 v1.1
K29, K31 · S25 · B4, B6 · Duties 13, 14
Explain the boundaries between PMO duties and specialist electrical, gas, structural, asbestos and fire-safety work.
Analyse how competence develops through supervised practice, manufacturer training, feedback and reflective review.
Apply how to resist pressure to proceed when conditions, information or authorisation make the task unsafe or outside competence to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach the boundaries between PMO duties and specialist electrical, gas, structural, asbestos and fire-safety work.
Model decision-making around how competence develops through supervised practice, manufacturer training, feedback and reflective review, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how to resist pressure to proceed when conditions, information or authorisation make the task unsafe or outside competence and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to the boundaries between PMO duties and specialist electrical, gas, structural, asbestos and fire-safety work.
Complete a defect/cause/action exercise focused on how competence develops through supervised practice, manufacturer training, feedback and reflective review.
Write or verbally present a justified PMO response applying how to resist pressure to proceed when conditions, information or authorisation make the task unsafe or outside competence.
Plan and prepare to review mixed-trade job scenarios and decide proceed, pause for information, or escalate.
Carry out the task to justify the decision using task risk, competence, authorisation and technical-information requirements.
Inspect, record and hand over the work by ensuring learners can record a personal CPD action linked to an identified gap in knowledge or skill.
Demonstrate the safe sequence for learners to review mixed-trade job scenarios and decide proceed, pause for information, or escalate, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to justify the decision using task risk, competence, authorisation and technical-information requirements, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can record a personal CPD action linked to an identified gap in knowledge or skill.
Review mixed-trade job scenarios and decide proceed, pause for information, or escalate.
Justify the decision using task risk, competence, authorisation and technical-information requirements.
Record a personal CPD action linked to an identified gap in knowledge or skill.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 67 · Theory: Equality, Diversity, Inclusion, Safeguarding and Prevent
Professional Practice
Building Services
Theory
2 hours
Delivered
ST0171 v1.1
K30 · S23 · B5 · Duties 13, 14
Explain employee and employer responsibilities for respectful, inclusive conduct and fair treatment.
Analyse how safeguarding concerns or inappropriate behaviour may arise during work in homes, care, education or other occupied settings.
Apply the importance of reporting through organisational routes rather than investigating concerns personally to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach employee and employer responsibilities for respectful, inclusive conduct and fair treatment.
Model decision-making around how safeguarding concerns or inappropriate behaviour may arise during work in homes, care, education or other occupied settings, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply the importance of reporting through organisational routes rather than investigating concerns personally and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to employee and employer responsibilities for respectful, inclusive conduct and fair treatment.
Complete a defect/cause/action exercise focused on how safeguarding concerns or inappropriate behaviour may arise during work in homes, care, education or other occupied settings.
Write or verbally present a justified PMO response applying the importance of reporting through organisational routes rather than investigating concerns personally.
Resources: EDI/safeguarding scenarios; organisational reporting flowchart; communication aids.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 67 · Practical: Occupied-premises Professional Conduct Scenarios
Professional Practice
Building Services
Practical
4 hours
Delivered
ST0171 v1.1
S23, S24, S25 · B4, B5 · Duties 13, 14
Plan and prepare to respond to role-play scenarios involving privacy, communication needs, inappropriate comments and safeguarding concerns.
Carry out the task to adapt communication and working arrangements while maintaining professional boundaries.
Inspect, record and hand over the work by ensuring learners can identify the correct internal escalation route and produce a factual record of concern where required.
Demonstrate the safe sequence for learners to respond to role-play scenarios involving privacy, communication needs, inappropriate comments and safeguarding concerns, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to adapt communication and working arrangements while maintaining professional boundaries, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can identify the correct internal escalation route and produce a factual record of concern where required.
Respond to role-play scenarios involving privacy, communication needs, inappropriate comments and safeguarding concerns.
Adapt communication and working arrangements while maintaining professional boundaries.
Identify the correct internal escalation route and produce a factual record of concern where required.
Resources: EDI/safeguarding scenarios; organisational reporting flowchart; communication aids.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 68 · Theory: Full-standard Integration: From Job Allocation to Close-out
Explain how to turn an incomplete job request into a safe, properly scoped and sequenced maintenance plan.
Analyse how technical information, customer communication, quality control and competence limits interact throughout the job.
Apply how close-out records demonstrate what was done, what was tested, what remains and who has been informed to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how to turn an incomplete job request into a safe, properly scoped and sequenced maintenance plan.
Model decision-making around how technical information, customer communication, quality control and competence limits interact throughout the job, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply how close-out records demonstrate what was done, what was tested, what remains and who has been informed and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how to turn an incomplete job request into a safe, properly scoped and sequenced maintenance plan.
