172984 HN Construction UnitsNQF ACTA

BTEC Higher Nationals

Guidance and units

Edexcel Level 4BTEC Higher Nationals in ConstructionAugust 2003

London Qualifications is one of the leading examining and awarding bodies in the UK andthroughout the world. It incorporates all the qualifications previously awarded under theEdexcel and BTEC brand. We provide a wide range of qualifications including general(academic), vocational, occupational and specific programmes for employers.

Through a network of UK and overseas offices, our centres receive the support they need tohelp them deliver their education and training programmes to learners.

For further information please call Customer Services on 0870 240 9800, or visit our website atwww.edexcel.org.uk

References to third-party material made in this specification are made in good faith. LondonQualifications does not endorse, approve or accept responsibility for the content of materials,which may be subject to change, or any opinions expressed therein. (Material may includetextbooks, journals, magazines and other publications and websites.)

Authorised by Peter Goff

Publications Code B013362

All the material in this publication is copyright© London Qualifications Limited 2003

EDEXCEL LEVEL 4 BTEC HIGHERNATIONALS IN CONSTRUCTION

BTEC Higher National Certificate in Construction

BTEC Higher National Diploma in Construction

Contents

Qualification titles covered by this specification 1Edexcel qualifications in the National QualificationsFramework 2Introduction 3Structure of the qualifications 3

BTEC Higher National Certificate 3

BTEC Higher National Diploma 3

Key features 6Professional body recognition 7

Occupational Standards 7

Qualification Requirement 8

Higher level skills and abilities 8

BTEC Higher National Certificate 9

BTEC Higher National Diploma 10

Teaching, learning and assessment 10Unit format 11

Learning and assessment 12

Grading Higher National units 12

Grade descriptors 14

Accreditation of Prior Learning (APL) 16

Quality assurance of BTEC Higher Nationals 16Centre and programme approval 16

Monitoring centres� internal quality systems 17

Independent assessment: the role of the external examiner 17

Programme design and delivery 18Mode of delivery 19

Resources 19

Delivery approach 19

Meeting local needs 20

Locally-devised specialist units 20

Limitations on variations from standard specifications 20

Access and recruitment 20Balancing studies 21

Restrictions on learner entry 21

Learners with particular requirements 22

The wider curriculum 22Useful publications 22

Professional body contact details 23

How to obtain CISC Occupational Standards and NVQ Standards 23

Professional development and training 24Further information 24Core Units 25

Unit 1: Design Principles and Application 27

Unit 2: Science and Materials 33

Unit 3: Analytical Methods 39

Unit 4: Management Principles and Application 45

Unit 5: Group Project 53

Unit 6: Health, Safety and Welfare 59

Specialist Units 65Unit 7: Technology A 67

Unit 8: Technology B 73

Unit 9: Law and Contract 81

Unit 10: Building Services Engineering Technology 87

Unit 11: Contractual Procedures 95

Unit 12: Refurbishment and Adaptation 103

Unit 13: Environment 109

Unit 14: Construction Economics 115

Unit 15: Individual Student Project 121

Unit 16: Production Management 127

Unit 17: Tendering and Estimating 133

Unit 18: Project Management 139

Unit 19: Measurement A 145

Unit 20: Building Control and Inspection 151

Unit 21: Supply Chain Management 157

Unit 22: Technology C 163

Unit 23: Specification and Contract Documentation 169

Unit 24: Structural Behaviour and Detailing 175

Unit 25: Measurement B 183

Unit 26: Design Procedures 189

Unit 27: Design Technology 195

Unit 28: Materials Properties and Performance 201

Unit 29: Site Surveying Procedures 207

Unit 30: IT Applications � General 215

Unit 31: IT Applications � Surveying and Measuring 221

Unit 32: IT Applications � Computer Aided Design 227

Unit 33: IT Applications � Project Management 233

Unit 34: Work-based Learning A 239

Unit 35: Work-based Learning B 245

Annex A 251Qualification codes 251

QCA codes 251

Edexcel codes 251

QCA and Edexcel codes 251

Annex B 253Representation by Professional Bodies 253

Recognition by Professional Bodies 254

BTEC Higher National Certificate and Diploma in Construction 256

BTEC Higher National in Construction for Building Surveying andQuantity Surveying Disciplines 258

Annex C 260Mapping of BTEC Higher Nationals in Construction to CISC OccupationalStandards (based on 1998 CISC CD-Rom) 260

Annex D 267Summary of links between BTEC Higher Nationals in Construction units andthe Evidence Requirements of Level 4 NVQs 267

Construction Industry Council Learning Outcomes 269

Annex E 271BTEC Environmental Initiative � Guidance for the incorporation ofenvironmental components into BTEC programmes 271

Annex F 273Higher level skills and abilities 273

Annex G 275Wider curriculum mapping 275

Annex H 277Qualification Requirement 277

Annex I 287Summary of support materials (all units) 287

B013362 � Guidance and units � Edexcel Level 4 BTEC Higher Nationals in Construction� Issue 1 � August 2003

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Qualification titles covered by this specification

Edexcel Level 4 BTEC Higher National Certificate in Construction

Edexcel Level 4 BTEC Higher National Diploma in Construction

These qualifications have been accredited to the National Qualifications Framework (NQF).The Qualification Accreditation Numbers (QANs) for these qualifications are listed in Annex A.

These qualification titles are as they will appear on the learner�s certificate. Learners need to bemade aware of this when they are recruited by the centre and registered with Edexcel.Providing this happens, centres are able to describe the programme of study leading to theaward of the qualification in different ways to suit the medium and the target audience.


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Edexcel qualifications in the National Qualifications Framework

NQF levelBTEC Professional Award, Certificate,Diploma

Key skills level 5 NVQ level 5

BTEC Higher National DiplomaBTEC Higher National Certificate

BTEC Professional Award, Certificate,Diploma

Key skills level 4 NVQ level 4

BTEC National DiplomaBTEC National CertificateBTEC National Award

BTEC Diploma in Foundation Studies (Artand Design)

BTEC Award, Certificate, Diploma

Key skills level 3 GCE A LevelGCE AS LevelVCEAEA

NVQ level 3

BTEC First Diploma


Level 2 Certificate inAdult NumeracyLevel 2 Certificate inAdult Literacy

Key skills level 2 GCSE (A* � C)GCSE (Double Awards) (A* A* � CC)GCSE (Short Courses) (A* � C)Intermediate GNVQ

NVQ level 2

BTEC Introductory CertificateBTEC Introductory Diploma


Level 1 Certificate inAdult NumeracyLevel 1 Certificatein Adult Literacy

Key skills level 1GCSE (D � G)GCSE (Double Awards) (DD � GG)GCSE (Short Courses) (D � G)Foundation GNVQ

NVQ level 1

Entry Level Certificate in Skills for WorkingLifeEntry Level Certificate in Personal Skills

Entry Level Certificate inAdult NumeracyEntry Level Certificate inAdult Literacy

Entry Level Certificates


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Introduction

This document contains the units and associated guidance for the National QualificationsFramework (NQF) Edexcel Level 4 BTEC Higher Nationals in Construction. Each unit setsout the required outcomes and content and includes advice regarding appropriate delivery andassessment strategies. The guidance contains further details of the teaching, learning,assessment and quality assurance of these qualifications. It includes advice about Edexcel�spolicy regarding access to its qualifications, the design of programmes of study and deliverymodes.

Structure of the qualifications

BTEC Higher National Certificate

The BTEC Higher National Certificate in Construction is a 10-unit qualification of which sixunits are core units.

The BTEC Higher National Certificate programme must contain a minimum of five unitsdesignated at H2 level.

BTEC Higher National Diploma

The BTEC Higher National Diploma in Construction is a 16-unit qualification of which sixunits are core units.

The BTEC Higher National Diploma programme must contain a minimum of eight unitsdesignated at H2 level.


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Overall unit structure for suite of the BTEC Higher Nationals in the Construction and Built Environment Sector

Construction Civil Engineering* Building Services Engineering**H1H1H1H2H2H2

Design Principles and ApplicationScience and MaterialsAnalytical MethodsManagement Principles and ApplicationGroup ProjectHealth, Safety and Welfare

H1H1H1H2H2H2


H1H1H1H2H2H2

Design Principles and ApplicationServices ScienceAnalytical MethodsManagement Principles and ApplicationGroup ProjectHealth, Safety and Welfare

Cor

eSp

ecia

list u

nits

H1H2H1H1H2H2H1H2H2H2H1H2H1H2H2H2H1H1H2H1H2H2H2H1H2H1H2H2H2

Technology ATechnology BLaw and ContractBuilding Services Engineering TechnologyContractual ProceduresRefurbishment and AdaptationEnvironmentConstruction EconomicsIndividual Student ProjectProduction ManagementTendering and EstimatingProject ManagementMeasurement ABuilding Control and InspectionSupply Chain ManagementTechnology CSpecification and Contract DocumentationStructural Behaviour and DetailingMeasurement BDesign ProceduresDesign TechnologyMaterials Properties and PerformanceSite Surveying ProceduresIT Applications � General [0.5 unit]IT Applications � Surveying and Measuring [0.5 unit]IT Applications � Computer Aided Design [0.5 unit]IT Applications � Project Management [0.5 unit]Work-based Learning AWork-based Learning B

H1H1H2H2H2H1H2H2H2H2H2H2H1H1H2H2H2

Geology and Soil MechanicsCivil Engineering Construction ASite Surveying ProceduresStructural Analysis and DesignIndividual Student ProjectDesign and Production Computer AnalysisEngineering MathematicsCivil Engineering Construction BFluids and HydraulicsProject ManagementAdvanced Structural Analysis and DesignTransportationLaw and ContractTendering and EstimatingContractual ProceduresWork-based Learning AWork-based Learning B

H2H2H1H2H2H1H1H1H2H2H1H2H2H2H1H2H2H1H1H1H2H1H2H2H2H2H2H2

Services Project ManagementEngineering MathematicsQuality Assurance and ControlIndividual Student ProjectThermofluids and Acoustic CriteriaAir Conditioning AHeating AElectricity and LightingAir Conditioning BHeating BPiped Distribution ServicesEnergy Utilisation and EfficiencyPlumbing TechnologyRefrigeration TechnologyRefrigeration Electrical TechnologyAdvanced Refrigeration SystemsElectrical TheoryElectrical and Electronics Control Principles [0.5 unit]Electrical Installation A [0.5 unit]Lighting ApplicationsPower Supplies to BuildingsBuilding Fire Protection and SecurityElectrical Installation BBuilding Management SystemsRefrigeration ApplicationsRefrigeration Design and Plant SelectionWork-based Learning AWork-based Learning B

* Civil Engineering }** Building Services Engineering } Guidance and units contained within separate specifications


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BTEC Higher Nationals in Construction � Qualification structures and routes for Occupation Disciplines

Core units

Common toall routes ofHNC andHND

H1H1H1H2H2H2


Specialist units

Production and Management Quantity Surveying Building Surveying Architectural Design

HNC = 6 core+ 4 specialistunits

HND = 6 core+ 10 specialistunits

H1H2H1H1

H2H2H1H2H2H2H1H2H1H2H2H2H1

H1H2H2H1H2

H1

H2

H2H2

Technology ATechnology BLaw and ContractBuilding Services EngineeringTechnologyContractual ProceduresRefurbishment and AdaptationEnvironmentConstruction EconomicsIndividual Student ProjectProduction ManagementTendering and EstimatingProject ManagementMeasurement ABuilding Control and InspectionSupply Chain ManagementTechnology CSpecification and ContractDocumentationStructural Behaviour and DetailingMaterials Properties and PerformanceSite Surveying Procedures*IT Applications � General (0.5)*IT Applications � Surveying andMeasuring (0.5)*IT Applications � Computer AidedDesign (0.5)*IT Applications � ProjectManagement (0.5)Work-based Learning AWork-based Learning B

H1H2H1H1

H2H2H1H2H2H2H1H2H1H2H1

H2H2H1H2

H1

H2

H2H2

Technology ATechnology BLaw and ContractBuilding Services EngineeringTechnologyContractual ProceduresRefurbishment and AdaptationEnvironmentConstruction EconomicsIndividual Student ProjectProduction ManagementTendering and EstimatingProject ManagementMeasurement ASupply Chain ManagementSpecification and ContractDocumentationMeasurement BSite Survey Procedures*IT Applications � General (0.5)*IT Applications � Surveying andMeasuring (0.5)*IT Applications � Computer AidedDesign (0.5)*IT Applications � Project Management (0.5)Work-based Learning AWork-based Learning B

H1H2H1H1

H2H2H1H2H2H2H1H2H1H2H2H1

H1H1H2

H1

H2

H2H2

Technology ATechnology BLaw and ContractBuilding Services EngineeringTechnologyContractual ProceduresRefurbishment and AdaptationEnvironmentConstruction EconomicsIndividual Student ProjectProduction ManagementTendering and EstimatingProject ManagementMeasurement ABuilding Control and InspectionTechnology CSpecification and ContractDocumentationStructural Behaviour and Detailing*IT Applications � General (0.5)*IT Applications � Surveying andMeasuring (0.5)*IT Applications � Computer AidedDesign (0.5)*IT Applications � ProjectManagement (0.5)Work-based Learning AWork-based Learning B

H1H2H1H1

H2H2H1H2H2H2H2H1

H1H1H2H2H1H1

H2H2

Technology ATechnology BLaw and ContractBuilding Services EngineeringTechnologyContractual ProceduresRefurbishment and AdaptationEnvironmentConstruction EconomicsIndividual Student ProjectBuilding Control and InspectionTechnology CSpecification and ContractDocumentationStructural Behaviour and DetailingDesign ProceduresDesign TechnologyMaterials Properties and Performance*IT Applications � General (0.5)*IT Applications � Computer Aided Design (0.5)Work-based Learning AWork-based Learning B

Note: * IT Applications half units may be taken in any combination, subject to H1 and H2 requirements for a programme.Programmes must have a minimum of 50% of units designated at H2 level. See Annex B for Qualification Structures recognised by BIAT, CIOB, and RICS.


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Key features

The BTEC Higher Nationals are designed to provide a specialist vocational programme, linkedto professional body requirements and National Occupational Standards where appropriate,with a strong work related emphasis. The qualifications provide a thorough grounding in thekey concepts and practical skills required in their sector and their national recognition byemployers allows progression direct into employment. The BTEC Higher Nationals offer astrong emphasis on practical skills development alongside the development of requisiteknowledge and understanding in their sector. Learners are attracted to this strong vocationalprogramme of study that meets their individual progression needs whether this is intoemployment or to further study on degree or professional courses.

The key progression path for BTEC Higher National Certificate and Diploma learners is to thesecond or third year of a degree or honours degree programme, depending on the match of theBTEC Higher National units to the degree programme in question.

The BTEC Higher Nationals in Construction have been developed to focus on:

� national qualifications, with detailed common standards, learning outcomes and unitgrading recognisable to centres, learners, employers and professional bodies

� recognition by appropriate professional bodies

� a common core of study applicable to the whole industry

� a choice of optional curriculum appropriate to the main career disciplines withinconstruction

� a flexible approach to curriculum content within a nationally recognised framework

� changing training and educational needs relevant to construction disciplines

� progression to degree programmes and progression to professional institution membership

� a contribution to the skills, knowledge and understanding required to underpin relevantoccupational standards and NVQs at level 4

� providing opportunities for learners to focus on the development of higher level skills in atechnological and management context

� a focus on the development of learner�s practical knowledge, skills and understanding thatunderpins performance in the workplace

� preparation for employment and further training and professional development.

This qualification meets the needs of the above rationale by:

� preparing learners for a range of technical, professional and management career disciplinesin construction and the built environment by providing specialised studies which aredirectly relevant to individual occupations and professions in which learners are currentlyworking or in which they intend to seek employment

� enabling learners to make an immediate contribution in employment in construction and thebuilt environment sector

� providing learners with flexibility, knowledge, skills, understanding and motivation as abasis for progression to graduate and postgraduate studies


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� developing a range of skills and techniques, personal qualities and attitudes essential forsuccessful performance in working life

� providing further study, career development and progression from a Technician �TechnicalCertificate� at level 3 within an Advanced Modern Apprenticeship (AMA)

� providing a significant basis for progression to membership of professional institutions inconstruction and the built environment.

Professional body recognition

The BTEC Higher Nationals in Construction have been developed with career progression andrecognition by professional bodies in mind. It is essential that learners gain the maximumbenefit from their programme of study. Consequently we have added value to the qualificationby securing recognition for these qualifications.

The following is an indication of relevant professional bodies who recognise or are likely torecognise these BTEC Higher Nationals in Construction and their recommended unit structure,as a qualification contributing towards their requirements:

� The Chartered Institute of Building (CIOB)

� The Royal Institution of Chartered Surveyors (RICS)

� The British Institute of Architectural Technologists (BIAT).

In addition to individual recognition by the main professional bodies, the NQF BTEC HigherNationals in Construction have also been validated and approved by the Construction IndustryCouncil Standards Panel (CICSP) which represents all the main professional bodies, NTOs(SSCs), employer bodies and key employers for higher level qualifications in the Constructionand Built Environment Sector.

Further details of professional body recognition and exemptions of BTEC Higher Nationals arecontained in the publication BTEC Professional Recognition which is available on Edexcel�swebsite (www.edexcel.org.uk). See Annex B for details of professional bodies and recognitionarrangements.

Occupational Standards

BTEC Higher Nationals in Construction are designed to relate to the Occupational Standards inthe Construction Sector, which in turn form the basis of the Construction National VocationalQualifications (NVQs) at Level 4. BTEC Higher Nationals do not purport to deliveroccupational competence in the sector, which should be demonstrated in a work context.However, the qualifications provide underpinning knowledge for the Occupational Standards,as well as developing practical skills in preparation for work and possible achievement ofNVQs in due course.

As part of the development process the content in these qualifications has been mapped to the1998 Construction Industry Standing Conference (CISC) Occupational Standards (OS) and alsothe relevant NVQ at level 4.

Through the study of the core units and specialist units, learners will cover much of theunderpinning knowledge, skills and understanding that will contribute to the evidence requiredfor the NVQ level 4 units in:

� Architectural Technology

� Building Control

� Building Maintenance and Estates Service

� Construction Site Management


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� Conservation Control

� Construction Contracting

� Construction Plant and Equipment Management

� Property Management

� Quantity Surveying

� Spatial Data Management

� Town Planning

� Valuation.

See Annex D for a summary of mapping links between the core units and specialist units andthese NVQs.

There are good links between the curriculum content of the BTEC Higher Nationals inConstruction and the QAA Building and Surveying threshold benchmark standards, albeit thatthe BTEC Higher Nationals are normally only two year programmes and the QAA benchmarkstandards, which are set at honours degree level, are normally three years of study.

Qualification Requirement

Edexcel has published Qualification Requirements as a part of the revision of the BTEC HigherNationals. Qualification Requirements set out the aims and rationale of the qualifications andprovide the framework of curriculum content. They also identify the higher level skillsassociated with the qualifications and any recognition by the relevant professional bodies. TheQualification Requirement for BTEC Higher Nationals Construction is given in Annex H.

Edexcel standard specifications titles are developed from the Qualification Requirements.Licensed centres comply with Qualification Requirements when developing BTEC HigherNationals under these standard titles.

Qualification Requirements provide consistent standards within the same vocational area andclearly identify the skills and knowledge that can be expected of any holder of an identicalBTEC Higher National. This will allow higher education institutions, employers andprofessional bodies to confidently provide progression opportunities to successful learners.

Higher level skills and abilities

Learners studying for the BTEC Higher Nationals in Construction will be expected to developthe following higher level skills during the programme of study:

� locate, extract, read and use appropriate literature drawn from multiple sources with a fulland critical understanding

� design, plan, conduct and report investigations and research to solve problems andcommunicate the results of their study accurately and reliably

� seek solutions to routine and unfamiliar problems through the analysis and synthesis of arange of concepts, knowledge and skills to formulate evidence-based arguments andevaluate and summarise information critically

� analyse and interpret data and present quantitative and qualitative information, togetherwith analysis, argument and commentary, in a form appropriate to the intended audience;using appropriate quantitative techniques, relevant IT software and media


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� relate academic knowledge, skills and understanding to skills in the workplace and whereappropriate, demonstrate their integration through workplace experience and activities

� think independently and apply complex theories to practical realistic work situations, somerequiring innovation and creativity

� apply their subject-related and transferable skills in contexts where the scope of the taskand the criteria for decisions are generally well defined but where some personalresponsibility and initiative are required

� recognise the moral and ethical issues of construction, sustainability, the environment,scientific enquiry and experimentation

� appreciate the need for ethical standards and professional codes of conduct and applyinsight and judgement in relation to the margins and consequences of error

� develop an understanding of the interdisciplinary nature of construction, and of the skillsrequired to work in non-adversarial integrated teams with other professions in construction

� take responsibility to manage and direct their own and where appropriate, the activities ofothers

� identify and address their own learning needs within defined contexts, recognise their ownlearning style and undertake further guided learning in new areas.

The Construction Industry Council has an agreed set of Common Learning Outcomes for allsub-degree and degree level courses, these are summarised in Annex D.

BTEC Higher National Certificate

The 10-unit BTEC Higher National Certificate in Construction provides a specialist work-related programme of study that covers the key knowledge, understanding and practical skillsrequired in the construction sector and also offers particular specialist emphasis through thechoice of specialist units.

BTEC Higher National Certificates provide a nationally recognised qualification offeringcareer progression and professional development for those already in employment andopportunities to progress in higher education. The qualifications are mode free but they areprimarily undertaken by part-time learners studying over two years. In some sectors there areopportunities for those wishing to complete an intensive programme of study in a shorter periodof time.

The specification provides centres with a framework to develop engaging programmes forhigher education learners who are clear about the area of employment that they wish to enter.Their access to suitable work situations may allow learners to achieve an NVQ at level 4 � seeAnnex D.

The BTEC Higher National Certificate in Construction provides four main disciplineprogression routes: production and management; quantity surveying; building surveying; andarchitectural design. Within each of these four main discipline progression routes, there is arange of specialist units that enable programmes to be designed and focused on the morespecific needs of learners and employers.

The choice of appropriate specialist units should ensure adequate coverage of the technologyunits required for the discipline progression route being followed. It should also provide a goodbalance and integration of theory and practice to ensure that the qualification supports bothemployer related and academic progression and the unit structures recognised by professionalbodies � see Annex B.


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BTEC Higher National Diploma

The 16-unit BTEC Higher National Diploma provides greater breadth and specialisation thanthe BTEC Higher National Certificate. BTEC Higher National Diplomas are mode free but arefollowed predominately by full-time learners. They allow progression into or withinemployment in the construction sector, either directly on achieving of the award or followingfurther study to degree level.

The BTEC Higher National Diploma in Construction also provides for an opportunity forsuitable work-experience in order for learners to apply their knowledge and practical skills inthe workplace during their study. Full-time learners have the opportunity to do this throughformal work placements or their part-time employment experience. Work-based learning unitsare provided so that this can be formally assessed.

The qualification prepares learners for employment in the construction sector and will besuitable for 18+ year olds who have already decided that they wish to enter this area of work.Some adult learners may wish to make the commitment required by this qualification in orderto enter a specialist area of employment in construction or progress into higher education. Otherlearners may want to extend the specialism that they followed on the BTEC Higher NationalCertificate programme. Progression from this qualification may well be into or withinemployment in the construction sector where learners may work towards membership of CIOB,RICS, BIAT or other relevant professional bodies.

The BTEC Higher National Diploma in Construction provides four main discipline progressionroutes: production and management; quantity surveying; building surveying; and architecturaldesign. Within each of these four main discipline progression routes, there is a range ofspecialist units that enable programmes to be designed and focused on the more specific needsof learners and employers.

The choice of appropriate specialist units should ensure adequate coverage of the technologyunits required for the discipline progression route being followed. It should also provide a goodbalance and integration of theory and practice to ensure that the qualification supports bothemployer related and academic progression and the unit structures recognised by professionalbodies � see Annex B.

Teaching, learning and assessment

Learners must pass all 10 units on their programme of learning to be awarded a BTEC HigherNational Certificate and all 16 units to be awarded a BTEC Higher National Diploma.However, professional bodies may recommend additional units to meet their requirements andfacilitate progression � see Annex B.

The assessment of BTEC Higher National qualifications is criterion-referenced and centres arerequired to assess the learners� evidence against published learning outcomes and assessmentcriteria. All units will be individually graded as �pass�, �merit� or �distinction�. To achieve apass grade for the unit learners must meet the assessment criteria set out in the specifications.This gives transparency to the assessment process and provides for the establishment ofnational standards for each qualification.

The units in BTEC Higher National qualifications all have a standard format which is designedto provide clear guidance on the requirements of the qualification for learners, assessors andthose responsible for monitoring national standards.


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Unit format

Each unit is set out in the following way.

Unit title, learning hours and NQF level

The unit title is accredited by QCA and this form of words will appear on the learner�sNotification of Performance. In BTEC Higher National qualifications each unit consists of60 guided learning hours.

Each unit is assigned a notional level indicator of H1 or H2, indicating the relative intellectualdemand, complexity and depth of study, and learner autonomy.

At H1 level the emphasis is on the application of knowledge, skills and understanding, use ofconventions in the field of study, use of analytical skills and selection and organisation ofinformation.

At H2 level the emphasis is on application and evaluation of contrasting ideas, principles,theories and practices, greater specialisation in the field of study, and an increasingindependence in systematic enquiry and analysis.

Description of unit

A brief description of the overall purpose of the unit is given, together with the key areas ofstudy associated with the unit.

Summary of learning outcomes

The outcomes of the unit identify what each learner must do in order to pass the unit. Learnersmust achieve all the outcomes in order to pass the unit.

Content

This section picks up highlighted words from the outcomes and amplifies the content coveragerequired when addressing the outcomes. The content section will often provide lists of topics.Please note all aspects of the listed topics should be covered, except those that begin with �eg�,where items listed are merely indicative.

Outcomes and assessment criteria

Each unit contains statements of the evidence that each learner should produce in order toreceive a pass.

Guidance

This section is not prescriptive but provides additional guidance and amplification related to theunit to support teachers/deliverers and assessors. Its subsections are given below. Only thosesubsections which apply to the unit will appear.

� Delivery � offers guidance about possible approaches to delivery. This advice is based onthe more usual delivery modes and is not intended to rule out alternative approaches.

� Assessment � provides advice about the nature and type of evidence that learners are likelyto need to produce. This subsection should be read in conjunction with the assessmentcriteria and the generic grade descriptors.

� Links � sets out the links between units. Provides opportunities for integration of learning,delivery and assessment. Any links to the National Occupational Standards will behighlighted here.


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� Resources � identifies the specialist resources likely to be needed to allow learners togenerate the evidence required by each unit. The centre will be asked to ensure that thisrequirement is in place when it seeks approval from Edexcel to offer the qualification.

� Support materials � identifies, where appropriate, textbooks, videos, magazines, journals,publications and websites that may support the delivery of the unit.

Learning and assessment

The purpose of assessment is to ensure that effective learning of the content of each unit hastaken place. Evidence of this learning, or the application of the learning etc, is required for eachunit. The assessment of the evidence directly relates to the assessment criteria for each unit,supported by the generic grade descriptors.

The process of assessment can aid effective learning by seeking and interpreting evidence todecide the stage that learners have reached in their learning, what further learning needs to takeplace and how best to do this. Therefore, the process of assessment should be part of theeffective planning of teaching and learning by providing opportunities for both the learner andassessor to obtain information about progress towards learning goals. The assessor and learnermust be actively engaged in promoting a common understanding of the assessment criteria andthe grade descriptors (what it is they are trying to achieve and how well they achieve it) forfurther learning to take place. Therefore, learners need constructive feedback and guidanceabout how to improve, capitalising on strengths, with clear and constructive comments aboutweaknesses and how these might be addressed.

Assessment instruments are constructed by centres. Assessment instruments should collectivelyensure coverage of all assessment criteria within each unit and should provide opportunities forthe evidencing of all the grade descriptors. It is advised that assessment criteria andcontextualised grade descriptors are clearly indicated on each assessment instrument to providea focus for learners (for transparency and to ensure that feedback is specific to the criteria) andto assist with internal standardisation processes. Tasks/activities should enable learners toproduce evidence that relates directly to the assessment criteria and grade descriptors.

When centres are designing assessment instruments, they need to ensure that the instrumentsare valid, reliable and fit for purpose, building on the application of the assessment criteria.Centres are encouraged to place emphasis on practical application of the assessment criteria,providing a realistic scenario for learners to adopt, making maximum use of work-relatedpractical experience and reflecting typical practice in the sector concerned. The creation ofassessment instruments that are fit for purpose is vital to achievement and their importancecannot be over-emphasised.

Grading Higher National units

The assessment of BTEC Higher National qualifications will be at unit level and there will beno overall grade for either the Certificate or the Diploma. This means that learners are able toaccess the qualification through a unitised approach.

Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievementof all outcomes against the specified assessment criteria. Merit and distinction grades areawarded for higher-level achievement.

The generic merit and distinction grade descriptors listed on pages 14�15 are for grading thetotal evidence produced for each unit and describe the learner�s performance over and abovethat for a pass grade.


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The merit and distinction grade descriptors can be achieved in a flexible way, eg in a sequentialor holistic mode, to reflect the nature of the sector concerned.

Each of the generic merit and distinction grade descriptors can be amplified by use ofindicative characteristics. These give a guide to the expected learner performance and supportthe generic grade descriptors. The indicative characteristics should reflect the nature of a unitand the context of the sector programme.

The indicative characteristics shown in the table for each of the generic grade descriptors arenot exhaustive. Consequently, centres should select from the list or may construct otherappropriate indicative characteristics for their sector programme which may be drawn from theappropriate higher-level skills. It is important to note that each assessment activity does notneed to incorporate all the merit and/or distinction grade descriptors.

Contextualising the generic grade descriptors

The generic merit and distinction grade descriptors need to be viewed as a qualitative extensionof the assessment criteria for pass within each individual unit. The relevant generic gradedescriptors must be identified and specified within an assignment and the relevant indicativecharacteristics should be used to place the required evidence in context.


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Grade descriptors

Pass grade

A pass grade is achieved by meeting all the requirements defined in the assessment criteria forpass for each unit.

Merit grade

Merit descriptors Indicative characteristics:

In order to achieve a meritthe learner must:

The learner�s evidence shows:

� identify and applystrategies to findappropriate solutions

� effective judgements have been made

� complex problems with more than one variable have beenexplored

� an effective approach to study and research has been applied

� select/design and applyappropriate methods/techniques

� relevant theories and techniques have been applied

� a range of methods and techniques have been applied

� a range of sources of information has been used

� the selection of methods and techniques/sources has beenjustified

� the design of methods/techniques has been justified

� complex information/data has been synthesised andprocessed

� appropriate learning methods/techniques have been applied

� present andcommunicateappropriate findings

� appropriate structure and approach has been used

� coherent, logical development of principles/concepts for theintended audience

� a range of methods of presentation have been used andtechnical language has been accurately used

� communication has taken place in familiar and unfamiliarcontexts

� the communication is appropriate for familiar andunfamiliar audiences and appropriate media have been used


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Distinction grade

Distinction descriptors Indicative characteristics:

In order to achieve adistinction the learner must:

The learner�s evidence shows:

� use critical reflection toevaluate own work andjustify valid conclusions

� conclusions have been arrived at through synthesis of ideasand have been justified

� the validity of results has been evaluated using definedcriteria

� self criticism of approach has taken place

� realistic improvements have been proposed against definedcharacteristics for success

� take responsibility formanaging and organisingactivities

� autonomy/independence has been demonstrated

� substantial activities, projects or investigations have beenplanned, managed and organised

� activities have been managed

� the unforeseen has been accommodated

� the importance of interdependence has been recognised andachieved

� demonstrateconvergent/lateral/creative thinking

� ideas have been generated and decisions taken

� self evaluation has taken place

� convergent and lateral thinking have been applied

� problems have been solved

� innovation and creative thought have been applied

� receptiveness to new ideas is evident

� effective thinking has taken place in unfamiliar contexts


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Accreditation of Prior Learning (APL)

Edexcel encourages centres to recognise learners� previous achievements and experiencethrough the Accreditation of Prior Learning. Learners may have evidence that has beengenerated during previous study, in their previous or current employment or whilst undertakingvoluntary work that relates to one or more of the units in the qualification. Assessors shouldassess this evidence against the BTEC Higher National standards in the specifications in thenormal way. As with all evidence, assessors should be satisfied about the authenticity andcurrency of the material when considering whether or not the outcomes of the unit have beenmet.

Full guidance about Edexcel�s policy on APL is provided on our website(www.edexcel.org.uk).

Quality assurance of BTEC Higher Nationals

The quality assurance system for BTEC Higher National qualifications, as higher-levelvocational qualifications at Level 4 on the NQF, will comprise three main components.

� approval process � a control measure to confirm that individual centres (and programmeteams) are appropriately resourced and competent to deliver a BTEC Level 4 programme ofstudy.

� monitoring of centres � a method of monitoring centres� internal quality systems toensure ongoing fulfilment of initial requirements and, where appropriate, enhancement ofthose requirements to accommodate new qualifications.

� independent assessment � a measure that provides independence within the assessmentprocess, so that the certificated outcomes for each learner are not reliant on determinationsby individuals or groups with a vested interest in the outcome. This measure should beconsistent and reliable over time, and should not create unnecessary barriers.

Centre and programme approval

Approval to offer the BTEC Higher National qualifications will vary depending on the status ofthe centre. Centres that have a recent history of delivering BTEC Higher National qualificationsand have an acceptable quality profile in relation to their delivery will be able to gain approvalthrough an accelerated process. Centres that are new to the delivery of BTEC Higher Nationalqualifications will be required to submit evidence to demonstrate that they:

� have the human and physical resources required for effective delivery and assessment

� understand the implications for independent assessment and agree to abide by these

� have a robust internal assessment system supported by �fit for purpose� assessmentdocumentation

� have a system to internally verify assessment decisions to ensure standardised assessmentdecisions are made across all assessors and sites.

Such applications have to be supported by the head of the centre (principal, chief executive,etc).

We communicate all approvals in writing to the head of centre in the form of a qualificationapproval letter. The approval letter will also contain a programme definition for eachqualification approved. The programme definition clearly states to the centre all units thatcomprise the qualification for which the centre is approved.


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Monitoring centres� internal quality systems

Centres will be expected to demonstrate ongoing fulfilment of approval criteria across allprogramme areas. This should include the consistent application of policies affecting learnerregistrations and appeals, together with the effectiveness of internal examination andstandardisation processes.

Centres may opt for a review of their provision under the quality verifier/quality reviewerarrangements, which already apply to all further education centres. Alternatively, centres maypresent evidence of their operation within a recognised code of practice, such as that of theQuality Assurance Agency for Higher Education. Edexcel reserves the right to confirmindependently that these arrangements are operating to our satisfaction.

Independent assessment: the role of the external examiner

Supporting consistency and appropriateness of centre assessor decisions

For all BTEC Higher Nationals accredited at Level 4 on the NQF, Edexcel will appointappropriately qualified subject-specific external examiners to the programme in each centre.Edexcel will define the selection, appointment and training process, together with the roles andresponsibilities of the external examiners and will communicate the details to centres in acentre handbook.

The function of the external examiner will be to review and evaluate objectively the assessmentprocess and standards of learner attainment by independently reviewing, in the first year of theprogramme, a sample of learner work (including the centre-designed assignments on which thesamples are based) selected by the external examiner, from across the programme.

When they visit centres, external examiners must be afforded reasonable access to the assessedparts of the programme, including evidence of learner performance on placement. They arerequired to:

� verify that standards are appropriate for the award and its elements

� assist institutions in the comparison of academic standards across similar awards nationally.

Should any disparity occur between the judgement of centre assessors and that of the externalexaminer, this will be reported to the centre and to Edexcel by the external examiner. Thecentre will be required to agree appropriate corrective action as a result of this report.

Independence in confirmation of certificated outcomes

In the final year of the programme, the external examiner will revisit the centre in order toindependently assess learner work and to evaluate centre assessor decisions on final outcomes.This process of evaluation may focus upon work in units, selected by the external examiner,that present the most appropriate evidence for this exercise. The work of all learners not alreadysampled in the first year of the programme will be reviewed.

Resolution of assessments will normally be handled at the centre�s final programme reviewboard. The external examiner will be expected to endorse the outcomes of assessment beforecertification can be authorised. Should the external examiner be unable to provide suchendorsement, certification will be withheld until appropriate corrective action has taken place.(The senior subject examiner may become involved in such instances.)

The external examiner will be required to prepare a written report after each visit. The reportwill include comments from the external examiner upon:

� academic standards and programme specification

� academic standards and learner performance

� academic standards and assessment


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� the assessment process

� assessment meetings

� physical resources

� comments of learners

� meetings with staff

� external examiner practice

� issues arising from previous reports

� details of sampling

� general points, areas of good practice and major issues

� action points.

The external examiner report provides the mechanism by which the external examinerindependently verifies learner ability, endorses the validity of the assessment process andreleases certification for a cohort.

The report is a confidential document between Edexcel, the appointed external examiner, andthe centre to use for internal/external quality assurance processes. It provides the centre withfeedback on the external examining process and on the judgements that determine the externalexaminer�s decisions on endorsement, or otherwise, of learner outcomes.

Programme design and delivery

The qualifications consist of core units (which are mandatory) and specialist units. Thesespecialist units will be mostly optional and are designed to provide a specific focus to thequalification. Some combination of specialist units may be required if recognition is beingsought from a professional body and these are set out in relation to each qualification in thedefined structures provided in this specification � see Annex B.

