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BTEC Higher Nationals

Guidance and units

Edexcel Level 4

BTEC Higher Nationals in Construction August 2003



London Qualifications is one of the leading examining and awarding bodies in the UK and

throughout the world. It incorporates all the qualifications previously awarded under the

Edexcel and BTEC brand. We provide a wide range of qualifications including general

(academic), vocational, occupational and specific programmes for employers.

Through a network of UK and overseas offices, our centres receive the support they need to

help them deliver their education and training programmes to learners.

For further information please call Customer Services on 0870 240 9800, or visit our website at

www.edexcel.org.uk

References to third-party material made in this specification are made in good faith. London

Qualifications 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.)

Authorised by Peter Goff

Publications Code B013362

All the material in this publication is copyright

© London Qualifications Limited 2003



EDEXCEL LEVEL 4 BTEC HIGHERNATIONALS IN CONSTRUCTION

BTEC Higher National Certificate in Construction

BTEC Higher National Diploma in Construction



Contents

Qualification titles covered by this specification 1

Edexcel qualifications in the National Qualifications

Framework 2

Introduction 3

Structure of the qualifications 3

BTEC Higher National Certificate 3

BTEC Higher National Diploma 3

Key features 6

Professional body recognition 7

Occupational Standards 7

Qualification Requirement 8

Higher level skills and abilities 8

BTEC Higher National Certificate 9

BTEC Higher National Diploma 10

Teaching, learning and assessment 10

Unit format 11

Learning and assessment 12

Grading Higher National units 12

Grade descriptors 14

Accreditation of Prior Learning (APL) 16

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

Monitoring centres’ internal quality systems 17

Independent assessment: the role of the external examiner 17

Programme design and delivery 18

Mode of delivery 19

Resources 19

Delivery approach 19

Meeting local needs 20



Locally-devised specialist units 20

Limitations on variations from standard specifications 20

Access and recruitment 20

Balancing studies 21

Restrictions on learner entry 21

Learners with particular requirements 22

The wider curriculum 22

Useful publications 22

Professional body contact details 23

How to obtain CISC Occupational Standards and NVQ Standards 23

Professional development and training 24Further information 24

Core Units 25

Unit 1: Design Principles and Application 27

Unit 2: Science and Materials 33

Unit 3: Analytical Methods 39

Unit 4: Management Principles and Application 45

Unit 5: Group Project 53

Unit 6: Health, Safety and Welfare 59

Specialist Units 65

Unit 7: Technology A 67

Unit 8: Technology B 73

Unit 9: Law and Contract 81

Unit 10: Building Services Engineering Technology 87

Unit 11: Contractual Procedures 95

Unit 12: Refurbishment and Adaptation 103

Unit 13: Environment 109

Unit 14: Construction Economics 115

Unit 15: Individual Student Project 121

Unit 16: Production Management 127

Unit 17: Tendering and Estimating 133

Unit 18: Project Management 139



Unit 19: Measurement A 145

Unit 20: Building Control and Inspection 151

Unit 21: Supply Chain Management 157

Unit 22: Technology C 163

Unit 23: Specification and Contract Documentation 169

Unit 24: Structural Behaviour and Detailing 175

Unit 25: Measurement B 183

Unit 26: Design Procedures 189

Unit 27: Design Technology 195

Unit 28: Materials Properties and Performance 201

Unit 29: Site Surveying Procedures 207

Unit 30: IT Applications – General 215

Unit 31: IT Applications – Surveying and Measuring 221

Unit 32: IT Applications – Computer Aided Design 227

Unit 33: IT Applications – Project Management 233

Unit 34: Work-based Learning A 239

Unit 35: Work-based Learning B 245

Annex A 251Qualification codes 251

QCA codes 251

Edexcel codes 251

QCA and Edexcel codes 251

Annex B 253

Representation by Professional Bodies 253

Recognition by Professional Bodies 254

BTEC Higher National Certificate and Diploma in Construction 256

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

Annex C 260

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



Annex D 267

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

Construction Industry Council Learning Outcomes 269

Annex E 271BTEC Environmental Initiative — Guidance for the incorporation of environmental components into BTEC programmes 271

Annex F 273

Higher level skills and abilities 273

Annex G 275

Wider curriculum mapping 275

Annex H 277Qualification Requirement 277

Annex I 287

Summary of support materials (all units) 287



B013362 – Guidance and units – Edexcel Level 4 BTEC Higher Nationals in Construction

– Issue 1 – August 2003

1

Qualification titles covered by this specification

Edexcel Level 4 BTEC Higher National Certificate in Construction

Edexcel Level 4 BTEC Higher National Diploma in Construction

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

These qualification titles are as they will appear on the learner’s certificate. Learners need to be

made aware of this when they are recruited by the centre and registered with Edexcel.

Providing this happens, centres are able to describe the programme of study leading to the

award of the qualification in different ways to suit the medium and the target audience.



B013362 – Guidance and u2

Edexcel qualifications in the National Qualifications Frame

NQF level

BTEC Professional Award, Certificate,

Diploma

Key skills level 5

BTEC Higher National Diploma

BTEC Higher National Certificate

BTEC Professional Award, Certificate,

Diploma

Key skills level 4

BTEC National Diploma

BTEC National Certificate

BTEC National Award

BTEC Diploma in Foundation Studies (Art

and Design)

BTEC Award, Certificate, Diploma

Key skills level 3 GCE A Level

GCE AS Level

VCE AEA

BTEC First Diploma


Level 2 Certificate in

Adult Numeracy


Adult Literacy

Key skills level 2 GCSE (A* – C)

GCSE (Double

GCSE (Short C

Intermediate G

BTEC Introductory Certificate

BTEC Introductory Diploma



Adult Numeracy

Level 1 Certificate

in Adult Literacy

Key skills level 1

GCSE (D – G)

GCSE (Double

GCSE (Short C

Foundation GN

Entry Level Certificate in Skills for Working

Life

Entry Level Certificate in Personal Skills

Entry Level Certificate in

Adult Numeracy

Entry Level Certificate in

Adult Literacy

Entry Level Ce





3

Introduction

This document contains the units and associated guidance for the National Qualifications

Framework (NQF) Edexcel Level 4 BTEC Higher Nationals in Construction. Each unit sets

out the required outcomes and content and includes advice regarding appropriate delivery andassessment strategies. The guidance contains further details of the teaching, learning,

assessment and quality assurance of these qualifications. It includes advice about Edexcel’s

policy regarding access to its qualifications, the design of programmes of study and delivery

modes.

Structure of the qualifications


The BTEC Higher National Certificate in Construction is a 10-unit qualification of which six

units are core units.

The BTEC Higher National Certificate programme must contain a minimum of five units

designated at H2 level.


The BTEC Higher National Diploma in Construction is a 16-unit qualification of which six

units are core units.

The BTEC Higher National Diploma programme must contain a minimum of eight units

designated at H2 level.





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Key features

The BTEC Higher Nationals are designed to provide a specialist vocational programme, linked

to professional body requirements and National Occupational Standards where appropriate,

with a strong work related emphasis. The qualifications provide a thorough grounding in the

key concepts and practical skills required in their sector and their national recognition byemployers allows progression direct into employment. The BTEC Higher Nationals offer a

strong emphasis on practical skills development alongside the development of requisite

knowledge and understanding in their sector. Learners are attracted to this strong vocational

programme of study that meets their individual progression needs whether this is into

employment or to further study on degree or professional courses.

The key progression path for BTEC Higher National Certificate and Diploma learners is to the

second or third year of a degree or honours degree programme, depending on the match of the

BTEC Higher National units to the degree programme in question.

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

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

recognition by appropriate professional bodies

a common core of study applicable to the whole industry

a choice of optional curriculum appropriate to the main career disciplines within

construction

a flexible approach to curriculum content within a nationally recognised framework

changing training and educational needs relevant to construction disciplines

progression to degree programmes and progression to professional institution membership

a contribution to the skills, knowledge and understanding required to underpin relevant

occupational standards and NVQs at level 4

providing opportunities for learners to focus on the development of higher level skills in a

technological and management context

a focus on the development of learner’s practical knowledge, skills and understanding that

underpins performance in the workplace

preparation for employment and further training and professional development.

This qualification meets the needs of the above rationale by:

preparing learners for a range of technical, professional and management career disciplinesin construction and the built environment by providing specialised studies which are

directly relevant to individual occupations and professions in which learners are currently

working or in which they intend to seek employment

enabling learners to make an immediate contribution in employment in construction and the

built environment sector

providing learners with flexibility, knowledge, skills, understanding and motivation as a

basis for progression to graduate and postgraduate studies





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developing a range of skills and techniques, personal qualities and attitudes essential for

successful performance in working life

providing further study, career development and progression from a Technician ‘Technical

Certificate’ at level 3 within an Advanced Modern Apprenticeship (AMA)

providing a significant basis for progression to membership of professional institutions in

construction and the built environment.

Professional body recognition

The BTEC Higher Nationals in Construction have been developed with career progression and

recognition by professional bodies in mind. It is essential that learners gain the maximum

benefit from their programme of study. Consequently we have added value to the qualification

by securing recognition for these qualifications.

The following is an indication of relevant professional bodies who recognise or are likely to

recognise these BTEC Higher Nationals in Construction and their recommended unit structure,

as a qualification contributing towards their requirements:

The Chartered Institute of Building (CIOB)

The Royal Institution of Chartered Surveyors (RICS)

The British Institute of Architectural Technologists (BIAT).

In addition to individual recognition by the main professional bodies, the NQF BTEC Higher

Nationals in Construction have also been validated and approved by the Construction Industry

Council Standards Panel (CICSP) which represents all the main professional bodies, NTOs

(SSCs), employer bodies and key employers for higher level qualifications in the Construction

and Built Environment Sector.

Further details of professional body recognition and exemptions of BTEC Higher Nationals are

contained in the publication BTEC Professional Recognition which is available on Edexcel’swebsite (www.edexcel.org.uk). See Annex B for details of professional bodies and recognition

arrangements.

Occupational Standards

BTEC Higher Nationals in Construction are designed to relate to the Occupational Standards in

the Construction Sector, which in turn form the basis of the Construction National Vocational

Qualifications (NVQs) at Level 4. BTEC Higher Nationals do not purport to deliver

occupational competence in the sector, which should be demonstrated in a work context.

However, the qualifications provide underpinning knowledge for the Occupational Standards,

as well as developing practical skills in preparation for work and possible achievement of

NVQs in due course.

As part of the development process the content in these qualifications has been mapped to the

1998 Construction Industry Standing Conference (CISC) Occupational Standards (OS) and also

the relevant NVQ at level 4.

Through the study of the core units and specialist units, learners will cover much of the

underpinning knowledge, skills and understanding that will contribute to the evidence required

for the NVQ level 4 units in:

Architectural Technology

Building Control

Building Maintenance and Estates Service

Construction Site Management





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Conservation Control

Construction Contracting

Construction Plant and Equipment Management

Property Management

Quantity Surveying

Spatial Data Management

Town Planning

Valuation.

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

these NVQs.

There are good links between the curriculum content of the BTEC Higher Nationals in

Construction and the QAA Building and Surveying threshold benchmark standards, albeit that

the BTEC Higher Nationals are normally only two year programmes and the QAA benchmark

standards, which are set at honours degree level, are normally three years of study.

Qualification Requirement

Edexcel has published Qualification Requirements as a part of the revision of the BTEC Higher

Nationals. Qualification Requirements set out the aims and rationale of the qualifications and

provide the framework of curriculum content. They also identify the higher level skills

associated with the qualifications and any recognition by the relevant professional bodies. The

Qualification Requirement for BTEC Higher Nationals Construction is given in Annex H .

Edexcel standard specifications titles are developed from the Qualification Requirements.

Licensed centres comply with Qualification Requirements when developing BTEC Higher

Nationals under these standard titles.Qualification Requirements provide consistent standards within the same vocational area and

clearly identify the skills and knowledge that can be expected of any holder of an identical

BTEC Higher National. This will allow higher education institutions, employers and

professional bodies to confidently provide progression opportunities to successful learners.

Higher level skills and abilities

Learners studying for the BTEC Higher Nationals in Construction will be expected to develop

the following higher level skills during the programme of study:

locate, extract, read and use appropriate literature drawn from multiple sources with a full

and critical understanding

design, plan, conduct and report investigations and research to solve problems and

communicate the results of their study accurately and reliably

seek solutions to routine and unfamiliar problems through the analysis and synthesis of a

range of concepts, knowledge and skills to formulate evidence-based arguments and

evaluate and summarise information critically

analyse and interpret data and present quantitative and qualitative information, together

with analysis, argument and commentary, in a form appropriate to the intended audience;

using appropriate quantitative techniques, relevant IT software and media





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relate academic knowledge, skills and understanding to skills in the workplace and where

appropriate, demonstrate their integration through workplace experience and activities

think independently and apply complex theories to practical realistic work situations, some

requiring innovation and creativity

apply their subject-related and transferable skills in contexts where the scope of the task

and the criteria for decisions are generally well defined but where some personalresponsibility and initiative are required

recognise the moral and ethical issues of construction, sustainability, the environment,

scientific enquiry and experimentation

appreciate the need for ethical standards and professional codes of conduct and apply

insight and judgement in relation to the margins and consequences of error

develop an understanding of the interdisciplinary nature of construction, and of the skills

required to work in non-adversarial integrated teams with other professions in construction

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

others identify and address their own learning needs within defined contexts, recognise their own

learning style and undertake further guided learning in new areas.

The Construction Industry Council has an agreed set of Common Learning Outcomes for all

sub-degree and degree level courses, these are summarised in Annex D.


The 10-unit BTEC Higher National Certificate in Construction provides a specialist work-

related programme of study that covers the key knowledge, understanding and practical skills

required in the construction sector and also offers particular specialist emphasis through the

choice of specialist units.

BTEC Higher National Certificates provide a nationally recognised qualification offering

career progression and professional development for those already in employment and

opportunities to progress in higher education. The qualifications are mode free but they are

primarily undertaken by part-time learners studying over two years. In some sectors there are

opportunities for those wishing to complete an intensive programme of study in a shorter period

of time.

The specification provides centres with a framework to develop engaging programmes for

higher education learners who are clear about the area of employment that they wish to enter.

Their access to suitable work situations may allow learners to achieve an NVQ at level 4 — see

Annex D.

The BTEC Higher National Certificate in Construction provides four main discipline

progression routes: production and management; quantity surveying; building surveying; and

architectural design. Within each of these four main discipline progression routes, there is a

range of specialist units that enable programmes to be designed and focused on the more

specific needs of learners and employers.

The choice of appropriate specialist units should ensure adequate coverage of the technology

units required for the discipline progression route being followed. It should also provide a good

balance and integration of theory and practice to ensure that the qualification supports both

employer related and academic progression and the unit structures recognised by professional

bodies — see Annex B.





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The 16-unit BTEC Higher National Diploma provides greater breadth and specialisation than

the BTEC Higher National Certificate. BTEC Higher National Diplomas are mode free but are

followed predominately by full-time learners. They allow progression into or within

employment in the construction sector, either directly on achieving of the award or following

further study to degree level.The BTEC Higher National Diploma in Construction also provides for an opportunity for

suitable work-experience in order for learners to apply their knowledge and practical skills in

the workplace during their study. Full-time learners have the opportunity to do this through

formal work placements or their part-time employment experience. Work-based learning units

are provided so that this can be formally assessed.

The qualification prepares learners for employment in the construction sector and will be

suitable for 18+ year olds who have already decided that they wish to enter this area of work.

Some adult learners may wish to make the commitment required by this qualification in order

to enter a specialist area of employment in construction or progress into higher education. Other

learners may want to extend the specialism that they followed on the BTEC Higher National

Certificate programme. Progression from this qualification may well be into or withinemployment in the construction sector where learners may work towards membership of CIOB,

RICS, BIAT or other relevant professional bodies.

The BTEC Higher National Diploma in Construction provides four main discipline progression

routes: production and management; quantity surveying; building surveying; and architectural

design. Within each of these four main discipline progression routes, there is a range of

specialist units that enable programmes to be designed and focused on the more specific needs

of learners and employers.

The choice of appropriate specialist units should ensure adequate coverage of the technology

units required for the discipline progression route being followed. It should also provide a good

balance and integration of theory and practice to ensure that the qualification supports bothemployer related and academic progression and the unit structures recognised by professional

bodies — see Annex B.

Teaching, learning and assessment

Learners must pass all 10 units on their programme of learning to be awarded a BTEC Higher

National Certificate and all 16 units to be awarded a BTEC Higher National Diploma.

