Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF)
Specification
NVQ/Competence-based qualification
First registration November 2014
Issue 3
Edexcel, BTEC and LCCI qualifications
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This specification is Issue 3. We will inform centres of any changes to this issue. The latest issue can be found on our website: qualifications.pearson.com
This qualification is offered as part of a Joint Awarding Body Partnership with construction industry professional bodies; the Chartered Institute of Building (CIOB), and the Institution of Civil Engineers (ICE), for whom the NVQs are steps to professional recognition.
www.ciob.org.uk
www.ice.org.uk
References to third party material made in this specification are made in good faith. Pearson 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 include textbooks, journals, magazines and other publications and websites.)
All information in this specification is correct at time of publication.
ISBN 978 1 446 92463 1
All the material in this publication is copyright © Pearson Education Limited 2015
Contents
Purpose of this specification 1
1 Introducing Edexcel NVQ/Competence-based qualifications 2
What are NVQ/Competence-based qualifications? 2
2 Qualification summary and key information 3
3 Qualification rationale 5
Qualification objectives 5
Relationship with previous qualifications 5
Progression opportunities 5
Industry support and recognition 6
Relationship with National Occupational Standards 6
4 Qualification structures 7
Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF) 7
5 Programme delivery 18
Elements of good practice 18
Learner recruitment, preparation and support 18
Training and assessment delivery 19
Employer engagement 20
6 Centre resource requirements 21
7 Access and recruitment 22
Prior knowledge, skills and understanding 22
Access to qualifications for learners with disabilities or specific needs 22
8 Assessment 23
Language of assessment 23
Internal assessment 24
Assessment requirements/strategy 25
Types of evidence 25
Appeals 26
Dealing with malpractice 26
Reasonable adjustments to assessment 26
Special consideration 27
Credit transfer 27
9 Centre recognition and approval 28
Centre recognition 28
Approvals agreement 28
10 Quality assurance of centres 29
11 Unit format 30
Unit title 30
Unit reference number 30
QCF level 30
Credit value 30
Guided learning hours 30
Unit summary 30
Unit assessment requirements/evidence requirements 30
Learning outcomes 31
Assessment criteria 31
Unit 1: Developing and Maintaining Good Occupational Working Relationships in the Workplace 32
Unit 2: Allocating Work and Checking People’s Performance in the Workplace 37
Unit 3: Establishing, Implementing and Maintaining Systems for Managing Health, Safety and Welfare in the Workplace 42
Unit 4: Evaluating and Selecting Work Methods to Meet Project or Operational Requirements in the Workplace 52
Unit 5: Monitoring Construction Related Project Activities in the Workplace 60
Unit 6: Controlling Project Progress against Agreed Quality Standards in the Workplace 67
Unit 7: Controlling Project Progress against Agreed Programmes in the Workplace 75
Unit 8: Managing Personal Development in a Construction-related Workplace 82
Unit 9: Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace 88
Unit 10: Contributing to the Identification of Work Teams in the Workplace 93
Unit 11: Establishing, Controlling and Monitoring Environmental Factors and Sustainability in the Workplace 97
Unit 12: Planning the Preparation of the Site for the Project or Operation in the Workplace 103
Unit 13: Ensuring that Work Activities and Resources Meet Project Work Requirements in the Workplace 112
Unit 14: Identifying, Allocating and Planning the Deployment and Use of Plant, Equipment or Machinery in the Workplace 119
Unit 15: Organising, Controlling and Monitoring Supplies of Materials in the Workplace 128
Unit 16: Establishing and Monitoring Communication Systems and Organisational Procedures in the Workplace 135
Unit 17: Establishing Project Dimensional Control Criteria in the Workplace 144
Unit 18: Controlling Project Quantities and Costs in the Workplace 150
Unit 19: Evaluating Feedback Information and Recommending Improvements in the Workplace 158
Unit 20: Planning Highways Maintenance or Repair Activities in the Workplace 164
Unit 21: Providing and Monitoring Construction-Related Customer Service in the Workplace 171
Unit 22: Managing the Handover of the Construction Project in the Workplace 178
Unit 23: Planning and Scheduling the Maintenance or Remedial Activities of Property, Systems or Services in the Workplace 184
Unit 24: Planning Historical Conservation/Restoration Activities in the Workplace 196
Unit 25: Planning Demolition Activities in the Workplace 203
Unit 26: Planning Tunnelling Activities in the Workplace 210
12 Further information and useful publications 218
13 Professional development and training 219
14 Contact us 221
Annexe A: Assessment strategy – ConstructionSkills 222
Annexe B: Personal, Learning and Thinking Skills mapping 233
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Purpose of this specification
This specification sets out:
● the objectives of the qualification
● any other qualification that a learner must have completed before taking the qualification
● any prior knowledge, skills or understanding which the learner is required to have before taking the qualification
● the combination of units that a learner must have completed before the qualification will be awarded and any pathways
● any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded
● the knowledge, skills and understanding that will be assessed as part of the qualification
● the method of any assessment and any associated requirements relating to it
● the criteria against which a learner’s level of attainment will be measured (such as assessment criteria)
● assessment requirements and/or evidence requirements required as specified by the relevant Sector Skills Council/Standards Setting Body
● assessment requirements/strategy as published by the relevant Sector Skills Council/Standards Setting Body
● the Apprenticeship Framework in which the qualification is included, where appropriate.
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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1 Introducing Edexcel NVQ/Competence-based qualifications
What are NVQ/Competence-based qualifications?
National Vocational Qualifications (NVQs)/Competence-based qualifications are work-based qualifications that give learners the opportunity to develop and demonstrate their competence in the area of work or job role to which the qualification relates.
NVQs/Competence-based qualifications are based on the National Occupational Standards (NOS) for the appropriate sector. NOS define what employees, or potential employees, must be able to do and know, and how well they should undertake work tasks and work roles. At Level 2 and above, these qualifications are recognised as the competence component of Apprenticeship Frameworks. Qualifications at Level 1 can be used in Traineeships, which are stepping stones to Apprenticeship qualifications. NVQs/Competence-based qualifications can also be delivered as stand alone for those who wish to take a work-based qualification.
NVQs/Competence-based qualifications are outcomes based with no fixed learning programme – allowing flexible delivery that meets the individual learner’s needs. They are suitable for those in employment or for those who are studying at college and have a part-time job or access to a substantial work placement – so that they are able to demonstrate the competencies required for work.
Most learners will work towards their qualification in the workplace or in settings that replicate the working environment as specified in the assessment requirements/strategy for the sector. Colleges, training centres and/or employers can offer these qualifications provided they have access to appropriate physical and human resources.
There are three sizes of NVQs/Competence-based qualification in the QCF:
● Award (1 to 12 credits)
● Certificate (13 to 36 credits)
● Diploma (37 credits and above).
Every unit and qualification in the QCF has a credit value.
The credit value of a unit specifies the number of credits that will be awarded to a learner who has met the learning outcomes of the unit.
The credit value of a unit is based on:
● one credit for those learning outcomes achievable in 10 hours of learning
● learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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2 Qualification summary and key information
Qualification title Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF)
QCF Qualification Number (QN) 601/4771/4
Qualification framework Qualifications and Credit Framework (QCF)
Regulation start date 06/10/2014
Operational start date 01/11/2014
Approved age ranges 16–18
18+
19+
Please note that sector-specific requirements or regulations may prevent learners of a particular age from embarking on this qualification. Please refer to the assessment requirements/strategy.
Credit value See credit value for each pathway below.
Assessment Portfolio of Evidence (internal assessment).
Guided learning hours 447–557
Grading information The qualification and units are graded pass/fail.
Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Pearson Access and Recruitment policy (see Section 7, Access and Recruitment).
Funding Details on funding approval will be available in the future on the Learning Aims Reference Service (LARS) database, which replaces the Learning Aim Reference Application (LARA). In the interim, the LARS Lite database is available to check funding approval.
Alternatively, the Skills Funding Agency’s simplified funding catalogues can be used to check funding approval.
Further information and guidance is available on the website: www.gov.uk
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).
The qualification title, unit titles and QN will appear on each learner’s final certificate. Centres should tell learners this when recruiting them and registering them with Pearson. There is more information about certification in our UK Information Manual, available on our website at: www.edexcel.com
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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3 Qualification rationale
Qualification objectives
The Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) has been developed to give learners the opportunity to:
● engage in learning that is relevant to them and which will provide opportunities to develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life
● develop and demonstrate competence as construction site managers for building and civil engineering, highways and maintenance repair, residential development and conservation and demolition
● develop technical skills and knowledge and understanding related to the specified job roles in the construction and built environment sector
● have their existing skills recognised
● achieve a nationally recognised Level 6 qualification
● develop their personal growth and engagement in learning.
This qualification is for managers on-site who are responsible for leading projects, controlling standards and evaluating work. Learners are expected to already be employed in site management roles, overseeing, or starting to oversee, larger projects and sites with the authority, accountability and decision-making, which comes with site management roles, in their respective discipline/s. They may work across one or more of the following disciplines: civil engineering, highways maintenance, residential development, conservation and/or demolition. The qualification may be used as evidence towards achievement of the appropriate Construction Card Competence scheme on site where applicable, and where this is recognised by the employer.
Relationship with previous qualifications
This qualification is a direct replacement for the Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF), which has expired.
Progression opportunities
Learners who achieve the Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF) can progress across the level and size of the construction and built environment competence and knowledge qualifications to other occupational areas such as team leading and management.
It is possible to progress to this qualification from the Level 4 NVQ in Site Supervision, which itself is part of an Apprenticeship. Further progression routes include the Level 6 NVQ Diploma in Construction Contracting Operations Management (QCF) and the Level 7 NVQ Diploma in Construction Senior Management (QCF).
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Industry support and recognition
This qualification is supported by ConstructionSkills, the Sector Skills Council for Construction and the Built Environment.
Relationship with National Occupational Standards
This qualification is based on the National Occupational Standards (NOS) in Construction Site Management, which were set and designed by ConstructionSkills.
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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4 Qualification structures
Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF)
The learner will need to meet the requirements outlined in the table below before the qualification can be awarded. Individual units can be found in the Units section. The QCF level and credit value are given on the first page of each unit.
Learners must complete a minimum of 172 credits, which includes 80 credits from the mandatory units in Group A, plus all the required mandatory and optional units from one of the five pathways.
Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF) – Building and Civil Engineering
Learners must complete the mandatory units from Group A and those from Group B to achieve a total of 189 credits.
Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF) – Highways and Maintenance Repair
Learners must complete the mandatory units from Group A and C1 to achieve 155 credits, plus a minimum of 17 credits from the optional units in Group C2 to achieve a minimum total of 172 credits.
Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF) – Residential Development
Learners must complete the mandatory units from group A and D1 to achieve 193 credits, plus a minimum of 8 credits from the optional units in Group D2 to achieve a minimum total of 201 credits.
Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF) – Conservation
Learners must complete the mandatory units from Group A and E1 to achieve 175 credits, plus a minimum of 14 credits from the optional units in Group E2 to achieve a minimum total of 190 credits.
Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF) – Demolition
Learners must complete the mandatory units from Group A and F1 to achieve 148 credits, plus a minimum of 31 credits from the optional units in Group F2 to achieve a minimum total of 179 credits.
Learners may also select additional units from Group Z although they are not required to achieve the qualification. Credit from these units cannot be added to a pathway unless the minimum number of credits for the pathway has been attained.
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Unit Unit reference number
Group A – mandatory units
Learners must achieve all units
Level Credit Guided learning hours
1 M/503/2915 Developing and Maintaining Good Occupational Working Relationships in the Workplace
5 8 27
2 Y/505/7680 Allocating Work and Checking People’s Performance in the Workplace
5 9 20
3 J/600/7318 Establishing, Implementing and Maintaining Systems for Managing Health, Safety and Welfare in the Workplace
6 15 50
4 M/600/7328 Evaluating and Selecting Work Methods to Meet Project or Operational Requirements in the Workplace
6 11 30
5 J/600/7335 Monitoring Construction Related Project Activities in the Workplace
6 8 20
6 F/600/7351 Controlling Project Progress Against Agreed Quality Standards in the Workplace
6 10 20
7 D/600/7356 Controlling Project Progress Against Agreed Programmes in the Workplace
6 11 30
8 M/600/7359 Managing Personal Development in a Construction-Related Workplace
6 8 20
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Unit Unit reference number
Group B – mandatory units
Building and Civil Engineering pathway
Level Credit Guided learning hours
9 A/504/8552 Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace
4 7 20
10 K/600/7554 Contributing to the Identification of Work Teams in the Workplace
5 8 20
11 R/6007323 Establishing, Controlling and Monitoring Environmental Factors and Sustainability in the Workplace
6 15 50
12 M/600/7331 Planning The Preparation of the Site for the Project or Operation in the Workplace
6 11 30
13 Y/600/7338 Ensuring that Work Activities and Resources Meet Project Work Requirements in the Workplace
6 11 30
14 Y/600/7341 Identifying, Allocating and Planning the Deployment and Use of Plant, Equipment or Machinery in the Workplace
5 9 20
15 H/600/7343 Organising, Controlling and Monitoring Supplies of Materials in the Workplace
5 8 20
16 J/6007349 Establishing and Monitoring Communication Systems and Organisational Procedures in the Workplace
6 11 30
17 R/600/7354 Establishing Project Dimensional Control Criteria in the Workplace
6 10 20
18 H/6007357 Controlling Project Quantities and Costs in the Workplace
6 12 20
19 K/600/7358 Evaluating Feedback Information and Recommending Improvements in the Workplace
6 7 20
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Unit Unit reference number
Group C1 – mandatory units
Highways and Maintenance Repair pathway
Level Credit Guided learning hours
9 A/504/8552 Identifying and Enabling Learning Opportunities for Given Work in the Workplace
4 7 20
10 K/600/7554 Contributing to the Identification Of Work Teams in the Workplace
5 8 20
13 Y/600/7338 Ensuring that Work Activities and Resources Meet Project Work Requirements in the Workplace
6 11 30
14 Y/600/7341 Identifying, Allocating and Planning The Deployment and Use of Plant, Equipment or Machinery in the Workplace
5 9 20
15 H/600/7343 Organising, Controlling and Monitoring Supplies of Materials in the Workplace
5 8 20
18 H/6007357 Controlling Project Quantities and Costs in the Workplace
6 12 20
20 M/600/7555 Planning Highways Maintenance or Repair Activities in the Workplace
6 12 30
21 F/600/7558 Providing and Monitoring Construction-Related Customer Service in the Workplace
5 8 30
Unit Unit reference number
Group C2 – optional units
Highways and Maintenance Repair pathway
Level Credit Guided learning hours
11 R/6007323 Establishing, Controlling and Monitoring Environmental Factors And Sustainability in the Workplace
6 15 50
12 M/600/7331 Planning the Preparation of the Site for the Project or Operation in the Workplace
6 11 30
16 J/6007349 Establishing and Monitoring Communication Systems and Organisational Procedures in the Workplace
6 11 30
17 R/600/7354 Establishing Project Dimensional Control Criteria in the Workplace
6 10 20
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Unit Unit reference number
Group C2 – optional units (continued)
Highways and Maintenance Repair pathway
Level Credit Guided learning hours
19 K/600/7361 Evaluating Feedback Information and Recommending Improvements in the Workplace
6 7 20
22 K/600/7361 Managing the Handover of the Construction Project in the Workplace
6 10 30
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Unit Unit reference number
Group D1 – mandatory units
Residential Development pathway
Level Credit Guided learning hours
9 A/504/8552 Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace
4 7 20
11 R/6007323 Establishing, Controlling and Monitoring Environmental Factors and Sustainability in the Workplace
6 15 50
12 M/600/7331 Planning the Preparation of the Site for the Project or Operation in the Workplace
6 11 30
13 Y/600/7338 Ensuring That Work Activities and Resources Meet Project Work Requirements in the Workplace
6 11 30
15 H/600/7343 Organising, Controlling and Monitoring Supplies of Materials in the Workplace
5 8 20
16 J/6007349 Establishing and Monitoring Communication Systems and Organisational Procedures in the Workplace
6 11 30
17 R/600/7354 Establishing Project Dimensional Control Criteria in the Workplace
6 10 20
19 K/600/7361 Evaluating Feedback Information and Recommending Improvements in the Workplace
6 7 20
21 F/600/7558 Providing and Monitoring Construction-Related Customer Service in the Workplace
5 8 30
22 K/600/7361 Managing the Handover of the Construction Project in the Workplace
6 10 30
23 H/6007360 Planning and Scheduling the Maintenance or Remedial Activities of Property, Systems or Services in the Workplace
6 15 40
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Unit Unit reference number
Group D2 – optional units
Residential Development pathway
Level Credit Guided learning hours
10 K/600/7554 Contributing to the Identification Of Work Teams in the Workplace
5 8 20
14 Y/600/7341 Identifying, Allocating and Planning The Deployment and Use of Plant, Equipment or Machinery in the Workplace
5 9 20
18 H/6007357 Controlling Project Quantities and Costs in the Workplace
6 12 20
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Unit Unit reference number
Group E1 – mandatory units
Conservation pathway
Level Credit Guided learning hours
9 A/504/8552 Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace
4 7 20
13 Y/600/7338 Ensuring that Work Activities and Resources Meet Project Work Requirements in the Workplace
6 11 30
14 Y/600/7341 Identifying, Allocating and Planning the Deployment and Use of Plant, Equipment or Machinery in the Workplace
5 9 20
15 H/600/7343 Organising, Controlling and Monitoring Supplies of Materials in the Workplace
5 8 20
16 J/6007349 Establishing and Monitoring Communication Systems and Organisational Procedures in the Workplace
6 11 30
17 R/600/7354 Establishing Project Dimensional Control Criteria in the Workplace
6 10 20
18 H/6007357 Controlling Project Quantities and Costs in the Workplace
6 12 20
23 H/6007360 Planning and Scheduling the Maintenance or Remedial Activities of Property, Systems or Services in the Workplace
6 15 40
24 K/505/7683 Planning Historical Conservation/Restoration Activities in the Workplace
6 12 30
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Unit Unit reference number
Group E2 – optional units
Conservation pathway
Level Credit Guided learning hours
10 K/600/7554 Contributing to the Identification of Work Teams in the Workplace
5 8 20
11 R/6007323 Establishing, Controlling and Monitoring Environmental Factors and Sustainability in the Workplace
6 15 50
12 M/600/7331 Planning the Preparation of the Site for the Project or Operation in the Workplace
6 11 30
19 K/600/7361 Evaluating Feedback Information and Recommending Improvements in the Workplace
6 7 20
21 F/600/7558 Providing and Monitoring Construction-Related Customer Service in the Workplace
5 8 30
22 K/600/7361 Managing the Handover of the Construction Project in the Workplace
6 10 30
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Unit Unit reference number
Group F1 – mandatory units
Demolition pathway
Level Credit Guided learning hours
11 R/6007323 Establishing, Controlling and Monitoring Environmental Factors and Sustainability in the Workplace
6 15 50
12 M/600/7331 Planning the Preparation of the Site for the Project or Operation in the Workplace
6 11 30
13 Y/600/7338 Ensuring that Work Activities and Resources Meet Project Work Requirements in the Workplace
6 11 30
14 Y/600/7341 Identifying, Allocating and Planning the Deployment and Use of Plant, Equipment or Machinery in the Workplace
5 9 20
22 K/600/7361 Managing the Handover of the Construction Project in the Workplace
6 10 30
25 F/6007561 Planning Demolition Activities in the Workplace
6 12 50
Unit Unit reference number
Group F2 – optional units
Demolition pathway
Level Credit Guided learning hours
9 A/504/8552 Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace
4 7 20
10 K/600/7554 Contributing to the Identification Of Work Teams in the Workplace
5 8 20
15 H/600/7343 Organising, Controlling and Monitoring Supplies of Materials in the Workplace
5 8 20
16 J/6007349 Establishing and Monitoring Communication Systems and Organisational Procedures in the Workplace
6 11 30
18 H/6007357 Controlling Project Quantities and Costs in the Workplace
6 12 20
21 F/600/7558 Providing and Monitoring Construction-Related Customer Service in the Workplace
5 8 30
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Unit Unit reference number
Additional units – group Z Level Credit Guided learning hours
17 R/600/7354 Establishing Project Dimensional Control Criteria in the Workplace
6 10 20
19 K/600/7358 Evaluating Feedback Information and Recommending Improvements in the Workplace
6 7 20
20 M/600/7555 Planning Highways Maintenance or Repair Activities in the Workplace
6 12 30
21 F/600/7558 Providing and Monitoring Construction-Related Customer Service in the Workplace
5 8 30
22 K/600/7361 Managing the Handover of the Construction Project in the Workplace
6 10 30
23 H/6007360 Planning and Scheduling the Maintenance or Remedial Activities of Property, Systems or Services in the Workplace
6 15 40
24 K/505/7683 Planning Historical Conservation/Restoration Activities in the Workplace
6 12 30
25 F/6007561 Planning Demolition Activities in the Workplace
6 12 50
26 T/6026155 Planning Tunnelling Activities in the Workplace
6 12 40
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5 Programme delivery
Centres are free to offer these qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets learners’ needs. Learners must be in employment or working with a training provider on a programme so that they can develop and demonstrate the occupational competence required.
Whichever mode of delivery is used, centres must make sure that learners have access to specified resources and to the sector specialists delivering and assessing the units. Centres must adhere to the Pearson policies that apply to the different modes of delivery. Our policy on Collaborative arrangements for the delivery of vocational qualifications can be found on our website: www.edexcel.com/policies
There are various approaches to delivering a successful competence-based qualification. The section below outlines elements of good practice that centres can adopt in relation to learner recruitment, preparation and support, training and assessment delivery, and employer engagement.
Elements of good practice
Learner recruitment, preparation and support
Good practice in relation to learner recruitment, preparation and support includes:
● providing initial advice and guidance, including work tasters, to potential learners to give them an insight into the relevant industry and the learning programme
● using a range of appropriate and rigorous selection methods to ensure that learners are matched to the programme best suited to their needs
● carrying out a thorough induction for learners to ensure that they completely understand the programme and what is expected of them. The induction should include, for example, the requirements of the programme, an initial assessment of current competency levels, assessment of individual learning styles, identification of training needs, an individual learning plan, details of training delivery and the assessment process. It is good practice to involve the employer in the induction process. This helps employers to understand what will be taking place during the programme and enables them to start building a relationship with the centre to support the effective delivery of the programme
● keeping in regular contact with the learner to keep them engaged and motivated, and ensuring that there are open lines of communication between the learner, the assessor, the employer and teaching staff.
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Training and assessment delivery
Good practice in relation to training and assessment delivery includes:
● offering flexible delivery and assessment to meet the needs of the employer and learner, through the use of a range of approaches, for example virtual learning environments (VLEs), online lectures, video, printable online resources, virtual visits, webcams for distance training, e-portfolios
● planning opportunities for the development and practising of skills on the job. On-the-job training presents an excellent opportunity to develop the learner’s routine expertise, resourcefulness, craftspersonship and business-like attitude. It is therefore important that there is intentional structuring of practice and guidance to supplement the learning and development provided through engagement in everyday work activities. Learners need to have structured time to learn and practice their skills separate from their everyday work activities. Teaching and learning methods, such as coaching, mentoring, shadowing, reflective practice, collaboration and consultation, could be used in this structured on-the-job learning
● integrating the delivery and assessment of Personal, Learning and Thinking Skills (PLTS) and Employment Rights and Responsibilities (ERR) if the programme is being delivered as a part of an Apprenticeship. It is important that learners understand the relevance of these skills in the workplace and are aware of when and how they will be developing them. Please see Annexe B for mapping of PLTS to the units in this specification
● developing an holistic approach to assessment by matching evidence to different assessment criteria, learning outcomes and units as appropriate, thereby reducing the assessment burden on learners and assessors. It is good practice to draw up an assessment plan that aligns the units with the learning process and the acquisition of knowledge and skills, and that indicates how and when the units will be assessed
● discussing and agreeing with the learner and employer suitable times, dates and work areas where assessment will take place. Learners and employers should be given regular and relevant feedback on performance and progress.
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Employer engagement
Good practice in relation to employer engagement includes:
● communicating with employers at the start of the programme to understand their business context and requirements so that the programme can be tailored to meet their needs
● working with employers to ensure that learners are allocated a mentor in the workplace to assist them in the day-to-day working environment and to act as a contact for the assessor/tutor
● helping employers to better understand their role in the delivery of the programme. It is important employers understand that learners must be given sufficient and relevant work in order to provide a culture of learning and to ensure that they are given every opportunity to participate in aspects of continuous professional development (CPD).
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6 Centre resource requirements
As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification.
● Centres must have the appropriate physical resources to support delivery and assessment of the qualification. For example, a workplace in line with industry standards, or a Realistic Working Environment (RWE), where permitted, as specified in the assessment requirements/strategy for the sector, equipment, IT, learning materials, teaching rooms.
● Where RWE is permitted, it must offer the same conditions as the normal, day-to-day working environment, with a similar range of demands, pressures and requirements for cost-effective working.
● Centres must meet any specific human and physical resource requirements outlined in the assessment requirements/strategy in Annexe A. Staff assessing learners must meet the occupational competence requirements within the overarching assessment requirements/strategy for the sector. There must be systems in place to ensure continuing professional development for staff delivering the qualification.
● Centres must have appropriate health and safety policies, procedures and practices in place for the delivery and assessment of the qualification.
● Centres must deliver the qualification in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 7, Access and recruitment. For full details on the Equality Act 2010, please go to www.legislation.gov.uk
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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7 Access and recruitment
Our policy on access to our qualifications is that:
● they should be available to everyone who is capable of reaching the required standards
● they should be free from barriers that restrict access and progression
● there should be equal opportunities for all wishing to access the qualifications.
Centres must ensure that their learner recruitment process is conducted with integrity. This includes ensuring that applicants have appropriate information and advice about the qualification to ensure that it will meet their needs.
Centres should review applicants’ prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.
Prior knowledge, skills and understanding
No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification.
Access to qualifications for learners with disabilities or specific needs
Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner.
We are committed to making sure that:
● learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic
● all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
For learners with disabilities and specific needs, the assessment of their potential to achieve the qualification must identify, where appropriate, the support that will be made available to them during delivery and assessment of the qualification. Please see the information regarding reasonable adjustments and special consideration in Section 8, Assessment.
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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8 Assessment
To achieve a pass for the full qualification, the learner must achieve all the units required in the stated qualification structure.
Centre Guidance to ensure evidence at the appropriate standard is obtained
At level 6, this qualification is only suitable for learners working with significant levels of responsibility. They may be budget holders, in their respective disciplines, e.g. as site managers, planners, estimators, buyers - with responsibility and broad autonomy for managing projects and people, and dealing with complex problems that arise.
Where knowledge is required, discussions, questioning or other knowledge evidence should show conceptual understanding that enables the student to devise and sustain arguments and/or to solve problems, using ideas and techniques, some of which may be at the forefront of a discipline and from a range of sources
For competence it is expected that the evidence presented is in line with the level of responsibility they currently exercise, for example learners are likely to be operating in a range of varied and specific contexts using non routine and/ or creative activities exercising judgement in planning, selecting or presenting information which contribute to the management of significant construction projects.
They may show that they are utilising specialized skills across one or more disciplines, transferring and applying knowledge to solve complex problems and exercising judgement across a range of situations, determining, refining and evaluating methodology and their results, accepting accountability for achieving group and personal outcomes. They are likely to be involved in leading processes that result in substantial change, taking responsibility for the work and roles of others.
Language of assessment
Assessment of the internally assessed units may be in English, Welsh or Irish. If assessment is to be carried out in either Welsh or Irish then centres must inform Pearson at the point of learner registration.
A learner taking the qualification may be assessed in British or Irish Sign Language where it is permitted for the purpose of reasonable adjustment.
Further information on the use of language in qualifications is available in our policy document Use of languages in qualifications policy, available on our website at: www.edexcel.com
Further information on access arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications. Both documents are on our website at: www.edexcel.com/policies
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Internal assessment
The units in this qualification are assessed through an internally and externally quality assured Portfolio of Evidence made up of evidence gathered during the course of the learner’s work.
Each unit has specified learning outcomes and assessment criteria. To pass each unit the learner must:
● achieve all the specified learning outcomes
● satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion
● prove that the evidence is their own.
The learner must have an assessment record that identifies the assessment criteria that have been met. The assessment record should be cross-referenced to the evidence provided. The assessment record should include details of the type of evidence and the date of assessment. Suitable centre documentation should be used to form an assessment record.
It is important that the evidence provided to meet the assessment criteria for the unit and learning outcomes is:
Valid relevant to the standards for which competence is claimed
Authentic produced by the learner
Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim
Reliable indicates that the learner can consistently perform at this level
Sufficient fully meets the requirements of the standards.
Learners can provide evidence of occupational competence from:
● current practice – where evidence is generated from a current job role
● a programme of development – where evidence comes from assessment opportunities built into a learning programme. The evidence provided must meet the requirements of the Sector Skills Council’s assessment requirements/strategy
● the Recognition of Prior Learning (RPL) – where a learner can demonstrate that they can meet a unit’s assessment criteria through knowledge, understanding or skills they already possess without undertaking a course of development. They must submit sufficient, reliable, authentic and valid evidence for assessment. Evidence submitted that is based on RPL should give the centre confidence that the same level of skill, understanding and knowledge exists at the time of claim as existed at the time the evidence was produced. RPL is acceptable for accrediting a unit, several units, or a whole qualification
Further guidance is available in our policy document Recognition of Prior Learning Policy and Process, available on our website at: www.edexcel.com/policies
● a combination of these.
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Assessment requirements/strategy
The assessment requirements/strategy for this qualification is included in Annexe A. It sets out the overarching assessment principles and the framework for assessing the units to ensure that the qualification remains valid and reliable. It has been developed by ConstructionSkills in partnership with employers, training providers, awarding organisations and the regulatory authorities.
Types of evidence
To achieve a unit, the learner must gather evidence that shows that they have met the required standard specified in the assessment criteria, Pearson’s quality assurance arrangements (please see Section 10, Quality assurance of centres) and the requirements of the assessment requirements/strategy given in Annexe A.
In line with the assessment requirements/strategy, evidence for internally assessed units can take a variety of forms as indicated below:
● direct observation of the learner’s performance by their assessor (O)
● outcomes from oral or written questioning (Q&A)
● products of the learner’s work (P)
● personal statements and/or reflective accounts (RA)
● outcomes from simulation (S)
● professional discussion (PD)
● authentic statements/witness testimony (WT)
● expert witness testimony (EWT)
● evidence of Recognition of Prior Learning (RPL).
Learners can use the abbreviations in their portfolios for cross-referencing purposes.
Learners can also use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is not necessary for learners to have each assessment criterion assessed separately. They should be encouraged to reference evidence to the relevant assessment criteria. However, the evidence provided for each unit must be clearly reference the unit being assessed. Evidence must be available to the assessor, the internal verifier and the Pearson standards verifier.
Any specific evidence requirements for a unit are given in the Unit assessment requirements/evidence requirements section of the unit.
Further guidance on the requirements for centre quality assurance and internal verification processes is available on our website at: www.edexcel.com. Please see Section 12, Further information and useful publications for details.
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Appeals
Centres must have a policy for dealing with appeals from learners. Appeals may relate to incorrect assessment decisions or unfairly conducted assessment. The first step in such a policy is a consideration of the evidence by a Lead Internal Verifier or other member of the programme team. The assessment plan should allow time for potential appeals after learners have been given assessment decisions.
Centres must document all learners’ appeals and their resolutions. Further information on the appeals process can be found in the document Enquiries and appeals about Pearson vocational qualifications policy, which is available on our website at: www.edexcel.com/policies
Dealing with malpractice
Centres must have a policy for dealing with malpractice by learners. This policy must follow the Pearson Assessment Malpractice Policy, which is available on our website at: www.edexcel.com/policies. Centres must report malpractice to Pearson, particularly if any units have been subject to quality assurance or certification.
Reasonable adjustments to assessment
Centres are able to make adjustments to assessments to take account of the needs of individual learners in line with the guidance given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units. In most instances, adjustments can be achieved by following the guidance; for example allowing the use of assistive technology or adjusting the format of the evidence. We can advise you if you are uncertain as to whether an adjustment is fair and reasonable. Any reasonable adjustment must reflect the normal learning or working practice of a learner in a centre or working within the occupational area.
Further information on access arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications.
Both documents are on our website at: www.edexcel.com/policies
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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Special consideration
Centres must operate special consideration in line with the guidance given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units. Special consideration may not be applicable in instances where:
● assessment requires the demonstration of practical competence
● criteria have to be met fully
● units/qualifications confer licence to practice.
Centres cannot apply their own special consideration; applications for special consideration must be made to Pearson and can be made only on a case-by-case basis. A separate application must be made for each learner and certification claims must not be made until the outcome of the application has been received.
Further information on special consideration can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications.
Both of the documents mentioned above are on our website at: www.edexcel.com/policies
Credit transfer
Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.
If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement. Further information on credit transfer can be found in the document Credit accumulation and transfer policy (England), which is available on our website at: www.edexcel.com/policies
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9 Centre recognition and approval
Centre recognition
Centres that have not previously offered Edexcel vocational qualifications need to apply for and be granted centre recognition and approval as part of the process for approval to offer individual qualifications.
Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.
Guidance on seeking approval to deliver Edexcel vocational qualifications is available at www.pearsonwbl.edexcel.com/qualifications-approval.
Approvals agreement
All centres are required to enter into an approval agreement, which is a formal commitment by the head or principal of a centre, to meet all the requirements of the specification and any associated codes, conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
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10 Quality assurance of centres
Quality assurance is at the heart of vocational qualifications. Centres are required to declare their commitment to ensuring quality and to giving learners appropriate opportunities that lead to valid and accurate assessment outcomes.
Centres must follow quality assurance requirements for standardisation of assessors and internal verifiers and the monitoring and recording of assessment processes. Pearson uses external quality assurance procedures to check that all centres are working to national standards. It gives us the opportunity to identify and provide support to safeguard certification and quality standards. It also allows us to recognise and support good practice.
Centres offering competence-based qualifications will usually receive two standards verification visits per year (a total of two days per year). The exact frequency and duration of standards verifier visits will reflect the centre’s performance, taking account of the:
● number of assessment sites
● number and throughput of learners
● number and turnover of assessors
● number and turnover of internal verifiers.
For centres offering a full Pearson BTEC Apprenticeship (i.e. all elements of the Apprenticeship are delivered with Pearson through registration of learners on a BTEC Apprenticeship framework) a single standards verifier will normally be allocated to verify all elements of the BTEC Apprenticeship programme. Centres should make use of our one-click learner registration to access this facility. If a centre is also offering stand-alone NVQs/Competence-based qualifications in the same sector as a full BTEC Apprenticeship, the same standards verifier should be allocated. If a centre is also offering stand-alone BTEC qualifications in the same sector as a full BTEC Apprenticeship, a different quality assurance model applies.
In order for certification to be released, confirmation is required that the National Occupational Standards (NOS) for assessment and verification, and for the specific occupational sector are being met consistently.
For further details, please go to the NVQ Quality Assurance Centre Handbook, the BTEC Apprenticeships Quality Assurance Handbook and the Pearson Edexcel NVQs, SVQs and competence-based qualifications – Delivery Requirements and Quality Assurance Guidance on our website at www.pearsonwbl.edexcel.com
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11 Unit format
Each unit has the following sections.
Unit title
The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).