In BTEC Higher National qualifications each unit consists of 60 guided learning hours (withinthese qualifications, there are four half-units of 30 hours which should normally be studied inpairs in order to provide a value of one whole unit). The definition of guided learning hours is�a notional measure of the substance of a qualification�. It includes an estimate of time thatmight be allocated to direct teaching, instruction and assessment, together with other structuredlearning time such as directed assignments or supported individual study. It excludes learner-initiated private study. Centres are advised to consider this definition when planning theprogramme of study associated with this specification.

Programmes should develop the learner�s knowledge, understanding, skills and awarenessnecessary to provide them with the potential to progress to technical, supervisory andmanagerial positions in construction and the built environment. Programmes should makeprovision for:

� sufficient time to achieve consistency of outcome standards

� both breadth and depth of coverage to meet the needs of industry in technical and personalskills

� the foundation for subsequent study and developing a commitment to lifelong learning andCareer Professional Development (CPD).


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Mode of delivery

Edexcel does not define the mode of study for BTEC Higher National qualifications. Centresare free to offer the qualifications using any mode of delivery that meets the needs of theirlearners. This may be through traditional classroom teaching, open learning, distance learningor a combination of these. Whatever mode of delivery is used, centres must ensure that learnershave appropriate access to the resources identified in the specifications and to the subjectspecialists delivering the units. This is particularly important for learners studying for thequalification through open or distance learning.

Full guidance on Edexcel�s policies on �distance assessment� and �electronic assessment� areprovided on our website.

Learners studying for the qualification on a part-time basis bring with them a wealth ofexperience that should be utilised to maximum effect by tutors and assessors. Assessmentinstruments based on the learners� work environment should be encouraged. Those planning theprogramme should aim to enhance the vocational nature of the BTEC Higher Nationalqualification by:

� liaising with employers to ensure that the course is relevant to the specific needs of thelearners

� accessing and using non-confidential data and documents from learners� workplaces

� including sponsoring employers in the delivery of the programme and, where appropriate,in the assessment

� linking with company-based/workplace training programmes

� making full use of the variety of experience of work and life that learners bring to theprogramme

� linking the assessment evidence for level 4 NVQs with the evidence requirements andassessment of these qualifications.

Resources

BTEC Higher National qualifications are designed to prepare learners for employment inspecific sectors. Physical resources need to support the delivery of the programme and theproper assessment of the outcomes and, therefore, should normally be of industry standard.Staff delivering programmes and conducting the assessments should be fully familiar withcurrent practice and standards in the sector concerned. Centres will need to meet any specialistresource requirements when they seek approval from Edexcel.

Specialist resources should generally include case study materials, real resources acquired fromcommercial operations, videos and documented examples of current practice, eg reports fromthe construction industry. Please refer to the resources section of each unit for detailed resourcerequirements.

Delivery approach

It is important that centres develop an approach to teaching and learning that supports thespecialist vocational nature of the BTEC Higher National qualifications. The specificationscontain a balance of practical skill development and knowledge requirements, some of whichcan be theoretical in nature. Tutors and assessors need to ensure that appropriate links are madebetween theory and practice and that the knowledge base is applied to the sector. This willrequire the development of relevant and up-to-date teaching materials that allow learners toapply their learning to actual events and activity within the sector. Maximum use should bemade of the learner�s experience.


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Meeting local needs

Centres should note the qualifications set out in these specifications have been developed inconsultation with centres, employers, CIOB, RICS, BIAT, together with support from theSector Skills Councils for the construction and built environment sector. The units are designedto meet the skill needs of the sector and the specialist units allow coverage of the full range ofemployment. Centres should make maximum use of the choice available to them within thespecialist units in these specifications to meet the needs of their learners, as well as the localskills and training needs identified by organisations such as Regional Development Agenciesand Local Learning and Skills Councils.

Centres may not always be able to meet local needs using the units in this specification. In thissituation, centres may seek approval from Edexcel to make use of units from other standardNQF BTEC Higher National specifications. Centres will need to justify the need for importingunits from other specifications and Edexcel will ensure that the vocational focus of thequalification is not diluted.

Locally-devised specialist units

There may be exceptional circumstances where even the flexibility of importing units fromother specifications does not meet a particular local need. In this case, centres can seekpermission from Edexcel to develop a unit with us to meet this need. The cases where this willbe allowable will be very limited. Edexcel will ensure that the integrity of the qualification isnot reduced and that there is a minimum of overlap and duplication of content of existing units.Centres will need strong evidence of the local need and the reasons why the existing standardunits are inappropriate. Edexcel will need to validate these units.

Limitations on variations from standard specifications

The flexibility to import standard units from other BTEC Higher National specifications and/ordevelop unique locally devised specialist units is limited to a maximum of four units in aBTEC Higher National Diploma qualification and a maximum of two units only in anyBTEC Higher National Certificate qualification. The use of these units cannot be at theexpense of the core units in any qualification.

In making such proposals, centres should also be cognisant of those units and programmestructures recommended/required to satisfy the professional institutions and progressionrequirements. Learners must be advised of the value of any revised programmes and theprogression opportunities they provide.

Access and recruitment

Edexcel�s policy regarding access to its qualifications is that:

� the qualifications should be available to everyone who is capable of reaching the requiredstandards

� the qualifications should be free from any barriers that restrict access and progression

� there should be equal opportunities for all wishing to access the qualifications.


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Centres are required to recruit learners to BTEC qualifications with integrity. This will includeensuring that applicants have appropriate information and advice about the qualifications andthat the qualification will meet their needs. Centres should take appropriate steps to assess eachapplicant�s potential and make a professional judgement about their ability to successfullycomplete the programme of study and achieve the qualification. This assessment will need totake account of the support available to the learner within the centre during their programme ofstudy and any specific support that might be necessary to allow the learner to access theassessment for the qualification. Centres should also show regard for Edexcel�s policy onlearners with particular requirements.

Centres will need to review the profile of qualifications and/or experience held by applicants,considering whether this profile shows an ability to progress to a Level 4 qualification. Forlearners who have recently been in education, the entry profile is likely to include one of thefollowing:

� a BTEC National Certificate or Diploma qualification in Construction or a relatedvocational area

� a BTEC National Award in Construction (used as a bridging programme for matureentrants)

� an AVCE/Advanced GNVQ in Construction and the Built Environment or a relatedvocational area

� a GCE Advanced level profile which demonstrates strong performance in a relevant subjector an adequate performance in more than one GCE subject. This profile is likely to besupported by GCSE grades at A * to C

� related work experience

� other related level 3 qualifications.

Mature learners may present a more varied profile of achievement that is likely to includeextensive work experience (paid and/or unpaid) and/or achievement of a range of professionalqualifications in their work sector. In these circumstances, a programme of �balancing studies�may be needed to bring learner to the required standard for entry to a BTEC Higher Nationalprogramme.

Balancing studies

In preparation for any BTEC Higher National Construction programme, and particularly for aBTEC Higher National Diploma, learners with a variety of background experience andqualifications, such as a craft background, may need to be given support and access to learning.Centres could use balancing studies, covering any necessary level 3 outcomes that wouldnormally have been covered in a GCE A level programme, an Advanced VCE in Constructionand the Built Environment or in a BTEC National in Construction programme, for exampleMathematics, Science and Materials, Technology, etc. The BTEC National Award may providethe basis for these studies and may be supplemented by other appropriate specialist units fromthe BTEC Nationals.

Restrictions on learner entry

The majority of BTEC Higher National qualifications are accredited on the NQF for learnersaged 16 years and over. Learners aged 15 and under cannot be registered for a BTEC HigherNational qualification.


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Learners with particular requirements

Edexcel recognises that some learners, when studying vocationally-related qualifications, willhave coped with the learning demands of a course but may find the standard arrangements forthe assessment of their attainment presents an unfair barrier. This would apply to learners withknown and long-standing learning problems and to learners who are affected at, or near to, thetime of a time-constrained assessment.

Edexcel will seek to approve alternative arrangements that:

� meet the needs of learners with particular requirements

� do not confer advantage over other learners

� are commensurate with the proper outcomes from the qualification.

Details of the allowable arrangements for such learners are given in Assessment of VocationallyRelated Qualification: Regulations and Guidance relating to Learners with SpecialRequirements (Edexcel, 2002).

The wider curriculum

The study of the BTEC Higher Nationals in Construction provides opportunities for learners todevelop an understanding of spiritual, moral, ethical, social and cultural issues and anawareness of environmental issues, health and safety considerations, and Europeandevelopments. These wider curriculum opportunities are integrated within the units asappropriate. Mapping of wider curriculum opportunities issues is provided in Annex G.

Useful publications

Further copies of this document and related publications can be obtained from:

Edexcel PublicationsAdamswayMansfieldNottinghamshire NG18 4FN

Tel: 01623 467 467Fax: 01623 450 481Email: [email protected]

Related publications include:

� the current Edexcel publications catalogue and update catalogue

� Edexcel publications concerning the quality assurance system and the internal and externalverification of vocationally-related programmes may be found on the Edexcel website andin the Edexcel publications catalogue.

NB: Most of our publications are priced. There is also a charge for postage and packing. Pleasecheck the cost when you order.


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Professional body contact details

British Institute of Architectural Technologists (BIAT)397 City RoadLondonEC1V 1NHTelephone: 020 7278 2206Email: [email protected]: www.biat.org.uk

The Chartered Institute of Building (CIOB)EnglemereKings RideAscotBerkshireSL5 7TBTelephone: 01344 630713Fax: 01344 630777Email: [email protected]: www.ciob.org.uk

Royal Institution of Chartered Surveyors (RICS)Surveyor CourtWestwood WayCoventryCV4 8JETelephone: 0870 3331600Email: [email protected]: www.rics.org.uk

How to obtain CISC Occupational Standards and NVQ Standards

Construction Industry Council (CIC)26 Store StreetLondonWC1E 7BTTelephone: 020 76378692Email: [email protected]: www.cic.org.uk

NVQ Standards for Construction may be obtained from:

Edexcel PublicationsAdamswayMansfieldNottinghamshireNG18 4FNTelephone: 01623 467467Fax: 01623 450481Website: www.edexcel.org.ukPlease note that some NVQs are not awarded by Edexcel.


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Professional development and training

Edexcel supports UK and International customers with training related to BTEC qualifications.This support is available through a choice of training options offered in our published trainingdirectory or through customised training at your centre.

The support we offer focuses on a range of issues including:

� planning for the delivery of a new programme

� planning for assessment and grading

� developing effective assignments

� building your team and teamwork skills

� developing learner-centred learning and teaching approaches

� building key skills into your programme

� building in effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on the Edexcel website(www.edexcel.org.uk). You can request customised training through the website or bycontacting one of our advisers in the Professional Development and Training team on telephonenumber 020 7758 5620 to discuss your training needs.

The training we provide:

� is active � ideas are developed and applied

� is designed to be supportive and thought provoking

� builds on best practice.

Our training will also underpin many areas of the HESDA/FENTO standards for tutors andlecturers working towards them.

Further information

For further information please call Customer Services on 0870 240 9800, or visit our website atwww.edexcel.org.uk.


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Unit 1: Design Principles and Application

Learning hours: 60NQF level 4: BTEC Higher National � H1

Description of unitThis unit provides the learner with a fundamental understanding of the design process and ofhow the planning and design phases are co-ordinated and managed.

This unit forms the design base for the study programme. The unit has been devised to enablelearners studying Construction, Civil Engineering or Building Services Engineeringprogrammes to demonstrate both knowledge and understanding of design considerations andthe design process. It is intended that this unit will help learners develop the ability to apply,analyse and evaluate design in terms of the production and cost implications for constructionprojects.

The content can be contextualised in terms of the discipline being followed so as to relate to aparticular building, civil engineering or building services project.

Summary of learning outcomesTo achieve this unit a learner must:

1 Differentiate between the planning, design and production phases of the constructionprocess and describe the co-ordination and management of each phase

2 Analyse the various factors that affect the selection of materials, systems and equipmentand evaluate the environmental impact of energy and other constraints on the planning,design and construction processes

3 Describe the roles, responsibilities and obligations (including liability for health, safetyand welfare) of all parties to a construction project

4 Describe how technology affects the design of a construction project and also the designprocesses and procedures used in the production phase.


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Content

1 Planning, design and production phases

Planning and design of a project: the client�s brief, aesthetics of the project and theprocess, influence of shape, size and proportion, position, location and structuralconsiderations of a building, an engineering project or a plant system, content of the project

Land issues: effects of green/brown and reclaimed land on a project

Health, safety and welfare: issues in design, maintenance and demolition, Construction,Design and Management (CDM) Regulations

Financial considerations: financial implications and sources of funding, financial planningincluding the cost of building, the cost of commissioning, costs in use, life cycle costing,cost modelling and facilities management

Planning and control considerations: legal restraints, town and country planning, buildingregulations and European legislation

Design considerations: designing for planned use, designing for inclusivity, for change ofuse, for versatility, designing for disability, relevant legislation

2 Selection of materials, systems and equipment, and environmental impact

Environmental planning: the selection of materials and the form(s) of construction, use ofnew and renewable resources, use of recycled materials where appropriate

Energy efficiencies: production of materials, processing of materials and services within thebuilding or project

Services required: into and out of the building or project, disposal of waste materials fromthe construction process, disposal of waste materials from the use of the building or project,availability of services to a building or project, services used by a building or project

3 Roles, responsibilities and obligations

Construction team: their roles and responsibilities at various stages for planning anddevelopment, design, surveying, construction, maintenance and facilities management. Anunderstanding of the roles of and activities undertaken by each party to the process

Obligations and responsibilities: of each party to the process, liabilities of each party to theprocess (including both corporate and personal responsibility for health, safety and welfare)

4 How technology affects design

Affect on design of technological advances in construction: level of technology available atthe time of design, how this affects the design and construction processes, development ofnew materials, more advanced methods, more powerful construction plant, new systemsand services, Information and Communication Technology (ICT)


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Outcomes Assessment criteria for pass

To achieve each outcome a learner must demonstratethe ability to:

1 Differentiate between theplanning, design andproduction phases of theconstruction process anddescribe the co-ordination andmanagement of each phase

� identify the planning processes for each type ofproject

� compare and contrast the design process forbuilding, civil engineering and/or building servicesprojects

� describe the main stages of the production phase ofthe construction process

� compare the co-ordination and management of eachphase of the design and construction process

2 Analyse the various factorsthat affect the selection ofmaterials, systems andequipment and evaluate theenvironmental impact ofenergy and other constraintson the planning, design andconstruction processes

� interpret the client�s brief and the other factors thatmay effect the selection of materials, systems andequipment; analyse how these factors may effect theaesthetics of a project

� assess the need for services required for or by aproject and how these may be integrated into theoverall design

� compare the financial implications of a project interms of sourcing, funding, planning andmaintenance costs

� evaluate the need for environmental efficiencies andin planning the selection, use and recycling ofmaterials

� identify the environmentally safe methods for thedisposal of waste materials

� assess the design factors that influence energysaving measures

3 Describe the roles,responsibilities andobligations (includingliability for health, safety andwelfare) of all parties to aconstruction project

� describe the roles of all the parties involved in thedesign and planning processes

� identify the responsibilities of all the partiesinvolved in the design and planning processes

� assess the particular responsibilities and liabilitiesof all parties concerned in terms of health, safetyand welfare issues and CDM Regulations

4 Describe how technologyaffects the design of aconstruction project and alsothe design processes andprocedures used in theproduction phase

� analyse important technological advances inconstruction and evaluate the effect of developingsoftware applications and new ways of building

� produce sketch plans and detailed drawings usingboth manual and CAD packages


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Guidance

Delivery

Since it is important that learners have a sound understanding of the principles that underpinthe planning and co-ordination of design of a construction project, this unit should be studiedearly in the first year of a two-year programme in parallel with related technology.

Case studies should be used in order to develop a working knowledge of the design andplanning processes used in the construction industry. The unit might usefully involvepractitioners to deal with some aspects of the curriculum. Where appropriate, role-play shouldbe encouraged to develop a better understanding of the application and the difficulties that areencountered in the design and the planning of a construction project.

Learners may be encouraged to provide oral presentations from their own studies orexperiences. During a role-play, learners should normally work in groups to present scenariosfor discussion.

Assessment

It is recommended that evidence for learning outcomes is achieved through well-planned coursework, assignments and projects. Assessment may be formative and summative and both mayfeature as part of the process. Although assessments must be focused on the individualachievement of each learner, group work and role-play activities may contribute to theassessment. Integrative assignments and project work will help to link this unit with otherrelated units, particularly technology units.

Where available, evidence from the workplace can also be incorporated to enhance the learningoutcomes, provided that this evidence is appropriate and authenticated as the learner�s ownwork. The volume of evidence required for each assessment should take into account theoverall number of assessments being contemplated within this unit and the design of the overallteaching and assessment programme.

Appropriate attention must be given to health, safety and welfare arrangements and CDMRegulations throughout the delivery of this unit.

In designing the assessment instruments, opportunities may also be included to generateevidence to meet the CIC Common Learning Outcomes and higher level skills appropriate tothe outcomes of this unit, see Annex D and Annex F.

Links

This unit provides the learner with the basic knowledge and understanding of the design andplanning processes of a construction project. Attention should be paid in the delivery of thisunit to the syllabus content of the other units in the programme, particularly those related to thetechnology units of the main discipline covered by the programme.

This unit links with Unit 5: Group Project, Unit 7: Technology A, Unit 8: Technology B,Unit 15: Individual Student Project, Unit 26: Design Procedures and Unit 27: DesignTechnology.


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The content of this unit has been designed and mapped against the 1998 CISC OccupationalStandards and current NVQs at level 4. The mapping links indicate that the achievement of thelearning outcomes of this unit will contribute skills, knowledge and understanding towards theevidence requirements of the following NVQs:










� Town Planning

� Valuation.

See Annex D for summary of mapping information.

Resources

Learners should have access to a wide range of library resources, including textbooks andjournals, government and industry wide publications, BRE Digests, professional journals, theinternet and other research materials.

Support materials

Textbooks

� Ashworth, A � Pre-Contract Studies: Development Economics, Estimating and Tendering� (Longman, 1996)

� Everett, A � Materials 5th Edition � (Longman, 1994)

� McMullan, R � Environmental Science in Building 5th Edition � (Palgrave, 2001)

Other publications

� BRE Digests

� Guidance notes on Town and Country Planning Act, Health and Safety at Work Act, CDMRegulations, and other relevant legislation

� Papers from ABE, ASHRAE, BRE, CIBSE, CIOB, ICE, RICS, RICS � BCIS, VALUER,etc

� Papers from BIAT, RIBA and RTPI

� Papers from Cement and Concrete Association

� Papers from TRADA


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Unit 2: Science and Materials


Description of unitThis unit provides the learner with an introduction to the scientific principles and a basicknowledge of the properties of materials needed to successfully complete the other core andspecialist units.

The unit has been designed to enable learners studying Construction, Civil Engineering orBuilding Services Engineering programmes to analyse, apply, investigate and evaluatescientific principles and the properties and behaviour of materials in construction relatedsituations.

It is intended that the unit be contextualised for construction, civil engineering or buildingservices engineering and that the delivery and assessment be tailored to the particularvocational needs of the individual learner.


1 Investigate and apply scientific principles to construction, structural, environmental andservices operations and determine comfort levels in the design and use of buildings

2 Investigate and evaluate the characteristics, properties and use of materials

3 Analyse the effects of structural behaviour on construction components

4 Use experimentation to model scientific problems and analyse results.


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Content

1 Apply scientific principles and determine comfort levels

Principles and factors affecting comfort levels: thermal properties of materials, heat lossesand heat gains, heating and ventilating, illumination (natural and artificial, soundtransmission, refrigeration and air conditioning, fluid flow (hydrostatics and fluiddynamics)

Provision of services: water supply and distribution, gas supply and distribution, electricalsupply and distribution, chemicals, fluids and oil distribution, safe and effective disposal ofwaste products, environmental issues relating to all of the above

2 Characteristics, properties and use of materials

Properties, design criteria, specifications and uses: concrete, metals and alloys including,amongst others, iron, steel, zinc, copper, brass, aluminium and lead, timber and timberproducts, clay products such as bricks and tiles, plastics and other man-made materials,coatings and finishes including paints, insulation materials, vapour barriers and damp-proofing barriers

Specification of materials: need for maintenance and eventual replacement, energyefficiency, environmental issues, renewable resources and sustainable construction

3 Structural behaviour on construction components

Structural behaviour of materials: structural behaviour depending on use, loading and theinherent properties of the material. Good working knowledge of how materials are used interms of behaviour when formed in beams, columns, structural frames, pads and machinebases, floors, timber, steel and concrete, bridging brackets, supports to equipment, tankingand pressure vessels, machinery bases

4 Model scientific problems

Experiments: associated with scientific principles and services

Calculations: associated with these experiments and conclusions about the results


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1 Investigate and applyscientific principles toconstruction, structural,environmental and servicesoperations and determinecomfort levels in the designand use of buildings

� relate scientific principles to the specification ofconstruction components and services installationshaving regard to factors affecting comfort levels

� describe the control of components and servicesinstallations in a variety of environments throughthe selection of materials and constructiontechniques

� explain the effects that the provision of services andthe safe disposal of waste products have on thestructural design of a building

� calculate and determine levels of thermaltransmission, heat loss, lighting and illumination,sound transmission, heating and ventilation,refrigeration and air-conditioning

2 Investigate and evaluate thecharacteristics, propertiesand use of materials

� describe the properties of materials justifying thereason for their selection and describing their effecton the design of buildings and installations

3 Analyse the effects ofstructural behaviour onconstruction components

� apply standard methods to predict the structuralbehaviour of materials

� explain how the basic principles of structuralmechanics and fluid mechanics affect the design ofstructural members and services installations

4 Use experimentation tomodel scientific problemsand analyse results

� perform a range of experiments associated with thescientific principles and services covered in this unit

� record the results of the experiments

� perform any necessary calculations associated withthe experiments

� analyse the results of the experiments

� justify conclusions from the experiments performed


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Guidance

Delivery

Since it is important that learners have a good understanding of the principles of constructionand the industry, it is recommended that this unit should be studied with these subjects in thefirst year. Case studies should be used extensively with a current working knowledge andpractice of the construction industry. The unit might usefully benefit from the involvement ofpractitioners to enhance the learning process.

Assessment

It is recommended that evidence for learning outcomes is achieved through well-planned coursework, practical laboratory work, assignments and projects. Assessment may be formative andsummative and both may feature as part of the process. Although assessments must be focusedon the individual achievement of each learner, group work or experiments may contribute to theassessment. Integrative assignments and project work will help to link this unit with otherrelated units.

Where available, evidence from the workplace can also be incorporated to enhance the learningoutcomes, provided that this evidence is appropriate and authenticated as the learner�s ownwork. The volume of evidence required for each assessment should take into account theoverall number of assessments being contemplated within this unit and the design of the overallteaching programme.

Appropriate attention must be given to health, safety and welfare arrangements throughout thedelivery of this unit.


Links

This unit provides the learner with an introduction to the knowledge and understanding neededto complete other units in the programme, no matter which discipline learners are following.

Learners should be encouraged to use their wider knowledge and experience gained from otherunits and/or from practice.

The content of this unit has been designed and mapped against the 1998 CISC OccupationalStandards and current NVQs at level 4. The mapping links indicate that the achievement of thelearning outcomes of this unit will contribute skills, knowledge and understanding towards theevidence requirements of the following NVQ:

� Building Control.



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Resources

Learners should have access to a wide range of library resources, including textbooks andjournals, government and industry wide publications. It is important that learners have access toa variety of materials and to adequate laboratory facilities and that they use these whereappropriate.

Support materials

Textbooks



� RIBA � Plan of Work for Design Team Operation � (RIBA, 1973)

Other publications

� ASHRAE Guide

� BRE Digests

� British Refrigeration Association papers

� Cement and Concrete Association papers

� Copper Development Association papers

� Lead Development Association papers

� Technical journals, professional journals and trade literature should be used whereappropriate

� TRADA papers


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Unit 3: Analytical Methods


Description of unitThis unit provides the learner with the fundamental mathematical knowledge and analyticaltechniques needed to successfully complete the core and specialist optional units in thisqualification. This unit has been designed to enable learners to use fundamental mathematicalprocesses in the solution of Construction, Civil Engineering or Building Services Engineeringproblems.

It is also intended as a base for further study of analytical methods and engineeringmathematics needed for those engaged in the Civil Engineering and Building ServicesEngineering disciplines.


1 Apply analytical methods to the management and production of construction, civilengineering or building services installation processes and operations

2 Apply analytical methods to surveying, testing and control problems in theconstruction, civil engineering or building services engineering process

3 Analyse and solve problems using statistics and probability

4 Apply analytical methods to analyse structural, building or building servicesengineering systems and provide appropriate solutions.


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Content

The content comprises all the mathematics needed to achieve the outcomes. The various topicareas should be addressed as and when they are needed to analyse problems in the discipline thelearner is following. There is therefore no requirement for the content to be covered in itsentirety and the content can be taken as a guide. For example, it is not necessary forconstruction learners to use calculus to satisfy assessment requirements but those studying civilengineering and building services engineering units should do so to ensure they meet the widerneeds of their programme.

1 Analytical methods to the management and production

Algebra: linear, simultaneous and quadratic equations, laws of indices and logarithms,common and Naperian logarithms, indicial equations, direct and inverse proportion,inequalities, functional notation and manipulation of algebraic problems

Graphical representation: functions, points of intersection between two graphs, graphsketching (straight line, polynomial, exponential and logarithmic), fit lines to experimentaldata using least squares method

Space, time and motion: plot space/time and velocity/time diagrams, determinedisplacement, velocity and acceleration. Laws of motion, momentum, impulse andprojectiles

Matrices: multiplication, transposition and inversion, applications

2 Analytical methods to surveying, testing and control problems

Trigonometry: basic trigonometric ratios and their inverses, trigonometric ratios for the fourquadrants, solution of triangles, calculation of areas and volumes of solids

Determine co-ordinates: in 2-D and 3-D geometry

Other functions: trapezoidal and Simpson�s rule

3 Statistics and probability

Tabular and graphical form: data collection methods, histograms, bar charts, line diagrams,cumulative frequency diagrams, scatter plots

Central tendency and dispersion: introduction to the concept of central tendency andvariance measurement, mean, median, mode, standard deviation, variance and interquartilerange, application to construction, civil engineering, and building services engineering

Probability: interpretation of probability, probabilistic models, empirical variability, eventsand sets, mutually exclusive events, independent events


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4 Analytical methods to analyse structural, building, or building services engineeringsystems

Trigonometric methods: to solve problems such as static forces, relative motion,frameworks, metrology, friction torque, electrical and mechanical energy problems

Calculus: to differentiate and integrate simple equations and demonstrate applications ofcalculus (refer to Delivery guidance on delivering calculus to construction disciplines)


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1 Apply analytical methods tothe management andproduction of construction,civil engineering or buildingservices installation processesand operations

� determine manpower, materials and equipmentrequirements on a day to day basis, and/or

� produce appropriate long term plans and costanalyses to meet particular situations, and/or

� compare and contrast the effectiveness andefficiency of solutions to construction situations interms of use of manpower, equipment, and materials

2 Apply analytical methods tosurveying, testing andcontrol problems in theconstruction, civilengineering or buildingservices engineering process

� apply mathematical and trigonometrical functions tosurveying problems and evaluate results, and/or

� represent construction/engineering data in tabularand graphical form and analyse the results, and/or

� use sinusoidal functions and radian measures tosolve construction/engineering problems, and/or

� use trigonometric and hyperbolic identities to solvetrigonometric equations and to simplify complextrigonometric expressions

3 Analyse and modelconstruction situations usingstatistics and probability

� apply statistical techniques to issues of quality andsafety, and/or

� apply probability techniques to issues of reliabilityand quality in the construction/engineering process

4 Apply analytical methods toanalyse structural, building,or building servicesengineering systems andsupply appropriate designsolutions

� use trigonometric functions to solve problems suchas static forces, relative motion, frameworks,metrology, friction torque, electrical and mechanicalenergy problems, and/or

� use the principals of calculus to solve problemsappropriate to construction, civil engineering andbuilding services engineering


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Guidance

Delivery

This unit may be delivered as a stand-alone unit, or partially integrated into other appropriateunits. Centres should contextualise the analytical methods in the content and design a teachingprocess applicable to their programme. For those parts that are to be delivered in a completelyintegrated way, care must be taken to provide tracking of evidence of outcomes.

The aim of this unit is to provide the minimum mathematical knowledge, skills andunderstanding to successfully complete a BTEC Higher National programme of study. Somedisciplines require further study of mathematics to underpin particular areas of civilengineering and building services engineering and this unit provides the learning that supportsthis progression.

Assessment

It is recommended that evidence for learning outcomes is achieved through well-planned coursework and/or assignments designed to apply the analytical methods to the modelling andsolution of realistic problems. Assessment may be either formative or summative and eithermay feature as part of the process. Although assessments must be focused on the individualachievement of each learner, group work activities may contribute to the assessment.Integrative assignments and project work will help to link this unit with other related units.

Where available, evidence from the workplace may also be incorporated to enhance thelearning outcomes, provided that this evidence is appropriate and can be authenticated as thelearner�s own work. The volume of evidence required for each assessment should take intoaccount the overall number of assessments being contemplated within this unit and the designof the overall teaching programme.


Links

This unit is intended to underpin and link with those units, which are analytical in nature. Entryrequirements are at the discretion of the centre. However, it is strongly advised that wherelearners cannot provide evidence of previous mathematical study sufficient to successfullyfollow this unit, additional balancing studies should be incorporated in the learner�s individuallearning plan.


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� Spatial Data Management.


Resources

The use of mathematical software packages is strongly recommended, wherever appropriate, tohelp learners understand and model scientific and engineering problems.

Support materials

Textbooks

� Greer, A and Taylor, � Mathematics for Technicians � (Stanley Thomas, 1994)

� Stroud, K � Engineering Mathematics 4th Edition � (Macmillan, 1995)


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Unit 4: Management Principles andApplication


Description of unitThis unit provides the learner with an introduction to the principles and application ofmanagement as they relate to the technical and professional disciplines of Construction, CivilEngineering or Building Services Engineering. It is also founded on the principles of the�Latham� report, which advocates non-adversarial multi-discipline team working. It enables aflexible approach to the delivery of the content that can take account of the prior knowledge ofthe learners at entry and their choice of discipline and choice of units being studied.

Learners will gain an understanding of management principles and their relevance to theprocesses of design, construction and maintenance of the built environment. They will alsolearn how these principles may be applied to the management of construction, civil engineeringor building services engineering installation activity through the application of recognisedmanagement techniques.


1 Develop an understanding of the principles of management, the work of pioneers andfounders of management, their evolution and application to modern day practice

2 Demonstrate knowledge and understanding of the Industry�s markets and activities, theroles of the professions/disciplines in project teams and the management principlesappropriate to organisations within the industry

3 Demonstrate an understanding of the application of management techniques toorganisation, work planning, co-ordination, control of resources, cost control, quality,communications and client/customer liaison involved in the design and constructionprocesses

4 Determine methods of procurement and contracting and their implications for risk,performance, best practice, sustainability and the environment.


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Content

1 Principles of management, the work of pioneers and founders of management

Management: established definitions of management, an understanding of the principlesand processes of management, namely: forecasting, planning, organising, motivating,controlling, co-ordinating and communicating

Management of human resources: individual and group motivational needs, leadership,concepts of team behaviour

2 Markets and activities, roles of the professions/disciplines and managementprinciples, management principles

Overview of the markets: activities and services provided by Construction, CivilEngineering and Building Services Engineering and the role of the professions that form theproject team(s)

Principles of organisation structure: direct line, lateral, functional and staff relationships,chain of command, span of control. Concepts of responsibility, duty, authority,accountability and delegation

Corporate organisation: mission, strategy, corporate planning, policy and objective.Centralised versus decentralised organisation(s). Project based organisation. Job design,team structures and team working

Influence of scale and size of contract(s): project/contract procurement and contractualmethod and the role of the organisation, ie designer, main contractor, sub-contractor,supplier, etc on the way an organisation is organised and managed

3 Application of management techniques

Organisation: structure, charts, project organisation, layout and accommodation, methodstatements and plan of work, links with CDM Safety Plan and risk assessments

Planning: co-ordination, monitoring and control using Gantt charts, critical path arrow orprecedence diagrams, line of balance (manual and computer based) and other methods

Budget/cost control: related to estimated cost, planned performance cost, actual cost, andcash flow

Procurement, scheduling and control: of materials, and plant, supply-chain management,JIT, waste management, recycling and safe disposal of demolished or waste materials.Scheduling, resourcing/utilisation of sub-contract and direct labour

Control of quality: audit and inspection, statutory liaison

Management of: liabilities, risks, security and insurance requirements

Other significant aspects that require managing: such as; recruitment, training andassessment of competence of workforce, equal opportunities, information verification andcontrol, site meetings communications and reporting, client liaison, public liaison, �Respectfor People� initiative


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4 Methods of procurement and contracting

Types of procurement methods: management and operational structures used by clients andto achieve project objectives. Traditional methods of tendering, �Partnering� and PFI typecontracts

Law and contract: what constitutes a contract, forms of a contract, stages of a contract

Obligations and rights of parties: meeting contractual obligations of performance, inparticular: time, cost and quality

Risk: insurance and warranty arrangements

Construction team: concepts of multi-discipline non-adversarial working identified in the�Latham� report, integrated teams

�Best practice�: �Benchmarking�, �Performance Indicators� (PIs)

�Sustainability� and environmental management: issues both statutory and ethical to aproject/organisation.


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1 Develop an understanding ofthe principles ofmanagement, the work ofpioneers and founders ofmanagement, their evolutionand application to modern daypractice

� define and attribute three established definitions ofmanagement

� explain the principles and processes of management:forecasting, planning, organising, motivating,controlling, co-ordinating and communicating

� explain the motivational needs of individuals andgroups, leadership styles and concepts of teamworking

2 Demonstrate knowledge andunderstanding of theIndustry�s markets andactivities, the roles of theprofessions/disciplines inproject teams and themanagement principlesappropriate to organisationswithin the industry

� describe in outline the main markets, activities andservices provided by the construction and builtenvironment sector

� describe the roles of the differentprofessions/disciplines within the �design,construction and installation team� and the maincycle of work activity

� produce an organisation structure that incorporatesexamples and explanations of direct line, lateral,functional and staff relationships and also explainwith examples, �span of control�, �chain ofcommand� centralised versus decentralised, and jobdesign

� compare project based organisational structures

� define and explain the purpose of a missionstatement, strategy, corporate planning, policy andobjectives to the activities of a practice or firm

� evaluate the influence of the scale and size ofcontract, type of client, project/contractprocurement method, and function of theorganisation, ie main contractor/sub-contractor,designer, supplier, etc on the way business isorganised and managed


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3 Demonstrate an understandingof the application ofmanagement techniques toorganisation, work planning,co-ordination, control ofresources, cost control,quality, communications andclient/customer liaisoninvolved in the design andconstruction processes

� describe how the techniques used to organise thelayout, resourcing and accommodation contribute tothe management of a project

� describe, with examples, how methods of workplanning, monitoring and progress control usingGantt charts, CPA and precedence networks, andLOB techniques control purposes

� determine the difference between estimated cost andactual cost, and explain the application of costplanning, cost control, cash flow and monitoring ofconstruction and installation work

� describe with examples the methods employed toplan, schedule and manage the supply and utilisationof resources, viz materials, plant and labour/sub-contractors

� determine how quality standards and statutorycompliance are achieved

� describe other aspects of communication and liaisonactivity that need to be organised and managed in aproject

4 Determine methods ofprocurement andcontracting and theirimplications for risk,performance, best practice,sustainability and theenvironment

� describe the main types of procurement methods andmanagement structures used by clients anddevelopers and evaluate different methods oftendering

� define what constitutes a contract and brieflyexplain the rights and obligations of the main partiesin relation to performance, (time, cost and quality)and stages of contract

� evaluate what is meant by multi-discipline non-adversarial working in project teams, �LathamReport�

� evaluate the concept of sharing �Best Practice� and�Benchmarking� the performance of a practice/firmsactivities

� evaluate how �Sustainable Construction� and�Environmental Management�/Conservation issuesimpact on the organisation and operation of aproject/organisation


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Guidance

Delivery

As a core unit, the depth of treatment required will depend on the background of the learnersentering the programme and the choice of units within it. Time given to this unit may need to beincreased for learners that have little or no prior knowledge of these subjects or where they willhave only limited opportunity to develop and apply their skills in specialised units later in theirprogramme.

It may even be appropriate for this unit to be delivered over the two years of the programme inorder to allow for co-teaching in parallel with other units and to combine assessmentrequirements with project units or other specialised units.

Learners should be encouraged to read an appropriate range of textbooks and library/internetsource material relating to the content of this unit and the Industry�s activity. Case studymaterial should also be available to deliver and reinforce management concepts both forformative and summative learning/assessment through group and individual work.

The content allows for a range of management �pioneers� and �thinkers� to be studied todevelop an understanding of the principles of management covered in this unit. Learners shouldbe encouraged to gain sufficient knowledge and understanding of recognised managementprinciples and �thinking� to meet the assessment criteria and support the application oftechniques in this unit, and other related units in their programme.

This list of management �pioneers� and �thinkers� is not exhaustive but serves to cover the morecommonly recognised ones: Fayol, Taylor, Gantt, Gilbreth, Weber, Follett, Argyris, Mayo,Mcgregor, Maslow, Herzberg, Drucker, Likert, Blake and Mouton, Adair, Peters, Handy,Kanter, Belbin, Hammer, Denning, Juran, Recans, McClelland.

If learners are also undertaking related specialist units, their reading, study and assessmentactivities can be integrated to increase the relevance and effectiveness of the learning process.The Group Project can also provide a focus towards the end of the programme for theapplication of the management techniques informed by input from design, technology and otherspecialist units.