However, professional bodies may recommend additional units to meet their requirements and

facilitate progression — see Annex B.The assessment of BTEC Higher National qualifications is criterion-referenced and centres are

required to assess the learners’ evidence against published learning outcomes and assessment

criteria. All units will be individually graded as ‘pass’, ‘merit’ or ‘distinction’. To achieve a

pass grade for the unit learners must meet the assessment criteria set out in the specifications.

This gives transparency to the assessment process and provides for the establishment of

national standards for each qualification.

The units in BTEC Higher National qualifications all have a standard format which is designed

to provide clear guidance on the requirements of the qualification for learners, assessors and

those responsible for monitoring national standards.





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Unit format

Each unit is set out in the following way.

Unit title, learning hours and NQF level

The unit title is accredited by QCA and this form of words will appear on the learner’s

Notification of Performance. In BTEC Higher National qualifications each unit consists of 60 guided learning hours.

Each unit is assigned a notional level indicator of H1 or H2, indicating the relative intellectual

demand, complexity and depth of study, and learner autonomy.

At H1 level the emphasis is on the application of knowledge, skills and understanding, use of

conventions in the field of study, use of analytical skills and selection and organisation of

information.

At H2 level the emphasis is on application and evaluation of contrasting ideas, principles,

theories and practices, greater specialisation in the field of study, and an increasing

independence in systematic enquiry and analysis.

Description of unit

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

study associated with the unit.

Summary of learning outcomes

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

must achieve all the outcomes in order to pass the unit.

Content

This section picks up highlighted words from the outcomes and amplifies the content coverage

required when addressing the outcomes. The content section will often provide lists of topics.

Please note all aspects of the listed topics should be covered, except those that begin with ‘eg’,where items listed are merely indicative.

Outcomes and assessment criteria

Each unit contains statements of the evidence that each learner should produce in order to

receive a pass.

Guidance

This section is not prescriptive but provides additional guidance and amplification related to the

unit to support teachers/deliverers and assessors. Its subsections are given below. Only those

subsections which apply to the unit will appear.

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

Assessment — provides advice about the nature and type of evidence that learners are likely

to need to produce. This subsection should be read in conjunction with the assessment

criteria and the generic grade descriptors.

Links — sets out the links between units. Provides opportunities for integration of learning,

delivery and assessment. Any links to the National Occupational Standards will be

highlighted here.





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Resources — identifies the specialist resources likely to be needed to allow learners to

generate the evidence required by each unit. The centre will be asked to ensure that this

requirement is in place when it seeks approval from Edexcel to offer the qualification.

Support materials — identifies, where appropriate, textbooks, videos, magazines, journals,

publications and websites that may support the delivery of the unit.

Learning and assessment

The purpose of assessment is to ensure that effective learning of the content of each unit has

taken place. Evidence of this learning, or the application of the learning etc, is required for each

unit. The assessment of the evidence directly relates to the assessment criteria for each unit,

supported by the generic grade descriptors.

The process of assessment can aid effective learning by seeking and interpreting evidence to

decide the stage that learners have reached in their learning, what further learning needs to take

place and how best to do this. Therefore, the process of assessment should be part of the

effective planning of teaching and learning by providing opportunities for both the learner and

assessor to obtain information about progress towards learning goals. The assessor and learner

must be actively engaged in promoting a common understanding of the assessment criteria andthe grade descriptors (what it is they are trying to achieve and how well they achieve it) for

further learning to take place. Therefore, learners need constructive feedback and guidance

about how to improve, capitalising on strengths, with clear and constructive comments about

weaknesses and how these might be addressed.

Assessment instruments are constructed by centres. Assessment instruments should collectively

ensure coverage of all assessment criteria within each unit and should provide opportunities for

the evidencing of all the grade descriptors. It is advised that assessment criteria and

contextualised grade descriptors are clearly indicated on each assessment instrument to provide

a focus for learners (for transparency and to ensure that feedback is specific to the criteria) and

to assist with internal standardisation processes. Tasks/activities should enable learners to

produce evidence that relates directly to the assessment criteria and grade descriptors.

When centres are designing assessment instruments, they need to ensure that the instruments

are valid, reliable and fit for purpose, building on the application of the assessment criteria.

Centres are encouraged to place emphasis on practical application of the assessment criteria,

providing a realistic scenario for learners to adopt, making maximum use of work-related

practical experience and reflecting typical practice in the sector concerned. The creation of

assessment instruments that are fit for purpose is vital to achievement and their importance

cannot be over-emphasised.

Grading Higher National units

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

access the qualification through a unitised approach.

Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement

of all outcomes against the specified assessment criteria. Merit and distinction grades are

awarded for higher-level achievement.

The generic merit and distinction grade descriptors listed on pages 14–15 are for grading the

total evidence produced for each unit and describe the learner’s performance over and above

that for a pass grade.





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The merit and distinction grade descriptors can be achieved in a flexible way, eg in a sequential

or holistic mode, to reflect the nature of the sector concerned.

Each of the generic merit and distinction grade descriptors can be amplified by use of

indicative characteristics. These give a guide to the expected learner performance and support

the generic grade descriptors. The indicative characteristics should reflect the nature of a unit

and the context of the sector programme.

The indicative characteristics shown in the table for each of the generic grade descriptors are

not exhaustive. Consequently, centres should select from the list or may construct other

appropriate indicative characteristics for their sector programme which may be drawn from the

appropriate higher-level skills. It is important to note that each assessment activity does not

need to incorporate all the merit and/or distinction grade descriptors.

Contextualising the generic grade descriptors

The generic merit and distinction grade descriptors need to be viewed as a qualitative extension

of the assessment criteria for pass within each individual unit. The relevant generic grade

descriptors must be identified and specified within an assignment and the relevant indicative

characteristics should be used to place the required evidence in context.





14

Grade descriptors

Pass grade

A pass grade is achieved by meeting all the requirements defined in the assessment criteria for

pass for each unit.

Merit grade

Merit descriptors Indicative characteristics:

In order to achieve a merit

the learner must:

The learner’s evidence shows:

identify and apply

strategies to find

appropriate solutions

effective judgements have been made

complex problems with more than one variable have been

explored

an effective approach to study and research has been applied

select/design and apply

appropriate methods/

techniques

relevant theories and techniques have been applied

a range of methods and techniques have been applied

a range of sources of information has been used

the selection of methods and techniques/sources has been

justified

the design of methods/techniques has been justified

complex information/data has been synthesised and

processed

appropriate learning methods/techniques have been applied

present and

communicate

appropriate findings

appropriate structure and approach has been used

coherent, logical development of principles/concepts for the

intended audience

a range of methods of presentation have been used and

technical language has been accurately used

communication has taken place in familiar and unfamiliar

contexts

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





15

Distinction grade

Distinction descriptors Indicative characteristics:

In order to achieve a

distinction the learner must:

The learner’s evidence shows:

use critical reflection toevaluate own work and

justify valid conclusions

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

the validity of results has been evaluated using defined

criteria

self criticism of approach has taken place

realistic improvements have been proposed against defined

characteristics for success

take responsibility for

managing and organising

activities

autonomy/independence has been demonstrated

substantial activities, projects or investigations have been

planned, managed and organised

activities have been managed

the unforeseen has been accommodated

the importance of interdependence has been recognised and

achieved

demonstrate

convergent/lateral/

creative thinking

ideas have been generated and decisions taken

self evaluation has taken place

convergent and lateral thinking have been applied

problems have been solved

innovation and creative thought have been applied

receptiveness to new ideas is evident

effective thinking has taken place in unfamiliar contexts





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Accreditation of Prior Learning (APL)

Edexcel encourages centres to recognise learners’ previous achievements and experience

through the Accreditation of Prior Learning. Learners may have evidence that has been

generated during previous study, in their previous or current employment or whilst undertaking

voluntary work that relates to one or more of the units in the qualification. Assessors should

assess this evidence against the BTEC Higher National standards in the specifications in thenormal way. As with all evidence, assessors should be satisfied about the authenticity and

currency of the material when considering whether or not the outcomes of the unit have been

met.

Full guidance about Edexcel’s policy on APL is provided on our website

(www.edexcel.org.uk).

Quality assurance of BTEC Higher Nationals

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

approval process — a control measure to confirm that individual centres (and programme

teams) are appropriately resourced and competent to deliver a BTEC Level 4 programme of

study.

monitoring of centres — a method of monitoring centres’ internal quality systems to

ensure ongoing fulfilment of initial requirements and, where appropriate, enhancement of

those requirements to accommodate new qualifications.

independent assessment — a measure that provides independence within the assessment

process, so that the certificated outcomes for each learner are not reliant on determinations

by individuals or groups with a vested interest in the outcome. This measure should beconsistent and reliable over time, and should not create unnecessary barriers.

Centre and programme approval

Approval to offer the BTEC Higher National qualifications will vary depending on the status of

the centre. Centres that have a recent history of delivering BTEC Higher National qualifications

and have an acceptable quality profile in relation to their delivery will be able to gain approval

through an accelerated process. Centres that are new to the delivery of BTEC Higher National

qualifications will be required to submit evidence to demonstrate that they:

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

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

have a robust internal assessment system supported by ‘fit for purpose’ assessment

documentation

have a system to internally verify assessment decisions to ensure standardised assessment

decisions are made across all assessors and sites.

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

etc).

We communicate all approvals in writing to the head of centre in the form of a qualification

approval letter. The approval letter will also contain a programme definition for each

qualification approved. The programme definition clearly states to the centre all units thatcomprise the qualification for which the centre is approved.





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Monitoring centres’ internal quality systems

Centres will be expected to demonstrate ongoing fulfilment of approval criteria across all

programme areas. This should include the consistent application of policies affecting learner

registrations and appeals, together with the effectiveness of internal examination and

standardisation processes.

Centres may opt for a review of their provision under the quality verifier/quality reviewer arrangements, which already apply to all further education centres. Alternatively, centres may

present evidence of their operation within a recognised code of practice, such as that of the

Quality Assurance Agency for Higher Education. Edexcel reserves the right to confirm

independently that these arrangements are operating to our satisfaction.

Independent assessment: the role of the external examiner

Supporting consistency and appropriateness of centre assessor decisions

For all BTEC Higher Nationals accredited at Level 4 on the NQF, Edexcel will appoint

appropriately qualified subject-specific external examiners to the programme in each centre.

Edexcel will define the selection, appointment and training process, together with the roles andresponsibilities of the external examiners and will communicate the details to centres in a

centre handbook.

The function of the external examiner will be to review and evaluate objectively the assessment

process and standards of learner attainment by independently reviewing, in the first year of the

programme, a sample of learner work (including the centre-designed assignments on which the

samples are based) selected by the external examiner, from across the programme.

When they visit centres, external examiners must be afforded reasonable access to the assessed

parts of the programme, including evidence of learner performance on placement. They are

required to:

verify that standards are appropriate for the award and its elements

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

Should any disparity occur between the judgement of centre assessors and that of the external

examiner, this will be reported to the centre and to Edexcel by the external examiner. The

centre will be required to agree appropriate corrective action as a result of this report.

Independence in confirmation of certificated outcomes

In the final year of the programme, the external examiner will revisit the centre in order to

independently assess learner work and to evaluate centre assessor decisions on final outcomes.

This process of evaluation may focus upon work in units, selected by the external examiner,

that present the most appropriate evidence for this exercise. The work of all learners not already

sampled in the first year of the programme will be reviewed.

Resolution of assessments will normally be handled at the centre’s final programme review

board. The external examiner will be expected to endorse the outcomes of assessment before

certification can be authorised. Should the external examiner be unable to provide such

endorsement, certification will be withheld until appropriate corrective action has taken place.

(The senior subject examiner may become involved in such instances.)

The external examiner will be required to prepare a written report after each visit. The report

will include comments from the external examiner upon:

academic standards and programme specification

academic standards and learner performance

academic standards and assessment





18

the assessment process

assessment meetings

physical resources

comments of learners

meetings with staff

external examiner practice

issues arising from previous reports

details of sampling

general points, areas of good practice and major issues

action points.

The external examiner report provides the mechanism by which the external examiner

independently verifies learner ability, endorses the validity of the assessment process and

releases certification for a cohort.The report is a confidential document between Edexcel, the appointed external examiner, and

the centre to use for internal/external quality assurance processes. It provides the centre with

feedback on the external examining process and on the judgements that determine the external

examiner’s decisions on endorsement, or otherwise, of learner outcomes.

Programme design and delivery

The qualifications consist of core units (which are mandatory) and specialist units. These

specialist units will be mostly optional and are designed to provide a specific focus to thequalification. Some combination of specialist units may be required if recognition is being

sought from a professional body and these are set out in relation to each qualification in the

defined structures provided in this specification — see Annex B.

In BTEC Higher National qualifications each unit consists of 60 guided learning hours (within

these qualifications, there are four half-units of 30 hours which should normally be studied in

pairs in order to provide a value of one whole unit). The definition of guided learning hours is

‘a notional measure of the substance of a qualification’. It includes an estimate of time that

might be allocated to direct teaching, instruction and assessment, together with other structured

learning time such as directed assignments or supported individual study. It excludes learner-

initiated private study. Centres are advised to consider this definition when planning the

programme of study associated with this specification.

Programmes should develop the learner’s knowledge, understanding, skills and awareness

necessary to provide them with the potential to progress to technical, supervisory and

managerial positions in construction and the built environment. Programmes should make

provision for:

sufficient time to achieve consistency of outcome standards

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

skills

the foundation for subsequent study and developing a commitment to lifelong learning and

Career Professional Development (CPD).





19

Mode of delivery

Edexcel does not define the mode of study for BTEC Higher National qualifications. Centres

are free to offer the qualifications using any mode of delivery that meets the needs of their

learners. This may be through traditional classroom teaching, open learning, distance learning

or a combination of these. Whatever mode of delivery is used, centres must ensure that learners

have appropriate access to the resources identified in the specifications and to the subjectspecialists delivering the units. This is particularly important for learners studying for the

qualification through open or distance learning.

Full guidance on Edexcel’s policies on ‘distance assessment’ and ‘electronic assessment’ are

provided on our website.

Learners studying for the qualification on a part-time basis bring with them a wealth of

experience that should be utilised to maximum effect by tutors and assessors. Assessment

instruments based on the learners’ work environment should be encouraged. Those planning the

programme should aim to enhance the vocational nature of the BTEC Higher National

qualification by:

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

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

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

in the assessment

linking with company-based/workplace training programmes

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

programme

linking the assessment evidence for level 4 NVQs with the evidence requirements and

assessment of these qualifications.

Resources

BTEC Higher National qualifications are designed to prepare learners for employment in

specific sectors. Physical resources need to support the delivery of the programme and the

proper assessment of the outcomes and, therefore, should normally be of industry standard.

Staff delivering programmes and conducting the assessments should be fully familiar with

current practice and standards in the sector concerned. Centres will need to meet any specialist

resource requirements when they seek approval from Edexcel.

Specialist resources should generally include case study materials, real resources acquired from

commercial operations, videos and documented examples of current practice, eg reports fromthe construction industry. Please refer to the resources section of each unit for detailed resource

requirements.

Delivery approach

It is important that centres develop an approach to teaching and learning that supports the

specialist vocational nature of the BTEC Higher National qualifications. The specifications

contain a balance of practical skill development and knowledge requirements, some of which

can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made

between theory and practice and that the knowledge base is applied to the sector. This will

require the development of relevant and up-to-date teaching materials that allow learners to

apply their learning to actual events and activity within the sector. Maximum use should bemade of the learner’s experience.





20

Meeting local needs

Centres should note the qualifications set out in these specifications have been developed in

consultation with centres, employers, CIOB, RICS, BIAT, together with support from the

Sector Skills Councils for the construction and built environment sector. The units are designed

to meet the skill needs of the sector and the specialist units allow coverage of the full range of

employment. Centres should make maximum use of the choice available to them within thespecialist units in these specifications to meet the needs of their learners, as well as the local

skills and training needs identified by organisations such as Regional Development Agencies

and Local Learning and Skills Councils.

Centres may not always be able to meet local needs using the units in this specification. In this

situation, centres may seek approval from Edexcel to make use of units from other standard

NQF BTEC Higher National specifications. Centres will need to justify the need for importing

units from other specifications and Edexcel will ensure that the vocational focus of the

qualification is not diluted.

Locally-devised specialist units

There may be exceptional circumstances where even the flexibility of importing units from

other specifications does not meet a particular local need. In this case, centres can seek

permission from Edexcel to develop a unit with us to meet this need. The cases where this will

be allowable will be very limited. Edexcel will ensure that the integrity of the qualification is

not reduced and that there is a minimum of overlap and duplication of content of existing units.