Complete a defect/cause/action exercise focused on how technical information, customer communication, quality control and competence limits interact throughout the job.
Write or verbally present a justified PMO response applying how close-out records demonstrate what was done, what was tested, what remains and who has been informed.
Resources: Synoptic property-maintenance bay; mixed trade tools/materials; job pack; QA and customer handover records.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Plan and prepare to receive a job pack containing several minor defects and carry out a structured survey and plan.
Carry out the task to complete a selection of permitted multi-trade repairs using safe methods, technical data and good housekeeping.
Inspect, record and hand over the work by ensuring learners can inspect, record and hand over the work, explicitly escalating any defect outside competence.
Demonstrate the safe sequence for learners to receive a job pack containing several minor defects and carry out a structured survey and plan, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to complete a selection of permitted multi-trade repairs using safe methods, technical data and good housekeeping, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can inspect, record and hand over the work, explicitly escalating any defect outside competence.
Receive a job pack containing several minor defects and carry out a structured survey and plan.
Complete a selection of permitted multi-trade repairs using safe methods, technical data and good housekeeping.
Inspect, record and hand over the work, explicitly escalating any defect outside competence.
Resources: Synoptic property-maintenance bay; mixed trade tools/materials; job pack; QA and customer handover records.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Explain key defect patterns and repair decisions across doors/windows, plaster, decorating, tiling and flooring.
Analyse material/component selection and sequencing errors most likely to cause repeat failures.
Apply technical vocabulary and evidence needed to explain and justify repair choices at EPA level to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach key defect patterns and repair decisions across doors/windows, plaster, decorating, tiling and flooring.
Model decision-making around material/component selection and sequencing errors most likely to cause repeat failures, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply technical vocabulary and evidence needed to explain and justify repair choices at EPA level and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to key defect patterns and repair decisions across doors/windows, plaster, decorating, tiling and flooring.
Complete a defect/cause/action exercise focused on material/component selection and sequencing errors most likely to cause repeat failures.
Write or verbally present a justified PMO response applying technical vocabulary and evidence needed to explain and justify repair choices at EPA level.
Plan and prepare to complete timed micro-tasks covering door hardware, plaster patching, paint preparation, tile replacement and flooring repair.
Carry out the task to self-inspect each task against a short quality checklist before moving station.
Inspect, record and hand over the work by ensuring learners can record one correction/improvement from each station to target before gateway.
Demonstrate the safe sequence for learners to complete timed micro-tasks covering door hardware, plaster patching, paint preparation, tile replacement and flooring repair, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to self-inspect each task against a short quality checklist before moving station, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can record one correction/improvement from each station to target before gateway.
Complete timed micro-tasks covering door hardware, plaster patching, paint preparation, tile replacement and flooring repair.
Self-inspect each task against a short quality checklist before moving station.
Record one correction/improvement from each station to target before gateway.
Explain recognition of common external defects and selection of safe minor repair or temporary make-safe action.
Analyse materials, weathering, drainage and environmental considerations that influence external repair durability.
Apply quality checks and escalation triggers for cracking, roof defects, instability and drainage problems to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach recognition of common external defects and selection of safe minor repair or temporary make-safe action.
Model decision-making around materials, weathering, drainage and environmental considerations that influence external repair durability, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply quality checks and escalation triggers for cracking, roof defects, instability and drainage problems and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to recognition of common external defects and selection of safe minor repair or temporary make-safe action.
Complete a defect/cause/action exercise focused on materials, weathering, drainage and environmental considerations that influence external repair durability.
Write or verbally present a justified PMO response applying quality checks and escalation triggers for cracking, roof defects, instability and drainage problems.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 70 · Practical: Practical Carousel 2: External Works
Revision
Consolidation & Revision
Practical
4 hours
Delivered
ST0171 v1.1
S18, S20-S22, S25 · B1, B2, B3, B6 · Duties 12-14
Plan and prepare to complete timed defect-diagnosis and repair stations in pointing, paving/falls, fence repair and rainwater goods.
Carry out the task to demonstrate waste segregation and clean reinstatement at each station.
Inspect, record and hand over the work by ensuring learners can identify one deliberately planted defect that must be escalated rather than repaired.
Demonstrate the safe sequence for learners to complete timed defect-diagnosis and repair stations in pointing, paving/falls, fence repair and rainwater goods, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to demonstrate waste segregation and clean reinstatement at each station, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can identify one deliberately planted defect that must be escalated rather than repaired.
Complete timed defect-diagnosis and repair stations in pointing, paving/falls, fence repair and rainwater goods.
Demonstrate waste segregation and clean reinstatement at each station.
Identify one deliberately planted defect that must be escalated rather than repaired.