Assessment

It is recommended that evidence for learning outcomes is achieved through well-planned coursework, assignments and projects. Assessment may be formative and summative and both mayfeature as part of the process including analysis of application.

Although assessments must be focused on the individual achievement of each learner, groupwork and role-play activities may contribute to the assessment. Integrative assignments andproject work will help to link this unit with other related units.



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Links

Management principles and application of management techniques will underpin and is closelylinked with specialised units such as Unit 18: Project Management that provide more depth oftreatment and an opportunity for learners to actually apply techniques rather than simply learnabout their application. Both Unit 5: Group Project and Unit 15: Individual Student Projectwill provide opportunities for learners to develop and apply management principles andtechniques to a project in a formative and summative context.



� Construction Control







� Town Planning

� Valuation.


Resources

Access to appropriate ICT, library and internet resources, case study material and wherepossible examples of actual organisations in various sectors of the Industry�s operations usingdifferent types of contract/procurement arrangements.


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Support materials

Textbooks

� Ashworth, A � Pre-Contract Studies: Development Economics, Estimating and Tendering� (Longman, 1996)

� Cooke, B and Williams, P � Construction Planning, Programming and Control �(Macmillan, 1997)

� Fryer, B � The Practice of Construction Management � (Blackwell, 1997)

� Harvey, R and Ashworth, A � The Construction Industry of Great Britain � (Oxford,1997)

� Oxley, R and Poskitt, J � Management Techniques Applied to the Construction Industry� (Blackwell Science, 1996)

Other publications

� Egan, J � Rethinking Construction-A Consultation paper by the Strategic Forum forConstruction � (DETR, 2002)

� Egan, J � Rethinking Construction � (DETR, 1998)

� Joint Contracts Tribunal � Joint Contracts Tribunal Forms of Contract

� Latham, M � Constructing the Team � (The Stationary Office Books, 1994)


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Unit 5: Group Project


Description of unitThis unit develops the learners� ability to evaluate and resolve realistic practical problems andwork as part of a team.

The unit aims to apply the skills and knowledge developed in other units of the course (andwhere possible experiences from work) within a major piece of work that reflects the type ofperformance expected of construction technologists.

It is designed to bring small groups of learners together into teams so that they can co-ordinatetheir individual skills and abilities. The scheme of work should allow the individual learner anopportunity to take responsibility for his/her own contribution to the outcome and todemonstrate his/her ability to work as part of a team. The brief will include an agreed timescalefor the staged development of the overall plan of work within given defined constraints, withthe team working towards an acceptable and viable solution to the agreed brief.


1 Select and agree the extent of the study and agree specifications and procedures andinitiate feasibility studies

2 Implement the scheme of work within the agreed procedures, to specification and to timescale

3 Evaluate intermediate and final outcomes and the team�s performance in working to thefinal solution

4 Present a project evaluation.

Note: These outcomes will be achieved whilst working as a member of a team.


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Content

1 Extent of the study, specifications and procedures

Specification: establish a list of technical and non-technical specifications to be met andallocate priorities and roles within the team. Identify external constraints to be imposed onthe teams activities in terms of an appropriate design to meet client specification, materialsand components, environmental constraints, operational constraints, cost and timeconstraints, legislation. British Standards and Codes of Practice, quality control, health andsafety

Feasibility: formulate an initial solution, appraise its feasibility in terms of the constraintsidentified above, carry out an environmental impact analysis if this is applicable and acritical analysis of the outline specifications. Agree the roles and responsibilities within theteam. Initiate a record log book and agree how the assessment criteria will be met at thevarious stages of development by both the team and individuals

2 Implement the scheme of work

Initial stage: finalise an agreed approach to the project solution within the agreedspecifications and provide evidence on how decisions were reached within that process.This could include drawings, statistical evidence, feasibility of design, estimated costs,timescale and quality

Developmental stage: work towards the agreed final solution within the identifiedconstraints to meet pre-established limits. Produce documentary evidence of thisdevelopment. This could include recorded measurements, statistical data, drawings,graphical displays, records of meetings, ongoing cost control techniques and feasibilityanalysis

Record: maintain log book entries and minute team meetings

3 Evaluate outcomes

Procedures: a method of measuring the feasibility of the solution at each stage of itsdevelopment is to be agreed against the specifications and records produced to identify thisprocess. Overall documentation of the development work needs to be maintained as well asthe presentation of the final solution

4 Present a project evaluation

Records and documentation: the records of developmental work as well as the finaldocumentation will be used for overall evaluation and assessment

Final presentation: to include written reports, minutes of meetings, individual log books,drawings, technical reports, use of computer techniques

Oral presentation: the team should expect to give an oral presentation of their work andshould develop the final documentation to meet this requirement


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1 Select and agree the extent ofthe study and agreespecifications andprocedures and initiatefeasibility studies

� record and establish specifications and otherconstraints

� determine possible solutions for given construction/engineering schemes of work and carry outfeasibility studies

� identify the factors that contribute to the process ofthe selection of the agreed solution

2 Implement the scheme ofwork within the agreedprocedures, to specificationand to time scale

� select and implement the chosen option to meet theagreed specification

� record and collate relevant data

� produce a final solution to the agreed schemeworking to specification and within agreedconstraints

� maintain documentary evidence of the development

3 Evaluate intermediate andfinal outcomes and theteam�s performance inworking to the final solution

� determine the procedures to be adopted in order tomeet the required specification

� describe and use appropriate evaluation techniques

� justify the solution in terms of the originalspecifications

4 Present a project evaluation � present the solution of the project in a suitableformat, using a appropriate media

� produce records of project development in the formof log books, reports, minutes, calculations, initialdrawings and designs


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Guidance

Delivery

It is recommended that this unit is delivered in the second year of the programme. Tutorsshould ensure that the roles and responsibilities of the individuals within the group areunderstood and agreed by the participants.

It is intended that this unit should reflect work/commercial practices and that the learnersshould undertake schemes of work that use their experiences and individual knowledge base.The tutors should ensure that while the activity has a proper practical application it should alsobe achievable within the unit time scale.

Once the initial brief has been clarified the tutors� role is of a consulting rather than a directingnature. CIC Common Learning Outcomes and higher level skills will feature stronglythroughout the development, implementation and presentation stages and the learners must beaware how and where these will be assessed. There should be a feedback or plenary sessionafter the final presentation so the learners can benefit from critical comment. The involvementof practising professionals in this process would be of benefit. Centres should try to involveindustry organisations/projects to provide relevance and additional learner support whenrequired.

Assessment

Tutors should ensure that the assessment programme is understood by the team and thatassessment techniques are in place to measure the individual learners contribution as well asteam activities. Tutors should also ensure that the scope of work enables the individualcontribution of each learner in the team to generate sufficient evidence to meet the learningoutcomes and assessment criteria for this unit.

Evidence of outcomes should be available for scrutiny at each stage of development and may bein a variety of forms eg written, graphical, computer based, log books, minutes of meetings andtrade literature.

There should be a final presentation of each team�s solution during which all members of theteam participate. It is recommended that fellow learners, tutors and outside professionals attendthis presentation and contribute to any further discussions.

Where available, evidence from the workplace can also be incorporated to enhance the learningoutcomes, provided that this evidence is appropriate and authenticated as the learner�s ownwork. The volume of evidence required for the Project should take into account the overallnumber of assessments being contemplated with in the design of the overall teachingprogramme.

Appropriate attention must be given to health, safety and welfare arrangements and CDMRegulations throughout the project work.



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Links

This unit may be linked with core Unit 1: Design Principles and Application. The unit isintended to integrate knowledge and skills, which are developed in many of the other unitsacross the programme. CIC Common Learning Outcomes and higher level skills will featurestrongly throughout the development, implementation and presentation stages of the unit, andlearners should be made aware of the significance of knowledge and experience gained fromearlier work.












Resources

Learners should have access to a library and IT resources and a wide variety of physicalresources provided either by the college or the learners� work place.

Support materials

Textbooks

� Bland, J � Statistics for Construction Learners � (Construction Press, 1985)

� Fink, A and Kosecoff, J � How to Conduct Surveys � (Sage, 1998)

� Howard, K and Sharp, J et al � The Management of a Learner Research Project 3rdEdition � (Gower Aldershot, 2002)

� Norton, P and Allinson, L � Asking Research Questions � (University of Humberside,1994)

Other publications

� Engineering Council Project Guidelines


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Unit 6: Health, Safety and Welfare


Description of unitThis unit covers the knowledge and skills needed to identify hazards in the workplace, assessthe level of risk, make recommendations to control the risk and review the results. This must beconsidered along with relevant safety legislation.

This unit is applicable to all learners studying the BTEC Higher National programmes,although the forms of risk assessment and their technical bases will be different for eachprogramme. The unit will contribute to health and safety plans within project work and helplearners to formulate safety policy and the arrangements and carry out risk assessment in theworkplace.


1 Define the main health, safety and welfare legislation in the construction sector and theimplications of non compliance

2 Explain the main requirements of an effective health and safety policy along with theorganisational arrangements necessary for its implementation

3 Demonstrate an understanding of hazard and risk identification in design andconstruction

4 Undertake risk assessment and formulate control measures to prevent ill health and injury

5 Review, revise and monitor assessments as required.


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Content

1 Main health, safety and welfare legislation

Health and Safety at Work Act 1974: legislation as it applies to construction work,including the Construction Design and Management (CDM) Regulations, status and role ofCodes of Practice and guidance notes, legal duties for health, safety and welfare in theworkplace, responsibility for risk and other assessment as required by the Management ofHealth and Safety at Work Regulations, penalties and implications of non compliance withlegislation

2 Policy and organisational arrangements

Health and safety policy: the associated organisation arrangements required to implementpolicy, setting objectives to ensure a healthy and safe workplace, development ofprocedures which meet legal requirements, identification of individuals to whom accidentsand safety risks must be reported, measures used to check effectiveness of health and safetyprocedures, identification of training needs to meet health and safety objectives, inductiontraining and CSCS arrangements; statutory requirements for inspection of plant andequipment, recording of health and safety data to meet legal requirements, methods ofcommunicating procedures to all in the workplace

3 Hazard and risk identification

Hazards and risks: methods of hazard identification including direct observation,examining records or conducting interviews, selection of a method to identify hazardswhich is appropriate to the workplace, identification of hazards which might cause seriousharm, recording hazards in a way which meets legal requirements, identification of hazardswhich cannot be eliminated, define clearly why and where risks assessment will be carriedout

4 Risk assessment and control measures

Risk assessment: identify those aspects of risk assessment where specialist knowledge isrequired, identify possible outcomes from hazards that cannot be eliminated, considerprocedures which might minimise hazards, assess the effects of hazardous substances used,assess the need for manual handling assessments, assess the likely severity and likelihoodof injury, use of risk rating systems, personal protective equipment as a control measure,produce a risk assessment in an appropriate format

5 Review, revise and monitor assessments

Review and revise: changes in legislation, changes in workplace practice, impact ofaccidents and ill health and their subsequent investigations, feedback from employees onunsafe conditions, dangerous occurrences or near misses, sources of further informationand advice, recording of revised risk and other assessments following a review, alertingemployees of the new procedures, monitoring the effectiveness of new procedures


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1 Define the main health,safety and welfarelegislation in the constructionsector and the implications ofnon compliance

� specify the legal responsibilities of the partiesinvolved in a given construction site situation

� summarise and explain the main provisions of theManagement of Health and Safety at WorkRegulations 1999 and CDM Regulations

� evaluate the penalties for non compliance with theHealth and Safety at Work Act 1974

� specify responsibilities for providing welfarefacilities on site

2 Explain the mainrequirements of an effectivehealth and safety policy alongwith the organisationalarrangements necessary forits implementation

� analyse typical organisational policy and proceduredocuments and identify the roles of variousindividuals

� determine training needs from a range of suppliedrisk assessments including induction training on siteand CSCS

� describe methods of recording health and safetyinspections and data

3 Demonstrate anunderstanding of hazard andrisk identification in designand construction

� select a method of hazard identification using datasupplied

� identify hazards by observing a construction process

� record the hazards relating to a process and/orenvironment in a suitable format

� identify significant hazards that will require riskassessments to be carried out

4 Undertake risk assessmentand formulate controlmeasures to prevent ill healthand injury

� assess the likely harm relative to the identifiedworkplace hazards

� evaluate the severity and likelihood ratings foridentified work processes and/or environments

� select and formulate appropriate control measures

5 Review, revise and monitorassessments as required

� review a risk assessment in the light of a change incircumstances

� implement a change in procedure or policy

� monitor the effectiveness of implemented changes


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Guidance

Delivery

Case studies and individual assignments are an essential part of the delivery. Where possiblestandard formats for risk assessments should be encouraged. A range of policy and arrangementdocuments could be critically analysed as part of an assignment and learners encouraged toexplore methods of communicating health and safety in organisations or various sizes.

Assessment

The main focus of the assessment in this unit must be the ability to carry out credible riskassessment and demonstrate how this is used in managing health and safety.

It is recommended that evidence for learning outcomes is achieved through well-planned coursework, assignments and projects. Assessment may be formative and summative and both mayfeature as part of the process. Although assessments must be focused on the individualachievement of each learner, group work and role-play activities may contribute to theassessment. Integrative assignments and project work will help to link this unit with otherrelated units.

Performance evidence should include hazard identification at the workplace or through thevehicle of case studies. Topics for hazard identification might include use of plant/equipment orhazardous substances and working practices or workplace layout etc An assignment, whichinvolves carrying out a risk assessment, should be an essential part of performance assessmentwith a review component due to changes in circumstances or working practice. Knowledgeevidence should mainly relate to legal provisions and the general structure of policy andarrangement documents.

Part time learners may be able to submit a risk assessment carried out at the workplaceprovided that this is verified and witnessed as their own work. Full time learners might wish touse their work experience to form the basis of a risk assessment example.

The volume of evidence required for each assessment should take into account the overallnumber of assessments being contemplated within this unit and the design of the overallteaching programme.


Valuable guidance is contained in the Association of Colleges �Best Practice Guide toIncorporating Health and Safety into the Construction Curriculum� and this should form thebasis of the teaching strategy adopted for health and safety in this unit and the qualification as awhole.


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Links

Learners may have already studied the Health, Safety and Welfare unit in the BTEC Nationalsat level 3 and will therefore have a basic understanding of the hazards and their recognition.This unit moves on to analyse and quantify the risks and deals with the mechanics of riskassessment.

It is important that learners have a good understanding of construction and installationprocesses and their potential to cause harm. Studying the specialist units either prior to orconcurrently with this unit is therefore desirable.

The technical knowledge required will vary between a learner on a Building ServicesEngineering programmes to those on Civil Engineering or Construction programmes. It is vitalthat safety thinking be integrated into other units and awareness of safety at design andplanning stages be emphasised.

Group integrative assignment work should, where possible, contain a health and safety task thatcontributes to the overall assessment.









� Valuation.


Resources

Videos of construction sites would help in identifying hazards and building up risk assessments.Learners should be encouraged to use CD-Rom packages to familiarise themselves with safetylegislation or use computers to store risk assessments in a standard format for later use orreview.

Support materials

Other publications

� Health and Safety Commission � A Guide to the Health and Safety at Work Act 1974

� Health and Safety Commission � Management of Health and Safety at Work Regulations1992

� Health and Safety Commission � Successful Health and Safety Management


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65


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Unit 7: Technology A


Description of unitThis unit provides the learner with an introduction to the fundamental aspects of constructiontechnology needed to successfully complete the other units of a programme.

The unit has been designed to enable learners studying construction related programmes tounderstand, apply, analyse, investigate and evaluate the standard design forms, site evaluationmethods and methods of construction used in the modern construction industry. Withopportunities to analyse the ways in which decay, pollution and dilapidations may affectconstruction projects.


1 Analyse and compare site evaluation techniques, site investigation techniques and themethods used to classify soils

2 Analyse and produce details of how site evaluation and site investigation techniquesinfluence the various forms of sub-structure used in low-rise and medium-rise buildingsand the methods used to construct such sub-structures

3 Analyse the various forms of superstructure design and construction used in low-rise andmedium-rise buildings and produce details of the methods used to construct suchsuperstructures

4 Investigate the various causes of decay and deterioration of buildings.


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Content

1 Site evaluation and site investigation

Analyse site evaluation and site investigation: the methods of site survey used, theclassification of soils, methods of site investigation, chemical composition of soils, surveyof existing buildings

2 Forms of substructure

Forms of substructure: effect of water and chemicals in the soils together with theirtemporary or permanent treatment, soil type(s) and classification and characteristics,contaminated soils, their disposal and permanent or temporary control, form(s) ofearthwork support required

Foundations: their alternative forms, types and methods of selection, alternative forms,factors which influence the selection, control and regulations, including structuralconsiderations

3 Forms of superstructure

Forms of superstructure: domestic external and internal walls, domestic flat and pitchedroof construction and coverings, medium and long span construction, industrial andcommercial buildings

Structural frames: types (steel, concrete, timber) and their selection

Claddings: steel, plastic, concrete, glass, industrial and commercial roof construction andcoverings, insulation, fire protection, corrosion and protection

Finishes and services: internal and external joinery and ironmongery, internal structures,internal finishes, simple services installations

4 Decay and deterioration of buildings

Analyse decay and deterioration of buildings: causes of deterioration and decay ofbuildings and their components, ie human, chemical, atmospheric, structural, thermal,movement and fire

Faults in design: quality of work, materials, their selection and use, systems, vandalism

Maintenance: routine maintenance works and adaptation works, conservation of scarcematerials, routine cleaning, cyclical and preventative maintenance, cause and effect ofdilapidations


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1 Analyse and compare siteevaluation techniques, siteinvestigation techniques andthe methods used to classifysoils

� compare the methods of site survey techniquestogether with the survey of existing buildings andprojects

� describe the various methods of site investigation

� analyse the classification of soils and their chemicalcomposition

2 Analyse and produce detailsof how site evaluation andsite investigation techniquesinfluence the various formsof sub-structure used in low-rise and medium-risebuildings and the methodsused to construct such sub-structures

� determine the different soil classifications and theireffects on the design of substructures

� describe the effects of water, chemicals andcontaminated soils on the design and construction ofa substructure

� compare and appraise by use of details the varioustypes of substructure and their associated temporaryworks

3 Analyse the various forms ofsuperstructure design andconstruction used in low-riseand medium-rise buildingsand produce details of themethods used to constructsuch superstructures

� analyse and produce details of the different forms ofconstruction for the structure of domestic buildings

� describe the different forms of construction for thestructure of industrial and commercial buildings

� determine the differing forms of internal finishesand components that are used in domestic, industrialand commercial buildings

� identify simple services currently used in buildings

4 Investigate the various causesof decay and deteriorationof buildings

� determine the many causes of deterioration inbuildings and their services

� compare the need for planned, cyclical and reactivemaintenance works

� assess the relationship between design, construction,maintenance and the causes of dilapidations


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Guidance

Delivery

Since it is important that learners have a good understanding of the principles of constructionand the industry, it is desirable that this unit should be studied in the first year of theprogramme.

Case studies should be used extensively in order to develop a working knowledge and practiceof the construction industry. The unit might usefully include the production of sketches anddrawings [manually or using CAD] to enhance the knowledge gained. Where appropriate, role-play should be encouraged to develop a better understanding of the application and difficultiesthat are encountered in applying the various techniques of construction.

Learners will usually work individually and should be required to provide oral presentationsfrom their own studies or experiences. During a role play, learners would normally work ingroups to present scenarios for discussion. Consideration must be given to �Sustainable�methods of construction and �Green� issues in the selection and use of materials.

Construction methods and practices must comply with health, safety and welfare legislation andpractice. Particular attention should also be given to the implications that the site investigationand design of buildings has upon the safe construction, use and maintenance. CDM SafetyPlans are an important process in linking these design and build aspects together and avoidingrisk.

Assessment

It is recommended that evidence for learning outcomes is achieved through well-planned coursework, assignments and projects. Assessment may be formative and summative and both mayfeature as part of the process. Although assessments must be focused on the individualachievement of each learner, group work and role-play activities may contribute to theassessment. Integrative assignments and project work will help to link this unit with otherrelated units. The evidence should demonstrate the ability to draw detailed architectural styledrawings both manually, and by using CAD and other current, modern, ICT facilities.

Where available, evidence from the workplace can also be incorporated to enhance the learningoutcomes provided that this evidence is appropriate and authenticated as the learner�s ownwork. The volume of evidence required for each assessment should take into account theoverall number of assessments being contemplated within this unit and the design of the overallteaching programme.




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Links

This unit complements the knowledge gained in previous core units, namely Unit 1: DesignPrinciples and Application, Unit 2: Science and Materials and Unit 6: Health, Safety andWelfare, together with a working of the construction industry. It will contribute towardsknowledge and skill required for the Unit 5: Group Project.

Learners should be encouraged to use their wider knowledge gained from earlier units and frompractice.

The content of this unit has been designed and mapped against the 1998 CISC OccupationalStandards and current NVQs at level 4. The mapping links indicate that the achievement of thelearning outcomes of this unit will contribute skills, knowledge and understanding towards theevidence requirements of the following NVQs:� Architectural Technology� Building Control� Building Maintenance and Estates Service� Construction Site Management� Construction Contracting� Construction Plant and Equipment Management� Property Management� Spatial Data Management� Town Planning� Valuation.


Resources

Learners should have access to a wide range of library resources, including textbooks andjournals, government and industry wide publications, BRE Digests, professional journals, theinternet and other research materials, and other associated documents.

Support materials

Textbooks

� Chudley, R � Building Construction Handbook 2nd Edition � (Butterworth-Heinemann,1995)



Other publications

� BRE Digests

� Papers from Cement and Concrete Association

� Papers from RIBA

� Papers from TRADA

� Technical, professional and trade literature

� The Building Regulations


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73

Unit 8: Technology B


Description of unitThis unit builds upon the knowledge and understanding gained in Unit 7: Technology A butalso has a different focus. It concentrates on the erection of complex multi-storey structures andthe use of modern systems to create flexibility of internal space planning and design. Thistheme is developed to also investigate the ways in which the useful life of a building can beextended by modern alteration and repair techniques. The concept of �buildability� is definedand the basic principles analysed. The importance of developing and actioning �sustainableconstruction� techniques is emphasised and the processes and procedures involved in the safedemolition of buildings are explored.


1 Analyse the range of materials and constructional forms available for the erection ofmulti-storey buildings

2 Investigate and produce details of the range of systems currently used to provide sufficientflexibility of internal layout to meet both present and future design requirements

3 Define and analyse through the use of diagrams and drawings the principles of�buildability� in terms of safety, efficiency, economy and quality standards

4 Evaluate the potential for development of �sustainable construction� strategies

5 Analyse the methods used and the contractual and legal responsibilities involved in thealteration, remediation and safe demolition of complex structures.


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Content

1 Range of materials and constructional forms

Analyse constructional designs and techniques: structural frame, external envelope,structural floors, roofing, compatibility of materials and construction forms

2 Range of systems

Functional requirements of modern buildings: demountable partitioning systems, infiniteaccess floors, temporary room division, suspended ceilings, underfloor and vertical serviceducting

3 Principles of �buildability�

Principles and effects of �buildability�: dimensional co-ordination and standardisation,considerations of access, services co-ordination, specification of materials, components andassemblies, simplicity of construction, effective communications, CDM regulations

4 �Sustainable construction� strategies

Need for sustainable �construction strategies�: environmental concerns, deforestation andmanageable forestry, energy efficiency and insulation, alternative energy sources,embedded energy costs

5 Safe demolition of complex structures

Refurbishment, adaptation and demolition processes: project feasibility, underpinning,temporary support, modern conversion, adaptation and refurbishment techniques,demolition processes and procedures, legal constraints including building controlconstraints, health and safety considerations, CDM requirements


75




1 Analyse the range ofmaterials andconstructional formsavailable for the erection ofmulti-storey buildings

� describe the various forms of structural design usedfor multi-storey buildings and evaluate the benefitsand shortcomings of each

� analyse the constructional techniques used toachieve the designs

� justify the materials specification for a range ofmulti-storey designs

2 Investigate and producedetails of the range ofsystems currently used toprovide sufficient flexibilityof internal layout to meet bothpresent and future designrequirements

� describe, using appropriate details, the systems usedto provide flexibility of spatial planning andevaluate the benefits and shortcomings of each

� analyse the constructional processes used in theinstallation of the above

� describe how such techniques impact on establishedbuilding services

3 Define and analyse throughthe use of diagrams anddrawings the principles of�buildability� in terms ofsafety, efficiency, economyand quality standards

� define �buildability� and, with the aid of appropriatedetails, critically discuss the implications for theconstruction industry

� analyse the advantages and disadvantages ofemploying the concept of �buildability� in terms ofthe health and safety, efficiency, economy andquality of construction projects

4 Evaluate the potential fordevelopment of �sustainableconstruction� strategies

� define the key principles of a sustainableconstruction approach

� analyse a range of modern and traditionalconstruction methods and identify those that wouldbenefit from a sustainable construction approach

� describe and evaluate the techniques used to erectmulti-storey buildings and provide flexibility ofspatial planning in terms of �sustainableconstruction� principles


76



5 Analyse the methods used andthe contractual and legalresponsibilities involved inthe alteration, remediationand safe demolition ofcomplex structures

� plan for future occupier needs for a range ofbuildings and analyse the alteration and repairtechniques used to meet such needs

� review the legal constraints on the above processes

� evaluate the construction methods associated withthe demolition of a given structure, with particularreference to the associated documentation, andensuring compliance with all relevant legalconstraints including health and safety legislation,CDM requirements


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Guidance

Delivery

A mixture of lectures, projects and presentations is recommended. Group work is seen asproductive with each member of the group being given a particular issue to defend or support.The use of visiting lecturers is encouraged given the complicated and specialist nature of muchof the work. The unit can be delivered in either year of a two-year course but delivery should bedelayed until after the core units and Unit 7: Technology A have been completed.

Assessment


The evidence should demonstrate the ability to draw detailed architectural style drawings bothmanually, and by using CAD and other current, modern, ICT facilities. It is expected that anytreatment of �buildability� and �sustainable construction� techniques will be informed by thelatest thinking and practice.


Appropriate attention must be given to health, safety and welfare arrangements and CDMRegulations throughout the delivery of this unit. Construction methods and practices mustcomply with health, safety and welfare legislation and practice. Particular attention should alsobe given to the implications that the site investigation and design of buildings has upon the safeconstruction, use and maintenance. CDM Safety Plans are an important process in linking thesedesign and build aspects together and avoiding risk.



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Links

This unit has clear links with Unit 6: Health, Safety and Welfare, Unit 7: Technology A,Unit 22: Technology C, Unit 16: Production Management and Unit 18: Project Management. Itwill also contribute towards the Unit 5: Group Project work.












� Town Planning

� Valuation.


Resources

Access to British and relevant European Standards, a range of design guides, manufacturers�specifications, relevant legislation (including copies of the Building Regulations) and advancedconstruction textbooks will be required as will access to manual drawing equipment and,wherever possible, CAD systems.

Support materials

Textbooks

� Adams, S � Practical Buildability � (Butterworths, 1989)

� Chudley, R � Building Construction Handbook 2nd Edition � (Butterworth-Heinemann,1995)

� Dean, Y � Finishes 3rd Edition � (Longman, 1996)


� Ferguson, I � Buildability in Practice � (BT Batsford, 1989)

� Richardson, B � Remedial Treatment of Buildings 2nd Edition � (Butterworth-Heinemann, 1995)

� Stephenson, J � The Building Regulations Explained 6th Edition � (E and FN Spon,2000)


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Other publications

� BRE Digests

� Construction Best Practice Programme � (DETR 1999/2001)




� TSO � Building Regulations 1991


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81

Unit 9: Law and Contract


Description of unitThis unit is intended to provide learners with an introduction to the national legal system andthe Law of Contract.

It is also intended that learners will develop knowledge and understanding in those aspects ofcontractual administration relating to the common types of contract used in the industry forbuilding or civil engineering works of various sizes.


1 Demonstrate an understanding of the nature and significance of the principles andprocedures of law and legislation as applied to the construction process

2 Describe the liabilities and responsibilities of parties to a contract

3 Apply the principles and procedures of law to the effective organisation and practice ofa company

4 Explore the relevant legal principles and requirements when undertaking a constructioncontract in Europe.


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Content

1 Principles and procedures of law � construction process

Law relating to the construction process: broad understanding of the workings of theEnglish legal system, the court system, principles of arbitration, alternative disputeresolution (ADR) and adjudication, Common Law, Industrial Tribunals, the nature of tort,the law of tort and its significance to the construction industry, negligence, nuisance,trespass, statutory duties, liability

2 Liabilities and responsibilities of parties

Contract is an enforceable agreement: identification of the main parties to a contract,description of the responsibilities of the main parties, typical contractual liabilities of themain parties

3 Principles and procedures of law � organisation and practice of a company

Law relating to the organisation and practice of a company: detailed understanding of theEnglish legal system, company law and legal status of companies, employment law, law ofland and property, sale, purchase and rental of goods, health, safety and welfare, employerliability, subcontractor tax requirements

4 Legal principles and requirements in Europe

European legal requirements: principal requirements of the European legal systems, tort,employment law, company law, contract law


83




1 Demonstrate anunderstanding of the natureand significance of theprinciples and proceduresof law and legislation asapplied to the constructionprocess

� describe the various elements of the national legalsystem

� describe the court system and its procedures

� compare the methods of ADR and the IndustrialTribunal process using case studies

� describe the significance of common law within theconstruction process

� describe the effect of the law of tort on theconstruction industry using appropriate case studies

2 Describe the liabilities andresponsibilities of parties toa contract

� determine the main parties to a contract

� describe the responsibilities of the main parties tothe contract

� analyse typical contractual liabilities andresponsibilities

3 Apply the principles andprocedures of law to theeffective organisation andpractice of a company

� determine the prime requirements of company lawand its effect on the legal status of companies intheir operation

� describe, using case studies, how employment law,health, safety and welfare, the sale, purchase andrental of goods, and land law and property law relateto the operation of a company in construction

4 Explore the relevant legalprinciples and requirementswhen undertaking aconstruction contract inEurope

� describe, using examples and case studies, the effectof the European legal systems on relatedconstruction activities


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Guidance

Delivery

Learners should have a good understanding of the construction process.

It is recommended that the unit be studied in the first year of the course. Case studies should beused and should, where possible, involve practitioners as visiting speakers. Learners willusually work individually but role-play activities should be encouraged when relevant.

Assessment



Appropriate attention must be given to health, safety and welfare legislation and CDMRegulations throughout the delivery of this unit.



85

Links

Consideration should be given to links with the outcomes covered in the units, Unit 6: Health,Safety and Welfare and Unit 11: Contractual Procedures.










� Town Planning

� Valuation.


Resources

Learners should have access to current publications, journals and libraries including electronicsearch facilities, the internet.

Support materials

Textbooks

� Dalby, J � EU Law for the Construction Industry � (Blackwell Science, 1998)

� Owen, S � Law for the Construction Industry 2nd Edition � (Longman, 1998)

� Turner, D and Turner, A � Building Contract Claims and Disputes 2nd Edition �(Longman, 1999)

Other publications

� Current Forms of Standard Contracts

� Current Legislation relevant to the construction industry

� Technical and professional journals


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87

Unit 10: Building Services EngineeringTechnology


Description of unitThis unit is intended to expand upon the scientific principles introduced in Unit 2: Science andMaterials and to apply this knowledge to the practical aspects of building services planning andinstallation.

This unit provides the learner with an understanding of the principal applications of buildingservices to domestic, commercial and industrial buildings. It is intended that this unit should beintegrated with the construction technology units and that it should reinforce the need for co-ordination of the building services installations within the overall construction process.


1 Describe the principles and techniques used to co-ordinate the planning, design andinstallation of the plant and equipment used for space heating, ventilation and air-conditioning

2 Analyse the systems used to distribute services to a variety of buildings and describe theircharacteristics

3 Analyse the systems used to provide disposal systems for a variety of buildings anddescribe their characteristics

4 Review the design and installation requirements for lifts and escalators in a range ofbuildings

5 Evaluate the problems associated with the integration, accommodation and access formaintenance of mechanical and electrical services into a variety of buildings.


88

Content

1 Space heating, ventilation and air conditioning

Space heating in buildings: need for space and water heating in buildings, types of systemavailable, factors affecting selection and design in terms of user requirements, comfort orstorage needs, the availability of plant space and the relationship to structure and finishes

Design and installation considerations: the use of low, medium and high pressure hot watersystems, steam, warm air, radiant tube systems, gas and electric local appliances.Implications of selecting different fuels, energy sources and controls, types of boiler andancillary plant, space requirements, relationship of plant area to other parts of the buildingin terms of noise, loading, and heat gains

Characteristics of ventilation and air conditioning systems: statutory and legalrequirements relating to ventilation of buildings, comfort, health, safety and welfarerequirements, their relationship to building design and user requirements, the range ofnatural and mechanical systems of ventilation, their application to a range of building typesand situations, natural ventilation, the action of wind and thermal forces

Mechanical extract, mechanical input and balanced systems: applications, associated plantand equipment, the relationship of natural input and extract points. Equipment used in fireventing, the relationship of the systems to the types of building, materials storage and therelated fire risks

Principles, systems and applications of air conditioning: commercial, industrial and publicbuildings, use and inter-relationship of components used in air conditioning systems for thecontrol of temperature, humidity and the cleanliness of the air within defined spaces. Typesof system and their application, plant and space relationships, distribution and re-circulation systems, distribution systems, control mechanisms and fire dampers

2 Distribution of services

Requirements for adequate and safe systems: piped, electrical and other utility services tomeet the needs of a range of buildings, quality and characteristics of cold water supplies,by-law requirements, materials and components, special requirements for high-risebuildings, storage and related loadings on the structure

Installation requirements of domestic hot water supplies: hot water generators, direct andindirect systems, pressurised systems and safety requirements

Provision of fire fighting: alarm and detection systems, emergency lighting, the relationshipof systems to other services and escape routes, components and equipment, selectionaccording to the hazard

Installation of a safe gas supply system: pipework, meters and associated controls, fluesand ventilation requirements including balanced and fan diluted flues

Electrical installations for single and three phase supply: power and lighting circuits,controls and cable systems, an appreciation of the IEE Regulations for the safe operation ofinstallations, testing and inspection and temporary supplies on construction sites

Provision for cables and equipment associated with communication: data handling andcontrol systems and ICT systems including networking over a range of buildings


89

3 Disposal systems

Principles, provision and applications of sanitation, sewage and disposal systems:selection of sanitary appliances and appropriate layouts compatible with the type ofbuilding, associated services, special provision for disabled persons. Criteria for theselection and installation of above ground drainage with regard to more complex domesticand industrial/commercial buildings. Principles, applications and installation requirementsfor small sewage disposal systems

Application of design principles and techniques for surface water drainage: flat andpitched roofs, design and installation considerations for surface and foul water drainageschemes for groups of domestic and small commercial buildings

Identification of the problems associated with refuse disposal: domestic and commercialbuildings, refuse handling, on-site storage and chute systems. Mechanical handling,maceration, incineration and problems related to materials separation and storageprovisions for the purpose of recycling

4 Lifts and escalators

Design and installation requirements for lifts and escalators: principles of operation, space,structural and builder�s work requirements with regard to the construction of shafts, pits,motor rooms for electrical and hydraulic lifts, and floor openings for escalators. Specialrequirements for safety during construction, replacement and maintenance

5 Integration, accommodation and access for maintenance

Mechanical and electrical services: the need for integration at the design and installationstages with regard to services space requirements, sequencing of installations, access forinstallations, commissioning and testing. Processes of co-ordination and commissioning ofbuilding services at the design, project planning, hand-over of installation stages and therelationship of these to the construction process as a whole. Construction of ducts, holesand voids with regard to access and the safety and fire resistance of services installations.Access during maintenance, alteration or extension of services installations, and the effecton safety and fire resistance


90




1 Describe the principles andtechniques used to co-ordinate the planning, designand installation of the plantand equipment used for spaceheating, ventilation and air-conditioning

� explain the need to provide space and water heatingsystems in buildings and analyse the selectioncriteria for different forms of heating systems andequipment

� assess the choice of energy and fuels and theirimpact on the building and the environment anddescribe how heating integrates with other serviceswithin the building

� describe the need to provide ventilation and airconditioning and analyse the selection criteria fordifferent forms of ventilation and air conditioningmethods, systems and equipment

� describe how ventilation and air conditioningintegrates with other services within the building

� determine the fire risks associated with ventilationand air conditioning

2 Analyse the systems used todistribute services to avariety of buildings anddescribe their characteristics

� describe the provision for the distribution ofservices within buildings, and storage spacerequirements

� analyse the selection criteria for different forms ofhot and cold water supply systems

� analyse the selection criteria for electricalinstallations

� demonstrate an understanding of the safetyrequirements for the distribution of services

� determine the fire risks associated with buildingsand the installations, passive and active, designedinto buildings to control and prevent fire outbreakand spread

3 Analyse the systems used toprovide disposal systems fora variety of buildings anddescribe their characteristics

� describe the requirements of providing sanitationfacilities to buildings

� analyse the design criteria for sanitarycompartments

� determine the choices of discharge pipeworksystems and their design principles and practice

� describe methods used to dispose of foul andsurface water from city and rural locations

� compare the methods of refuse removal and disposalfrom buildings


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4 Review the design andinstallation requirements forlifts and escalators in arange of buildings

� assess the need to provide mechanical circulationfor people and goods around buildings

� analyse the design criteria and principles for liftsand escalators

� evaluate the health and safety risks associated withlifts and escalator installation and operation

5 Evaluate the problemsassociated with theintegration, accommodationand access for maintenanceof mechanical and electricalservices into a variety ofbuildings

� evaluate the need to integrate the design ofbuildings and their services as a �complete� package

� analyse the implications of health, safety andwelfare aspects in the design and constructionprocess CDM Safety Plan

� explain the need to commission all serviceinstallations

� justify the need to include the provision for themaintenance of the building throughout its life


92

Guidance

Delivery

The use of site visits, video and practical scenarios should be used to reinforce the more formallearning process. The overall aim of this unit is to provide learners with a good understandingof the design and installation considerations construction professionals encounter in buildingservices installations on a variety of project types and sizes.