Centres will need strong evidence of the local need and the reasons why the existing standard

units are inappropriate. Edexcel will need to validate these units.

Limitations on variations from standard specifications

The flexibility to import standard units from other BTEC Higher National specifications and/or

develop unique locally devised specialist units is limited to a maximum of four units in aBTEC Higher National Diploma qualification and a maximum of two units only in any

BTEC Higher National Certificate qualification. The use of these units cannot be at the

expense of the core units in any qualification.

In making such proposals, centres should also be cognisant of those units and programme

structures recommended/required to satisfy the professional institutions and progression

requirements. Learners must be advised of the value of any revised programmes and the

progression opportunities they provide.

Access and recruitmentEdexcel’s policy regarding access to its qualifications is that:

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

standards

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

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





21

Centres are required to recruit learners to BTEC qualifications with integrity. This will include

ensuring that applicants have appropriate information and advice about the qualifications and

that the qualification will meet their needs. Centres should take appropriate steps to assess each

applicant’s potential and make a professional judgement about their ability to successfully

complete the programme of study and achieve the qualification. This assessment will need to

take account of the support available to the learner within the centre during their programme of

study and any specific support that might be necessary to allow the learner to access theassessment for the qualification. Centres should also show regard for Edexcel’s policy on

learners with particular requirements.

Centres will need to review the profile of qualifications and/or experience held by applicants,

considering whether this profile shows an ability to progress to a Level 4 qualification. For

learners who have recently been in education, the entry profile is likely to include one of the

following:

a BTEC National Certificate or Diploma qualification in Construction or a related

vocational area

a BTEC National Award in Construction (used as a bridging programme for mature

entrants)

an AVCE/Advanced GNVQ in Construction and the Built Environment or a related

vocational area

a GCE Advanced level profile which demonstrates strong performance in a relevant subject

or an adequate performance in more than one GCE subject. This profile is likely to be

supported by GCSE grades at A * to C

related work experience

other related level 3 qualifications.

Mature learners may present a more varied profile of achievement that is likely to include

extensive work experience (paid and/or unpaid) and/or achievement of a range of professionalqualifications in their work sector. In these circumstances, a programme of ‘balancing studies’

may be needed to bring learner to the required standard for entry to a BTEC Higher National

programme.

Balancing studies

In preparation for any BTEC Higher National Construction programme, and particularly for a

BTEC Higher National Diploma, learners with a variety of background experience and

qualifications, such as a craft background, may need to be given support and access to learning.

Centres could use balancing studies, covering any necessary level 3 outcomes that would

normally have been covered in a GCE A level programme, an Advanced VCE in Construction

and the Built Environment or in a BTEC National in Construction programme, for example

Mathematics, Science and Materials, Technology, etc. The BTEC National Award may provide

the basis for these studies and may be supplemented by other appropriate specialist units from

the BTEC Nationals.

Restrictions on learner entry

The majority of BTEC Higher National qualifications are accredited on the NQF for learners

aged 16 years and over. Learners aged 15 and under cannot be registered for a BTEC Higher

National qualification.





22

Learners with particular requirements

Edexcel recognises that some learners, when studying vocationally-related qualifications, will

have coped with the learning demands of a course but may find the standard arrangements for

the assessment of their attainment presents an unfair barrier. This would apply to learners with

known and long-standing learning problems and to learners who are affected at, or near to, the

time of a time-constrained assessment.Edexcel will seek to approve alternative arrangements that:

meet the needs of learners with particular requirements

do not confer advantage over other learners

are commensurate with the proper outcomes from the qualification.

Details of the allowable arrangements for such learners are given in Assessment of Vocationally

Related Qualification: Regulations and Guidance relating to Learners with Special

Requirements (Edexcel, 2002).

The wider curriculum

The study of the BTEC Higher Nationals in Construction provides opportunities for learners to

develop an understanding of spiritual, moral, ethical, social and cultural issues and an

awareness of environmental issues, health and safety considerations, and European

developments. These wider curriculum opportunities are integrated within the units as

appropriate. Mapping of wider curriculum opportunities issues is provided in Annex G.

Useful publications

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

Edexcel Publications

Adamsway

Mansfield

Nottinghamshire NG18 4FN

Tel: 01623 467 467

Fax: 01623 450 481

Email: [email protected]

Related publications include:

the current Edexcel publications catalogue and update catalogue

Edexcel publications concerning the quality assurance system and the internal and external

verification of vocationally-related programmes may be found on the Edexcel website and

in the Edexcel publications catalogue.

NB: Most of our publications are priced. There is also a charge for postage and packing. Please

check the cost when you order.





23

Professional body contact details

British Institute of Architectural Technologists (BIAT)

397 City Road

London

EC1V 1NH

Telephone: 020 7278 2206Email: [email protected]

Website: www.biat.org.uk


Englemere

Kings Ride

Ascot

Berkshire

SL5 7TB

Telephone: 01344 630713

Fax: 01344 630777

Email: [email protected] Website: www.ciob.org.uk

Royal Institution of Chartered Surveyors (RICS)

Surveyor Court

Westwood Way

Coventry

CV4 8JE

Telephone: 0870 3331600


Website: www.rics.org.uk

How to obtain CISC Occupational Standards and NVQ Standards

Construction Industry Council (CIC)

26 Store Street

London

WC1E 7BT

Telephone: 020 76378692


Website: www.cic.org.uk

NVQ Standards for Construction may be obtained from:

Edexcel Publications

AdamswayMansfield

Nottinghamshire

NG18 4FN

Telephone: 01623 467467

Fax: 01623 450481

Website: www.edexcel.org.uk

Please note that some NVQs are not awarded by Edexcel.





24

Professional development and training

Edexcel supports UK and International customers with training related to BTEC qualifications.

This support is available through a choice of training options offered in our published training

directory or through customised training at your centre.

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

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building key skills into your programme

building in effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on the Edexcel website

(www.edexcel.org.uk). You can request customised training through the website or by

contacting one of our advisers in the Professional Development and Training team on telephone

number 020 7758 5620 to discuss your training needs.

The training we provide:

is active — ideas are developed and applied

is designed to be supportive and thought provoking

builds on best practice.

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

Further information

For further information please call Customer Services on 0870 240 9800, or visit our website at

www.edexcel.org.uk.





25





26





27

Unit 1: Design Principles and Application

Learning hours: 60

NQF level 4: BTEC Higher National – H1

Description of unit

This unit provides the learner with a fundamental understanding of the design process and of

how the planning and design phases are co-ordinated and managed.

This unit forms the design base for the study programme. The unit has been devised to enable

learners studying Construction, Civil Engineering or Building Services Engineering

programmes to demonstrate both knowledge and understanding of design considerations and

the design process. It is intended that this unit will help learners develop the ability to apply,

analyse and evaluate design in terms of the production and cost implications for construction projects.

The content can be contextualised in terms of the discipline being followed so as to relate to a

particular building, civil engineering or building services project.


To achieve this unit a learner must:

1 Differentiate between the planning, design and production phases of the construction

process and describe the co-ordination and management of each phase

2 Analyse the various factors that affect the selection of materials, systems and equipment

and evaluate the environmental impact of energy and other constraints on the planning,

design and construction processes

3 Describe the roles, responsibilities and obligations (including liability for health, safety

and welfare) of all parties to a construction project

4 Describe how technology affects the design of a construction project and also the design

processes and procedures used in the production phase.





28

Content

1 Planning, design and production phases

Planning and design of a project : the client’s brief, aesthetics of the project and the

process, influence of shape, size and proportion, position, location and structural

considerations of a building, an engineering project or a plant system, content of the project

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

Health, safety and welfare: issues in design, maintenance and demolition, Construction,

Design and Management (CDM) Regulations

Financial considerations: financial implications and sources of funding, financial planning

including the cost of building, the cost of commissioning, costs in use, life cycle costing,

cost modelling and facilities management

Planning and control considerations: legal restraints, town and country planning, building

regulations and European legislation

Design considerations: designing for planned use, designing for inclusivity, for change of

use, for versatility, designing for disability, relevant legislation

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

Environmental planning : the selection of materials and the form(s) of construction, use of

new and renewable resources, use of recycled materials where appropriate

Energy efficiencies: production of materials, processing of materials and services within the

building or project

Services required : into and out of the building or project, disposal of waste materials from

the construction process, disposal of waste materials from the use of the building or project,

availability of services to a building or project, services used by a building or project

3 Roles, responsibilities and obligations

Construction team: their roles and responsibilities at various stages for planning and

development, design, surveying, construction, maintenance and facilities management. An

understanding of the roles of and activities undertaken by each party to the process

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

4 How technology affects design

Affect on design of technological advances in construction: level of technology available at

the time of design, how this affects the design and construction processes, development of

new materials, more advanced methods, more powerful construction plant, new systems

and services, Information and Communication Technology (ICT)





29


Outcomes Assessment criteria for pass

To achieve each outcome a learner must demonstrate

the ability to:

1 Differentiate between the

planning, design and

production phases of the

construction process and

describe the co-ordination and

management of each phase

identify the planning processes for each type of

project

compare and contrast the design process for

building, civil engineering and/or building services

projects

describe the main stages of the production phase of

the construction process compare the co-ordination and management of each

phase of the design and construction process

2 Analyse the various factors

that affect the selection of

materials, systems and

equipment and evaluate the

environmental impact of

energy and other constraints

on the planning, design and

construction processes

interpret the client’s brief and the other factors that

may effect the selection of materials, systems and

equipment; analyse how these factors may effect the

aesthetics of a project

assess the need for services required for or by a

project and how these may be integrated into the

overall design

compare the financial implications of a project interms of sourcing, funding, planning and

maintenance costs

evaluate the need for environmental efficiencies and

in planning the selection, use and recycling of

materials

identify the environmentally safe methods for the

disposal of waste materials

assess the design factors that influence energy

saving measures

3 Describe the roles,responsibilities and

obligations (including

liability for health, safety and

welfare) of all parties to a

construction project

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

identify the responsibilities of all the parties

involved in the design and planning processes

assess the particular responsibilities and liabilities

of all parties concerned in terms of health, safety

and welfare issues and CDM Regulations

4 Describe how technology

affects the design of a

construction project and also

the design processes and

procedures used in the

production phase

analyse important technological advances in

construction and evaluate the effect of developing

software applications and new ways of building

produce sketch plans and detailed drawings using both manual and CAD packages





30

Guidance

DeliverySince it is important that learners have a sound understanding of the principles that underpin

the planning and co-ordination of design of a construction project, this unit should be studied

early in the first year of a two-year programme in parallel with related technology.

Case studies should be used in order to develop a working knowledge of the design and

planning processes used in the construction industry. The unit might usefully involve

practitioners to deal with some aspects of the curriculum. Where appropriate, role-play should

be encouraged to develop a better understanding of the application and the difficulties that are

encountered in the design and the planning of a construction project.

Learners may be encouraged to provide oral presentations from their own studies or

experiences. During a role-play, learners should normally work in groups to present scenariosfor discussion.

Assessment

It is recommended that evidence for learning outcomes is achieved through well-planned course

work, assignments and projects. Assessment may be formative and summative and both may

feature as part of the process. Although assessments must be focused on the individual

achievement of each learner, group work and role-play activities may contribute to the

assessment. Integrative assignments and project work will help to link this unit with other

related units, particularly technology units.

Where available, evidence from the workplace can also be incorporated to enhance the learningoutcomes, provided that this evidence is appropriate and authenticated as the learner’s own

work. The volume of evidence required for each assessment should take into account the

overall number of assessments being contemplated within this unit and the design of the overall

teaching and assessment programme.

Appropriate attention must be given to health, safety and welfare arrangements and CDM

Regulations throughout the delivery of this unit.

In designing the assessment instruments, opportunities may also be included to generate

evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to

the outcomes of this unit, see Annex D and Annex F .

Links

This unit provides the learner with the basic knowledge and understanding of the design and

planning processes of a construction project. Attention should be paid in the delivery of this

unit to the syllabus content of the other units in the programme, particularly those related to the

technology units of the main discipline covered by the programme.

This unit links with Unit 5: Group Project , Unit 7: Technology A, Unit 8: Technology B,

Unit 15: Individual Student Project , Unit 26: Design Procedures and Unit 27: Design

Technology.





31

The content of this unit has been designed and mapped against the 1998 CISC Occupational

Standards and current NVQs at level 4. The mapping links indicate that the achievement of the

learning outcomes of this unit will contribute skills, knowledge and understanding towards the

evidence requirements of the following NVQs:


Building Control





Property Management

Quantity Surveying


Town Planning

Valuation.

See Annex D for summary of mapping information.

Resources

Learners should have access to a wide range of library resources, including textbooks and

journals, government and industry wide publications, BRE Digests, professional journals, the

internet and other research materials.

Support materials

Textbooks

Ashworth, A — Pre-Contract Studies: Development Economics, Estimating and Tendering

— (Longman, 1996)

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

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

Other publications

BRE Digests

Guidance notes on Town and Country Planning Act, Health and Safety at Work Act, CDM

Regulations, and other relevant legislation

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

etc

Papers from BIAT, RIBA and RTPI

Papers from Cement and Concrete Association

Papers from TRADA





32





33

Unit 2: Science and Materials

Learning hours: 60


Description of unit

This unit provides the learner with an introduction to the scientific principles and a basic

knowledge of the properties of materials needed to successfully complete the other core and

specialist units.

The unit has been designed to enable learners studying Construction, Civil Engineering or

Building Services Engineering programmes to analyse, apply, investigate and evaluate

scientific principles and the properties and behaviour of materials in construction related

situations.

It is intended that the unit be contextualised for construction, civil engineering or building

services engineering and that the delivery and assessment be tailored to the particular

vocational needs of the individual learner.



1 Investigate and apply scientific principles to construction, structural, environmental and

services operations and determine comfort levels in the design and use of buildings

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

3 Analyse the effects of structural behaviour on construction components

4 Use experimentation to model scientific problems and analyse results.





34

Content

1 Apply scientific principles and determine comfort levels

Principles and factors affecting comfort levels: thermal properties of materials, heat losses

and heat gains, heating and ventilating, illumination (natural and artificial, sound

transmission, refrigeration and air conditioning, fluid flow (hydrostatics and fluid

dynamics)

Provision of services: water supply and distribution, gas supply and distribution, electrical

supply and distribution, chemicals, fluids and oil distribution, safe and effective disposal of

waste products, environmental issues relating to all of the above

2 Characteristics, properties and use of materials

Properties, design criteria, specifications and uses: concrete, metals and alloys including,

amongst others, iron, steel, zinc, copper, brass, aluminium and lead, timber and timber

products, clay products such as bricks and tiles, plastics and other man-made materials,

coatings and finishes including paints, insulation materials, vapour barriers and damp-

proofing barriers

Specification of materials: need for maintenance and eventual replacement, energy

efficiency, environmental issues, renewable resources and sustainable construction

3 Structural behaviour on construction components

Structural behaviour of materials: structural behaviour depending on use, loading and theinherent properties of the material. Good working knowledge of how materials are used in

terms of behaviour when formed in beams, columns, structural frames, pads and machine

bases, floors, timber, steel and concrete, bridging brackets, supports to equipment, tanking

and pressure vessels, machinery bases

4 Model scientific problems

Experiments: associated with scientific principles and services

Calculations: associated with these experiments and conclusions about the results





35




the ability to:

1 Investigate and apply

scientific principles to

construction, structural,

environmental and services

operations and determine

comfort levels in the design

and use of buildings

relate scientific principles to the specification of

construction components and services installations

having regard to factors affecting comfort levels

describe the control of components and services

installations in a variety of environments through

the selection of materials and construction

techniques

explain the effects that the provision of services and

the safe disposal of waste products have on the

structural design of a building

calculate and determine levels of thermal

transmission, heat loss, lighting and illumination,

sound transmission, heating and ventilation,

refrigeration and air-conditioning

2 Investigate and evaluate the

characteristics, properties

and use of materials

describe the properties of materials justifying the

reason for their selection and describing their effect

on the design of buildings and installations3 Analyse the effects of

structural behaviour on

construction components

apply standard methods to predict the structural

behaviour of materials

explain how the basic principles of structural

mechanics and fluid mechanics affect the design of

structural members and services installations

4 Use experimentation to

model scientific problems

and analyse results

perform a range of experiments associated with the

scientific principles and services covered in this unit

record the results of the experiments

perform any necessary calculations associated withthe experiments

analyse the results of the experiments

justify conclusions from the experiments performed





36

Guidance

DeliverySince it is important that learners have a good understanding of the principles of construction

and the industry, it is recommended that this unit should be studied with these subjects in the

first year. Case studies should be used extensively with a current working knowledge and

practice of the construction industry. The unit might usefully benefit from the involvement of

practitioners to enhance the learning process.