Explain safe isolation principles for water and electrical/electronic systems within the PMO role.
Analyse diagnostic logic for common tap, cistern, waste, drainage, ventilation/control and emergency-system faults.
Apply clear boundaries between permitted routine maintenance and specialist work requiring escalation to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach safe isolation principles for water and electrical/electronic systems within the PMO role.
Model decision-making around diagnostic logic for common tap, cistern, waste, drainage, ventilation/control and emergency-system faults, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply clear boundaries between permitted routine maintenance and specialist work requiring escalation and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to safe isolation principles for water and electrical/electronic systems within the PMO role.
Complete a defect/cause/action exercise focused on diagnostic logic for common tap, cistern, waste, drainage, ventilation/control and emergency-system faults.
Write or verbally present a justified PMO response applying clear boundaries between permitted routine maintenance and specialist work requiring escalation.
Resources: Plumbing/drainage rigs; controls; safe-isolation board; emergency-system station; record sheets.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 71 · Practical: Practical Carousel 3: Building Services
Plan and prepare to complete supervised stations in water isolation/tap repair, trap blockage, drainage check, system inspection and electrical lock-off simulation.
Carry out the task to record test/inspection outcomes using concise technical language.
Inspect, record and hand over the work by ensuring learners can identify competence boundaries and escalate staged specialist faults correctly.
Demonstrate the safe sequence for learners to complete supervised stations in water isolation/tap repair, trap blockage, drainage check, system inspection and electrical lock-off simulation, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to record test/inspection outcomes using concise technical language, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can identify competence boundaries and escalate staged specialist faults correctly.
Complete supervised stations in water isolation/tap repair, trap blockage, drainage check, system inspection and electrical lock-off simulation.
Record test/inspection outcomes using concise technical language.
Identify competence boundaries and escalate staged specialist faults correctly.
Resources: Plumbing/drainage rigs; controls; safe-isolation board; emergency-system station; record sheets.
Learning check: tutor observation against task criteria, completed self-inspection, and photographic/written evidence where appropriate.
Week 72 · Theory: Final Synoptic Review, Professional Discussion and Gateway Readiness
EPA Readiness
Consolidation & Revision
Theory
2 hours
Delivered
ST0171 v1.1
K1-K31 · S1-S25 · B1-B6 · Duties 1-14
Explain how the complete KSB set is evidenced through routine work, practical competence and workplace examples.
Analyse how to answer technical questions by describing evidence, reasoning, safety, quality and limits of authority rather than guessing.
Apply individual strengths, remaining evidence gaps and CPD actions to address before gateway to a realistic PMO maintenance decision.
Use annotated details, real components and defect images to teach how the complete KSB set is evidenced through routine work, practical competence and workplace examples.
Model decision-making around how to answer technical questions by describing evidence, reasoning, safety, quality and limits of authority rather than guessing, including what evidence would change the proposed action.
Run a short job scenario requiring learners to apply individual strengths, remaining evidence gaps and CPD actions to address before gateway and justify any escalation.
Annotate a task drawing/photo set to identify the key features linked to how the complete KSB set is evidenced through routine work, practical competence and workplace examples.
Complete a defect/cause/action exercise focused on how to answer technical questions by describing evidence, reasoning, safety, quality and limits of authority rather than guessing.
Write or verbally present a justified PMO response applying individual strengths, remaining evidence gaps and CPD actions to address before gateway.
Learning check: targeted retrieval questions, scenario justification and a short written/digital exit check linked to the mapped KSBs.
Week 72 · Practical: Final Synoptic Practical and Reflective Review
EPA Readiness
Consolidation & Revision
Practical
4 hours
Delivered
ST0171 v1.1
S1-S25 · B1-B6 · Duties 1-14
Plan and prepare to complete a final integrated property-maintenance task from job allocation through survey, planning and safe delivery.
Carry out the task to demonstrate selected trade repairs while maintaining communication, quality, environmental and record-keeping standards.
Inspect, record and hand over the work by ensuring learners can complete a structured self-review and mock professional discussion using evidence from the task.
Demonstrate the safe sequence for learners to complete a final integrated property-maintenance task from job allocation through survey, planning and safe delivery, explicitly identifying tool, material and control choices.
Model the critical workmanship points needed to demonstrate selected trade repairs while maintaining communication, quality, environmental and record-keeping standards, including common errors and how to correct them before completion.
Demonstrate the inspection and close-out process so learners can complete a structured self-review and mock professional discussion using evidence from the task.
Complete a final integrated property-maintenance task from job allocation through survey, planning and safe delivery.
Demonstrate selected trade repairs while maintaining communication, quality, environmental and record-keeping standards.
Complete a structured self-review and mock professional discussion using evidence from the task.