Assessment





Links

The unit should integrate with other units in the construction programme and ideally beprogrammed to have close links with the Construction Technology units in the first year of thestudy. Candidates should be encouraged to share in the classroom sessions their work basedpractical experience in dealing with building services contractors and professionals whereverpossible.





� Quantity Surveying.



93

Resources

Access to design data, CIBSE guides, Building Regulations, IEE Regulations and BSI codes ofpractice along with research sources such as the Internet Barbour Index etc should beincorporated and used in the study programme.

Support materials

Textbooks

� Chadderton D � Building Services Engineering 3rd Edition � (E and FN Spon, 2000)

� Hall F � Building Services and Equipment � Volumes 1 and 2 � (Pearson, 1994)

� Reid � Understanding Buildings: A Multi-disciplinary Approach � (The MIT Press,1988)

Other publications

� TSO � The Building Regulations

� Various � Professional and technical journals


94


95

Unit 11: Contractual Procedures


Description of unitThis unit aims to develop a working knowledge of the nature and purpose of legal requirementsand the type of procurement arrangements that are used in the construction industry.

The unit has been designed to assist learners studying Higher National Programmes inBuilding, Civil Engineering or Building Services Engineering to demonstrate a knowledge,understanding and application of the various arrangements, options and strategies that areadopted in the procurement of projects. The varying procurement arrangements available willbe considered throughout the design and construction periods from inception to the completionof the contract.


1 Analyse the factors affecting the choice of different procurement and contractualarrangements

2 Determine and apply current issues and best practice associated with the procurement ofprojects through reference to government and industry sponsored reports andrecommendations

3 Examine the roles and activities of the parties and organisations involved

4 Analyse the forms of contract with particular reference to time, cost and quality

5 Evaluate the forms of contract in respect of supply-chain management.


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Content

1 Procurement and contractual arrangements

Procurement and contractual arrangements: client�s requirements and priorities in projectdevelopment, methods of procurement for projects, variable factors associated withprocurement and contractual recommendations including time, cost, performance and risk,relationship between variable factors and procurement arrangements, surveys of the currentuse of procurement methods in practice

Selection of forms of building contracts and procurement arrangements: distinctionsbetween contract and non-contract documents, articles of agreement, conditions andappendices to the different forms of contract. Introduction to the forms of contract used oncivil engineering projects

2 Current issues and best practice

Issues associated with the procurement of projects: current issues associated withprocurement and contractual arrangements, issues originating from government,professional, trade and statutory bodies and contracting organisations. Comparisons withpractices in other similar industries. Recommendations from industry and governmentsponsored reports, developments and trends in practice. Aspects of practice from Europeand in other international markets

3 Parties and organisation

Roles and activities of the parties and organisations involved in: pre-contract and post-contract activities, different project phases and the plan of work

Duties and responsibilities: different specialists involved, planning, programming andprogressing, on-site communications. Roles and contractual responsibilities of the differentparties involved in a project. Role and activities of professional bodies, trade associations,government departments, statutory bodies

4 Time, cost and quality

Forms of contract: with reference to time, cost, quality: commencement, completion,delays, extensions of time, postponement, phased completions, early commencement,optimum time scales, fast-tracking

Price competition and negotiations: fixed-price arrangements, price certainty, priceforecasting, contract sum, interim certificates, payments, cash flows, retention, costpenalties, variations, dayworks, provisional and prime cost sums, subcontractors andsuppliers, claims, final costs, final certificate

Quality of materials and goods: standards of workmanship, specification, statutoryobligations, CDM Regulations, methods of working, testing, removal of defective work,quality assurance, other clauses from the forms of contract


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5 Supply-chain management

Nominated and named subcontractors: contract conditions, tendering arrangements,information requirements, main contract implications, forms and agreements

Other subcontractors: contract conditions, domestic, directly employed, tendering, criteria,information requirements, main contract implications, forms and agreements

Suppliers: identify and compare contract conditions, nominated, named, direct, specialist


98




1 Analyse the factors affectingthe choice of differentprocurement andcontractual arrangements

� describe the needs of clients in both the public andprivate sectors

� analyse the different project variables relating themto a range of case studies

� analyse the choice of the different procurementarrangements by using case studies

� compare the main contractual arrangements betweensome of the common forms of contract

2 Determine and apply currentissues and best practiceassociated with theprocurement of projectsthrough reference togovernment and industrysponsored reports andrecommendations

� explain and evaluate the current issues associatedwith procurement and contractual procedures

� describe trends in procurement practices byreference to current published research andConstruction Industry Board publications

� differentiate international methods of procurementdrawing outlining their advantages anddisadvantages

3 Examine the roles andactivities of the parties andorganisations involved

� determine the sequence of events of the design andconstruction process to meet the requirements of anidentified client

� describe the roles and principal contractualresponsibilities of the parties involved in respect ofa typical contract

� evaluate the purpose and activities of a number ofdifferent organisations who are involved in theconstruction industry

4 Analyse the forms of contractwith particular reference totime, cost and quality

� evaluate the implications of being ahead of theprogramme or behind the scheduled time forcompletion

� compare the project costs in the context of pre-contract, tender and final account stages for a liveconstruction project

� describe how quality is defined and the measuresthat are available within a contract to ensure itscompliance

� analyse a selection of other clauses makingreference to case law for their interpretation


99



5 Evaluate the forms of contractin respect of supply-chainmanagement

� analyse the contractual differences betweennominated and named subcontractors and othertypes of subcontractors

� evaluate the forms of contracts in respect of therequirements for suppliers


100

Guidance

Delivery

Since it is important that learners have a good understanding of the principles of constructionand the industry, it is recommended that this unit should be studied with these subjects in thefirst year. It is important that learners have access to the main forms of building andengineering contracts and to use these where appropriate. These should be current or includeamendments where necessary. Extracts from the forms should be provided where the unitrequires. The emphasis between one form of contract and another will depend upon whether thelearners are studying building, civil engineering or building services engineering.

Case studies should be used extensively together with a current working knowledge andpractice of the construction industry. The unit might usefully involve practitioners to deal withsome aspects of the curriculum. Where appropriate role play should be encouraged to developan understanding of the application and difficulties that are encountered in applying thecontractual and procurement procedures. During a role-play, learners would normally worktogether in groups to present scenarios for discussion. Learners may also work individually andshould be encouraged to provide oral presentations from their own studies or experiences.

Assessment





Links

This unit has links with Unit 6: Health, Safety and Welfare and Unit 9: Law and Contract relieson a good knowledge and understanding of the construction industry processes. A range of CICCommon Learning Outcomes and higher level skills will feature strongly throughout thedelivery and assessment phases. Learners should be encouraged to use their wider knowledgeand experience gained from earlier units and from practice.


101










� Town Planning

� Valuation.


Resources

Learners should have access to a wide range of library resources, including textbooks andjournals, government and industry wide publications and the different forms of contracts andassociated documents.

Support materials

Textbooks

� Ashworth, A � Civil Engineering Contractual Procedures � (Longman, 1998)

� Ashworth, A � Contractual Procedures in the Construction Industry 4th Edition �(Longman, 2001)

Other publications

� CIB Working Group 11 � Towards a 30% Productivity Improvement in Construction �(Thomas Telford, 1996)

� CIOB � Constructing Success � (Thomas Telford, 1997)

� CIOB � Partnering the Team � (Thomas Telford, 1997)



� Joint Contracts Tribunal � JCT Forms of Contract [latest revisions/editions]


� The Aqua Group � Contract Administration for the Building Team � (Blackwell Science,1996)


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103

Unit 12: Refurbishment and Adaptation


Description of unitThis unit enables learners to develop their knowledge and understanding of building alterationand adaptation work and is designed to support the successful completion of other units in theconstruction the programme. Learners will examine the feasibility of modifying existingbuildings, the requirements of the design brief and the preparation of design and specificationto meet planning and building control requirements. They will also prepare a construction planfor the execution of works.


1 Evaluate the feasibility of modifying existing buildings for new situations and use

2 Analyse the requirements of a �design brief� and plan the modification of an existingbuilding to conform to the design brief

3 Analyse drawings and specification for the modification of an existing building

4 Evaluate and explain the alteration design and produce a construction plan for theexecution of the work.


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Content

1 Feasibility

Feasibility of modifying existing buildings: environmental requirements/considerations, iethe contribution any building alteration will make to the physical and social environment,alternative uses to which the building could be put. Use of internal space to meet clientsneeds, economic implications, structural implications

Condition surveys: in terms of building state, shape, services situation and associatedhealth, safety and welfare requirements

2 Design brief

Requirements of a design brief: building layout and access, structural form and limitation tomodification. Services; location, scope, limitation and the need for modification orreplacement

Building control: planning, listed building status, building regulations, fire regulations etcHealth, safety and welfare requirements for alterations

3 Drawings and specification

Production drawings and specifications: outline drawings, sketch design, productiondrawings. Specification outlines detailed for a typical scheme

4 Construction plan

Definitions and descriptions of alteration designs and construction plans: method ofcarrying out the work, plant and labour intended, temporary works, possible time duration,CDM requirements, safety plans


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1 Evaluate the feasibility ofmodifying existing buildingsfor new situations and use

� undertake a condition survey and an analysis of agiven existing building to enable conclusion to bereached on the feasibility of conversion

� evaluate the process of conversion feasibility forgiven details of an existing building

2 Analyse the requirements of a�design brief� and plan themodification of an existingbuilding to conform to thedesign brief.

� produce an appropriate design from an analysis ofthe given �design brief� for the conversion of anexisting building (this will include taking intoaccount the requirements of the conversion asindicated in the content)

3 Prepare drawings andspecifications for themodification of an existingbuilding

� prepare appropriate drawings and specificationswhich clearly communicate the design and details ofthe conversion scheme for given details of anexisting building

� produce an appropriate specification for this scheme

4 Evaluate and explain thealteration design and producea construction plan for theexecution of the work

� produce a relevant and detailed construction planwhich covers the main outline of the conversionscheme, for given details of an existing building(this will include taking into account therequirements of the conversion as indicated in thecontent)

� evaluate how the construction plan meets CDMRegulations requirements and minimises risk


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Guidance

Delivery

As this unit is concerned with much of the skills, knowledge and understanding gained fromprevious units, it is recommended that the unit should be studied in the second year of a twoyear programme. Learners should have access to resources concerned with all aspects ofconstriction industry that will cover the syllabus topics.

Assessment

It is recommended that evidence of learner�s achievement of learning outcomes be in the formof an assignment concerned with the modification of an existing building. A full scenarioshould be given which covers the syllabus content. The building for alteration/modificationmust have scope for major alteration work including some demolition and reconstruction andshould involve the change of use of the building. It may be an existing relevant local buildingbut a hypothetical building could be used providing it covers the above criteria and also has afull set of drawings and a feasible scenario provided for the learners.

It is suggested that learners work in groups on the assignment and may form small developmentteams to produce the design and construction details between them. Each team will be expectedto give an oral presentation of their approach and their solution to the scenario problem inaddition to the physical evidence. The assignment could be a phased hand-in throughout theyear. For example: feasibility content, outline proposals, detailed scheme includingconstruction method.

The learners may also be required to sit an end of module timed-controlled assignment to verifytheir individual performance. This could consist of a small modification scheme with thescenario given to the learners beforehand. The learners will have the opportunity of planningfor this assignment and may bring into the assignment room any resource they think necessaryfor its completion. The team assignment and the end of unit timed assignment should be givenapproximately equal value when determining the overall grade.


At all times construction practices and methods must comply with health, safety and welfarelegislation and practice and learners should have completed the core unit, Unit 6: Health, Safetyand Welfare before undertaking the physical condition survey. The CDM Safety Plan mustdemonstrate that, where possible, risks have been designed out and/or managed forconstruction, use and maintenance.



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Links

This unit relies upon a sound knowledge of the working of the design and construction process.Learners should be encouraged to use their wider knowledge and experience from other unitsparticularly Unit 26: Design Procedures and Unit 27: Design Technology and from their ownexperience in practice.








� Valuation.


Resources

In addition to resources required for assessment, learners should have access to a wide range ofresources both in a library format and access to the internet to consider information from widersources.

Support materials

Textbooks

� Brand, S � How Buildings Learn Revised Edition � (Orion, 1997)

� Noy � Building Survey and Reports 2nd Edition � (Blackwell Science, 1995)

� Nutt, B and Kincaid, P et al � Adapting Buildings for Changing Uses � (Spon, 2002)

� Sharpe, G � A Contractor�s Guide to Conservation � (CIOB, 1997)

� Sharpe, G � Works to Historic Building: A Contractor�s Manual � (Pearson, 1999)

Other publications

� TSO � BSI Codes of Practice

� TSO � Statutory regulations



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109

Unit 13: Environment


Description of unitThe environment we all inhabit is a life-protection system that provides us with water, shelter,food and air. Until very recently it was commonly believed that the earth was large enough forthe effect we have on the environment to be considered negligible. We now know thatrelentless growth in human population and increasing levels of human activity threaten theenvironment upon which we all depend. The construction industry, in common with manyothers, impacts on the environment in a variety of positive and negative ways.

This unit investigates the potential benefits and threats to the environment posed by theconstruction of the built environment, explains the mechanisms involved in each and evaluatesthe constructional, technical and legislative processes and procedures used to eliminate orminimise their consequences and achieve sustainable construction.


1 Explore the variety of ways in which the construction process impacts upon theenvironment

2 Describe the global environmental issues of concern to the construction industry and theways in which such issues are addressed

3 Investigate and describe the local environmental issues of concern to the constructionindustry and the ways in which such issues are addressed

4 Analyse indoor environmental effects and present recommendations on how these effectscan be minimised

5 Evaluate the environmental assessment systems in common use.


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Content

1 Ways in which the construction process impacts upon the environment

Environmental impact of a construction project: location, extraction, transportation andrefinement of raw materials. Manufacture of construction materials and components. Noisefrom construction sites, dust, dirt and disturbance from construction sites and health risksthey present. Increased pressure upon existing services, increased pressure upon existinginfrastructure. Increased consumption of energy, increased production of greenhouse gases,indoor effects

2 Global environmental issues

Environmental concerns and international co-operation is required to address the majorissues, such as: sustainable construction, bio-diversity, global warming, deforestation,depletion of the ozone layer, acid rain, the finite availability of fossil fuels

3 Local environmental issues

Environmental issues addressed at national or local level: air pollution, water pollution,increased water abstraction, noise pollution, contaminated land, remediation, land-fill wastemanagement

4 Indoor environmental effects

Factors affecting internal environment: modern artificial lighting, noise, electromagneticfields, environmental tobacco smoke, radon, legionellosis, carbon monoxide, house dustmites, volatile organic compounds, sick building syndrome

5 Environmental assessment systems

Environmental assessment systems: Building Research Establishment EnvironmentalAssessment Method (BREEAM), construction, maintenance, use and demolition ofbuildings. Global issues, neighbourhood issues and indoor effects. Materials, services andtechniques used to construct buildings, height and shape of buildings, characteristics of thesite


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1 Explore the variety of waysin which the constructionprocess impacts upon theenvironment

� describe the ways in which the construction processimpacts upon the environment in the pre-construction stage

� describe the ways in which the construction processimpacts upon the environment during construction

� describe the ways in which the construction processimpacts upon the environment in the post-construction stage

2 Describe the globalenvironmental issues ofconcern to the constructionindustry and the ways inwhich such issues areaddressed

� explain global environmental issues of concern tothe construction industry

� describe the characteristics of the globalenvironmental issues of concern and themechanisms by which they occur

� evaluate the ways in which technology andlegislation have developed to address these issues

3 Investigate and describe thelocal environmental issuesof concern to the constructionindustry and the ways inwhich such issues areaddressed

� investigate the local environmental issues ofconcern to the construction industry

� describe the characteristics of the localenvironmental issues of concern and themechanisms by which they occur

� evaluate the ways in which technology andlegislation have developed to address these issues

4 Analyse indoorenvironmental effects andpresent recommendations onhow these effects can beminimised

� describe the indoor environmental effects commonlyreferred to as �Sick Building Syndrome�

� evaluate and recommend the processes andprocedures used to minimise low levels of �well-being� caused by �Sick Building Syndrome�

5 Evaluate the environmentalassessment systems incommon use

� describe the environmental assessment systems incommon use

� evaluate such environmental assessment systems interms of relevance, accuracy, reliability and validity


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Guidance

Delivery

A mixture of lectures, case studies, practicals, projects and presentations is recommended.Group work is seen as productive with each member of the group being allocated a specific rolesuch as property developer, planning officer, environmental health officer, contractor and soforth. The use of visiting lecturers is encouraged given the complicated and specialist nature ofmuch of the work. The important, enduring effect of the unit should be that the learner thinks inmore environmentally aware terms upon completion of the unit and delivery should be tailoredto this end. Given the above it is appropriate for the unit to be delivered early in a course ofstudy and certainly in the first year of a two-year programme.

Assessment


Where available, evidence from the workplace can also be incorporated to enhance the learningoutcomes, provided that this evidence is appropriate and authenticated as the learner�s ownwork. The volume of evidence required for each assessment should take into account theoverall number of assessments being contemplated within this unit and the design of the overallteaching programme and their relationship to environmental issues.

Appropriate attention must be given to health, safety and welfare implications throughout thedelivery of this unit.


Links

This unit has strong links with BTEC�s Environmental Initiative � Guidance for theIncorporation of Environmental Components in BTEC programmes at Annex E.

This unit has links with all other units in the sense that all the activities of the constructionindustry impact on the environment in some way. This is particularly true of the Technologyunits and Unit 16: Production Management and Unit 18: Project Management units. Althoughnot compulsory, this unit is seen as essential in fostering the right approach to these otherspecialist units (Unit 7: Technology A, Unit 8: Technology B and Unit 22: Technology C).


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� Town Planning

� Valuation.


Resources

Some of the issues dealt with in this unit are global in nature and the relevant measuringequipment is not readily available. Relatively cheap and accurate equipment is howeveravailable to measure the parameters associated with local environmental issues, such as airpollution and water pollution, and sound level meters are generally available in most centres.Local Authority Environmental Services departments may be prepared to assist with guestlectures or equipment on loan. Copies of BREEAM, at least, and other environmentalassessment methods should be made available. A great deal of useful source material isavailable, in bulk and at a reasonable cost, from the National Society for Clean Air. BothGreenpeace and Friends of the Earth offer a similar resource.

Support materials

Textbooks

� Brown, A � The UK Environment � (The Stationery Office, 1992)


Other publications

� Health and Safety Executive � Sick Building Syndrome � (HSE Books, 1995)

� National Society for Clean Air � The Pollution Handbook 2001 � (National Society forClean Air)


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Unit 14: Construction Economics


Description of unitThis unit provides an introduction to the ways in which the economic environment affects theconstruction industry.

The unit has been designed to enable learners studying the BTEC Higher National inConstruction to investigate, analyse and evaluate the implications of various economic theorieson the construction industry and demonstrate knowledge and understanding of economics.


1 Demonstrate an understanding of the methods of allocation of scarce resources and thedetermination of price

2 Demonstrate an understanding of the factors affecting the economics of an organisation

3 Evaluate the size and economic significance of the work carried out by different sectorsof the construction industry

4 Evaluate government economic activity and how it affects the construction industry.


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Content

1 Allocation of scarce resources and determination of price

Factors that affect the allocation of scarce resources: comparison of the free market andplanned economies, operation of the price mechanism. Analysis of supply and demand,effects of elasticity, taxes and subsidies on the equilibrium price. Operation of cost benefitanalysis

2 Economics of an organisation

Factors that affect the economics of an organisation: perfect, imperfect and monopolisticcompetition. Scale of production, internal and external economies of scale, increasing anddecreasing returns to scale. Sources of finance for the construction industry

3 Economic significance of the work carried out by sectors of the construction industry

Size and economic significance of the construction industry: different sectors of operation,size and number of organisations within each sector, volume of work carried out by thedifferent sectors. Client base of the construction industry

4 Government economic activity

Affects of government activity: fiscal policy, monetary policy. International trade, balanceof payments and exchange rates, private and public expenditure


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1 Demonstrate anunderstanding of the methodsof allocation of scarceresources and thedetermination of price

� analyse the fundamental differences between thetheoretical operation of free market and plannedeconomies

� explain, with the aid of an example, the operation ofthe price mechanism

� draw examples of supply and demand curves fromgiven data, some of which include taxes andsubsidies and determine equilibrium points

� draw conclusions from the results obtained bycarrying out a cost benefit analysis utilisinginformation given

2 Demonstrate anunderstanding of the factorsaffecting the economics of anorganisation

� explain the differences between perfect, imperfectand monopolistic competition

� discuss how economies of scale can affectprobability within the construction industry

� determine the levels of output from given data,illustrating different volumes or mixes of inputswithin the same business and explain whether theseare increasing or decreasing returns of scale

� select and describe suitable sources of finance forgiven projects and business types likely to be foundwithin the construction industry

3 Evaluate the size andeconomic significance of thework carried out bydifferent sectors of theconstruction industry

� analyse information derived from charts produced,using recent data concerning the different sectors,size and number of organisations and volumes ofwork completed, within the construction industry

� propose possible economic reasons for resultsshown on the charts produced

4 Evaluate governmenteconomic activity and how itaffects the constructionindustry

� summarise the different forms of direct and indirecttaxation operating within the United Kingdom at thepresent time, giving examples of their implicationsfor construction

� evaluate how government policy can affect theoperation of the construction industry

� analyse the consequences of varying exchange rateson the levels of international trade


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Guidance

Delivery

This unit can be studied in either the first or the second year of the programme.

In general, learners should produce work individually although group discussion should beencouraged. Case studies should also be used where appropriate.

Use should also be made of past, current and future economic events to stimulate discussionand aid understanding of concepts under discussion. To encourage this, learners shouldendeavour to increase their knowledge of the subject by careful reading of relevant material,not only from textbooks but also from good quality newspapers and professional journals.

Assessment




Links

This unit is generally free standing, but may be linked with some outcomes within the core unit,Unit 4: Management Principles and Application. There will be ample opportunity for CICCommon Learning Outcomes and higher level skills to be developed and assessed within thisunit.





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Resources

Learners should have access to a wide range of library resources, including textbooks andjournals, government fiscal and monetary statistics, with specific reference to analysis ofconstruction activities, and industry wide publications.

Support materials

Textbooks

� Hillebrandt, P � Economic Theory and the Construction Industry 3rd Edition �(Palgrave, 2000)

� Shutt R, � Economics for the Construction Industry 3rd Edition � (Longman Scientificand Technical, 1995)

Other publications

� Quality newspaper and magazine articles on economic issues

� Technical and professional journals on economic issues

� TSO � Housing and Construction Statistics

� TSO � Annual Abstract of Statistics

� TSO � UK National Accounts


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121

Unit 15: Individual Student Project


Description of unitThis unit develops the learner�s ability to record activities, to collect, analyse and apply data,find and use sources of information and to develop solutions.

The unit aims to apply the skills, knowledge and understanding developed in other units of thecourse within a major piece of work that reflects the type of performance and level of abilityexpected of professional project personnel.

It is intended that the learner will work individually on a project that meets the demands of theprogramme within which the learner is working.


1 Select and determine the extent of the study and determine methods and procedures

2 Carry out practical activities and investigative work

3 Evaluate observations and results and determine the final outcome

4 Produce a final report for presentation and evaluation.


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Content

1 Extent of the study

Investigate background information: identify relevant source materials and plan practicalactivities. Establish a list of technical and non-technical sources of information, identify thepractical needs of the project, and produce a planned approach

Produce a plan: for the completion of the project, including the time scale for each stage,resource requirements and required support links

2 Investigative work

Identify sources of information: background material and supporting information, supportthe observational phase, development of the final conclusions

Carry out planned investigations: record observations in an acceptable method, systematicinterpretation and scrutiny

3 Observations and results

Interpretation of observations: identify the final conclusions and identify the method ofinterpretation and reasoning behind conclusions

4 Report for presentation

Final report: summary of outcomes, analysis and record of the initial stage of projectdevelopment, analysis and record of the observational stage, interpretation of the results ofthe study presented in an agreed form with stated conclusions


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1 Select and determine theextent of the study anddetermine methods andprocedures

� determine an overall plan for carrying out theproject including a schedule for completing thevarious stages

� determine an approach to carry out the variousstages of the project

� identify the background and source material,resource requirements and other support as requiredto achieve each stage of the project

2 Carry out practical activitiesand investigative work

� select and carry out appropriateobservational/collective techniques

� record and present relevant data in a standard oragreed format

3 Evaluate observations andresults and determine thefinal outcome

� describe and use appropriate evaluation techniques

� interpret and justify the solution in terms of theoriginal specifications

4 Produce a final report forpresentation and evaluation

� present the report in an agreed format

� discuss the operation of the project and justify theconclusions in front of peers and assessors


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Guidance

Delivery

It is intended that the project could draw on areas to meet the demands of the subject mattersuch as the learner�s work place, laboratory or ICT Centre. The tutor should agree with thelearner the means by which the aims of the project are to be met and how assessment will beundertaken. Evidence of outcomes should be available for scrutiny at each stage ofdevelopment and may be in a variety of forms.

Learners will in general work individually. It is imperative that the learner receives adequateand appropriate support from tutors throughout the project�s process and programme. It isrecommended that the learner present his/her final report. Other learners, tutors and outsideprofessionals should attend this presentation and contribute to the process.

Assessment

The focus of the project should reflect the discipline that the learner is following and should bedesigned to build on the learner�s academic and industrial experience. It should promote thelearner�s ability to research background source material, observe and record data and analysethe results.

Information sources should reflect the area of study and could include published information,textbooks, magazine articles, research and scientific papers. Professional institutionpublications, British and relevant European Standards, trade information, library resources,computer and internet sources of information should also be utilised. Industrial processes,records and databases, health, safety and welfare, legal and environmental constraints andissues of quality control need to be incorporated in the project.

It is intended that the subject of the project will be drawn from a variety of aspects of theconstruction environment eg project management, the use of materials, construction activities,contractual applications, planning, costing and financial issues as well as incorporating issuesrelevant to health, safety and welfare, CDM, sustainability and environmental considerations.



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Links

This unit may be linked with all other units in the learner�s chosen programme or employment.

The unit is intended to integrate skill, knowledge and understanding that are developed in manyof the other units across the programme. CIC Common Learning Outcomes and higher levelskills will feature strongly throughout the development, implementation and presentation stagesof the unit. See Annex D and Annex F.




Resources

Learners should have access to a wide variety of physical resources provided either by thecollege or the learners� work place. Use of computer applications should be encouraged.

Support materials

Textbooks

� Bland, J � Statistics for Construction Learners � (Construction Press, 1985)

� Fink, A and Kosecoff, J � How to Conduct Surveys � (Sage, 1998)

� Howard, K and Sharp, J et al � The Management of a Learner Research Project3rd Edition � (Gower Aldershot, 2002)


Other publications

� Engineering Council Project Guidelines


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127

Unit 16: Production Management


Description of unitThis unit will develop the application of management principles and techniques at sitemanagement level.

The unit will provide learners studying a BTEC Higher National programme with knowledge ofthe management of construction sites and will develop an appreciation of the interface betweenmanagement, technology and productivity.


1 Develop an understanding of the principles and application of effective site management

2 Investigate the importance of effective communication, the use of ICT and the essentialsof planning and resource management

3 Analyse and apply cost forecasting, control and reporting techniques

4 Demonstrate expertise in the planning and programming of construction projects and inthe design of systems for production control, co-ordination and monitoring

5 Evaluate the implications of quality, environmental considerations, health, safety andwelfare arrangements and image within the production process.


128

Content

1 Effective site management

Principles and application of effective site management: forecasting, planning, organising,motivating, controlling, co-ordinating, communicating

Leadership: of teams, management of the workforce and subcontractors, site induction,training and competence

2 Effective communication

Importance of effective communications: forms of communication; written, visual, oral,information and communication technology; use and application, developments. Barriers tocommunications, physical, psychological, intellectual. Site information, site meetings, sitediaries. Planning, programming and progressing

3 Cost forecasting, control and reporting techniques

Forecasting, control and reporting: site cost control and cost forecasting, cash flow, profit,return, cost, value. Liquidity, borrowing, working capital, profitability, cost and valuereconciliation, value-time and cost-time relationships. Variance analysis, unit costing,marginal costing, variable costs, standard costing, absorption costing. Break-even analysis,estimated, target and actual costs

4 Planning and programming

Planning and programming of building projects: design of systems for production controland co-ordination

Planning: reasons for planning, method statements, pre-contract, pre-tender, project, shortand long term

Programming: bar charts, linked bar charts, network analysis, precedence diagrams, line ofbalance, time-change diagrams

Progressing: control, implementation, control and co-ordination of subcontractors

5 Quality, environmental considerations, health, safety and welfare arrangements andimage

Quality control and quality assurance standards: samples, testing of materials andworkmanship, supervision. Environmental impact of construction, materials manufacture,on-site construction, buildings in use

Environmental assessment: law, policies, strategies

Environmental economics: cost-benefit analysis, social costs, sustainable development

Health, safety and welfare at work: first aid, hazards, risk assessments. CDM Safety Plan,health and safety management, regulations.


129




1 Develop an understanding ofthe principles and applicationof effective site management

� describe, using case studies, how the principles ofsite management are applied on construction sites

� apply these principles against a range of differentexamples from site practice

2 Investigate the importance ofeffective communication,the use of ICT and theessentials of planning andresource management

� compare the different forms of communication byreference to an individual case study

� apply information and communication technology toa range of different applications

� review and evaluate the different types of planningsystems that are used in the construction industry

3 Analyse and apply costforecasting, control andreporting techniques

� measure cash flow, profit, return cost and valueusing site data and contractors� annual reports

� prepare a cost and value reconciliation statement foran individual work section

� apply the different forms of costing systems andevaluate their usefulness

4 Demonstrate expertise in theplanning and programmingof construction projects andin the design of systems forproduction control and co-ordination

� prepare a programme of activities using at least twodifferent forms of planning tool (one to determinethe critical path)

� demonstrate how progress is measured and explainhow remedial action is implemented in the case of amismatch between plan and progress

� explain how subcontractors are incorporated into theoverall programme

5 Evaluate the implications ofquality, environmentalconsiderations, health,safety and welfarearrangements and imagewithin the production process

� describe how quality is assured on construction sitesby reference to case studies and worked examples

� prepare and evaluate a simple environmentalassessment for a project

� evaluate hazards on construction sites and how thedangers can be minimised


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Guidance

Delivery

Since it is important that learners have a good understanding of the principles of constructionand the industry, it is desirable that this unit should be studied in the second year of a two yearprogramme. Case studies should be used extensively together with a current workingknowledge and practice of the construction industry. The unit might usefully involvepractitioners to deal with some aspects of the curriculum particularly those that are beingintroduced into practice. Where appropriate, role play should be encouraged to develop a betterunderstanding of the difficulties that are encountered in applying the various techniques andprocedures.

Learners will usually work individually and should be required to provide oral presentationsfrom their own studies or experiences. During a role-play, learners would normally worktogether in groups to present scenarios for discussion.

Assessment



Appropriate attention must be given to health, safety and welfare arrangements and CDMRegulations throughout the delivery of this unit. Issues of on site training and assessment andcompetence should feature in the learners work.



131

Links

This unit relies on a good knowledge and understanding of the construction industry and willdraw on knowledge gained in Unit 4: Management Principles and Application. This unit alsohas strong links with Unit 6: Health, Safety and Welfare and Unit 18: Project Management.Some CIC Common Learning Outcomes and higher level skills will feature strongly throughoutthe development and assessment phases. Learners should be encouraged to use their widerknowledge and experience gained from earlier units and practice.











Resources

Learners should have access to a wide range of library resources computer software, includingtextbooks and journals, government and industry wide publications and the different forms ofconstruction programme and associated documents.

Support materials

Textbooks


� Cooke, B and Williams, P � Construction Planning Programming and Control �(Macmillan, 1998)

� Forster, G � Construction Site Studies 2nd Edition � (Longman, 1989)

� Fryer, B � The Practice of Construction Management � (Blackwell, 1997)

� Oxley R, and Poskitt, J � Management Techniques Applied to the Construction Industry� (Blackwell, 1996)

Other publications

� CIOB � Code of Estimating Practice 6th Edition � (Addison Wesley Longman, 1997)


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133

Unit 17: Tendering and Estimating


Description of unitThis unit provides the learner with a fundamental understanding and application of tenderingprocedures and the principles and methods of estimating, which form an integral part of thetendering process.

This unit will also enable learners to develop a commercial awareness of tendering andestimating and to demonstrate knowledge and understanding of the commercial aspects of theIndustry.


1 Demonstrate knowledge of the information required to produce a tender

2 Apply the principles and techniques of estimating

3 Analyse and apply methods of pricing to determine and formulate an estimate forconstruction operations

4 Evaluate different tendering procedures and contractual arrangements in common use.


134

Content

1 Produce a tender

Collection of tendering information: the types of client for which tenders are required, theclient�s objectives and constraints, the scope of contract documentation required eg bill ofquantities, drawings, specifications, conditions of contract etc, an investigation of thenature, source and validity of information provided, collection of additional data as andwhen required

2 Techniques of estimating

Processes and procedures used to build up an estimate: characteristics of, factors affectingprime costs, collection of data on labour and plant rates, costs of materials including termsof supply, handling, wastage and conversion, method statements and their effect onestimating, use of standard reference documents or company data on output levels,examination of coverage rules for a unit of work using SMM7 or CESMM, calculation ofunit rates

3 Formulate an estimate

Commercial and operational factors: effect on final estimate and tender price,preliminaries consistent with tender documentation data, factors which might affect profitmargin, determination of on-costs and overheads, all items in the Bill of Quantitiesincorporated, items required from the health and safety plan clearly shown, commercialawareness of potential competition

4 Tendering procedures, contractual arrangements

Contractor�s activities associated with the preparation of a tender: considerations whichaffect a contractor�s decision to tender, tender preparation strategy, types of contract usedincluding term, schedule of rates, lump sum, design and build etc, open and selectivetendering, procedures used to formulate select lists, procedures used in receiving andopening tenders, DBFO schemes and their operation


135




1 Demonstrate knowledge ofthe information required toproduce a tender

� specify typical clients for which tenders are required

� determine the constraints which may apply to thetender process

� describe the scope of contractual documentationrequired for tendering

2 Apply the principles andtechniques of estimating

� collect data required to build up unit costs

� use standard data document and measurementsystems

� produce a method statement suitable for building aunit cost

� calculate a unit cost for identified items

3 Analyse and apply methods ofpricing to determine andformulate an estimate forconstruction operations

� demonstrate how the bill of quantities format maybe used to build up estimates

� determine critical factors which might affect theprofit margin

� evaluate the effect of health, safety and welfareplans on the tender

� calculate on-costs and overheads using data supplied

4 Evaluate different tenderingprocedures and contractualarrangements in commonuse

� describe the stages in both open and selectivetendering

� specify the factors which are used to formulateselect lists

� select forms of contract for a variety of constructionapplications


136

Guidance

Delivery

Benefit would be derived from the use of computer packages in the production of estimates.

Group work could be used where such an approach would be found in practice such as theinformation gathering exercise leading to the preparation of the estimate.

Role-play and discussion may be considered in relation to planning procedures undertakenduring the tender period.

Assessment






137

Links

Full time learners would find it useful to study this unit concurrently with units coveringbuilding technology, plant and equipment and methods of building procurement.

Group work during the in course assessment would help in developing and assessing CICCommon Learning Outcomes and higher level skills particularly if integrative assignments areused to link with other units such as Unit 11: Contractual Procedures.







� Town Planning

� Valuation.


Resources

Learners should have access to a library, journals, digests and data base material as part of theirself directed study. Access to IT equipment is required for estimating packages.

Support materials

Other publications



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139

Unit 18: Project Management


Description of unitThis unit is designed to provide knowledge and understanding of the principles and applicationof project management in the construction industry.

It will enable learners studying higher national programmes in building or civil engineering todemonstrate both knowledge and understanding of project management. Learners will have theopportunity to apply, analyse and evaluate the effects of project management in the improvedmanagement of resources and performance on a construction project.