Assessment


work, practical laboratory work, assignments and projects. Assessment may be formative and

summative and both may feature as part of the process. Although assessments must be focusedon the individual achievement of each learner, group work or experiments may contribute to the


related units.

Where available, evidence from the workplace can also be incorporated to enhance the learning

outcomes, provided that this evidence is appropriate and authenticated as the learner’s own



teaching programme.

Appropriate attention must be given to health, safety and welfare arrangements throughout the

delivery of this unit.In designing the assessment instruments, opportunities may also be included to generate



Links

This unit provides the learner with an introduction to the knowledge and understanding needed

to complete other units in the programme, no matter which discipline learners are following.

Learners should be encouraged to use their wider knowledge and experience gained from other

units and/or from practice.




evidence requirements of the following NVQ:

Building Control.






37

Resources


journals, government and industry wide publications. It is important that learners have access to

a variety of materials and to adequate laboratory facilities and that they use these where

appropriate.

Support materials

Textbooks



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

Other publications

ASHRAE Guide

BRE Digests

British Refrigeration Association papers

Cement and Concrete Association papers

Copper Development Association papers

Lead Development Association papers

Technical journals, professional journals and trade literature should be used where

appropriate

TRADA papers





38





39

Unit 3: Analytical Methods

Learning hours: 60


Description of unit

This unit provides the learner with the fundamental mathematical knowledge and analytical

techniques needed to successfully complete the core and specialist optional units in this

qualification. This unit has been designed to enable learners to use fundamental mathematical

processes in the solution of Construction, Civil Engineering or Building Services Engineering

problems.

It is also intended as a base for further study of analytical methods and engineering

mathematics needed for those engaged in the Civil Engineering and Building ServicesEngineering disciplines.



1 Apply analytical methods to the management and production of construction, civil

engineering or building services installation processes and operations

2 Apply analytical methods to surveying, testing and control problems in the

construction, civil engineering or building services engineering process

3 Analyse and solve problems using statistics and probability

4 Apply analytical methods to analyse structural, building or building services

engineering systems and provide appropriate solutions.





40

Content

The content comprises all the mathematics needed to achieve the outcomes. The various topic

areas should be addressed as and when they are needed to analyse problems in the discipline the

learner is following. There is therefore no requirement for the content to be covered in its

entirety and the content can be taken as a guide. For example, it is not necessary for

construction learners to use calculus to satisfy assessment requirements but those studying civil

engineering and building services engineering units should do so to ensure they meet the wider

needs of their programme.

1 Analytical methods to the management and production

Algebra: linear, simultaneous and quadratic equations, laws of indices and logarithms,

common and Naperian logarithms, indicial equations, direct and inverse proportion,

inequalities, functional notation and manipulation of algebraic problems

Graphical representation: functions, points of intersection between two graphs, graph

sketching (straight line, polynomial, exponential and logarithmic), fit lines to experimental

data using least squares method

Space, time and motion: plot space/time and velocity/time diagrams, determine

displacement, velocity and acceleration. Laws of motion, momentum, impulse and

projectiles

Matrices: multiplication, transposition and inversion, applications

2 Analytical methods to surveying, testing and control problems

Trigonometry: basic trigonometric ratios and their inverses, trigonometric ratios for the four

quadrants, solution of triangles, calculation of areas and volumes of solids

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

Other functions: trapezoidal and Simpson’s rule

3 Statistics and probability

Tabular and graphical form: data collection methods, histograms, bar charts, line diagrams,

cumulative frequency diagrams, scatter plots

Central tendency and dispersion: introduction to the concept of central tendency andvariance measurement, mean, median, mode, standard deviation, variance and interquartile

range, application to construction, civil engineering, and building services engineering

Probability: interpretation of probability, probabilistic models, empirical variability, events

and sets, mutually exclusive events, independent events





41

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

systems

Trigonometric methods: to solve problems such as static forces, relative motion,

frameworks, metrology, friction torque, electrical and mechanical energy problems

Calculus: to differentiate and integrate simple equations and demonstrate applications of

calculus (refer to Delivery guidance on delivering calculus to construction disciplines)





42




the ability to:

1 Apply analytical methods to

the management and

production of construction,

civil engineering or building

services installation processes

and operations

determine manpower, materials and equipment

requirements on a day to day basis, and/or

produce appropriate long term plans and cost

analyses to meet particular situations, and/or

compare and contrast the effectiveness and

efficiency of solutions to construction situations in

terms of use of manpower, equipment, and materials


surveying, testing and

control problems in the

construction, civil

engineering or building

services engineering process

apply mathematical and trigonometrical functions to

surveying problems and evaluate results, and/or

represent construction/engineering data in tabular

and graphical form and analyse the results, and/or

use sinusoidal functions and radian measures to

solve construction/engineering problems, and/or

use trigonometric and hyperbolic identities to solve

trigonometric equations and to simplify complex

trigonometric expressions3 Analyse and model

construction situations using

statistics and probability

apply statistical techniques to issues of quality and

safety, and/or

apply probability techniques to issues of reliability

and quality in the construction/engineering process


analyse structural, building,

or building services

engineering systems and

supply appropriate design

solutions

use trigonometric functions to solve problems such

as static forces, relative motion, frameworks,

metrology, friction torque, electrical and mechanical

energy problems, and/or

use the principals of calculus to solve problems

appropriate to construction, civil engineering and

building services engineering





43

Guidance

DeliveryThis unit may be delivered as a stand-alone unit, or partially integrated into other appropriate

units. Centres should contextualise the analytical methods in the content and design a teaching

process applicable to their programme. For those parts that are to be delivered in a completely

integrated way, care must be taken to provide tracking of evidence of outcomes.

The aim of this unit is to provide the minimum mathematical knowledge, skills and

understanding to successfully complete a BTEC Higher National programme of study. Some

disciplines require further study of mathematics to underpin particular areas of civil

engineering and building services engineering and this unit provides the learning that supports

this progression.

Assessment


work and/or assignments designed to apply the analytical methods to the modelling and

solution of realistic problems. Assessment may be either formative or summative and either

may feature as part of the process. Although assessments must be focused on the individual

achievement of each learner, group work activities may contribute to the assessment.

Integrative assignments and project work will help to link this unit with other related units.

Where available, evidence from the workplace may also be incorporated to enhance the

learning outcomes, provided that this evidence is appropriate and can be authenticated as the

learner’s own work. The volume of evidence required for each assessment should take intoaccount the overall number of assessments being contemplated within this unit and the design

of the overall teaching programme.




Links

This unit is intended to underpin and link with those units, which are analytical in nature. Entry

requirements are at the discretion of the centre. However, it is strongly advised that where

learners cannot provide evidence of previous mathematical study sufficient to successfullyfollow this unit, additional balancing studies should be incorporated in the learner’s individual

learning plan.





44






Building Control

Spatial Data Management.


Resources

The use of mathematical software packages is strongly recommended, wherever appropriate, to

help learners understand and model scientific and engineering problems.

Support materials

Textbooks

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

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





45

Unit 4: Management Principles and

Application

Learning hours: 60


Description of unit

This unit provides the learner with an introduction to the principles and application of

management as they relate to the technical and professional disciplines of Construction, Civil

Engineering or Building Services Engineering. It is also founded on the principles of the

‘Latham’ report, which advocates non-adversarial multi-discipline team working. It enables a

flexible approach to the delivery of the content that can take account of the prior knowledge of

the learners at entry and their choice of discipline and choice of units being studied.

Learners will gain an understanding of management principles and their relevance to the

processes of design, construction and maintenance of the built environment. They will also

learn how these principles may be applied to the management of construction, civil engineering

or building services engineering installation activity through the application of recognised

management techniques.



1 Develop an understanding of the principles of management, the work of pioneers and

founders of management, their evolution and application to modern day practice

2 Demonstrate knowledge and understanding of the Industry’s markets and activities, the

roles of the professions/disciplines in project teams and the management principles

appropriate to organisations within the industry

3 Demonstrate an understanding of the application of management techniques to

organisation, work planning, co-ordination, control of resources, cost control, quality,

communications and client/customer liaison involved in the design and construction

processes

4 Determine methods of procurement and contracting and their implications for risk,

performance, best practice, sustainability and the environment.





46

Content

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

Management : established definitions of management, an understanding of the principles

and processes of management, namely: forecasting, planning, organising, motivating,

controlling, co-ordinating and communicating

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

concepts of team behaviour

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

principles, management principles

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

project team(s)

Principles of organisation structure: direct line, lateral, functional and staff relationships,

chain of command, span of control. Concepts of responsibility, duty, authority,

accountability and delegation

Corporate organisation: mission, strategy, corporate planning, policy and objective.

Centralised versus decentralised organisation(s). Project based organisation. Job design,

team structures and team working

Influence of scale and size of contract(s): project/contract procurement and contractual

method and the role of the organisation, ie designer, main contractor, sub-contractor,supplier, etc on the way an organisation is organised and managed

3 Application of management techniques

Organisation: structure, charts, project organisation, layout and accommodation, method

statements and plan of work, links with CDM Safety Plan and risk assessments

Planning : co-ordination, monitoring and control using Gantt charts, critical path arrow or

precedence diagrams, line of balance (manual and computer based) and other methods

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

cash flow

Procurement , scheduling and control : of materials, and plant, supply-chain management,

JIT, waste management, recycling and safe disposal of demolished or waste materials.

Scheduling, resourcing/utilisation of sub-contract and direct labour

Control of quality: audit and inspection, statutory liaison

Management of : liabilities, risks, security and insurance requirements

Other significant aspects that require managing : such as; recruitment, training and

assessment of competence of workforce, equal opportunities, information verification and

control, site meetings communications and reporting, client liaison, public liaison, ‘Respect

for People’ initiative





47

4 Methods of procurement and contracting

Types of procurement methods: management and operational structures used by clients and

to achieve project objectives. Traditional methods of tendering, ‘Partnering’ and PFI type

contracts

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

Obligations and rights of parties: meeting contractual obligations of performance, in

particular: time, cost and quality

Risk : insurance and warranty arrangements

Construction team: concepts of multi-discipline non-adversarial working identified in the

‘Latham’ report, integrated teams

‘Best practice’ : ‘Benchmarking’, ‘Performance Indicators’ (PIs)

‘Sustainability’ and environmental management : issues both statutory and ethical to a

project/organisation.





48




the ability to:

1 Develop an understanding of

the principles of

management, the work of

pioneers and founders of

management, their evolution

and application to modern day

practice

define and attribute three established definitions of

management

explain the principles and processes of management:

forecasting, planning, organising, motivating,

controlling, co-ordinating and communicating

explain the motivational needs of individuals and

groups, leadership styles and concepts of teamworking

2 Demonstrate knowledge and

understanding of the

Industry’s markets and

activities, the roles of the

professions/disciplines in

project teams and the

management principles

appropriate to organisations

within the industry

describe in outline the main markets, activities and

services provided by the construction and built

environment sector

describe the roles of the different

professions/disciplines within the ‘design,

construction and installation team’ and the main

cycle of work activity

produce an organisation structure that incorporates

examples and explanations of direct line, lateral,functional and staff relationships and also explain

with examples, ‘span of control’, ‘chain of

command’ centralised versus decentralised, and job

design

compare project based organisational structures

define and explain the purpose of a mission

statement, strategy, corporate planning, policy and

objectives to the activities of a practice or firm

evaluate the influence of the scale and size of

contract, type of client, project/contract procurement method, and function of the

organisation, ie main contractor/sub-contractor,

designer, supplier, etc on the way business is

organised and managed





49



the ability to:

3 Demonstrate an understandingof the application of

management techniques to

organisation, work planning,

co-ordination, control of

resources, cost control,

quality, communications and

client/customer liaison

involved in the design and

construction processes

describe how the techniques used to organise thelayout, resourcing and accommodation contribute to

the management of a project

describe, with examples, how methods of work

planning, monitoring and progress control using

Gantt charts, CPA and precedence networks, and

LOB techniques control purposes

determine the difference between estimated cost and

actual cost, and explain the application of cost

planning, cost control, cash flow and monitoring of

construction and installation work

describe with examples the methods employed to

plan, schedule and manage the supply and utilisation

of resources, viz materials, plant and labour/sub-

contractors

determine how quality standards and statutory

compliance are achieved

describe other aspects of communication and liaison

activity that need to be organised and managed in a

project

4 Determine methods of procurement and

contracting and their

implications for risk,

performance, best practice,

sustainability and the

environment

describe the main types of procurement methods andmanagement structures used by clients and

developers and evaluate different methods of

tendering

define what constitutes a contract and briefly

explain the rights and obligations of the main parties

in relation to performance, (time, cost and quality)

and stages of contract

evaluate what is meant by multi-discipline non-

adversarial working in project teams, ‘Latham

Report’

evaluate the concept of sharing ‘Best Practice’ and

‘Benchmarking’ the performance of a practice/firms

activities

evaluate how ‘Sustainable Construction’ and

‘Environmental Management’/Conservation issues

impact on the organisation and operation of a

project/organisation





50

Guidance

DeliveryAs a core unit, the depth of treatment required will depend on the background of the learners

entering the programme and the choice of units within it. Time given to this unit may need to be

increased for learners that have little or no prior knowledge of these subjects or where they will

have only limited opportunity to develop and apply their skills in specialised units later in their

programme.

It may even be appropriate for this unit to be delivered over the two years of the programme in

order to allow for co-teaching in parallel with other units and to combine assessment

requirements with project units or other specialised units.

Learners should be encouraged to read an appropriate range of textbooks and library/internet

source material relating to the content of this unit and the Industry’s activity. Case studymaterial should also be available to deliver and reinforce management concepts both for

formative and summative learning/assessment through group and individual work.

The content allows for a range of management ‘pioneers’ and ‘thinkers’ to be studied to

develop an understanding of the principles of management covered in this unit. Learners should

be encouraged to gain sufficient knowledge and understanding of recognised management

principles and ‘thinking’ to meet the assessment criteria and support the application of

techniques in this unit, and other related units in their programme.

This list of management ‘pioneers’ and ‘thinkers’ is not exhaustive but serves to cover the more

commonly recognised ones: Fayol, Taylor, Gantt, Gilbreth, Weber, Follett, Argyris, Mayo,

Mcgregor, Maslow, Herzberg, Drucker, Likert, Blake and Mouton, Adair, Peters, Handy,

Kanter, Belbin, Hammer, Denning, Juran, Recans, McClelland.

If learners are also undertaking related specialist units, their reading, study and assessment

activities can be integrated to increase the relevance and effectiveness of the learning process.

The Group Project can also provide a focus towards the end of the programme for the

application of the management techniques informed by input from design, technology and other

specialist units.

Assessment


work, assignments and projects. Assessment may be formative and summative and both mayfeature as part of the process including analysis of application.

Although assessments must be focused on the individual achievement of each learner, group

work and role-play activities may contribute to the assessment. Integrative assignments and

project work will help to link this unit with other related units.





teaching programme.





51






Links

Management principles and application of management techniques will underpin and is closely

linked with specialised units such as Unit 18: Project Management that provide more depth of

treatment and an opportunity for learners to actually apply techniques rather than simply learn

about their application. Both Unit 5: Group Project and Unit 15: Individual Student Project

will provide opportunities for learners to develop and apply management principles and

techniques to a project in a formative and summative context.



learning outcomes of this unit will contribute skills, knowledge and understanding towards theevidence requirements of the following NVQs:


Construction Control





Quantity Surveying


Town Planning

Valuation.


Resources

Access to appropriate ICT, library and internet resources, case study material and where

possible examples of actual organisations in various sectors of the Industry’s operations usingdifferent types of contract/procurement arrangements.





52

Support materials

Textbooks

Ashworth, A — Pre-Contract Studies: Development Economics, Estimating and Tendering

— (Longman, 1996)

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

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

Harvey, R and Ashworth, A — The Construction Industry of Great Britain — (Oxford,

1997)

Oxley, R and Poskitt, J — Management Techniques Applied to the Construction Industry

— (Blackwell Science, 1996)

Other publications

Egan, J — Rethinking Construction-A Consultation paper by the Strategic Forum for

Construction — (DETR, 2002) Egan, J — Rethinking Construction — (DETR, 1998)

Joint Contracts Tribunal — Joint Contracts Tribunal Forms of Contract

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





53

Unit 5: Group Project

Learning hours: 60


Description of unit

This unit develops the learners’ ability to evaluate and resolve realistic practical problems and

work as part of a team.