Unit reference number
Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.
QCF level
All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.
Credit value
All units have a credit value. When a learner achieves a unit, they gain the specified number of credits. The minimum credit value is 1 and credits can be awarded in whole numbers only.
Guided learning hours
Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition includes workplace guidance to support the development of practical job-related skills, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes the time spent by staff assessing learners’ achievements, for example in the assessment of competence for competency-based qualifications.
Unit summary
This summarises the purpose of the unit and the learning the unit offers.
Unit assessment requirements/evidence requirements
The SSC/B set the assessment/evidence requirements. Learners must provide evidence according to each of the requirements stated in this section.
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Learning outcomes
The learning outcomes set out what a learner will know, understand or be able to do as the result of a process of learning.
Assessment criteria
Descriptions of the requirements a learner is expected to meet to demonstrate that a learning outcome has been achieved.
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Unit 1: Developing and Maintaining Good Occupational Working Relationships in the Workplace
Unit reference number: M/503/2915
QCF level: 5
Credit value: 8
Guided learning hours: 27
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in developing and maintaining good occupational working relationships in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment, in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills’ Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge. They must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
33
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
G
ive
appro
priat
e ad
vice
and info
rmat
ion t
o r
elev
ant
peo
ple
about
the
occ
upat
ional
work
act
ivitie
s an
d/o
r as
soci
ated
occ
upat
ions
invo
lved
1.2
Apply
the
princi
ple
s of eq
ual
ity
and d
iver
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by
consi
der
ing t
he
nee
ds
of
indiv
idual
s w
hen
work
ing a
nd c
omm
unic
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ith o
ther
s
1.3
Exp
lain
the
met
hods
and t
echniq
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use
d a
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att
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quired
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nco
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ainta
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ill a
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rust
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elev
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nco
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ing
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tionsh
ips
to
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ill
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rust
1.4
Exp
lain
the
princi
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s of
equal
ity
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iver
sity
and h
ow
to a
pply
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w
hen
work
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nd c
om
munic
atin
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ther
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
34
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Com
munic
ate
on t
he
follo
win
g w
ork
act
ivity
info
rmat
ion t
o r
elev
ant
peo
ple
follo
win
g o
rgan
isat
ional
pro
cedure
s:
–
appro
priat
e tim
esca
les
–
hea
lth a
nd s
afet
y re
quirem
ents
–
co-o
rdin
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n o
f w
ork
pro
cedure
s
2.2
Exp
lain
the
diffe
rent
met
hods
and t
echniq
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use
d t
o in
form
rel
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t peo
ple
about
work
act
ivitie
s
2.3
Exp
lain
the
effe
cts
of not
info
rmin
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elev
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peo
ple
with t
he
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leve
l of
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2
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rm r
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about
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tivi
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n
appro
priat
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vel of
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ail, w
ith t
he
appro
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vel of
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2.4
Exp
lain
the
diffe
rent
types
of w
ork
act
ivity
rela
ted info
rmat
ion a
nd t
o
what
lev
el o
f det
ail th
e fo
llow
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eople
would
exp
ect
to r
ecei
ve:
–
colle
agues
–
emplo
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–
cust
om
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–
contr
acto
rs
–
supplie
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f pro
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s an
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ervi
ces
–
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ted b
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e w
ork
/pro
ject
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
35
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
G
ive
appro
priat
e ad
vice
and info
rmat
ion t
o r
elev
ant
peo
ple
about
the
diffe
rent
met
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of ca
rryi
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ut
occ
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work
act
ivitie
s to
ac
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ve t
he
required
outc
om
e
3.2
Exp
lain
the
tech
niq
ues
of
enco
ura
gin
g q
ues
tions
and/o
r re
ques
ts for
clar
ific
atio
n a
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om
men
ts
3
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advi
ce a
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p t
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ant
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ple
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enco
ura
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tions/
reques
ts
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ific
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nd
com
men
ts
3.3
Exp
lain
the
diffe
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way
s of off
erin
g a
dvi
ce a
nd h
elp t
o d
iffe
rent
peo
ple
about
work
act
ivitie
s, in r
elation t
o:
–
pro
gre
ss
–
resu
lts
–
achie
vem
ents
–
occ
upat
ional
pro
ble
ms
–
occ
upat
ional
opport
unitie
s
–
hea
lth a
nd s
afet
y re
quirem
ents
–
co-o
rdin
ated
work
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
36
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
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lio
re
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ate
4.1
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peo
ple
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ccupat
ions
invo
lved
4.2
Exp
lain
the
met
hods
of cl
arifyi
ng a
lter
nat
ive
pro
posa
ls w
ith r
elev
ant
peo
ple
4
Cla
rify
pro
posa
ls
with r
elev
ant
peo
ple
and d
iscu
ss
alte
rnat
ive
sugges
tions
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Exp
lain
the
met
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of su
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ting a
lter
nat
ive
pro
posa
ls
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min
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atis
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ll peo
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ethod o
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Res
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ays
that
min
imis
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ce a
nd
mai
nta
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oodw
ill,
trust
and r
espec
t
5.2
Exp
lain
the
met
hods
and t
echniq
ues
use
d t
o r
esolv
e diffe
rence
s of
opin
ion in w
ays
whic
h m
inim
ise
off
ence
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ainta
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ill,
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d r
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t
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
37
Unit 2: Allocating Work and Checking People’s Performance in the Workplace
Unit reference number: Y/505/7680
QCF level: 5
Credit value: 9
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in allocating work and checking people’s performance in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment, in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills’ Consolidated Assessment Strategy for Construction and the Built Environment.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge. They must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
38
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Id
entify
and e
valu
ate
the
priorities
and c
ritica
l ac
tivi
ties
in
pro
gra
mm
es o
r oper
atio
ns
and s
ched
ule
s, a
nd d
evis
e a
pla
n o
n h
ow
the
work
will
be
under
take
n
1.2
Exp
lain
how
to iden
tify
priorities
and c
ritica
l ac
tivi
ties
1.3
Exp
lain
met
hods
of
confirm
ing p
rogra
mm
es o
r oper
atio
ns
and
sched
ule
s
1
Confirm
the
pro
gra
mm
e or
oper
atio
ns
and
sched
ule
s, iden
tify
priorities
and
critic
al ac
tivi
ties
, an
d p
lan h
ow t
he
work
will
be
under
take
n
1.4
D
escr
ibe
how
the
pla
nnin
g o
f w
ork
can
be
under
take
n
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
39
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Eva
luat
e an
d a
ssig
n w
ork
to t
eam
mem
ber
s an
d c
arry
out
brief
ings
taki
ng into
acc
ount
thei
r:
–
skill
s
–
know
ledge
–
exper
ience
–
work
load
2.2
D
escr
ibe
how
to
allo
cate
work
fai
rly
to t
eam
mem
ber
s w
hils
t ta
king
into
acc
ount
thei
r cu
rren
t ci
rcum
stan
ces
2
Allo
cate
work
to
team
mem
ber
s,
taki
ng into
acc
ount
thei
r cu
rren
t ci
rcum
stan
ces,
and
brief
them
on t
he
qual
ity
stan
dar
ds
or
leve
l ex
pec
ted
2.3
Exp
lain
the
met
hods
and t
echniq
ues
on b
rief
ing t
eam
mem
ber
s ab
out
qual
ity
of
stan
dar
ds
or
leve
ls e
xpec
ted
3.1
Car
ry o
ut
chec
ks o
n t
he
pro
gre
ss a
nd q
ual
ity
of
work
bei
ng
under
take
n a
gai
nst
pro
gra
mm
es o
r oper
atio
ns
and s
ched
ule
s
3.2
Car
ry o
ut
chec
ks o
n t
he
qual
ity
of w
ork
bei
ng u
nder
take
n a
gai
nst
qual
ity
stan
dar
ds
3.3
Exp
lain
met
hods
of
chec
king t
he
pro
gre
ss o
f w
ork
agai
nst
pro
gra
mm
es o
r oper
atio
ns,
sch
edule
s an
d t
he
work
agai
nst
qual
ity
stan
dar
ds
3
Monitor
the
pro
gre
ss a
nd
qual
ity
of
the
work
an
d p
rovi
de
pro
mpt
and
const
ruct
ive
feed
bac
k
3.4
Pr
ovi
de
feed
bac
k to
tea
m m
ember
s on t
he
pro
gre
ss o
f w
ork
and
stan
dar
ds
of
qual
ity
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
40
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Rev
iew
and s
upply
additio
nal
support
and/o
r re
sourc
es w
her
e re
ques
ted b
y te
am m
ember
s
4.2
Exp
lain
the
diffe
rent
way
s of m
otiv
atin
g t
eam
mem
ber
s to
com
ple
te
the
allo
cate
d w
ork
4
Motiva
te t
eam
m
ember
s to
co
mple
te t
he
work
th
ey h
ave
bee
n
allo
cate
d a
nd
pro
vide,
wher
e re
ques
ted a
nd
poss
ible
, an
y ad
ditio
nal
support
an
d/o
r re
sourc
es
4.3
Exp
lain
way
s of
pro
vidin
g a
dditio
nal
support
to t
eam
mem
ber
s an
d
way
s of
get
ting f
eedbac
k on a
dditio
nal
support
fro
m t
eam
mem
ber
s
5.1
Eva
luat
e poo
r or
unac
cepta
ble
per
form
ance
for
giv
en w
ork
act
ivitie
s
5.2
Im
ple
men
t m
ethods
that
can
im
pro
ve p
erfo
rman
ce o
f te
am m
ember
s
5.3
D
escr
ibe
the
various
met
hods
of id
entify
ing p
oor
or
unac
cepta
ble
per
form
ance
5
Iden
tify
unac
cepta
ble
or
poor
per
form
ance
, dis
cuss
the
cause
(s)
and a
gre
e w
ays
of
impro
ving
per
form
ance
with
team
mem
ber
s
5.4
Exp
lain
way
s of
dis
cuss
ing t
he
cause
s of
poor
per
form
ance
with t
eam
m
ember
s an
d h
ow
to g
et a
gre
emen
t on
way
s of
impro
ving
per
form
ance
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
41
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
D
emonst
rate
way
s of
reco
gnis
ing s
ucc
ess
and p
rais
ing t
eam
mem
ber
s on s
ucc
essf
ul co
mple
tion o
f w
ork
6.2
Advi
se r
esponsi
ble
peo
ple
on s
ucc
essf
ul co
mple
tion o
f w
ork
6.3
D
escr
ibe
way
s of re
cognis
ing c
om
ple
tion o
f si
gnific
ant
pie
ces
of w
ork
or
work
act
ivitie
s
6
Rec
ognis
e su
cces
sful
com
ple
tion o
f si
gnific
ant
pie
ces
of
work
or
work
ac
tivi
ties
by
team
/tea
m
mem
ber
s, a
nd
advi
se r
esponsi
ble
peo
ple
6.4
Exp
lain
effec
tive
met
hod
s of
advi
sing r
esponsi
ble
peo
ple
of
the
team
/tea
m m
ember
's s
ucc
esse
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
42
Unit 3: Establishing, Implementing and Maintaining Systems for Managing Health, Safety and Welfare in the Workplace
Unit reference number: J/600/7318
QCF level: 6
Credit value: 15
Guided learning hours: 50
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in establishing, implementing and maintaining systems for managing health, safety and welfare in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
43
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of establishing, implementing and maintaining systems for managing health, safety and welfare to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
44
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
D
evel
op initia
tive
s w
hic
h e
nco
ura
ge
a hea
lth,
safe
ty,
wel
fare
culture
an
d c
onsi
der
atio
n f
or
the
envi
ronm
ent
1.2
Exa
min
e an
d a
nal
yse
curr
ent
syst
ems,
pro
cedure
s an
d f
acili
ties
use
d
or
supplie
d f
or
hea
lth,
safe
ty a
nd w
elfa
re
1.3
Fa
cilit
ate
impro
vem
ent
met
hods
to h
ealth,
safe
ty a
nd w
elfa
re
syst
ems,
pro
cedure
s an
d/o
r fa
cilit
ies
1.4
Exp
lain
way
s th
at t
he
culture
of hea
lth,
safe
ty a
nd w
elfa
re c
an b
e pro
mote
d a
nd e
nco
ura
ged
1.5
Exp
lain
how
opport
unitie
s to
im
pro
ve h
ealth,
safe
ty a
nd w
elfa
re c
ould
be
iden
tified
and h
ow a
ppro
priat
e re
com
men
dat
ions
can b
e m
ade
1
Enco
ura
ge
a cu
lture
of
hea
lth,
safe
ty a
nd w
elfa
re
on s
ite,
and
iden
tify
and
imple
men
t im
pro
vem
ents
1.6
O
utlin
e w
ho t
he
pro
motion o
f a
hea
lth,
safe
ty a
nd w
elfa
re c
ulture
sh
ould
be
aim
ed a
t
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
45
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Eva
luat
e hea
lth,
safe
ty a
nd w
elfa
re r
equirem
ents
of
pro
ject
s an
d
det
erm
ine
num
ber
and t
ypes
of
peo
ple
nee
ded
to c
om
ply
with c
urr
ent
legis
lation
2.2
Ass
ign h
ealth,
safe
ty a
nd/o
r w
elfa
re r
esponsi
bili
ties
to s
elec
ted p
eople
2.3
Car
ry o
ut
regula
r in
duct
ion b
rief
ings
to info
rm t
hose
res
pon
sible
of
thei
r des
ignat
ed d
uties
2.4
D
escr
ibe
how
, an
d t
o w
hom
hea
lth,
safe
ty a
nd w
elfa
re r
esponsi
bili
ties
sh
ould
be
allo
cate
d
2.5
Exp
lain
met
hods
and t
echniq
ues
of co
nduct
ing s
ite
induct
ions
and lis
t ty
pic
al s
ubje
ct a
reas
that
shou
ld b
e co
vere
d
2
Allo
cate
hea
lth,
safe
ty a
nd w
elfa
re
resp
onsi
bili
ties
w
hic
h c
om
ply
with
curr
ent
legis
lation
and e
nsu
re s
ite
induct
ions
consi
sten
tly
info
rm
peo
ple
of
those
re
sponsi
bili
ties
2.6
Exp
lain
how
and w
hy
site
induct
ions
can c
onsi
sten
tly
info
rm p
eople
of
thei
r re
sponsi
bili
ties
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
46
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Id
entify
whic
h leg
isla
tion,
regula
tions,
codes
of
pra
ctic
e an
d o
ffic
ial
guid
ance
applie
s to
rel
evan
t w
ork
are
as a
nd a
ctiv
itie
s to
det
erm
ine
types
and loca
tions
of notice
s an
d h
azar
d w
arnin
gs
3.2
Car
ry o
ut
regula
r in
spec
tions
of
rele
vant
area
s of
work
to c
onfirm
that
pla
ced n
otice
s an
d w
arnin
gs
are
accu
rate
and in t
he
corr
ect
loca
tions
3.3
Li
st t
he
types
of notice
s an
d h
azar
d w
arnin
gs
that
apply
to r
elev
ant
work
are
as a
nd e
xpla
in h
ow
to e
nsu
re t
hat
they
com
ply
with c
urr
ent
legis
lation
3.4
Exp
lain
way
s th
at a
ccura
te a
nd a
ppro
priat
e notice
s an
d h
azar
d
war
nin
gs
for
the
work
forc
e, v
isitors
and t
he
public
can
be
mai
nta
ined
3
Ensu
re a
ccura
te
and a
ppro
priat
e notice
s an
d h
azar
d
war
nin
gs
that
co
nfo
rm t
o cu
rren
t le
gis
lation a
re
mai
nta
ined
3.5
G
ive
reas
ons
why
accu
rate
and a
ppro
priat
e notice
s sh
ould
be
rele
vant,
cor
rect
ly p
lace
d a
nd m
ainta
ined
, an
d e
xpla
in p
oss
ible
co
nse
quen
ces
should
they
not
be
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
47
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Id
entify
req
uired
hea
lth,
safe
ty a
nd w
elfa
re e
quip
men
t fo
r giv
en w
ork
ar
eas
4.2
Spec
ify
hea
lth,
safe
ty a
nd w
elfa
re e
quip
men
t an
d r
esourc
es f
or
work
ac
tivi
ties
that
mee
t th
e pro
ject
, org
anis
atio
nal
and s
tatu
tory
re
quirem
ents
4.3
Im
ple
men
t m
ainte
nan
ce p
roce
dure
s fo
r hea
lth,
safe
ty a
nd w
elfa
re
pro
tect
ion e
quip
men
t an
d r
esourc
es
4.4
D
escr
ibe
the
types
of
hea
lth,
safe
ty a
nd w
elfa
re e
quip
men
t an
d
reso
urc
es t
hat
would
be
nee
ded
for
rel
evan
t w
ork
act
ivitie
s
4.5
Exp
lain
way
s of
ensu
ring t
hat
hea
lth,
safe
ty a
nd w
elfa
re e
quip
men
t an
d r
esourc
es a
re a
vaila
ble
and s
uffic
ient
for
the
pro
ject
4
Ensu
re h
ealth,
safe
ty a
nd w
elfa
re
equip
men
t an
d
reso
urc
es a
re
avai
lable
and
suffic
ient
to m
eet
curr
ent
legis
lation
4.6
Exp
lain
how
to e
nsu
re t
hat
hea
lth,
safe
ty a
nd w
elfa
re e
quip
men
t an
d
reso
urc
es c
om
ply
with c
urr
ent
legis
lation
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
48
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
D
evis
e an
d/o
r ap
ply
sys
tem
s to
giv
en w
ork
are
as t
hat
allo
ws
haz
ard
iden
tifica
tion,
asse
ssm
ent
of
risk
s an
d a
doption
of
rele
vant
contr
ol
met
hods
5.2
D
evis
e an
d/o
r ap
ply
sys
tem
s to
giv
en w
ork
are
as t
hat
iden
tify
bre
aches
in h
ealth,
safe
ty a
nd w
elfa
re r
equirem
ents
5.3
D
evis
e an
d/o
r ap
ply
sys
tem
s to
giv
en w
ork
are
as t
hat
are
able
to
allo
w f
or
the
report
ing o
f ac
ciden
ts,
emer
gen
cies
and n
ear
mis
ses
5.4
Exp
lain
how
sys
tem
s w
hic
h m
eet
curr
ent
legis
lation r
equirem
ents
for
iden
tify
ing a
nd r
educi
ng h
azar
ds
should
be
imple
men
ted
5.5
Exp
lain
met
hods
that
can
be
use
d t
o im
ple
men
t sy
stem
s th
at c
an
report
and r
ecord
acc
iden
ts,
emer
gen
cies
and n
ear
mis
ses
5
Imple
men
t sy
stem
s w
hic
h
mee
t cu
rren
t le
gis
lation
requirem
ents
to
iden
tify
haz
ards,
re
duce
ris
ks a
nd
mai
nta
in t
he
hea
lth,
safe
ty a
nd
wel
fare
of peo
ple
5.6
Exp
lain
way
s of
mai
nta
inin
g t
he
wel
fare
of
peo
ple
in a
ccord
ance
with
curr
ent
legis
lation r
equirem
ents
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
49
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Eva
luat
e giv
en w
ork
are
as a
nd iden
tify
any
haz
ards
that
can
affec
t th
e w
ork
pla
ce a
nd s
urr
oundin
g a
reas
6.2
D
eter
min
e th
e si
gnific
ance
of id
entified
haz
ards
within
the
work
pla
ce
6.3
Exp
lain
rel
evan
t m
ethod
s th
at c
an e
nsu
re h
azar
ds
are
fully
iden
tified
.
6.4
D
escr
ibe
met
hods
and t
echniq
ues
that
allo
w f
urt
her
info
rmat
ion a
bout
haz
ards
to b
e obta
ined
6
Ensu
re h
azar
ds
are
iden
tified
and
obta
in info
rmat
ion
on t
hei
r si
gnific
ance
6.5
Exp
lain
the
met
hods
and f
acto
rs t
hat
det
erm
ine
the
signific
ance
of
haz
ards
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
50
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Apply
the
follo
win
g p
rinci
ple
s of pre
vention t
o id
entified
sig
nific
ant
haz
ards:
–
elim
inat
ion
–
contr
ol at
sourc
e
–
man
agem
ent
–
cum
ula
tive
pro
tect
ion
–
per
sonal
pro
tect
ive
equip
men
t
7.2
Id
entify
and a
nal
yse
any
resi
dual
ris
k or
risk
s an
d a
pply
additio
nal
co
ntr
ol m
easu
res
as a
ppro
priat
e
7.3
In
form
appro
priat
e peo
ple
about
required
haz
ard c
ontr
ols
and a
n
rem
ainin
g r
isks
usi
ng v
ario
us
form
ats
7.4
D
escr
ibe
met
hods
that
allo
w r
esid
ual
ris
ks t
o b
e id
entified
7.5
Exp
lain
way
s of
apply
ing t
he
princi
ple
s of
pre
vention t
o iden
tified
re
leva
nt
and s
ignific
ant
haz
ards
7
Ensu
re t
he
signific
ant
haz
ards
are
asse
ssed
to
iden
tify
the
resi
dual
ris
ks,
apply
the
princi
ple
s of
pre
vention t
o re
duce
the
risk
s an
d p
rovi
de
info
rmat
ion t
o
appro
priat
e peo
ple
7.6
Exp
lain
how
ris
ks c
an b
e re
duce
d a
nd w
ays
that
info
rmat
ion c
an b
e pro
vided
to a
ppro
priat
e peo
ple
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
51
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
8.1
Ensu
re t
hat
reg
ula
r ch
ecks
are
car
ried
out
on h
ealth,
safe
ty a
nd
wel
fare
sys
tem
s
8.2
Anal
yse
and r
ecord
spec
ial si
te c
onditio
ns
and s
ituat
ions
whic
h d
o n
ot
com
ply
with r
egula
tions
8.3
Apply
rel
evan
t m
easu
res
whic
h w
ill p
reve
nt
reocc
urr
ence
of
bre
aches
to
the
requirem
ents
of hea
lth,
safe
ty a
nd w
elfa
re
8
Monitor
hea
lth,
safe
ty a
nd w
elfa
re
syst
ems
regula
rly
for
com
plia
nce
with
curr
ent
legis
lation
8.4
Exp
lain
met
hods
and/o
r pro
cedure
s use
d t
o r
egula
rly
monitor
hea
lth,
safe
ty a
nd w
elfa
re s
yste
ms
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
52
Unit 4: Evaluating and Selecting Work Methods to Meet Project or Operational Requirements in the Workplace
Unit reference number: M/600/7328
QCF level: 6
Credit value: 11
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in evaluating and selecting work methods to meet project or operational requirements in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
53
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of establishing, implementing and maintaining systems for managing health, safety and welfare to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
54
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Ass
ess
and
eval
uat
e pro
ject
or
oper
atio
nal
dat
a in
ord
er t
o iden
tify
w
ork
met
hods
1.1
Exa
min
e at
lea
st f
ive
of
the
follo
win
g t
ypes
of pro
ject
or
oper
atio
nal
dat
a th
at c
an iden
tify
req
uired
work
met
hods:
–
conditio
ns
of
contr
act
–
bill
s of
quan
tities
or
met
hods
of m
easu
rem
ent
–
spec
ific
atio
ns
–
dra
win
gs
–
hea
lth,
safe
ty a
nd e
nvi
ronm
enta
l pla
ns
–
pro
gra
mm
es a
nd s
ched
ule
s
–
org
anis
atio
nal
req
uirem
ents
–
inst
ruct
ions
and v
aria
tions
–
info
rmat
ion o
n m
ater
ials
–
surv
ey r
epor
ts
–
des
ign d
ata
–
stat
uto
ry c
onse
nts
–
sub-c
ontr
acto
r ar
rangem
ents
and a
tten
dan
ce
–
met
hod s
tate
men
ts a
nd/o
r risk
ass
essm
ents
–
safe
sys
tem
s of w
ork
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
55
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.2
Exp
lain
diffe
rent
met
hods
and t
echniq
ues
that
allo
ws
the
asse
ssm
ent
and e
valu
atio
n o
f av
aila
ble
pro
ject
or
oper
atio
nal
dat
a
1.3
Exp
lain
how
work
met
hods
can b
e id
entified
fro
m t
he
asse
ssm
ent
and
eval
uat
ion o
f pro
ject
or
oper
atio
nal
dat
a
1.4
G
ive
reas
ons
why
pro
ject
or
oper
atio
nal
dat
a nee
ds
to b
e as
sess
ed
and e
valu
ated
and e
xpla
in p
oss
ible
pro
ject
or
oper
atio
nal
co
nse
quen
ces
should
this
not
be
under
take
n c
orre
ctly
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
56
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Car
ry o
ut
consu
ltat
ions
with a
nd/o
r ex
amin
e at
lea
st t
wo
of
the
follo
win
g o
ther
sourc
es:
–
the
clie
nt,
cust
om
er o
r th
eir
repre
senta
tive
–
contr
acto
rs
–
sub-c
ontr
acto
rs
–
supplie
rs
–
regula
tory
auth
orities
–
tech
nic
al a
nd t
rade
liter
ature
–
those
affec
ted b
y th
e pro
ject
2
Obta
in a
dditio
nal
in
form
atio
n f
rom
oth
er s
ourc
es in
case
s w
her
e th
e av
aila
ble
pro
ject
or
oper
atio
nal
dat
a is
in
suffic
ient
2.2
Exp
lain
how
additio
nal
info
rmat
ion fro
m o
ther
sourc
es c
an b
e obta
ined
in c
ases
wher
e av
aila
ble
pro
ject
dat
a is
insu
ffic
ient
3.1
Est
ablis
h a
ran
ge
of w
ork
met
hods
for
rele
vant
pro
ject
s or
oper
atio
ns
from
at
leas
t tw
o o
f th
e fo
llow
ing info
rmat
ion s
ourc
es:
–
curr
ent
legis
lation,
Codes
of
Prac
tice
and o
ffic
ial guid
ance
–
inve
stig
ativ
e re
sear
ch
–
org
anis
atio
nal
pro
cedure
s
–
tech
nic
al a
nd t
rade
liter
ature
3.2
Exp
lain
diffe
rent
way
s th
at a
llow
s co
mpre
hen
sive
iden
tifica
tion o
f w
ork
met
hods
from
poss
ible
info
rmat
ion s
ourc
es,
and w
ill m
ake
the
bes
t use
of re
sourc
es a
nd m
ater
ials
for
typic
al p
roje
cts
or
oper
atio
ns
3
Iden
tify
work
m
ethods
whic
h w
ill
mak
e th
e bes
t use
of
reso
urc
es a
nd
mat
eria
ls a
nd
mee
ts p
roje
ct a
nd
curr
ent
legis
lation
requirem
ents
3.3
Exp
lain
pro
cedure
s th
at c
an iden
tify
work
met
hods
whic
h m
eets
pro
ject
or
oper
atio
nal
req
uirem
ents
and t
he
requirem
ents
of
curr
ent
legis
lation
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
57
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Exa
min
e an
d iden
tify
work
met
hods
for
a ra
nge
of
pro
ject
s or
oper
atio
ns
usi
ng o
f at
lea
st s
ix o
f th
e fo
llow
ing t
echnic
al,
envi
ronm
enta
l or
pro
ject
crite
ria:
–
mat
eria
ls p
erfo
rman
ce a
nd a
vaila
bili
ty
–
hea
lth a
nd s
afet
y
–
fire
pro
tect
ion
–
acce
ss
–
pla
nt,
equip
men
t or
mac
hin
ery
per
form
ance
and a
vaila
bili
ty
–
traf
fic
man
agem
ent
–
envi
ronm
enta
l is
sues
–
cost
ben
efit
–
curr
ent
legis
lation,
Codes
of
Prac
tice
and o
ffic
ial guid
ance
–
cust
om
er a
nd u
ser
nee
ds
–
contr
act
requirem
ents
in t
erm
s of
tim
e an
d q
uan
tity
–
was
te m
anag
emen
t
–
sust
ainab
ility
4.2
D
eter
min
e w
ork
met
hods
for
a ra
nge
of
pro
ject
s, a
ctiv
itie
s an
d/o
r oper
atio
ns
that
will
mee
t pro
gra
mm
e re
quirem
ents
4
Eva
luat
e id
entified
w
ork
met
hods
agai
nst
tec
hnic
al,
envi
ronm
enta
l an
d
pro
ject
or
oper
atio
nal
crite
ria
and s
elec
t ap
pro
priat
e m
ethods
4.3
Exp
lain
diffe
rent
way
s an
d t
echniq
ues
of
eval
uat
ing iden
tified
work
m
ethods
agai
nst
rel
evan
t te
chnic
al,
envi
ronm
enta
l an
d p
roje
ct c
rite
ria
to s
elec
t th
e bes
t or
appro
priat
e m
ethod
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
58
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Pr
oduce
and/o
r ex
amin
e a
met
hod s
tate
men
ts a
nd/o
r risk
as
sess
men
ts f
or
a ra
nge
of
pro
ject
s, a
ctiv
itie
s or
oper
atio
ns
5.2
Confirm
that
met
hod s
tate
men
ts a
nd/o
r risk
ass
essm
ents
are
ac
cura
te,
clea
r, c
onci
se a
nd a
ccep
table
for
the
pro
ject
, ac
tivi
ty o
r oper
atio
nal
nee
ds
5.3
Exp
lain
suitab
le m
ethods
that
ensu
re m
ethod s
tate
men
ts a
nd/o
r risk
as
sess
men
ts d
eriv
ed f
rom
the
sele
cted
work
met
hods
are
accu
rate
, cl
ear
and c
onci
se
5.4
Exp
lain
poss
ible
pro
cedure
s th
at e
nsu
re t
hat
met
hod s
tate
men
ts
and/o
r risk
ass
essm
ents
are
acc
epta
ble
to a
ll th
e peo
ple
res
ponsi
ble
5
Ensu
re m
ethod
stat
emen
ts a
re
accu
rate
, cl
ear
and
conci
se a
nd
acce
pta
ble
to a
ll th
e peo
ple
invo
lved
5.5
G
ive
reas
ons
for
the
nee
d t
o e
nsu
re t
hat
sel
ecte
d w
ork
met
hods,
m
ethod s
tate
men
t an
d/o
r risk
ass
essm
ents
are
acc
epta
ble
to a
ll th
e peo
ple
res
ponsi
ble
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
59
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Pr
esen
t th
e se
lect
ed w
ork
met
hod t
o a
nd g
ain a
ccep
tance
by
at lea
st
two o
f th
e fo
llow
ing p
eople
res
ponsi
ble
:
–
the
clie
nt,
cust
om
er o
r th
eir
repre
senta
tive
–
contr
acto
rs
–
consu
ltan
ts
–
sub-c
ontr
acto
rs
–
supplie
rs
–
work
forc
e
–
inte
rnal
man
agem
ent
6.2
Exp
lain
the
way
s an
d t
echniq
ues
of re
com
men
din
g w
ork
met
hods
to
the
peo
ple
res
ponsi
ble
6
Rec
om
men
d a
nd
pro
mote
the
sele
cted
work
m
ethod f
or
pro
ject
s or
oper
atio
ns
6.3
Exp
lain
diffe
rent
way
s of
pro
moting s
elec
ted w
ork
met
hods
to t
he
peo
ple
res
ponsi
ble
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
60
Unit 5: Monitoring Construction Related Project Activities in the Workplace
Unit reference number: J/600/7335
QCF level: 6
Credit value: 8
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in monitoring construction-related project activities in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of monitoring construction related project activities to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
61
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Pr
epar
e w
ritt
en n
otice
s det
ailin
g a
bout
when
pro
ject
work
s st
arts
, ex
pec
ted d
ura
tions
and p
lanned
fin
ishin
g o
r co
mple
tions
dat
es
1.2
Pr
ovi
de
peo
ple
affec
ted b
y pro
ject
work
s w
ith w
ritt
en n
otice
s ab
out
pro
ject
sch
edule
s
1.3
O
utlin
e th
e ty
pe
of peo
ple
that
shou
ld b
e notified
of w
ork
sch
edule
s
1.4
D
escr
ibe
way
s an
d t
echniq
ues
of notify
ing p
eople
affec
ted b
y th
e w
ork
abou
t w
ork
sch
edule
s
1.5
Exp
lain
why
adeq
uat
e notice
of
work
s sh
ould
be
giv
en t
o p
eople
af
fect
ed a
nd e
xpla
in p
oss
ible
conse
quen
ces
should
this
not
hap
pen
1
Giv
e ad
equat
e notice
to a
ll th
e peo
ple
who w
ill b
e af
fect
ed a
bout
when
work
will
st
art,
how
long it
will
tak
e an
d w
hen
it w
ill f
inis
h a
nd
confirm
all
dat
es in
writing
1.6
Exp
lain
how
dat
es c
an b
e co
nfirm
ed a
nd w
hy
notifica
tion o
f w
ork
ar
rangem
ents
and s
ched
ule
s sh
ould
be
in w
riting
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
62
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Li
aise
and c
om
munic
ate
with t
hose
under
taki
ng s
pec
ifie
d w
ork
on
rele
vant
pro
ject
s
2.2
G
ain a
ppro
val w
ith r
elev
ant
work
ers
for
work
pro
gra
mm
es a
nd
met
hods
on c
onst
ruct
ion p
roje
cts
2.3
Exp
lain
how
and w
hy
pro
gra
mm
es a
nd m
ethod
s sh
ould
be
agre
ed
with t
he
peo
ple
who w
ill b
e doin
g t
he
work
2
Com
munic
ate
and
agre
e a
pro
gra
mm
e an
d
met
hod w
ith
peo
ple
who w
ill b
e doin
g t
he
work
th
at inte
gra
tes
oper
atio
ns
2.4
D
escr
ibe
met
hods
and t
echniq
ues
of
com
munic
atin
g p
rogra
mm
es a
nd
met
hods
to t
he
peo
ple
who w
ill b
e doin
g t
he
work
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
63
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Sourc
e in
form
atio
n r
elev
ant
to s
pec
ifie
d p
roje
cts
and a
ssem
ble
prior
to t
he
star
t of
work
3.2
Exp
lain
way
s th
at info
rmat
ion r
equired
for
pro
ject
s ca
n b
e id
entified
, obta
ined
and r
ecord
ed b
efore
work
sta
rts
3
Iden
tify
, re
cord
an
d o
bta
in
info
rmat
ion
requirem
ents
bef
ore
work
sta
rts
3.3
D
escr
ibe
the
types
of
info
rmat
ion t
hat
should
be
obta
ined
bef
ore
work
st
arts
on t
ypic
al p
roje
cts
4.1
Pl
an a
nd im
ple
men
t at
tendan
ce r
equirem
ents
that
mee
ts p
roje
ct a
nd
contr
actu
al r
equirem
ents
4.2
Arr
ange
and u
nder
take
mee
tings
with s
ub-c
ontr
acto
rs t
o d
iscu
ss
pro
ject
or
contr
act
requirem
ents
and a
tten
dan
ce
4.3
Exp
lain
how
att
endan
ce c
an b
e org
anis
ed b
y co
ntr
act
or
agre
emen
t fo
r su
b-c
ontr
acto
rs a
nd a
tten
din
g w
ork
forc
e, in a
ccord
ance
with
pro
ject
req
uirem
ents
and c
ontr
actu
al a
gre
emen
ts
4.4
Li
st f
acto
rs t
hat
aff
ect
typic
al p
roje
ct r
equirem
ents
4
Org
anis
e at
tendan
ce for
sub-c
ontr
acto
rs in
acco
rdan
ce w
ith
pro
ject
and
contr
actu
al
agre
emen
ts
4.5
Exp
lain
why
atte
ndan
ce n
eeds
to b
e org
anis
ed f
or
contr
act
or
agre
emen
t fo
r su
b-c
ontr
acto
rs in a
ccord
ance
with p
roje
ct
requirem
ents
and c
ontr
actu
al a
gre
emen
ts
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
64
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Id
entify
and p
rocu
re a
t le
ast
thre
e of
the
follo
win
g r
esourc
es f
or
rele
vant
pro
ject
s:
–
peo
ple
–
pla
nt,
equip
men
t or
mac
hin
ery
–
mat
eria
ls a
nd c
om
pon
ents
–
sub-c
ontr
acto
rs
–
info
rmat
ion
5.2
Exp
lain
how
to iden
tify
and p
lan t
he
use
of
reso
urc
es f
or
pro
ject
s an
d
why
reso
urc
e re
quirem
ents
shou
ld b
e pla
nned
5.3
Exp
lain
why
ther
e is
a n
eed t
o pla
n t
he
use
of
reso
urc
es
5
Plan
and o
bta
in
suffic
ient
reso
urc
es
of
the
appro
priat
e ty
pe
whic
h w
ill
mee
t th
e pro
ject
re
quirem
ents
and
tim
esca
les
5.4
Exp
lain
met
hods
and p
roce
dure
s th
at c
an e
nsu
re s
uffic
ient
reso
urc
es
are
obta
ined
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
65
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Im
ple
men
t an
d c
oord
inat
e w
ork
ing a
reas
, ac
tivi
ties
and r
esourc
es
agai
nst
pro
ject
req
uirem
ents
that
allo
ws
site
s to
be
safe
and t
idy
6.2
Coord
inat
e an
d im
pro
ve s
ite
oper
atio
ns
to p
roje
ct a
posi
tive
im
age
of
pro
ject
s an
d r
elev
ant
organ
isat
ions
6.3
D
escr
ibe
way
s of
org
anis
ing a
nd c
ontr
olli
ng t
he
site
and r
esourc
es s
o
that
the
follo
win
g c
onditio
ns
are
met
:
–
the
site
is
safe
–
the
site
is
tidy
–
a fa
voura
ble
im
age
of
the
org
anis
atio
n is
crea
ted
–
a fa
voura
ble
im
age
of
the
pro
duct
s in
use
and b
eing p
roduce
d is
crea
ted
–
a fa
voura
ble
im
age
of
the
serv
ices
bei
ng p
rovi
ded
is
crea
ted
6
Org
anis
e an
d
contr
ol th
e si
te a
nd
reso
urc
es s
o t
hat
co
nditio
ns
are
safe
, th
e si
te is
tidy
and
crea
tes
a fa
voura
ble
im
age
of
the
org
anis
atio
n,
its
pro
duct
s, its
se
rvic
es a
nd t
he
pro
ject
6.4
Exp
lain
why
ther
e is
a n
eed t
o o
rgan
ise
and c
ontr
ol th
e si
te a
nd
reso
urc
es
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
66
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Id
entify
any
spec
ial re
quirem
ents
that
may
affec
t th
e w
ork
s pro
gra
mm
e or
surr
oundin
g a
reas
on r
elev
ant
pro
ject
s
7.2
Im
ple
men
t pla
ns,
bas
ed o
n t
he
resu
lts
of sp
ecia
l co
ntingen
cy
iden
tifica
tion,
that
will
min
imis
e dis
ruption t
o th
ose
affec
ted b
y th
e w
ork
pro
gra
mm
e
7.3
D
eleg
ate
task
s to
oth
er t
eam
mem
ber
s to
im
ple
men
t th
e dev
eloped
co
ntingen
cy p
lans
7.4
O
utlin
e how
to d
evel
op p
lans
to m
eet
spec
ial re
quirem
ents
and
contingen
cies
7
Dev
elop
contingen
cy p
lans
to m
eet
spec
ial
requirem
ents
to
min
imis
e dis
ruption
to t
hose
lik
ely
to
be
affe
cted
by
the
work
s pro
gra
mm
e
7.5
Exp
lain
why
ther
e is
a n
eed t
o d
evel
op p
lans
to m
eet
spec
ial
requirem
ents
and c
ontingen
cies
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
67
Unit 6: Controlling Project Progress against Agreed Quality Standards in the Workplace
Unit reference number: F/600/7351
QCF level: 6
Credit value: 10
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in controlling project progress against agreed quality standards in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of controlling project progress against agreed quality standards to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
68
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
G
ather
a r
ange
of so
urc
es w
hic
h w
ill iden
tify
qual
ity
stan
dar
ds
for
giv
en p
roje
cts
1.2
Exa
min
e co
llect
ed s
ourc
es a
nd d
efin
e re
quis
ite
qual
ity
stan
dar
ds
1.3
Pro
vide
peo
ple
res
ponsi
ble
with r
elev
ant
qual
ity
stan
dar
ds
prior
to
work
sta
rtin
g
1.4
D
escr
ibe
wher
e an
d h
ow q
ual
ity
stan
dar
ds
for
giv
en p
roje
cts
can b
e def
ined
1.5
Exp
lain
how
qual
ity
stan
dar
ds
can b
e id
entified
and inte
rpre
ted
1
Iden
tify
and
inte
rpre
t qual
ity
stan
dar
ds
from
av
aila
ble
in
form
atio
n,
and
pas
s th
em t
o
peo
ple
res
ponsi
ble
fo
r th
eir
imple
men
tation
bef
ore
they
sta
rt
work
1.6
Exp
lain
way
s th
at q
ual
ity
stan
dar
ds
can b
e pas
sed o
n t
o p
eople
re
sponsi
ble
for
imple
men
ting t
hem
bef
ore
sta
rtin
g w
ork
on a
contr
act
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
69
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Pr
oduce
a s
ite
qual
ity
pla
n o
r pro
cedure
show
ing indiv
idual
re
sponsi
bili
ties
in a
ccord
ance
with q
ual
ity
stan
dar
ds
2.2
Exp
lain
how
res
ponsi
bili
ties
can
be
spec
ifie
d t
o in
div
idual
s hav
ing t
o
mai
nta
in q
ual
ity
stan
dar
ds,
and w
ho t
hose
indiv
idual
may
be
for
giv
en
pro
ject
s
2.3
G
ive
reas
ons
why
the
resp
onsi
bili
ties
whic
h indiv
idual
s hav
e fo
r m
ainta
inin
g q
ual
ity
stan
dar
ds
nee
d t
o b
e sp
ecifie
d
2
Spec
ify
clea
rly
and
unam
big
uou
sly
the
resp
onsi
bili
ties
w
hic
h indiv
idual
s hav
e fo
r m
ainta
inin
g q
ual
ity
stan
dar
ds
2.4
Exp
lain
met
hods
that
allo
ws
for
the
pro
duct
ion o
f si
te q
ual
ity
pla
ns
or
pro
cedure
s in
acc
ord
ance
with t
he
qual
ity
stan
dar
ds
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
70
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Est
ablis
h a
nd im
ple
men
t sy
stem
s th
at c
an insp
ect
ongoin
g w
ork
and
com
ple
ted w
ork
3.2
D
escr
ibe
types
of
syst
ems
and m
ethods
that
can
be
imple
men
ted t
o
chec
k qual
ity
stan
dar
ds
3.3
Exp
lain
how
sys
tem
s fo
r in
spec
ting a
nd c
ontr
olli
ng t
he
qual
ity
of
work
an
d r
ecord
the
outc
om
es s
hould
be
set
up
3
Set
up s
yste
ms
to
insp
ect
and c
ontr
ol
the
qual
ity
of
the
work
3.4
G
ive
reas
ons
why
syst
ems
for
insp
ecting a
nd c
ontr
olli
ng t
he
qual
ity
of
work
and r
ecord
s of th
e outc
om
es n
eed t
o b
e se
t up
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
71
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Arr
ange
insp
ections
of ongoin
g a
nd c
om
ple
ted w
ork
on g
iven
pro
ject
s
4.2
Rec
ord
acc
epta
nce
and r
ejec
tion c
rite
ria
for
giv
en p
roje
ct a
ctiv
itie
s fr
om
insp
ection a
ctiv
itie
s
4
Reg
ula
rly
chec
k th
at w
ork
confo
rms
to t
he
des
ign
requirem
ents
and
the
spec
ifie
d
qual
ity
stan
dar
ds
4.3
Exp
lain
met
hods
that
chec
ks t
hat
work
con
form
s to
des
ign
requirem
ents
and t
he
spec
ifie
d q
ual
ity
stan
dar
ds
5.1
Est
ablis
h,
thro
ugh inve
stig
atio
n a
nd c
om
par
ison w
ith q
ual
ity
stan
dar
ds,
work
that
is
iden
tified
as
sub-s
tandar
d
5.2
Pl
an a
nd a
rran
ge
appro
priat
e co
rrec
tive
act
ions
5.3
D
escr
ibe
way
s th
at iden
tifies
and r
ecord
s w
ork
that
fai
ls t
o m
eet
the
requirem
ents
and s
pec
ifie
d q
ual
ity
stan
dar
ds
5
Iden
tify
work
w
hic
h f
ails
to m
eet
the
requirem
ents
an
d s
pec
ifie
d
qual
ity
stan
dar
ds
and im
ple
men
t co
rrec
tive
act
ion.