1 Define and appraise the concepts and practice of project management

2 Evaluate the requirements of a project manager in the construction industry

3 Analyse the duties and responsibilities of a project manager

4 Evaluate how the client�s objectives of time, cost, quality and performance can beimproved

5 Describe how the project management process can manage a changing industry byadding value to the project.


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Content

1 Practice of project management

Concepts and practice: definition of project management, historical developments ofproject management, comparison with project management in other industries. Advantagesand disadvantages of project management in practice, review of current literature andresearch, identification of trends in Europe and the USA

2 Requirements of a project manager

Identification of key requirements: managerial skills, technical knowledge and abilities,personality and psychological factors, leadership, delegation, negotiation, decision-makingand clarity of thinking, education and training for project managers, use of internal teamsand external consultants

3 Duties and responsibilities

Identification of the client�s main objectives: understanding the client�s brief, appointingthe design team, involvement with the main contractor, reports and recommendations

Design process management: co-ordination and control during construction on sitecontractual relationships of the project manager, powers, responsibilities, authority andaccountability, fees

4 Client�s objectives

Objectives: the methods used to improve productivity and performance in terms of meetingthe client�s objectives in development and construction

Time: management and control

Cost: predictions, certainty and risk

Standards and quality: improving standards and achieving quality in building, getting itright first time

Communication: information management and communication systems

Client influence: client�s charter and influence on performance, value for money and bestpractice

5 Manage a changing industry by adding value

Change: factors that affect the ways in which the project management process can managea changing industry. Change management in the construction industry. Evaluating changeand developing best practices and Key Performance Indicators (KPIs), culture ofconstruction best practice, Respect for People

Performance indicators: benchmarking project management against other systems andpractices, use of KPIs, best practice projects

Added value: the importance of adding value to the construction product

Productivity: doing more for less


141




1 Define and appraise theconcepts and practice ofproject management

� describe project management within theconstruction industry

� evaluate the role and work of a project managerwithin the construction industry

� compare role of project management in constructionwith that in other industries and in other countries

2 Evaluate the requirements ofa project manager in theconstruction industry

� describe the key characteristics of a project manager

� explain the type of education, training andoccupational standards that are required for projectmanagers

� compare the advantages and disadvantages of usinginternal teams or external consultants as projectmanagers and evaluate the benefits to the �client�

3 Analyse the duties andresponsibilities of a projectmanager

� analyse the duties and responsibilities of projectmanagers

� define the contractual implications of using projectmanagers

� compare the relationships of project managers withthe design and production teams

4 Evaluate how the client�sobjectives of time, cost andperformance can be betterachieved

� describe the role of clients in the constructionprocess and the advantages of them using projectmanagement to secure their aims and objectives

� evaluate ways in which quality and standards areimproving in the construction industry and theinfluence of clients in the process

5 Describe how the projectmanagement process canmanage a changing industryby adding value to theproject

� describe the reasons why the construction industryis changing and will continue to change in theforeseeable future

� explain the concept of best practices in projectmanagement and its use to develop benchmarks andKPIs for the construction industry

� evaluate the ways in which a project manager is ableto add-value to the construction process and product


142

Guidance

Delivery

This unit is best studied in the second year where learners will already have gathered someunderstanding of the nature of the construction industry and the general principles andtechniques of management. It is important that learners have access to current information fromindustry regarding the use and development of project management in practice. Case studiesshould be used extensively together with a current working knowledge of business practices inthe construction industry to identify best practices. The teaching of the unit would benefit fromthe involvement of project manager/practitioners.

Where appropriate, role-play should be encouraged to develop an understanding of theapplication of management techniques and difficulties that are encountered. Learners may alsobe required to provide oral presentations from their own studies or experiences.

Assessment





Links

This unit relies on a good knowledge and understanding of construction technology and theconstruction industry. It links with Unit 4: Management Principles and Application that shouldbe studied prior to this unit. Learners should be encouraged to use the knowledge andexperience gained from earlier units and from practice. It also has links with Unit 16:Production Management.

A range of CIC Common Learning Outcomes and higher level skills will feature stronglythroughout the development and assessment phases.


143











Resources

Learners should have access to ICT applications and a range of library resources including theannual reports of construction companies, recent government publications and trade andprofessional literature on which to base knowledge and case studies and to use for assignmentpurposes.

Support materials

Textbooks

� Ashworth, A and Hogg, K � Added Value in Design and Construction � (Longman,2000)

� Bennett, J � Construction Project Management � (Butterworths, 1985)

� McGeorge, D and Palmer, A � Construction Management: New Directions � (BlackwellScience, 1997)

� Morris, P � The Management of Projects New Edition � (Thomas Telford, 1997)

� Rougvie, A � Project Evaluation and Development � (Batsford, 1988)

� Walker, A � Project Management in Construction 4th Edition � (Blackwell Science,2002)

Other publications

� CIOB � Code of Practice for Project Management for Construction and Development �(Longman, 1996)

� CIOB � Project Management in Building 2nd Edition � (CIOB, 1989)

� Parsloe, C and Wild, L � Project Management Handbook for Building Services �(BSIRA, 1998)


144


145

Unit 19: Measurement A


Description of unitThis unit introduces the learner to the measurement of buildings, civil engineering and buildingservices work.

The unit has been designed to enable learners studying Construction, Civil Engineering orBuilding Services Engineering programmes, to apply, analyse and measure a range ofcomponents and elements found in buildings and structures.


1 Demonstrate a knowledge and understanding of measurement techniques and theirapplication

2 Undertake measurement tasks and apply mathematical calculations to the measurementprocess

3 Produce bills of quantities of measured works using manual techniques

4 Analyse standard method(s) of measurement and codes.


146

Content

1 Measurement techniques

Use of measurement during the design, construction and production phases of a project:initial and/or approximate estimating techniques, production of contract documentation,measurement of variations, sub-contract and supply chain packages, final accountprocedures, maintenance and refurbishment works

2 Measurement tasks

Taking off of measurements and production of quantities: sections of a simple constructionproject, foundations and substructures, superstructure, including external and internal walls,flat and pitched roof construction and coverings, internal and external finishes, internalcomponents such as doors, windows and staircases and floors, simple mechanicalengineering services including plumbing and below ground drainage

Compare different standard methods of measurement: used in building, civil engineeringand building services engineering

3 Bills of quantities

Production of Bill of Quantities: traditional, cut and shuffle and computer aided systems,working up processes involved with these methods, production of a bill of quantities for asimple work section or trade section of a construction project

4 Method(s) of measurement

Bill format: analyse different formats of bills of quantities, codes and other contractdocumentation and their use


147




1 Demonstrate a knowledge andunderstanding ofmeasurement techniquesand their application

� Çemonstrate the different uses of measurement andapply the technique to differing situations on aconstruction project

� ~ssess the relationship between measurement andthe different parties involved in the design,production and maintenance of a constructionproject

2 Undertake measurementtasks and apply mathematicalcalculations to themeasurement process

� ��apply mathematical and/or mensuration techniquesin order to assist the measurement process

� �apply mensuration and mathematical techniques inorder to obtain quantities of work

� �take-off and produce quantities for the worksections in accordance with the requirements of thestandard method(s) of measurement

3 Produce bills of quantities ofmeasured works using manualtechniques

� ��process and produce simple bills of quantities

� �determine the measurement technique and processto suit the particular situation

� �produce appropriate preliminary and preambleclauses

� �explain the uses of prime cost and provisional sums

4 Analyse standard method(s)of measurement and codes

� �analyse the different forms of bills of quantities andcontract documents

� �determine the correct form of contractdocumentation for a given particular purpose orsituation


148

Guidance

Delivery

The use of a small project or development should be used to assist in the understanding ofmeasurement in all its forms and for all professionals involved in the construction process.

Since it is important that learners have a good understanding of the principles of constructionand the industry, it is recommended that this unit is studied in the first year of the programme.It is important that the learners have access to the main standard methods of measurement andto use them where appropriate. These should be current or include amendments whereappropriate.

The emphasis on one method of measurement or another will depend on whether the learnersare studying the Construction or Civil Engineering programmes.

Simple construction or development projects should be used extensively, together with acurrent working knowledge and practice of the construction industry.

Learners may be required to provide oral presentations from their own studies or experiences.During a role-play, learners should normally work together in a group to present scenarios fordiscussion.

Assessment






149

Links

This unit relies on a good knowledge and understanding of the construction technology, as wellas the industry itself. Learners should be encouraged to use their wider knowledge andexperience gained from earlier units and from practice. Some CIC Common LearningOutcomes and higher level skills feature strongly throughout the development and assessmentphases. See Annex D and Annex F.




Resources

Learners should have access to a wide range of library resources, including textbooks,professional and technical journals, government and industry wide publications, copies ofprevious bills of quantities where appropriate, and the different methods of measurement andassociated documents.

Ideally, learners should have access to relevant ICT facilities and software packages that havebeen developed to assist the measurement process.

Support materials

Textbooks

� Hore, A and Kehoe, J et al � Construction 1 � Management, Finance and Measurement� (Macmillan, 1997)

� Seeley, I � Building Quantities Explained 5th Edition � (Palgrave Macmillan, 1998)

� Seeley, I � Civil Engineering Quantities 5th Edition � (Palgrave Macmillan, 1993)

� Willis, A and Trench, W � Willis�s Elements of Quantity Surveying 9th Edition �(Blackwell Science, 1998)

Other publications

� ICE � Civil Engineering Standard Method of Measurement 3rd Edition � (ThomasTelford, 1991)

� National Building Agency � National Building Specification 4 Vols � (RIBA, 1973)

� RICS � SMM7 The Standards Method of Measurement of Building Works Revised Edition� (RICS, 1998)


150


151

Unit 20: Building Control and Inspection


Description of unitThis unit provides learners with a fundamental knowledge and understanding of the statutorybuilding control process and the application of the Building Regulation requirements. Learnerswill interpret and apply planning and building control requirements to a range of different typesof buildings.


1 Demonstrate an understanding of the basic principles of the building control system andthe primary legislation

2 Determine the origins of statutory regulations and controls in England and Wales

3 Analyse the legal issues related to enforcement of the statutory regulations and controls

4 Analyse and evaluate the issues involved in interpretation of the various statutorycontrols and regulations and apply the knowledge gained to a range of constructionsituations.


152

Content

1 Principles of the building control

Structure and system of building control in England and Wales: the current system of LocalAuthority and Private Approved Inspectors, primary legislation, the role of centralgovernment in the making of the legislation

2 Origins of statutory regulations and controls

Modern building control: the building design and construction process, a brief history ofbuilding control in England and Wales, the process of notification of a building controlactivity

3 Enforcement of the statutory regulations

Enforcement of building control legislation: applied to the construction process, dangerousstructures and demolition. Enforcement of the building regulations through the magistratescourt, enforcement of the building regulations through the service of notices, enforcementof dangerous structure legislation, the control of demolition work to protect the publicsafety, listing of building

4 Interpretation of the various statutory controls

Application and enforcement of the building regulations and approved documents: thebuilding regulations and the approved documents, primary legislation requiring basicprovisions and minimum standards


153




1 Demonstrate anunderstanding of the basicprinciples of the buildingcontrol system and theprimary legislation

� compare the two systems of control of aconstruction project

� describe the role of government in producinglegislation for building control

� describe the application of the primary legislation

2 Determine the origins ofstatutory regulations andcontrols in England andWales

� explain the significant developments in legislationover the years that has resulted in the current system

� describe the various processes of submission andnotification to a building control authority (ie fullplans, building notice, initial notice)

� evaluate the uses and limitations of the abovesystems

3 Analyse the legal issuesrelated to enforcement of thestatutory regulations andcontrols

� determine the appropriate legislation for differentsituations

� describe the process of taking a case to court

� evaluate the process of serving a formal notice

4 Analyse and evaluate theissues involved ininterpretation of the variousstatutory controls andregulations and apply theknowledge gained to a rangeof construction situations

� analyse the application of the Building Regulationsto a range of developments up to and includingmedium rise commercial, industrial and residentialdevelopments

� describe and evaluate the requirements of primarylegislation to control aspects such as provision ofdrainage, water supply, building over sewers etc


154

Guidance

Delivery

A mixture of lectures, projects and presentations is recommended. Group work is seen asproductive with each member of the group being given a particular point to argue or support.The use of visiting lecturers is encouraged given the specialist nature of much of the work.

The unit can be delivered in either year of the two year programme.

Assessment





Links

This unit has strong links with Unit 1: Design Principles and Application, Unit 7:Technology A, Unit 8: Technology B, Unit 22: Technology C and Unit 27: Design Technology.Its content is relevant throughout the design of any programme designed from this suite ofunits.






� Town Planning

� Valuation.



155

Resources

Access to the Building Regulations, approved documents, British and relevant EuropeanStandard Specifications, a range of design guides, manufacturers� specifications, relevantlegislation and advanced construction textbooks will be required.

Support materials

Textbooks

� Clarke, H � Knight�s Building Control Law � (Tolley, 1995)

� Davis, L � Guide to the Building Regulations 1991 for England and Wales �(Butterworth Architecture, 1992)

� Downward, A � Building Control: A Guide to the Law � (College of Estate Management,1992)

� Stephenson, J � The Building Regulations Explained 6th Edition � (E and FN Spon,2000)

Other publications

� TSO � The Building Regulations and the Approved Documents

� TSO � The Building Act 1983


156


157

Unit 21: Supply Chain Management


Description of unitThis unit provides the learner with an introduction to supply chain management within theconstruction industry. The unit is intended to enable learners studying BTEC Higher Nationalprogrammes in Construction, Civil Engineering or Building Services Engineering todemonstrate a knowledge and understanding of supply chain management.

The unit has been designed to identify the roles and responsibilities of manufacturers, materialand component suppliers, direct and nominated subcontractors and the companies that arefrequently employed by the building owner/client direct in order to complete the constructionworks to satisfactory hand-over.


1 Evaluate the various types of supply chain management organisations, identifying theirrange of activities and functions and their effects on the construction process

2 Describe the size and scope of subcontractors, material suppliers and componentmanufacturers and trends in the development of technologies and in the management andorganisation of construction works

3 Evaluate the different kinds of supply chain management arrangements and analyse theprocurement and contractual implications with the main contractor using the differentforms of subcontract

4 Analyse the work of the main contractor in respect of supply chain management,determining methods of planning, purchasing, programming, progressing and payments.


158

Content

1 Supply chain management organisations

Types of supply chain management organisations: contractor employed subcontractors,specialist subcontractors, nominated subcontractors, named subcontractors, labour only,artists and tradesmen, suppliers, manufacturers, prime cost sums

Classification: by activities and functions, types of organisations, work carried out,specialisation, trends and developments in practice, effects such as efficiency, effectivenessand economy of the construction process

2 Size and scope of subcontractors

Suppliers and component manufacturers: subcontractors: types and functions, specialistand non-specialist firms, suppliers, size, scope, types, products, goods, materials,components, availability of raw materials, labour only firms

Off-site manufacture: products, trends, development, innovation; work on site, effects ofoff-site manufacture, assembly on-site, quality, precision

Skill requirements: labour needs, materials handling and equipment, training anddevelopment, research and innovation practices

3 Contractual implications

Different kinds of suppliers: nominated and named subcontractors, contractor employedsubcontractors, labour only firms, directly employed firms on behalf of the employer,suppliers: nominated, named, direct, builder�s merchants

Procurement methods and arrangements: contractual conditions, tendering arrangements,main contract implications, forms and agreements, intentions of parties, commencementand completion, control of the works, payments, insurance, determination

Planning: programming, progressing and control, work packages

Legal requirements: and responsibilities, within the contract and at common law

4 Work of the main contractor

Planning: incorporation of supply chain management within the contractor�s overallcontract programme, preplanning, short term planning, stages in the planning process, valuechains and their importance in the construction process

Purchasing: selection, orders, specification, quality, goods received, standards, ownershipof goods and materials, maintenance

Programming: techniques used, bar charts, linked bar charts, network analysis, precedencediagrams, line of balance, co-ordination of firms on site

Progressing: review, recording against the programme, delays, interim payments, cash andtrade discounts, retention, final payments, set-off, provisions in the main and subcontractconditions


159




1 Evaluate the various types ofsupply chain managementorganisations, identifyingtheir range of activities andfunctions and their effects onthe construction process

� determine and classify the different supply chainmanagement organisations

� evaluate the contribution that these firms make tothe construction process and their effects generallyon the project

� assess trends in practice regarding supply chainorganisations

2 Describe the size and scopeof subcontractors, materialsuppliers and componentmanufacturers and trends inthe development oftechnologies and in themanagement and organisationof construction works

� describe the type and range of suppliers of buildingmaterials, goods and components and manufacturersof goods and components

� determine trends and developments in the off-sitemanufacture or prefabrication of constructionproducts

� assess the effects of off-site manufacture on siteoperations

3 Evaluate the different kindsof supply chain managementarrangements and analyse theprocurement and contractualimplications with the maincontractor using the differentforms of subcontract

� evaluate the procurement and contractualimplications associated with subcontractors andthose directly employed by the client and suppliers

� differentiate the advantages and disadvantages ofthe different procurement and contractualrelationships

� describe how case law applies directly to supplychain management

4 Analyse the work of themain contractor in respect ofsupply chain management,determining methods ofplanning, purchasing,programming, progressingand payments

� assess the effects of supply chain management onthe organisation and work of the main contractor

� calculate payments to supply chain managementfirms in accordance with contractual practices

� evaluate value chains in the construction industrywith value chains in any other industry


160

Guidance

Delivery

Since it is important that learners have a good understanding of the principles of construction, itis recommended that this unit should be studied in the second year of a two year programme.Learners should have access to the main standard forms of building contract together with arange of forms of subcontract and agreements. These should be current or include amendmentswhere necessary. Extracts from the forms should be provided where the unit requires. Casestudies should be used extensively together with a current working knowledge of theirapplication in the construction industry. The unit might usefully involve practitioners to dealwith some aspects of the curriculum.

Where appropriate role play should be encouraged to develop an understanding of theapplication and difficulties that are encountered in applying the contractual and procurementprocedures. Learners may be required to provide oral presentations from their own studies orexperiences. During such role plays learners would normally work together in groups to presentscenarios for discussion.

Assessment





Links

A comprehensive range of CIC Common Learning Outcomes and higher level skills will featurestrongly throughout the development and assessment phases. Learners should be encouraged touse their wider knowledge and experience gained from earlier and concurrent units and frompractice.


161










� Town Planning

� Valuation.


Resources

Learners should have access to contract documents, a range of ICT and library resourcesincluding annual reports of construction companies on which to base knowledge and casestudies and to use for assignment purposes.

Support materials

Textbooks


� Cooke, B and Williams, P � Construction Planning, Programming and Control �(Macmillan, 1997)

Other publications

� The Aqua Group � Tenders and Contracts for Building 3rd Edition � (BlackwellScience, 1999)


162


163

Unit 22: Technology C


Description of unitThis unit provides the learner with an opportunity to explore, to a greater depth, the currentissues of importance in construction. This will enable the learners to further enhance their skillsin reasoning, analysis and communication and so improve their study of the other units in theprogramme.

The unit will provide learners with the opportunity to develop their communication skills (oral,graphical and written) and is particularly relevant to learners following the design discipline.

Summary of learning outcomesTo achieve this unit a learner must be able to:

1 Evaluate current construction issues and practices

2 Analyse the various forms and methods of special construction

3 Explore the use of research and analytical techniques to support the design process andselection of the solution

4 Undertake a presentation of the chosen design solution, using oral, graphical and writtencommunication.


164

Content

1 Current construction issues and practices

Knowledge and understanding of current construction issues: concept to reality,application to buildability, sustainable construction, lean construction, fast trackconstruction, green field versus brown field developments, refurbishment, conversion andadaptation

2 Methods of special construction

Forms and methods of special construction: energy saving construction, recycled building,alternative technology buildings, various cultural buildings, tall structures, large spanstructures, hi-tec construction forms, applied engineering constructional forms

3 Research and analytical techniques

Research analysis: understanding of the main theories, methodologies, practices and skillsassociated with research and analysis, current issues or practices, special forms or methodof construction, hi-tec engineering constructional forms

4 Presentation of the design solution

Oral presentation: understanding of the main theories, practices, level of competencetypical of industrial practice, together with graphical and written communications


165




1 Evaluate currentconstruction issues andpractices

� determine current issues and practices which will bepresented in the form of portfolio and oralpresentation

� demonstrate knowledge of the subject, from originalresearch

� describe the implications of issues and practices forthe built environment and the construction process

� analyse and compare the benefits of green fieldversus brown field development

� analyse and compare the benefits of redevelopmentversus development

2 Analyse the various formsand methods of specialconstruction

� explain and analyse special forms of constructionwhich will be presented in a portfolio and oralpresentation

� evaluate the benefits of hi-tec constructionalmethods

� explain how applied engineering constructionmethods affect the traditional design process

3 Explore the use of researchand analytical techniques tosupport the design solution

� analyse and extract information and knowledgerequired to demonstrate an understanding of thecurrent issues and practices and methods of specialconstruction

� apply analytical techniques to given methods ofconstruction

4 Undertake a presentation ofthe design solution, usingoral, graphical and writtencommunication

� present and effectively communicate, in graphicaland written form, the solution to given designproblems and their processes


166

Guidance

Delivery

This unit is concerned with a large amount of knowledge and understanding from previousunits. It is recommended therefore that the unit should be studied in the second year of a twoyear programme.

Case studies should be used extensively together with learners being given time and resourcesto carry out their wide-ranging research. The unit might usefully involve practitioners to dealwith some aspect of the curriculum.

Learners will usually work individually on their portfolio and presentations. Where possible,learners should also be encouraged to converse with practitioners and others on the internet.

Assessment

It is recommended that evidence for learning outcomes is achieved through well-planned coursework, assignments and projects. Assessment may be formative and summative and both mayfeature as part of the process. Although assessments must be focused on the individualachievement of each learner, particularly for outcome 4, group work and role-play activitiesmay contribute to the assessment. Integrative assignments and project work will help to linkthis unit with other related units.

The evidence should demonstrate the ability to draw detailed architectural style drawings bothmanually, and by using CAD and other current, modern, ICT facilities.





167

Links

This unit relies upon a sound knowledge of the working and technology of construction gainedfrom other units in the programme.

Learners should be encouraged to use their wider knowledge and experience from these otherunits. In particular � Unit 1: Design Principles and Application, Unit 7: Technology A, Unit 8:Technology B, Unit 12: Refurbishment and Adaptation, Unit 26: Design Procedures andUnit 27: Design Technology as well as the learner�s own experiences gained in practice.











� Town Planning

� Valuation.


Resources

Learners should have access to design and CAD facilities and a wide range of resources both ina library format and access to the internet to consider information from a wider source.

Support materials

Textbooks

� Edwards, B � Green Buildings Pay � (Spon, 1998)

� Gauld, B � Structures for Architects 3rd Edition � (Longman, 1994)

� Lawson, B � How Designers Think 3rd Edition � (Butterworth Architecture, 1997)

� Scott, A � Dimensions of Sustainability � (E and FN Spon, 1998)

� Thomas, R � Environmental Design � (E and FN Spon, 1995)

Other publications



168


169

Unit 23: Specification and ContractDocumentation


Description of unitThis unit provides an introduction to the preparation and application of contract documentswithin the construction industry.

The unit has been designed to enable learners studying construction programmes todemonstrate a skills, knowledge and understanding of the production of contract documents,and to be able to apply, analyse and evaluate their effects and outcomes on the successfulawarding and completion of construction projects.


1 Describe the various types of contract documents that are required on a constructionproject

2 Demonstrate an understanding and application of how construction works are specified inrespect of standards and quality

3 Analyse the contractual provisions of the various contract documents and theirrelationship to each other

4 Evaluate and apply the contract documents to all stages of a construction project.


170

Content

1 Types of contract documents

Drawings: layout, content, evolution through the design process, priority of drawings,ownership, return of drawings

Forms of contract: types, articles of agreement, conditions of contract, appendices, priorityof information

Bills of quantities: purpose, preparation, uses, contents, types, bills of approximatequantities

Specification: project specification, performance specification, schedules of rates, NationalBuilding Specification

Schedules: for internal finishings, doors and widows, inspection chambers, drainage, etc

Master programme: its preparation by the contractor, information requirements

Co-ordinated Project Information (CPI): common arrangements for production information

2 Standards and quality

Specification: purpose and use, as a basis for tendering, in ordering materials, goods andcomponents, on-site by the contractor, clerk of works and others

Contents: quality of materials, standards of work, samples of materials and workmanship,testing of materials and work, description of the work to be executed, pricing by thecontractor, materials quality: use of British Standards, workmanship standards: use ofCodes of Practice, National Building Specification. Eurocodes and other internationalcomparisons

3 Contractual provisions

Issues relating to contract documents: different forms of contract relevant to theprogramme, issues relating to contract documents within the different forms of sub-contract

Contractual requirements: copies of contract documents, availability of documents on site,discrepancies between documents, ownership of design, other information, priorityinformation. Disputes and how they may arise, use of contract documents and the methodsused for resolving them

4 Apply the contract documents

Application of contract documents to construction projects: pre-contract and post-contractphases, drafting of specifications through clear, concise and accurate descriptions ofmaterials, workmanship, work to be executed, use of information technology and specialistcomputer software

Drafting of specification clauses: understanding of the client�s brief, liabilities of theparties involved, user needs and requirements. Legal rights and responsibilities, statutorycontrols imposed on the project, factors relating to the environment, planning and buildingcontrol requirements


171




1 Describe the various types ofcontract documents that arerequired on a constructionproject

� explain the various contract documents required inthe different forms of contract procurementarrangements

� describe the relationship between the variouscontract documents making use of the principlesoutlined in Co-ordinated Project Information (CPI)

2 Demonstrate anunderstanding and applicationof how construction worksare specified in respect ofstandards and quality

� review the purpose of specification writing and itsuse and relevance within the construction industryby the different parties involved

� write for major work sections, typical andappropriate clause contents of a specification

� incorporate within these work sections, reference tonational and international quality and standards

3 Analyse the contractualprovisions of the variouscontract documents and theirrelationship to each other

� determine the occurrence of contract documentswithin the forms of contract

� analyse the inter-relationship of the differentdocuments within the forms of contract

� describe how disputes arising from poorly preparedand deficient contract documents are able to beresolved

4 Evaluate and apply thecontract documents to allstages of a constructionproject

� prepare a complete specification from drawings fora domestic building, simple industrial or commercialbuilding or a small engineering project

� apply valid specification clauses to communicatedesign information to clients and other members ofthe design and construction team, including the useof sketches, schedules and drawn information


172

Guidance

Delivery

Learners will require a good understanding of the principles of construction including theproperties of materials and an understanding of the contractual implications of constructionprojects. It is important that learners have access to the main forms of building contract and theassociated contract documents, such as architectural drawings and specifications that might beused. Case studies should be used extensively together with a current working knowledge of theconstruction industry. The unit might usefully involve practitioners, such as architects orsurveyors, to deal with certain aspects of the curriculum.

A large proportion of the unit will involve learners in analysing and preparing materials andworkmanship specification clauses appropriate to specific projects depicted in workingdrawings. Learners will normally work individually and it may be desirable to provide learnerswith individual projects to reduce the amount of collusion. Wherever possible learners shouldbe encouraged to explore their own work situations as a further source of information.

Assessment

It is recommended that evidence for learning outcomes is achieved through well-planned coursework, assignments and projects. Assessment may be formative and summative and both mayfeature as part of the process. Although assessments must be focused on the individualachievement of each learner, some group work and role-play activities may contribute to theassessment. Integrative assignments and project work will help to link this unit with otherrelated units.




Links

This unit relies on a good understanding of construction technology and the constructionindustry. The unit has links with Unit 2: Science and Materials, Unit 7: Technology A, Unit 8:Technology B, Unit 19: Measurement A and Unit 25: Measurement B. It is important to utiliseas far as possible the kinds of information encountered and used by practitioners, including theuse of information technology software and systems. A range of common skills will featurestrongly throughout the development and assessment phases. Learners should be encouraged touse their wider knowledge and experience gained from earlier units and from practice.


173










� Town Planning.


Resources

Learners should have access to a wide range of ICT and library resources, including textbooksand journals, government and industry wide publications including forms and conditions ofconstruction contracts and previously prepared drawings and specifications that have been usedin practice.

Support materials

Textbooks


� Wills, C J and Willis, J � A Specification Writing for Architects and Surveyors11th Edition � (Blackwell Science, 1997)

Other publications

� BSI � British Standards Codes of Practice Latest Editions

� BSI � National Building Agency Specification Latest Editions

� Building Project Information Committee � Common Arrangement of Work Sections forBuilding Work � (Building Project Information Committee, 1987)

� Co-ordinating Committee for Project Information � A Guide with Examples

� Joint Contracts Tribunal � JCT Forms of Contract Latest Revisions/Editions

� The Aqua Group � Pre-Contract Practice for the Building Team 8th Edition �(Blackwell Science, 1992)


174


175

Unit 24: Structural Behaviour and Detailing


Description of unitThis unit is designed to help learners develop the skills and knowledge needed to apply thescientific principles associated with the properties and behaviour of structures, imposed loadingon structures and load transference to individual elements. The various factors that affectstructural behaviour and underpin the design of simple structural elements are explored both intheory and through the use of physical models. Standard design calculations and codes ofpractice are investigated, as is the subsequent translation of the results of such calculations intodetailed drawings for the purpose of fabrication and construction.

This unit will also include the preparation of schedules and cutting lists. The emphasis is on thestandard methods of design and detailing used for a variety of structural elements constructed ina variety of structural materials. This unit also provides an introduction to the use ofcontemporary computer software as an aid to the design process.


1 Investigate the strength and elastic properties of typical structural materials

2 Determine the loading conditions for simple structures and show an appreciation of theperformance and behaviour of the structure down to foundation level

3 Analyse statically determinate structures, including simple frames, and calculate thestress in individual elements of that structure

4 Design elements of a structure using manual methods and also with the aid of computersoftware

5 Detail elements of a structure both by manual methods and by using computer assisteddrawing (CAD) in a variety of structural materials.


176

Content

1 Strength and elastic properties of typical structural materials

Basic principles that underpin structural design to include: the concept of structure andstructural response including the use of physical models to demonstrate non-standardstructural situations, the concept of structure and structural response including the use ofphysical models to demonstrate non-standard structural solutions, types of forcesexperienced by structural elements, compression, tension, shear and bending

Response of structural materials: forces according to material classification (malleable,ductile, brittle, soft, strong). Elastic and plastic deformation, limits of proportionality andmodulus of elasticity, permissible stress, factors of safety (including partial safety factors inlimit state design)

2 Loading conditions for simple structures

The cause of loading on structures and the principles, methods, practices and proceduresused to assess their effects to include: dead, imposed and wind loading on a structure.British Standard Codes of Practice on loading, including wind loading, definition andapplication of limit states and load factors, basic factors affecting load transference atjoints, both restrained and unrestrained, transfer of loading from superstructure tofoundation and safe ground bearing pressure

3 Statically determinate structures

The stressing of structures and an appreciation of the principles, methods, practices andprocedures: assess the effects of such stresses, the concept of structure, the elements thatcomprise a structure

Forces and reactions: caused by direct loading, assumptions made when analysing simplestructural elements such as beams, cantilevers, columns, walls and framed structures,compressive, tensile, shear and bending stresses as found in structural elements under load,shear force and bending moment diagrams and the relationship between them


177

4 Design elements of a structure

Selection of the appropriate factors affecting the design of structural elements: what isbeing loaded, how it is being loaded, how it is being supported etc, sectional properties ofsimple beam sections determined from the use of standard formulae or manufacturer�spublished tables (Ixx, Iyy, Zxx, Zyy)

Variation in bending stresses: across a section for simply supported beams and cantilevers,axial stress and bending stress on a column due to simple concentric and asymmetricalloading

Combinations of axial and bending stresses: on a column cross-section to ascertainmaximum stress, section sizes for simply supported beams subject to both point anduniformly distributed loads

Section sizes and tensile reinforcement: requirements for simply supported reinforcedconcrete beams and one-way spanning concrete floor slabs, basic factors affecting thedesign of plain masonry columns and walls, design of timber floor joists to carry a givenload over a simply supported span

5 Detail elements of a structure

Manual and CAD techniques: used to produce working drawings (in compliance withstandard practice and including all required schedules and cutting lists) for the purposes ofproduction, fabrication and erection. Roof trusses, portal frames, plate girders in structuralsteel � including details of node arrangements, cleats, shear plates, bolts, weldingrequirements and any external fittings

Simple elements of a structure: column foundations, stair flights and landings, continuousbeams, continuous one-way spanning floor slabs, columns and column/floor intersections inin-situ reinforced concrete � including chairs for top steel, cut-off points forreinforcement, distribution reinforcement, cover distances, main bars, distribution bars andlinks, shear reinforcement, starter bars and kickers for column shutters

Simple elements of structural timber: joist to joist and joist to support connections. Timberconnectors, bolts, plates, gang-nail connectors, cleats, shear rings and hangers. Suspendedtimber floors including strutting, lateral restraint into walls and trimming of openings �including grade and type of timber, nominal and actual sizes, sawn, planed and preparedcomponents


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1 Investigate the strength andelastic properties of typicalstructural materials

� produce models of structural situations and describethe outcome for different materials under appliedloading conditions

� calculate stresses and strains for simple elementsand ascertain the modulus of elasticity of thematerial

� use permissible stress to calculate permissible loads

2 Determine the loadingconditions for simplestructures and show anappreciation of theperformance and behaviour ofthe structure down tofoundation level

� identify loading conditions for a simple structureand apply load factors in appropriate situations

� calculate ground-bearing pressures beneathfoundations due to loading from superstructure anddetermine appropriate foundation size for allowableground bearing pressure

3 Analyse staticallydeterminate structures,including simple frames, andcalculate the stress inindividual elements of thatstructure

� determine reactions for simply supported beams andcantilevers subject to point and distributed loads

� produce diagrams to represent the variation inbending moment and shear force for simplysupported beams and cantilevers subject to pointand distributed loads

� demonstrate the relationship between loadingintensity, shear force, bending moment anddeflection at any section for a simply supportedbeam under various loading conditions

� determine the force acting in members of a staticallydeterminate frame


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4 Design elements of astructure using manualmethods and also with the aidof computer software

� determine the required section size for structuralsteel beams and cantilevers subjected to point anddistributed loads using manual, published data andcomputer software methods

� determine the required section size and tensilereinforcement requirement for in-situ reinforcedconcrete beams, one way spanning floor slabs andcantilevers subjected to point and distributed loadsusing manual, published data and computer softwaremethods

� determine the design of plain masonry columns andwalls

� determine timber floor joist section sizes oversimply supported spans for given loading conditions

5 Detail elements of astructure both by manualmethods and by usingcomputer assisted drawing(CAD) in a variety ofstructural materials

� draw manually and using CAD elements ofstructural steelwork including fabrication detailsand produce bolt schedules and cutting lists

� draw manually and using CAD various elements ofan in-situ reinforced concrete structure showing allreinforcement referencing and construction detailincluding reinforcement schedules

� draw manually, and using CAD, elements ofstructural timber showing connection details andinteraction with supports and openings


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Guidance

Delivery

It is envisaged that 30% of the unit is devoted to detailing of structural elements. Learnersshould be encouraged to work through problems related to real life situations so that theybecome familiar with the application of calculations to real structures. Once the design for anelement of a structure has been clarified, the tutor�s role should be of a counselling rather thandirecting nature. The learner should be encouraged to study recent completed drawings anddesigns so that he/she becomes familiar with current practice and standards of presentations.Physical modelling and testing is best accomplished in small groups.

Assessment

It is recommended that evidence for learning outcomes is achieved through well-planned coursework, assignments and projects. Assessment may be formative and summative and both mayfeature as part of the process. Learner�s evidence may be in the form of manual calculationswith computer-based output, supplementing the numerical content. Drawings should indicatemanual drafting abilities and knowledge of CAD. At least one drawing should be taken tocompletion with full construction details for a complete element of a structure. Thepresentational aspects of the evidence need to be carefully considered. Integrative assignmentsand project work will help to link this unit with other related units.




Links

This unit builds upon the knowledge gained in construction and materials related units and islinked to Unit 2: Science and Materials, Unit 3: Analytical Methods, Unit 7: Technology A andUnit 8: Technology B. Entry requirement for this unit should include some knowledge ofScience, Materials, Mathematics and Mechanics at National or Advanced level.






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Resources

Learners should have access to experimental and modelling equipment for the production andtesting of structural models. Design and drafting equipment and appropriate computer softwarewith at least A2 size plotting facilities.

Support materials

Textbooks

� Boughton, B � Reinforced Concrete Detailers Manual 3rd Edition � (Crosby LockwoodStaples, 1979)

� Cainl J and Hulse, R � Structural Mechanics 2nd Edition � (Palgrave, 2000)

� Draycott, T � Structural Elements Design Manual � (Heinemann Professional, 1990)

� Durka, A and Morgan, W et al � Structural Mechanics 6th Edition � (Pearson, 1996)

� Newton, P � Structural Detailing 2nd Edition � (Macmillan, 1991)

� Rossow, E � Analysis and Behaviour of Structures � (Prentice Hall, 1996)

� Westbrook, R and Walker, D � Structural Engineering Design in Practice 3rd Edition �(Longman, 1996)

Other publications

� British Standards Institute BS 6399-1:1996 Loading for Buildings. Code of Practice forDead and Imposed Loads � (British Standards Institute, 1996)


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Unit 25: Measurement B


Description of unitThis unit aims to extend the skills gained in Unit 19: Measurement A by developing thecomposite measurement of more complex elements, components and building services to non-domestic and large scale buildings.

The unit has been designed to enable learners studying Construction, Civil Engineering andBuilding Services Engineering to apply, analyse and measure a range of components andelements found in large scale buildings or structures, and to produce approximate quantities.


1 Apply measurement techniques to a range of more complex situations

2 Produce measured quantities for a range of elements and components to large scale (non-domestic) structures

3 Prepare relevant preamble and preliminary items to given situations

4 Produce measured bills of quantities and schedules using both manual and computer aidedsystems, including interim certificates and final accounts.