The unit aims to apply the skills and knowledge developed in other units of the course (and

where possible experiences from work) within a major piece of work that reflects the type of

performance expected of construction technologists.

It is designed to bring small groups of learners together into teams so that they can co-ordinatetheir individual skills and abilities. The scheme of work should allow the individual learner an

opportunity to take responsibility for his/her own contribution to the outcome and to

demonstrate his/her ability to work as part of a team. The brief will include an agreed timescale

for the staged development of the overall plan of work within given defined constraints, with

the team working towards an acceptable and viable solution to the agreed brief.



1 Select and agree the extent of the study and agree specifications and procedures and

initiate feasibility studies

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

scale

3 Evaluate intermediate and final outcomes and the team’s performance in working to the

final solution

4 Present a project evaluation.

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





54

Content

1 Extent of the study, specifications and procedures

Specification: establish a list of technical and non-technical specifications to be met and

allocate priorities and roles within the team. Identify external constraints to be imposed on

the teams activities in terms of an appropriate design to meet client specification, materials

and components, environmental constraints, operational constraints, cost and time

constraints, legislation. British Standards and Codes of Practice, quality control, health and

safety

Feasibility: formulate an initial solution, appraise its feasibility in terms of the constraints

identified above, carry out an environmental impact analysis if this is applicable and a

critical analysis of the outline specifications. Agree the roles and responsibilities within the

team. Initiate a record log book and agree how the assessment criteria will be met at the

various stages of development by both the team and individuals

2 Implement the scheme of work

Initial stage: finalise an agreed approach to the project solution within the agreed

specifications and provide evidence on how decisions were reached within that process.

This could include drawings, statistical evidence, feasibility of design, estimated costs,

timescale and quality

Developmental stage: work towards the agreed final solution within the identified

constraints to meet pre-established limits. Produce documentary evidence of this

development. This could include recorded measurements, statistical data, drawings,graphical displays, records of meetings, ongoing cost control techniques and feasibility

analysis

Record : maintain log book entries and minute team meetings

3 Evaluate outcomes

Procedures: a method of measuring the feasibility of the solution at each stage of its

development is to be agreed against the specifications and records produced to identify this

process. Overall documentation of the development work needs to be maintained as well as

the presentation of the final solution

4 Present a project evaluation

Records and documentation: the records of developmental work as well as the final

documentation will be used for overall evaluation and assessment

Final presentation: to include written reports, minutes of meetings, individual log books,

drawings, technical reports, use of computer techniques

Oral presentation: the team should expect to give an oral presentation of their work and

should develop the final documentation to meet this requirement





55




the ability to:

1 Select and agree the extent of

the study and agree

specifications and

procedures and initiate

feasibility studies

record and establish specifications and other

constraints

determine possible solutions for given construction/

engineering schemes of work and carry out

feasibility studies

identify the factors that contribute to the process of

the selection of the agreed solution

2 Implement the scheme of

work within the agreed

procedures, to specification

and to time scale

select and implement the chosen option to meet the

agreed specification

record and collate relevant data

produce a final solution to the agreed scheme

working to specification and within agreed

constraints

maintain documentary evidence of the development

3 Evaluate intermediate and

final outcomes and theteam’s performance in

working to the final solution

determine the procedures to be adopted in order to

meet the required specification

describe and use appropriate evaluation techniques

justify the solution in terms of the original

specifications

4 Present a project evaluation present the solution of the project in a suitable

format, using a appropriate media

produce records of project development in the form

of log books, reports, minutes, calculations, initial

drawings and designs





56

Guidance

DeliveryIt is recommended that this unit is delivered in the second year of the programme. Tutors

should ensure that the roles and responsibilities of the individuals within the group are

understood and agreed by the participants.

It is intended that this unit should reflect work/commercial practices and that the learners

should undertake schemes of work that use their experiences and individual knowledge base.

The tutors should ensure that while the activity has a proper practical application it should also

be achievable within the unit time scale.

Once the initial brief has been clarified the tutors’ role is of a consulting rather than a directing

nature. CIC Common Learning Outcomes and higher level skills will feature strongly

throughout the development, implementation and presentation stages and the learners must beaware how and where these will be assessed. There should be a feedback or plenary session

after the final presentation so the learners can benefit from critical comment. The involvement

of practising professionals in this process would be of benefit. Centres should try to involve

industry organisations/projects to provide relevance and additional learner support when

required.

Assessment

Tutors should ensure that the assessment programme is understood by the team and that

assessment techniques are in place to measure the individual learners contribution as well as

team activities. Tutors should also ensure that the scope of work enables the individualcontribution of each learner in the team to generate sufficient evidence to meet the learning

outcomes and assessment criteria for this unit.

Evidence of outcomes should be available for scrutiny at each stage of development and may be

in a variety of forms eg written, graphical, computer based, log books, minutes of meetings and

trade literature.

There should be a final presentation of each team’s solution during which all members of the

team participate. It is recommended that fellow learners, tutors and outside professionals attend

this presentation and contribute to any further discussions.


outcomes, provided that this evidence is appropriate and authenticated as the learner’s ownwork. The volume of evidence required for the Project should take into account the overall

number of assessments being contemplated with in the design of the overall teaching

programme.


Regulations throughout the project work.








57

Links

This unit may be linked with core Unit 1: Design Principles and Application. The unit is

intended to integrate knowledge and skills, which are developed in many of the other units

across the programme. CIC Common Learning Outcomes and higher level skills will feature

strongly throughout the development, implementation and presentation stages of the unit, and

learners should be made aware of the significance of knowledge and experience gained fromearlier work.






Building Control


Construction Site Management Conservation Control


Property Management

Quantity Surveying



Resources

Learners should have access to a library and IT resources and a wide variety of physical

resources provided either by the college or the learners’ work place.

Support materials

Textbooks

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

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

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

Norton, P and Allinson, L — Asking Research Questions — (University of Humberside,

1994)

Other publications

Engineering Council Project Guidelines





58





59

Unit 6: Health, Safety and Welfare

Learning hours: 60


Description of unit

This unit covers the knowledge and skills needed to identify hazards in the workplace, assess

the level of risk, make recommendations to control the risk and review the results. This must be

considered along with relevant safety legislation.

This unit is applicable to all learners studying the BTEC Higher National programmes,

although the forms of risk assessment and their technical bases will be different for each

programme. The unit will contribute to health and safety plans within project work and help

learners to formulate safety policy and the arrangements and carry out risk assessment in theworkplace.



1 Define the main health, safety and welfare legislation in the construction sector and the

implications of non compliance

2 Explain the main requirements of an effective health and safety policy along with the

organisational arrangements necessary for its implementation

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

construction

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

5 Review, revise and monitor assessments as required.





60

Content

1 Main health, safety and welfare legislation

Health and Safety at Work Act 1974: legislation as it applies to construction work,

including the Construction Design and Management (CDM) Regulations, status and role of

Codes of Practice and guidance notes, legal duties for health, safety and welfare in the

workplace, responsibility for risk and other assessment as required by the Management of

Health and Safety at Work Regulations, penalties and implications of non compliance with

legislation

2 Policy and organisational arrangements

Health and safety policy: the associated organisation arrangements required to implement

policy, setting objectives to ensure a healthy and safe workplace, development of procedures which meet legal requirements, identification of individuals to whom accidents

and safety risks must be reported, measures used to check effectiveness of health and safety

procedures, identification of training needs to meet health and safety objectives, induction

training and CSCS arrangements; statutory requirements for inspection of plant and

equipment, recording of health and safety data to meet legal requirements, methods of

communicating procedures to all in the workplace

3 Hazard and risk identification

Hazards and risks: methods of hazard identification including direct observation,

examining records or conducting interviews, selection of a method to identify hazardswhich is appropriate to the workplace, identification of hazards which might cause serious

harm, recording hazards in a way which meets legal requirements, identification of hazards

which cannot be eliminated, define clearly why and where risks assessment will be carried

out

4 Risk assessment and control measures

Risk assessment : identify those aspects of risk assessment where specialist knowledge is

required, identify possible outcomes from hazards that cannot be eliminated, consider

procedures which might minimise hazards, assess the effects of hazardous substances used,

assess the need for manual handling assessments, assess the likely severity and likelihoodof injury, use of risk rating systems, personal protective equipment as a control measure,

produce a risk assessment in an appropriate format

5 Review, revise and monitor assessments

Review and revise: changes in legislation, changes in workplace practice, impact of

accidents and ill health and their subsequent investigations, feedback from employees on

unsafe conditions, dangerous occurrences or near misses, sources of further information

and advice, recording of revised risk and other assessments following a review, alerting

employees of the new procedures, monitoring the effectiveness of new procedures





61




the ability to:

1 Define the main health,

safety and welfare

legislation in the construction

sector and the implications of

non compliance

specify the legal responsibilities of the parties

involved in a given construction site situation

summarise and explain the main provisions of the

Management of Health and Safety at Work

Regulations 1999 and CDM Regulations

evaluate the penalties for non compliance with the

Health and Safety at Work Act 1974

specify responsibilities for providing welfare

facilities on site

2 Explain the main

requirements of an effective

health and safety policy along

with the organisational

arrangements necessary for

its implementation

analyse typical organisational policy and procedure

documents and identify the roles of various

individuals

determine training needs from a range of supplied

risk assessments including induction training on site

and CSCS

describe methods of recording health and safetyinspections and data

3 Demonstrate an

understanding of hazard and

risk identification in design

and construction

select a method of hazard identification using data

supplied

identify hazards by observing a construction process

record the hazards relating to a process and/or

environment in a suitable format

identify significant hazards that will require risk

assessments to be carried out

4 Undertake risk assessmentand formulate control

measures to prevent ill health

and injury

assess the likely harm relative to the identifiedworkplace hazards

evaluate the severity and likelihood ratings for

identified work processes and/or environments

select and formulate appropriate control measures

5 Review, revise and monitor

assessments as required review a risk assessment in the light of a change in

circumstances

implement a change in procedure or policy

monitor the effectiveness of implemented changes





62

Guidance

DeliveryCase studies and individual assignments are an essential part of the delivery. Where possible

standard formats for risk assessments should be encouraged. A range of policy and arrangement

documents could be critically analysed as part of an assignment and learners encouraged to

explore methods of communicating health and safety in organisations or various sizes.

Assessment

The main focus of the assessment in this unit must be the ability to carry out credible risk

assessment and demonstrate how this is used in managing health and safety.

It is recommended that evidence for learning outcomes is achieved through well-planned coursework, assignments and projects. Assessment may be formative and summative and both may




related units.

Performance evidence should include hazard identification at the workplace or through the

vehicle of case studies. Topics for hazard identification might include use of plant/equipment or

hazardous substances and working practices or workplace layout etc An assignment, which

involves carrying out a risk assessment, should be an essential part of performance assessment

with a review component due to changes in circumstances or working practice. Knowledge

evidence should mainly relate to legal provisions and the general structure of policy andarrangement documents.

Part time learners may be able to submit a risk assessment carried out at the workplace

provided that this is verified and witnessed as their own work. Full time learners might wish to

use their work experience to form the basis of a risk assessment example.

The volume of evidence required for each assessment should take into account the overall

number of assessments being contemplated within this unit and the design of the overall

teaching programme.



the outcomes of this unit, see Annex D and Annex F .Valuable guidance is contained in the Association of Colleges ‘Best Practice Guide to

Incorporating Health and Safety into the Construction Curriculum’ and this should form the

basis of the teaching strategy adopted for health and safety in this unit and the qualification as a

whole.





63

Links

Learners may have already studied the Health, Safety and Welfare unit in the BTEC Nationals

at level 3 and will therefore have a basic understanding of the hazards and their recognition.

This unit moves on to analyse and quantify the risks and deals with the mechanics of risk

assessment.

It is important that learners have a good understanding of construction and installation processes and their potential to cause harm. Studying the specialist units either prior to or

concurrently with this unit is therefore desirable.

The technical knowledge required will vary between a learner on a Building Services

Engineering programmes to those on Civil Engineering or Construction programmes. It is vital

that safety thinking be integrated into other units and awareness of safety at design and

planning stages be emphasised.

Group integrative assignment work should, where possible, contain a health and safety task that

contributes to the overall assessment.


Standards and current NVQs at level 4. The mapping links indicate that the achievement of thelearning outcomes of this unit will contribute skills, knowledge and understanding towards the


Building Control





Property Management Spatial Data Management

Valuation.


Resources

Videos of construction sites would help in identifying hazards and building up risk assessments.

Learners should be encouraged to use CD-Rom packages to familiarise themselves with safety

legislation or use computers to store risk assessments in a standard format for later use or

review.

Support materials

Other publications

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

Health and Safety Commission — Management of Health and Safety at Work Regulations

1992

Health and Safety Commission — Successful Health and Safety Management





64





65





66





67

Unit 7: Technology A

Learning hours: 60


Description of unit

This unit provides the learner with an introduction to the fundamental aspects of construction

technology needed to successfully complete the other units of a programme.

The unit has been designed to enable learners studying construction related programmes to

understand, apply, analyse, investigate and evaluate the standard design forms, site evaluation

methods and methods of construction used in the modern construction industry. With

opportunities to analyse the ways in which decay, pollution and dilapidations may affect

construction projects.



1 Analyse and compare site evaluation techniques, site investigation techniques and the

methods used to classify soils

2 Analyse and produce details of how site evaluation and site investigation techniques

influence the various forms of sub-structure used in low-rise and medium-rise buildings

and the methods used to construct such sub-structures

3 Analyse the various forms of superstructure design and construction used in low-rise and

medium-rise buildings and produce details of the methods used to construct such

superstructures

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





68

Content

1 Site evaluation and site investigation

Analyse site evaluation and site investigation: the methods of site survey used, the

classification of soils, methods of site investigation, chemical composition of soils, survey

of existing buildings

2 Forms of substructure

Forms of substructure: effect of water and chemicals in the soils together with their

temporary or permanent treatment, soil type(s) and classification and characteristics,

contaminated soils, their disposal and permanent or temporary control, form(s) of

earthwork support required

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

considerations

3 Forms of superstructure

Forms of superstructure: domestic external and internal walls, domestic flat and pitched

roof construction and coverings, medium and long span construction, industrial and

commercial buildings

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

Claddings: steel, plastic, concrete, glass, industrial and commercial roof construction and

coverings, insulation, fire protection, corrosion and protection

Finishes and services: internal and external joinery and ironmongery, internal structures,

internal finishes, simple services installations

4 Decay and deterioration of buildings

Analyse decay and deterioration of buildings: causes of deterioration and decay of

buildings and their components, ie human, chemical, atmospheric, structural, thermal,

movement and fire

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

Maintenance: routine maintenance works and adaptation works, conservation of scarce

materials, routine cleaning, cyclical and preventative maintenance, cause and effect of

dilapidations





69




the ability to:

1 Analyse and compare site

evaluation techniques, site

investigation techniques and

the methods used to classify

soils

compare the methods of site survey techniques

together with the survey of existing buildings and

projects

describe the various methods of site investigation

analyse the classification of soils and their chemical

composition

2 Analyse and produce details

of how site evaluation and

site investigation techniques

influence the various forms

of sub-structure used in low-

rise and medium-rise

buildings and the methods

used to construct such sub-

structures

determine the different soil classifications and their

effects on the design of substructures

describe the effects of water, chemicals and

contaminated soils on the design and construction of

a substructure

compare and appraise by use of details the various

types of substructure and their associated temporary

works

3 Analyse the various forms of

superstructure design andconstruction used in low-rise

and medium-rise buildings

and produce details of the

methods used to construct

such superstructures

analyse and produce details of the different forms of

construction for the structure of domestic buildings describe the different forms of construction for the

structure of industrial and commercial buildings

determine the differing forms of internal finishes

and components that are used in domestic, industrial

and commercial buildings

identify simple services currently used in buildings

4 Investigate the various causes

of decay and deterioration

of buildings

determine the many causes of deterioration in

buildings and their services

compare the need for planned, cyclical and reactivemaintenance works

assess the relationship between design, construction,

maintenance and the causes of dilapidations





70

Guidance


and the industry, it is desirable that this unit should be studied in the first year of the

programme.

Case studies should be used extensively in order to develop a working knowledge and practice

of the construction industry. The unit might usefully include the production of sketches and

drawings [manually or using CAD] to enhance the knowledge gained. Where appropriate, role-

play should be encouraged to develop a better understanding of the application and difficulties

that are encountered in applying the various techniques of construction.

Learners will usually work individually and should be required to provide oral presentations

from their own studies or experiences. During a role play, learners would normally work ingroups to present scenarios for discussion. Consideration must be given to ‘Sustainable’

methods of construction and ‘Green’ issues in the selection and use of materials.