5.4
Exp
lain
how
to im
ple
men
t co
rrec
tive
act
ion w
her
e w
ork
fai
ls t
o m
eet
the
requirem
ents
and s
pec
ifie
d q
ual
ity
stan
dar
ds
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
72
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Com
munic
ate
with d
ecis
ion-m
aker
s ab
out
iden
tified
sig
nific
ant
variat
ions
of
qual
ity
stan
dar
ds
on g
iven
work
act
ivitie
s
6.2
Sugges
t ac
tions
and s
olu
tions
to d
ecis
ion-m
aker
s th
at t
ake
into
ac
count
the
follo
win
g:
–
qual
ity
stan
dar
ds
–
effe
cts
of q
ual
ity
on t
he
pro
gra
mm
e
–
effe
cts
of q
ual
ity
on s
afet
y
–
effe
cts
of q
ual
ity
on f
inis
hed
pro
duct
6.3
Exp
lain
met
hods
and t
echniq
ues
that
can
be
use
d t
o info
rm d
ecis
ion-
mak
ers
about
signific
ant
variat
ions
in q
ual
ity
stan
dar
ds
that
may
af
fect
pro
gra
mm
e, s
afet
y im
plic
atio
ns
and t
he
finis
h t
o th
e pro
duct
6.4
Exp
lain
how
solu
tions,
whic
h d
ecis
ion-m
aker
s nee
d t
o m
ake
about
signific
ant
variat
ions
in q
ual
ity
stan
dar
ds
and a
dvi
ce o
n t
he
actions
they
nee
d t
o t
ake,
can
be
reco
mm
ended
6
Info
rm d
ecis
ion-
mak
ers
about
signific
ant
variat
ions
of
qual
ity
stan
dar
ds
and r
ecom
men
d
solu
tions
they
nee
d
to m
ake
and
actions
they
nee
d
to t
ake
6.5
Exp
lain
way
s of
reco
mm
endin
g im
pro
vem
ents
to d
ecis
ion-m
aker
s,
and w
hy
reco
mm
endat
ions
should
be
mad
e
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
73
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Est
ablis
h c
onflic
ts b
etw
een g
iven
qual
ity
stan
dar
ds
and o
ngoin
g w
ork
ac
tivi
ties
7.2
Com
munic
ate
suff
icie
nt
info
rmat
ion a
bout
qual
ity
stan
dar
d c
onflic
ts t
o
dec
isio
n-m
aker
s
7.3
Exp
lain
how
conflic
ts b
etw
een q
ual
ity
stan
dar
ds
can b
e id
entified
7
Iden
tify
con
flic
ts
bet
wee
n q
ual
ity
stan
dar
ds
and
refe
r th
em t
o
dec
isio
n-m
aker
s fo
r re
solu
tion
7.4
D
escr
ibe
how
con
flic
ting q
ual
ity
stan
dar
ds
can b
e re
ferr
ed t
o d
ecis
ion-
mak
ers
for
reso
lution
8.1
Anal
yse
work
act
ivitie
s fr
om
rec
eive
d f
eedbac
k ag
ainst
pro
ject
re
quirem
ents
and e
stab
lish w
her
e im
pro
vem
ents
to q
ual
ity
stan
dar
ds
can b
e m
ade
8.2
Com
munic
ate
sugges
ted im
pro
vem
ents
to
qual
ity
stan
dar
ds
to
dec
isio
n-m
aker
s
8.3
Exp
lain
how
im
pro
vem
ents
in q
ual
ity
stan
dar
ds
from
fee
dbac
k ca
n b
e id
entified
8
Iden
tify
im
pro
vem
ents
fr
om
fee
dbac
k re
ceiv
ed a
nd
reco
mm
end t
hem
to
dec
isio
n-m
aker
s
8.4
D
escr
ibe
way
s th
at r
ecom
men
ded
im
pro
vem
ents
can
be
mad
e to
dec
isio
n-m
aker
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
74
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
9.1
Est
ablis
h a
nd g
ain a
ppro
val on c
han
ges
that
can
be
mad
e to
pro
ject
qual
ity
stan
dar
ds
with d
ecis
ion-
mak
ers
9.2
D
ocu
men
t in
suffic
ient
det
ail an
d a
ccura
cy in t
he
corr
ect
form
at,
appro
ved c
han
ges
mad
e on p
roje
ct q
ual
ity
stan
dar
ds
9.3
Exp
lain
how
agre
ed a
men
dm
ents
to
the
pro
ject
qual
ity
stan
dar
ds
with
dec
isio
n-m
aker
s ca
n b
e m
ade
9
Agre
e am
endm
ents
to
the
pro
ject
qual
ity
stan
dar
ds
and r
ecord
them
ac
cura
tely
9.4
Exp
lain
met
hods
that
allo
ws
for
the
reco
rdin
g o
f am
endm
ents
to
pro
ject
qual
ity
stan
dar
ds
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
75
Unit 7: Controlling Project Progress against Agreed Programmes in the Workplace
Unit reference number: D/600/7356
QCF level: 6
Credit value: 11
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in controlling project progress against agreed programmes in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of controlling project progress against agreed programmes to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
76
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Pla
n a
sys
tem
that
mee
ts o
rgan
isat
ional
req
uirem
ents
that
will
m
onitor
and r
ecord
work
pro
gre
ss for
giv
en p
roje
cts
1.2
In
vest
igat
e an
d m
onitor
the
pro
gre
ss o
f giv
en p
roje
cts
agai
nst
agre
ed
pro
gra
mm
es u
sing a
t le
ast
four
of th
e fo
llow
ing s
yste
ms:
–
visu
al insp
ection(s
)
–
reso
urc
e re
cord
s
–
site
insp
ection r
eport
s
–
contr
acto
r’s
report
–
cert
ifie
d p
aym
ents
–
site
mee
tings
–
org
anis
atio
nal
pro
cedure
s
–
man
agem
ent
report
s
–
ben
chm
arks
–
com
par
ison w
ith p
roje
ct r
equirem
ents
1.3
D
ocu
men
t findin
gs
of m
onitoring s
yste
ms
on g
iven
pro
ject
s usi
ng
writt
en,
gra
phic
al a
nd e
lect
ronic
form
ats
1.4
Exp
lain
how
sys
tem
s fo
r m
onitoring a
nd r
ecord
ing t
he
pro
gre
ss o
f pro
ject
s ag
ainst
agre
ed p
rogra
mm
es c
an b
e dev
eloped
1
Dev
elop a
nd
imple
men
t sy
stem
s to
monitor
and
reco
rd t
he
pro
gre
ss
of
the
pro
ject
ag
ainst
the
agre
ed
pro
gra
mm
e(s)
1.5
G
ive
reas
ons
why
syst
ems,
that
monitor
and r
ecord
pro
ject
pro
gre
ss
pro
ject
agai
nst
agre
ed p
rogra
mm
es,
should
be
dev
eloped
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
77
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
G
ather
and a
ccum
ula
te info
rmat
ion o
n w
ork
pro
gre
ss o
f giv
en
pro
ject
s on a
pla
nned
fre
quen
t bas
is
2.2
G
ather
and a
ccum
ula
te info
rmat
ion o
n w
ork
pro
gre
ss o
f giv
en
pro
ject
s on a
pla
nned
fre
quen
t bas
is
2.3
Exp
lain
way
s th
at info
rmat
ion o
n w
ork
pro
gre
ss c
an r
egula
rly
be
colle
cted
2.4
Exp
lain
way
s of
accu
rate
ly s
um
mar
isin
g p
rogre
ss info
rmat
ion t
o
rele
vant
peo
ple
2
Colle
ct p
rogre
ss
info
rmat
ion
regula
rly
and
sum
mar
ise
it f
or
rele
vant
peo
ple
2.5
O
utlin
e w
ho
would
nee
d t
o b
e in
form
ed a
bout
work
pro
gre
ss o
n g
iven
pro
ject
s
3.1
Exa
min
e w
ork
activi
ties
on g
iven
pro
ject
s in
ord
er t
o iden
tify
in
adeq
uat
e or
inap
pro
priat
e re
sourc
es
3.2
In
form
rel
evan
t peo
ple
in s
uff
icie
nt
det
ail usi
ng a
ppro
priat
e fo
rmat
s w
her
e in
adeq
uat
e or
inap
pro
priat
e re
sourc
es h
ave
bee
n iden
tified
3.3
Sourc
e an
d o
bta
in a
lter
nat
ive
reso
urc
es t
hat
mee
t pro
ject
re
quirem
ents
3.4
Exp
lain
way
s th
at inad
equat
e an
d inap
pro
priat
e re
sourc
es c
an b
e id
entified
3.5
Exp
lain
diffe
rent
met
hods
that
can
info
rm r
elev
ant
peo
ple
about
inad
equat
e an
d inap
pro
priat
e re
sourc
es.
3
Iden
tify
inad
equat
e or
inap
pro
priat
e re
sourc
es,
info
rm
rele
vant
peo
ple
, an
d s
pec
ify
and
obta
in a
lter
nat
ive
reso
urc
es
3.6
Exp
lain
diffe
rent
met
hods
of
spec
ifyi
ng a
nd o
bta
inin
g a
lter
nat
ive
reso
urc
es
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
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rson E
duca
tion
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ited
2015
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ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
In
spec
t w
ork
act
ivitie
s ag
ainst
pla
nned
pro
gre
ss t
o iden
tify
dev
iations
that
hav
e oc
curr
ed o
r w
hic
h m
ay o
ccur
4.2
Anal
yse
work
act
ivity
insp
ection r
esults
and q
uan
tify
curr
ent,
or
pre
dic
ted,
dev
iations
that
could
dis
rupt
the
agre
ed p
rogra
mm
e
4.3
Li
st a
nd d
escr
ibe
fact
ors
that
can
cre
ate
dev
iations
in p
lanned
pro
gre
ss o
n t
ypic
al p
roje
cts
4.4
Exp
lain
how
dev
iations
from
pla
nned
pro
gre
ss,
whic
h h
as o
ccurr
ed
and w
hic
h m
ay o
ccur,
can
be
iden
tified
4.5
Exp
lain
how
dev
iations
from
the
pla
nned
pro
gre
ss,
whic
h m
ay d
isru
pt
the
pro
gra
mm
e, c
an b
e id
entified
4.6
Exp
lain
way
s th
at d
evia
tions
from
pla
nned
pro
gre
ss c
an b
e quan
tified
4
Iden
tify
and
quan
tify
any
dev
iations
from
pla
nned
pro
gre
ss
whic
h h
ave
occ
urr
ed,
or
whic
h
may
occ
ur,
that
co
uld
dis
rupt
the
pro
gra
mm
e
4.7
G
ive
reas
ons
why
dev
iations
from
pla
nned
pro
gre
ss n
eed t
o iden
tified
an
d q
uan
tified
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
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rson
Educa
tion L
imited
2015
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ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Exa
min
e an
d a
nal
yse
the
circ
um
stan
ces
of
any
iden
tified
dev
iations
to
pla
nned
pro
gre
ss o
n g
iven
pro
ject
s
5.2
Concl
ude,
gai
n a
ppro
val an
d im
ple
men
t co
rrec
tive
act
ions
wher
e dev
iations
to p
lanned
pro
gre
ss h
ave
bee
n iden
tified
5.3
Exp
lain
how
circu
mst
ance
s of
dev
iations
from
pla
nned
pro
gre
ss c
an
be
inve
stig
ated
5.4
Exp
lain
s w
ays
that
corr
ective
act
ion f
or
dev
iations
from
pla
nned
pro
gre
ss w
ith r
elev
ant
peo
ple
can
be
agre
ed
5.5
Exp
lain
how
agre
ed c
orr
ective
act
ion f
or
dev
iations
from
pla
nned
pro
gre
ss c
an b
e im
ple
men
ted
5
Inve
stig
ate
the
circ
um
stan
ces
of
any
dev
iations
thoro
ughly
and
agre
e an
d
imple
men
t ap
pro
priat
e co
rrec
tive
act
ion
5.6
G
ive
reas
ons
why
corr
ective
act
ions
must
be
agre
ed
6.1
Id
entify
and a
nal
yse
pro
ject
pro
gre
ss a
gai
nst
pla
nned
pro
gre
ss f
or
giv
en p
roje
cts
6.2
Sugges
t a
range
of
alte
rnat
ives
that
will
mai
nta
in a
nd im
pro
ve p
roje
ct
pro
gre
ss,
to r
elev
ant
peo
ple
usi
ng a
ppro
priat
e fo
rmat
s
6.3
Exp
lain
s m
ethods
that
allo
w r
ecom
men
d o
ptions
that
will
hel
p t
he
pro
ject
pro
gre
ss
6
Rec
om
men
d
options
to r
elev
ant
peo
ple
that
aim
to
mai
nta
in o
r im
pro
ve c
ost
and
pro
gre
ss
6.4
Exp
lain
why
reco
mm
endat
ions,
that
will
min
imis
e in
crea
ses
in c
ost
an
d t
ime
and h
elp t
he
pro
ject
pro
gre
ss,
nee
d t
o b
e m
ade
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
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rson E
duca
tion
Lim
ited
2015
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ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Id
entify
chan
ges
that
nee
d t
o b
e m
ade
to t
he
oper
atio
nal
pro
gra
mm
e fo
llow
ing inve
stig
atio
ns
of w
ork
act
ivitie
s an
d r
esourc
e use
on g
iven
pro
ject
s
7.2
Anal
yse
and d
eter
min
e ac
tions
that
nee
d t
o be
take
n t
o m
ainta
in
pro
gre
ss
7.3
Pr
ovi
de
options
to r
elev
ant
peo
ple
that
allo
w p
roje
ct p
rogre
ss t
o b
e m
ainta
ined
7.4
Exp
lain
met
hods
that
can
reg
ula
rly
info
rmed
rel
evan
t peo
ple
about
chan
ges
to o
per
atio
nal
pro
gra
mm
es a
nd d
eman
ds
on r
esou
rces
7
Info
rm r
elev
ant
peo
ple
about
chan
ges
to t
he
oper
atio
nal
pro
gra
mm
e,
reso
urc
e nee
ds
and
sugges
t th
e dec
isio
ns
and
actions
that
nee
d
to b
e ta
ken t
o
mai
nta
in p
rogre
ss
7.5
Exp
lain
s w
ays
and t
echniq
ues
of su
gges
ting d
ecis
ions
and a
ctio
ns
that
nee
d t
o b
e ta
ken t
o m
ainta
in p
rogre
ss
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
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ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
8.1
See
k, c
olle
ct a
nd c
olla
te info
rmat
ion o
n w
ork
pro
gre
ss o
n g
iven
pro
ject
s
8.2
Anal
yse
colla
ted info
rmat
ion t
o iden
tify
im
pro
vem
ents
that
can
be
mad
e to
the
work
pro
gre
ss o
n g
iven
pro
ject
s
8.3
Pr
ovi
de
sugges
tions
to r
elev
ant
peo
ple
that
allo
w im
pro
vem
ents
to
work
pro
gre
ss
8.4
Exp
lain
how
im
pro
vem
ents
to p
rogre
ss c
an b
e id
entified
fro
m
feed
bac
k re
ceiv
ed
8.5
Exp
lain
way
s of
reco
mm
endin
g im
pro
vem
ents
in p
rogre
ss t
o r
elev
ant
peo
ple
8
Iden
tify
im
pro
vem
ents
to
pro
gre
ss f
rom
fe
edbac
k re
ceiv
ed
and r
ecom
men
d
them
to r
elev
ant
peo
ple
8.6
G
ive
reas
ons
why
reco
mm
ended
im
pro
vem
ents
in p
rogre
ss t
o
rele
vant
peo
ple
nee
d t
o b
e m
ade
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
82
Unit 8: Managing Personal Development in a Construction-related Workplace
Unit reference number: M/600/7359
QCF level: 6
Credit value: 8
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in managing personal development in a construction-related workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
the Additional Requirements for Qualifications using the title NVQ in QCF
the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
observation of normal work activities within the workplace that clearly confirms the required skills
questioning the learner on knowledge criteria that clearly confirms the required understanding
review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
83
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ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Anal
yse,
det
erm
ine
and r
ecord
per
sonal
aim
s an
d o
bje
ctiv
es t
o m
eet
work
req
uirem
ents
1.2
Exp
lain
what
are
aim
s an
d o
bje
ctiv
es f
or
under
taki
ng d
evel
opm
ent
and h
ow
per
sonal
aim
s ca
n b
e def
ined
1
Def
ine
your
per
sonal
aim
s an
d
obje
ctiv
es f
or
under
taki
ng
dev
elopm
ent
1.3
G
ive
reas
ons
why
aim
s an
d o
bje
ctiv
es s
hou
ld b
e def
ined
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
84
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ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Com
munic
ate
with a
t le
ast
thre
e of
the
follo
win
g s
ourc
es o
f su
pport
an
d g
uid
ance
and t
he
stan
dar
ds
iden
tified
:
–
nat
ional
bodie
s
–
indust
ry b
odie
s
–
pro
fess
ional
inst
itutions
–
furt
her
educa
tion o
rgan
isat
ions
–
trai
nin
g p
rovi
der
s
–
in-h
ouse
res
ourc
es
–
line
man
ager
–
colle
agues
–
trad
e per
iodic
als
and journ
als
–
elec
tronic
sourc
es
2.2
Exp
lain
how
to c
onta
ct s
ourc
es o
f su
pport
and g
uid
ance
to
iden
tify
re
cognis
ed s
tandar
ds
2
Conta
ct s
ourc
es o
f su
pport
and
guid
ance
to
iden
tify
rec
ognis
ed
stan
dar
ds
for
you
to m
anag
e yo
ur
per
sonal
dev
elopm
ent
2.3
G
ive
reas
ons
why
reco
gnis
ed s
tandar
ds
for
under
taki
ng p
erso
nal
dev
elopm
ent
shou
ld b
e id
entified
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
85
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Exa
min
e th
e cu
rren
t le
vel of
thei
r w
ork
per
form
ance
and c
om
par
e ag
ainst
sel
ecte
d a
nd r
ecognis
ed s
tandar
ds
3.2
D
eter
min
e an
d p
rofile
thei
r pre
sent
com
pet
ence
and p
erso
nal
dev
elopm
ent
nee
ds
3.3
D
escr
ibe
how
to
anal
yse
curr
ent
per
sonal
lev
els
of
know
ledge
and
per
form
ance
agai
nst
sel
ecte
d a
nd r
ecognis
ed s
tandar
ds
3.4
Exp
lain
the
fact
ors
that
det
erm
ine
per
sonal
dev
elopm
ent
nee
ds
3.5
Exp
lain
way
s th
at p
erso
nal
dev
elopm
ent
nee
ds
can b
e pro
file
d
3
Anal
yse
the
curr
ent
leve
l of
your
know
ledge
and
per
form
ance
and
dev
elop a
pro
file
of
your
dev
elopm
ent
nee
ds
3.6
G
ive
reas
ons
why
a pro
file
of
per
sonal
dev
elopm
ent
nee
ds
should
be
dev
eloped
4.1
D
evel
op a
per
sonal
dev
elopm
ent
pla
n b
ased
on iden
tified
dev
elopm
ent
nee
ds
4.2
D
escr
ibe
way
s th
at p
erso
nal
dev
elopm
ent
pla
ns
can b
e pre
par
ed
4
Prep
are
a dev
elopm
ent
pla
n
for
achie
ving
iden
tified
dev
elopm
ent
nee
ds
4.3
Exp
lain
why
a per
sonal
dev
elopm
ent
pla
n s
hould
be
pre
par
ed
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
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ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Id
entify
and e
ngag
e in
dev
elopm
ent
activi
ties
suitab
le f
or
mee
ting
per
sonal
dev
elopm
ent
nee
ds
5.2
Est
ablis
h a
nd/o
r use
pro
cess
es t
hat
can
rev
iew
dev
elopm
ent
pro
gre
ss
5.3
Rec
ord
the
effe
ctiv
enes
s of dev
elopm
ent
activi
ties
5.4
Exp
lain
way
s th
at d
evel
opm
ent
activi
ties
to a
chie
ve p
erso
nal
dev
elopm
ent
nee
ds
can b
e under
take
n
5
Under
take
dev
elopm
ent
activi
ties
aim
ed a
t ac
hie
ving iden
tified
dev
elopm
ent
nee
ds,
rev
iew
ing
and r
ecord
ing
pro
gre
ss a
nd t
he
effe
ctiv
enes
s of th
e ac
tivi
ties
5.5
Exp
lain
the
met
hods
that
can
be
use
d t
hat
rev
iew
s an
d r
ecord
s pro
gre
ss a
nd e
valu
ates
effec
tive
nes
s of
activi
ties
6.1
Eva
luat
e ac
hie
vem
ents
of
iden
tified
dev
elopm
ent
nee
ds
from
pro
file
d
per
sonal
dev
elopm
ents
6.2
Com
par
e an
d r
ecord
ach
ieve
men
ts o
f kn
ow
ledge
and c
om
pet
ence
gai
ned
agai
nst
rec
ognis
ed s
tandar
ds
6.3
Exp
lain
how
ach
ieve
men
t of
iden
tified
per
sonal
dev
elopm
ent
nee
ds
can b
e m
easu
red
6
Mea
sure
ac
hie
vem
ent
of
iden
tified
dev
elopm
ent
nee
ds
and r
ecord
ev
iden
ce o
f kn
ow
ledge
and
com
pet
ence
gai
ned
ag
ainst
rec
ognis
ed
stan
dar
ds
6.4
Exp
lain
way
s th
at e
viden
ce o
f per
sonal
know
ledge
and c
om
pet
ence
ag
ainst
iden
tified
nat
ional
sta
ndar
ds
can b
e re
cord
ed
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
87
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Conduct
reg
ula
r re
view
s on p
erso
nal
aim
s an
d o
bje
ctiv
es
7.2
M
easu
re a
nd u
pdat
e per
sonal
dev
elopm
ent
pla
ns
that
mee
t ch
angin
g
work
circu
mst
ance
s
7.3
Exp
lain
how
the
revi
ewin
g o
f th
e cy
cle
of
updat
ing p
erso
nal
aim
s an
d
obje
ctiv
es c
an b
e under
take
n
7.4
Exp
lain
met
hods
that
allo
ws
for
the
revi
sion a
nd u
pdat
ing o
f per
sonal
ai
ms
and o
bje
ctiv
es t
hat
suit c
han
gin
g c
ircu
mst
ance
s
7
Rev
iew
the
cycl
e of
per
sonal
dev
elopm
ent
aim
s an
d o
bje
ctiv
es t
o
revi
se a
nd u
pdat
e ai
ms
and
obje
ctiv
es t
o s
uit
chan
gin
g
circ
um
stan
ces
7.5
G
ive
reas
ons
why
per
sonal
dev
elopm
ent
pla
ns
should
be
revi
ewed
, re
vise
d a
nd u
pdat
ed
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
88
Unit 9: Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace
Unit reference number: A/504/8552
QCF level: 4
Credit value: 7
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in identifying and enabling learning opportunities for given work teams in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
89
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Anal
yse
indiv
idual
and c
olle
ctiv
e w
ork
per
form
ance
s of te
am m
ember
s on v
ario
us
activi
ties
1.2
Reg
ula
rly
pro
vide
feed
bac
k on indiv
idual
and c
olle
ctiv
e w
ork
per
form
ance
s th
at is
fair a
nd e
nco
ura
ges
an indiv
idual
s' lea
rnin
g
within
thei
r te
am
1.3
Pr
ovi
de
thei
r te
am m
ember
s w
ith c
olle
ctiv
e an
d indiv
idual
rea
sons
that
pro
mote
the
ben
efits
of co
ntinual
lea
rnin
g
1.4
D
escr
ibe
the
diffe
rent
tech
niq
ues
that
can
be
use
d t
o pro
mote
ben
efits
of
lear
nin
g t
o in
div
idual
s an
d g
roups
1
Prom
ote
the
ben
efits
of
lear
nin
g
by
giv
ing fai
r,
regula
r an
d u
sefu
l fe
edbac
k on t
hei
r te
am's
work
per
form
ance
1.5
Exp
lain
the
pro
cedure
s an
d m
ethod
s th
at s
hould
be
use
d t
o g
ive
fair,
regula
r an
d u
sefu
l fe
edbac
k to
tea
ms
and indiv
idual
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
90
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Pl
an a
nd c
omm
unic
ate
with indiv
idual
tea
m m
ember
s to
det
erm
ine
thei
r im
med
iate
lea
rnin
g r
equirem
ents
for
rele
vant
work
act
ivitie
s
2.2
O
bta
in lea
rnin
g info
rmat
ion f
or
indiv
idual
tea
m m
ember
s bas
ed o
n a
t le
ast
two o
f th
e fo
llow
ing lea
rnin
g a
ctiv
itie
s:
–
form
al
–
info
rmal
–
coac
hed
–
men
tore
d
–
voca
tional
ly q
ual
ifyi
ng
–
continuou
s pro
fess
ional
dev
elopm
ent
–
pro
fess
ional
mem
ber
ship
2.3
Exp
lain
the
met
hods
and t
echniq
ues
of w
ork
ing e
ffec
tive
ly w
ith t
eam
s an
d indiv
idual
s in
ord
er t
o iden
tify
and p
rioritise
lea
rnin
g n
eeds
2
Work
with t
hei
r te
am t
o iden
tify
an
d p
rioritise
le
arnin
g n
eeds
and
iden
tify
and o
bta
in
info
rmat
ion o
n a
ra
nge
of
pos
sible
le
arnin
g a
ctiv
itie
s
2.4
O
utlin
e poss
ible
way
s of
obta
inin
g info
rmat
ion fro
m a
ran
ge
of
lear
nin
g a
ctiv
itie
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
91
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
M
eet
with a
nd iden
tify
dev
elop
men
t nee
ds
for
team
mem
ber
s bas
ed
on t
he
follo
win
g a
reas
:
–
curr
ent
skill
s an
d k
now
ledge
–
lear
nin
g a
ctiv
itie
s under
take
n
–
lear
nin
g o
bje
ctiv
es t
o b
e ac
hie
ved
–
reso
urc
e re
quirem
ents
for
dev
elopm
ent
–
tim
esca
les
3
Dis
cuss
dev
elopm
ent
nee
ds
with t
eam
m
ember
s
3.2
Exp
lain
met
hods
and t
echniq
ues
of dis
cuss
ing a
nd a
gre
e dev
elopm
ent
nee
ds
with t
eam
mem
ber
s
4.1
Pr
ovi
de
rele
vant
assi
stan
ce a
nd s
upport
to indiv
idual
s an
d t
he
team
w
hen
lea
rnin
g o
r updat
ing s
kills
and k
now
ledge
4.2
Id
entify
any
rele
vant
obst
acle
s to
an indiv
idual
's lea
rnin
g a
nd t
ake
actions
to r
emove
them
4.3
Exp
lain
pro
cedure
s th
at c
ould
be
imple
men
ted t
o a
llow
support
and
assi
stan
ce f
or
team
mem
ber
s w
ho
are
under
taki
ng lea
rnin
g a
ctiv
itie
s
4.4
D
escr
ibe
the
types
and w
ays
of id
entify
ing o
bst
acle
s to
lea
rnin
g f
or
both
indiv
idual
s an
d t
eam
s
4
Support
tea
m
mem
ber
s in
under
taki
ng
lear
nin
g a
ctiv
itie
s by
mak
ing e
ffort
s to
rem
ove
any
obst
acle
s to
le
arnin
g
4.5
Exp
lain
how
obst
acle
s to
lea
rnin
g f
or
indiv
idual
s an
d t
eam
s ca
n b
e re
move
d
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
92
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Appra
ise
lear
nin
g a
ctiv
itie
s under
take
n b
y in
div
idual
s an
d t
he
team
on
com
ple
tion o
f le
arnin
g p
rogra
mm
es
5.2
M
ap t
he
lear
nin
g o
utc
omes
fro
m c
om
ple
ted lea
rnin
g p
rogra
mm
es
agai
nst
tea
m indiv
idual
's p
re-i
den
tified
lea
rnin
g n
eeds
5.3
Exp
lain
how
to p
lan a
nd im
ple
men
t ev
aluat
ions
on lea
rnin
g a
ctiv
itie
s under
take
n b
y te
am m
ember
s
5
Eva
luat
e th
e le
arnin
g a
ctiv
ity
under
take
n w
ith
team
mem
ber
s to
en
sure
the
des
ired
outc
om
es h
ave
bee
n a
chie
ved
5.4
D
escr
ibe
met
hods
that
can
mea
sure
des
ired
outc
om
es f
rom
lea
rnin
g
activi
ties
, an
d w
ays
to e
nsu
re t
hat
they
hav
e bee
n a
chie
ved
6.1
Rev
iew
tea
m m
ember
s in
div
idual
dev
elopm
ent
pla
ns
and a
men
d t
he
pla
ns
follo
win
g c
om
ple
ted lea
rnin
g a
ctiv
itie
s an
d/o
r id
entified
lea
rnin
g
nee
ds
6
Updat
e dev
elopm
ent
pla
ns
with t
eam
m
ember
s 6.2
Exp
lain
the
pro
cedure
s th
at a
re o
r ca
n b
e use
d t
o u
pdat
e dev
elopm
ent
pla
ns
with t
eam
mem
ber
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
93
Unit 10: Contributing to the Identification of Work Teams in the Workplace
Unit reference number: K/600/7554
QCF level: 5
Credit value: 8
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in contributing to the identification of work teams in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
94
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exa
min
e an
d a
nal
yse
pro
ject
req
uirem
ents
and c
onsi
der
at
leas
t th
ree
of
the
follo
win
g s
ignific
ant
fact
ors
:
–
loca
tion
–
cost
–
tim
e
–
skill
s, e
xper
ience
and k
now
ledge
required
and a
vaila
ble
–
trai
nin
g a
nd d
evel
opm
ent
requirem
ents
–
curr
ent
legis
lation
1
Iden
tify
any
signific
ant
fact
ors
w
hic
h w
ill a
ffec
t th
e num
ber
, ty
pe
and a
vaila
bili
ty o
f peo
ple
and
serv
ices
1.2
Exp
lain
met
hods
that
can
iden
tify
sig
nific
ant
fact
ors
that
can
affec
t num
ber
s, t
ypes
and a
vaila
bili
ty o
f peo
ple
or
serv
ices
for
typic
al
pro
ject
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
95
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
U
nder
take
a s
elec
tion,
asse
ssm
ent
and r
ecord
ing p
roce
ss o
n a
t le
ast
two o
f th
e fo
llow
ing p
eople
or
serv
ices
to c
hec
k th
at t
hei
r w
ork
qual
ity
and r
elia
bili
ty m
eets
org
anis
atio
nal
req
uirem
ents
:
–
tech
nic
al s
taff
–
sub-c
ontr
acto
rs
–
spec
ialis
t se
rvic
es
–
oper
ativ
es
2.2
In
form
dec
isio
n-m
aker
s of th
e ou
tcom
es o
f qual
ity
and r
elia
bili
ty
chec
ks m
ade
on r
elev
ant
peo
ple
or
serv
ices
2.3
D
escr
ibe
met
hods
that
can
eva
luat
e an
d r
ecord
the
qual
ity
and
pote
ntial
rel
iabili
ty o
f peo
ple
or
serv
ices
2
Eva
luat
e an
d
reco
rd t
he
qual
ity
and p
ote
ntial
re
liabili
ty o
f peo
ple
or
serv
ices
, an
d
circ
ula
te t
he
resu
lts
to d
ecis
ion-
mak
ers
2.4
Exp
lain
typ
ical
way
s an
d t
echniq
ues
of
circ
ula
ting r
esults
from
ev
aluat
ions
of
qual
ity
and p
ote
ntial
rel
iabili
ty t
o d
ecis
ion-m
aker
s
3.1
Consu
lt p
eople
or
serv
ice
pro
vider
s se
lect
ed a
s m
eeting p
rogra
mm
e re
quirem
ents
, an
d a
gre
e pro
posa
ls for
thei
r ef
fect
ive
par
tici
pat
ion
with r
elev
ant
pro
ject
s
3.2
Confirm
tea
m m
ember
s on r
elev
ant
pro
ject
s w
ith s
elec
ted p
eople
or
serv
ice
pro
vider
s
3.3
Exp
lain
fac
tors
that
allo
w p
roposa
ls t
o b
e m
ade
for
team
mem
ber
ship
fr
om
sel
ecte
d p
eople
or
serv
ice
pro
vider
s
3
Neg
otiat
e an
d
agre
e pro
posa
ls
whic
h a
re lik
ely
to
pro
duce
effec
tive
te
ams
3.4
Exp
lain
neg
otiat
ion m
ethods
that
can
be
use
d t
o g
et a
ppro
priat
e peo
ple
or
serv
ices
for
giv
en t
eam
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
96
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Id
entify
and a
pply
at
leas
t tw
o o
f th
e fo
llow
ing r
ule
s an
d form
alitie
s w
hen
iden
tify
ing t
eam
mem
ber
s fo
r re
leva
nt
pro
gra
mm
es o
f w
ork
:
–
contr
actu
al
–
curr
ent
legis
lation
–
codes
of
pra
ctic
e
–
org
anis
atio
nal
pro
cedure
s
–
cert
ific
atio
n o
f co
mpet
ence
4.2
Exp
lain
how
to w
ork
within
curr
ent
rule
s an
d f
orm
alitie
s gove
rnin
g t
he
iden
tifica
tion o
f w
ork
tea
ms
4
Follo
w r
ule
s an
d
form
alitie
s fo
r obta
inin
g p
eople
an
d s
ervi
ces
4.3
G
ive
reas
ons
on w
hy
they
must
wor
k w
ithin
curr
ent
rule
s an
d
form
alitie
s w
hen
iden
tify
ing t
eam
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
97