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Content

1 Measurement techniques

Standard techniques applied to the measurement of large-scale projects or developments:production of bills of quantities, measurement of variations, production of sub-contract andsupply side packages, production of final accounts, maintenance and refurbishment works

2 Measured quantities

Take-off measurements and produce quantities for the following elements or work sections:complicated foundations and substructures including brick and concrete basement, slopingsite excavations and underpinning, superstructure including complicated external andinternal walls

Elements of a building: concrete and steel framed buildings; in-situ, pre-cast and pre-stressed concrete structures; brick and masonry structures; complex flat and pitched roofconstruction and coverings with metal coverings; internal and external finishes andtreatments; internal components such as doors, windows, panelling staircases and kitchenunits; differing types of floor systems

Building engineering services: plumbing, heating and ventilating, electrical installationsand above and below ground disposal systems

Measurement techniques: payments, final account work, different forms of procurementand different types of contractual arrangement

3 Preamble and preliminary items

Preamble clauses: as required by the Standard Method of Measurement, writingpreliminary items/clauses for inclusion in a bill of quantities

4 Bills of quantities

Traditional, cut and shuffle and computer aided systems: working up processes asappropriate to such methods, production of bills of quantities for a major work section ortrade section of a construction project, different formats of bills of quantities and othercontract documentation and their effect on the construction team

Payment: production of interim and final accounts


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1 Apply measurementtechniques to a range of morecomplex situations

� compare the different uses of measurement

� apply the technique of measurement to differingsituations on a complex construction project

� assess the role of measurement in the design,production and maintenance of a constructionproject

2 Produce measuredquantities for a range ofelements and components tolarge scale (non-domestic)structures

� apply appropriate techniques in order to obtainquantities of work for types of contractualarrangements

� take-off and produce quantities in accordance withthe requirements of the standard method(s) ofmeasurement

� determine the measurement technique and processto suit the particular situation

3 Prepare relevant preambleand preliminary items togiven situations

� produce appropriate draft preliminary items/clausesfor inclusion in a bill of quantities

� produce specific and appropriate draft preambleclauses, as specifically required by the SMM, forinclusion in the bill of quantities

4 Produce measured bills ofquantities and schedulesusing both manual andcomputer aided systems,including interim certificatesand final accounts

� process and produce bills of quantities for morecomplex work sections, using at least one of thestandard methods for producing bills of quantities

� apply different methods of producing bills ofquantities

� analyse the reasons for using different formats forbills of quantities

� generate a variety of appropriate interim certificatesand final accounts for a variety of end-users


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Guidance

Delivery

Large-scale projects or developments should be used to assist in the understanding of themeasurement of complex elements in the construction process.

Since it is important that learners have a good understanding of the principles of construction,the content of Unit 19: Measurement A and the industry itself, it is recommended that this unitis studied in the second year of a two year programme. It is important that the learners haveaccess to the appropriate standard methods of measurement. These should be current or includeamendments where appropriate. The emphasis of this unit is for those learners who are studyingthe construction programmes. Construction or development projects of a more complex natureshould be used to extend the knowledge gained by the learner, together with a current workingknowledge and practice of the construction industry. Learners should work individually, butthey could be required to provide oral presentations from their own studies or experiences.

Assessment





Links

This unit relies on a good knowledge and understanding of the construction technology and isdesigned to build on the previous knowledge gained in Unit 19: Measurement A as well asexperience of the industry itself. Learners should be encouraged to use their wider knowledgeand experience gained from earlier units and from practice.





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Resources

Learners should have access to a wide range of library resources, including textbooks,professional and technical journals, government and industry wide publications, copies ofprevious bills of quantities where appropriate, and the different methods of measurement andassociated documents.

Learners should have access to relevant ICT facilities and software packages developed toassist the measurement process.

Support materials

Textbooks

� Barnes, M � Civil Engineering Standard Methods of Measurement Handbook 2nd Edition� (Thomas Telford, 1992)

� Seeley, I � Advanced Building Measurement 2nd Edition � (Palgrave Macmillan, 1989)

� Seeley, I � Building Quantities Explained 5th Edition � (Palgrave Macmillan, 1998)

Other publications

� Barbour Index (CD-Rom) or equivalent Barbour Index

� Code of Procedure for the Production of Drawings RICS/CCPI

� Code of Procedure for Specifications RICS/CCPI

� Common Arrangement of Work Sections (CAWS) RICS/CCPI

� National Building Agency � National Building Specification 4 Vols (RIBA, 1973)

� RICS � SMM7 The Standard Method of Measurement of Building Works Revised Edition� (RICS, 1998)


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Unit 26: Design Procedures


Description of unitThis unit builds upon the fundamental understanding of design provided by Unit 1: DesignPrinciples and Application and outlines the broad modern role of the design technologist withinthe construction industry. It forms the basis for the successful completion of the cognate designunits.

The unit encourages learners to examine the essential principles and procedures that underpindesign. There is an opportunity to use these principles and procedures to create design solutionsthat meet the needs and requirements of owners, client�s, occupiers and society in general.


1 Describe the nature of design and its attendant methods, technologies, processes andprocedures in terms of design practice

2 Describe the nature of the roles and responsibilities of the design technologist in terms ofdesign practice

3 Evaluate the roles and responsibilities of the design technologist during the contractphase of the construction process

4 Analyse the roles and responsibilities of the design technologist during the projectmanagement phase of the construction process.


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Content

1 Design practice

Historic role of the designer: identify the pattern of evolution and emerging modernpractice forms including group and multi-disciplinary approaches, identify variousmembers of a design team and the contribution of the design technologist to the delivery ofsuccessful design

Legal relationship: of the designer, client and other members of the design team: theconcept of negligence and indemnity insurance, examine the RIBA Plan of Work anddevelop the organisational framework used as a basis of design team communication andproduction of design briefs showing their relationship to customer requirements

2 Roles and responsibilities � design practice

Principles of �successful design�: how current technology can assist and influence thedesigner, historic developments in building design and resultant terminology of design,basis of design concepts and their communication within the design team, need to freezedesign to enable design development

Economics of design and production: appropriate information, specifications writing andtheir influence on design, specialist design requirements for the handicapped and disabled

3 Roles and responsibilities � contract phase

Responsibilities of the members of the design team during the contract period: methods andtools of quality control and the responsibility of the designer, inspection and certification ofwork including analysis and evaluation of administrative and contract documents,information co-ordination with specialists and consultants, contract completion, hand-overdefects liability and final certification

4 Roles and responsibilities � project management phase

Responsibilities of the project management team: drawing office programmes, time sheets,stages of fees and effective leadership and personnel management, standard contractdocuments, CAD and information retrieval systems


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1 Describe the nature of designand its attendant methods,technologies, processes andprocedures in terms of designpractice

� generate a consolidated design brief as an outcomeof a role play exercise

� demonstrate the ability to illustrate an appropriatedesign team that would develop the design

� describe the organisation and allocation ofresponsibilities within this team eg as per therecommendations of the RIBA Plan of Work

2 Describe the nature of theroles and responsibilities ofthe design technologist interms of design practice

� produce specification clauses for various materialsand performances

� generate a conceptual design to meet therequirements of an established design brief

� describe successful aspects of a design usingappropriate design terminology correctly

3 Evaluate the roles andresponsibilities of the designtechnologist during thecontract phase of theconstruction process

� determine the effectiveness of various tools forquality control on and off site

� demonstrate use of the certification process to guideand monitor a project

4 Analyse the roles andresponsibilities of the designtechnologist during theproject management phaseof the construction process

� generate and interpret drawing office programmes

� use time sheets to work out hourly rates

� describe the project management role in leading theteam and managing people

� recognise and understand the interrelationship ofstandard documents and retrieval systems


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Guidance

Delivery

In order to permit the learners to apply the knowledge gained on this unit to other units, it isrecommended that this unit be studied in the first year of a two year programme.

Various case studies, documentation and projects should be used to assist and enhance theunderstanding and learning on the unit. Where practical, site visits of successful projects shouldbe incorporated as part of the study.

The centre may also find it useful to include guest speakers and independent assessors atpresentations as part of the delivery of this unit.

Assessment

It is recommended that evidence for learning outcomes is achieved through well-planned coursework, assignments and projects. The evidence should demonstrate the ability to draw detailedarchitectural style and/or structural drawings both manually, and by using CAD and othercurrent, modern, ICT facilities.

Assessment may be formative and summative and both may feature as part of the process.Although assessments must be focused on the individual achievement of each learner, groupwork and role-play activities may contribute to the assessment. Integrative assignments andproject work will help to link this unit with other related units.




Links

This unit relies on the inputs of various other allied units such as Unit 1: Design Principles andApplication as well a sound understanding of construction technology and the industry as awhole. Knowledge, skills and understanding gained on other units should be invoked in thisunit in order to encourage the wider understanding of the principles of design.


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� Town Planning

� Valuation.


Resources

Learners should have access to design facilities and to a wide range of ICT and libraryresources, including textbooks and journals, government and industry wide publications, BREDigests, professional journals, Codes of Practice etc, the internet and other research materials,previously prepared specifications that have been used in practice, and other associateddocuments.

Support materials

Textbooks

� Adler, D � Metric Handbook 2nd Edition � (Butterworth Architecture, 1999)

� Thompson, A� Architectural Design Procedures 2nd Edition � (Arnold, 1998)

Other publications

� RIBA � Architect�s Handbook of Practice Management 5th Edition � (RIBA, 1991)

� RIBA � Plan of Work for Design Team Operation � (RIBA, 1973)


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Unit 27: Design Technology


Description of unitThis unit links with Unit 1: Design Principles and Application and explores the complex inter-relationship of building components and assembly required to satisfy user needs and designsolutions. The unit is intended to inform learners of essential design aspects that must beprovided for by the construction process. It equips learners with the technical knowledge torealise the design solution and it complements the other design units.


1 Determine the specification of materials, systems and methods used to realise a designsolution and apply appropriate procedures to guarantee quality control

2 Predict the mechanisms by which construction materials fail in use and proposepreventative and remedial measures to deal with these

3 Propose and evaluate the ways in which the concept of �buildability� and �sustainability�addresses the important issues confronting the construction industry

4 Produce a comprehensive range of graphical communication techniques to supportproposals.


196

Content

1 Specification and quality control

Selection of materials and methods of use: apply appropriate techniques for the preparationof specification documents, specifying items with reference to the British Standards, Codesof Practice, Agrément Certificates and trade associations, examine and apply the criteriaused for inspecting quality of materials and workmanship

2 Material failure, preventative and remedial measures

Common building defects: preventive techniques used to address defects, remedialtechniques used to address defects, planned maintenance and repair programmes in terms oflife-span and cost-in-use issues, legal and design aspects and associated health and safetyissues

3 Buildability and sustainability

Recognise, describe and apply the principles of buildability and sustainability: applyeconomic criteria to design solutions with reference to buildability and sustainability,appreciate a range of design methods including matrices, network and gaming as problemsolving techniques

4 Graphical communication

Apply a range of techniques: sketching, both conceptual and technical, measured drawing,manual drawing techniques, CAD documentation, filing and retrieval systems


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1 Determine specification ofmaterials, systems andmethods used to realise adesign solution and applyappropriate procedures toguarantee quality control

� produce a specification for various materials andconstruction processes to different formats

� explain the procedures for quality control of variousmaterials/items on and off site

� extract appropriate information from major BritishStandard Specifications and Codes of Practice

2 Predict the mechanisms bywhich construction materialsfail in use and proposepreventative and remedialmeasures to deal with these

� determine the sources of common building defects

� assess and monitor damage and suggest remedialaction

� detail effectively parts of buildings to avoid defects

� generate a scheme for planned maintenance and logbooks

3 Propose and evaluate theways in which the concept of�buildability� and�sustainability� addresses theimportant issues confrontingthe construction industry

� analyse and evaluate the effectiveness of thetechnical design of a successful commercial project

� demonstrate in a case study, proposals for theapplication of principles of �buildability� and�sustainability� to a recent new building

� evaluate environmental factors and conditions thatinfluence design

4 Produce a comprehensiverange of graphicalcommunication techniquesto support proposals

� demonstrate fundamental yet effective drawingskills through the production of different forms ofgraphical details to communicate proposals

� examine the ways that electronic computing andcommunication techniques can assist the moderndesigner


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Guidance

Delivery

In order to permit the learners to apply the knowledge gained on this unit to other units, it isrecommended that this unit be studied in the first year of a two year programme.

Various case studies, documentation and projects should be used to assist and enhance theunderstanding and learning on the unit. Where practical, site visits of successful projects shouldbe incorporated as part of the study.

It may also be useful to include guest speakers and independent assessors at presentations aspart of the delivery of this unit.

Assessment

It is recommended that evidence for learning outcomes are achieved through well-plannedcourse work, assignments and projects. The evidence should demonstrate the ability to drawdetailed architectural style and/or structural drawings both manually, and by using CAD andother current, modern, ICT facilities.

Assessment may be both formative and summative and both may feature as part of the process.Although assessments must be focused on the individual achievement of each learner, groupwork and role-play activities may contribute to the assessment. Integrative assignments andproject work will help to link this unit with other related units.


Appropriate attention must be given to health, safety and welfare arrangements and CDMregulations throughout the delivery of this unit.



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Links

This unit relies on the inputs of various other allied units as well a sound understanding ofconstruction technology and the industry as a whole. Knowledge, skills and understandinggained on other units should be invoked in this unit in order to encourage the widerunderstanding of the principles of design.







� Town Planning

� Valuation.


Resources

Learners should have access to a wide range of ICT/CAD facilities, documentation and libraryresources, including textbooks and journals, government and industry wide publications, BritishStandard Specifications, Codes of Practice, BRE Digests, professional journals, the internet andother research materials, and other associated documents.

Support materials

Textbooks

� Neufert, E and Neufert, P � Architects� Data 3rd Edition � (Blackwell Science, 2000)

� Zunde, J � Design Technology � (Sheffield Hallam University Press, 1989)

Other publications

� BRE Digests and publications

� British Standards

� Department of the Environment � Defects in Buildings � (HMSO, 1989)

� Papers from RIBA

� RIBA � Architect�s Handbook of Practice Management 5th Edition � (RIBA, 1991)

� Technical, professional journals and trade literature


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201

Unit 28: Materials Properties andPerformance


Description of unitThis unit builds upon the knowledge and understanding gained in Unit 2: Science andMaterials. In that unit the focus was mainly upon the characteristics, properties and uses of thecommonly encountered materials including concrete, metals, timber, plastics, clay products andcoatings and finishes. This unit develops the learning contained in the above to investigate thephysical and chemical mechanisms that underpin the properties of the common structuralmaterials.

Particular emphasis will be paid to how and why such materials fail and how such failures canbe avoided or prevented. The properties and performance of modern composite materials areanalysed in terms of their relevance to the construction industry. The environmental issues thatlink energy efficiency and the �embodied energy cost� of materials are analysed in some detail.


1 Describe the failure mechanisms of the common structural materials in terms of theirphysical and chemical structure and propose methods to prevent or minimise such failures

2 Analyse the properties of modern composite materials and analyse why such materialscan be much more than the sum of their parts

3 Evaluate the embodied energy costs associated with the common construction materialsand compare such costs with potential energy savings in use.


202

Content

1 Failure mechanisms of the common structural materials

Evaluate failure characteristics of structural materials in common use: fracture, in terms ofstrain energy, fracture energy and the Griffith crack theory

Fatigue: in terms of stress concentrations, corrosion, residual stresses, surface finish andtemperature

Creep: in terms of stress, temperature and modulus of elasticity

Corrosion of metals: in terms of dry oxidation and wet corrosion

Chemical degradation: of cements and concrete by sulphates, sea water, acids and alkali-silica reactions

Physical degradation: of materials by changes in temperature or moisture content, frost andfire, degradation of materials by biological agencies such as fungi and insects

2 Properties of modern composite materials

Composition of two or more materials: examine the advantage of composite materials suchas, asbestos cement, glass-reinforced cement, polymer-fibre-reinforced cement andconcrete, natural-fibre reinforced concrete, steel-fibre concrete

3 Embodied energy costs

Evaluate modern energy-saving methods: evaluation to compare the cost of purchase andinstallation against the time taken to recover the cost in �saved� energy terms. Locatingsupplies of raw materials, extracting raw materials, refining raw materials, manufacturingbuilding elements from raw materials, transporting building elements to place of use,working building elements on site


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1 Describe the failuremechanisms of the commonstructural materials in termsof their physical and chemicalstructure and proposemethods to prevent orminimise such failures

� describe the principal modes of failure for a range ofat least four common structural materials andevaluate the methods devised to prevent suchfailure. The evaluation should address materialproperties at the:

� molecular level, in terms of atoms, moleculesand/or aggregations of molecules

� structural level, in terms of how differentphases such as cells in timber or grains inmetals interact

� engineering level, in terms of the total materialand its overall properties as visible to the nakedeye

2 Analyse the properties ofmodern composite materialsand analyse why suchmaterials can be much morethan the sum of their parts

� explain, with the use of examples, how two or morematerials can be combined together to produce amaterial with properties superior to its constituentparts

� analyse the physical and chemical factors that affectthe strength, hardness and durability of a range ofcomposite materials

3 Evaluate the embodiedenergy costs associated withthe common constructionmaterials and compare suchcosts with potential energysavings in use

� describe the various factors contributing toembodied energy costs and estimate theircontribution to total energy costs for a range ofmaterials

� analyse and evaluate the total embodied energycosts associated with the use of energy-efficientmethods in building construction against thepotential energy savings over the lifetime of abuilding


204

Guidance

Delivery

This unit is intended primarily for those learners following the Design programme and shouldincrease their understanding of how materials behave. It is designed to enhance the learner�sability to specify materials appropriately and confidently. Subject to the links below, the unitcan be delivered at any point in the course and would benefit from a reasonably rigorousscientific approach. It follows that structured delivery in the form of a course of lectures mustform the early part of the delivery. Project work, either individual or group-based, related tospecific materials and how they will behave under specified conditions would seem to offer themost relevant form of assessment.

Assessment





Links

The link with the Unit 2: Science and Materials has been noted previously. Important links canbe made with other units such as Unit 10: Building Services Engineering Technology. Also,Unit 7: Technology A, Unit 8: Technology B, Unit 22: Technology C, Unit 24: StructuralBehaviour and Detailing, Unit 26: Design Procedures and Unit 27: Design Technology in amore general sense.



� Building Control.



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Resources

The unit could be delivered without extensive testing apparatus but the following equipmentshould be utilised where available: compression, tension and flexural testing apparatus, creep,fatigue, hardness and impact testing apparatus, drying kilns and accelerated testing rigs.

Support materials

Textbooks

� Alexander, W and Street, A � Metals in the Service of Man 11th Edition � (Penguin,1998)

� Couzens, E and Yarsley, V � Plastics in the Modern World � (Penguin Pelican, 1968)

� Gordon, J � The New Science of Strong Materials � (Penguin, 1991)

� Illston, J and Dinwoodie, J et al � Concrete, Timber and Metals � (Chapman and Hall,1979)

� Illston, J � Construction Materials 2nd Edition � (Spon, 1993)

� Illston, J � Construction Materials: Their Nature and Behaviour 2nd Edition � (E andFN Spon, 1993)

� Taylor, G � Materials in Construction 3rd Edition � (Pearson, 2000)


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207

Unit 29: Site Surveying Procedures


Description of unitThis unit builds upon the theory and practice of surveying introduced in the BTEC Nationals inConstruction at Level 3. It is designed to enhance the learner�s ability to use modern surveyingequipment to undertake a range of site surveying procedures typical of today�s constructionindustry.

This unit provides an opportunity for the learner to undertake setting out and control ofalignment of construction work and develops the knowledge needed to perform surveyingcalculations. It is intended that both semi-manual and standard computer software be used inperforming the procedures outlined in the specification. The skills required to producecartographic details from survey information using a manual approach is developed alongsidean exploration of the uses and benefits of computer-aided plotting.


1 Demonstrate the ability to use a range of instruments pertinent to the surveying andsetting out process

2 Demonstrate a detailed understanding of the principles of surveying and setting out

3 Calculate from raw data the information required for cartographic detailing and settingout of construction works

4 Describe the use of electronic and laser instruments in the construction industry

5 Apply and evaluate computer software to calculate and produce surveying solutions.


208

Content

1 Range of instruments

The selection of appropriate instruments for a given job: linear measuring instruments suchas steel bands, sonic measuring devices and Electromagnetic Distance Measuring (EDM)instruments

Levels: to include optical (automatic and tilting), water level, general construction laser,pipe alignment laser, electronic/optical

Angular measuring instruments: optical and electronic theodolites, magnetic compassesand compass attachments to theodolites. Combined theodolites and EDMs (Total Stationinstruments). Vertical alignment instruments such as plumb bob, spirit level, optical plumb,laser alignment

2 Principles of surveying and setting out

Linear measurement: errors in using steel tapes, corrections for tension, sag, temperature,change of standard length. Semi-permanent adjustments to EDMs for temperature, pressureand the curvature of the earth

Levelling: sources of errors in levelling and compensation methods adopted, reciprocallevelling, flying levels, location of Ordnance Bench Mark (OBM), principle and practice ofsetting up a Temporary Bench Mark (TBM), levelling large areas using grid and radialmethods, application of tachometric methods, direct and indirect methods of contouring

Angular measurement: sources of errors and methods for reducing errors, reduction ofangular measurement, horizontal and vertical angles, computation of true horizontal lengthfrom slope distance and angle of inclination

Distinction between open, link and closed traverse: use of traverse for area control, factorsaffecting choice of traverse stations, bearings (whole circle and quadrant), distinctionbetween grid, true and magnetic north, co-ordinate system, Ordnance Survey (OS) gridreferences, angular closing error and correction, Bowditch correction for misclosure errors

Setting out: principles, control of spread of error by working from the whole to the point,procedure for co-ordinated setting out, appropriate accuracy, procedures and practices forsetting out ground works, upper floors, road construction, drainage and sewerage works,embankments and cuttings


209

3 Cartographic detailing and setting out

Analysis of raw data and translation for cartographic detail and/or setting out procedures:levelling, plotting contours by graphic interpolation, plotting of cross-sections fromcontoured plans, area measurement by manual, mechanical/electronic methods,computation of volumes from spot heights, ground sections and contours, calculations ofvolumes of cut and fill on a straight road with transverse sloping ground

Angular measurement: correction to measured angles, distances, bearings and co-ordinatesfor a closed traverse, manual and electronic plotting of traverse and building surveys,survey symbols

Setting out: computation of deflection angles and distances for co-ordinated setting out,computation of deflection angles and chord lengths for horizontal circular curves

4 Electronic and laser instruments

Application of modern surveying instruments and procedures: electronic reading levels,electronic logging of field data, laser construction levels, laser alignment levels. EDMs,Total Station instruments, Global Positioning Satellites (GPS), digital terrain modelling

5 Produce surveying solutions

Application of dedicated surveying computer software: software for capturing data in thefield, dedicated software for setting out information, built-in capabilities of Total Stationinstruments, commercial software and programmed spreadsheets to facilitate repetitivesurveying calculations, Geographical Information Systems (GIS) and OS digital data


210




1 Demonstrate the ability to usea range of instrumentspertinent to the surveying andsetting out process

� set up, complete all temporary adjustments and usethe appropriate instrument including taking andrecording all necessary readings in accordance withrecognised surveying practice for a range of typicalsurveying and setting out tasks

� perform checks on each instrument to ensure thatthey are in adjustment

� select the appropriate instrument for a particular job

2 Demonstrate a detailedunderstanding of theprinciples of surveying andsetting out

� use a variety of methods to set out and/or checkhorizontal and vertical controls, including sightrails, for level ground work and work at a gradient

� explain the procedure for setting out and levelling offoundations for steel framed and pre-cast concretebuildings and check the verticality of the frame

� describe the procedure and instrumentation fortransferring control points to upper floors of multi-storey in-situ reinforced concrete frames

� set out small radii horizontal curves using variousinstruments and describe the procedure for largerhorizontal curves for road construction

� record all readings necessary to produce a contouredplan of an area

� record all readings necessary to produce a traversesurvey of an area

3 Calculate from raw data theinformation required forcartographic detailing andsetting out of constructionworks

� plot contours and ground sections for an area ofground from raw survey data

� calculate areas and/or volumes of cut and fill asappropriate from contours, spot heights, groundsections and co-ordinates

� apply corrections and compute co-ordinates fortraverse stations from raw traverse data

� calculate and tabulate setting out data for co-ordinated points and for horizontal circular curves


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4 Describe the use of electronicand laser instruments in theconstruction industry

� explain and compare the use of a variety of modernelectronic surveying instruments and theirapplication to construction and civil engineeringwork

� describe how a GPS system operates and how it canbe applied to construction and civil engineeringwork

5 Apply and evaluate computersoftware to calculate andproduce surveying solutions

� use total station instrument�s built in programmingas an aid to setting out

� use and evaluate the benefits of computer softwareto solve typical surveying problems

� extract and apply appropriate survey informationfrom digital mapping database


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Guidance

Delivery

It is intended that this unit will consist of at least 50% practical work with 30% devoted tocalculation examples and 20% to descriptive work. Practical work should be completed ingroups of two or three as a maximum with each individual learner having independent use ofinstruments and related equipment and IT.

Assessment

It is recommended that evidence for learning outcomes is achieved through well-planned coursework, assignments and projects. Assessment may be formative and summative and both mayfeature as part of the process. Although assessments must be focused on the individualachievement of each learner and group work activities may contribute to the assessment.Integrative assignments and project work will help to link this unit with other related units.


Appropriate attention must be given to health, safety and welfare arrangements and CDMRegulations throughout the delivery of this unit. This includes the use of Personal ProtectiveEquipment (PPE�s) when undertaking practical activities.


Links

This unit may be linked to Unit 3: Analytical Methods and to the specialist unit, Unit 32: ITApplications � Computer Aided Design.

Entry requirement for this unit should ideally include knowledge of mathematics at level 3.




� Town Planning.



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Resources

Learners should have access to a wide range of instruments and become familiar with the morecommon instruments used on construction sites. Surveying software and spreadsheet programsshould be readily available to learners. Manual drawing and CAD should be an integrated partof this unit. Access to ancillary equipment and carpenter�s workshops to aid the production ofsight rails and other setting out items should also be made available.

Support materials

Textbooks

� Brighty, S revised by Stirling, D � Setting Out: A Guide for Site Engineers 2nd Edition �(BSP Professional, 1989)

� Irvine, W � Surveying for Construction 4th Edition � (McGraw Hill, 1995)

� Schofield, W � Engineering Surveying 5th Edition � (Butterworth-Heinemann, 2001)


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Unit 30: IT Applications � General

Learning hours: 30 (Half Unit)NQF level 4: BTEC Higher National � H1

Description of unitThis unit develops the skills and knowledge of Information Technology that will enable thelearner to use popular word processing, spreadsheet and database software. It is intended that a�Windows� or similar graphical user interface be used. The expertise to use this interface isdeveloped so that the skills and knowledge acquired may easily be transferred to other softwarepackages.

Formatting and manipulating text and images are practised enabling the learner to producereports and assignments that are professional in appearance.

Knowledge is gained of simple programming of spreadsheets to manipulate numbers and theirusefulness to deal with repetitive calculations.

The automatic chart and graph plotting capability of spreadsheets are explored. The learner willgain an appreciation of the data manipulation power of databases and the skill to producesimple outputs from data lists.


1 Use standard information manipulation software to edit, save, retrieve and printout filesmaking effective use of the system controls

2 Manipulate and format text and images in standard word processing applications

3 Produce simple spreadsheet formulae to aid repetitive calculation and display the results ingraphical format

4 Extract information from a database application using the software�s built in query andreport system.


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Content

1 Standard software

Application of standard software packages: switching on, accessing graphical user interface(GUI), word processing application (WP), spreadsheet application (SS) and databaseapplication (DB) via the desktop view, using shortcuts, start menu, file manager/explorer,closing down file, application and system

Forming new files and folders/directories: accessing existing files, saving to appropriatelocations, printing required files/parts of files, print preview, changing views, zoomingin/out, viewing several files, format controls, toolbar buttons, drop down menus,customising toolbars

2 Word processing applications

Use of dedicated work processing software: page layout, margins, headers and footers, linespacing and column layout, changing font appearance and type size, superscript andsubscript, bullet points, inserting tables, tabs and page breaks. Inserting fields, auto pagenumbering and date, border and shading controls, paragraph controls, cut, copy and pastefunctions, moving and editing text. Using drawing toolbar, inserting pictures and objects,manipulating pictures, spelling and grammar check, thesaurus, finding and replacing words

3 Spreadsheets

Use of dedicated spreadsheet software: cell reference, absolute and relative, worksheetsand workbooks, text, number and formula entry, formatting cells, texts and numbers, fill,clear and delete functions, insert and delete rows and columns. Resizing cells, rows andcolumns, hiding and protecting cells, AutoSum, other built-in functions and conditionalcommands, sorting data, chart functions, manipulating charts, saving and printing charts,changing printable area, use of auditing tool

4 Database application

Use of dedicated database software: planning prior to creating records, creating fields, listview, form view and form design. Search, sort, filter (query) commands, creating reportsand printing. Mail-merge facility and printing multiple individualised mailshots


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1 Use standard informationmanipulation software toedit, save, retrieve andprintout files making effectiveuse of the system controls

� open required WP, SS and DB files. Create newfiles and save in required locations, close the file,programme and system maintaining integrity of data

� print one or several copies of a file in eachapplication

� open files in appropriate format. Access two filessimultaneously

� customise toolbars and utilise format controls tochange appearance of data

� use an application�s help file to achieve full use of aprogram�s capability

2 Manipulate and format textand images in standard wordprocessing applications

� produce a complex document with layout andformatting to required standards

� adapt the appearance of, and manipulate bodies oftext

� apply and manipulate pictures and objects

� use the spelling checker and thesaurus functions

3 Produce simple spreadsheetformulae to aid repetitivecalculation and display theresults in graphical format

� produce a spreadsheet capable of accepting variousinput parameters, analyse the data and give anoutput table showing the results

� enter new input data to a programmed spreadsheetto determine results for a new scenario

� produce a programmed spreadsheet to facilitateinput of data

� produce charts illustrating the results from analysisof input data

� print a table of results and the accompanying chartsto illustrate a particular scenario

4 Extract information from adatabase application usingthe software�s built in queryand report system

� plan information for creating a database

� create a database to enable input of data in formview

� use filtered information on a database

� printout reports of filtered information to a requiredformat

� produce and print individualised mailshots


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Guidance

Delivery

Learners should be introduced to the basic functions of each section and then allowed toproceed through exercises at their own pace to cater for their varying keyboard skills. The tutorshould facilitate the exploration of the application program on an individual basis. Wherelearners need this half unit, it is recommended that it be delivered at an early stage of theprogramme so that they can apply their learning to other units.

Assessment

It is recommended that evidence for learning outcomes is achieved through well-planned coursework, assignments and projects. Assessment may be formative and summative and both mayfeature as part of the process. Evidence will generally be in the form of printed computeroutput, showing the various stages in achieving a particular criterion. The evidence producedfor other units could also be utilised.

Where available, evidence from the workplace can also be incorporated to enhance the learningoutcomes provided that this evidence is appropriate and authenticated as the learner�s ownwork. The volume of evidence required for each assessment should take into account theoverall number of assessments being contemplated within this half-unit and the design of theoverall teaching programme.

Appropriate attention must be given to health, safety and welfare arrangements and VDURegulations throughout the delivery of this unit.


Links

This unit will provide essential skills and knowledge to learners who have not previouslyacquired IT literacy. It is designed to support other units that require ICT reports, tabulatedcalculations or database searches.




� Valuation.



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Resources

Learners should have individual access to personal computer stations with a Windowsenvironment or similar GUI and which have access to Microsoft Office and Microsoft Works orsimilar applications.

Support materials

Due to rapid changes in the development of software applications, it is not deemed appropriateto suggest text materials. Appropriate software producers and internet material should form thebasis of support information for this unit.


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Unit 31: IT Applications � Surveying andMeasuring


Description of unitThis unit provides the learner with the skills, knowledge and understanding required to usecommercially available software packages as an aid to the study of measurement andestimating.

The unit has been designed to enable learners studying Construction, Civil Engineering orBuilding Services Engineering to develop skills and expertise in the use of IT/softwarepackages for measurement and estimating of construction works.


1 Demonstrate an understanding of spreadsheet and database packages

2 Demonstrate the ability to use commercially available measurement software packagesand produce measured works in alternate formats

3 Analyse and use estimating software models to produce comparative rates, and display theresults graphically.


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Content

1 Spreadsheet and database packages

Principles and techniques required to: Access spreadsheet and database software, use andadapt software packages, create, save to file, amend and/or print results

2 Measurement software packages

Principles and techniques required to: access measurement packages, use measurementpackage, adapt the software as necessary to suit the particular situation, create files, savefiles to an appropriate folder/directory, view the draft results, then adapt, analyse and printthe results, analyse and print the final Bill of Quantities (BQ) in a variety of formats

3 Estimating software

Principles and techniques required to: access estimating packages, operate the softwarepackage(s), adapt the software as necessary to suit the particular situation, create files, savefiles to an appropriate folder/directory. View the draft results, adapt, analyse and print therate, data and analyses in the required format


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1 Demonstrate anunderstanding of spreadsheetand database packages

� use commercial software

� operate the software package(s)

� adapt the software as necessary to suit the particularsituation

� create files, save files to an appropriatefolder/directory

� analyse and print the results

2 Demonstrate the ability to usecommercially availablemeasurement softwarepackages and producemeasured works to alternateformats

� use commercial software




� interpret the draft results

� adapt, analyse and print the results in the requiredvariety or format

3 Analyse and use estimatingsoftware models to producecomparative rates, and displaythe results graphically

� use the commercial software




� interpret the draft results

� adapt, analyse and print the results in the requiredformat

� produce comparative rates and display the resultsgraphically


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Guidance

Delivery

Learners should be introduced to the basic commands and fundamentals of the chosenpackages, and then allowed to proceed through exercises at their own rate to cater for thevarying ability and keyboard skills.

The tutor should facilitate the exploration of the application programme on an individual basis.

Assessment

It is recommended that evidence for learning outcomes is achieved through well-planned coursework, assignments and projects. Assessment may be formative and summative and both mayfeature as part of the process. Evidence will be produced in the form of printed computeroutput, showing the various stages in achieving each particular criterion. The evidenceproduced for other associated or relevant units could also be utilised.

Where available, evidence from the workplace can also be incorporated to enhance the learningoutcomes, provided that this evidence is appropriate and authenticated as the learner�s ownwork. The volume of evidence required for each assessment should take into account theoverall number of assessments being contemplated within this half-unit and the design of theoverall teaching programme.



Links

Entry requirements to this unit should include a general knowledge of IT applications andknowledge of measurement and construction technology level 3.

This unit has strong links with other units that contain measurement, tendering and estimating.






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Resources

Learners should have individual access to personal computer stations with appropriatemeasuring, tendering and estimating software.

Partial or demonstration software packages may be sufficient to cover this unit. Full copies ofcommercial packages are not necessary for this introductory unit.

Suggested software packages

� �Masterbill� by Masterbill

� �Vector � for professional quantity surveyors� by Snape

� or any other equal or similar software package systems

Support materials

Textbooks

� Ashworth, A � Cost Studies of Buildings 3rd Edition � (Longman, 1999)

� Sher, W � Computer-Aided Estimating: A Guide to Good Practice � (Longman, 1996)

� Smith, R � Estimating and Tendering for Building Work � (Longman, 1986)

Other publications


� Davis/Langdon and Everest � Spon�s Architects� and Builder�s Price Book 2000 125thEdition � (Taylor Francis Books, 1999)

� RICS � SMM7 The Standard Method of Measurement of Building Works Revised Edition� (RICS, 1998)


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Unit 32: IT Applications � Computer AidedDesign


Description of unitThis unit provides the learner with an introduction to the skills and knowledge required to useappropriate computer software as an aid to design for the construction industry. The differencein approach between manual and computer aided design (CAD) is explained. The production oftwo-dimensional drawings to introduce basic system commands is followed by the concept ofthree-dimensional modelling.

This unit concentrates on CAD using software for the production of two and three-dimensionalmodels of domestic and small industrial buildings. Industry standard layer convention andlibraries of standard symbols along with system procedures and functions are used to speed upthe drawing process. The three dimensional model is utilised to produce elevations and variousviews and perspectives of the project. Further levels are added to produce multi-storey projects.Text insertion and automatic dimensioning to a drawing are investigated.


1 Demonstrate the knowledge and ability to save, retrieve and printout to scale a drawing fileusing industry standard CAD software

2 Use industry standard design software to produce dimensioned ground floor and firstfloor plan of a building project

3 Demonstrate the knowledge ability to utilise the system�s commands to automaticallyproduce elevations, 3D-views and perspective views of a project.


228

Content

1 CAD software

Access CAD software: loading architectural option, loading or creating new drawing, savingdrawing to appropriate folder/directory, system preferences, drawing scales, drawing sheetsize, borders, title block. View drawing using available techniques, zoom and pancommands, plot command, print preview, changing print area, orientation and scale, helpsystem

2 Produce dimensioned floor plans

Application of dedicated CAD software: CAD drawing and existing commands,architectural option, construct and modify commands, creating space diagrams, cavitywalls, roofs, chimneys, structural elements, doors, windows and staircases. Inserting 2Dand 3D symbols, layer convention and controls, level commands, status, set level, levelcopy, level move, freeze and thaw, text and dimensioning commands, editing text anddimensions

3 Produce elevations, 3D-views and perspective views

Produce quick elevations and sections: 3D views, plan view, perspective view,walkthrough options


229




1 Demonstrate the knowledgeand ability to save, retrieveand printout to scale adrawing file using industrystandard CAD software

� use existing CAD files in any location

� open a new file with standard settings and changescale, paper size and orientation as required

� save a CAD file to appropriate folder/directory

� open files and navigate across the drawing

� print drawing file using an appropriate plotter

� print part of a drawing

� leave the file and application program maintainingintegrity of files and operating system

2 Use industry standard designsoftware to producedimensioned ground floorand first floor plan of abuilding project

� use the architectural option to produce a spacediagram for the ground floor plan of a buildingproject

� adapt the space diagram to cavity wall constructionand add solid floors and ceiling grids, add furtherwalls and trim/extend as necessary, insert and editdoors and window symbols

� use the architectural option commands to addfurther floors to the project

� incorporate roof structure and associated details tothe project

� complete full dimensions of the ground floor planand identify appropriate layer to control view ofdimensions

� isolate upper floors to only display ground floorplan

� print separate drawings showing each floor level

3 Demonstrate the knowledgeability to utilise the system�scommands to automaticallyproduce elevations, 3D-views and perspective viewsof the project

� use the architectural option commands to producequick elevations and sections

� display the project in 3D mode from various anglesof view

� display a perspective view of the project

� set up and display walkthrough scenario across onefloor of the project


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Guidance

Delivery

Learners should be introduced to the basic commands and then allowed to proceed throughexercises at their own pace to cater for their varying keyboard skills. The tutor should facilitatethe exploration of the application programme on an individal basis. Where learners need thisunit, it is recommended that it be delivered at an early stage of the programme so that they canapply their learning to other units.