Construction methods and practices must comply with health, safety and welfare legislation and

practice. Particular attention should also be given to the implications that the site investigation

and design of buildings has upon the safe construction, use and maintenance. CDM Safety

Plans are an important process in linking these design and build aspects together and avoiding

risk.

Assessment





related units. The evidence should demonstrate the ability to draw detailed architectural style

drawings both manually, and by using CAD and other current, modern, ICT facilities.


outcomes provided that this evidence is appropriate and authenticated as the learner’s own



teaching programme.










71

Links

This unit complements the knowledge gained in previous core units, namely Unit 1: Design

Principles and Application, Unit 2: Science and Materials and Unit 6: Health, Safety and

Welfare, together with a working of the construction industry. It will contribute towards

knowledge and skill required for the Unit 5: Group Project.

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






Building Control





Property Management


Town Planning

Valuation.


Resources


journals, government and industry wide publications, BRE Digests, professional journals, the

internet and other research materials, and other associated documents.

Support materials

Textbooks

Chudley, R — Building Construction Handbook 2nd Edition — (Butterworth-Heinemann,

1995)



Other publications

BRE Digests


Papers from RIBA

Papers from TRADA

Technical, professional and trade literature The Building Regulations





72





73

Unit 8: Technology B

Learning hours: 60


Description of unit

This unit builds upon the knowledge and understanding gained in Unit 7: Technology A but

also has a different focus. It concentrates on the erection of complex multi-storey structures and

the use of modern systems to create flexibility of internal space planning and design. This

theme is developed to also investigate the ways in which the useful life of a building can be

extended by modern alteration and repair techniques. The concept of ‘buildability’ is defined

and the basic principles analysed. The importance of developing and actioning ‘sustainable

construction’ techniques is emphasised and the processes and procedures involved in the safedemolition of buildings are explored.



1 Analyse the range of materials and constructional forms available for the erection of

multi-storey buildings

2 Investigate and produce details of the range of systems currently used to provide sufficient

flexibility of internal layout to meet both present and future design requirements

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

4 Evaluate the potential for development of ‘sustainable construction’ strategies

5 Analyse the methods used and the contractual and legal responsibilities involved in the

alteration, remediation and safe demolition of complex structures.





74

Content

1 Range of materials and constructional forms

Analyse constructional designs and techniques: structural frame, external envelope,

structural floors, roofing, compatibility of materials and construction forms

2 Range of systems

Functional requirements of modern buildings: demountable partitioning systems, infinite

access floors, temporary room division, suspended ceilings, underfloor and vertical service

ducting

3 Principles of ‘buildability’

Principles and effects of ‘buildability’ : dimensional co-ordination and standardisation,

considerations of access, services co-ordination, specification of materials, components and

assemblies, simplicity of construction, effective communications, CDM regulations

4 ‘Sustainable construction’ strategies

Need for sustainable ‘construction strategies’ : environmental concerns, deforestation and

manageable forestry, energy efficiency and insulation, alternative energy sources,

embedded energy costs

5 Safe demolition of complex structures

Refurbishment , adaptation and demolition processes: project feasibility, underpinning,

temporary support, modern conversion, adaptation and refurbishment techniques,

demolition processes and procedures, legal constraints including building control

constraints, health and safety considerations, CDM requirements





75




the ability to:

1 Analyse the range of

materials and

constructional forms

available for the erection of

multi-storey buildings

describe the various forms of structural design used

for multi-storey buildings and evaluate the benefits

and shortcomings of each

analyse the constructional techniques used to

achieve the designs

justify the materials specification for a range of

multi-storey designs

2 Investigate and produce

details of the range of

systems currently used to

provide sufficient flexibility

of internal layout to meet both

present and future design

requirements

describe, using appropriate details, the systems used

to provide flexibility of spatial planning and

evaluate the benefits and shortcomings of each

analyse the constructional processes used in the

installation of the above

describe how such techniques impact on established

building services

3 Define and analyse through

the use of diagrams anddrawings the principles of

‘buildability’ in terms of

safety, efficiency, economy

and quality standards

define ‘buildability’ and, with the aid of appropriate

details, critically discuss the implications for theconstruction industry

analyse the advantages and disadvantages of

employing the concept of ‘buildability’ in terms of

the health and safety, efficiency, economy and

quality of construction projects

4 Evaluate the potential for

development of ‘sustainable

construction’ strategies

define the key principles of a sustainable

construction approach

analyse a range of modern and traditional

construction methods and identify those that would

benefit from a sustainable construction approach

describe and evaluate the techniques used to erect

multi-storey buildings and provide flexibility of

spatial planning in terms of ‘sustainable

construction’ principles





76



the ability to:

5 Analyse the methods used andthe contractual and legal

responsibilities involved in

the alteration, remediation

and safe demolition of

complex structures

plan for future occupier needs for a range of buildings and analyse the alteration and repair

techniques used to meet such needs

review the legal constraints on the above processes

evaluate the construction methods associated with

the demolition of a given structure, with particular

reference to the associated documentation, and

ensuring compliance with all relevant legal

constraints including health and safety legislation,

CDM requirements





77

Guidance

DeliveryA mixture of lectures, projects and presentations is recommended. Group work is seen as

productive with each member of the group being given a particular issue to defend or support.

The use of visiting lecturers is encouraged given the complicated and specialist nature of much

of the work. The unit can be delivered in either year of a two-year course but delivery should be

delayed until after the core units and Unit 7: Technology A have been completed.

Assessment



feature as part of the process. Although assessments must be focused on the individualachievement of each learner, group work and role-play activities may contribute to the


related units.

The evidence should demonstrate the ability to draw detailed architectural style drawings both

manually, and by using CAD and other current, modern, ICT facilities. It is expected that any

treatment of ‘buildability’ and ‘sustainable construction’ techniques will be informed by the

latest thinking and practice.



work. The volume of evidence required for each assessment should take into account theoverall number of assessments being contemplated within this unit and the design of the overall

teaching programme.


Regulations throughout the delivery of this unit. Construction methods and practices must

comply with health, safety and welfare legislation and practice. Particular attention should also

be given to the implications that the site investigation and design of buildings has upon the safe

construction, use and maintenance. CDM Safety Plans are an important process in linking these

design and build aspects together and avoiding risk.








78

Links

This unit has clear links with Unit 6: Health, Safety and Welfare, Unit 7: Technology A,

Unit 22: Technology C , Unit 16: Production Management and Unit 18: Project Management. It

will also contribute towards the Unit 5: Group Project work.





Building Control




Construction Contracting Construction Plant and Equipment Management

Property Management

Quantity Surveying


Town Planning

Valuation.


Resources

Access to British and relevant European Standards, a range of design guides, manufacturers’

specifications, relevant legislation (including copies of the Building Regulations) and advanced

construction textbooks will be required as will access to manual drawing equipment and,

wherever possible, CAD systems.

Support materials

Textbooks

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


1995)

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


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

Richardson, B — Remedial Treatment of Buildings 2nd Edition — (Butterworth-

Heinemann, 1995)

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





79

Other publications

BRE Digests

Construction Best Practice Programme — (DETR 1999/2001)


Construction — (DETR, 2002)

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


TSO — Building Regulations 1991





80





81

Unit 9: Law and Contract

Learning hours: 60


Description of unit

This unit is intended to provide learners with an introduction to the national legal system and

the Law of Contract.

It is also intended that learners will develop knowledge and understanding in those aspects of

contractual administration relating to the common types of contract used in the industry for

building or civil engineering works of various sizes.



1 Demonstrate an understanding of the nature and significance of the principles and

procedures of law and legislation as applied to the construction process

2 Describe the liabilities and responsibilities of parties to a contract

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

a company

4 Explore the relevant legal principles and requirements when undertaking a construction

contract in Europe.





82

Content

1 Principles and procedures of law — construction process

Law relating to the construction process: broad understanding of the workings of the

English legal system, the court system, principles of arbitration, alternative dispute

resolution (ADR) and adjudication, Common Law, Industrial Tribunals, the nature of tort,

the law of tort and its significance to the construction industry, negligence, nuisance,

trespass, statutory duties, liability

2 Liabilities and responsibilities of parties

Contract is an enforceable agreement : identification of the main parties to a contract,

description of the responsibilities of the main parties, typical contractual liabilities of the

main parties

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

Law relating to the organisation and practice of a company: detailed understanding of the

English legal system, company law and legal status of companies, employment law, law of

land and property, sale, purchase and rental of goods, health, safety and welfare, employer

liability, subcontractor tax requirements

4 Legal principles and requirements in Europe

European legal requirements: principal requirements of the European legal systems, tort,

employment law, company law, contract law





83




the ability to:

1 Demonstrate an

understanding of the nature

and significance of the

principles and procedures

of law and legislation as

applied to the construction

process

describe the various elements of the national legal

system

describe the court system and its procedures

compare the methods of ADR and the Industrial

Tribunal process using case studies

describe the significance of common law within theconstruction process

describe the effect of the law of tort on the

construction industry using appropriate case studies

2 Describe the liabilities and

responsibilities of parties to

a contract

determine the main parties to a contract

describe the responsibilities of the main parties to

the contract

analyse typical contractual liabilities and

responsibilities

3 Apply the principles andprocedures of law to the

effective organisation and

practice of a company

determine the prime requirements of company lawand its effect on the legal status of companies in

their operation

describe, using case studies, how employment law,

health, safety and welfare, the sale, purchase and

rental of goods, and land law and property law relate

to the operation of a company in construction

4 Explore the relevant legal

principles and requirements

when undertaking a

construction contract in

Europe

describe, using examples and case studies, the effect

of the European legal systems on related

construction activities





84

Guidance

DeliveryLearners should have a good understanding of the construction process.

It is recommended that the unit be studied in the first year of the course. Case studies should be

used and should, where possible, involve practitioners as visiting speakers. Learners will

usually work individually but role-play activities should be encouraged when relevant.

Assessment





related units.





teaching programme.

Appropriate attention must be given to health, safety and welfare legislation and CDM









85

Links

Consideration should be given to links with the outcomes covered in the units, Unit 6: Health,

Safety and Welfare and Unit 11: Contractual Procedures.





Building Control





Property Management

Quantity Surveying

Town Planning

Valuation.


Resources

Learners should have access to current publications, journals and libraries including electronic

search facilities, the internet.

Support materials

Textbooks

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

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

Turner, D and Turner, A — Building Contract Claims and Disputes 2nd Edition —

(Longman, 1999)

Other publications

Current Forms of Standard Contracts

Current Legislation relevant to the construction industry

Technical and professional journals





86





87

Unit 10: Building Services Engineering

Technology

Learning hours: 60


Description of unit

This unit is intended to expand upon the scientific principles introduced in Unit 2: Science and

Materials and to apply this knowledge to the practical aspects of building services planning and

installation.

This unit provides the learner with an understanding of the principal applications of building

services to domestic, commercial and industrial buildings. It is intended that this unit should beintegrated with the construction technology units and that it should reinforce the need for co-

ordination of the building services installations within the overall construction process.



1 Describe the principles and techniques used to co-ordinate the planning, design and

installation of the plant and equipment used for space heating, ventilation and air-

conditioning

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

3 Analyse the systems used to provide disposal systems for a variety of buildings and

describe their characteristics

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

buildings

5 Evaluate the problems associated with the integration, accommodation and access for

maintenance of mechanical and electrical services into a variety of buildings.





88

Content

1 Space heating, ventilation and air conditioning

Space heating in buildings: need for space and water heating in buildings, types of system

available, factors affecting selection and design in terms of user requirements, comfort or

storage needs, the availability of plant space and the relationship to structure and finishes

Design and installation considerations: the use of low, medium and high pressure hot water

systems, steam, warm air, radiant tube systems, gas and electric local appliances.

Implications of selecting different fuels, energy sources and controls, types of boiler and

ancillary plant, space requirements, relationship of plant area to other parts of the building

in terms of noise, loading, and heat gains

Characteristics of ventilation and air conditioning systems: statutory and legal

requirements relating to ventilation of buildings, comfort, health, safety and welfarerequirements, their relationship to building design and user requirements, the range of

natural and mechanical systems of ventilation, their application to a range of building types

and situations, natural ventilation, the action of wind and thermal forces

Mechanical extract , mechanical input and balanced systems: applications, associated plant

and equipment, the relationship of natural input and extract points. Equipment used in fire

venting, the relationship of the systems to the types of building, materials storage and the

related fire risks

Principles, systems and applications of air conditioning : commercial, industrial and public

buildings, use and inter-relationship of components used in air conditioning systems for the

control of temperature, humidity and the cleanliness of the air within defined spaces. Types

of system and their application, plant and space relationships, distribution and re-circulation systems, distribution systems, control mechanisms and fire dampers

2 Distribution of services

Requirements for adequate and safe systems: piped, electrical and other utility services to

meet the needs of a range of buildings, quality and characteristics of cold water supplies,

by-law requirements, materials and components, special requirements for high-rise

buildings, storage and related loadings on the structure

Installation requirements of domestic hot water supplies: hot water generators, direct and

indirect systems, pressurised systems and safety requirements Provision of fire fighting : alarm and detection systems, emergency lighting, the relationship

of systems to other services and escape routes, components and equipment, selection

according to the hazard

Installation of a safe gas supply system: pipework, meters and associated controls, flues

and ventilation requirements including balanced and fan diluted flues

Electrical installations for single and three phase supply: power and lighting circuits,

controls and cable systems, an appreciation of the IEE Regulations for the safe operation of

installations, testing and inspection and temporary supplies on construction sites

Provision for cables and equipment associated with communication: data handling and

control systems and ICT systems including networking over a range of buildings





89

3 Disposal systems

Principles, provision and applications of sanitation, sewage and disposal systems:

selection of sanitary appliances and appropriate layouts compatible with the type of

building, associated services, special provision for disabled persons. Criteria for the

selection and installation of above ground drainage with regard to more complex domestic

and industrial/commercial buildings. Principles, applications and installation requirementsfor small sewage disposal systems

Application of design principles and techniques for surface water drainage: flat and

pitched roofs, design and installation considerations for surface and foul water drainage

schemes for groups of domestic and small commercial buildings

Identification of the problems associated with refuse disposal : domestic and commercial

buildings, refuse handling, on-site storage and chute systems. Mechanical handling,

maceration, incineration and problems related to materials separation and storage

provisions for the purpose of recycling

4 Lifts and escalators

Design and installation requirements for lifts and escalators: principles of operation, space,

structural and builder’s work requirements with regard to the construction of shafts, pits,

motor rooms for electrical and hydraulic lifts, and floor openings for escalators. Special

requirements for safety during construction, replacement and maintenance

5 Integration, accommodation and access for maintenance

Mechanical and electrical services: the need for integration at the design and installation

stages with regard to services space requirements, sequencing of installations, access for

installations, commissioning and testing. Processes of co-ordination and commissioning of

building services at the design, project planning, hand-over of installation stages and therelationship of these to the construction process as a whole. Construction of ducts, holes

and voids with regard to access and the safety and fire resistance of services installations.

Access during maintenance, alteration or extension of services installations, and the effect

on safety and fire resistance





90




the ability to:

1 Describe the principles and

techniques used to co-

ordinate the planning, design

and installation of the plant

and equipment used for space

heating, ventilation and air-

conditioning

explain the need to provide space and water heating

systems in buildings and analyse the selection

criteria for different forms of heating systems and

equipment

assess the choice of energy and fuels and their

impact on the building and the environment and

describe how heating integrates with other services

within the building

describe the need to provide ventilation and air

conditioning and analyse the selection criteria for

different forms of ventilation and air conditioning

methods, systems and equipment

describe how ventilation and air conditioning

integrates with other services within the building

determine the fire risks associated with ventilation

and air conditioning

2 Analyse the systems used to

distribute services to a

variety of buildings and


describe the provision for the distribution of

services within buildings, and storage space

requirements

analyse the selection criteria for different forms of

hot and cold water supply systems

analyse the selection criteria for electrical

installations

demonstrate an understanding of the safety

requirements for the distribution of services

determine the fire risks associated with buildings

and the installations, passive and active, designed

into buildings to control and prevent fire outbreak

and spread

3 Analyse the systems used to

provide disposal systems for

a variety of buildings and


describe the requirements of providing sanitation

facilities to buildings

analyse the design criteria for sanitary

compartments

determine the choices of discharge pipework

systems and their design principles and practice

describe methods used to dispose of foul and

surface water from city and rural locations

compare the methods of refuse removal and disposal

from buildings





91



the ability to:

4 Review the design andinstallation requirements for

lifts and escalators in a

range of buildings

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

analyse the design criteria and principles for lifts

and escalators

evaluate the health and safety risks associated with

lifts and escalator installation and operation

5 Evaluate the problems

associated with the

integration, accommodation

and access for maintenance

of mechanical and electricalservices into a variety of

buildings

evaluate the need to integrate the design of

buildings and their services as a ‘complete’ package

analyse the implications of health, safety and

welfare aspects in the design and construction

process CDM Safety Plan

explain the need to commission all service

installations

justify the need to include the provision for the

maintenance of the building throughout its life





92

Guidance

DeliveryThe use of site visits, video and practical scenarios should be used to reinforce the more formal

learning process. The overall aim of this unit is to provide learners with a good understanding

of the design and installation considerations construction professionals encounter in building

services installations on a variety of project types and sizes.