Unit 11: Establishing, Controlling and Monitoring Environmental Factors and Sustainability in the Workplace
Unit reference number: R/600/7323
QCF level: 6
Credit value: 15
Guided learning hours: 50
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in establishing, controlling and monitoring environmental factors and sustainability in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
98
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exa
min
e re
leva
nt
pro
ject
dat
a an
d e
stab
lish t
he
required
co
nsi
der
atio
ns
for
envi
ronm
enta
l m
anag
emen
t
1.2
Id
entify
met
hods
of w
ork
for
rele
vant
pro
ject
s th
at w
ill s
upport
su
stai
nab
ility
1.3
Exp
lain
how
, an
d w
hat
typ
es,
of pro
ject
dat
a sh
ould
be
exam
ined
to
iden
tify
the
nee
ds
of
envi
ronm
enta
l m
anag
emen
t
1.4
Exp
lain
met
hods
and t
echniq
ues
of ex
amin
ing p
roje
ct d
ata
in o
rder
to
iden
tify
and e
stab
lish m
ethods
of w
ork
that
will
support
sust
ainab
ility
1
Iden
tify
the
envi
ronm
enta
l m
anag
emen
t co
nsi
der
atio
ns
and
esta
blis
h m
ethods
of w
ork
that
will
su
pport
su
stai
nab
ility
by
exam
inin
g p
roje
ct
dat
a 1.5
G
ive
reas
ons
why
the
nee
ds
of en
viro
nm
enta
l m
anag
emen
t an
d
sust
ainab
le w
ork
met
hods
nee
d iden
tify
ing
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
99
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Adopt
and im
ple
men
t polic
ies
that
cove
r en
viro
nm
enta
l m
anag
emen
t an
d s
ust
ainab
ility
pro
cedure
s
2.2
Apply
met
hods
or
pro
cedure
s th
at e
nco
ura
ge
work
forc
es t
o s
upport
su
stai
nab
ility
and e
nvi
ronm
ent
mat
ters
in t
he
work
pla
ce
2.3
Exp
lain
how
a c
ulture
of en
viro
nm
enta
l aw
aren
ess
and s
upport
for
sust
ainab
ility
in t
he
work
forc
e ca
n b
e en
coura
ged
2
Enco
ura
ge
a cu
lture
of
envi
ronm
enta
l aw
aren
ess
and
support
for
sust
ainab
ility
in t
he
work
forc
e
2.4
G
ive
reas
ons
why
a cu
lture
of en
viro
nm
enta
l aw
aren
ess
and s
upport
fo
r su
stai
nab
ility
in t
he
work
forc
e sh
ould
be
enco
ura
ged
3.1
Eva
luat
e en
viro
nm
enta
l m
anag
emen
t re
quirem
ents
of
pro
ject
s an
d
det
erm
ine
num
ber
s an
d t
ypes
of
peo
ple
nee
ded
3.2
Ass
ign e
nvi
ronm
enta
l m
anag
emen
t duties
to s
elec
ted p
eople
3.3
In
form
the
peo
ple
sel
ecte
d o
f th
e m
onitoring a
ctiv
itie
s to
be
under
take
n in t
he
work
pla
ce o
n s
ust
ainab
le w
ork
met
hods
3
Del
egat
e duties
for
envi
ronm
enta
l m
anag
emen
t an
d
monitoring
sust
ainab
le w
ork
m
ethods
3.4
Exp
lain
how
and w
hy
duties
for
envi
ronm
enta
l m
anag
emen
t an
d
monitoring s
ust
ainab
le w
ork
met
hods
shou
ld b
e del
egat
ed
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
10
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Consi
der
at
leas
t fo
ur
of th
e fo
llow
ing e
nvi
ronm
enta
l fa
ctors
when
ongoin
g w
ork
activi
ties
are
bei
ng a
sses
sed:
–
appea
rance
–
ecolo
gic
al
–
nat
ura
l co
nse
rvat
ion
–
his
torica
l co
nse
rvat
ion
–
nois
e
–
emis
sions
to a
ir,
land a
nd w
ater
–
sust
ainab
le,
econom
ic a
nd s
oci
al
–
traf
fic
man
agem
ent
–
was
te m
anag
emen
t an
d r
ecyc
ling
4.2
Eva
luat
e th
e im
pac
t of w
ork
on t
he
envi
ronm
ent
and a
pply
corr
ective
m
easu
res
to e
limin
ate
or
reduce
effec
ts o
n e
nvi
ronm
enta
l fa
ctors
4
Ass
ess
the
signific
ance
of
envi
ronm
enta
l fa
ctors
as
they
af
fect
the
pro
ject
an
d t
ake
appro
priat
e ac
tion
4.3
Exp
lain
way
s of
asse
ssin
g s
ignific
ance
of
envi
ronm
enta
l fa
ctors
as
they
affec
t pro
ject
s an
d d
escr
ibe
what
act
ions
ought
to b
e ta
ken
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
10
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Ass
ess
ongoin
g p
roje
ct w
ork
agai
nst
at
leas
t fo
ur
of th
e fo
llow
ing
sust
ainab
ility
req
uirem
ents
:
–
reuse
and r
ecyc
led w
aste
–
recy
cled
or
sust
ainab
le m
ater
ials
–
conta
ct w
ith n
eighbou
rs
–
hea
lth a
nd s
afet
y
–
pro
tect
ion o
f th
e nat
ura
l en
viro
nm
ent,
bio
div
ersi
ty a
nd h
eritag
e
–
new
leg
isla
tion,
tech
nolo
gie
s an
d s
kills
–
pollu
tion c
ontr
ol
–
mat
eria
l ac
quis
itio
n,
use
and s
tora
ge
5.2
D
efin
e th
e te
rm s
ust
ainab
ility
and lis
t th
e fa
ctor
s th
at m
ake
up
sust
ainab
ility
req
uirem
ents
5.3
Eva
luat
e re
sults
of
pro
ject
work
monitoring a
nd a
pply
corr
ective
m
easu
res
whic
h m
ainta
in s
ust
ainab
ility
req
uirem
ents
and p
rogre
ss o
f w
ork
5
Monitor
pro
ject
w
ork
agai
nst
su
stai
nab
ility
re
quirem
ents
and
take
appro
priat
e ac
tion t
o e
nsu
re
pro
gre
ss
5.4
Exp
lain
way
s an
d t
echniq
ues
of m
onitoring p
roje
ct w
ork
agai
nst
su
stai
nab
ility
req
uirem
ents
and h
ow t
o ta
ke a
ppro
priat
e ac
tion t
o
ensu
re p
rogre
ss
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
10
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
D
ocu
men
t re
sults
from
work
pla
ce s
ust
ainab
ility
and e
nvi
ronm
enta
l ev
aluat
ions
6.2
Id
entify
good
pra
ctic
e ac
hie
ved o
n r
elev
ant
activi
ties
and info
rm a
t le
ast
thre
e of
the
follo
win
g p
eople
res
ponsi
ble
:
–
the
clie
nt,
cust
om
er o
r th
eir
repre
senta
tive
–
contr
acto
rs
–
consu
ltan
ts
–
sub-c
ontr
acto
rs
–
supplie
rs
–
work
forc
e
–
inte
rnal
man
agem
ent
6.3
D
escr
ibe
way
s of re
cord
ing g
ood p
ract
ice
in e
nvi
ronm
enta
l m
anag
emen
t an
d s
ust
ainab
le w
ork
met
hods
6
Rec
ord
good
pra
ctic
e in
en
viro
nm
enta
l m
anag
emen
t an
d
sust
ainab
le
met
hods
of w
ork
an
d m
ake
reco
mm
endat
ions
to p
eople
re
sponsi
ble
6.4
Exp
lain
met
hods
and t
echniq
ues
of m
akin
g r
ecom
men
dat
ions
of good
pra
ctic
e to
the
peo
ple
res
ponsi
ble
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
103
Unit 12: Planning the Preparation of the Site for the Project or Operation in the Workplace
Unit reference number: M/600/7331
QCF level: 6
Credit value: 11
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning the preparation of the site for the project or operation in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
10
4
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
M
ainta
in,
verify
and u
pdat
e th
e pro
ject
or
oper
atio
n p
lan u
sing a
t le
ast
four
of th
e fo
llow
ing s
ourc
es o
f in
form
atio
n:
–
surv
ey r
epor
ts
–
des
ign info
rmat
ion
–
contr
actu
al info
rmat
ion
–
stat
uto
ry c
onse
nts
–
contr
acts
pre
-pla
nnin
g info
rmat
ion
–
hea
lth,
safe
ty a
nd e
nvi
ronm
enta
l pla
ns
–
risk
ass
essm
ents
and m
ethod s
tate
men
ts
–
pro
gra
mm
es a
nd s
ched
ule
s
–
about
com
pet
ent
peo
ple
–
sub-c
ontr
acto
r ar
rangem
ents
and a
tten
dan
ce
1.2
D
escr
ibe
diffe
rent
way
s of
asse
mblin
g info
rmat
ion n
eeded
for
the
pre
par
atio
n o
f th
e pro
ject
or
oper
atio
n p
lan
1.3
Exp
lain
tec
hniq
ues
that
can
be
use
d t
o c
larify
pro
ject
info
rmat
ion t
hat
is
not
clea
r
1
Ass
emble
and
revi
ew info
rmat
ion
use
d in t
he
pre
par
atio
n o
f th
e pro
ject
or
oper
atio
n p
lan,
clar
ify
info
rmat
ion
whic
h is
not
clea
r an
d u
pdat
e it f
or
pro
duct
ion
pla
nnin
g p
urp
ose
s
1.4
Exp
lain
the
pro
cedure
s th
at c
an b
e im
ple
men
ted t
hat
kee
ps
pro
ject
or
oper
atio
n info
rmat
ion u
p t
o d
ate
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
10
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.5
G
ive
reas
ons
why
info
rmat
ion s
hould
be
asse
mble
d,
clar
ifie
d a
nd k
ept
up t
o dat
e, a
nd e
xpla
in t
he
conse
quen
ce if th
is is
not
under
take
n
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
10
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Id
entify
and r
ecord
pre
par
atio
n info
rmat
ion in w
hic
h a
t le
ast
four
of
the
follo
win
g f
acto
rs h
ave
bee
n c
onsi
der
ed:
–
occ
upie
rs
–
nea
r nei
ghbours
–
public
acc
ess
–
site
conditio
ns
–
envi
ronm
ent
consi
der
atio
ns
–
vehic
ula
r ac
cess
–
secu
rity
and t
resp
ass
–
public
utilit
ies
–
her
itag
e st
atus
–
sust
ainab
ility
2.2
D
istr
ibute
rel
evan
t pre
par
atio
n info
rmat
ion t
o t
hose
nee
din
g t
hat
in
form
atio
n
2.3
Exp
lain
how
rel
evan
t fa
ctors
for
consi
der
atio
n s
hould
be
iden
tified
and
reco
rded
when
pla
nnin
g p
repar
atio
ns
for
site
s or
oper
atio
ns
2.4
Exp
lain
diffe
rent
way
s of
pas
sing o
n r
ecord
s of
fact
ors
consi
der
ed t
o
peo
ple
who w
ill b
e af
fect
ed
2
Iden
tify
fac
tors
for
consi
der
atio
n,
reco
rd t
hem
and
pas
s th
em o
n t
o
peo
ple
who m
ay b
e af
fect
ed
2.5
G
ive
reas
ons
why
consi
der
ed a
nd r
ecord
ed f
acto
rs s
hou
ld b
e pas
sed
onto
peo
ple
affec
ted a
nd e
xpla
in p
oss
ible
conse
quen
ces
should
this
not
be
done
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
10
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Pl
an t
raffic
man
agem
ent
syst
ems
that
incl
ude
chose
n a
nd a
gre
ed s
ite
and w
ork
acc
ess
and e
gre
ss p
oin
ts
3.2
Exp
lain
way
s of
iden
tify
ing a
cces
s an
d e
gre
ss p
oin
ts f
or
the
site
and
work
s w
hic
h a
re t
he
most
conve
nie
nt
for
work
s or
oper
atio
ns
traf
fic
and w
hic
h m
inim
ise
dis
ruption
3
Iden
tify
acc
ess
and
egre
ss p
oin
ts f
or
the
site
and w
ork
s w
hic
h a
re s
afe,
co
nve
nie
nt
and
min
imis
e dis
ruption
3.3
Exp
lain
the
met
hods
of an
d f
acto
rs t
hat
shou
ld b
e id
entified
when
pre
par
ing t
raffic
man
agem
ent
pla
ns
4.1
Ass
ign a
t le
ast
four
of th
e fo
llow
ing r
esourc
es in o
rder
to p
repar
e si
tes
or
activi
ties
:
–
peo
ple
–
pla
nt,
equip
men
t or
mac
hin
ery
–
mat
eria
ls a
nd c
om
pon
ents
–
sub-c
ontr
acto
rs
–
info
rmat
ion
–
work
are
a an
d fac
ilities
–
was
te m
anag
emen
t
–
utilit
y pro
vider
s
4.2
Exp
lain
how
res
ourc
es for
sites
or
activi
ties
should
be
org
anis
ed
4.3
Exp
lain
diffe
rent
met
hods
that
allo
ws
for
the
assi
gnin
g o
f re
sourc
es
for
site
or
oper
atio
nal
pre
par
atio
ns
4
Org
anis
e th
e re
sourc
es r
equired
fo
r th
e pre
par
atio
n
of
site
or
work
oper
atio
ns
4.4
Exp
lain
how
res
ourc
es u
sed in s
ites
or
oper
atio
ns
pre
par
atio
n c
an b
e utilis
ed into
pro
ject
work
or
activi
ties
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
10
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Colla
te a
nd r
ecord
info
rmat
ion t
hat
rel
ates
to s
ite
or
oper
ations
acce
ss,
layo
ut,
eva
cuat
ion a
nd h
azar
ds
5.2
Com
munic
ate
info
rmat
ion a
bout
the
pro
pose
d w
ork
s ac
cess
, la
yout,
ev
acuat
ion a
nd h
azar
ds
to r
elev
ant
utilit
y an
d e
mer
gen
cy s
ervi
ces
5.3
D
escr
ibe
the
type
or
types
of w
ork
s th
at a
re c
arried
out
by
the
org
anis
atio
n a
nd,
if r
elev
ant,
within
whic
h s
ecto
rs o
f in
dust
ry
5.4
Exp
lain
how
and w
hy
det
ails
about
pro
pose
d w
ork
s sh
ould
be
giv
en t
o
utilit
y an
d e
mer
gen
cy s
ervi
ces
5
Giv
e ac
cura
te
det
ails
about
the
pro
pose
d w
ork
to
the
utilit
y an
d
emer
gen
cy
serv
ices
5.5
Exp
lain
met
hods
and t
echniq
ues
of giv
ing d
etai
ls o
f si
te a
cces
s,
layo
ut,
eva
cuat
ion a
nd h
azar
ds
to u
tilit
y an
d e
mer
gen
cy s
ervi
ces
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
10
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Id
entify
arr
angem
ents
nee
ded
for
site
or
oper
atio
nal
saf
ety
and
wel
fare
bef
ore
work
sta
rts
and r
evie
w a
s w
ork
pro
gre
sses
6.2
Id
entify
pro
cedure
s nee
ded
to p
rote
ct t
he
envi
ronm
ent
rela
tive
to t
he
site
or
oper
atio
ns
6.3
Arr
ange
pro
cedure
s fo
r si
te o
r oper
atio
nal
sec
urity
6.4
Exp
lain
how
adeq
uat
e si
te s
afet
y fo
r pro
pose
d w
ork
s or
activi
ties
sh
ould
be
ensu
red w
hen
pla
nnin
g p
repar
atio
ns
for
site
s or
oper
atio
ns
6.5
Exp
lain
how
and w
hy
consi
der
atio
ns
of
rele
vant
fact
ors
shou
ld b
e m
ade
when
arr
angin
g s
ite
safe
ty, w
elfa
re,
envi
ronm
enta
l pro
tect
ion
and s
ecurity
6.6
D
escr
ibe
various
pro
cedure
s th
at c
an e
nsu
re a
deq
uat
e se
curity
of
site
s or
oper
atio
ns
6
Mak
e ar
rangem
ents
for
adeq
uat
e si
te o
r oper
atio
nal
saf
ety,
w
elfa
re,
envi
ronm
enta
l pro
tect
ion a
nd
secu
rity
6.7
Exp
lain
way
s th
at a
rran
gem
ents
for
hea
lth,
safe
ty a
nd w
elfa
re c
an b
e re
view
ed a
s w
ork
pro
gre
sses
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
11
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Id
entify
and a
rran
ge
the
layo
ut
of si
tes
or
area
s fo
r w
ork
oper
atio
ns
to t
ake
pla
ce
7.2
Id
entify
and a
rran
ge
required
res
ourc
es a
nd d
eliv
ery
of
mat
eria
ls,
stora
ge
area
s fo
r m
ater
ials
and w
aste
colle
ctio
n loca
tions
for
pro
ject
s or
oper
atio
ns
7.3
Id
entify
and a
rran
ge
recy
clin
g p
roce
dure
s fo
r si
tes
or
oper
atio
ns
7.4
Rec
ord
and a
rran
ge
that
info
rmat
ion a
bout
site
or
oper
atio
n lay
outs
ar
e co
mm
unic
ated
to r
elev
ant
peo
ple
7.5
Exp
lain
how
and w
hy
the
site
or
area
lay
out
should
be
pla
nned
for
oper
atio
nal
purp
ose
s
7.6
D
escr
ibe
the
fact
ors
that
shou
ld b
e ta
ken into
acc
ount
when
pla
nnin
g
the
layo
ut
of s
ites
or
area
s fo
r oper
atio
ns
7.7
Exp
lain
met
hods
and t
echniq
ues
of co
mm
unic
atin
g info
rmat
ion a
bout
site
or
area
lay
out
pla
ns
7
Plan
the
site
or
area
lay
out
for
oper
atio
nal
purp
ose
s an
d p
ass
info
rmat
ion a
bout
the
pla
ns
to t
he
peo
ple
on t
he
site
7.8
Exp
lain
how
the
pla
nnin
g o
f st
ora
ge
and u
se o
f m
ater
ials
and
com
ponen
ts is
carr
ied o
ut
so t
hat
mat
eria
l han
dlin
g is
effici
ent
and
was
tage
is m
inim
ised
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
11
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
8.1
Id
entify
the
types
and n
um
ber
of notice
s re
quired
for
the
site
or
oper
atio
n a
nd e
nsu
res
that
they
mee
t cu
rren
t le
gis
lation
8.2
Arr
ange
for
the
posi
tionin
g o
f re
leva
nt
notice
s at
spec
ifie
d loca
tions
8.3
Pr
oduce
a m
ainte
nan
ce s
ched
ule
for
rele
vant
notice
s
8.4
Exp
lain
way
s an
d m
ethods
of
pla
cing a
nd m
ainta
inin
g info
rmat
ion
notice
s fo
r peo
ple
, th
e public
, vi
sito
rs a
nd w
ork
forc
e
8.5
G
ive
reas
ons
for
mai
nta
inin
g n
otice
s fo
r peo
ple
, th
e public
, vi
sito
rs
and t
he
work
forc
e an
d e
xpla
in t
he
poss
ible
conse
quen
ces
should
this
not
hap
pen
8
Ensu
re n
otic
es t
o
peo
ple
, w
hic
h
pro
vide
info
rmat
ion
that
com
plie
s w
ith
curr
ent
legis
lation,
are
pla
ced a
nd
mai
nta
ined
8.6
Exp
lain
how
mai
nte
nan
ce s
ched
ule
s fo
r in
form
atio
n n
otice
s ca
n b
e pre
par
ed a
nd im
ple
men
ted
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
112
Unit 13: Ensuring that Work Activities and Resources Meet Project Work Requirements in the Workplace
Unit reference number: Y/600/7338
QCF level: 6
Credit value: 11
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in ensuring that work activities and resources meet project work requirements in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
11
3
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
D
eter
min
e an
d inve
stig
ate
maj
or
site
act
ivitie
s on v
ario
us
pro
ject
s
1.2
Id
entify
the
required
res
ourc
es f
or
maj
or
site
act
ivitie
s fr
om
ava
ilable
pro
ject
info
rmat
ion
1.3
Pla
n initia
l w
ork
pro
gra
mm
es a
nd s
ched
ule
s fo
r va
rious
pro
ject
s en
suring t
hat
act
ivitie
s an
d r
esou
rces
mee
t pro
ject
req
uirem
ents
1.4
Exp
lain
way
s th
at a
llow
s m
ajor
work
act
ivitie
s to
be
iden
tified
1.5
Exp
lain
how
nee
ded
res
ourc
es c
an b
e det
erm
ined
fro
m t
he
info
rmat
ion a
vaila
ble
1
Iden
tify
maj
or
activi
ties
, det
erm
ine
the
reso
urc
es n
eeded
fr
om
the
info
rmat
ion
avai
lable
and
pre
par
e dra
ft w
ork
pro
gra
mm
es a
nd
sched
ule
s
1.6
Exp
lain
how
dra
ft p
rogra
mm
es a
nd s
ched
ule
s ca
n b
e pre
par
ed a
nd
why
they
nee
d t
o b
e pre
par
ed
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
11
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Exa
min
e cu
rren
t pro
duct
ion m
ethod
s, r
esourc
es a
nd s
yste
ms
2.2
Eva
luat
e findin
gs
of pro
duct
ion m
ethods,
res
ourc
es a
nd s
yste
m
exam
inat
ions
to iden
tify
alter
nat
ive
met
hods,
res
ourc
es a
nd s
yste
ms
2.3
Exp
lain
way
s th
at c
an e
valu
ate
alte
rnat
ive
work
met
hods,
res
ourc
es
and s
yste
ms
2.4
D
escr
ibe
how
the
bes
t so
lutions
to m
eet
pro
ject
req
uirem
ents
can
be
sele
cted
2
Eva
luat
e al
tern
ativ
e m
ethods,
re
sourc
es a
nd
syst
ems
in o
rder
to
sele
ct t
he
bes
t so
lution t
o m
eet
pro
ject
re
quirem
ents
2.5
D
escr
ibe
the
fact
ors
that
det
erm
ine
pro
ject
req
uirem
ents
3.1
Consu
lt w
ith a
t le
ast
two o
f th
e fo
llow
ing t
o g
ain a
dvi
ce o
n lac
k of
suitab
le r
esourc
es:
–
the
clie
nt,
cust
om
er o
r th
eir
repre
senta
tive
–
consu
ltan
ts
–
pro
ject
tea
m p
artn
ers
–
work
forc
e
–
tech
nic
al a
nd t
rade
liter
ature
3
Obta
in c
larifica
tion
and a
dvi
ce w
her
e th
e re
sourc
es
nee
ded
are
not
avai
lable
3.2
Exp
lain
how
cla
rifica
tion a
nd a
dvi
ce c
an b
e obta
ined
when
the
reso
urc
es n
eeded
are
not
avai
lable
, an
d w
ho w
ith
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
11
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Exa
min
e w
ork
activi
ties
agai
nst
pro
ject
req
uirem
ents
for
various
pro
ject
s
4.2
Id
entify
the
effe
cts
of
at lea
st f
our
of
the
follo
win
g e
xter
nal
fac
tors
on
pro
ject
req
uirem
ents
:
–
oth
er r
elat
ed p
rogra
mm
es
–
supply
lea
d t
imes
–
contingen
cies
–
spec
ial w
ork
ing c
onditio
ns
–
wea
ther
con
ditio
ns
–
stat
uto
ry lim
itat
ions
–
site
conditio
ns
–
envi
ronm
enta
l co
nsi
der
atio
ns
–
cust
om
ers
4.3
Exp
lain
how
work
act
ivitie
s ca
n b
e an
alys
ed a
gai
nst
pro
ject
re
quirem
ents
4.4
D
escr
ibe
way
s th
at e
xter
nal
fac
tors
can
be
iden
tified
and c
onsi
der
ed
4
Anal
yse
the
activi
ties
agai
nst
pro
ject
re
quirem
ents
and
the
requirem
ents
of
exte
rnal
fac
tors
4.5
Exp
lain
how
work
act
ivitie
s ca
n b
e an
alys
ed a
gai
nst
ext
ernal
fac
tors
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
11
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Id
entify
the
dura
tion o
f pro
ject
act
ivitie
s
5.2
In
vest
igat
e an
d iden
tify
work
act
ivitie
s th
at influen
ce e
ach o
ther
5.3
Sch
edule
the
sequen
ce o
f w
ork
act
ivitie
s in
ord
er t
o u
se r
esourc
es
effe
ctiv
ely
5.4
D
escr
ibe
how
dura
tions
of
pro
gra
mm
es a
nd s
ched
ule
s ca
n b
e ca
lcula
ted
5.5
Exp
lain
how
to iden
tify
work
act
ivitie
s th
at c
an influen
ce e
ach o
ther
5
Det
erm
ine
how
lo
ng e
ach a
ctiv
ity
will
tak
e, iden
tify
ac
tivi
ties
whic
h
influen
ce e
ach
oth
er a
nd
sequen
ce t
hem
lo
gic
ally
and
real
istica
lly s
o t
hat
th
ey m
ake
the
bes
t use
of
the
reso
urc
es a
vaila
ble
5.6
Exp
lain
met
hods
that
can
mak
e bes
t use
of
reso
urc
es w
hen
se
quen
cing a
ctiv
itie
s lo
gic
ally
and r
ealis
tica
lly
6.1
Spec
ify
work
pro
gra
mm
es a
nd s
ched
ule
s th
at c
onsi
st o
f at
lea
st t
wo
of
the
follo
win
g:
–
bar
char
ts
–
net
work
anal
ysis
–
critic
al ac
tivi
ties
–
action lis
ts
–
reso
urc
e sc
hed
ule
s
6.2
Exp
lain
how
the
pro
duct
ion o
f det
aile
d p
rogra
mm
es a
nd s
ched
ule
s ar
e en
sure
d
6
Ensu
re t
he
pro
duct
ion o
f det
aile
d
pro
gra
mm
es a
nd
sched
ule
s of
pla
nned
act
ivitie
s w
hic
h a
re
consi
sten
t w
ith t
he
com
ple
xity
of
the
pro
ject
6.3
Exp
lain
met
hods
that
ensu
re p
rogra
mm
es a
nd s
ched
ule
s of
pla
nned
ac
tivi
ties
are
consi
sten
t w
ith t
he
com
ple
xity
of
the
pro
ject
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
11
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Pl
an a
nd im
ple
men
t sy
stem
s th
at c
an m
onitor
work
s pro
gra
mm
es a
nd
sched
ule
s
7.2
M
onitor
work
s pro
gra
mm
es a
nd s
ched
ule
s usi
ng a
dev
eloped
m
onitoring s
yste
m
7.3
Anal
yse
resu
lts
of
mon
itoring s
yste
ms
and m
ake
reco
mm
endat
ions
to
impro
ve p
roduct
ion a
nd p
lannin
g
7.4
Exp
lain
how
sys
tem
s ca
n b
e dev
eloped
that
monitor
work
s pro
gra
mm
es a
nd s
ched
ule
s
7.5
Exp
lain
how
sys
tem
s fo
r m
onitoring w
ork
s pro
gra
mm
es a
nd s
ched
ule
s ca
n b
e dev
eloped
7.6
Exp
lain
way
s th
at s
yste
ms
for
monitoring w
ork
s pro
gra
mm
es a
nd
sched
ule
s ca
n b
e im
ple
men
ted
7
Dev
elop a
sys
tem
to
monitor
the
work
s pro
gra
mm
es
and s
ched
ule
s,
imple
men
t it a
nd
use
the
resu
lts
to
impro
ve p
roduct
ion
and p
lannin
g
7.7
Exp
lain
how
the
usi
ng o
f m
onitoring r
esults
of w
ork
pro
gra
mm
es a
nd
sched
ule
s ca
n im
pro
ve p
roduct
ion a
nd p
lannin
g
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
11
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
8.1
Exa
min
e w
ork
activi
ties
and c
om
par
e to
work
s pro
gra
mm
es a
nd
sched
ule
s
8.2
Id
entify
alter
atio
ns
to w
ork
pro
gra
mm
es c
ause
d b
y ci
rcum
stan
ces,
an
d c
alcu
lating c
ost
and t
ime
ben
efits
for
required
chan
ges
8.3
See
k an
d o
bta
in d
ecis
ion-m
aker
’s e
ndors
emen
t of
chan
ges
to t
he
work
s pro
gra
mm
es a
nd s
ched
ule
s
8.4
Exp
lain
how
alter
atio
ns
to w
ork
s pro
gra
mm
es a
nd s
ched
ule
s ca
n b
e id
entified
8
Iden
tify
alter
atio
ns
to t
he
work
s pro
gra
mm
es a
nd
sched
ule
s to
en
sure
they
will
m
eet
chan
ged
ci
rcum
stan
ces
8.5
D
escr
ibe
way
s of
ensu
ring t
hat
alter
atio
ns
to w
ork
pro
gra
mm
es a
nd
sched
ule
s m
eet
chan
ged
circu
mst
ance
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
119
Unit 14: Identifying, Allocating and Planning the Deployment and Use of Plant, Equipment or Machinery in the Workplace
Unit reference number: Y/600/7341
QCF level: 5
Credit value: 9
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in identifying, allocating and planning the deployment and use of plant, equipment or machinery in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
120
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
12
1
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Rev
iew
the
spec
ific
atio
ns
for
pla
nt,
equip
men
t or
mac
hin
ery
and
eval
uat
e ag
ainst
pro
ject
or
oper
atio
nal
req
uirem
ents
1.2
D
escr
ibe
way
s of
ensu
ring t
hat
the
spec
ific
atio
ns
for
pla
nt,
equip
men
t or
mac
hin
ery
mee
t th
e nee
ds
of th
e pro
ject
or
oper
atio
n b
efore
dep
loym
ent
1
Ensu
re t
hat
the
spec
ific
atio
n o
f th
e se
lect
ed p
lant,
eq
uip
men
t or
mac
hin
ery
mee
ts
the
nee
ds
of t
he
pro
ject
bef
ore
dep
loym
ent
1.3
Exp
lain
why
it is
import
ant
that
the
pla
nt
spec
ific
atio
n m
eets
the
nee
ds
of th
e pro
ject
or
oper
atio
n
2.1
D
evis
e an
d im
ple
men
t a
syst
em t
o en
sure
pre
-use
chec
ks,
insp
ections,
thoro
ugh e
xam
inat
ions
and t
ests
hav
e bee
n c
onduct
ed o
n
pla
nt,
equip
men
t or
mac
hin
ery
2.2
Exp
lain
how
to e
nsu
re t
hat
pla
nt,
equip
men
t or
mac
hin
ery
com
plie
s w
ith c
urr
ent
legis
lation a
nd w
hy
2.3
Car
ry o
ut
chec
ks o
n t
he
com
pet
ence
of
peo
ple
who w
ill s
et u
p,
oper
ate
and m
ainta
in p
lant,
equip
men
t or
mac
hin
ery
2.4
Exp
lain
the
met
hods
of ch
ecki
ng c
om
pet
ence
of
those
set
ting u
p,
oper
atin
g a
nd m
ainta
inin
g p
lant,
equip
men
t or
mac
hin
ery
2
Ensu
re t
hat
the
pla
nt,
equip
men
t or
mac
hin
ery
to b
e dep
loye
d c
om
plie
s w
ith c
urr
ent
legis
lation a
nd w
ill
be
set
up,
oper
ated
an
d m
ainta
ined
by
com
pet
ent
peo
ple
2.5
G
ive
reas
ons
as t
o w
hy
com
pet
ence
s of th
ose
set
ting u
p,
oper
atin
g
and m
ainta
inin
g p
lant,
equip
men
t or
mac
hin
ery
shou
ld b
e ch
ecke
d
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
12
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
D
evis
e an
d a
ctio
n a
sys
tem
that
tra
cks
the
dep
loym
ent,
allo
cation a
nd
use
of
pla
nt,
equip
men
t or
mac
hin
ery
3.2
Exp
lain
the
various
met
hods
of
imple
men
ting a
n e
ffec
tive
sys
tem
that
ca
n u
pdat
e th
e dep
loym
ent
and a
lloca
tion o
f pla
nt,
equip
men
t or
mac
hin
ery
as p
roje
cts
or
oper
atio
ns
pro
gre
sses
or
chan
ges
occ
ur
3.3
Exp
lain
why
a sy
stem
for
updat
ing t
he
dep
loym
ent
and a
lloca
tion o
f pla
nt,
equip
men
t or
mac
hin
ery
is n
eeded
3.4
M
ake
reco
mm
endat
ions
on t
he
use
of
alte
rnat
ive
types
of
pla
nt,
eq
uip
men
t or
mac
hin
ery
to d
ecis
ion-m
aker
s
3
Imple
men
t a
syst
em t
o updat
e th
e dep
loym
ent
and a
lloca
tion o
f pla
nt,
equip
men
t or
mac
hin
ery,
and
oper
ators
, as
the
pro
ject
pro
gre
sses
or
chan
ges
occ
ur
3.5
D
escr
ibe
way
s of
reco
mm
endin
g a
lter
nat
ives
to d
ecis
ion-m
aker
s
4.1
Eva
luat
e risk
s ar
isin
g f
rom
haz
ards
and a
pply
mea
sure
s in
ord
er t
o
pro
tect
the
work
forc
e, g
ener
al p
ublic
, vi
sito
rs a
nd t
he
envi
ronm
ent
rela
ting t
o t
hre
e of
the
follo
win
g:
–
met
hods
of w
ork
–
risk
ass
essm
ent
–
safe
use
and s
tora
ge
of
tools
–
safe
use
and s
tora
ge
of
mat
eria
ls
–
traf
fic
man
agem
ent
–
emer
gen
cy p
lans
4.2
Exp
lain
the
various
met
hods
of
iden
tify
ing h
azar
ds
and a
sses
sing r
isks
ar
isin
g f
rom
the
use
of pla
nt,
equip
men
t or
mac
hin
ery
4
Iden
tify
haz
ards
and a
sses
s risk
s ar
isin
g f
rom
the
use
of pla
nt,
eq
uip
men
t or
mac
hin
ery
and
imple
men
t m
easu
res
that
pro
tect
peo
ple
and
the
envi
ronm
ent
4.3
D
escr
ibe
way
s to
im
ple
men
t m
easu
res
to p
rote
ct p
eople
and t
he
envi
ronm
ent
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
12
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
W
rite
or
appro
ve m
ethod s
tate
men
ts for
pla
nt,
equip
men
t or
mac
hin
ery
oper
atio
ns
and p
ass
the
info
rmat
ion o
n t
o t
he
peo
ple
co
nce
rned
5.2
D
escr
ibe
various
met
hods
of w
riting o