Assessment

It is recommended that evidence for learning outcomes are achieved through well-plannedcourse work, assignments and projects. Assessment may be both formative and summative andboth may feature as part of the process. Evidence will generally be in the form of printedcomputer output, showing the various stages in achieving a particular criterion. The evidenceproduced for other units could also be utilised.




Links

Entry requirements to this unit should include a general knowledge of IT applications andknowledge of Building Technology at level 3. This unit has strong links with other units thatrequire architectural detailing and building design.


� Architectural Technology.


Resources

Learners should have individual access to personal computer stations with appropriate CADsoftware. For example, AEC or Architectural Desktop from AutoCAD.


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Support materials

Due to rapid changes in the development of software applications, it is not deemed appropriateto suggest text materials. Appropriate up to date software producers and internet materialshould form the basis of support information for this unit.


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Unit 33: IT Applications � ProjectManagement


Description of unitThis unit provides the learner with an introduction to the skills and knowledge required to useof appropriate software as aids to the project management of construction projects. Whilst thefocus of the unit will concentrate on commercially available project management software,learners will design tools, using generic spreadsheets and databases, in support of the projectmanagement role.

A key aspect of this unit will be to develop the learner�s understanding and ability to useinformation technology at the centre of the communication and management systems forprojects.

Learners will also develop the ability to select appropriate software in support of the planning,monitoring and control aspects of projectsK


1 Demonstrate the ability to develop spreadsheet generated resource management models(manpower, plant, money etc)

2 Appraise the benefits of selected software packages for the planning, monitoring andcontrol of projects

3 Demonstrate an understanding of how project information systems can be used to supportthe project manager�s role

4 Establish criteria for the selection and application of appropriate information technologysystems for a construction project.


234

Content

1 Resource management models

Establish criteria for the use of generic software packages: applied to resourcemanagement � manpower, plant, money

Spreadsheets: use spreadsheets to analyse resource needs and levels

Database design: types of database and when and how to use (relational/hierarchical),using Microsoft Excel and Access as examples

2 Planning, monitoring and control

Use application software to: plan, monitor and control projects, manpower planning andcontrol, plant management

Budgeting and costing: systems, cashflow modelling, networked applications for planning,monitoring and control

Examples of applications software: include Artemis Active Alert; Project CommanderProfessional; Jobmaster; Micro Planner X-Pert; Power Project; Hornet Windmill;CascadePgM; Microsoft Project; CS Project Professional; Wessex Accounts; FBS

3 Project information systems

Analyse and establish criteria for the selection and use of IT systems: commercialapplication software to support project management systems

Selection criteria: develop selection criteria for a range of applications, programming/costcontrol and composite computer aided management packages (CAM) eg Microsoft Project,Power Project, CS Project Professional. Develop selection criteria for the acquisition ofappropriate hardware to support operating systems

4 Information technology systems

Apply communication systems effectively within a project management environment:communications and information management, email communications, verification andreceipting methods, attachment management. Internet and intranet systems andmanagement, networking


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1 Demonstrate the ability todevelop spreadsheetgenerated resourcemanagement models(manpower, plant, money etc)

� analyse resource needs and levels in resourcemanagement

� demonstrate the use of spreadsheets to analyseresource needs and levels

� demonstrate a working knowledge and the ability touse databases

� use and manipulate filtered information on adatabase

2 Appraise the benefits ofselected software packagesfor the planning, monitoringand control of projects

� demonstrate the ability to use software packages tomonitor and control the projects needs for:

� manpower planning and control

� plant management

� budgeting/costing systems

� cash-flow modelling

� demonstrate an understanding of networked systems

3 Demonstrate anunderstanding of how projectinformation systems can beused to support the projectmanager�s role

� assess and review commercially produced ICTsystems for project management

� produce selection criteria for a range of applications

� assess and review appropriate hardware needs tosupport the operating system(s)

4 Establish criteria for theselection and application ofappropriate informationtechnology systems for aconstruction project

� assess communications and informationmanagement

� use email communications including the transfer ofattachments

� confirm the verification and receipting of electroniccommunications

� evaluate internet and intranet systems


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Guidance

Delivery

It will be important for learners to have access to a range of hardware and software systemswhen studying this unit. They should also be given an opportunity to evaluate the systems inuse in their own working environments.

A workshop approach should be adopted, whereby learners can work in small groups, designingand using their IT tools in project scenarios/case studies provided by the lecturer.

The involvement of IT specialists from industry will benefit learners learning greatly.

Whilst learner assignments are individual, learners should nevertheless be encouraged to workwithin groups. It could also be beneficial to require learners to make oral presentations of theirwork to the group as a whole.

Assessment

It is recommended that evidence for learning outcomes be achieved through well-plannedcourse work, assignments and projects. Evidence of achieving a learning outcome may be in theform of a disc containing a developed tool as an aid to a project manager, or a report identifyingthe analysis required to be carried out. In each case, a rationale for the development orconclusions drawn must be fully developed. Wherever possible suitable academic referencesmust be provided to support the work.

Assessment may be formative and summative and both may feature as part of the process.Although assessments must be focused on the individual achievement of each learner, groupwork and role-play activities may contribute to the assessment. Integrative assignments andproject work will help to link this unit with other related units.





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Links

This unit has links with Unit 18:Management and relies upon a sound understanding of the wayin which project management can be used to deliver the outcomes of a project for a client.

In order to be selective in the selection of Information Technology solutions in support of thework of a project manager, learners will need to have developed a sound understanding of themanagement systems and procedures involved on a typical project.

A range of IT skills will be developed throughout the study and assessment phases of the unit.

Learners should be encouraged to draw upon their wider understanding and experiencedeveloped from units studied and from their experience in the workplace.


� Architectural Technology.


Resources

There are many general texts devoted to IT design and use, however learners should beencouraged to be selective in the choice of the reading they should carry out for this unit. Theselected reading materials identified under the heading of �Support materials � in the unitdescriptor should help in selecting appropriate additional reading materials.

More importantly, learners should have access to hardware, which is up-to-date and can runindustry specification software. In order to develop their analysis and selection skills, industryspecification software must be available for learners to evaluate.

Suggested software

Learners should be encouraged to use the software packages mentioned below:

� spreadsheet application packages such as- Microsoft Excel and Access

� CAM (Computer Aided Management) packages such as � Microsoft Project, PowerProject, CS Project Professional

� applications packages such as � Artemis Active Alert; Project Commander Professional;Jobmaster; Micro Planner X-Pert; Power Project; Hornet Windmill; CascadePgM;Microsoft Project; CS Project Professional; Wessex Accounts; FBS.

Support materials

Other publications

� CIOB � Construction Computing journal

Websites

� www.ctiweb.cf.ac.uk/ �CTI Centre for the Built Environment� is a very useful website forstaff and learners to visit.


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239

Unit 34: Work-based Learning A


Description of unitThis unit is one of two specialist work-based learning units included in these qualifications.These two units serve a different purpose from the core Unit 5: Group Project and thespecialist unit, Unit 15: Individual Student Project.

This work-based learning unit is specifically designed to capture evidence of achievementarising out of naturally occurring work-based learning and assessment opportunities. It istherefore an assessed experiential learning tool. The onus is on the learner to identify andcapture appropriate work-based learning and relevant assessment evidence to meet theoutcomes of the unit. Centres will need to provide guidance, advice and support on themethodology and structure of this process.

It is expected that learners will need to spend at least 240 to 300 hours of planned work-basedlearning in the workplace in order to achieve the outcomes of this unit.

The health, safety and welfare aspects of the learner�s programme must be considered before alearner embarks on this unit. Unit 6: Health, Safety and Welfare provides a suitable basis toensure learners are prepared for their work-based learning activities.


1 Identify and describe naturally occurring relevant work-based learning opportunities

2 Select and describe work-based techniques, methods and procedures relevant to theprogramme of learning

3 Perform work-based activities and gather appropriate evidence

4 Demonstrate continuous improvement in their work-based learning and performance

5 Present a portfolio of appropriate evidence for assessment using a variety of formats.


240

Content

1 Relevant work-based learning opportunities

Diversity of work: includes architectural design, tendering and estimating, planning,construction, site engineering, land surveying, building surveying, quantity surveying,estate management, facilities management and maintenance

Range of work: includes residential, commercial, retail, recreational and leisure, industrial,health, educational, agricultural and public buildings

Roles at work: includes architect, architectural technologist, quantity surveyor, buildingsurveyor, land surveyor, clerk of works, contract manager, site manager, estimator andbuyer, planner, site engineer

Knowledge, understanding and skills: learning outcomes, content of programme units,personal skills audit, higher level skills

2 Techniques, methods and procedures

Selection: as appropriate to work-based learning and assessment opportunities

Specifications: technical and non-technical

Constraints: eg client�s requirements, timescale, components, materials, technical,operational, legal, financial, environmental

Key issues: eg health, safety and welfare (including CDM Regulations), sustainability, bestpractice, quality control, quality assurance, KPIs, equal opportunities and �Respect forPeople�

Action plan: to address the content in 1 and 2, agreed with nominated parties in centre andworkplace

3 Work-based activities

Action: as appropriate to work-based learning assessment opportunities

Working relationships: with subordinates, colleagues, line managers, clients, sub-contractors, main contractor as appropriate, development of higher level skills

4 Improvement in work-based learning and performance

Improvement in: personal development, career development, performance at work, skilldevelopment, breadth of learning strategies

Enhanced skills in: communication, IT, research, negotiation, supervision, management,self-appraisal, higher level skills

Techniques: target setting, action planning, progress monitoring, periodical reviews,evaluation, reflective practices, rescheduling, contingency planning, daily/weekly reviewand work log


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5 Portfolio of appropriate evidence

Format: guidance on appropriate evidence, witness testimony, self-assessment, peerassessment, tutor-marked assignments and projects, line manager input to process, portfoliobuilding, formal presentation

Competence: practical assessment of professional competence in the workplace, links withthe assessment of a NVQ


242




1 Identify and describenaturally occurring relevantwork-based learningopportunities

� identify work-based learning opportunities relevantto their roles and responsibilities in the workplace

� describe the nature and extent of the knowledge,understanding and skills that can be evidenced bymeans of such assessment opportunities

� complete an initial personal skills audit using thelearning outcomes and content of the programmeincluding CIC Common Learning Outcomes andhigher level skills

2 Select and describe work-based techniques, methodsand procedures relevant tothe programme of learning

� select and describe the techniques, methods andprocedures to be used to produce the necessaryevidence for assessment

� evaluate the constraints and key issues associatedwith the selected techniques, methods andprocedures

� formulate an agreed action plan in consultation withtutors and work-based mentor(s) or line manager(s)

3 Perform work-basedactivities and gatherappropriate evidence

� perform a range of relevant and complex work-based activities relating to knowledge,understanding and skills gained on the programmeand gather appropriate work-based evidence forassessment

� work with others in a productive, professional andnon-adversarial manner, practice and demonstrateCIC Common Learning outcomes and higher levelskills

4 Demonstrate continuousimprovement in their work-based learning andperformance

� identify and describe specific areas of personal,managerial and technical expertise to be developed

� generate evidence of improved performance� use techniques of self-appraisal and reflection to

inform further action5 Present a portfolio of

appropriate evidence using avariety of formats

� produce evidence for assessment in a range of work-based skills

� use a variety of effective communication techniquesto present evidence

� employ a variety of presentational formats topresent evidence

� where relevant, link evidence for this unit with theassessment of a NVQ


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Guidance

Delivery

It is expected that learners will need to spend at least 240 to 300 hours of planned work-basedlearning in the workplace in order to achieve the outcomes of this unit.

It is recommended that this unit be undertaken towards the end of the first year or in the secondyear of a two year programme. Once the initial brief has been agreed with the tutor and linemanager their primary role is to act as a mentor, advisor and counsellor. The tutor will need tomaintain periodic contact with the line manager when reviewing the learner�s progress andachievement.

Assessment

Evidence of outcomes for assessment will be both formative and summative and should beavailable for scrutiny at each stage of development. This may be in a variety of forms egwritten, graphical, IT-based, logbook, minutes of meetings, copies of emails, letters, faxes, taperecordings and videos.

The development of an interdisciplinary approach to the construction and built environmentprocess should be emphasised together with the need for a non-adversarial approach whendealing with other construction professionals. The development of the CIC Common LearningOutcomes and higher level skills should also be a key feature of assessment.

The approach taken to generating evidence must recognise that work-based learning:

� is not a subject for learning but a mechanism for learning

� is primarily intended for learners in full-time employment or for learners with access to aworkplace for a reasonable period of time

� is about reflection on work practices and not merely about acquiring knowledge,understanding and skills

� arises from action and problem-solving within a work environment

� is centred on the learner�s work, live projects and challenges to individuals andorganisations

� implies the creation of knowledge as a shared and collective activity, the discussion ofideas and the sharing of problems and solutions

� assesses not only the products of learning but also the processes of learning such asreflection, self-direction and improvement

� requires the learner to address fundamental issues including the rationale for undertakingwork-based learning, the benefit to their employer(s), what they personally hope to achieveand how they will achieve their goals

� requires the learner to exercise appropriate judgement in a number of complex planning,design, technical, resource and management functions related to products, services,operations and processes

� requires the learner to produce evidence of their ability to communicate effectively withother members of the construction team in an appropriate and professional manner.


244

In designing the assessment arrangement for this unit, opportunities should be taken to generateevidence to meet the CIC Common Learning Outcomes and higher level skill appropriate thework-based learning activities, see Annex D and Annex F.

Links

By definition, there are clear links with every other unit in these qualifications. To produce therequired evidence, learners should be made aware of the importance of applying their priorexperience and the knowledge, skills and understanding gained in the other units of theirprogramme. CIC Common Learning Outcomes and higher level skills will feature strongly inthis unit.

Links to CISC Occupational Standards and NVQs at level 4 will be determined by the work-based learning activities selected. Where assessment evidence is also linked to an NVQ, thecentre should map the learning outcomes and assessment criteria of the learner�s BTEC HigherNational programme against the assessment requirements of the NVQ and identify those areasthat require common evidence.

Resources

Given the work-based nature of this unit, the majority of resources will be those available to thelearner in the workplace. Tutor support and guidance are essential and must be supported by arange of other support services and facilities necessary for the learner to achieve the outcomesof this unit.

Support materials

Textbooks

� Bell, J � Doing your Research Project 2nd Edition � (Open University, 1993)

� Boud/Keogh and Walker � Reflection: Turning Experience into Learning � (Kogan Page,1985)

� Fink, A and Kosecoff, J � How to Conduct Surveys (Sage, 1998)

� Moon, J � Reflection in Learning and Professional Environment: Theory and Practice �(Kogan Page, 1999)


Websites

� www.experienceworks.ncl.ac.uk

� www.prosper-group.ac.uk

� www.graduatecareersonline.com/workexperience

� www.feda.ac.uk/Pubssupport/LearningStyles.asp#Learningstyles

� http://rapid.lboro.ac.uk/

Centres wishing to use the RAPID Progress File as a possible means of recording learner�sprogress, should contact Alan Maddocks at Loughborough University for details of centrelicence arrangements, telephone 01509 227192.


245

Unit 35: Work-based Learning B


Description of unitThis unit is one of two specialist work-based learning units included in these qualifications.These two units serve a different purpose from the core Unit 5: Group Project and thespecialist Unit 15: Individual Student Project.

This work-based learning unit is specifically designed to capture evidence of relevant work-based training and development that the learner has (or will) successfully complete during theirprogramme, but which is not assessed and does not lead to a formally accredited qualification.Examples of such events include:

� company in-house training programmes (learning at work)

� work placement and work-shadowing (that can formally be recorded)

� continuing professional development (CPD) organised by professional bodies

� seminars and courses offered by commercial training organisations (where attendance canbe evidenced)

� product-based and service-based training offered by vendors and suppliers of systems,components, hardware, software, materials and/or tools (where attendance can beevidenced).

This unit is designed to provide both a structure and an assessment regime that will enablelearners to gain recognition for such training and development within the context of a BTECHigher National qualification. This will enhance the learner�s overall experiences of trainingand development and bring added benefit to the learner�s programme of study.

It is expected that learners will undertake at least 60 hours of relevant training and developmentin order to meet the outcomes of this unit.


1 Identify and describe a range of relevant training and development opportunitiesassociated with their workplace

2 Review the associated learning outcomes and describe the knowledge, understanding andskills required to achieve them

3 Examine the assessment criteria and justify how this is met by their training anddevelopment

4 Evaluate the benefits of the training and development undertaken

5 Demonstrate continuous improvement in their work-based learning and performance.


246

Content

1 Relevant training and development opportunities

Personal goals: eg enhanced career opportunities, salary and job satisfaction; maintenanceof up-to-date skills base; regular feedback on performance; opportunities for reflection,assumption of responsibility for own development

Organisational goals: eg improved staff knowledge, understanding and skills; increasedstaff motivation and retention; analysis of future needs, perception of company as �learningorganisation�, diagnosis of staff strengths and weaknesses; coherent policies onrecruitment, selection, training and development of staff

Range of teaching and development opportunities: including personal development in termsof time management and self-management; higher-level skills; business skills in finance,marketing, teamwork and negotiation; technical skills including IT and CAD; training innew techniques, new procedures and new legislation; health, safety and welfare,environmental and sustainability issues

2 Learning outcomes

Outcomes: what the learner is able to do after training and development

Content: the knowledge, understanding and skills required to achieve the outcomes of theirprogramme (this may only focus on certain units or parts of the programme relevant to thetraining and development)

Evidence: the essential aspects of performance that were assessed to decide whether theoutcomes have been achieved

3 Assessment criteria and justify how this is met

Assessment and grading criteria: the standard of evidential response required to achieve agiven assessment grade

Scope: of the techniques, methods and procedures used to produce the relevant evidence

Evidence: the material produced during training and development that was (or will be) usedto demonstrate achievement of the grading criteria, confirmation of attendance

4 Benefits

Personal: eg improved knowledge and understanding; enhanced practical, cognitivetransferable and intellectual skills; higher level skills; increased confidence and jobsatisfaction; awareness of future training and development needs

Organisational: work-based evidence demonstrating how training and development hastranslated into improved performance at work, awareness of learner�s (employee�s) futuretraining and development needs


247

5 Improvement in work-based learning and performance

Improvement in: eg personal development, career development, performance at work, skilldevelopment, breadth of learning strategies

Enhanced skills in: eg communication, IT, research, negotiation, supervision, management,self-appraisal

Techniques: eg target setting, action planning, progress monitoring, periodical reviews,portfolio building, evaluation, reflective practices, rescheduling, contingency planning


248




1 Identify and describe a rangeof relevant training anddevelopment opportunitiesassociated with the workplace

� identify and describe their personal training anddevelopment needs

� identify and describe training and developmentneeds in relation to the organisation

� compile a portfolio of training and developmentopportunities accessed through work

2 Review the associatedlearning outcomes anddescribe the knowledge,understanding and skillsrequired to achieve them

� identify the learning outcomes associated withtraining and development opportunities accessedthrough work

� describe the knowledge, understanding and skillsused to achieve the identified learning outcomes

� evaluate the evidence requirements used to assesswhether the learning outcomes have been achieved

3 Examine the assessmentcriteria and justify how thisis met by their training anddevelopment

� identify and describe the assessment criteria used

� present the evidence from training and developmentto demonstrate achievement of the assessmentcriteria

� justify the techniques, methods and procedures usedto produce the required evidence

4 Evaluate the benefits of thetraining and developmentundertaken

� differentiate between personal and organisationalbenefits

� explain the personal benefits derived from theirtraining and development

� produce work-based material that demonstrates howtheir training and development has benefited theorganisation

5 Demonstrate continuousimprovement in their work-based learning and performance

� identify and describe specific areas of personal,managerial and technical expertise underdevelopment

� generate evidence of improved performance

� use techniques of self-appraisal and reflection toinform further action


249

Guidance

Delivery

It is expected that learners will undertake at least 60 hours of relevant training and developmentin order to meet the outcomes of this unit.

It is recommended that this unit be delivered throughout a two year programme. The selectionof the training and development to be used in the portfolio of evidence required by this unitshould be agreed with the learner�s tutor and with their line manager/supervisor at work. Theformer can help with the interpretation of the learning outcomes and the assessment criteriaimplied by the training and development events. The latter can act as a mentor and advisor andshould also be very well-placed to provide witness testimony regarding the actual work-basedbenefits to the learner and the organisation.

Assessment

The evidence required to achieve this unit will mainly be achieved by the learners attendance attraining and development events and by their completion of the associated work required forassessment. These events will tend to be non-accredited and may be non-assessed. There maybe no clear or explicit learning outcomes or assessment criteria. However, each unit of a BTECHigher National qualification requires that evidence be provided for assessment against theoutcomes and assessment criteria.

Therefore, the important issues for the learner are:

� the training and development opportunities selected for inclusion in the portfolio ofevidence must address learning outcomes and assessment criteria at a level equivalent tothe Level 4 BTEC Higher National

� there must be authentic, valid and reliable evidence to support attendance at, and successfulcompletion of the selected training and development opportunities

� the learning outcomes of such events must be clearly stated where explicit, or must beextracted from the delivery and assessment of the content where they are either absent, ormerely implied

� the assessment grading criteria associated with such events must be clearly stated whereexplicit, or must be extracted from the delivery and assessment of the content where theyare either absent, or merely implied

� work-based learners must have access to regular feedback on their progress andachievements to inform self-appraisal and reflection.

Assessors will need to be satisfied that they can assess the evidence provided by the learneragainst the outcomes and assessment criteria and be able to apply the generic merit anddistinction grade descriptors where applicable.

In agreeing the evidence for the assessment of this unit, opportunities should be taken to alsoidentify evidence to meet the CIC Common Learning Outcomes and the higher level skills inAnnex D and Annex F.


250

Links

By definition, there are clear links with every other unit in these qualifications. Learners shouldbe made aware of the importance of using each and every accessible and relevant training anddevelopment event, and the knowledge, skills and understanding gained therein, to produce therequired evidence. CIC Common Learning Outcomes and Higher Level Skills will featurestrongly in this unit.

Links to CISC Occupational Standards and NVQs at level 4 will be determined by the work-based learning activities selected. Where assessment evidence is also linked to an NVQ, thecentre should map the learning outcomes and assessment criteria of the learner�s programmeagainst the assessment requirements of the NVQ and identify those areas that require commonevidence.

Resources

Given the work-based nature of this unit, the majority of resources will be those available to thelearner in the workplace. Tutor support and guidance are essential and must be supported by arange of other services and facilities necessary for the learner to achieve the outcomes of thisunit.

Support materials

Textbooks

� Boud/Keogh and Walker � Reflection: Turning Experience into Learning � (Kogan Page,1985)

� Doherty, M � Writing for Excellence � (McGraw-Hill, 1992)

� Howard, K and Sharp, J et al � The Management of a Learner Research Project 3rdEdition � (Gower Aldershot, 2002)

� Moon, J � Reflection in Learning and Professional Environment: Theory and Practice �(Kogan Page, 1999)

� Schon, D � The Reflective Practitioner: How Professionals Think in Action � (Aldershot,1991)

Websites

� www.experienceworks.ncl.ac.uk

� www.prosper-group.ac.uk

� www.graduatecareersonline.com/workexperience

� www.feda.ac.uk/Pubssupport/LearningStyles.asp#Learningstyles


251

Annex A

Qualification codes

Each qualification title, or suite of qualification titles with endorsements, is allocated twocodes, as are the individual units within a qualification.

QCA codes

The QCA National Qualifications Framework (NQF) code is known as a QualificationAccreditation Number (QAN). Each unit within a qualification will also have a QCA NQF unitcode.

The QCA qualification and unit codes will appear on the learner�s final certificationdocumentation.

The QANs for qualifications in this publication are:

100/3048/7 Edexcel Level 4 BTEC Higher National Certificate in Construction

100/3049/9 Edexcel Level 4 BTEC Higher National Diploma in Construction.

Edexcel codes

The Edexcel codes enable approval, registration, assessment and certification, they will appearon documentation such as the Student Report Form (SRF) and the programme definition. TheEdexcel codes are not provided in this publication. The Edexcel codes will link automatically tothe QCA codes for certification purposes.

QCA and Edexcel codes

All QCA and Edexcel qualification and unit codes will be published in a booklet, which will besent to centres and made available on the Edexcel website at a later date. It will provide acomprehensive catalogue of all the qualifications and units available to centres. It will be usefulfor centres when making future decisions about centre choice units.


252


253

Annex B

Representation by Professional Bodies

BTEC Higher Nationals in Construction and The Built Environment Sector

Edexcel planning/steering group representation

The following bodies had appointed representation on the Edexcel Planning/Steering Group.This enabled a continuous process of consultation by members of the Group as the structureand content of the new BTEC Higher Nationals was designed, developed and agreed by theemployers, NTOs and professional bodies.

British Association of Construction Heads (BACH)

British Institute of Architectural Technologists (BIAT)

British Plumbing Employers Council (Training) Ltd (BPEC)

The Building Services Engineering Training Alliance (SUMMIT)

The Chartered Institute of Building (CIOB)

The Chartered Institute of Building Services Engineering (CIBSE)

Construction Confederation (CC)

The Construction Industry Council Standards Committee (CICSC)

Construction Industry Training Board (CITB)

Council of Professors of Building Engineering and Management (CPBEandM)

Engineering Services Training Trust Ltd (ESTTL)

Heating and Ventilation Contractors� Association (HVCA)

The Institute of Highway Incorporated Engineers (IHIE)

The Institution of Civil Engineers (ICE)

The Institution of Structural Engineers (ISE)

Joint Accreditation Panel (JAP) � [now Joint Board of Moderators (JBM) HigherQualifications Panel]

National Electrotechnical Training (NET)

Qualifications and Curriculum Authority (QCA)

Royal Institution of Chartered Surveyors (RICS)

Training of Professionals in Construction (TOPIC)

In addition to the above, these BTEC Higher Nationals in Construction have been validated andapproved by the Construction Industry Council Standards Panel (CICSP) on behalf of theConstruction Industry�s NTOs, SSCs and professional bodies.


254

Recognition by Professional Bodies

BTEC Higher National in Construction for Design Disciplines

Recognition by the British Institute of Architectural Technologists (BIAT)

Core units

Design Principles and Application

Science and Materials

Analytical Methods

Management Principles and Application

Group Project

Health, Safety and Welfare

BIAT has selected the following specialist units to be included in a learner�s Higher Nationalprogramme in order to progress to ABIAT status.

Specialist units

Building Services Engineering Technology

Contractual Procedures

Design Procedures

Design Technology

Materials Properties and Performance

Refurbishment and Adaptation

Spec and Contract Documentation

Technology A

Technology B

Technology C

The specialist units (10) combined with the core units (6) are the equivalent of 16 units requiredfor a Higher National Diploma

For further details of recognition and membership, contact:

BIAT397 City RoadLondonEC1V 1NH

Telephone: 020 7278 2206Email: [email protected]


255


256

BTEC Higher National Certificate and Diploma in Construction

Recognition by The Chartered Institute of Building (CIOB)

Both the BTEC Higher National Certificate and Diploma in Construction are recognised byCIOB. The following recommended qualification structures have been agreed with CIOB.

Higher National Certificate in Construction

Construction Management and Contracting Functions

Although the award of an HNC only requires 10 units, CIOB require 12 units for entry to AssociateMember level.

No Status Unit

1 Design Principles and Application2 Science and Materials3 Analytical Methods4 Management Principles and Applications5 Group Project6

Core units

Health, Safety and Welfare7 Technology A8 Technology B9 Law and Contract

10 Production Management11 Site Surveying Procedures

12

Specialist units(required by CIOB)

Work-based Learning A or B (Or one other specialist unit from thoselisted below could be selected as an alternative)Contractual ProceduresOther specialist units

(alternative to Work-based Learning Aor B)

Tendering and Estimating

Additional specialistunits

Any other specialist units in the qualification may be added


257

Higher National Diploma in Construction

Construction Management and Contracting Functions

Although only 16 units are required for an HND, CIOB require 18 units for entry to IncorporatedMember level.

No Status Unit

1 Design Principles and Application2 Science and Materials3 Analytical Methods4 Management Principles and Applications5 Group Project6

Core units

Health, Safety and Welfare7 Technology A8 Technology B9 Law and Contract

10 Production Management11 Site Surveying Procedures12 Contractual Procedures13 Tendering and Estimating14 Building Services Engineering Technology15 Supply Chain Management16 Structural Behaviour and Detailing17 Individual Student Project

18

Specialist units(required by CIOB)

Work-based Learning A or B (Or one other specialist unit from thoselisted below could be selected as an alternative)*Technology CConstruction EconomicsMeasurement AEnvironmentSpecification and Contract DocumentationProject Management

Other specialist units(alternative to Work-based Learning A or B)

Materials Properties and PerformanceBuilding Control and InspectionIT Applications � General (0.5)IT Applications � Project Management (0.5)IT Applications � Surveying and Measuring (0.5)

Additional specialistunits

IT Applications � Computer Aided Design (0.5)

* Learners progressing from a Higher National Certificate to a Higher National Diploma may only use Work-basedLearning unit A or B in the Higher National Diploma qualification and the choice of 18 units.

Centres and learners should refer to the Chartered Institute of Building �Recognised ExemptingAwards� which give details of their entry requirements using these qualifications, or contact theInstitute:

The Chartered Institute of BuildingEnglemereKings RideAscotBerkshireSL5 7TB

Telephone: 01344 630700Website: www.ciob.org.uk


258

BTEC Higher National in Construction for Building Surveying and QuantitySurveying Disciplines

Recognition by:

The Royal Institution of Chartered Surveyors (RICS) � recommended choice of units foradvanced entry to an accredited degree

Learners wishing to progress to membership of the RICS, through advanced entry to anaccredited degree course, should be recommended to study, at least the following units:

Core units

Design Principles and Application


Analytical Methods

Management Principles and Application

Group Project

Health, Safety and Welfare

Specialist units

Quantity Surveying Building Surveying

Technology A

Law and Contract


Construction Economics

Measurement A

Site Survey Procedures

*IT Appl � Surveying and Measuring

*IT Appl � Computer Aided Design

Technology A

Law and Contract


Construction Economics

Measurement A

Structural Behaviour and Detailing

*IT Appl � General

*IT Appl � Computer Aided Design

* Half unit

The choice of specialist units may vary slightly depending on the choice of university andshould be confirmed by centres or learners with the establishment of their choice. Centres mayalso design a programme of units that facilitates progression to a particular university.

Where learners are studying for a BTEC Higher National Certificate (of only 10 units). He orshe will need to undertake three extra units to achieve either of the programmes recommendedabove. Learners undertaking a BTEC Higher National Diploma (of 16 units) will have moreflexibility to study three other specialist units of their choice.

For further information about the Royal Institution of Chartered Surveyors (RICS), contact:

RICSSurveyor CourtWestwood WayCoventryCV4 8JE

Telephone: 01344 630700Website: www.rics.org.uk


259


260

Annex CMapping of BTEC Higher Nationals in Construction to CISC OccupationalStandards (based on 1998 CISC CD-Rom)

Core units Specialist units

*CISC

ref (now C

IC)

Links

Design Principles and A

pplication


Analytical M

ethods

Mana gem

ent Principles and Application

Group Project

Health, Safety and W

elfare

Technology A

Technology B

Law and C

ontract



Refurbishm

ent and Adaptation

Environment

Construction Econom

ics

Individual Learner Project

Production Managem

ent


Project Managem

ent

Measurem

ent A

Building C

ontrol and Inspection

Supply Chain M

anagement

Technology C

Specification and Contract D

ocumentation

Structural Behaviour and D

etailing

Measurem

ent B

Design Procedures

Design Technology

Materials Property and Perform

ance

Site Surveying Procedures

IT Applications � G

eneral

It Applications � Surveying and M

easurement

IT Applications � C

omputer A

ided Design

IT Applications � Project M

anagement

A11 1

A12 1

A21 2

A22 2

A23 2

A31 2

A32 2

B1 3

B3 2

B4 1

B5 4

B11 3

B12 5

B13 3

B14 2

B21 3

B22 3

B23 2

B24 1

B25 3

B26 6

B31 3

B32 4

B33 4

B42 3

B43 3

B51 6

B52 4

B53 9

B54 4

B61 5

B62 8

B63 5

B64 4

D2 2

*See Index for key to Occupational Standards links on following pages


261

Mapping of BTEC Higher Nationals in Construction to CISC OccupationalStandards (based on 1998 CISC CD-Rom)


*CISC

ref (now C

IC)

Links


pplication


Analytical M

ethods

Mana gem


Group Project


elfare

Technology A

Technology B

Law and C

ontract



Refurbishm

ent and Adaptation

Environment

Construction Econom

ics


Production Managem

ent


Project Managem

ent

Measurem

ent A

Building C


Supply Chain M

anagement

Technology C


ocumentation


etailing

Measurem

ent B

Design Procedures

Design Technology


ance



eneral


easurement


omputer A

ided Design


anagement

D3 1

D4 1

D11 2

D12 2

D13 4

D14 4

D15 5

D21 6

D22 2

D23 2

D24 1

D25 7

D26 1

D31 5

D32 3

D41 6

D42 2

D43 3

D44 2

E11 1

E12 2

E31 1

E33 3

E41 1

E42 3

F1 1

F2 1

F3 1

F4 1

F5 1

F6 1

F7 1

F8 1

F11 3

F15 4



262

Mapping of BTEC Higher Nationals in Construction to CISC OccupationalStandards (based on 1998 CISC CD-Rom)


*CISC

ref (now C

IC)

Links


pplication


Analytical M

ethods

Mana gem


Group Project


elfare

Technology A

Technology B

Law and C

ontract



Refurbishm

ent and Adaptation

Environment

Construction Econom

ics


Production Managem

ent


Project Managem

ent

Measurem

ent A

Building C


Supply Chain M

anagement

Technology C


ocumentation


etailing

Measurem

ent B

Design Procedures

Design Technology


ance



eneral


easurement


omputer A

ided Design


anagement

F16 2

F17 3

F18 3

F21 2

F23 1

F26 3

F27 2

F28 1

F41 2

F42 2

F43 3

F44 2

F46 1

F47 2

F61 2

F62 1

F63 1

F64 2

F65 1

F66 1

F71 1

F72 1

Total links 17 2 3 8 12 9 11 12 10 6 15 13 5 9 3 14 3 12 4 7 13 8 6 7 1 7 8 4 4 1 2 2 2



263


264

CISC Occupational Standards Index for Construction Mapping (wherelinks exist)

See mapping on previous pages

Unit A11 Establish mechanisms for monitoring and reviewing changes and needs in theenvironment

Unit A12 Monitor and review changes and needs in the environmentUnit A22 Implement and monitor policies and proposalsUnit A23 Monitor the implementation and impact of policies and proposalsUnit A31 Develop procedures to support policy implementationUnit A32 Maintain compliance with statutory and policy requirementsUnit B1 Identify and agree project requirements and coordinate design developmentUnit B3 Investigate factors affecting potential developmentsUnit B5 Develop, present and agree project designsUnit B11 Identify and agree client, user and community requirementsUnit B12 Establish client requirements for project procurementUnit B13 Negotiate and agree a brief and design programmeUnit B14 Coordinate the design development processUnit B21 Select, plan and commission surveying methodsUnit B22 Collect, analyse and present survey dataUnit B23 Select, plan and commission mapping methodsUnit B24 Assess and present mapping dataUnit B25 Select, plan and commission test methodsUnit B26 Test and report on physical characteristicsUnit B31 Investigate development factorsUnit B32 Investigate and assess regulatory factors affecting potential developmentsUnit B33 Investigate and assess legal factors affecting potential developmentsUnit B42 Assess, plan and control proposed capital costsUnit B43 Assess and recommend options for capital fundingUnit B51 Develop and test project design solutionsUnit B52 Recommend and advise on the selection of a project designUnit B53 Recommend and advise on the selection of a detailed project designUnit B54 Comply with statutory controlsUnit B61 Specify, integrate and control procurement, contract and production documentsUnit B62 Prepare drawings and schedulesUnit B63 Prepare specificationsUnit B64 Prepare bills of quantitiesUnit D11 Prepare procurement programmes and schedules of workUnit D13 Prepare and process estimate, bid and tender enquiriesUnit D14 Prepare and submit estimates, bids and tendersUnit D21 Plan work methods, resources and systems to meet construction and installation

project requirementsUnit D22 Establish current and future requirements for materials supplyUnit D23 Select and procure plant and equipment for construction and installation operationsUnit D24 Deploy plant and equipment for construction and installation operationsUnit D25 Implement works to meet construction and installation project requirementsUnit D26 Establish and maintain the dimensional control of construction and installation

contracts


265

CISC Occupational Standards Index for Construction Mapping (wherelinks exist) contd.