Assessment




achievement of each learner, group work and role-play activities may contribute to theassessment. Integrative assignments and project work will help to link this unit with other

related units.





teaching programme.



In designing the assessment instruments, opportunities may also be included to generateevidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to


Links

The unit should integrate with other units in the construction programme and ideally be

programmed to have close links with the Construction Technology units in the first year of the

study. Candidates should be encouraged to share in the classroom sessions their work based

practical experience in dealing with building services contractors and professionals wherever

possible.






Building Control


Quantity Surveying.






93

Resources

Access to design data, CIBSE guides, Building Regulations, IEE Regulations and BSI codes of

practice along with research sources such as the Internet Barbour Index etc should be

incorporated and used in the study programme.

Support materials

Textbooks

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

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

Reid — Understanding Buildings: A Multi-disciplinary Approach — (The MIT Press,

1988)

Other publications

TSO — The Building Regulations

Various — Professional and technical journals





94





95

Unit 11: Contractual Procedures

Learning hours: 60


Description of unit

This unit aims to develop a working knowledge of the nature and purpose of legal requirements

and the type of procurement arrangements that are used in the construction industry.

The unit has been designed to assist learners studying Higher National Programmes in

Building, Civil Engineering or Building Services Engineering to demonstrate a knowledge,

understanding and application of the various arrangements, options and strategies that are

adopted in the procurement of projects. The varying procurement arrangements available will

be considered throughout the design and construction periods from inception to the completionof the contract.



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

arrangements

2 Determine and apply current issues and best practice associated with the procurement of

projects through reference to government and industry sponsored reports and

recommendations

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

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

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





96

Content

1 Procurement and contractual arrangements

Procurement and contractual arrangements: client’s requirements and priorities in project

development, methods of procurement for projects, variable factors associated with

procurement and contractual recommendations including time, cost, performance and risk,

relationship between variable factors and procurement arrangements, surveys of the current

use of procurement methods in practice

Selection of forms of building contracts and procurement arrangements: distinctions

between contract and non-contract documents, articles of agreement, conditions and

appendices to the different forms of contract. Introduction to the forms of contract used on

civil engineering projects

2 Current issues and best practice

Issues associated with the procurement of projects: current issues associated with

procurement and contractual arrangements, issues originating from government,

professional, trade and statutory bodies and contracting organisations. Comparisons with

practices in other similar industries. Recommendations from industry and government

sponsored reports, developments and trends in practice. Aspects of practice from Europe

and in other international markets

3 Parties and organisation

Roles and activities of the parties and organisations involved in: pre-contract and post-

contract activities, different project phases and the plan of work

Duties and responsibilities: different specialists involved, planning, programming and

progressing, on-site communications. Roles and contractual responsibilities of the different

parties involved in a project. Role and activities of professional bodies, trade associations,

government departments, statutory bodies

4 Time, cost and quality

Forms of contract : with reference to time, cost, quality: commencement, completion,

delays, extensions of time, postponement, phased completions, early commencement,optimum time scales, fast-tracking

Price competition and negotiations: fixed-price arrangements, price certainty, price

forecasting, contract sum, interim certificates, payments, cash flows, retention, cost

penalties, variations, dayworks, provisional and prime cost sums, subcontractors and

suppliers, claims, final costs, final certificate

Quality of materials and goods: standards of workmanship, specification, statutory

obligations, CDM Regulations, methods of working, testing, removal of defective work,

quality assurance, other clauses from the forms of contract





97

5 Supply-chain management

Nominated and named subcontractors: contract conditions, tendering arrangements,

information requirements, main contract implications, forms and agreements

Other subcontractors: contract conditions, domestic, directly employed, tendering, criteria,

information requirements, main contract implications, forms and agreements

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





98




the ability to:

1 Analyse the factors affecting

the choice of different

procurement and

contractual arrangements

describe the needs of clients in both the public and

private sectors

analyse the different project variables relating them

to a range of case studies

analyse the choice of the different procurement

arrangements by using case studies

compare the main contractual arrangements between

some of the common forms of contract

2 Determine and apply current

issues and best practice

associated with the

procurement of projects

through reference to

government and industry

sponsored reports and

recommendations

explain and evaluate the current issues associated

with procurement and contractual procedures

describe trends in procurement practices by

reference to current published research and

Construction Industry Board publications

differentiate international methods of procurement

drawing outlining their advantages and

disadvantages3 Examine the roles and

activities of the parties and

organisations involved

determine the sequence of events of the design and

construction process to meet the requirements of an

identified client

describe the roles and principal contractual

responsibilities of the parties involved in respect of

a typical contract

evaluate the purpose and activities of a number of

different organisations who are involved in the

construction industry

4 Analyse the forms of contract

with particular reference to

time, cost and quality

evaluate the implications of being ahead of the

programme or behind the scheduled time for

completion

compare the project costs in the context of pre-

contract, tender and final account stages for a live


describe how quality is defined and the measures

that are available within a contract to ensure its

compliance

analyse a selection of other clauses making

reference to case law for their interpretation





99



the ability to:

5 Evaluate the forms of contractin respect of supply-chain

management

analyse the contractual differences betweennominated and named subcontractors and other

types of subcontractors

evaluate the forms of contracts in respect of the

requirements for suppliers





100

Guidance


and the industry, it is recommended that this unit should be studied with these subjects in the

first year. It is important that learners have access to the main forms of building and

engineering contracts and to use these where appropriate. These should be current or include

amendments where necessary. Extracts from the forms should be provided where the unit

requires. The emphasis between one form of contract and another will depend upon whether the

learners are studying building, civil engineering or building services engineering.

Case studies should be used extensively together with a current working knowledge and

practice of the construction industry. The unit might usefully involve practitioners to deal with

some aspects of the curriculum. Where appropriate role play should be encouraged to develop

an understanding of the application and difficulties that are encountered in applying the

contractual and procurement procedures. During a role-play, learners would normally work

together in groups to present scenarios for discussion. Learners may also work individually and

should be encouraged to provide oral presentations from their own studies or experiences.

Assessment





assessment. Integrative assignments and project work will help to link this unit with other related units.





teaching programme.




evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate tothe outcomes of this unit, see Annex D and Annex F .

Links

This unit has links with Unit 6: Health, Safety and Welfare and Unit 9: Law and Contract relies

on a good knowledge and understanding of the construction industry processes. A range of CIC

Common Learning Outcomes and higher level skills will feature strongly throughout the

delivery and assessment phases. Learners should be encouraged to use their wider knowledge

and experience gained from earlier units and from practice.





101






Building Control




Property Management

Quantity Surveying


Town Planning

Valuation.


Resources


journals, government and industry wide publications and the different forms of contracts and

associated documents.

Support materialsTextbooks

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

Ashworth, A — Contractual Procedures in the Construction Industry 4th Edition —

(Longman, 2001)

Other publications

CIB Working Group 11 — Towards a 30% Productivity Improvement in Construction —

(Thomas Telford, 1996)

CIOB — Constructing Success — (Thomas Telford, 1997)

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



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

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


The Aqua Group — Contract Administration for the Building Team — (Blackwell Science,

1996)





102





103

Unit 12: Refurbishment and Adaptation

Learning hours: 60


Description of unit

This unit enables learners to develop their knowledge and understanding of building alteration

and adaptation work and is designed to support the successful completion of other units in the

construction the programme. Learners will examine the feasibility of modifying existing

buildings, the requirements of the design brief and the preparation of design and specification

to meet planning and building control requirements. They will also prepare a construction plan

for the execution of works.



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

2 Analyse the requirements of a ‘design brief’ and plan the modification of an existing

building to conform to the design brief

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

4 Evaluate and explain the alteration design and produce a construction plan for the

execution of the work.





104

Content

1 Feasibility

Feasibility of modifying existing buildings: environmental requirements/considerations, ie

the contribution any building alteration will make to the physical and social environment,

alternative uses to which the building could be put. Use of internal space to meet clients

needs, economic implications, structural implications

Condition surveys: in terms of building state, shape, services situation and associated

health, safety and welfare requirements

2 Design brief

Requirements of a design brief : building layout and access, structural form and limitation to

modification. Services; location, scope, limitation and the need for modification or replacement

Building control : planning, listed building status, building regulations, fire regulations etc

Health, safety and welfare requirements for alterations

3 Drawings and specification

Production drawings and specifications: outline drawings, sketch design, production

drawings. Specification outlines detailed for a typical scheme

4 Construction plan

Definitions and descriptions of alteration designs and construction plans: method of

carrying out the work, plant and labour intended, temporary works, possible time duration,

CDM requirements, safety plans





105




the ability to:

1 Evaluate the feasibility of

modifying existing buildings

for new situations and use

undertake a condition survey and an analysis of a

given existing building to enable conclusion to be

reached on the feasibility of conversion

evaluate the process of conversion feasibility for

given details of an existing building

2 Analyse the requirements of a

‘design brief’ and plan themodification of an existing

building to conform to the

design brief.

produce an appropriate design from an analysis of

the given ‘design brief’ for the conversion of anexisting building (this will include taking into

account the requirements of the conversion as

indicated in the content)

3 Prepare drawings and

specifications for the

modification of an existing

building

prepare appropriate drawings and specifications

which clearly communicate the design and details of

the conversion scheme for given details of an

existing building

produce an appropriate specification for this scheme

4 Evaluate and explain the

alteration design and producea construction plan for the

execution of the work

produce a relevant and detailed construction plan

which covers the main outline of the conversion

scheme, for given details of an existing building

(this will include taking into account the

requirements of the conversion as indicated in the

content)

evaluate how the construction plan meets CDM

Regulations requirements and minimises risk





106

Guidance

DeliveryAs this unit is concerned with much of the skills, knowledge and understanding gained from

previous units, it is recommended that the unit should be studied in the second year of a two

year programme. Learners should have access to resources concerned with all aspects of

constriction industry that will cover the syllabus topics.

Assessment

It is recommended that evidence of learner’s achievement of learning outcomes be in the form

of an assignment concerned with the modification of an existing building. A full scenario

should be given which covers the syllabus content. The building for alteration/modification

must have scope for major alteration work including some demolition and reconstruction andshould involve the change of use of the building. It may be an existing relevant local building

but a hypothetical building could be used providing it covers the above criteria and also has a

full set of drawings and a feasible scenario provided for the learners.

It is suggested that learners work in groups on the assignment and may form small development

teams to produce the design and construction details between them. Each team will be expected

to give an oral presentation of their approach and their solution to the scenario problem in

addition to the physical evidence. The assignment could be a phased hand-in throughout the

year. For example: feasibility content, outline proposals, detailed scheme including

construction method.

The learners may also be required to sit an end of module timed-controlled assignment to verifytheir individual performance. This could consist of a small modification scheme with the

scenario given to the learners beforehand. The learners will have the opportunity of planning

for this assignment and may bring into the assignment room any resource they think necessary

for its completion. The team assignment and the end of unit timed assignment should be given

approximately equal value when determining the overall grade.





teaching programme.

At all times construction practices and methods must comply with health, safety and welfarelegislation and practice and learners should have completed the core unit, Unit 6: Health, Safety

and Welfare before undertaking the physical condition survey. The CDM Safety Plan must

demonstrate that, where possible, risks have been designed out and/or managed for

construction, use and maintenance.








107

Links

This unit relies upon a sound knowledge of the working of the design and construction process.

Learners should be encouraged to use their wider knowledge and experience from other units

particularly Unit 26: Design Procedures and Unit 27: Design Technology and from their own

experience in practice.

The content of this unit has been designed and mapped against the 1998 CISC OccupationalStandards and current NVQs at level 4. The mapping links indicate that the achievement of the




Building Control



Property Management


Valuation.


Resources

In addition to resources required for assessment, learners should have access to a wide range of

resources both in a library format and access to the internet to consider information from wider

sources.

Support materials

Textbooks

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

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

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

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

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

Other publications

TSO — BSI Codes of Practice

TSO — Statutory regulations






108





109

Unit 13: Environment

Learning hours: 60


Description of unit

The environment we all inhabit is a life-protection system that provides us with water, shelter,

food and air. Until very recently it was commonly believed that the earth was large enough for

the effect we have on the environment to be considered negligible. We now know that

relentless growth in human population and increasing levels of human activity threaten the

environment upon which we all depend. The construction industry, in common with many

others, impacts on the environment in a variety of positive and negative ways.

This unit investigates the potential benefits and threats to the environment posed by theconstruction of the built environment, explains the mechanisms involved in each and evaluates

the constructional, technical and legislative processes and procedures used to eliminate or

minimise their consequences and achieve sustainable construction.



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

environment

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

3 Investigate and describe the local environmental issues of concern to the construction

industry and the ways in which such issues are addressed

4 Analyse indoor environmental effects and present recommendations on how these effects

can be minimised

5 Evaluate the environmental assessment systems in common use.





110

Content

1 Ways in which the construction process impacts upon the environment

Environmental impact of a construction project : location, extraction, transportation and

refinement of raw materials. Manufacture of construction materials and components. Noise

from construction sites, dust, dirt and disturbance from construction sites and health risks

they present. Increased pressure upon existing services, increased pressure upon existing

infrastructure. Increased consumption of energy, increased production of greenhouse gases,

indoor effects

2 Global environmental issues

Environmental concerns and international co-operation is required to address the major

issues, such as: sustainable construction, bio-diversity, global warming, deforestation,depletion of the ozone layer, acid rain, the finite availability of fossil fuels

3 Local environmental issues

Environmental issues addressed at national or local level : air pollution, water pollution,

increased water abstraction, noise pollution, contaminated land, remediation, land-fill waste

management

4 Indoor environmental effects

Factors affecting internal environment : modern artificial lighting, noise, electromagnetic

fields, environmental tobacco smoke, radon, legionellosis, carbon monoxide, house dust

mites, volatile organic compounds, sick building syndrome

5 Environmental assessment systems

Environmental assessment systems: Building Research Establishment Environmental

Assessment Method (BREEAM), construction, maintenance, use and demolition of

buildings. Global issues, neighbourhood issues and indoor effects. Materials, services and

techniques used to construct buildings, height and shape of buildings, characteristics of the

site





111




the ability to:

1 Explore the variety of ways

in which the construction

process impacts upon the

environment

describe the ways in which the construction process

impacts upon the environment in the pre-

construction stage


impacts upon the environment during construction


impacts upon the environment in the post-construction stage

2 Describe the global

environmental issues of

concern to the construction

industry and the ways in

which such issues are

addressed

explain global environmental issues of concern to

the construction industry

describe the characteristics of the global

environmental issues of concern and the

mechanisms by which they occur

evaluate the ways in which technology and

legislation have developed to address these issues

3 Investigate and describe thelocal environmental issues

of concern to the construction

industry and the ways in

which such issues are

addressed

investigate the local environmental issues of concern to the construction industry

describe the characteristics of the local

environmental issues of concern and the

mechanisms by which they occur

evaluate the ways in which technology and

legislation have developed to address these issues

4 Analyse indoor

environmental effects and

present recommendations on

how these effects can beminimised

describe the indoor environmental effects commonly

referred to as ‘Sick Building Syndrome’

evaluate and recommend the processes and

procedures used to minimise low levels of ‘well-

being’ caused by ‘Sick Building Syndrome’

5 Evaluate the environmental

assessment systems in

common use

describe the environmental assessment systems in

common use

evaluate such environmental assessment systems in

terms of relevance, accuracy, reliability and validity





112

Guidance

DeliveryA mixture of lectures, case studies, practicals, projects and presentations is recommended.

Group work is seen as productive with each member of the group being allocated a specific role

such as property developer, planning officer, environmental health officer, contractor and so

forth. The use of visiting lecturers is encouraged given the complicated and specialist nature of

much of the work. The important, enduring effect of the unit should be that the learner thinks in

more environmentally aware terms upon completion of the unit and delivery should be tailored

to this end. Given the above it is appropriate for the unit to be delivered early in a course of

study and certainly in the first year of a two-year programme.