r ap
pro
ving m
ethod s
tate
men
ts
for
the
use
of
pla
nt,
equip
men
t or
mac
hin
ery
5.3
Exp
lain
the
tech
niq
ues
that
can
be
use
d t
o pas
s on info
rmat
ion
effe
ctiv
ely
5.4
Exp
lain
how
to e
nsu
re t
hat
pla
nt,
equip
men
t or
mac
hin
ery
oper
atio
ns
are
super
vise
d a
nd c
onduct
ed in a
ccord
ance
with c
urr
ent
legis
lation
5.5
Est
ablis
h t
he
role
s an
d r
esponsi
bili
ties
allo
cate
d t
o p
lant,
equip
men
t or
mac
hin
ery
super
viso
rs,
oper
ators
and u
sers
5
Ensu
re t
hat
pla
nt,
eq
uip
men
t or
mac
hin
ery
oper
atio
ns
are
pla
nned
, ap
pro
priat
ely
and
super
vise
d a
nd
conduct
ed in
acco
rdan
ce w
ith
curr
ent
legis
lation
5.6
Exp
lain
how
to m
ainta
in e
ffec
tive
rec
ord
s fo
r th
e co
mpet
ence
of
super
viso
rs,
oper
ators
and u
sers
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
12
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Arr
ange
the
stora
ge,
ser
vici
ng a
nd m
ainte
nan
ce o
f pla
nt,
equip
men
t or
mac
hin
ery
6.2
Car
ry o
ut
chec
ks t
o e
nsu
re s
ervi
ceab
ility
and m
ainte
nan
ce o
f pla
nt,
eq
uip
men
t or
mac
hin
ery
as a
ppro
priat
e to
at
leas
t th
ree
of t
he
follo
win
g o
per
atio
nal
or
stat
uto
ry r
equirem
ents
:
–
hea
lth,
safe
ty a
nd w
elfa
re o
f th
e w
ork
forc
e an
d o
ther
s
–
oper
atio
nal
effic
iency
–
secu
rity
of
reso
urc
es
–
oblig
atio
ns
to t
hird p
arties
–
regula
tory
auth
orities
–
contr
actu
al c
om
mitm
ents
6
Ensu
re t
he
appro
priat
e st
ora
ge,
ser
vici
ng
and m
ainte
nan
ce
of
pla
nt,
equip
men
t or
mac
hin
ery
to
mee
t oper
atio
nal
an
d s
tatu
tory
re
quirem
ents
6.3
Exp
lain
s w
ays
of
ensu
ring,
and w
hy
is im
port
ant
that
, pla
nt,
eq
uip
men
t or
mac
hin
ery
is s
tore
d,
serv
iced
and m
ainta
ined
in
acco
rdan
ce w
ith o
per
atio
nal
and s
tatu
tory
req
uirem
ents
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
12
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Est
ablis
h t
he
lear
nin
g n
eeds
of
pla
nt
super
viso
rs,
oper
ators
and u
sers
an
d r
evie
w t
he
info
rmat
ion o
bta
ined
for
at lea
st t
wo o
f th
e le
arnin
g
activi
ties
:
–
form
al
–
info
rmal
–
coac
hed
–
men
tore
d
–
voca
tional
ly q
ual
ifyi
ng
7.2
Exp
lain
the
various
met
hods
of
iden
tify
ing lea
rnin
g n
eeds
of
pla
nt
super
viso
rs,
oper
ators
and u
sers
and h
ow t
o co
mpar
e w
ith t
he
nee
ds
of
futu
re p
roje
cts
or
oper
atio
ns
7.3
D
escr
ibe
way
s of obta
inin
g info
rmat
ion o
n r
anges
of
lear
nin
g a
ctiv
itie
s
7
Iden
tify
lea
rnin
g
nee
ds
for
super
viso
rs,
oper
ators
and
use
rs o
f pla
nt,
eq
uip
men
t or
mac
hin
ery
that
will
or
could
support
th
e pro
ject
or
futu
re p
roje
cts
or
oper
atio
ns
7.4
Exp
lain
how
the
lear
nin
g d
evel
opm
ent
for
pla
nt
super
viso
rs,
oper
ators
an
d u
sers
can
be
arra
nged
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
12
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
8.1
Pr
ovi
de
opport
unitie
s to
at
leas
t fo
ur
of
the
follo
win
g in o
rder
to
sugges
t im
pro
vem
ents
in s
afe
oper
atio
ns:
–
super
viso
rs
–
oper
ators
–
use
rs
–
oth
er m
ember
s of
the
work
forc
e
–
mem
ber
s of
the
public
–
occ
upie
rs
–
nei
ghbours
–
visi
tors
–
org
anis
atio
nal
rep
rese
nta
tive
s
–
hire
firm
(s),
com
pan
ies
or
agen
ts
8.2
Exp
lain
how
to e
nco
ura
ge
those
invo
lved
or
affe
cted
by
pla
nt,
eq
uip
men
t or
mac
hin
ery
oper
atio
ns
to s
ugges
t sa
fe im
pro
vem
ents
8
Enco
ura
ge
those
in
volv
ed o
r af
fect
ed b
y pla
nt,
eq
uip
men
t or
mac
hin
ery
oper
atio
ns
to
sugges
t im
pro
vem
ents
in
safe
oper
atio
ns
8.3
Exp
lain
why
enco
ura
gem
ent
is n
eeded
in s
ugges
ting im
pro
vem
ents
to
pla
nt,
equip
men
t or
mac
hin
ery
oper
atio
ns
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
12
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
9.1
M
ake
arra
ngem
ents
to
allo
w p
lant,
equip
men
t or
mac
hin
ery
to b
e, o
r sp
ecifie
d t
o b
e, r
emove
d o
r re
turn
ed
9.2
D
escr
ibe
the
various
met
hods
of en
suring t
hat
pla
nt,
equip
men
t or
mac
hin
ery
not
nee
ded
is
retu
rned
or
rem
ove
d
9
Ensu
re t
hat
pla
nt,
eq
uip
men
t or
mac
hin
ery
whic
h is
no longer
nee
ded
is
ret
urn
ed o
r re
move
d
9.3
G
ive
reas
ons
why
pla
nt,
equip
men
t or
mac
hin
ery
shou
ld b
e re
turn
ed
or
rem
ove
d w
hen
not
required
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
128
Unit 15: Organising, Controlling and Monitoring Supplies of Materials in the Workplace
Unit reference number: H/600/7343
QCF level: 5
Credit value: 8
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in organising, controlling and monitoring supplies of materials in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
12
9
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exa
min
e oper
atio
nal
pla
ns
and q
uan
tities
for
various
pro
ject
s
1.2
Cal
cula
te d
eliv
ery
and lea
d t
imes
1.3
Sch
edule
del
iver
ies
and t
raffic
man
agem
ent
1.4
Exp
lain
how
oper
atio
nal
pla
ns
and q
uan
tities
can
be
anal
ysed
to
asse
ss w
hat
mat
eria
ls w
ill b
e re
quired
1.5
Exp
lain
met
hods
that
can
cal
cula
te d
eliv
ery
and lea
d t
imes
for
supplie
s of m
ater
ials
and w
hy
they
shou
ld b
e ca
lcula
ted
1.6
G
ive
reas
ons
why
it is
nec
essa
ry t
o a
nal
yse
oper
atio
nal
pla
ns
and
quan
tities
to a
sses
s w
hat
mat
eria
ls w
ill b
e re
quired
1.7
Exp
lain
s w
ays
that
del
iver
y sc
hed
ule
s ca
n b
e dev
eloped
1
Anal
yse
oper
atio
nal
pla
ns
and
quan
tities
to
asse
ss w
hat
su
pplie
s of
mat
eria
ls w
ill b
e re
quired
and
calc
ula
te a
nd
dev
elop a
del
iver
y sc
hed
ule
1.8
G
ive
reas
ons
why
del
iver
y sc
hed
ule
s an
d t
raffic
man
agem
ent
are
required
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
13
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
See
k w
ays
of
stan
dar
dis
ing s
upplie
s th
at c
an im
pro
ve a
t le
ast
one
of
the
follo
win
g:
–
econom
y of
usa
ge
–
cost
–
envi
ronm
enta
l im
pac
t
–
sust
ainab
ility
2.2
Exp
lain
way
s th
at o
pport
unitie
s fo
r st
andar
dis
ing s
upplie
s of
mat
eria
ls
can b
e id
entified
2.3
Exp
lain
how
sta
ndar
dis
atio
n o
f m
ater
ials
can
ass
ist
pro
ject
s
2
Iden
tify
opport
unitie
s to
st
andar
dis
e su
pplie
s of
mat
eria
ls
2.4
G
ive
reas
ons
why
oppor
tunitie
s fo
r m
ater
ial st
andar
dis
atio
n s
hou
ld b
e co
nsi
der
ed
3.1
Id
entify
and c
onfirm
supplie
s of
required
mat
eria
ls a
gai
nst
del
iver
y sc
hed
ule
s
3.2
Car
ry o
ut
chec
ks t
hat
ensu
re a
ppro
priat
e ord
ers
are
pre
par
ed
3.3
Exp
lain
met
hods
of
chec
king d
eliv
ery
sched
ule
s an
d w
ith u
sers
so t
hat
m
ater
ial nee
ds
are
iden
tified
3.4
D
escr
ibe
way
s th
at c
an e
nsu
re a
ppro
priat
e ord
ers
are
pre
par
ed
3
Chec
k w
ith t
he
del
iver
y sc
hed
ule
an
d u
sers
to
confirm
what
su
pplie
s of
mat
eria
ls a
re
nee
ded
and e
nsu
re
appro
priat
e ord
ers
are
pre
par
ed
3.5
G
ive
reas
ons
why
chec
ks m
ust
be
mad
e to
ensu
re a
ppro
priat
e ord
ers
are
pre
par
ed
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
13
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Com
munic
ate
and/o
r m
eet
with b
oth s
upplie
rs a
nd u
sers
to iden
tify
an
d c
onfirm
supply
req
uirem
ents
4.2
Agre
e an
d m
onitor
supply
req
uirem
ents
for
various
pro
ject
s w
ith
various
supplie
rs
4.3
Exp
lain
met
hods
and t
echniq
ues
of co
nduct
ing n
egotiat
ions
and
mee
tings
with s
upplie
rs a
nd u
sers
to e
nsu
re s
upply
req
uirem
ents
are
ag
reed
4.4
Li
st a
nd d
escr
ibe
the
fact
ors
and iss
ues
that
det
erm
ine
and a
ffec
t su
pply
req
uirem
ents
4.5
Exp
lain
how
goodw
ill a
nd t
rust
can
be
mai
nta
ined
with s
upplie
rs a
nd
use
rs
4
Conduct
neg
otiat
ions
and
mee
tings
with
supplie
rs a
nd u
sers
so
that
goo
dw
ill
and t
rust
is
mai
nta
ined
and
agre
ed s
upply
re
quirem
ents
are
en
sure
d
4.6
Exp
lain
how
form
al a
nd info
rmal
mee
tings
with s
upplie
rs a
nd u
sers
ca
n b
e co
nduct
ed
5.1
Est
ablis
h m
onitoring s
yste
ms
for
supply
del
iver
y sc
hed
ule
s
5
Imple
men
t sy
stem
s, t
o m
onitor
the
del
iver
y sc
hed
ule
an
d t
he
per
form
ance
of
supplie
rs,
whic
h
will
iden
tify
supply
im
pro
vem
ents
5.2
Est
ablis
h m
onitoring s
yste
ms
that
chec
ks t
he
per
form
ance
of
supplie
rs
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
13
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.3
Est
ablis
h a
t le
ast
thre
e of
the
follo
win
g f
acto
rs u
sed in m
ater
ials
co
ntr
ol:
–
qual
ity
–
quan
tity
–
pay
men
t to
supplie
rs
–
appro
val by
clie
nt,
cust
om
er o
r th
eir
repre
senta
tive
–
pro
gra
mm
ing
–
cost
5.4
Id
entify
im
pro
vem
ents
that
can
be
mad
e to
mat
eria
l su
pply
usi
ng
info
rmat
ion f
rom
monitoring s
yste
ms
5.5
Exp
lain
how
sys
tem
s, t
hat
cov
er a
ll nec
essa
ry fac
tors
to
monitor
the
del
iver
y sc
hed
ule
s, c
an b
e im
ple
men
ted
5.6
Exp
lain
how
sys
tem
s th
at c
an m
onitor
the
per
form
ance
of su
pplie
rs
agai
nst
the
agre
ed s
upply
req
uirem
ents
can
be
imple
men
ted
5.7
D
escr
ibe
how
iden
tified
im
pro
vem
ents
to d
eliv
ery
sched
ule
s ca
n b
e re
cord
ed
5.8
G
ive
reas
ons
why
the
del
iver
y sc
hed
ule
and p
erfo
rman
ce o
f su
pplie
rs
should
be
monitore
d
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
13
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Anal
yse
supply
monitoring s
yste
ms
and d
eliv
ery
sched
ule
s an
d n
ote
id
entified
supply
pro
ble
ms
6.2
Im
ple
men
t ap
pro
priat
e m
ethods
to r
esol
ve iden
tified
supply
pro
ble
ms
6.3
Exp
lain
met
hods
that
can
iden
tify
pro
ble
ms
with s
upply
and s
upply
re
quirem
ents
, how
they
can
be
reco
rded
and w
hat
act
ions
can b
e ta
ken t
o r
esolv
e th
em
6
Iden
tify
pro
ble
ms
with s
upply
, re
cord
th
em a
nd t
ake
action t
o r
esolv
e th
em
6.4
Exp
lain
how
the
del
iver
y sc
hed
ule
can
be
modifie
d t
o m
inim
ise
dis
ruption t
o t
he
pro
gra
mm
e
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
13
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Reg
ula
rly
exam
ine
mat
eria
l su
pply
per
form
ance
agai
nst
ongoin
g
pro
ject
req
uirem
ents
7.2
Am
end d
eliv
ery
sched
ule
s w
hen
mat
eria
l su
pplie
s ar
e not
mee
ting
pro
gra
mm
e re
quirem
ents
or
wher
e ex
cess
mat
eria
ls a
re b
eing
supplie
d
7.3
Exp
lain
way
s th
at c
an iden
tify
chan
ges
lik
ely
to r
esult in o
ver
or
under
su
pply
7
Iden
tify
chan
ges
lik
ely
to r
esult in
ove
r or
under
su
pply
and m
odify
the
del
iver
y sc
hed
ule
to
min
imis
e dis
ruption
to t
he
pro
gra
mm
e
7.4
Exp
lain
how
to m
odify
del
iver
y sc
hed
ule
s th
at m
inim
ises
dis
ruption t
o
the
pro
gra
mm
e
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
135
Unit 16: Establishing and Monitoring Communication Systems and Organisational Procedures in the Workplace
Unit reference number: J/600/7349
QCF level: 6
Credit value: 11
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in establishing and monitoring communication systems and organisational procedures in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
136
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
13
7
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exa
min
e an
d e
stab
lish p
roje
ct c
om
munic
atio
n r
equirem
ents
for
pro
ject
s th
at m
eets
org
anis
atio
nal
nee
ds
1.2
Consi
der
at
leas
t fo
ur
of th
e fo
llow
ing o
rgan
isat
ional
and
com
munic
atio
n s
yste
ms
when
iden
tify
ing c
om
munic
atio
n n
eeds:
–
role
s an
d r
esponsi
bili
ties
–
site
or
hea
d o
ffic
e in
terf
ace
–
pro
ject
adm
inis
trat
ion
–
hea
lth,
safe
ty,
wel
fare
and e
nvi
ronm
enta
l nee
ds
–
pro
ject
tea
m inte
rfac
es
–
inte
gra
tion o
f dat
a
–
shar
ing o
f pro
ject
dat
a
–
team
work
ing
–
the
clie
nt,
cust
om
er o
r th
eir
repre
senta
tive
1
Iden
tify
org
anis
atio
nal
and
com
munic
atio
n
nee
ds
for
the
pro
ject
1.3
Exp
lain
how
suitab
le o
rgan
isat
ional
and c
om
munic
atio
n s
yste
ms
can
be
iden
tified
for
pro
ject
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
13
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Id
entify
and im
ple
men
t co
mm
unic
atio
n s
yste
ms
and p
roce
dure
s th
at
are
com
pat
ible
with c
lients
, cu
stom
ers
or
thei
r re
pre
senta
tive
s, a
nd
supply
chai
n s
yste
ms
2.2
M
anag
e, a
dm
inis
ter
and c
ontr
ol oper
atio
nal
com
munic
atio
n s
yste
ms
and p
roce
dure
s
2.3
Exp
lain
way
s th
at s
yste
ms,
com
pat
ible
with t
hose
use
d b
y cl
ients
, cu
stom
ers
or
thei
r re
pre
senta
tive
s an
d s
upply
chai
ns,
can
be
esta
blis
hed
and intr
oduce
d
2.4
Exp
lain
s m
ethods
of e
stab
lish c
om
munic
atio
n a
nd o
rgan
isat
ional
sy
stem
s th
at w
ill e
nab
le c
lear
eff
ective
man
agem
ent,
adm
inis
trat
ive
and o
per
atio
nal
contr
ols
2
Est
ablis
h s
yste
ms
and p
roce
dure
s w
hic
h a
re
com
pat
ible
with
those
use
d b
y th
e cl
ient,
cust
omer
or
thei
r re
pre
senta
tive
and
the
supply
chai
n
2.5
G
ive
reas
ons
why
com
munic
atio
n a
nd o
rgan
isat
ional
sys
tem
s, t
hat
w
ill b
e co
mpat
ible
and p
rovi
de
contr
ol, a
re n
eeded
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
13
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Id
entify
info
rmat
ion n
eeded
for
the
pro
ject
3.2
Pro
duce
pro
ject
info
rmat
ion in r
elev
ant
form
ats
that
will
support
the
pro
ject
3.3
D
istr
ibute
rel
evan
t pro
ject
info
rmat
ion o
n lea
st o
ne
of th
e fo
llow
ing t
o
peo
ple
that
hav
e an
inte
rest
:
–
info
rmat
ion o
n p
eople
’s r
ole
s
–
det
ails
on p
eople
’s r
esponsi
bili
ties
–
det
ails
of
the
org
anis
atio
nal
str
uct
ure
3.4
D
escr
ibe
way
s th
at a
ccura
te a
nd u
nam
big
uous
info
rmat
ion a
bout
peo
ple
’s r
ole
s an
d r
esponsi
bili
ties
, th
e pro
ject
and t
he
org
anis
atio
nal
st
ruct
ure
can
be
pro
duce
d
3.5
Exp
lain
met
hods
that
allo
w f
or
the
circ
ula
tion o
f in
form
atio
n a
bout
peo
ple
’s r
ole
s an
d r
esponsi
bili
ties
, an
d t
he
pro
ject
and o
rgan
isat
ional
st
ruct
ure
, to
peo
ple
and o
rgan
isat
ions
that
hav
e an
inte
rest
3
Produce
pro
ject
in
form
atio
n a
nd
circ
ula
te it
to
peo
ple
and
org
anis
atio
ns
that
hav
e an
inte
rest
3.6
G
ive
reas
ons
why
info
rmat
ion o
n p
eople
’s r
ole
s an
d r
esponsi
bili
ties
is
import
ant
to p
eople
and o
rgan
isat
ions
that
hav
e an
inte
rest
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
14
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Id
entify
peo
ple
and o
rgan
isat
ions
that
hav
e in
tere
st o
r nee
d r
elev
ant
pro
ject
info
rmat
ion
4.2
Pu
t in
pla
ce a
t le
ast
thre
e of
the
follo
win
g m
ethods
of co
mm
unic
atio
n
for
report
ing,
reco
rdin
g a
nd r
etriev
ing r
elev
ant
pro
ject
info
rmat
ion f
or
rele
vant
peo
ple
and/o
r org
anis
atio
ns:
–
ora
l
–
writt
en
–
gra
phic
–
elec
tronic
4.3
Li
st a
nd d
escr
ibe
who w
ould
lik
ely
to b
e in
cluded
when
est
ablis
hin
g
com
munic
atio
n m
ethods
for
pro
ject
s
4.4
Exp
lain
way
s th
at m
ethods
of co
mm
unic
atin
g,
report
ing,
reco
rdin
g
and r
etriev
ing info
rmat
ion,
bet
wee
n p
eople
and o
rgan
isat
ions
that
hav
e an
inte
rest
and a
ppro
priat
e to
the
nee
ds
of
the
pro
ject
, ca
n b
e es
tablis
hed
4
Est
ablis
h m
ethods
of
com
munic
atin
g
info
rmat
ion
bet
wee
n p
eople
an
d o
rgan
isat
ions
that
hav
e an
in
tere
st
4.5
Exp
lain
why
met
hods
of c
om
munic
atin
g,
report
ing,
reco
rdin
g a
nd
retr
ievi
ng info
rmat
ion b
etw
een inte
rest
ed p
eople
and o
rgan
isat
ions
should
be
esta
blis
hed
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
14
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Im
ple
men
t sy
stem
s to
monitor
the
effe
ctiv
enes
s of co
mm
unic
atio
n
and o
rgan
isat
ional
met
hods
5.2
Est
ablis
h c
ause
s of an
y co
mm
unic
atio
n a
nd o
rgan
isat
ional
met
hod
bre
akdow
ns
5.3
Res
tore
effec
tive
com
munic
atio
n a
nd o
rgan
isat
ional
; m
ethods
by
imple
men
ting a
ppro
priat
e co
rrec
tive
act
ions
5.4
Exp
lain
met
hods
that
can
monitor
the
com
munic
atin
g,
report
ing,
reco
rdin
g a
nd r
etriev
ing o
f in
form
atio
n
5.5
Exp
lain
how
bre
akdow
ns
in c
omm
unic
atio
n a
nd o
rgan
isat
ional
sy
stem
s ca
n b
e id
entified
5.6
D
escr
ibe
how
bre
akdow
ns
in c
om
munic
atio
n a
nd o
rgan
isat
ional
sy
stem
s ca
n b
e in
vest
igat
ed a
nd e
xpla
in w
hy
they
should
be
inve
stig
ated
5
Monitor
the
com
munic
atio
n a
nd
org
anis
atio
nal
m
ethods
for
effe
ctiv
enes
s,
iden
tify
and
inve
stig
ate
bre
akdow
ns
and
take
act
ion t
o
rest
ore
effec
tive
co
mm
unic
atio
n a
nd
org
anis
atio
n
5.7
Exp
lain
act
ions
that
can
be
take
n t
o r
esto
re e
ffec
tive
com
munic
atio
n
and o
rgan
isat
ional
sys
tem
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
14
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
G
ather
rel
evan
t in
form
atio
n a
bout
pro
ject
org
anis
atio
n a
nd
com
munic
atio
n s
yste
ms
6.2
Est
ablis
h w
her
e co
mm
unic
atio
n s
yste
ms
and p
roje
ct o
rgan
isat
ion c
an
be
impro
ved
6.3
Im
ple
men
t pro
cess
es t
hat
can
im
pro
ve c
om
munic
atio
n s
yste
ms
and
pro
ject
org
anis
atio
n
6.4
Exp
lain
how
poss
ible
im
pro
vem
ents
to m
ethods
of
com
munic
atin
g a
nd
org
anis
atio
nal
sys
tem
s ca
n b
e id
entified
6
Use
info
rmat
ion
rece
ived
to m
ake
impro
vem
ents
to
the
org
anis
atio
n o
f th
e pro
ject
and
com
munic
atio
n
syst
ems
6.5
G
ive
reas
ons
why
esta
blis
hed
sys
tem
s sh
ould
be
impro
ved
7.1
Pr
epar
e ag
endas
, ar
range
venues
, co
nta
ct a
tten
dee
s in
goo
d t
ime
and
agre
e obje
ctiv
es t
o b
e ac
hie
ved d
uring t
he
mee
ting
7.2
M
eet
with s
take
hold
ers
and c
olle
agues
, an
d fac
ilita
te c
onst
ruct
ive
contr
ibutions
and b
alan
ced a
nd info
rmed
dis
cuss
ions
on a
gen
da
item
s fr
om
att
endee
s during t
he
mee
ting
7.3
Run m
eetings
with s
take
hold
ers
and c
olle
agues
on t
ime,
ensu
re a
nd
agre
e th
at o
bje
ctiv
es h
ave
bee
n a
chie
ved,
and a
gre
e ac
tions
and
resp
onsi
bili
ties
to b
e ta
ken f
ollo
win
g t
he
mee
ting
7.4
Exp
lain
how
mee
tings
should
be
man
aged
that
ensu
res
obje
ctiv
es a
re
met
7
Prep
are
for
and
man
age
mee
tings
to m
eet
obje
ctiv
es
7.5
D
escr
ibe
the
diffe
rent
types
of
mee
tings
that
can
be
under
take
n w
ith
stak
ehold
ers
and c
olle
agues
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
14
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
8.1
D
raft
and c
ircu
late
min
ute
s of th
e m
eeting,
and d
istr
ibute
nec
essa
ry
info
rmat
ion t
o r
elev
ant
peo
ple
8.2
M
onitor
the
com
ple
tion o
f th
e ag
reed
post
-mee
ting a
ctio
ns
8.3
Exp
lain
met
hods
that
ensu
re a
ctio
ns
are
com
ple
ted f
ollo
win
g
mee
tings
and t
he
obje
ctiv
es a
re m
et
8
Com
ple
te a
ctio
ns
follo
win
g t
he
mee
ting t
o m
eet
obje
ctiv
es
8.4
D
escr
ibe
way
s ev
aluat
ing t
he
effe
ctiv
enes
s of
mee
tings
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
144
Unit 17: Establishing Project Dimensional Control Criteria in the Workplace
Unit reference number: R/600/7354
QCF level: 6
Credit value: 10
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in establishing project dimensional control criteria in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
14
5
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Colle
ct,
colla
te a
nd a
nal
yse
late
st s
urv
ey info
rmat
ion f
or
giv
en
pro
ject
s
1.2
Id
entify
and r
esolv
e at
lea
st t
wo o
f th
e fo
llow
ing p
roble
ms
when
an
alys
ing s
urv
ey info
rmat
ion:
–
uncl
ear
info
rmat
ion
–
mis
sing info
rmat
ion
–
inco
nsi
sten
cies
bet
wee
n d
ocu
men
ts
–
erro
rs
1.3
Exp
lain
way
s th
at r
elev
ant
surv
ey info
rmat
ion c
an b
e obta
ined
1.4
Exp
lain
how
surv
ey info
rmat
ion c
an b
e ch
ecke
d t
o e
nsu
re it
is u
p t
o
dat
e an
d a
ccura
te
1
Obta
in r
elev
ant
surv
ey info
rmat
ion,
chec
k th
at it
is u
p
to d
ate
and
accu
rate
, an
d
reso
lve
any
pro
ble
ms
1.5
Exp
lain
how
pro
ble
ms
with s
urv
ey info
rmat
ion c
an b
e re
solv
ed a
nd
why
pro
ble
ms
nee
d t
o be
reso
lved
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
14
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
In
terp
ret
appro
priat
e dim
ensi
onal
contr
ol in
form
atio
n a
nd c
alcu
lations
for
giv
en p
roje
cts
2.2
Corr
elat
e dim
ensi
onal
contr
ol in
form
atio
n a
nd c
alcu
lations
agai
nst
re
leva
nt
pro
ject
work
2.3
D
escr
ibe
fact
ors
whic
h d
eter
min
e dim
ensi
onal co
ntr
ol in
form
atio
n
2.4
Exp
lain
how
info
rmat
ion o
n p
roje
ct w
ork
can
be
corr
elat
ed w
ith
dim
ensi
onal
contr
ol in
form
atio
n
2.5
Exp
lain
met
hods
that
can
inte
rpre
t in
form
atio
n o
n p
roje
ct w
ork
whic
h
is r
elev
ant
to d
imen
sional
contr
ol in
form
atio
n
2
Corr
elat
e and
inte
rpre
t in
form
atio
n o
n
pro
ject
work
whic
h
is r
elev
ant
to
dim
ensi
onal
contr
ol
2.6
G
ive
reas
ons
why
info
rmat
ion o
n p
roje
ct w
ork
, w
hic
h is
rele
vant
to
dim
ensi
onal
contr
ol in
form
atio
n,
nee
ds
to b
e co
rrel
ated
and
inte
rpre
ted
3.1
Est
ablis
h v
aria
tions
bet
wee
n a
ctual
and s
pec
ifie
d s
ite
dim
ensi
ons
on
giv
en p
roje
cts
3.2
D
ocu
men
t id
entified
var
iations
of
actu
al a
nd s
pec
ifie
d s
ite
dim
ensi
ons
follo
win
g o
rgan
isat
ional
pro
cedure
s
3.3
D
istr
ibute
iden
tified
var
iations
of
actu
al a
nd s
pec
ifie
d s
ite
dim
ensi
ons
to r
elev
ant
dec
isio
n-m
aker
s
3.4
D
escr
ibe
poss
ible
cau
ses
of va
riat
ions
bet
wee
n s
pec
ifie
d a
nd a
ctual
si
te d
imen
sions
3.5
Exp
lain
how
var
iations
bet
wee
n t
he
spec
ifie
d a
nd t
he
actu
al s
ite
dim
ensi
ons
can b
e id
entified
3
Ensu
re t
hat
va
riat
ions
are
iden
tified
bet
wee
n
the
spec
ifie
d a
nd
the
actu
al s
ite
dim
ensi
ons,
rec
ord
th
em a
ccura
tely
an
d c
ircu
late
them
to
dec
isio
n-m
aker
s
3.6
Exp
lain
way
s of
reco
rdin
g v
aria
tions
bet
wee
n t
he
spec
ifie
d a
nd t
he
actu
al s
ite
dim
ensi
ons
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
14
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Pl
ace
refe
rence
poin
ts o
n g
iven
pro
ject
s ac
cord
ing t
o pro
ject
and
org
anis
atio
nal
req
uirem
ents
, an
d e
nsu
re d
imen
sional
acc
ura
cy a
gai
nst
se
t re
fere
nce
poin
ts
4.2
Ensu
re t
hat
pla
ced r
efer
ence
poin
ts a
re iden
tifiab
le a
s to
purp
ose
, an
d
imple
men
t pro
tect
ion s
yste
ms
that
elim
inat
es m
ove
men
t, d
amag
e an
d/o
r re
mova
l
4.3
Li
st a
nd d
escr
ibe
typic
al t
ypes
of
set
refe
rence
poin
ts
4.4
Exp
lain
how
to a
ccura
tely
set
and c
lear
ly iden
tify
ref
eren
ce p
oin
ts
from
set
ref
eren
ce p
oin
ts
4
Ensu
re t
hat
re
fere
nce
poin
ts
are
suitab
ly p
lace
d,
accu
rate
, cl
early
iden
tified
and
pro
tect
ed f
rom
m
ove
men
t or
rem
ova
l
4.5
Exp
lain
met
hods
that
can
pro
tect
ref
eren
ce p
oin
ts f
rom
move
men
t an
d r
emova
l
5.1
Im
ple
men
t a
rele
vant
monitoring s
yste
m t
hat
ensu
res
dim
ensi
onal
co
ntr
ol ac
cura
cy f
or
giv
en p
roje
cts
5.2
D
escr
ibe
the
elem
ents
of
monitoring s
yste
ms
5.3
Exp
lain
how
monitoring s
yste
ms
can b
e dev
eloped
5
Ensu
re a
dim
ensi
onal
contr
ol
monitoring s
yste
m,
whic
h w
ill m
ake
sure
the
spec
ifie
d
accu
racy
crite
ria
will
be
met
, is
es
tablis
hed
5.4
G
ive
reas
ons
why
monitoring s
yste
ms
shou
ld b
e dev
eloped
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
14
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Est
ablis
h t
he
chec
ks t
hat
are
req
uired
to m
ainta
in a
nd u
se m
easu
ring
and r
ecord
ing e
quip
men
t
6.2
Ensu
re t
hat
mai
nte
nan
ce a
nd u
ser
chec
ks a
re c
arried
on r
elev
ant
mea
suring a
nd r
ecord
ing e
quip
men
t in
acc
ord
ance
with r
elev
ant
requirem
ents
6.3
Exp
lain
how
typ
ical
mea
suring a
nd r
ecord
ing e
quip
men
t use
d t
o
esta
blis
h d
imen
sional
contr
ol is
use
d m
ainta
ined
6
Ensu
re t
hat
m
easu
ring a
nd
reco
rdin
g
equip
men
t is
m
ainta
ined
to m
eet
the
spec
ifie
d
accu
racy
crite
ria
6.4
G
ive
reas
ons
why
spec
ific
mea
suring a
nd r
ecord
ing e
quip
men
t sh
ould
be
sele
cted
for
giv
en p
roje
cts
7.1
Id
entify
and n
ote
the
follo
win
g w
hen
est
ablis
hin
g a
nd c
hec
king
dim
ensi
onal
contr
ol in
form
atio
n:
–
dim
ensi
ons
–
loca
tions
–
leve
ls
–
dev
iations
7.2
Appro
priat
ely
iden
tify
and s
ecure
ly s
tore
dim
ensi
onal
contr
ol
info
rmat
ion f
ollo
win
g o
rgan
isat
ional
pro
cedure
s w
her
e in
form
atio
n c
an
be
retr
ieve
d f
or
futu
re u
se
7
Rec
ord
any
dim
ensi
onal
contr
ol
info
rmat
ion w
hic
h
may
be
of
late
r use
, an
d s
tore
it
secu
rely
7.3
Exp
lain
the
met
hods
and p
roce
dure
s th
at c
an b
e use
d t
o re
cord
and
store
dim
ensi
onal
contr
ol in
form
atio
n w
hic
h m
ay b
e of la
ter
use
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
14
9
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
150
Unit 18: Controlling Project Quantities and Costs in the Workplace
Unit reference number: H/600/7357
QCF level: 6
Credit value: 12
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in controlling project quantities and costs in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
15
1
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Pl
an a
nd im
ple
men
t at
lea
st o
ne
of th
e fo
llow
ing a
ppro
priat
e quan
tities
and c
ost
con
trol sy
stem
s on g
iven
pro
ject
s:
–
contr
actu
al p
roce
dure
s an
d m
eetings
–
oper
atio
nal
pro
cedure
s an
d m
eetings
–
elec
tronic
rec
ord
s
1.2
Li
st a
nd d
escr
ibe
the
fact
ors
that
det
erm
ine
quan
tities
and c
ost
dat
a
1
Imple
men
t ap
pro
priat
e quan
tities