See mapping on previous pages

Unit D31 Control contract quality, progress and costsUnit D32 Prepare and agree contract accounts and claimsUnit D41 Contribute to the resolution of disputesUnit D42 Prepare and present evidence on disputesUnit D43 Adjudicate disputesUnit E11 Appraise and value propertyUnit E12 Assess the condition of propertyUnit E21 Progress property disposalsUnit E22 Process property acquisitionsUnit E31 Develop and implement property management plansUnit E32 Establish client requirements for project procurementUnit E33 Control property useUnit E41 Commission engineering products after installationUnit E42 Assess and minimise risks from engineering products and processesUnit F15 Establish, maintain and improve health, safety and welfare policies and systemsUnit F16 Develop, maintain and enhance working relationshipsUnit F17 Implement and monitor research projectsUnit F18 Interpret, evaluate and present research findingsUnit F21 Provide solutions to and advice on, complex, indeterminate problems within an

ethical frameworkUnit F26 Establish and operate technical information systemsUnit F27 Use information to make critical decisionsUnit F32 Implement and monitor research projectsUnit F33 Interpret, evaluate and present research findingsUnit F43 Enhance your own practice and performance


266

Annex D

Summary of links between BTEC Higher Nationals in Construction units and the Evidence Requirements of Level 4 NVQs

Key to NVQ titles

AT Architectural Technology

BC Building Control

BMES Building Maintenance and Estates Service

CSM Construction Site Management

CservC Conservation Control

CC Construction Contracting

CPEM Construction Plant and Equipment Management

PM Property Management

QS Quantity Surveying

SDM Spatial Data Management

TP Town Planning

V Valuation


267

Summary of links of BTEC Higher Nationals in Construction units to the evidence requirements of Level 4 NVQs

Unit Unit title AT BC BMES CSM Cserv C CC CPEM PM QS SDM TP V

1 Design Principles and Applications2 Science and Materials3 Analytical Methods4 Management Principles and Application5 Group Project6 Health, Safety and Welfare7 Technology A8 Technology B9 Law and Contract

10 Building Services Engineering Technology11 Contractual Procedures12 Refurbishment and Adaptation13 Environment14 Construction Economics15 Individual Learner Project16 Production Management17 Tendering and Estimating18 Project Management19 Measurement A20 Building Control and Inspection21 Supply Chain Management22 Technology C23 Specification and Contract Documentation24 Structural Behaviour and Detailing25 Measurement B26 Design Procedures27 Design Technology28 Materials Properties and Performance29 Site Surveying Procedures30 IT Applications � General31 IT Applications � Surveying and Measuring32 IT Applications � Computer Aided Design33 IT Applications � Project Management34 Work-based Learning A35 Work-based Learning B


268

Construction Industry Council Learning Outcomes

Mapping links with Higher Nationals in Construction units

Intent To provide a common set of outcomes in all programmes of studyat degree and sub-degree level which meet the educationalstandards for access to professional body status among theprofessions which form the CIC.

These outcomes will provide the basis upon which therecommendations of �Constructing the Team� can be deliveredduring the careers of construction professionals.

Delivery These outcomes are independent of mode or method of delivery.The providers of education and training will only need to provideevidence and testimony that these outcomes have been achievedat least once during the programme of study.

It is recognised that each programme of study will place variableemphases on these outcomes, and therefore they represent aminimum menu independent of time allocation, academicimportance and worth, and frequency of achievement.

Extracted from: CIB paper �Educating the Professional Team�.

Required outcomes Main mapping links(other links exist)

CommunicationRequiring the candidates to:

� prepare and present a writtenreport

Group Project

� prepare and make an oralpresentation

Group Project

� participate in a forum wheretheir own views are subjectedto peer group criticism

Design Principles and ApplicationGroup Project

� engage in an activity requiringmanipulation of numbers

Analytical MethodsScience and Materials

� prepare and make apresentation involvinggraphical description

Group Project

� engage in an activity requiringuse of information technology

Group Project

Group dynamicsRequiring the candidates to:

� negotiate and progress theresolution of a dispute


269

Required outcomes Main mapping links(other links exist)

� attain set goals while workingwithin a group


� perform a set role within agroup setting


� achieve set goals while chairinga group


� identify and codify the roles ofindividuals in a group at work

Design Principles and ApplicationManagement Principles and Application

Professional awarenessRequiring the candidates to:

� engage in an activity where theethical standards are central tothe problem

Management Principles and ApplicationEnvironmentTechnology B

� engage in an activity whereissues of protection and/or careof the natural and the builtenvironment are central to theproblem

Design Principles and ApplicationManagement Principles and ApplicationEnvironmentTechnology B

� engage in an activity whereissues of energy managementand energy conservation arecentral to the problem

Design Principles and ApplicationManagement Principles and ApplicationEnvironmentTechnology BMaterials Properties and Performance

� perform a task which illustratesthe differences in interpretationof the idea of quality inconstruction

Management Principles and ApplicationTechnology BSpecification and Contract DocumentationProject ManagementBuilding Control and InspectionSite Surveying Procedures

� perform a task which illustratesthe essential components of thelegislative framework withinwhich construction activitytakes place

Design Principles and ApplicationHealth, Safety and WelfareBuilding Control and InspectionStructural Behaviour and DetailingLaw and ContractAll Specialist Technology units

� perform a task where theconcept of value for money isillustrated

Design Principles and ApplicationGroup ProjectIndividual Student Project

� perform a task where designimperatives are in conflict withthe cost of solution and resolvethe conflict

Design Principles and ApplicationGroup ProjectIndividual Student Project

� perform a task where healthand safety are major issues inthe brief and the solution.

Health, Safety and WelfareGroup ProjectIndividual Student Project

Note: Unit 34: Work-based Learning A and Unit 35: Work-based Learning B may generateevidence towards many of the Common Learning Outcomes.


270


271

Annex E

BTEC Environmental Initiative � Guidance for the incorporation ofenvironmental components into BTEC programmes

Environmentalresponsibility

� Explain the principles of sustainability� Justify her/his own environmental values and attributes� Appreciate in general terms, global and local environmental

interconnections� Recognise the environmental implication of her/his personal behaviour� Make personal decisions which take account of the environment

Science andtechnology

� Explain the scientific principles and processes which influence theaccumulation and dispersal of pollutants and wastes and the implicationsfor control measures

� Explain the complexity of the energy environment debate� Articulate her/his own views on the role of science and technology

towards environmental solutions� Make future work decisions, in the science and technology field, which

take account of the environmentResourcemanagement

� Explore the characteristics of the resource/s to be managed and its/theirvalue to people

� Explain the environmental implications of the uncontrolled use of theresources to be managed

� Identify when the use of a resource needs to be stopped, limited or whenit requires protection

� Propose alternative ways of meeting the human wants and needs met byresources which are being over-exploited or degraded

� Plan and recommend resource management decisions which take accountof the environment

Policy and control � Identify the process of environmental policy making� Explore her/his own view on the contribution of voluntary control

towards environmental solutions and explain how to encourage this typeof active citizenship

� Explain the need for the integration of an environmental ethic into awide range of policy making processes

� Assess and evaluate the extent to which environmental policy andvoluntary control is adequate in her/his area of interest

� Plan and contribute to the development of policy and controlmechanisms for sustainability

Business practice � Explain her/his own view on the role of business towards environmentalsolutions

� Explain the environmental impacts and responsibilities of a selectedbusiness in her/his area of interest

� Identify the need for systematic environmental management� Plan and recommend business decisions which take account of the

environmentEnvironmentalinvestigation

� Appropriate topic for investigation is identified� Ways in which data can be collected and processed into information and

the factors influencing the choice of methods are considered� Appropriate investigation method(s) are identified� Appropriate data analysis and interpretation methods are identified


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Annex F


Learners will be expected to develop the following higher level skills during the programme ofstudy, the ability to:








� recognise the moral and ethical issues of construction, sustainability, the environment,scientific enquiry and experimentation






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Annex G

Wider curriculum mapping

Spiritual, moral, ethical, social and cultural issuesSome of these issues are covered in the following units:� Design Principles and Application� Management Principles and Application� Health, Safety and Welfare� Refurbishment and Adaptation� Environment� Building Control and InspectionEnvironmental issuesLearners are led to appreciate the importance of environmental issues in the following units:� Design Principles and Application� Science and Materials� Management Principles and Application� Health, Safety and Welfare� Technology B and C� Building Services Engineering Technology� Environment� Production Management� Building Control and Inspection� Design Technology� Materials Properties and PerformanceEuropean developmentsMuch of the content of these BTEC Higher Nationals relate to legislation founded uponEuropean Directives. The following units cover both international and European aspects:� Health, Safety and Welfare� Law and Contract� Construction Economics� Project Management� Design TechnologyHealth and safety issuesThese BTEC Higher Nationals are practically based and so health and safety issues areencountered throughout a programme. Learners will develop awareness of the safety of othersas well as themselves in all practical activities. Learners will also study health and safety issuesin the context of science and materials, the environment and technology in the following units:� Health, Safety and Welfare� Technology B� Building Services Engineering Technology� Refurbishment and Adaptation� Production Management� Building Control and Inspection� Design TechnologyEqual opportunities issuesEqual opportunities issues are implicit throughout these BTEC Higher Nationals and arecovered specifically in:� Management Principles and Application


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Annex H

Qualification Requirement

BTEC Higher Nationals in Construction

This Qualification Requirement will be read in conjunction with overarching guidance fromEdexcel in line with any overarching annex agreed with QCA.

Rationale

The NQF BTEC Higher National Certificate and Diploma in Construction have been developedto focus on:

� national qualifications, with detailed common standards, learning outcomes and unitgrading recognisable to centres, learners, employers and professional bodies

� recognition by appropriate professional bodies

� a common core of study applicable to the whole industry

� a choice of optional specialist curriculum studies appropriate to the main career disciplineswithin construction

� a flexible approach to curriculum content within a nationally recognised framework

� changing training and educational needs relevant to construction disciplines

� progression to degree programmes and progression to professional institution membership

� a contribution to the skills, knowledge and understanding required to underpin relevantoccupational standards and NVQs at level 4

� providing opportunities for learners to focus on the development of higher level skills in atechnological and management context

� a focus on the development of learners practical knowledge, skills and understanding thatunderpins performance in the workplace

� preparation for employment and further training and professional development.

Aims of the qualification

These qualifications meet the needs of the above rationale by:

� preparing learners for a range of technical, professional and management careers inconstruction by providing specialised studies which are directly relevant to individualoccupations and professions in which learners are currently working or in which theyintend to seek employment

� enabling learners to make an immediate contribution in employment in the constructionsector

� providing learners with flexibility, knowledge, skills, understanding and motivation as abasis for progression to graduate and postgraduate studies


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� developing a range of skills and techniques, personal qualities and attitudes essential forsuccessful performance in working life

� providing further study, career development and progression from a Technician �TechnicalCertificate� at level 3 within or following an Advanced Modern Apprenticeship (AMA).

BTEC Higher National course structures and curriculum content

The content of the programmes and courses should be constructed around the core curriculumthat supports the appropriate specialist content for a discipline or disciplines withinconstruction.

Programmes and courses should develop the learner�s knowledge, understanding, skills andawareness necessary to provide them with the potential to progress to technical, supervisoryand managerial positions in construction. Programmes should make provision for:

� both breadth and depth of coverage to meet the needs of industry in technical and personalskills

� the development of higher level skills

� the foundation for subsequent study and developing a commitment to lifelong learning.

All courses should include the development of learner�s skills in managing and developingthemselves, working with others and being part of a team, communicating, managing tasks,solving problems, applying numeracy, IT, design and creativity. An understanding of health,safety, environment and sustainability issues and the need to design, install and maintainthrough safe systems of work is essential and courses should expose learners to these issues,hazard and risk assessment, CDM, environmental and the legal requirements.

Mandatory curriculum content

Design Principles and Application: planning, design and production phases of theconstruction process and the co-ordination and management of each phase; factors that affectthe selection of materials, systems and equipment, environmental impact of energy and otherconstraints on the planning, design and construction processes; roles, responsibilities andobligations (including liability for health, safety and welfare) of all parties to a project; costimplications and how technology affects the design of a construction project and the designprocesses and procedures used for the production phase.

Science and Materials: scientific principles and a knowledge of the properties of and use ofmaterials needed to successfully complete the other core and specialist content; analyse, apply,investigate and evaluate scientific principles, properties and behaviour of materials andcomponents and their effects on structural design, construction operations; determine comfortlevels in the design and use of buildings; experimentation and modelling of scientificprinciples.

Analytical Methods: mathematical knowledge and application of analytical techniques neededto successfully complete the core and specialist content to include algebra, graphicalrepresentation, space, time and motion, matrices, trigonometry, calculus, statistics andprobability, to the management and production; surveying; testing and control; structural,construction and building services systems.


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Management Principles and Application: principles of management, the work of pioneersand founders of management, their evolution and application to modern day practice.Construction Industry�s markets and activities, the roles of the professions/disciplines in projectteams and the management principles appropriate to organisations within the industry;application of management techniques to organisation, work planning, co-ordination, control ofresources, cost control, quality, communications and client/customer liaison involved in thedesign and construction processes; methods of procurement and contracting; partnering andsupply-chain management.

Note: The content of management principles and application should be founded on theprinciples of the �Latham� and �Egan� reports, which advocate non-adversarial multi-disciplineteam working and partnering. The agenda advocated in �Accelerating Change� in 2002, isparticularly relevant.

Project Team Working Skills: evaluate and resolve realistic practical problems by working aspart of a team within a major piece of work or project that reflects the type of performanceexpected of a technologists in a construction discipline; this work should involve, interpretingan agreed brief that contains an agreed timescale for the staged development of an overall �planof work� and be within given defined constraints with the team working towards an acceptableand viable solution; enabling learners to demonstrate the application of individual high levelskills and CIC common learning outcomes in managing self, working as a member of a teamand presenting technical solutions.

Health, Safety and Welfare: main health, safety and welfare legislation and codes of practiceapplicable to construction, including CDM; the main requirements of an effective health andsafety policy, procedures and the organisational arrangements necessary for its implementation;hazard and risk identification; risk assessment and review; control measures to prevent illhealth and injury, monitoring effectiveness of policies and procedures.

Optional specialist curriculum content

Optional specialist curriculum can be developed to address four main progression routes:

� Production and management


� Building Surveying

� Architectural Design

Construction Technology: site evaluation techniques, site investigation techniques and themethods used to classify soils; analyse how site evaluation and site investigation techniquesinfluence the various forms of sub-structure used in low-rise and medium-rise buildings and themethods used to construct such sub-structures; analyse and evaluate the various forms ofsuperstructure design and construction used in low-rise and medium-rise buildings and detailsof the methods used to construct such superstructures; causes of decay and deterioration ofbuildings; range of materials and constructional forms available for the erection of multi-storeybuildings; range of systems currently used to provide sufficient flexibility of internal layouts tomeet both present and future design requirements; principles of �buildability� in terms of safety,efficiency, economy and quality standards; development of �sustainable construction�strategies; contractual and legal responsibilities involved in the alteration, remediation and safedemolition of complex structures; current construction issues and practices; forms and methodsof special construction; research and analytical techniques to support the design process andselection of the solutions; presentation of the chosen design solution, oral, graphical and writtencommunication.


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Law and Contract: introduction to the national legal system and the law of contract;contractual administration relating to the common types of contract used for building or civilengineering works of various sizes; nature and significance of the principles and procedures oflaw and legislation as applied to the construction; liabilities and responsibilities of parties to acontract; application of the principles and procedures of law to the effective organisation andpractice of a company or partnership; relevant legal principles and requirements whenundertaking a construction contract in Europe.

Building Services Technology: principles and techniques used to co-ordinate the planning,design and installation of the plant and equipment used for space heating, ventilation and air-conditioning; systems to distribute services to a variety of buildings; disposal systems for avariety of buildings; design and installation requirements for lifts and escalators in a range ofbuildings; problems associated with the integration, accommodation and access formaintenance of mechanical and electrical services into a variety of buildings.

Contract Procedures: purpose of legal requirements and contracts; types of procurementarrangements used for the construction and civil engineering works; factors affecting the choiceof different procurement and contractual arrangements; application of current issues and bestpractice associated with the procurement of projects through reference to government andindustry sponsored reports and recommendations; roles and activities of the parties andorganisations involved in contracts; analysis of the forms of contract with particular referenceto time, cost, quality and performance; evaluation of the forms of contract in respect of supply-chain management.

Refurbishment and Adaption: feasibility of modifying existing buildings for new situationsand use; requirements of a �design brief� for the modification of an existing building; drawingsand specification for the modification of an existing building; alteration design and constructionplan for the execution of the work.

Environment: impact of the construction process upon the built environment; globalenvironmental issues of concern to the construction industry and how these might be addressed;local environmental issues of concern to the construction industry and how these might beaddressed; indoor environmental effects such as �sick building syndrome� and presentrecommendations on how these effects may be minimised; environmental assessment systemsin common use.

Construction Economics: methods of allocation of scarce resources and the determination ofprice; factors affecting the economics of an organisation; size and economic significance of thework carried out by different sectors of the construction industry; government economicactivity and how it affects the construction industry.

Individual Project Related Skills: applying individual skills, knowledge and understanding,including higher level skills, within a major piece of work that reflects the type of performanceand level of ability expected of professional project personnel in a construction discipline;recording activities, collecting, analysing and applying data, finding and using sources ofinformation and developing solutions; communicating and presenting a project.

Production Management: principles and application of effective site management; effectivecommunication, the use of ICT and the essentials of planning and resource management; costforecasting, control and reporting techniques; planning and programming of constructionprojects and in the design of systems for production control, co-ordination and monitoring;implications of quality, environmental considerations, health, safety and welfare arrangementsand image within the production process.


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Tendering and Estimating: application of tendering procedures; principles and methods ofestimating as an integral part of the tendering process; commercial awareness of tendering andestimating; commercial aspects of construction and civil engineering work; informationrequired to produce a tender; use of SMM and CESMM; application of the principles andtechniques of estimating; methods of pricing to determine and formulate an estimate; evaluationof different tendering procedures and contractual arrangements in common use.

Project Management: concepts and practice of project management; identify and evaluate therequirements of a project manager in the construction and civil engineering; analyse their dutiesand responsibilities; achieving the Client�s objectives of time, cost, quality and performance;contribution of project management process in adding value to the management andperformance of a project; relationship with best practice and key performance indicators.

Measurement: measurement techniques and their application during the design andconstruction phases of a project; taking off and production of quantities for a range of elementsand components to large scale (non-domestic) structures; mathematical calculations to themeasurement process; standard methods of measurement, manual and computer preparation ofdifferent types of bills of quantities, schedules and contract documentation; preamble andpreliminary items for given situations; interim certificates and final accounts.

Building Control and Inspection: principles of the building control system and the primarylegislation; origins of statutory regulations and controls in England and Wales; legal issuesrelated to enforcement of the statutory regulations and controls; interpretation of the variousstatutory controls and regulations to a range of construction situations.

Supply Chain Management: types of supply chain management organisations, their range ofactivities and functions and their effects on the construction process; size and scope ofsubcontractors, material suppliers and component manufacturers and trends in the developmentof technologies and the management and organisation of construction works; different kinds ofsupply chain management arrangements and the procurement and contractual implications forthe main contractor using the different forms of subcontract; work of the main contractor inrespect of supply chain management, methods of planning, purchasing, programming,progressing and payment.

Specification and Contract Documentation: types of contract documents that are required fora construction project; how construction works are specified in respect of standards and quality;contractual provisions of contract documents and their relationship to each other and theirapplication to the contract.

Structural Behaviour and Detailing: strength and elastic properties of typical structuralmaterials; loading conditions for simple structures and performance and behaviour of thestructure down to foundation level; statically determinate structures, including simple frames,stress in individual elements of that structure; design elements of a structure using manualmethods and computer software; detailing elements of a structure both by manual methods andby using computer assisted drawing (CAD) in a variety of structural materials.

Design Procedures: nature of design and its attendant methods, technologies, processes andprocedures in terms of design practice; the roles and responsibilities of the design technologistin terms of design practice and during the contract phase of the construction process; roles andresponsibilities of the design technologist during the project management phase of theconstruction process.


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Design Technology: specification of materials, systems and methods used to realise a designsolution and appropriate procedures to guarantee quality control; graphical communicationtechniques; the mechanisms by which construction materials fail in use and preventative andremedial measures; implications of �buildability� and �sustainability� for design andconstruction.

Materials Properties and Performance: failure mechanisms of common structural materialsin terms of their physical and chemical structure and methods to prevent or minimise suchfailure; properties of modern composite materials and why such materials can be much morethan the sum of their parts; embodied energy costs associated with the common constructionmaterials and cost comparisons with potential energy savings in use.

Site Surveying Procedures: range of instruments used for surveying and setting-out processes;principles of surveying and setting-out; calculate from raw data the information required forcartographic detailing and setting-out of construction and civil engineering work; surveyingcontrols; use of electronic and laser instruments; GPS systems; total station instruments and theapplication of computer software to calculate and produce surveying solutions.

General IT Applications: manipulation software to edit, save, retrieve and printout files;changes and format text and images in standard word processing applications; simplespreadsheet formulae to aid repetitive calculation and display the results in graphical format;extract information from a database application using the software�s built in query and reportsystem.

Surveying and Measuring IT Applications: application of spreadsheets and databasepackages; measurement software; estimating software.

CAD IT Applications: dimensioned plans; elevations, 3D-views and perspective views.

Project Management IT Applications: spreadsheet based resource management tools;planning and project information software; project information systems; IT systems forconstruction and civil engineering sites.

Professional body recognition

The NQF BTEC Higher Nationals in Construction have been developed with career progressionand recognition by professional bodies in mind. It is essential that learners gain the maximumbenefit from their programme of study. The following is an indication of relevant professionalbodies who recognise or are likely to recognise these BTEC Higher Nationals in Constructionand their recommended unit structure, as a qualifications contributing towards theirrequirements:

� CIOB

� RICS

� BIAT

The recommended programme structures that have been recognised by professional bodies,NTOs/SSCs and industry may be found in the full specification (refer publication code:B013362).

In addition to individual recognition by the main professional bodies, the NQF BTEC HigherNationals in Construction have also been validated and approved by the Construction IndustryCouncil Standards Panel (CICSP) which represents all the main professional bodies, NTOs(SSCs), employer bodies and key employers for higher level qualifications in the Constructionand Built Environment Sector.


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Links to National Standards

As part of the development process the curriculum content in this qualification requirement hasbeen mapped to the 1998 Construction Industry Standing Conference (CISC) OccupationalStandards (OS) and also the relevant NVQ at level 4.

Through the study of the core and relevant option curriculum content, learners will cover muchof the underpinning knowledge, skills and understanding for the relevant NVQ level 4 units in:



� Building Maintenance and Estate Service








� Town Planning

� Valuation.

There are good links between the curriculum content of the BTEC Higher Nationals inConstruction and the QAA Building and Surveying threshold benchmark standards, albeit thatthe BTEC Higher Nationals are normally only two year programmes and the QAA benchmarkstandards, which are set at honours degree level, are normally three years of study.

Entry prerequisites

Edexcel�s policy regarding access to its qualifications is that:

� the qualifications should be available to everyone who is capable of reaching the requiredstandards

� the qualifications should be free from any barriers that restrict access and progression

� there should be equal opportunities for all wishing to access the qualifications.

Centres are required to recruit learners to BTEC qualifications with integrity. This will includeensuring that applicants have appropriate information and advice about the qualifications andthat the qualification will meet their needs. Centres should take appropriate steps to assess eachapplicant�s potential and make a professional judgement about their ability to successfullycomplete the programme of study and achieve the qualification. This assessment will need totake account of the support available to the learner within the centre during their programme ofstudy and any specific support that might be necessary to allow the learner to access theassessment for the qualification. Centres should also show regard for Edexcel�s policy onlearners with particular requirements.


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Centres will need to review the profile of qualifications and/or experience held by applicants,considering whether this profile shows an ability to progress to a Level 4 qualification. Forlearners who have recently been in education, the entry profile is likely to include one of thefollowing:

� a BTEC National Certificate or Diploma qualification in Construction or a relatedvocational area

� a BTEC National Award in Construction (used as a bridging programme for matureentrants)

� an AVCE/Advanced GNVQ in Construction and the Built Environment or a relatedvocational area

� a GCE Advanced level profile which demonstrates strong performance in a relevant subjector an adequate performance in more than one GCE subject. This profile is likely to besupported by GCSE grades at A * to C

� related work experience

� other related Level 3 qualifications.

Mature learners may present a more varied profile of achievement that is likely to includeextensive work experience (paid and/or unpaid) and/or achievement of a range of professionalqualifications in their work sector.

Edexcel encourages centres to recognise learners� previous achievements and experiencethrough the Accreditation of Prior Learning. Learners may have evidence that has beengenerated during previous study or in their previous or current employment or whilstundertaking voluntary work that relates to one or more of the units in the qualification.Assessors should assess this evidence against the BTEC Higher National standards in thespecifications in the normal way. As with all evidence, assessors should be satisfied about theauthenticity and currency of the material when considering whether or not the outcomes of theunit have been met.

Full guidance about Edexcel�s assessment policy on APL is provided on our website(www.edexcel.org.uk).


Learners will be expected to develop the following skills during the programme of study, theability to:







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� recognise the moral and ethical issues of construction, sustainability, the environment, andscientific enquiry and experimentation





The Construction Industry Council has an agreed set of Common Learning Outcomes for allsub-degree and degree level courses. These should also be incorporated into all programmesdeveloped from this curriculum content.


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Annex I

Summary of support materials (all units)

Other publications/textbooks

Adams, S � Practical Buildability � (Butterworths, 1989)

Adler, D � Metric Handbook 2nd Edition � (Butterworth Architecture, 1999)

Alexander, W and Street, A � Metals in the Service of Man 11th Edition � (Penguin, 1998)

ASHRAE Guide

Ashworth, A � Civil Engineering Contractual Procedures � (Longman, 1998)

Ashworth, A � Contractual Procedures in the Construction Industry 4th Edition �(Longman, 2001)

Ashworth, A � Cost Studies of Buildings 3rd Edition � (Longman, 1999)

Ashworth, A � Pre-Contract Studies: Development Economics, Estimating and Tendering �(Longman, 1996)

Ashworth, A and Hogg, K � Added Value in Design and Construction � (Longman, 2000)

Barbour Index (CD-Rom) or equivalent � (Barbour Index)

Barnes, M � Civil Engineering Standard Methods of Measurement Handbook 2nd Edition �(Thomas Telford, 1992)

Bell, J � Doing your Research Project 2nd Edition � (Open University, 1993)

Bennett, J � Construction Project Management � (Butterworths, 1985)

Bland, J � Statistics for Construction Learners � (Construction Press, 1985)

Boud/Keogh and Walker � Reflection: Turning Experience into Learning � (Kogan Page,1985)

Boughton, B � Reinforced Concrete Detailers Manual 3rd Edition � (Crosby LockwoodStaples, 1979)

Brand, S � How Buildings Learn Revised Edition � (Orion, 1997)

BRE Digests and publications

Brighty, S revised by Stirling, D � Setting Out: A Guide for Site Engineers 2nd Edition �(BSP Professional, 1989)

British Refrigeration Association papers

British Standards Institute BS 6399-1:1996 Loading for Buildings. Code of Practice for Deadand Imposed Loads � (British Standards Institute, 1996)

British Standards

Brown, A � The UK Environment � (The Stationery Office, 1992)

BSI � British Standards Codes of Practice Latest Editions

BSI � National Building Agency Specification Latest Editions

Building Project Information Committee � Common Arrangement of Work Sections forBuilding Work � (Building Project Information Committee, 1998)


288

Cain, J and Hulse, R � Structural Mechanics 2nd Edition � (Palgrave, 2000)

Cement and Concrete Association papers

Chadderton, D �- Building Services Engineering 3rd Edition � (E and FN Spon, 2000)

Chudley, R � Building Construction Handbook 2nd Edition � (Butterworth-Heinemann,1995)

Clarke, H � Knight�s Building Control Law � (Tolley, 1995)

CIB Working Group 11 � Towards a 30% Productivity Improvement in Construction �(Thomas Telford, 1996)

CIOB � Code of Practice for Project Management for Construction and Development �(Longman, 1996)

CIOB � Constructing Success � (Thomas Telford, 1997)

CIOB � Code of Estimating Practice 6th Edition � (Addison Wesley Longman, 1997)

CIOB � Partnering the Team � (Thomas Telford, 1997)

CIOB � Project Management in Building 2nd Edition � (CIOB, 1989)

Code of Procedure for the Production of Drawings RICS/CCPI

Code of Procedure for Specifications RICS/CCPI

Common Arrangement of Work Sections � (CAWS) RICS/CCPI

Construction Best Practice Programme � (DETR 1999/2001)

Cooke, B and Williams, P � Construction Planning, Programming and Control �(Macmillan, 1997)

Co-ordinating Committee for Project Information � A Guide with Examples

Copper Development Association papers

Couzens, E and Yarsley, V � Plastics in the Modern World � (Penguin Pelican, 1968)

Current Forms of Standard Contracts

Current Legislation relevant to the construction industry

Dalby, J � EU Law for the Construction Industry � (Blackwell Science, 1998)

Davis, L � Guide to the Building Regulations 1991 for England and Wales � (ButterworthArchitecture, 1992)

Davis/Langdon and Everest � Spon�s Architects� and Builder�s Price Book 2000 125th Edition� (Taylor Francis Books, 1999)

Dean, Y � Finishes 3rd Edition � (Longman, 1996)

Department of the Environment � Defects in Buildings � (HMSO, 1989)

Doherty, M � Writing for Excellence � (McGraw-Hill, 1992)

Downward, A � Building Control: A Guide to the Law � (College of Estate Management,1992)

Draycott, T � Structural Elements Design Manual � (Heinemann Professional, 1990)

Durka, A and Morgan, W et al � Structural Mechanics 6th Edition � (Pearson, 1996)

Edwards B � Green Buildings Pay � (Spon, 1998)


289

Egan, J � Rethinking Construction-A Consultation paper by the Strategic Forum forConstruction � (DETR, 2002)

Egan, J � Rethinking Construction � DETR, 1998)

Engineering Council Project Guidelines

Everett, A � Materials 5th Edition � (Longman, 1994)

Extracts from British Standards for learners of structural design

Ferguson, I � Buildability in Practice � (BT Batsford, 1989)

Fink, A and Kosecoff, J � How to Conduct Surveys � (Sage, 1998)

Forster, G � Construction Site Studies 2nd Edition � (Longman, 1989)

Fryer, B � The Practice of Construction Management � (Blackwell, 1997)

Gauld, B � Structures for Architects 3rd Edition � (Longman, 1994)

Gordon, J � The New Science of Strong Materials � (Penguin, 1991)

Greer, A and Taylor, G � Mathematics for Technicians� (Stanley Thomas, 1994)

Guidance notes on Town and Country Planning Act, Health and Safety at Work Act, CDMRegulations, and other relevant legislation

Hall, F � Building Services and Equipment � Volumes 1 and 2 � (Pearson, 1994)

Harvey, R and Ashworth, A � The Construction Industry of Great Britain � (Oxford, 1997)

Health and Safety Commission � A Guide to the Health and Safety at Work Act 1974

Health and Safety Commission -� Management of Health and Safety at Work Regulations 1992

Health and Safety Commission � Successful Health and Safety Management

Health and Safety Executive � Sick Building Syndrome � (HSE Books, 1995)

Hillebrandt, P � Economic Theory and the Construction Industry 3rd Edition � (Palgrave,2000)

Hore, A and Kehoe, J et al � Construction 1 � Management, Finance and Measurement �(Macmillan, 1997)

Howard, K and Sharp, J et al � The Management of a Learner Research Project 3rd Edition� (Gower Aldershot, 2002)

ICE � Civil Engineering Standard Method of Measurement 3rd Edition � (Thomas Telford,1991)

Illston, J � Construction Materials 2nd Edition � (Spon, 1993)

Illston, J and Dinwoodie, J et al � Concrete, Timber and Metals � (Chapman and Hall, 1979)

Illston, J � Construction Materials: Their Nature and Behaviour 2nd Edition � (E and FNSpon, 1993)

Irvine, W � Surveying for Construction 4th Edition � McGraw Hill, 1995)

Joint Contracts Tribunal � JCT Forms of Contract Latest Revisions/Editions

Joint Contracts Tribunal � Joint Contracts Tribunal Forms of Contract

Latham, M � Constructing the Team � (The Stationary Office Books, 1994)


290

Lawson, B � How Designers Think 3rd Edition � (Butterworth Architecture, 1997)

Lead Development Association papers

McGeorge, D and Palmer, A � Construction Management: New Directions � (BlackwellScience, 1997)

McMullan, R � Environmental Science in Building 5th Edition � (Palgrave, 2001)

Moon, J � Reflection in Learning and Professional Environment: Theory and Practice �(Kogan Page, 1999)

Morris, P � The Management of Projects New Edition � (Thomas Telford, 1997)

National Building Agency � National Building Specification 4 Vols � (RIBA, 1973)

Neufert, E and Neufert, P � Architects� Data 3rd Edition � (Blackwell Science, 2000)

Newton, P � Structural Detailing 2nd Edition � (Macmillan, 1991)

Norton, P and Allinson, L � Asking Research Questions � (University of Humberside, 1994)

Noy � Building Survey and Reports 2nd Edition � (Blackwell Science, 1995)

Nutt, B and Kincaid, P et al � Adapting Buildings for Changing Uses � (Spon, 2002)

Owen, S � Law for the Construction Industry 2nd Edition � (Longman, 1998)

Oxley, R and Poskitt, J � Management Techniques Applied to the Construction Industry �(Blackwell Science, 1996)

Papers from ABE, ASHRAE, BRE, CIBSE, CIOB, ICE, RICS, RICS � BCIS, VALUER, etc

Papers from BIAT, RIBA and RTPI

Papers from Cement and Concrete Association

Papers from TRADA

Parsloe, C and Wild, L � Project Management Handbook for Building Services � (BSIRA,1998)

Reid � Understanding Buildings: A Multi-disciplinary Approach � (The MIT Press, 1988)

RIBA � Architect�s Handbook of Practice Management 5th Edition � (RIBA, 1991)

RIBA � Plan of Work for Design Team Operation � (RIBA, 1973)

Richardson, B � Remedial Treatment of Buildings 2nd Edition � (Butterworth-Heinemann,1995)

RICS � SMM7 The Standards Method of Measurement of Building Works Revised Edition �(RICS, 1998)

Rossow, E � Analysis and Behavior of Structures � (Prentice Hall, 1996)

Rougvie, A � Project Evaluation and Development � (Batsford, 1988)

Schofield, W � Engineering Surveying 5th Edition � (Butterworth-Heinemann, 2001)

Schon, D � The Reflective Practitioner: How Professionals Think in Action � (Aldershot,1991)

Scott, A � Dimensions of Sustainability � (E and FN Spon, 1998)

Seeley, I � Advanced Building Measurement 2nd Edition � (Palgrave Macmillan, 1989)

Seeley, I � Building Quantities Explained 5th Edition � (Palgrave Macmillan, 1998)

Seeley, I � Civil Engineering Quantities 5th Edition � (Palgrave Macmillan, 1993)


291

Sharpe, G � A Contractor�s Guide to Conservation v(CIOB, 1997)

Sharpe, G � Works to Historic Buildings � A Contractor�s Manual � (Pearson, 1999)

Sher, W � Computer-Aided Estimating: A Guide to Good Practice � (Longman, 1996)

Shutt, R � Economics for the Construction Industry 3rd Edition � (Longman Scientific andTechnical, 1995)

Smith, R � Estimating and Tendering for Building Work � (Longman, 1986)

Stroud, K � Engineering Mathematics 4th Edition � (Macmillan, 1995)

Taylor, G � Materials in Construction 3rd Edition � (Pearson, 2000)

Technical and professional journals and trade literature

Technical and professional journals on economic issues

The Aqua Group � Contract Administration for the Building Team � (Blackwell Science,1996)

The Aqua Group � Pre-Contract Practice for the Building Team 8th Edition � (BlackwellScience, 1992)

The Aqua Group � Tenders and Contracts for Building 3rd Edition � (Blackwell Science,1999)

TSO � Annual Abstract of Statistics

TSO � BSI Codes of Practice

TSO � Building Regulations 1991

TSO � Housing and Construction Statistics

TSO � The Building Regulations and The Approved Documents

TSO � The Building Act 1983

TSO � UK National Accounts

Thomas, R � Environmental Design � (E and FN Spon, 1995)

Thompson, A � Architectural Design Procedures 2nd Edition � (Arnold, 1998)

Turner, D and Turner, A � Building Contract Claims and Disputes 2nd Edition � (Longman,1999)

Walker, A � Project Management in Construction 4th Edition � (Blackwell Science, 2002)

Westbrook, R and Walker, D � Structural Engineering Design in Practice 3rd Edition �(Longman, 1996)

Willis, A and Trench, W � Willis�s Elements of Quantity Surveying 9th Edition � (BlackwellScience, 1998)

Wills, C J and Willis, J � A Specification Writing for Architects and Surveyors 11th Edition �(Blackwell Science, 1997)

Zunde, J � Design Technology � (Sheffield Hallam University Press, 1989)

ma140803LT\PD\LEVELS 1-4 2003\B013362 HN IN CONSTRUCTION.DOC.1-300/4

Further copies of this publication are available fromEdexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN

Telephone: 01623 467467Fax: 01623 450481Email: [email protected]

Order Code B013362 August 2003

For more information on Edexcel and BTEC qualifications please contactCustomer Services on 0870 240 9800or email: [email protected] visit our website: www.edexcel.org.uk

London Qualifications Limited. Registered in England and Wales No. 4496750Registered Office: Stewart House, 32 Russell Square, London WC1B 5DN

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