and c
ost
co
ntr
ol sy
stem
s w
hic
h a
re a
ble
to
pro
vide
early
war
nin
g o
f pro
ble
ms
1.3
Exp
lain
how
appro
priat
e pro
ject
quan
tities
and c
ost
contr
ol s
yste
ms,
w
hic
h w
ill p
rovi
de
early
war
nin
gs
of
pro
ble
ms,
can
be
imple
men
ted
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
15
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
G
ather
and c
olla
te info
rmat
ion r
elat
ing t
o q
uan
tities
and c
ost
s on a
t le
ast
four
of th
e fo
llow
ing r
esourc
es o
n a
fre
quen
t bas
is:
–
peo
ple
–
pla
nt,
equip
men
t or
mac
hin
ery
–
mat
eria
ls a
nd c
om
pon
ents
–
sub-c
ontr
acto
rs
–
info
rmat
ion
–
work
are
a an
d fac
ilities
–
was
te m
anag
emen
t
–
utilit
y pro
vider
s
–
reco
rds
of
valu
atio
ns
of
work
com
ple
ted
2.2
D
ocu
men
t th
e findin
gs
of
quan
tities
and c
ost
s usi
ng a
ppro
priat
e fo
rmat
s an
d p
ass
appro
priat
e re
sponsi
ble
peo
ple
follo
win
g
org
anis
atio
nal
tim
esca
les
2.3
Exp
lain
met
hods
that
allo
ws
for
quan
tities
and c
ost
dat
a to
be
colle
cted
and r
ecord
ed f
or
the
pro
ject
and t
he
reso
urc
es u
sed
2
Ensu
re t
hat
quan
tity
and c
ost
dat
a is
reg
ula
rly
colle
cted
, re
cord
it
and p
ass
it o
n t
o
the
appro
priat
e peo
ple
res
ponsi
ble
in
tim
e fo
r th
em t
o
be
able
to u
se it
2.4
Exp
lain
how
to e
nsu
re t
hat
dat
a is
pas
sed o
n t
o t
he
peo
ple
re
sponsi
ble
in t
ime
for
them
to u
se it
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
15
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Im
ple
men
t an
d m
onitor
syst
ems
that
ensu
res
that
cost
cal
cula
tions
for
giv
en p
roje
cts
are
under
take
n
3.2
Im
ple
men
t an
d m
onitor
syst
ems
that
ensu
res
that
work
val
ues
and
quan
tities
for
giv
en p
roje
cts
are
under
take
n
3
Ensu
re t
hat
work
va
lues
, quan
tities
an
d c
ost
dat
a ar
e pre
par
ed
3.3
Exp
lain
how
to e
nsu
re t
hat
corr
ect
work
val
ues
, quan
tities
and c
ost
dat
a ar
e pre
par
ed
4.1
D
eter
min
e pre
par
e an
d d
ocu
men
t th
e re
sults
of q
uan
tity
and c
ost
in
form
atio
n f
or
giv
en p
roje
cts
4.2
Pr
esen
t an
alys
ed r
esults
on q
uan
tities
and c
ost
dat
a to
peo
ple
re
sponsi
ble
usi
ng r
elev
ant
form
ats
4
Ensu
re t
hat
ac
cura
te q
uan
tities
an
d c
ost
dat
a ar
e pre
par
ed a
nd
pre
sente
d in a
fo
rmat
whic
h w
ill
hel
p t
he
peo
ple
re
sponsi
ble
to
mak
e dec
isio
ns
4.3
Exp
lain
met
hods
that
can
ensu
re t
hat
acc
ura
te q
uan
tities
and c
ost
dat
a is
pre
sente
d in a
form
at w
hic
h w
ill h
elp p
eople
res
ponsi
ble
to
mak
e dec
isio
ns
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
15
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Pla
nt
and im
ple
men
t m
onitoring s
yste
ms
that
will
iden
tify
var
iations
and t
rends
in c
ost
s an
d q
uan
tities
for
giv
en p
roje
cts
5.2
Q
uan
tify
and iden
tify
cost
s cr
eate
d b
y id
entified
var
iations
or
tren
ds
in
cost
dat
a an
d q
uan
tities
5.3
Exp
lain
how
to e
nsu
re t
hat
var
iations
and t
rends
in q
uan
tities
and
cost
dat
a ar
e id
entified
, quan
tified
and c
ost
ed
5
Ensu
re t
hat
va
riat
ions
and
tren
ds
in q
uan
tities
an
d c
ost
dat
a ar
e id
entified
, quan
tified
and
cost
ed
5.4
G
ive
reas
ons
why
tren
ds
in c
ost
and q
uan
tities
and c
ost
dat
a nee
d t
o be
quan
tified
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
15
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Car
ry o
ut
inve
stig
atio
ns
on iden
tified
var
iations
in p
roje
ct q
uan
tities
an
d c
ost
s an
d d
iscu
ss w
ith p
eople
res
ponsi
ble
6.2
See
k an
d g
ain a
ppro
val in
ord
er t
o im
ple
men
t at
lea
st o
ne
of
the
follo
win
g c
orr
ective
act
ions:
–
rest
ore
pro
gre
ss in a
ccord
ance
with a
gre
ed p
rogra
mm
e
–
agre
e new
com
ple
tion d
ates
–
initia
te c
ontr
act
clai
m
–
secu
re a
dditio
nal
res
ourc
es
–
alte
r pla
nned
work
6.3
Exp
lain
how
to e
nsu
re t
hat
var
iations
in c
ost
dat
a ar
e in
vest
igat
ed
and e
xpla
in w
hy
variat
ions
in c
ost
dat
a nee
d t
o b
e in
vest
igat
ed
6.4
Exp
lain
met
hods
and t
echniq
ues
of ag
reei
ng a
nd im
ple
men
ting
appro
priat
e co
rrec
tive
act
ions
with p
eople
res
ponsi
ble
whic
h w
ill
rest
ore
cost
s an
d e
xpen
diture
to b
udget
6
Ensu
re t
hat
any
variat
ions
are
inve
stig
ated
and
agre
e an
d
imple
men
t ap
pro
priat
e co
rrec
tive
act
ion
with p
eople
re
sponsi
ble
6.5
G
ive
reas
ons
why
appro
priat
e co
rrec
tive
act
ion w
ith t
he
peo
ple
re
sponsi
ble
, in
ord
er t
o r
esto
re c
ost
s an
d e
xpen
diture
to b
udget
, nee
ds
to b
e ag
reed
and im
ple
men
ted
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
15
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Im
ple
men
t sy
stem
s an
d p
roce
sses
that
can
iden
tify
opport
unitie
s fo
r co
st s
avin
gs
on g
iven
pro
ject
s on a
t le
ast
two
of t
he
follo
win
g:
–
was
te r
educt
ion
–
reso
urc
e m
anag
emen
t an
d logis
tics
–
applic
atio
ns
of new
tec
hnolo
gie
s an
d m
ater
ials
–
ener
gy
and u
tilit
y m
anag
emen
t
–
recy
clab
le a
nd r
ecove
rable
mat
eria
ls
–
alte
rnat
ive
sourc
es a
nd t
ypes
of
mat
eria
ls
–
variat
ions
in q
ual
ity
–
stan
dar
dis
atio
n
–
reve
nue
gen
erat
ion
7.2
Sugges
t opport
unitie
s fo
r co
st s
avin
gs
usi
ng s
uitab
le f
orm
ats
to
peo
ple
res
ponsi
ble
7.3
Exp
lain
how
opport
unitie
s fo
r co
st s
avin
gs
can b
e id
entified
7.4
Exp
lain
how
sys
tem
s an
d p
roce
sses
whic
h w
ill a
ssis
t in
the
iden
tifica
tion o
f opport
unitie
s fo
r co
st s
avin
gs,
can
be
dev
eloped
and
reco
mm
ended
to t
he
peo
ple
res
ponsi
ble
7.5
G
ive
reas
ons
why
syst
ems
and p
roce
sses
, w
hic
h iden
tify
opport
unitie
s fo
r co
st s
avin
gs,
nee
d t
o b
e dev
eloped
and r
ecom
men
ded
to p
eople
re
sponsi
ble
7
Iden
tify
opport
unitie
s fo
r co
st s
avin
gs
and
reco
mm
end t
hem
to
peo
ple
re
sponsi
ble
7.6
D
escr
ibe
met
hods
that
can
rec
om
men
d o
pport
unitie
s fo
r co
st s
avin
gs
to p
eople
res
ponsi
ble
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
15
7
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
158
Unit 19: Evaluating Feedback Information and Recommending Improvements in the Workplace
Unit reference number: K/600/7358
QCF level: 6
Credit value: 7
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in evaluating feedback information and recommending improvements in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
15
9
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
D
evis
e pro
cess
es t
hat
will
pro
mote
, to
oth
ers,
the
valu
e of
mak
ing
and c
olle
ctin
g fee
dbac
k th
at c
an a
llow
im
pro
vem
ents
to
work
pro
gre
ss
1.2
Enco
ura
ge
the
colle
ctio
n o
f w
ork
im
pro
vem
ent
feed
bac
k fr
om
oth
ers
from
at
leas
t si
x of th
e fo
llow
ing info
rmat
ion s
ourc
es:
–
appro
ved s
upplie
rs
–
appro
ved s
ub-c
ontr
acto
rs
–
contr
act
doc
um
enta
tion
–
pro
ject
docu
men
tation
–
org
anis
atio
nal
docu
men
tation
–
stan
dar
d d
etai
ls
–
spec
ific
atio
ns
–
pro
duct
info
rmat
ion
–
gove
rnm
ent
and s
tatu
tory
public
atio
ns
–
rese
arch
and a
dvi
sory
dat
a
–
per
iodic
als
and a
bst
ract
s
1
Prom
ote
the
valu
e of
mak
ing
impro
vem
ents
fr
om
fee
dbac
k an
d
enco
ura
ge
the
colle
ctio
n o
f fe
edbac
k
1.3
Exp
lain
way
s of
pro
moting t
he
valu
e of
mak
ing im
pro
vem
ents
fro
m
feed
bac
k re
ceiv
ed f
rom
info
rmat
ion s
ourc
es
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
16
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.4
Exp
lain
met
hods
that
can
enco
ura
ge
the
colle
ctio
n o
f fe
edbac
k fr
om
in
form
atio
n s
ourc
es
1.5
G
ive
reas
ons
why
the
colle
ctio
n o
f fe
edbac
k fr
om
info
rmat
ion s
ourc
es
should
be
enco
ura
ged
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
16
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Colle
ct f
eedbac
k in
form
atio
n f
rom
at
leas
t th
ree
of
the
follo
win
g
met
hods
or
sourc
es:
–
pro
ject
rec
ord
s an
d d
ocu
men
tation
–
site
insp
ections
–
scie
ntific
rese
arch
and d
ata
–
studie
s of per
form
ance
in u
se
–
mee
tings
–
ques
tionnai
res
–
report
s
2.2
Colla
te a
nd e
valu
ate
feed
bac
k in
form
atio
n u
sing o
rgan
isat
ional
or
oth
er m
ethods
to iden
tify
im
pro
vem
ents
to
work
pro
gre
ss
2.3
Exp
lain
way
s th
at e
nsu
res
that
fee
dbac
k fr
om
info
rmat
ion s
ourc
es is
obta
ined
usi
ng v
ario
us
met
hods
and o
ther
sou
rces
2.4
Exp
lain
met
hods
that
allo
ws
for
the
inve
stig
atio
n a
nd a
sses
sing o
f fe
edbac
k fr
om
info
rmat
ion s
ourc
es u
sing v
ario
us
met
hods
and o
ther
so
urc
es
2
Ensu
re f
eedbac
k in
form
atio
n f
rom
re
leva
nt
met
hods
or
sourc
es is
obta
ined
, in
vest
igat
ed a
nd
asse
ssed
2.5
G
ive
reas
ons
why
feed
bac
k fr
om
info
rmat
ion s
ourc
es n
eeds
to b
e in
vest
igat
ed a
nd a
sses
sed
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
16
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Sugges
t im
pro
vem
ents
that
can
be
mad
e to
work
pro
gre
ss u
sing
eval
uat
ed f
eedbac
k to
rel
evan
t peo
ple
3.2
Ju
stify
to r
elev
ant
peo
ple
, fo
r ea
ch s
ugges
ted im
pro
vem
ent,
by
pro
vidin
g r
easo
ns
why
impro
vem
ents
can
be
mad
e
3.3
Exp
lain
way
s th
at r
ecom
men
dat
ions
for
impro
vem
ents
can
be
mad
e fr
om
fee
dbac
k re
ceiv
ed
3.4
Exp
lain
how
rec
om
men
dat
ions
for
impro
vem
ents
fro
m fee
dbac
k ca
n
be
just
ifie
d t
o d
ecis
ion-m
aker
s
3
Rec
om
men
d
impro
vem
ents
fr
om
fee
dbac
k re
ceiv
ed a
nd just
ify
the
reco
mm
endat
ions
to r
elev
ant
peo
ple
3.5
G
ive
reas
ons
why
reco
mm
endat
ions
for
impro
vem
ents
fro
m f
eedbac
k sh
ould
be
mad
e an
d just
ifie
d t
o d
ecis
ion-m
aker
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
16
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Sum
mar
ise,
usi
ng s
uitab
le f
orm
ats,
chan
ges
to
work
pro
gra
mm
es
whic
h h
ave
resu
lted
fro
m s
ought
feed
bac
k
4.2
Pr
om
ote
the
adoption a
nd u
se o
f im
pro
vem
ents
iden
tified
fro
m
feed
bac
k to
those
invo
lved
in m
ainta
inin
g p
rogre
ss o
f th
e w
ork
4.3
Exp
lain
met
hods
that
can
allo
w t
he
sum
mar
y of
chan
ges
and
impro
vem
ents
mad
e fr
om
fee
dbac
k re
ceiv
ed
4
Sum
mar
ise
chan
ges
and
impro
vem
ents
fr
om
fee
dbac
k w
hic
h h
ave
bee
n
agre
ed a
nd
pro
mote
them
for
adoption a
nd u
se
4.4
D
escr
ibe
how
the
adoption o
f ch
anges
and im
pro
vem
ents
fro
m
feed
bac
k ca
n b
e pro
mot
ed
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
164
Unit 20: Planning Highways Maintenance or Repair Activities in the Workplace
Unit reference number: M/600/7555
QCF level: 6
Credit value: 12
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning highways maintenance or repair activities in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
16
5
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Confirm
the
work
re
quirem
ents
of
pla
nnin
g h
ighw
ay
mai
nte
nan
ce o
r re
pai
r ac
tivi
ties
1.1
Id
entify
and e
stab
lish a
t le
ast
two o
f th
e fo
llow
ing m
ainte
nan
ce
activi
ties
and a
t le
ast
five
of
the
follo
win
g r
epai
r ac
tivi
ties
on a
t le
ast
one
of th
e fo
llow
ing h
ighw
ays:
Mai
nte
nan
ce:
–
sched
ule
d a
nd p
reve
nta
tive
–
unsc
hed
ule
d a
nd c
orr
ective
–
emer
gen
cy
Rep
air:
–
stru
cture
–
surf
ace
–
mat
eria
ls
–
mar
kings
–
fitt
ings
–
pow
er a
nd lig
ht
–
dra
inag
e
–
tele
com
munic
atio
ns
–
spec
ial se
rvic
es a
nd e
quip
men
t
–
landsc
apin
g
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
16
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
–
tr
affic
contr
ols
–
fenci
ng
Hig
hw
ays:
–
dual
car
riag
eway
–
single
car
riag
eway
–
carr
iagew
ay w
ith f
ootw
ay
–
moto
rway
–
cycl
e w
ay
–
carr
iagew
ay w
ith h
ard s
hould
er
1.2
Exp
lain
how
work
req
uirem
ents
for
hig
hw
ays
and its
mai
nte
nan
ce o
r re
pai
r ca
n b
e co
nfirm
ed
1.3
Exp
lain
who
nee
ds
to b
e co
nsu
lted
when
confirm
ing w
ork
re
quirem
ents
for
hig
hw
ays
mai
nte
nan
ce o
r re
pai
r
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
16
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Consi
der
at
leas
t th
ree
of
the
follo
win
g influen
cing f
acto
rs w
hen
pla
nnin
g h
ighw
ay m
ainte
nan
ce o
r re
pai
r ac
tivi
ties
:
–
org
anis
atio
nal
req
uirem
ents
–
contr
actu
al r
equirem
ents
–
stat
uto
ry r
equirem
ents
–
reso
urc
e al
loca
tion
–
work
ing r
equirem
ents
–
envi
ronm
enta
l co
nsi
der
atio
ns
–
wea
ther
con
ditio
ns
2.2
Exa
min
e at
lea
st t
wo o
f th
e fo
llow
ing g
uid
ance
mat
eria
ls w
hen
pla
nnin
g h
ighw
ay m
ainte
nan
ce o
r re
pai
r ac
tivi
ties
:
–
ow
ner
’s m
anual
s
–
logbooks
–
mai
nte
nan
ce s
ched
ule
s an
d m
anual
s
–
pra
ctic
e guid
es a
nd s
pec
ific
atio
ns
–
curr
ent
legis
lation a
nd o
ffic
ial guid
ance
2
Iden
tify
and r
evie
w
influen
cing fac
tors
an
d g
uid
ance
m
ater
ial ab
out
the
work
envi
ronm
ent
2.3
Exp
lain
how
influen
cing f
acto
rs a
nd g
uid
ance
mat
eria
ls c
an b
e id
entified
and w
hat
diffe
rent
met
hods
can b
e use
d t
o re
view
them
w
hen
pla
nnin
g h
ighw
ay m
ainte
nan
ce o
r re
pai
r ac
tivi
ties
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
16
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Prioritise
mai
nte
nan
ce o
r re
pai
r ac
tivi
ties
whils
t co
nsi
der
ing
influen
cing fac
tors
3.2
D
escr
ibe
the
types
of m
ainte
nan
ce a
ctiv
ity
that
are
applie
d t
o
hig
hw
ays
3.3
Exp
lain
met
hods
that
can
ass
ess
and a
ccou
nt
for
influen
cing fac
tors
w
hen
pla
nnin
g m
ainte
nan
ce a
nd r
epai
r ac
tivi
ties
3
Prio
ritise
m
ainte
nan
ce
activi
ties
by
asse
ssin
g a
nd
acco
unting for
all
the
influen
cing
fact
ors
3.4
Exp
lain
the
fact
ors
that
nee
d t
o be
take
n into
acc
ount
when
prioritisi
ng m
ainte
nan
ce a
ctiv
itie
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
16
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Rev
iew
and u
pdat
e pre
-det
erm
ined
mai
nte
nan
ce o
r re
pai
r priorities
by
taki
ng into
acc
ount
of at
lea
st f
our
of
the
follo
win
g c
han
gin
g
circ
um
stan
ces:
–
susc
eptibili
ty t
o d
amag
e
–
safe
ty r
equirem
ents
–
nee
d t
o inhib
it,
and r
espond t
o det
erio
ration
–
com
pro
mis
ed o
per
atio
nal
effec
tive
nes
s
–
wea
ther
con
ditio
ns
–
use
or
chan
ge
of
use
–
curr
ent
legis
lation
–
reso
urc
es
–
secu
rity
thre
ats
4.2
Exp
lain
met
hods
that
allo
w p
riorities
to b
e am
ended
when
influen
cing
fact
ors
hav
e bee
n t
aken
into
acc
ount
4
Am
end p
riorities
to
take
acc
ount
of
chan
gin
g
circ
um
stan
ces
whils
t m
ainta
inin
g
consi
sten
cy w
ith
the
influen
cing
fact
ors
4.3
Exp
lain
how
chan
gin
g c
ircu
mst
ance
s ca
n b
e ac
counte
d f
or
when
pla
nnin
g m
ainte
nan
ce a
nd r
epai
r ac
tivi
ties
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
17
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Id
entify
, an
alys
e an
d p
roduce
pla
ns
or
sched
ule
s fo
r at
lea
st t
hre
e of
the
follo
win
g m
ainte
nan
ce o
r re
pai
r ac
tivi
ties
:
–
regula
r pro
gra
mm
es
–
tender
ed w
ork
s
–
resp
onsi
ve w
ork
s
–
cost
est
imat
ed w
ork
s
–
win
ter
mai
nte
nan
ce
–
traf
fic
mai
nte
nan
ce (
signin
g,
lighting a
nd g
uar
din
g)
5.2
Exp
lain
how
pla
ns
and s
ched
ule
s ca
n b
e pre
par
ed f
or
mai
nte
nan
ce
activi
ties
5
Prep
are
pla
ns
or
sched
ule
s of
m
ainte
nan
ce
activi
ties
and
neg
otiat
e an
d
agre
e th
em w
ith
dec
isio
n-m
aker
s
5.3
Exp
lain
met
hods
and t
echniq
ues
of neg
otiat
ing a
nd a
gre
eing p
lans
and s
ched
ule
s w
ith d
ecis
ion-m
aker
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
171
Unit 21: Providing and Monitoring Construction-Related Customer Service in the Workplace
Unit reference number: F/600/7558
QCF level: 5
Credit value: 8
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in providing and monitoring construction-related customer service in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
17
2
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Apply
at
leas
t fo
ur
of th
e fo
llow
ing t
o c
ust
om
er s
ervi
ce s
yste
ms
or
pro
cedure
s:
–
curr
ent
legis
lation
–
offic
ial guid
ance
–
org
anis
atio
nal
pro
cedure
s
–
spec
ific
atio
ns
–
dra
win
g
–
inst
ruct
ions
and v
aria
tions
–
feed
bac
k pro
cess
es
1.2
See
k w
ays
of
impro
ving c
ust
om
er s
ervi
ce w
hils
t im
ple
men
ting
cust
om
er s
ervi
ce s
yste
ms
and p
roce
dure
s
1.3
D
escr
ibe
way
s th
at c
urr
ent
legis
lation
and o
ffic
ial guid
ance
rel
evan
t to
cu
stom
er s
ervi
ce c
an b
e id
entified
1.4
Exp
lain
how
iden
tified
info
rmat
ion c
an b
e use
d f
or
imple
men
ting
cust
om
er s
ervi
ce s
yste
ms
or
pro
cedure
s
1
Iden
tify
and u
se
curr
ent
legis
lation
and o
ffic
ial
guid
ance
to
imple
men
t sy
stem
s or
pro
cedure
s th
at
will
del
iver
and
impro
ve c
ust
om
er
serv
ice
1.5
Exp
lain
met
hods
that
can
effec
tive
ly d
eliv
er a
nd im
pro
ve c
ust
om
er
serv
ice
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
17
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Exa
min
e cu
rren
t cu
stom
er p
roce
dure
s an
d s
yste
ms
to iden
tify
if
they
pro
vide
consi
sten
t cu
stom
er s
ervi
ce
2.2
Im
ple
men
t an
d u
se s
yste
ms
or
pro
cedure
s th
at w
ill p
rovi
de
relia
ble
an
d c
onsi
sten
t se
rvic
e th
at p
rom
ote
s cu
stom
er’s
confiden
ce
2.3
Exp
lain
met
hods
that
can
pro
vide
consi
sten
t le
vels
of
cust
om
er
serv
ice
2
Prep
are
to d
eal
with c
ust
om
ers
in
ord
er t
o g
ive
consi
sten
t an
d
relia
ble
ser
vice
2.4
Exp
lain
how
sys
tem
s or
pro
cedure
s ca
n b
e use
d e
ffec
tive
ly t
o p
rovi
de
a re
liable
lev
el o
f cu
stom
er s
ervi
ce
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
17
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Id
entify
and f
ind s
olu
tions
to c
onst
ruct
ion-b
ased
cust
om
er p
roble
ms
3.2
Com
munic
ate
with c
ust
om
ers
whils
t re
solv
ing p
roble
ms
usi
ng a
t le
ast
two o
f th
e fo
llow
ing m
ediu
ms:
–
elec
tronic
–
verb
al
–
writt
en
–
via
a se
cond p
erso
n
–
feed
bac
k doc
um
ents
–
gro
up m
eetings
3.3
U
nder
take
at
leas
t tw
o of
the
follo
win
g a
ctio
ns
that
will
ensu
re t
hat
cu
stom
ers
are
satisf
ied t
hat
pro
ble
ms
are
or
will
be
solv
ed:
–
corr
ective
–
refe
rral
–
inve
stig
ativ
e
–
reac
tive
–
pro
active
3.4
Exp
lain
how
bes
t to
work
with o
ther
s w
hic
h c
an r
esolv
e cu
stom
er
serv
ice
pro
ble
ms
3.5
D
escr
ibe
diffe
rent
met
hods
and t
echniq
ues
of
com
munic
atin
g a
nd
dea
ling w
ith c
ust
om
ers
3
Work
with o
ther
s to
res
olv
e cu
stom
er
pro
ble
ms,
co
mm
unic
ate
with
cust
om
ers
and
chec
k th
at t
hey
are
sa
tisf
ied w
ith t
he
actions
take
n
3.6
Exp
lain
what
chec
ks c
an b
e under
take
n t
o en
sure
that
cust
omer
s ar
e sa
tisf
ied w
ith a
ctio
ns
take
n
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
17
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
In
vest
igat
e an
d/o
r co
llate
info
rmat
ion o
n c
urr
ent
cust
om
er p
roce
dure
s an
d s
yste
ms
to iden
tify
pote
ntial
or
repea
t cu
stom
er s
ervi
ce p
roble
ms
4.2
Apply
rec
tifica
tion m
easu
res
to p
roce
dure
s an
d s
yste
ms
to e
limin
ate
or
reduce
iden
tified
pote
ntial
cust
om
er p
roble
ms
4.3
D
escr
ibe
way
s th
at p
roble
ms
can b
e id
entified
within
exi
stin
g s
yste
ms
or
pro
cedure
s th
at m
ay a
ffec
t cu
stom
ers
4
Solv
e pro
ble
ms
within
exi
stin
g
syst
ems
or
pro
cedure
s th
at
may
affec
t cu
stom
ers
bef
ore
th
e cu
stom
er
bec
om
es a
war
e of
them
4.4
Exp
lain
how
and w
hy
pro
ble
ms
in s
yste
ms
or
pro
cedure
s sh
ould
be
solv
ed b
efore
cust
om
ers
bec
om
e aw
are
of th
em
5.1
Id
entify
the
leve
l of
serv
ice
expec
ted b
y co
nst
ruct
ion-r
elat
ed
cust
om
ers
5.2
Com
munic
ate
with c
ust
om
ers
to c
hec
k th
at s
ervi
ce g
iven
has
met
th
eir
nee
ds
and e
xpec
tations
5
Confirm
that
the
serv
ice
giv
en
mee
ts t
he
cust
om
er’s
nee
ds
and e
xpec
tations
5.3
Exp
lain
way
s of
chec
king t
hat
cust
omer
s ar
e sa
tisf
ied w
ith t
he
giv
en
leve
l of
serv
ice
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
17
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Id
entify
rep
eat
pro
ble
ms
in c
ust
om
er s
ervi
ce,
and a
men
d c
ust
om
er
serv
ice
syst
ems
or
pro
cedure
s to
min
imis
e ch
ance
s of
pro
ble
ms
bei
ng
repea
ted
6.2
Com
munic
ate
with a
t le
ast
two o
f th
e fo
llow
ing p
eople
res
ponsi
ble
to
info
rm t
hem
that
sys
tem
s or
pro
cedure
s hav
e bee
n a
men
ded
:
–
the
clie
nt,
the
cust
om
er o
r th
eir
repre
senta
tive
–
contr
acto
rs
–
consu
ltan
ts
–
sub-c
ontr
acto
rs
–
supplie
rs
–
work
forc
e
–
inte
rnal
man
agem
ent
6.3
Exp
lain
the
mea
sure
s th
at c
ould
be
take
n t
o iden
tify
rep
eat
pro
ble
ms
with c
ust
om
er s
ervi
ce
6.4
Exp
lain
met
hods
that
allo
w c
han
ges
to c
ust
om
er s
ervi
ce s
yste
ms
or
pro
cedure
s w
hic
h c
an r
educe
the
chan
ce o
f pro
ble
ms
bei
ng r
epea
ted
6
Info
rm t
he
peo
ple
re
sponsi
ble
about
chan
ges
to
cust
om
er s
ervi
ce
syst
ems
or
pro
cedure
s th
at
will
red
uce
the
chan
ce o
f pro
ble
ms
bei
ng r
epea
ted
6.5
D
escr
ibe
how
to
effe
ctiv
ely
info
rm p
eople
res
ponsi
ble
about
amen
dm
ents
to s
yste
ms
or
pro
cedure
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
17
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
In
form
and/o
r pas
s co
llate
d info
rmat
ion t
hat
will
main
tain
and
impro
ve s
tandar
ds
of
serv
ice
del
iver
y
7.2
D
escr
ibe
way
s th
at s
tandar
ds
of se
rvic
e del
iver
y ca
n b
e m
ainta
ined
an
d im
pro
ved
7
Shar
e in
form
atio
n
with p
eople
re
sponsi
ble
to
mai
nta
in a
nd
impro
ve s
tandar
ds
of
serv
ice
del
iver
y 7.3
Exp
lain
how
info
rmat
ion w
ith p
eople
res
ponsi
ble
could
be
effe
ctiv
ely
shar
ed in o
rder
to m
ainta
in a
nd im
pro
ve s
tandar
ds
of
serv
ice
del
iver
y
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
178
Unit 22: Managing the Handover of the Construction Project in the Workplace
Unit reference number: K/600/7361
QCF level: 6
Credit value: 10
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in managing the handover of the construction project in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
17
9
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Confirm
that
pro
ject
req
uirem
ents
hav
e m
et s
take
hold
er’s
ex
pec
tations
1.2
U
nder
take
consu
ltat
ion w
ith s
take
hold
ers
to n
egotiat
e han
dove
r ar
rangem
ents
1.3
D
evel
op a
nd a
gre
e a
han
dove
r pro
gra
mm
e
1.4
Li
st a
nd d
escr
ibe
typic
al p
roje
ct r
equirem
ents
that
must
be
met
for
han
dove
r purp
ose
s
1.5
Exp
lain
how
pro
ject
req
uirem
ents
for
dev
elopin
g h
andove
r pro
gra
mm
es c
an b
e co
nfirm
ed
1.6
Exp
lain
way
s of
consu
ltin
g w
ith s
take
hold
ers
when
dev
elopin
g a
nd
agre
eing a
han
dove
r pro
gra
mm
e
1
Confirm
pro
ject
re
quirem
ents
and
consu
lt w
ith
stak
ehold
ers
and
dev
elop a
nd a
gre
e a
han
dov
er
pro
gra
mm
e
1.7
G
ive
reas
ons
why
you n
eed a
han
dove
r pro
gra
mm
e
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
18
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Id
entify
work
that
may
nee
d t
o b
e co
mple
ted a
gai
nst
the
requirem
ents
of
the
pro
ject
2.2
N
ote
outs
tandin
g w
ork
, def
ects
or
rem
edia
l ac
tivi
ties
that
fai
l to
mee
t pro
ject
req
uirem
ents
2.3
Agre
e an
d o
rgan
ise
work
act
ivitie
s th
at c
an c
omple
te o
uts
tandin
g
work
to
ensu
re t
hat
the
pro
ject
req
uirem
ents
hav
e bee
n m
et
2.4
Exp
lain
chec
ks t
hat
can
be
mad
e to
ensu
re p
roje
ct r
equirem
ents
are
m
et
2
Chec
k th
at p
roje
ct
requirem
ents
hav
e bee
n m
et,
or
reco
rd o
uts
tandin
g
work
in o
rder
to
agre
e an
d a
rran
ge
a sa
tisf
acto
ry
com
ple
tion
2.5
Exp
lain
how
outs
tandin
g w
ork
, in
ord
er t
o a
gre
e an
d a
rran
ge
a sa
tisf
acto
ry c
om
ple
tion,
can b
e re
cord
ed
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
18
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Com
ple
te h
andove
r in
spec
tions
and a
ppro
priat
e te
sts,
ensu
ring t
hey
ar
e re
cord
ed a
nd w
itnes
sed b
y st
akeh
old
ers
3.2
U
nder
take
com
mis
sionin
g a
ctiv
itie
s an
d k
eep r
ecor
ds
of
all ce
rtific
ates
is
sued
3.3
Exp
lain
how
to c
arry
out
han
dove
r in
spec
tions
and a
ppro
priat
e te
sts
3.4
D
escr
ibe
met
hods
that
can
be
use
d t
o e
nsu
re t
hat
insp
ections
and
appro
priat
e te
sts
are
witnes
sed b
y st
akeh
old
ers
3
Car
ry o
ut
han
dove
r in
spec
tions
and
appro
priat
e te
sts
ensu
ring t
hey
are
w
itnes
sed b
y st
akeh
old
ers
and
cert
ific
ated
in
acco
rdan
ce w
ith
curr
ent
legis
lation
3.5
Exp
lain
how
to e
nsu
re t
hat
the
appro
priat
e ce
rtific
atio
n is
acquired
an
d w
hy
han
dove
r in
spec
tions
and c
ertifica
tes
are
nee
ded
4.1
See
k, iden
tify
and n
ote
sta
kehold
ers
conce
rns
during h
andove
r in
spec
tions
4.2
Agre
e ac
tions
with s
take
hold
ers
that
will
res
olv
e st
akeh
old
er c
once
rns
rais
ed d
uring h
andove
r in
spec
tions
4.3
D
escr
ibe
met
hods
that
can
rec
ord
sta
kehold
ers'
conce
rns
during
insp
ections
4.4
Exp
lain
how
appro
priat
e ac
tions
can b
e ag
reed
with s
take
hold
ers
during insp
ections
4
Rec
ord
sta
kehold
er
conce
rns
during
insp
ection a
nd
agre
e an
y re
quired
ac
tions
4.5
G
ive
reas
ons
why
stak
ehold
ers
conce
rns
nee
d t
o b
e ad
dre
ssed
prior
to h
andove
r
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
18
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Est
ablis
h a
nd c
onfirm
that
sta
kehold
ers
will
acc
ept
resp
onsi
bili
ty o
n
han
dove
r fo
r at
lea
st t
hre
e of
the
follo
win
g:
–
insu
rance
–
secu
rity
–
oper
atio
ns
–
hea
lth a
nd s
afet
y
–
utilit
y su
pply
–
envi
ronm
ent
–
sust
ainab
ility
5.2
Exp
lain
how
to e
nsu
re t
hat
sta
kehol
der
s ac
cept
and a
dop
t re
sponsi
bili
ties
on h
andove
r
5
Ensu
re t
hat
st
akeh
old
ers’
re
spec
tive
re
sponsi
bili
ties
are
ac
cepte
d a
nd
adopte
d
5.3
Exp
lain
why
stak
ehold
ers
nee
d t
o ac
cept
thei
r re
sponsi
bili
ties
on
han
dove
r
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
18
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Colla
te a
nd p
repar
e ap
pro
priat
e an
d r
elev
ant
docu
men
tation f
or
at
leas
t one
of th
e fo
llow
ing:
–
syst
ems
–
serv
ices
–
equip
men
t
6.2
Arr
ange
for
and/o
r han
d o
ver
asse
mble
d d
ocu
men
tation t
hat
mee
ts
agre
ed p
roje
ct r
equirem
ents
6.3
Exp
lain
how
appro
priat
e docu
men
tation c
an b
e as
sem
ble
d in
acco
rdan
ce w
ith t
he
pro
ject
req
uirem
ents
6.4
D
escr
ibe
met
hods
of
han
din
g o
ver
appro
priat
e docu
men
tation
6
Ass
emble
and h
and
ove
r ap
pro
priat
e docu
men
tation in
acco
rdan
ce w
ith
the
pro
ject
6.5
G
ive
reas
ons
why
appro
priat
e doc
um
enta
tion s
hould
be
asse
mble
d
and h
anded
ove
r fo
r th
e pro
ject
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
184
Unit 23: Planning and Scheduling the Maintenance or Remedial Activities of Property, Systems or Services in the Workplace
Unit reference number: H/600/7360
QCF level: 6
Credit value: 15
Guided learning hours: 40
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning and scheduling the maintenance or remedial activities of property, systems or services in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
185
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
18
6
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Imple
men
t re
gula
r in
spec
tions
to
confirm
the
pro
ject
re
quirem
ents
for
the
mai
nte
nan
ce o
r re
med
ial ac
tivi
ties
fo
r pro
per
ty,
syst
ems
or
serv
ices
1.1
–
Arr
ange
regula
r in
spec
tions
that
can
confirm
and m
onitor
pro
ject
re
quirem
ents
for
at lea
st t
hre
e of
the
follo
win
g m
ainte
nan
ce o
r re
med
ial ac
tivi
ties
on a
t le
ast
two
of
the
follo
win
g p
roper
ties
, sy
stem
s or
serv
ices
:
–
Mai
nte
nan
ce/r
emed
ial ac
tivi
ties
:
–
sched
ule
d
–
unsc
hed
ule
d
–
pre
venta
tive
–
corr
ective
–
emer
gen
cy
–
Proper
ty,
syst
ems
or
serv
ices
:
–
hig
hw
ays
–
traf
fic
contr
ols
–
stru
cture
s
–
exte
rnal
str
uct
ure
–
inte
rnal
str
uct
ure
–
his
torica
l or
pre
serv
atio
n inte
rest
s
–
inte
rnal
fab
ric
–
exte
rnal
fab
ric
serv
ices
–
utilit
ies
and s
ervi
ces
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
18
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
–
la
ndsc
apin
g
–
utilit
ies
and s
ervi
ces
–
landsc
apin
g
1.2
Exp
lain
how
pro
ject
req
uirem
ents
for
mai
nte
nan
ce o
r re
med
ial w
ork
of
pro
per
ty,
syst
ems
or
serv
ices
can
be
confirm
ed
1.3
Exp
lain
who
must
be
consu
lted
with w
hen
confirm
ing p
roje
ct
requirem
ents
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
18
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Iden
tify
and r
evie
w
influen
cing fac
tors
an
d g
uid
ance
m
ater
ial ab
out
the
pro
per
ty,
syst
em
or
serv
ice
2.1
Eva
luat
e at
lea
st f
our
of th
e fo
llow
ing influen
cing fac
tors
when
det
erm
inin
g m
ainte
nan
ce o
r re
med
ial ac
tivi
ties
:
–
org
anis
atio
nal
req
uirem
ents
–
pro
ject
req
uirem
ents
–
curr
ent
legis
lation
–
reso
urc
e al
loca
tion
–
work
ing r
equirem
ents
–
envi
ronm
enta
l co
nsi
der
atio
ns
–
nea
r nei
ghbours
–
wea
ther
con
ditio
ns
–
gro
und o
r si
te c
onditio
ns
–
sust
ainab
ility
–
clie
nt,
cust
omer
or
thei
r re
pre
senta
tive
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
18
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.2
Exa
min
e at
lea
st t
hre
e of
the
follo
win
g g
uid
ance
mat
eria
ls w
hen
det
erm
inin
g m
ainte
nan
ce o
r re
med
ial ac
tivi
ties
:
–
pla
ns,
dra
win
gs
or
dia
gra
ms
–
ow
ner
’s m
anual
s
–
logbooks
–
mai
nte
nan
ce s
ched
ule
s an
d m
anual
s
–
pra
ctic
e guid
es a
nd s
pec
ific
atio
ns
–
curr
ent
legis
lation a
nd o
ffic
ial guid
ance
–
his
torica
l dat
a
–
exis
ting r
ecord
s
2.3
Exp
lain
how
influen
cing f
acto
rs c
an b
e id
entified
and r
evie
wed
2.4
Exp
lain
met
hods
that
influen
cing fac
tors
and g
uid
ance
mat
eria
ls c
an
be
iden
tified
and r
evie
wed
2.5
G
ive
reas
ons
why
influen
cing f
acto
rs n
eed t
o be
iden
tified
and
revi
ewed
agai
nst
guid
ance
mat
eria
ls
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
19
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Pl
an a
nd p
rioritise
mai
nte
nan
ce o
r re
med
ial ac
tivi
ties
tak
ing iden
tified
in
fluen
cing fac
tors
into
acc
ount
3
Prio
ritise
m
ainte
nan
ce o
r re
med
ial ac
tivi
ties
to
tak
e ac
count
of
influen
cing fac
tors
w
hils
t m
ainta
inin
g
consi
sten
cy
3.2
Am
end p
riorities
for
mai
nte
nan
ce o
r re
med
ial ac
tivi
ties
priorities
hav
ing t
aken
into
acc
ount
of a
t le
ast
four
of th
e fo
llow
ing c
han
gin
g
circ
um
stan
ces:
–
susc
eptibili
ty t
o d
amag
e
–
safe
ty r
equirem
ents
–
nee
d t
o inhib
it,
and r
espond t
o det
erio
ration
–
wea
ther
con
ditio
ns
–
gro
und o
r si
te c
onditio
ns
–
envi
ronm
enta
l co
nditio
ns
–
use
or
chan
ge
of
use
–
chan
gin
g c
ircu
mst
ance
s
–
curr
ent
legis
lation
–
reso
urc
es
–
secu
rity
thre
ats
–
clie
nt,
cust
omer
or
thei
r re
pre
senta
tive
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
19
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.3
Exp
lain
how
influen
cing f
acto
rs c
an b
e as
sess
ed a
nd a
ccounte
d for
and w
hy
they
nee
d t
o be
asse
ssed
and a
ccounte
d f
or
3.4
Exp
lain
how
to p
rioritise
mai
nte
nan
ce o
r re
med
ial ac
tivi
ties
3.5
G
ive
reas
ons
why
mai
nte
nan
ce o
r re
med
ial ac
tivi
ties
nee
d t
o b
e prioritise
d
3.6
Exp
lain
way
s of
acco
unting for
chan
gin
g c
ircu
mst
ance
s
3.7
D
escr
ibe
how
priorities
can
be
amen
ded
when
rev
iew
ing influen
cing
fact
ors
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
19
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Com
ple
te a
nd/o
r ar
range
mai
nte
nan
ce o
r re
med
ial ac
tivi
ty r
ecord
s fo
r fo
ur
of th
e fo
llow
ing a
ctiv
itie
s an
d d
ata:
–
insp
ections
–
faults
or
pro
ble
ms
–
corr
ective
act
ions
–
cost
s
–
reso
urc
es
–
com
pla
ints
–
del
ays
4.2
M
onitor
mai
nte
nan
ce o
r re
med
ial ac
tivi
ty r
ecord
s to
ensu
re t
hey
are
up t
o dat
e
4.3
G
ive
reas
ons
why
reco
rds
of
activi
ties
and d
ata,
car
ried
out
and
colle
cted
, fo
r m
ainte
nan
ce o
r re
med
ial ac
tivi
ties
/work
nee
d t
o b
e cu
rren
t
4
Ensu
re
mai
nte
nan
ce o
r re
med
ial ac
tivi
ty
reco
rds
of
actions
carr
ied o
ut
and
dat
a co
llect
ed a
re
curr
ent
4.4
Exp
lain
way
s of
ensu
ring t
hat
rec
ord
s of
activi
ties
and d
ata
are
curr
ent
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
19
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Acq
uis
itio
n a
nd m
ainta
in a
t le
ast
two o
f th
e fo
llow
ing r
esourc
es w
hen
pla
nnin
g a
nd s
ched
ulin
g m
ainte
nan
ce o
r re
med
ial ac
tivi
ties
:
–
peo
ple
–
pla
nt,
equip
men
t or
mac
hin
ery
–
mat
eria
ls a
nd c
om
pon
ents
–
sub-c
ontr
acto
rs
–
info
rmat
ion
–
work
are
a an
d fac
ilities
–
was
te m
anag
emen
t
–
utilit
y pro
vider
s
5.2
D
escr
ibe
how
the
nec
essa
ry r
esourc
es f
or
mai
nte
nan
ce o
r re
med
ial
activi
ties
can
be
iden
tified
5.3
Exp
lain
how
to a
sses
s th
e quan
tity
and q
ual
ity
of
reso
urc
es f
or
mai
nte
nan
ce o
r re
med
ial ac
tivi
ties
5
Iden
tify
, as
sess
an
d m
ainta
in t
he
nec
essa
ry
reso
urc
es f
or
mai
nte
nan
ce o
r re
med
ial ac
tivi
ties
5.4
Exp
lain
way
s an
d m
ethods
that
mai
nta
in n
eces
sary
res
ourc
es f
or
the
mai
nte
nan
ce o
r re
med
ial w
ork
of pro
per
ty,
syst
ems
or
serv
ices
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
19
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Pla
n a
nd s
ched
ule
at
leas
t th
ree
of th
e fo
llow
ing m
ainte
nan
ce o
r re
med
ial ac
tivi
ties
:
–
pla
nned
mai
nte
nan
ce o
r re
med
ial ac
tivi
ties
–
tender
ed w
ork
s
–
resp
onsi
ve w
ork
s
–
pre
venta
tive
mai
nte
nan
ce o
r re
med
ial w
ork
–
cost
est
imat
ed w
ork
s
–
seas
onal
mai
nte
nan
ce
–
traf
fic
mai
nte
nan
ce (
signs,
lig
hts
and g
uar
ds)
–
emer
gen
cy w
ork
s
–
contingen
cy p
lans
6.2
D
iscu
ss a
nd g
ain a
gre
emen
t of
pre
par
ed p
lans
and s
ched
ule
s w
ith
dec
isio
n-m
aker
s
6.3
Exp
lain
how
pla
ns
and s
ched
ule
s ca
n b
e pre
par
ed f
or
mai
nte
nan
ce o
r re
med
ial ac
tivi
ties
6.4
Exp
lain
met
hods
of
neg
otiat
ing a
nd a
gre
eing p
lans
and s
ched
ule
s w
ith
dec
isio
n-m
aker
s
6
Prep
are
pla
ns
and
sched
ule
s of
m
ainte
nan
ce o
r re
med
ial ac
tivi
ties
an
d n
egotiat
e an
d
agre
e th
em w
ith
dec
isio
n-m
aker
s
6.5
G
ive
reas
ons
why
pla
ns
and s
ched
ule
s fo
r m
ainte
nan
ce o
r re
med
ial
activi
ties
are
nee
ded
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
19
5
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
196
Unit 24: Planning Historical Conservation/Restoration Activities in the Workplace
Unit reference number: K/505/7683
QCF level: 6
Credit value: 12
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning historical conservation/restoration activities in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
19
7
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Confirm
the
work
re
quirem
ents
ag
ainst
the
info
rmat
ion
supplie
d w
hen
pla
nnin
g h
isto
rica
l co
nse
rvat
ion/r
esto
rat
ion a
ctiv
itie
s
1.1
Id
entify
and e
stab
lish a
t le
ast
two o
f th
e fo
llow
ing h
isto
rica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s ag
ainst
at
leas
t five
of th
e fo
llow
ing
info
rmat
ion s
ourc
es:
Act
ivity:
–
roofing
–
lead
work
–
brick
layi
ng a
nd c
raft
mas
onry
–
eart
h w
allin
g
–
stonem
asonry
–
dec
ora
tion
–
pla
ster
ing
–
wal
l an
d f
loor
tilin
g
–
carp
entr
y an
d join
ery
–
spec
ialis
t her
itag
e ac
tivi
ties
Info
rmat
ion s
ourc
es:
–
surv
ey r
epor
ts
–
dra
win
gs,
sch
edule
s an
d s
pec
ific
atio
ns
–
contr
actu
al
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
19
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
–
st
atuto
ry c
onse
nts
–
risk
ass
essm
ents
and m
ethod s
tate
men
ts
–
pro
gra
mm
es
–
sub-c
ontr
acto
r ar
rangem
ents
–
hea
lth,
safe
ty a
nd e
nvi
ronm
enta
l pla
n
–
arch
aeolo
gic
al w
atch
ing b
rief
–
mat
eria
l su
pplie
rs
–
his
torica
l co
nse
rvat
ion p
lans
1.2
Exp
lain
how
work
req
uirem
ents
for
his
torica
l co
nse
rvat
ion/r
esto
ration
work
can
be
confirm
ed
1.3
Exp
lain
who
nee
ds
to b
e co
nsu
lted
when
confirm
ing w
ork
re
quirem
ents
for
his
torica
l co
nse
rvat
ion/r
esto
rations
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
19
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Consi
der
at
leas
t th
ree
of
the
follo
win
g influen
cing f
acto
rs w
hen
pla
nnin
g h
isto
rica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s:
–
org
anis
atio
nal
req
uirem
ents
–
contr
actu
al r
equirem
ents
–
stat
uto
ry r
equirem
ents
–
reso
urc
e al
loca
tion
–
work
ing r
equirem
ents
–
envi
ronm
enta
l co
nsi
der
atio
ns
–
wea
ther
con
ditio
ns
2.2
Exa
min
e at
lea
st t
wo o
f th
e fo
llow
ing g
uid
ance
mat
eria
ls w
hen
pla
nnin
g h
isto
rica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s:
–
ow
ner
’s m
anual
s
–
logbooks
–
mai
nte
nan
ce s
ched
ule
s an
d m
anual
s
–
pra
ctic
e guid
es a
nd s
pec
ific
atio
ns
–
curr
ent
legis
lation a
nd o
ffic
ial guid
ance
2.3
Exp
lain
how
influen
cing f
acto
rs a
nd g
uid
ance
mat
eria
ls c
an b
e id
entified
and w
hat
diffe
rent
met
hods
can b
e use
d t
o re
view
them
2
Iden
tify
and r
evie
w
influen
cing fac
tors
an
d g
uid
ance
m
ater
ial ab
out
the
work
envi
ronm
ent
2.4
G
ive
reas
ons
why
influen
cing f
acto
rs s
hou
ld b
e re
view
ed a
gai
nst
guid
ance
mat
eria
ls
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
20
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Pr
ioritise
his
torica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s w
hils
t co
nsi
der
ing influen
cing fac
tors
3.2
Exp
lain
met
hods
that
can
ass
ess
and a
ccou
nt
for
influen
cing fac
tors
w
hen
pla
nnin
g h
isto
rica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s
3.3
Exp
lain
the
fact
ors
that
nee
d t
o be
take
n into
acc
ount
when
prioritisi
ng h
isto
rica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s
3
Prio
ritise
act
ivitie
s by
asse
ssin
g a
nd
acco
unting for
all
the
influen
cing
fact
ors
3.4
G
ive
reas
ons
why
his
torica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s sh
ould
be
prioritise
d
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
20
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Rev
iew
and u
pdat
e pre
-det
erm
ined
his
torica
l co
nse
rvat
ion/r
esto
ration
priorities
by
taki
ng into
acc
ount
at lea
st f
our
of th
e fo
llow
ing c
han
gin
g
circ
um
stan
ces:
–
susc
eptibili
ty t
o d
amag
e
–
safe
ty r
equirem
ents
–
nee
d t
o inhib
it a
nd r
espond t
o det
erio
ration
–
com
pro
mis
ed o
per
atio
nal
effec
tive
nes
s
–
wea
ther
con
ditio
ns
–
use
or
chan
ge
of
use
–
mee
ting c
urr
ent
legis
lation
–
reso
urc
es
–
secu
rity
thre
ats
4.2
Exp
lain
met
hods
that
allo
w p
riorities
to b
e am
ended
when
influen
cing
fact
ors
hav
e bee
n t
aken
into
acc
ount
4
Am
end p
riorities
to
take
acc
ount
of
chan
gin
g
circ
um
stan
ces
whils
t m
ainta
inin
g
consi
sten
cy w
ith
the
influen
cing
fact
ors
4.3
Exp
lain
how
chan
gin
g c
ircu
mst
ance
s ca
n b
e ac
counte
d f
or
when
pla
nnin
g h
isto
rica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
20
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Id
entify
, an
alys
e an
d p
roduce
pla
ns
or
sched
ule
s fo
r at
lea
st t
hre
e of
the
follo
win
g h
isto
rica
l co
nse
rvat
ion/
rest
ora
tion a
ctiv
itie
s:
–
roofing
–
lead
work
–
brick
layi
ng a
nd c
raft
mas
onry
–
eart
h w
allin
g
–
stonem
asonry
–
dec
ora
tion
–
pla
ster
ing
–
wal
l an
d f
loor
tilin
g
–
carp
entr
y an
d join
ery
–
spec
ialis
t her
itag
e ac
tivi
ties
5.2
Exp
lain
how
pla
ns
and s
ched
ule
s ca
n b
e pre
par
ed f
or
his
torica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s
5
Prep
are
pla
ns
or
sched
ule
s an
d
neg
otiat
e an
d
agre
e th
em w
ith
dec
isio
n-m
aker
s
5.3
Exp
lain
met
hods
and t
echniq
ues
of neg
otiat
ing a
nd a
gre
eing p
lans
and s
ched
ule
s w
ith d
ecis
ion-m
aker
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
203
Unit 25: Planning Demolition Activities in the Workplace
Unit reference number: F/600/7561
QCF level: 6
Credit value: 12
Guided learning hours: 50
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning demolition activities in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
20
4
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Confirm
the
work
re
quirem
ents
when
pla
nnin
g
dem
olit
ion
activi
ties
agai
nst
th
e in
form
atio
n
supplie
d
1.1
Id
entify
and e
stab
lish a
t le
ast
two o
f th
e fo
llow
ing d
emolit
ion
activi
ties
agai
nst
at
leas
t five
of th
e fo
llow
ing info
rmat
ion s
ourc
es:
Dem
olit
ion a
ctiv
ity:
–
soft
str
ip
–
mec
han
ical
dem
olit
ion
–
rem
ote
mec
han
ical
dem
olit
ion
–
explo
sive
dem
olit
ion
–
sele
ctiv
e dem
olit
ion
Info
rmat
ion s
ourc
es:
–
surv
ey r
epor
ts
–
des
ign
–
contr
actu
al
–
stat
uto
ry c
onse
nts
–
risk
ass
essm
ents
and m
ethod s
tate
men
ts
–
pro
gra
mm
es
–
reco
rds
about
the
com
pet
ence
of
peo
ple
–
sub-c
ontr
acto
r ar
rangem
ents
–
hea
lth,
safe
ty a
nd e
nvi
ronm
enta
l pla
n
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
20
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
–
Typ
e 3 a
sbes
tos
surv
ey
–
serv
ice
dis
connec
tion c
ertifica
tes
–
utilit
ies
surv
ey r
eport
1.2
Exp
lain
how
work
req
uirem
ents
for
dem
olit
ion a
ctiv
itie
s ca
n b
e co
nfirm
ed a
gai
nst
info
rmat
ion s
ourc
es
1.3
Exp
lain
who
nee
ds
to b
e co
nsu
lted
when
confirm
ing w
ork
re
quirem
ents
for
dem
olit
ion a
ctiv
itie
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
20
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Consi
der
at
leas
t th
ree
of
the
follo
win
g influen
cing f
acto
rs w
hen
pla
nnin
g d
emolit
ion a
ctiv
itie
s:
–
org
anis
atio
nal
req
uirem
ents
–
contr
actu
al r
equirem
ents
–
stat
uto
ry r
equirem
ents
–
reso
urc
e al
loca
tion
–
work
ing r
equirem
ents
–
envi
ronm
enta
l co
nsi
der
atio
ns
–
wea
ther
con
ditio
ns
2.2
Exa
min
e at
lea
st t
wo o
f th
e fo
llow
ing g
uid
ance
mat
eria
ls w
hen
pla
nnin
g d
emolit
ion a
ctiv
itie
s:
–
ow
ner
’s m
anual
s
–
logbooks
–
mai
nte
nan
ce s
ched
ule
s an
d m
anual
s
–
pra
ctic
e guid
es a
nd s
pec
ific
atio
ns
–
curr
ent
legis
lation a
nd o
ffic
ial guid
ance
2.3
Exp
lain
how
influen
cing f
acto
rs a
nd g
uid
ance
mat
eria
ls c
an b
e id
entified
and w
hat
diffe
rent
met
hods
can b
e use
d t
o re
view
them
w
hen
pla
nnin
g d
emolit
ion a
ctiv
itie
s
2
Iden
tify
and r
evie
w
influen
cing fac
tors
an
d g
uid
ance
m
ater
ial ab
out
the
work
envi
ronm
ent
2.4
G
ive
reas
ons
why
influen
cing f
acto
rs s
hou
ld b
e re
view
ed a
gai
nst
guid
ance
mat
eria
l
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
20
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Prioritisi
ng d
emolit
ion a
ctiv
itie
s w
hils
t co
nsi
der
ing influen
cing f
acto
rs
3.2
Exp
lain
met
hods
that
can
ass
ess
and a
ccou
nt
for
influen
cing fac
tors
w
hen
prioritisi
ng d
emolit
ion a
ctiv
itie
s
3.3
Exp
lain
the
fact
ors
that
nee
d t
o be
take
n into
acc
ount
when
prioritisi
ng d
emolit
ion a
ctiv
itie
s
3
Prio
ritise
act
ivitie
s by
asse
ssin
g a
nd
acco
unting for
all
the
influen
cing
fact
ors
3.4
G
ive
reas
ons
why
dem
olit
ion a
ctiv
itie
s sh
ould
be
prioritise
d
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
20
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Rev
iew
and u
pdat
e pre
-det
erm
ined
dem
olit
ion a
ctiv
ity
priorities
by
taki
ng a
ccou
nt
of
at lea
st f
our
of th
e fo
llow
ing c
han
gin
g
circ
um
stan
ces:
–
susc
eptibili
ty t
o d
amag
e
–
safe
ty r
equirem
ents
–
nee
d t
o inhib
it a
nd r
espond t
o det
erio
ration
–
com
pro
mis
ed o
per
atio
nal
effec
tive
nes
s
–
wea
ther
con
ditio
ns
–
use
or
chan
ge
of
use
–
mee
ting c
urr
ent
legis
lation
–
reso
urc
es
–
secu
rity
thre
ats
4.2
Exp
lain
met
hods
that
allo
w p
riorities
to b
e am
ended
when
influen
cing
fact
ors
hav
e bee
n t
aken
into
acc
ount
4
Am
end p
riorities
to
take
acc
ount
of
chan
gin
g
circ
um
stan
ces
whils
t m
ainta
inin
g
consi
sten
cy w
ith
the
influen
cing
fact
ors
4.3
Exp
lain
how
chan
gin
g c
ircu
mst
ance
s ca
n b
e ac
counte
d f
or
when
pla
nnin
g d
emolit
ion a
ctiv
itie
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
20
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Id
entify
, an
alys
e an
d p
roduce
pla
ns
or
sched
ule
s fo
r at
lea
st t
hre
e of
the
follo
win
g d
emolit
ion a
ctiv
itie
s:
–
soft
str
ip
–
mec
han
ical
dem
olit
ion
–
rem
ote
mec
han
ical
dem
olit
ion
–
explo
sive
dem
olit
ion
–
sele
ctiv
e dem
olit
ion
5.2
Exp
lain
how
pla
ns
and s
ched
ule
s ca
n b
e pre
par
ed f
or
dem
olit
ion
activi
ties
5
Prep
are
pla
ns
or
sched
ule
s an
d
neg
otiat
e an
d
agre
e th
em w
ith
dec
isio
n-m
aker
s
5.3
Exp
lain
met
hods
and t
echniq
ues
of neg
otiat
ing a
nd a
gre
eing p
lans
and s
ched
ule
s w
ith d
ecis
ion-m
aker
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 6 Diploma in Construction Site Management (Construction) (QCF) – Specification – Issue 3 – February 2015 © Pearson Education Limited 2015
210
Unit 26: Planning Tunnelling Activities in the Workplace
Unit reference number: T/602/6155
QCF level: 6
Credit value: 12
Guided learning hours: 40
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in tunnelling activities in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ in QCF
● the ConstructionSkills Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal development in a construction-related workplace to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
21
1
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emon
stra
te t
hat
they
can
mee
t al
l th
e le
arnin
g o
utc
omes
for
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Confirm
the
work
re
quirem
ents
when
pla
nnin
g t
unnel
ling
activi
ties
agai
nst
th
e in
form
atio
n
supplie
d
1.1
Id
entify
and e
stab
lish t
wo o
f th
e fo
llow
ing t
unnel
ling a
ctiv
itie
s ag
ainst
five
of
the
follo
win
g info
rmat
ion s
ourc
es:
Tunnel
ling a
ctiv
ity:
–
mobile
pla
nt
and m
achin
ery
oper
atio
ns
–
bac
k up s
ervi
ces
inst
alla
tion,
mai
nte
nan
ce o
r re
mova
l
–
spoil
rem
ova
l
–
acce
ss e
quip
men
t er
ection,
mai
nte
nan
ce o
r re
mova
l
–
pip
ejac
king o
per
atio
ns
–
mic
ro t
unnel
ling o
per
atio
ns
–
exca
vation a
nd inst
alla
tion o
f su
pport
s
–
shaf
t an
d t
unnel
const
ruct
ion
–
tunnel
tra
nsp
ort
–
spra
ying c
oncr
ete
linin
g
–
oper
atin
g s
epar
atio
n p
lant
–
tem
pora
ry w
ork
s
–
lifting loa
ds
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
21
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
In
form
atio
n s
ourc
es:
–
surv
ey r
epor
ts
–
site
inve
stig
atio
ns
–
dra
win
gs,
sch
edule
s an
d s
pec
ific
atio
ns
–
contr
actu
al
–
stat
uto
ry c
onse
nts
–
risk
ass
essm
ents
and m
ethod s
tate
men
ts
–
pro
gra
mm
es
–
reco
rds
about
the
com
pet
ence
of
peo
ple
(1.2
) (P
lease
note
th
at
the lis
t b
elo
w is
a c
on
tin
uati
on
of
AC
1.1
, b
ut
has
been
en
tere
d u
nd
er
‘AC
1.2
’ o
n t
he O
fqu
al R
eg
iste
r)
–
sub-c
ontr
acto
r ar
rangem
ents
–
hea
lth,
safe
ty a
nd e
nvi
ronm
enta
l pla
n
–
mat
eria
l su
pplie
rs
–
tunnel
ling p
lans
1.3
Exp
lain
how
work
req
uirem
ents
for
tunnel
ling a
ctiv
itie
s ca
n b
e co
nfirm
ed a
gai
nst
info
rmat
ion s
ourc
es
1.4
Exp
lain
who
nee
ds
to b
e co
nsu
lted
when
confirm
ing w
ork
re
quirem
ents
for
tunnel
ling a
ctiv
itie
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
21
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Consi
der
thre
e of
the
follo
win
g influen
cing fac
tors
when
pla
nnin
g
tunnel
ling a
ctiv
itie
s:
–
org
anis
atio
nal
req
uirem
ents
–
contr
actu
al r
equirem
ents
–
stat
uto
ry r
equirem
ents
–
reso
urc
e al
loca
tion
–
work
ing r
equirem
ents
–
envi
ronm
enta
l co
nsi
der
atio
ns
–
wea
ther
con
ditio
ns
–
gro
und c
onditio
ns
2
Iden
tify
and r
evie
w
influen
cing fac
tors
an
d g
uid
ance
m
ater
ial ab
out
the
work
envi
ronm
ent
2.2
Acc
ura
tely
exa
min
e tw
o o
f th
e fo
llow
ing g
uid
ance
mat
eria
ls w
hen
pla
nnin
g t
unnel
ling a
ctiv
itie
s:
–
ow
ner
’s m
anual
s
–
logbooks
–
mai
nte
nan
ce s
ched
ule
s an
d m
anual
s
–
pra
ctic
e guid
es a
nd s
pec
ific
atio
ns
–
curr
ent
legis
lation a
nd o
ffic
ial guid
ance
–
org
anis
atio
nal
pro
cedure
s
–
his
torica
l dat
a
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
21
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.3
Exp
lain
how
influen
cing f
acto
rs a
nd g
uid
ance
mat
eria
ls c
an b
e id
entified
and w
hat
diffe
rent
met
hods
can b
e use
d t
o re
view
them
w
hen
pla
nnin
g t
unnel
ling a
ctiv
itie
s
2.4
G
ive
reas
ons
why
influen
cing f
acto
rs s
hou
ld b
e re
view
ed a
gai
nst
guid
ance
mat
eria
ls
3.1
Pr
ioritise
tunnel
ling a
ctiv
itie
s ap
pro
priat
ely
whils
t co
nsi
der
ing
influen
cing fac
tors
3.2
Exp
lain
met
hods
that
can
ass
ess
and a
ccou
nt
for
influen
cing fac
tors
w
hen
prioritisi
ng t
unnel
ling a
ctiv
itie
s
3.3
Exp
lain
the
fact
ors
that
nee
d t
o be
take
n into
acc
ount
when
prioritisi
ng t
unnel
ling a
ctiv
itie
s
3
Prio
ritise
act
ivitie
s by
asse
ssin
g a
nd
acco
unting for
all
the
influen
cing
fact
ors
3.4
G
ive
reas
ons
why
tunnel
ling a
ctiv
itie
s sh
ould
be
prioritise
d
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
21
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Rev
iew
and u
pdat
e pre
-det
erm
ined
tunnel
ling a
ctiv
ity
priorities
by
taki
ng a
ccou
nt
of fo
ur
of
the
follo
win
g c
han
gin
g c
ircu
mst
ance
s:
–
susc
eptibili
ty t
o d
amag
e
–
safe
ty r
equirem
ents
–
nee
d t
o inhib
it a
nd r
espond t
o det
erio
ration
–
com
pro
mis
ed o
per
atio
nal
effec
tive
nes
s
–
wea
ther
con
ditio
ns
–
unid
entified
obst
ruct
ions
–
mee
ting c
urr
ent
legis
lation
–
reso
urc
es
–
secu
rity
thre
ats
–
gro
und c
onditio
ns
4.2
Exp
lain
met
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12 Further information and useful publications
To get in touch with us visit our ‘Contact us’ pages:
● Edexcel: www.edexcel.com/contactus
● BTEC: www.btec.co.uk/contactus
● Pearson Work Based Learning: www.edexcel.com/about-wbl/Pages/Contact-us.aspx
● books, software and online resources for UK schools and colleges: www.pearsonschoolsandfecolleges.co.uk
Key publications:
● Adjustments for candidates with disabilities and learning difficulties – Access and Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint Council for Qualifications (JCQ))
● Equality Policy (Pearson)
● Recognition of Prior Learning Policy and Process (Pearson)
● UK Information Manual (Pearson)
● UK Quality Vocational Assurance Handbook (Pearson).
All of these publications are available on our website.
Further information and publications on the delivery and quality assurance of NVQ/Competence-based qualifications are available at our website: www.edexcel.com/quals/NVQ-competence-based-qcf/Pages
Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to the resources page of our website, www.edexcel.com
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13 Professional development and training
Professional development and training
Pearson supports UK and international customers with training related to our qualifications. This support is available through a choice of training options offered on our website: www.edexcel.com/resources/Training.
The support we offer focuses on a range of issues, such as:
● 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 in effective and efficient quality assurance systems.
The national programme of training we offer is on our website at: www.edexcel.com/resources/Training. You can request centre-based training through the website or you can contact one of our advisers in the Training from Pearson UK team via Customer Services to discuss your training needs.
Training and support for the lifetime of the qualifications
Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We also host some regional network events to allow you to share your experiences, ideas and best practice with colleagues in your region.
Regional support: our team of Regional Quality Managers, based around the country, are responsible for providing quality assurance support and guidance to anyone managing and delivering NVQs/Competence-based qualifications. The Regional Quality Managers can support you at all stages of the standard verification process as well as in finding resolutions of actions and recommendations as required.
To get in touch with our dedicated support teams please visit our website at: www.edexcel.com/contactus
Online support: find the answers to your questions by browsing over 100 FAQs on our website or by submitting a query using our Work Based Learning Ask the Expert Service. You can search the database of commonly asked questions relating to all aspects of our qualifications in the work-based learning market. If you are unable to find the information you need, send us your query and our qualification or administrative experts will get back to you. The Ask the Expert service is available on our website at: www.pearsonwbl.edexcel.com/Our-support
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Online forum
Pearson Work Based Learning Communities is an online forum where employers, further education colleges and workplace training providers can seek advice and clarification about any aspect of our qualifications and services, and share knowledge and information with others. The forums are sector specific and cover business administration, customer service, health and social care, hospitality and catering and retail. The online forum is available on our website at: www.pearsonwbl.edexcel.com/Our-support
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14 Contact us
We have a dedicated Account Support team, across the UK, to give you more personalised support and advice. To contact your Account Specialist:
Email: [email protected] Telephone: 0844 576 0045
If you are new to Pearson and would like to become an approved centre, please contact us by:
Email: [email protected] Telephone: 0844 576 0045
Complaints and feedback
We are working hard to give you excellent service. However, if any element of our service falls below your expectations, we want to understand why, so that we can prevent it from happening again. We will do all that we can to put things right.
If you would like to register a complaint with us, please email [email protected].
We will formally acknowledge your complaint within two working days of receipt and provide a full response within seven working days.
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Annexe A: Assessment strategy – ConstructionSkills
This is the Assessment Strategy for ConstructionSkills, the Sector Skills Council (SSC) for construction and the built environment. The strategy itself contains a number of appendices, which are also included.
Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional
Introduction
This Assessment Strategy provides principles and guidance to awarding organisations so the assessment of units and qualifications with NVQ in the Qualifications and Credit Framework (QCF) title and SVQs is valid, effective and consistent, and has credibility across the Construction and Built Environment sector. This is a consolidated ConstructionSkills Assessment Strategy covering construction and the built environment – craft, supervisory, technical, managerial and professional NVQ and SVQ units and qualifications. This Assessment Strategy is one of the strands of the ConstructionSkills’ Construction Qualification Strategy. These principles are in addition to the requirements that awarding organisations must meet for the delivery of NVQ and SVQ units and qualifications as required by the qualification regulators’ documentation. This consolidated Assessment Strategy provides the overarching principles as systems may vary from one awarding organisation to another. Awarding organisations must consistently put these principles into practice.
Appendix A provides guidance to help awarding organisations incorporate relevant parts of these principle requirements in their documentation.
Appendix B provides a list of sub appendices relevant to specific NVQ or SVQ qualifications and units, these sub appendices contain additional information for awarding organisations where National Working Groups or Awarding Body Fora have identified the need for specific clarification. Clarification may be about the terminology of the content of the unit (ref. section 2.1), or specific occupational expertise requirements for assessors and verifiers (ref. section 4).
Awarding organisations must make this Strategy and the relevant Appendices available to assessors, verifiers and candidates.
Principles
1. External quality control of assessment
1.1 Awarding organisations must use risk management for external quality control of assessment. They must evaluate all external verification reports and other data relating to assessment centres. Awarding organisations must address any risks relating to quality control, considering the sector Assessment Strategy requirements for:
● workplace evidence
● the use of simulation
● the occupational competence of assessors and verifiers.
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1.2 The monitoring and standardisation of assessment decisions must be achieved by robust and strong internal and external verification systems that meet the requirements of the qualification regulators’ documentation.
1.3 Awarding organisations must be members of the sector’s Built Environment Awarding Body Forum, of which the qualification regulators are members. Members will be expected to provide feedback on National Occupational Standards (NOS), NVQ or SVQ units and qualifications, including aspects informing incremental change.
1.4 The Forum will, in respect of this strategy:
● build on the good relationships with awarding organisations
● provide opportunities to identify and address particular issues of external quality control
● contribute to improving quality and consistency
● support awarding organisations to monitor assessment centres’ performance to identify areas and levels of risk
● provide information and statistics about take-up and completion, as well as trends and developments that can be used by ConstructionSkills and awarding organisations to identify any problem areas and agree remedial action
● discuss matters concerning quality assurance, as well as providing the opportunity to identify issues arising from implementation of NOS and related vocational qualifications
● inform the continuous improvement of NOS, and awards derived from them
● identify and share best practices to build a whole industry approach to pursue excellence in education and work-based learning and assessment process to achieve competence.
1.5 Awarding organisations and their partners, assessment centres, verifiers and assessors must maintain robust and transparent operational arrangements. They must preserve independence in assessment, certification and quality assurance processes. Awarding organisations must ensure clear separation of their NVQ/SVQ assessment responsibilities from their industry, training, membership, certification, accreditation and commercial interests and resolve any conflicts of interest.
1.6 Where e-assessment is used, it must meet the requirements of the qualification regulators’ documentation.
2 Aspects to be assessed through performance in the workplace
2.1 Direct evidence produced through normal performance in the workplace is the primary source for meeting the requirements. This includes naturally occurring documentary evidence (hard copy and electronic), direct observation of activities and witness testimony as relevant. ConstructionSkills’ National Working Groups will specify any exceptions to this position (see section 3).
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2.2 Workplace evidence must be supported by the required evidence of knowledge and understanding. This evidence may be identified by:
questioning the candidate
recognised industry education and training programme assessment or professional interview assessment that has been matched to NOS requirements
performance evidence.
2.3 A holistic approach towards the collection of evidence should be encouraged. The focus should be on assessing activities generated by the whole work experience rather than focusing on specific tasks. This would show how evidence requirements could be met across the qualification to make the most efficient use of evidence. Appendix A suggests standard evidence notes for awarding organisations.
3 How simulated working conditions may be used to assess competence
3.1 Simulations (designed situations for producing artificially generated evidence) may only be used where candidates are prevented from gathering direct evidence from the workplace in the normal way because:
● there are hazards
● it is difficult to distinguish individual performance in team situations
● circumstances occur infrequently or long-term results are involved
● confidentiality is important
● there are organisational constraints.
3.2 Any instances where simulation is considered to be acceptable as an alternative (to direct workplace evidence) means of generating evidence, will be determined by the relevant ConstructionSkills National Working Group and stated in the unit. Appendix A suggests standard evidence notes for awarding organisations.
3.3 The ConstructionSkills National Working Group will determine and specify on the required realistic working environment and context to be adopted. This could include appropriate:
● tools, equipment and instruments
● materials
● types of contingencies
● standards and quality specifications
● real timescales
● quantities of work
● physical conditions
● relationships with people
● types of interaction
● communication methods and media
● information and data.
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3.4 Where simulated evidence is stated as acceptable in the unit, the circumstances and requirements for the simulation needs to be confirmed by discussions between the candidate and the assessor, and which are then agreed by the internal and external verifiers.
3.5 Where other Standard Setting Bodies’ units are imported into a ConstructionSkills suite, the evidence requirements of the originating body will be adopted and specified.
4 Occupational expertise requirements for assessors and verifiers
4.1 Awarding organisations must ensure that assessors:
4.1.1 have sufficient, verifiable, relevant current industry experience, knowledge and understanding of the occupational working area at, or above, the level being assessed. This must be of sufficient depth to be effective and reliable when judging candidates’ competence. Assessors’ experience, knowledge and understanding could be verified by a combination of:
● curriculum vitae and employer endorsement
● references
● possession of a relevant NVQ/SVQ, or vocationally related qualification
● corporate membership of a relevant professional institution
● interview
(The verification process must be recorded and available for audit)
4.1.2 have sufficient occupational expertise so they have up to date experience, knowledge and understanding of the particular aspects of work they are assessing. This could be verified by records of continuing professional development achievements
4.1.3 only assess in their acknowledged area of occupational competence
4.1.4 have a sound, in-depth knowledge of, and uphold the integrity of, the sector’s NOS and this Assessment Strategy (this document)
4.1.5 are prepared to participate in training activities for their continued professional development
4.1.6 hold, or are working towards, a qualification as listed within ‘Assessing and Assuring Quality of Assessment’, either in the Qualifications and Credit Framework (QCF), or the Scottish Credit and Qualifications Framework (SCQF):
● Level 3 Award in Assessing Competence in the Work Environment
● Level 3 Certificate in Assessing Vocational Achievement
● SVQ (SCQF level) Assessing Competence in the Work Environment
● SVQ (SCQF level) Assessing Vocational Achievement
or hold one of the following:
● A1 Assess candidates using a range of methods
● D32/33 Assess candidate performance, using differing sources of evidence.
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Holders of A1 and D32/33 must assess to the reviewed National Occupational Standards (NOS) for Learning and Development.
In Scotland, approval for exemptions must be obtained from the Scottish Qualifications Authority.
4.2 Awarding organisations must ensure that internal verifiers:
4.2.1 have sufficient, verifiable, relevant up to date experience, knowledge and understanding of the occupational working area at, or above, the level being verified. This must be of sufficient depth to be effective and reliable when verifying judgements about assessors’ assessment processes and decisions. Internal verifiers’ experience, knowledge and understanding could be verified by a combination of:
● curriculum vitae and employer endorsement
● references
● possession of a relevant NVQ/SVQ, or vocationally related qualification
● corporate membership of a relevant professional institution
● interview
(The verification process must be recorded and available for audit)
4.2.2 have expertise so they have up to date experience, knowledge and understanding of the particular aspects of work they are verifying. This could be verified by records of continuing professional development achievements
4.2.3 have a sound, in-depth knowledge of, and uphold the integrity of, the NOS and this Assessment Strategy (this document)
4.2.4 are prepared to participate in training activities for their continued professional development
4.2.5 hold, or are working towards, a qualification as listed in ‘Assessing and Assuring Quality of Assessment’, either in the Qualifications and Credit Framework (QCF), or the Scottish Credit and Qualifications Framework (SCQF):
● Level 4 Award in the Internal Quality Assurance of the Assessment Process and Practice
● Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Process and Practice
● SVQ(SCQF level) in the Internal Quality Assurance of the Assessment Process and Practice
● SVQ (SCQF level) in Leading the Internal Quality Assurance of Assessment Process and Practice
or hold one of the following:
● VI Conduct internal quality assurance of the assessment process
● D34 Internal verify the assessment process.
Holders of V1/D34 must quality assure to the reviewed National Occupational Standards (NOS) for Learning and Development.
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It is strongly recommended that within the role of Internal Quality Assurance one of the following qualifications is held:
● Level 3 Award in Assessing Competence in the Work Environment
● Level 3 Certificate in Assessing Vocational Achievement
● SVQ (SCQF level) Assessing Competence in the Work Environment
● SVQ (SCQF level) Assessing Vocational Achievement
or one of the following:
● A1 Assess candidates using a range of methods
● D32/33 Assess candidate performance, using differing sources of evidence.
4.3 Awarding organisations must ensure that external verifiers:
4.3.1 have sufficient, verifiable, relevant experience, knowledge and a broad understanding of the occupational working area at, or above, the level being verified. This must be of sufficient depth to be effective and reliable when verifying judgements about internal verification and assessment processes and decisions. External verifiers’ experience, knowledge and understanding could be verified by a combination of:
● curriculum vitae and employer endorsement
● references
● possession of a relevant NVQ/SVQ, or vocationally related qualification
● corporate membership of a relevant professional institution
● interview
(The verification process must be recorded and available for audit)
4.3.2 have sufficient expertise so they have an up to date experience, knowledge and understanding of the particular aspects of work they are verifying. This could be verified by records of continuing professional development achievements
4.3.3 have a sound, in-depth knowledge of, and uphold the integrity of, the NOS and this Assessment Strategy (this document)
4.3.4 are prepared to participate in training activities for their continued professional development
4.3.5 hold, or are working towards, a qualification as listed in ‘Assessing and Assuring Quality of Assessment’, either in the Qualifications and Credit Framework (QCF), or the Scottish Credit and Qualifications Framework (SCQF):,
● Level 4 Award in the External Quality Assurance of the Assessment Process and Practice
● Level 4 Certificate in Leading the External Quality Assurance of Assessment
● SVQ (SCQF level) in the External Quality Assurance of the Assessment Process and Practice
● SVQ (SCQF) in Leading the External Quality Assurance of Assessment
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or hold one of the following
● V2 Conduct external quality assurance of the assessment process
● D35 Externally verify the assessment process.
Holders of V2/D35 must quality assure to the reviewed National Occupational Standards (NOS) for Learning and Development.
It is strongly recommended that within the role of External Quality Assurance one of the following qualifications is held at Level 3 and Level 4.
Level 3:
● Level 3 Award in Assessing Competence in the Work Environment
● Level 3 Certificate in Assessing Vocational Achievement
● SVQ (SCQF level) Assessing Competence in the Work Environment
● SVQ (SCQF level) Assessing Vocational Achievement
or one of the following
● A1 Assess candidates using a range of methods
● D32/33 Assess candidate performance, using differing sources of evidence
Level 4:
● Level 4 Award in the Internal Quality Assurance of the Assessment Process and
● Practice
● Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Process and Practice
● SVQ(SCQF level) in the Internal Quality Assurance of the Assessment Process and Practice
● SVQ (SCQF level) in Leading the Internal Quality Assurance of Assessment Process and Practice
● VI Conduct internal quality assurance of the assessment process
● D34 Internal verify the assessment process.
4.4 Selection and appointment of assessors and verifiers
All applicants should be advised that they may be interviewed. Applicants’ CVs should be profiled against the activities and range of the NVQ/SVQ(s) they will assess/verify to check that the applicant has the relevant current experience, knowledge and understanding of the occupational working area:
● at, or above, the level they will be assessing
● of sufficient depth to credibly verify judgements and assessments
● to uphold the integrity of the NOS and this Consolidated Assessment Strategy.
All assessors should have experience as well as, not in lieu of, qualifications.
Where there seem to be gaps in a potentially suitable applicant’s experience and knowledge, the applicant should be interviewed. Successful applicants’ CVs, profiling, reasons for not needing to interview and interview records should be available for audit.
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Appendix B1 — Additional Information to the Consolidated Assessment Strategy from the National Working Group for Controlling Lifting Operations
Part A: Clarification and guidance notes
This additional information has been produced to ensure consistency in interpreting the occupational expertise requirements for assessors as described in paragraph 4.1 of the ConstructionSkills’ Consolidated Assessment Strategy. This should help awarding organisations incorporate relevant parts of the Assessment Strategy principles’ requirements in their documentation for the Controlling Lifting Operations units and qualifications with NVQ in the QCF title and SVQs.
Additional requirements for assessors of planning and supervising lifting operations
Assessors must be competent and have an up-to-date working knowledge of the occupation and sector. Assessors must have had active involvement in lifting operations and on each endorsement for which they wish to assess. The awarding body must ensure that all assessors are competent on each endorsement for which they intend to assess.
Supplementary guidance
In order to meet contractual and regulative requirements, many sectors of industry require lift planners and supervisors to possess certification from recognised industry approved bodies. The awarding body should ideally encourage all assessors to hold appropriate registration cards or certificates to support industry initiatives for a qualified workforce.
Where lifting experience was gained within the armed forces, applicants for assessor status should ideally gain external work experience within industry, or be able to demonstrate knowledge of relevant industry working practices outside the armed forces.
Part B: Clarification on standards (NOS) content terminology
Various sectors of industry, supported by the Health and Safety Executive, requested national occupational standards for the safety critical occupations of lift planner and lift supervisor. Standards from the suite of National Occupational Standards for Construction Site Supervision and Construction Site Management were identified by the National Working Group (NWG) as conveniently defining the job roles of planner and supervisor.
Certain standards (NOS), however, use terminology particular to, or make reference to, the construction sector, limiting the scope of the standards. Clarification of NOS terminology has been produced (Appendix B1), by the NWG, for awarding organisations, which provides interpretation and meaning of selected words that are used in lifting operations within other industrial sectors. Provision of this clarification further avoids a proliferation of new standards.
Awarding organisations need to ensure that candidates, employers, assessment centres, assessors and those involved in the verification process for this qualification are informed of the clarification of NOS terminology for planning and supervising lifting operations.
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Clarification of NOS terminology for controlling lifting operations
‘construction operations’ Includes lifting operations within other sectors of industry.
‘decision-makers’ This refers to the client, customer or their representative, senior/contracts manager, project team, consultants or in VR 705 the lift planner.
‘ensure notice has been given to all the people who will be affected…’
This means as dictated by the lift plan.
‘lines’, ‘levels’, ‘angles’ This includes load levels, ground levels, lines for placing loads and lifting accessory angles.
‘near neighbours’ This can include other structures and a workforce in a different part of the project.
‘organise and control the site’ The lifting activity and the immediate surrounding area.
‘position, align and/or level the work’
This refers to items being moved and placed and the equipment used to attach and move the loads.
‘produce clear requests for plant, equipment or machinery’
This means those specified by the lift plan.
‘place and maintain notices’ This means ensuring that the correct notices (for the lifting activity) are in place prior to the commencement of the lifting activity, and checked throughout the duration of the activity.
‘plan how the work will be undertaken’
This means as dictated by the lift plan.
‘programmes and schedules’ This refers to either components part of, or the complete lift plan.
‘project’ A lifting operation that is taking place within an overall contract, project or work activity.
‘project plan’ This refers to either components part of, or the complete lift plan.
‘site’ A lifting operation that is taking place within an overall contract, project or work activity.
‘site plan’ This refers to either components part of, or the complete lift plan.
‘vehicular access’ This can comprise of all forms of transport, including waterborne and airborne craft.
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Appendix B2 – Additional Information to the Consolidated Assessment Strategy from the Awarding Body Forum for Plant Operations
Clarification and guidance notes
Aspects to be assessed through performance in the workplace
This additional information has been produced to ensure consistency in aspects to be assessed through performance in the workplace as described in paragraph 2.1 of the ConstructionSkills’ Consolidated Assessment Strategy. This should help awarding organisations incorporate the guidance into their assessment methodology for Plant Operations units and qualifications with NVQ in the QCF title and SVQ in the SCQF.
Additional requirements for assessment in the workplace
Direct evidence produced through normal performance in the workplace is the primary source for meeting the requirements. This direct evidence must be met using a combination of the following methods:
● direct observation by the assessor
● witness testimony by an expert witness related to the occupational area
● professional discussion.
Workplace evidence must be supported by the required evidence of knowledge and understanding gained from at least three month’s work-based experience.
Occupational expertise requirements for assessors
This additional information has been produced to ensure consistency in interpreting the occupational expertise requirements for assessors as described in paragraph 4.1 of the ConstructionSkills’ Consolidated Assessment Strategy. This should help awarding organisations incorporate relevant parts of the Assessment Strategy principles’ requirements in their documentation for Plant Operations units and qualifications with NVQ in the QCF title and SVQs.
Additional requirements for assessors of plant operations
Assessors must be competent and have an up-to-date working knowledge of the occupation and sector. Assessors must have had active involvement in plant operations and on each endorsement for which they wish to assess. The awarding organisation must ensure that all assessors are competent on each endorsement for which they intend to assess in accordance with requirements of the qualification regulators’ guidance for England, Northern Ireland, Scotland and Wales.
Supplementary guidance
In order to meet contractual and regulative requirements, many sectors of industry require operators of plant and equipment to possess certification from recognised industry approved bodies. The awarding organisation should ideally encourage all assessors to hold appropriate registration cards or certificates to support industry initiatives for a qualified workforce.
Where plant operating experience was gained within the armed forces, applicants for assessor status should ideally gain external work experience within industry, or be able to demonstrate knowledge of relevant industry working practices outside the armed forces.
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Appendix C – Guidance on the use of simulation
Introduction
National Occupational Standards (NOS) are developed by Sector Skills Councils (SSCs) and describe the level of occupational competence required of a particular job role. NOS are then used to build National and Scottish Vocational Qualifications (N/SVQs) that are competence based qualifications and demand assessment in a workplace environment.
Assessment of N/SVQs through simulation is indicated where the achievement of valid and reliable assessment calls for evidence of performance under workplace conditions, but where it will be difficult to assess through normal working practice. This will usually apply as a result of one or more of the following constraints:
● activities which are inherently hazardous and where mistakes made in carrying them out would pose unacceptable risks to the candidate, other people, animals or property (e.g. electricity and gas sectors, fire service etc.)
● the costs incurred would be unacceptably high if mistakes were made during an activity and a candidate would therefore be required to ‘prove’ competence before progressing onto the actual work (e.g. handling rare or precious objects)
● situations where the qualities and outcomes of the candidate’s behaviour are almost impossible to distinguish from those of their peers or colleagues, making authenticity uncertain (e.g. in some teamwork contexts)
● activities or situations which are sufficiently rare (e.g. where processes, such as a ‘shut-down’, may only occur on an annual basis)
● when the collection and/or review of evidence of workplace performance would intrude unacceptably on personal privacy or confidentiality, or would significantly alter the nature of an interaction or relationship (e.g. in some healthcare settings)
● a requirement to work with new techniques and/or work practices which may not be available in all workplaces.
Where permitted, simulation can take one or a combination of the two following forms:
● the candidate is presented with an activity to perform using equipment and/or in a location which replicates that found in the workplace
● the candidate is presented with a situation to which they must respond; taking and playing the role they would expect to play in the workplace.
It is a SSC’s responsibility to define the acceptability of evidence from simulation in the context of National Occupational Standards (NOS) and National and Scottish Vocational Qualifications (N/SVQs). The ConstructionSkills Consolidated Assessment Strategy provides this guidance.
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
23
3
An
nexe B
: P
ers
on
al,
Learn
ing
an
d T
hin
kin
g S
kil
ls m
ap
pin
g
Un
its
PLTS
1
L5
2
L5
3
L6
4
L6
5
L6
6
L6
7
L6
8
L6
9
L4
1
0
L5
1
1
L6
1
2
L6
1
3
L6
Ind
ep
en
den
t En
qu
irers
1
iden
tify
ques
tions
to a
nsw
er a
nd p
roble
ms
to r
esolv
e
2
pla
n a
nd c
arry
out
rese
arch
, ap
pre
ciat
ing t
he
conse
quen
ces
of
dec
isio
ns
3
explo
re iss
ues
, ev
ents
or
pro
ble
ms
from
diffe
rent
per
spec
tive
s ●
●
●
4
anal
yse
and e
valu
ate
info
rmat
ion,
judgin
g its
rel
evan
ce a
nd v
alue
●
5
consi
der
the
influen
ce o
f ci
rcum
stan
ces,
bel
iefs
and f
eelin
gs
on d
ecis
ions
and e
vents
●
●
6
support
concl
usi
ons,
usi
ng r
easo
ned
arg
um
ents
and e
viden
ce
Cre
ati
ve T
hin
kers
1
gen
erat
e id
eas
and e
xplo
re p
oss
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ties
2
ask
ques
tions
to e
xten
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hei
r th
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3
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ther
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xper
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ques
tion t
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5
try
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tions
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ollo
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rough
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adap
t id
eas
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um
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ces
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ge
Refl
ect
ive L
earn
ers
1
asse
ss t
hem
selv
es a
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tify
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s an
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chie
vem
ents
●
● ●
2
set
goal
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ith s
ucc
ess
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r dev
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ork
●
●
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revi
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rogre
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om
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● ●
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invi
te f
eedback
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eal posi
tive
ly w
ith p
rais
e, s
etbac
ks a
nd c
ritici
sm
5
eval
uat
e ex
per
ience
s an
d lea
rnin
g t
o info
rm f
utu
re p
rogre
ss
●
6
com
munic
ate
thei
r le
arnin
g in r
elev
ant
way
s fo
r diffe
rent
audie
nce
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
23
4
Un
its
PLTS
1
L5
2
L5
3
L6
4
L6
5
L6
6
L6
7
L6
8
L6
9
L4
1
0
L5
1
1
L6
1
2
L6
1
3
L6
Team
Wo
rkers
1
colla
bora
te w
ith o
ther
s to
work
tow
ards
com
mon g
oal
s
● ●
● ●
● ●
●
● ●
● ●
2
reac
h a
gre
emen
ts,
man
agin
g d
iscu
ssio
ns
to a
chie
ve r
esults
● ●
● ●
●
● ●
● ●
3
adap
t beh
avio
ur
to s
uit d
iffe
rent
role
s an
d s
ituat
ions,
incl
udin
g
lead
ersh
ip r
ole
s ●
● ●
●
4
show
fai
rnes
s an
d c
onsi
der
atio
n t
o o
ther
s ●
●
●
●
●
5
take
res
ponsi
bili
ty,
show
ing c
onfiden
ce in t
hem
selv
es a
nd t
hei
r co
ntr
ibution
●
● ●
●
●
●
6
pro
vide
const
ruct
ive
support
and f
eedback
to o
ther
s ●
●
●
●
●
Self
-Man
ag
ers
1
seek
out
chal
lenges
or
new
res
ponsi
bili
ties
and s
how
fle
xibili
ty w
hen
pri
ori
ties
chan
ge
2
work
tow
ards
goal
s, s
how
ing initia
tive
, co
mm
itm
ent
and p
erse
vera
nce
●
● ●
●
●
3
org
anis
e tim
e an
d r
esourc
es,
pri
ori
tisi
ng a
ctio
ns
● ●
● ●
● ●
●
●
4
antici
pat
e, t
ake
and m
anag
e ri
sks
●
●
●
●
5
dea
l w
ith c
om
pet
ing p
ress
ure
s, incl
udin
g p
erso
nal
and w
ork
-rel
ated
dem
ands
6
resp
ond p
osi
tive
ly t
o c
han
ge,
see
king a
dvi
ce a
nd s
upport
when
nee
ded
●
●
7
man
age
thei
r em
otions,
and b
uild
and m
ainta
in r
elat
ionsh
ips
●
Eff
ect
ive P
art
icip
ato
rs
1
dis
cuss
iss
ues
of
conce
rn,
seek
ing r
esolu
tion w
her
e nee
ded
●
●
● ●
●
●
●
2
pre
sent
a per
suas
ive
case
for
action
●
●
● ●
●
●
3
pro
pose
pra
ctic
al w
ays
forw
ard,
bre
akin
g t
hes
e dow
n into
man
agea
ble
st
eps
● ●
● ●
● ●
● ●
●
4
iden
tify
im
pro
vem
ents
that
would
ben
efit o
ther
s as
wel
l as
them
selv
es
● ●
●
● ●
●
●
5
try
to influen
ce o
ther
s, n
egotiat
ing a
nd b
alan
cing d
iver
se v
iew
s to
re
ach w
ork
able
solu
tions
●
●
● ●
●
6
act
as a
n a
dvo
cate
for
view
s an
d b
elie
fs t
hat
may
diffe
r fr
om
thei
r ow
n
●
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson
Educa
tion L
imited
2015
23
5
Un
its
PLTS
14
L5
1
5
L5
1
6
L6
1
7
L6
1
8
L6
1
9
L6
2
0
L6
2
1
L5
2
2
L6
2
3
L6
2
4
L6
2
5
L6
2
6
L6
Ind
ep
en
den
t En
qu
irers
1
iden
tify
ques
tions
to a
nsw
er a
nd p
roble
ms
to r
esolv
e
2
pla
n a
nd c
arry
out
rese
arch
, ap
pre
ciat
ing t
he
conse
quen
ces
of
dec
isio
ns
3
explo
re iss
ues
, ev
ents
or
pro
ble
ms
from
diffe
rent
per
spec
tive
s
4
anal
yse
and e
valu
ate
info
rmat
ion,
judgin
g its
rel
evan
ce a
nd v
alue
●
5
consi
der
the
influen
ce o
f ci
rcum
stan
ces,
bel
iefs
and f
eelin
gs
on d
ecis
ions
and e
vents
6
support
concl
usi
ons,
usi
ng r
easo
ned
arg
um
ents
and e
viden
ce
Cre
ati
ve T
hin
kers
1
gen
erat
e id
eas
and e
xplo
re p
oss
ibili
ties
2
ask
ques
tions
to e
xten
d t
hei
r th
inki
ng
3
connec
t th
eir
ow
n a
nd o
ther
s’ idea
s an
d e
xper
ience
s in
inve
ntive
way
s
4
ques
tion t
hei
r ow
n a
nd o
ther
s’ a
ssum
ptions
●
5
try
out
alte
rnat
ives
or
new
solu
tions
and f
ollo
w idea
s th
rough
●
6
adap
t id
eas
as
circ
um
stan
ces
chan
ge
●
●
Refl
ect
ive L
earn
ers
1
asse
ss t
hem
selv
es a
nd o
ther
s, iden
tify
ing o
pport
unitie
s an
d a
chie
vem
ents
●
2
set
goal
s w
ith s
ucc
ess
criter
ia f
or
thei
r dev
elopm
ent
and w
ork
3
revi
ew p
rogre
ss,
acting o
n t
he
outc
om
es
4
invi
te f
eedback
and d
eal posi
tive
ly w
ith p
rais
e, s
etbac
ks a
nd c
ritici
sm
5
eval
uat
e ex
per
ience
s an
d lea
rnin
g t
o info
rm f
utu
re p
rogre
ss
●
●
6
com
munic
ate
thei
r le
arnin
g in r
elev
ant
way
s fo
r diffe
rent
audie
nce
s
Pear
son E
dex
cel Le
vel 6 D
iplo
ma
in C
onst
ruct
ion S
ite
Man
agem
ent
(Const
ruct
ion)
(QCF)
– S
pec
ific
atio
n –
Iss
ue
3 –
Feb
ruar
y 2015 ©
Pea
rson E
duca
tion
Lim
ited
2015
23
6
Un
its
PLTS
14
L5
1
5
L5
1
6
L6
1
7
L6
1
8
L6
1
9
L6
2
0
L6
2
1
L5
2
2
L6
2
3
L6
2
4
L6
2
5
L6
2
6
L6
Team
Wo
rkers
1
colla
bora
te w
ith o
ther
s to
work
tow
ards
com
mon g
oal
s ●
●
●
● ●
2
reac
h a
gre
emen
ts,
man
agin
g d
iscu
ssio
ns
to a
chie
ve r
esults
●
●
●
●
3
adap
t beh
avio
ur
to s
uit d
iffe
rent
role
s an
d s
ituat
ions,
incl
udin
g
lead
ersh
ip r
ole
s
4
show
fai
rnes
s an
d c
onsi
der
atio
n t
o o
ther
s
5
take
res
ponsi
bili
ty,
show
ing c
onfiden
ce in t
hem
selv
es a
nd t
hei
r co
ntr
ibution
●
6
pro
vide
const
ruct
ive
support
and f
eedback
to o
ther
s
Self
-Man
ag
ers
1
seek
out
chal
lenges
or
new
res
ponsi
bili
ties
and s
how
fle
xibili
ty w
hen
pri
ori
ties
chan
ge
●
2
work
tow
ards
goal
s, s
how
ing initia
tive
, co
mm
itm
ent
and p
erse
vera
nce
●
3
org
anis
e tim
e an
d r
esourc
es,
pri
ori
tisi
ng a
ctio
ns
●
●
●
● ●
4
antici
pat
e, t
ake
and m
anag
e ri
sks
●
●
5
dea
l w
ith c
om
pet
ing p
ress
ure
s, incl
udin
g p
erso
nal
and w
ork
-rel
ated
dem
ands
6
resp
ond p
osi
tive
ly t
o c
han
ge,
see
king a
dvi
ce a
nd s
upport
when
nee
ded
7
man
age
thei
r em
otions,
and b
uild
and m
ainta
in r
elat
ionsh
ips
Eff
ect
ive P
art
icip
ato
rs
1
dis
cuss
iss
ues
of
conce
rn,
seek
ing r
esolu
tion w
her
e nee
ded
●
●
2
pre
sent
a per
suas
ive
case
for
action
●
3
pro
pose
pra
ctic
al w
ays
forw
ard,
bre
akin
g t
hes
e dow
n into
man
agea
ble
st
eps
●
4
iden
tify
im
pro
vem
ents
that
would
ben
efit o
ther
s as
wel
l as
them
selv
es
● ●
● ●
● ●
● ●
●
5
try
to influen
ce o
ther
s, n
egotiat
ing a
nd b
alan
cing d
iver
se v
iew
s to
re
ach w
ork
able
solu
tions
● ●
●
● ●
●
6
act
as a
n a
dvo
cate
for
view
s an
d b
elie
fs t
hat
may
diffe
r fr
om
thei
r ow
n
ma0
3021
5\LT
\PD
\NVQ
Com
pete
nce\
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4469
2463
1_N
VQ_C
omp_
L6_C
SMgm
t\97
8144
6924
631_
NVQ
_Com
p_L6
_CSM
gmt_
Iss3
.doc
.1-2
43/0
February 2015 For information about Edexcel, BTEC or LCCI qualifications visit qualifications.pearson.com Edexcel is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: 80 Strand, London WC2R 0RL. VAT Reg No GB 278 537121