Assessment






related units.





teaching programme and their relationship to environmental issues.

Appropriate attention must be given to health, safety and welfare implications throughout the

delivery of this unit.




Links

This unit has strong links with BTEC’s Environmental Initiative — Guidance for the

Incorporation of Environmental Components in BTEC programmes at Annex E .

This unit has links with all other units in the sense that all the activities of the construction

industry impact on the environment in some way. This is particularly true of the Technology

units and Unit 16: Production Management and Unit 18: Project Management units. Although

not compulsory, this unit is seen as essential in fostering the right approach to these other

specialist units (Unit 7: Technology A, Unit 8: Technology B and Unit 22: Technology C ).





113






Town Planning

Valuation.


Resources

Some of the issues dealt with in this unit are global in nature and the relevant measuring

equipment is not readily available. Relatively cheap and accurate equipment is however

available to measure the parameters associated with local environmental issues, such as air

pollution and water pollution, and sound level meters are generally available in most centres.

Local Authority Environmental Services departments may be prepared to assist with guestlectures or equipment on loan. Copies of BREEAM, at least, and other environmental

assessment methods should be made available. A great deal of useful source material is

available, in bulk and at a reasonable cost, from the National Society for Clean Air. Both

Greenpeace and Friends of the Earth offer a similar resource.

Support materials

Textbooks

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

McMullan, R — Environmental Science in Building 5th Edition — (Palgrave, 2001)Other publications

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

National Society for Clean Air — The Pollution Handbook 2001 — (National Society for

Clean Air)





114





115

Unit 14: Construction Economics

Learning hours: 60


Description of unit

This unit provides an introduction to the ways in which the economic environment affects the

construction industry.

The unit has been designed to enable learners studying the BTEC Higher National in

Construction to investigate, analyse and evaluate the implications of various economic theories

on the construction industry and demonstrate knowledge and understanding of economics.



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

determination of price

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

3 Evaluate the size and economic significance of the work carried out by different sectors

of the construction industry

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





116

Content

1 Allocation of scarce resources and determination of price

Factors that affect the allocation of scarce resources: comparison of the free market and

planned economies, operation of the price mechanism. Analysis of supply and demand,

effects of elasticity, taxes and subsidies on the equilibrium price. Operation of cost benefit

analysis

2 Economics of an organisation

Factors that affect the economics of an organisation: perfect, imperfect and monopolistic

competition. Scale of production, internal and external economies of scale, increasing and

decreasing returns to scale. Sources of finance for the construction industry

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

Size and economic significance of the construction industry: different sectors of operation,

size and number of organisations within each sector, volume of work carried out by the

different sectors. Client base of the construction industry

4 Government economic activity

Affects of government activity: fiscal policy, monetary policy. International trade, balance

of payments and exchange rates, private and public expenditure





117




the ability to:

1 Demonstrate an

understanding of the methods

of allocation of scarce

resources and the

determination of price

analyse the fundamental differences between the

theoretical operation of free market and planned

economies

explain, with the aid of an example, the operation of

the price mechanism

draw examples of supply and demand curves from

given data, some of which include taxes andsubsidies and determine equilibrium points

draw conclusions from the results obtained by

carrying out a cost benefit analysis utilising

information given

2 Demonstrate an

understanding of the factors

affecting the economics of an

organisation

explain the differences between perfect, imperfect

and monopolistic competition

discuss how economies of scale can affect

probability within the construction industry

determine the levels of output from given data,illustrating different volumes or mixes of inputs

within the same business and explain whether these

are increasing or decreasing returns of scale

select and describe suitable sources of finance for

given projects and business types likely to be found

within the construction industry

3 Evaluate the size and

economic significance of the

work carried out by

different sectors of the


analyse information derived from charts produced,

using recent data concerning the different sectors,

size and number of organisations and volumes of

work completed, within the construction industry

propose possible economic reasons for results

shown on the charts produced

4 Evaluate government

economic activity and how it

affects the construction

industry

summarise the different forms of direct and indirect

taxation operating within the United Kingdom at the

present time, giving examples of their implications

for construction

evaluate how government policy can affect the

operation of the construction industry

analyse the consequences of varying exchange rates

on the levels of international trade





118

Guidance

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

In general, learners should produce work individually although group discussion should be

encouraged. Case studies should also be used where appropriate.

Use should also be made of past, current and future economic events to stimulate discussion

and aid understanding of concepts under discussion. To encourage this, learners should

endeavour to increase their knowledge of the subject by careful reading of relevant material,

not only from textbooks but also from good quality newspapers and professional journals.

Assessment






related units.





teaching programme.




Links

This unit is generally free standing, but may be linked with some outcomes within the core unit,

Unit 4: Management Principles and Application. There will be ample opportunity for CIC

Common Learning Outcomes and higher level skills to be developed and assessed within this

unit.











119

Resources


journals, government fiscal and monetary statistics, with specific reference to analysis of

construction activities, and industry wide publications.

Support materials

Textbooks

Hillebrandt, P — Economic Theory and the Construction Industry 3rd Edition —

(Palgrave, 2000)

Shutt R, — Economics for the Construction Industry 3rd Edition — (Longman Scientific

and Technical, 1995)

Other publications

Quality newspaper and magazine articles on economic issues

Technical and professional journals on economic issues

TSO — Housing and Construction Statistics

TSO — Annual Abstract of Statistics

TSO — UK National Accounts





120





121

Unit 15: Individual Student Project

Learning hours: 60


Description of unit

This unit develops the learner’s ability to record activities, to collect, analyse and apply data,

find and use sources of information and to develop solutions.

The unit aims to apply the skills, knowledge and understanding developed in other units of the

course within a major piece of work that reflects the type of performance and level of ability

expected of professional project personnel.

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



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

2 Carry out practical activities and investigative work

3 Evaluate observations and results and determine the final outcome

4 Produce a final report for presentation and evaluation.





122

Content

1 Extent of the study

Investigate background information: identify relevant source materials and plan practical

activities. Establish a list of technical and non-technical sources of information, identify the

practical needs of the project, and produce a planned approach

Produce a plan: for the completion of the project, including the time scale for each stage,

resource requirements and required support links

2 Investigative work

Identify sources of information: background material and supporting information, support

the observational phase, development of the final conclusionsCarry out planned investigations: record observations in an acceptable method, systematic

interpretation and scrutiny

3 Observations and results

Interpretation of observations: identify the final conclusions and identify the method of

interpretation and reasoning behind conclusions

4 Report for presentation

Final report : summary of outcomes, analysis and record of the initial stage of project

development, analysis and record of the observational stage, interpretation of the results of

the study presented in an agreed form with stated conclusions





123




the ability to:

1 Select and determine the

extent of the study and

determine methods and

procedures

determine an overall plan for carrying out the

project including a schedule for completing the

various stages

determine an approach to carry out the various

stages of the project

identify the background and source material,

resource requirements and other support as requiredto achieve each stage of the project

2 Carry out practical activities

and investigative work

select and carry out appropriate

observational/collective techniques

record and present relevant data in a standard or

agreed format

3 Evaluate observations and

results and determine the

final outcome

describe and use appropriate evaluation techniques

interpret and justify the solution in terms of the

original specifications

4 Produce a final report forpresentation and evaluation

present the report in an agreed format

discuss the operation of the project and justify the

conclusions in front of peers and assessors





124

Guidance

DeliveryIt is intended that the project could draw on areas to meet the demands of the subject matter

such as the learner’s work place, laboratory or ICT Centre. The tutor should agree with the

learner the means by which the aims of the project are to be met and how assessment will be

undertaken. Evidence of outcomes should be available for scrutiny at each stage of

development and may be in a variety of forms.

Learners will in general work individually. It is imperative that the learner receives adequate

and appropriate support from tutors throughout the project’s process and programme. It is

recommended that the learner present his/her final report. Other learners, tutors and outside

professionals should attend this presentation and contribute to the process.

Assessment

The focus of the project should reflect the discipline that the learner is following and should be

designed to build on the learner’s academic and industrial experience. It should promote the

learner’s ability to research background source material, observe and record data and analyse

the results.

Information sources should reflect the area of study and could include published information,

textbooks, magazine articles, research and scientific papers. Professional institution

publications, British and relevant European Standards, trade information, library resources,

computer and internet sources of information should also be utilised. Industrial processes,

records and databases, health, safety and welfare, legal and environmental constraints andissues of quality control need to be incorporated in the project.

It is intended that the subject of the project will be drawn from a variety of aspects of the

construction environment eg project management, the use of materials, construction activities,

contractual applications, planning, costing and financial issues as well as incorporating issues

relevant to health, safety and welfare, CDM, sustainability and environmental considerations.








125

Links

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

The unit is intended to integrate skill, knowledge and understanding that are developed in many

of the other units across the programme. CIC Common Learning Outcomes and higher level

skills will feature strongly throughout the development, implementation and presentation stages

of the unit. See Annex D and Annex F .







Resources

Learners should have access to a wide variety of physical resources provided either by the

college or the learners’ work place. Use of computer applications should be encouraged.

Support materials

Textbooks



Howard, K and Sharp, J et al — The Management of a Learner Research Project

3rd Edition — (Gower Aldershot, 2002)


1994)

Other publications






126





127

Unit 16: Production Management

Learning hours: 60


Description of unit

This unit will develop the application of management principles and techniques at site

management level.

The unit will provide learners studying a BTEC Higher National programme with knowledge of

the management of construction sites and will develop an appreciation of the interface between

management, technology and productivity.



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

2 Investigate the importance of effective communication, the use of ICT and the essentials

of planning and resource management

3 Analyse and apply cost forecasting, control and reporting techniques

4 Demonstrate expertise in the planning and programming of construction projects and in

the design of systems for production control, co-ordination and monitoring

5 Evaluate the implications of quality, environmental considerations, health, safety and

welfare arrangements and image within the production process.





128

Content

1 Effective site management

Principles and application of effective site management : forecasting, planning, organising,

motivating, controlling, co-ordinating, communicating

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

training and competence

2 Effective communication

Importance of effective communications: forms of communication; written, visual, oral,

information and communication technology; use and application, developments. Barriers to

communications, physical, psychological, intellectual. Site information, site meetings, sitediaries. Planning, programming and progressing

3 Cost forecasting, control and reporting techniques

Forecasting, control and reporting : site cost control and cost forecasting, cash flow, profit,

return, cost, value. Liquidity, borrowing, working capital, profitability, cost and value

reconciliation, value-time and cost-time relationships. Variance analysis, unit costing,

marginal costing, variable costs, standard costing, absorption costing. Break-even analysis,

estimated, target and actual costs

4 Planning and programming

Planning and programming of building projects: design of systems for production control

and co-ordination

Planning : reasons for planning, method statements, pre-contract, pre-tender, project, short

and long term

Programming : bar charts, linked bar charts, network analysis, precedence diagrams, line of

balance, time-change diagrams

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

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

image

Quality control and quality assurance standards: samples, testing of materials and

workmanship, supervision. Environmental impact of construction, materials manufacture,

on-site construction, buildings in use

Environmental assessment : law, policies, strategies

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

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

health and safety management, regulations.





129




the ability to:

1 Develop an understanding of

the principles and application

of effective site management

describe, using case studies, how the principles of

site management are applied on construction sites

apply these principles against a range of different

examples from site practice

2 Investigate the importance of

effective communication,

the use of ICT and theessentials of planning and

resource management

compare the different forms of communication by

reference to an individual case study

apply information and communication technology to

a range of different applications

review and evaluate the different types of planning

systems that are used in the construction industry

3 Analyse and apply cost

forecasting, control and

reporting techniques

measure cash flow, profit, return cost and value

using site data and contractors’ annual reports

prepare a cost and value reconciliation statement for

an individual work section

apply the different forms of costing systems and

evaluate their usefulness

4 Demonstrate expertise in the

planning and programming

of construction projects and

in the design of systems for

production control and co-

ordination

prepare a programme of activities using at least two

different forms of planning tool (one to determine

the critical path)

demonstrate how progress is measured and explain

how remedial action is implemented in the case of a

mismatch between plan and progress

explain how subcontractors are incorporated into the

overall programme

5 Evaluate the implications of quality, environmental

considerations, health,

safety and welfare

arrangements and image

within the production process

describe how quality is assured on construction sites by reference to case studies and worked examples

prepare and evaluate a simple environmental

assessment for a project

evaluate hazards on construction sites and how the

dangers can be minimised





130

Guidance


and the industry, it is desirable that this unit should be studied in the second year of a two year

programme. Case studies should be used extensively together with a current working

knowledge and practice of the construction industry. The unit might usefully involve

practitioners to deal with some aspects of the curriculum particularly those that are being

introduced into practice. Where appropriate, role play should be encouraged to develop a better

understanding of the difficulties that are encountered in applying the various techniques and

procedures.

Learners will usually work individually and should be required to provide oral presentations

from their own studies or experiences. During a role-play, learners would normally work

together in groups to present scenarios for discussion.

Assessment






related units.




teaching programme.


Regulations throughout the delivery of this unit. Issues of on site training and assessment and

competence should feature in the learners work.








131

Links

This unit relies on a good knowledge and understanding of the construction industry and will

draw on knowledge gained in Unit 4: Management Principles and Application. This unit also

has strong links with Unit 6: Health, Safety and Welfare and Unit 18: Project Management .

Some CIC Common Learning Outcomes and higher level skills will feature strongly throughout

the development and assessment phases. Learners should be encouraged to use their wider knowledge and experience gained from earlier units and practice.






Building Control


Construction Site Management Construction Contracting


Property Management



Resources

Learners should have access to a wide range of library resources computer software, includingtextbooks and journals, government and industry wide publications and the different forms of

construction programme and associated documents.

Support materials

Textbooks


(Longman, 2001)

Cooke, B and Williams, P — Construction Planning Programming and Control —

(Macmillan, 1998)

Forster, G — Construction Site Studies 2nd Edition — (Longman, 1989)


Oxley R, and Poskitt, J — Management Techniques Applied to the Construction Industry

— (Blackwell, 1996)

Other publications

CIOB — Code of Estimating Practice 6th Edition — (Addison Wesley Longman, 1997)





132





133

Unit 17: Tendering and Estimating

Learning hours: 60


Description of unit

This unit provides the learner with a fundamental understanding and application of tendering

procedures and the principles and methods of estimating, which form an integral part of the

tendering process.

This unit will also enable learners to develop a commercial awareness of tendering and

estimating and to demonstrate knowledge and understanding of the commercial aspects of the

Industry.



1 Demonstrate knowledge of the information required to produce a tender

2 Apply the principles and techniques of estimating

3 Analyse and apply methods of pricing to determine and formulate an estimate for

construction operations

4 Evaluate different tendering procedures and contractual arrangements in common use.





134

Content

1 Produce a tender

Collection of tendering information: the types of client for which tenders are required, the

client’s objectives and constraints, the scope of contract documentation required eg bill of

quantities, drawings, specifications, conditions of contract etc, an investigation of the

nature, source and validity of information provided, collection of additional data as and

when required

2 Techniques of estimating

Processes and procedures used to build up an estimate: characteristics of, factors affecting

prime costs, collection of data on labour and plant rates, costs of materials including terms

of supply, handling, wastage and conversion, method statements and their effect onestimating, use of standard reference documents or company data on output levels,

examination of coverage rules for a unit of work using SMM7 or CESMM, calculation of

unit rates

3 Formulate an estimate

Commercial and operational factors: effect on final estimate and tender price,

preliminaries consistent with tender documentation data, factors which might affect profit

margin, determination of on-costs and overheads, all items in the Bill of Quantities

incorporated, items required from the health and safety plan clearly shown, commercial

awareness of potential competition

4 Tendering procedures, contractual arrangements

Contractor’s activities associated with the preparation of a tender : considerations which

affect a contractor’s decision to tender, tender preparation strategy, types of contract used

including term, schedule of rates, lump sum, design and build etc, open and selective

tendering, procedures used to formulate select lists, procedures used in receiving and

opening tenders, DBFO schemes and their operation





135




the ability to:

1 Demonstrate knowledge of

the information required to

produce a tender

specify typical clients for which tenders are required

determine the constraints which may apply to the

tender process

describe the scope of contractual documentation

required for tendering

2 Apply the principles andtechniques of estimating

collect data required to build up unit costs use standard data document and measurement

systems

produce a method statement suitable for building a

unit cost

calculate a unit cost for identified items

3 Analyse and apply methods of

pricing to determine and

formulate an estimate for

construction operations

demonstrate how the bill of quantities format may

be used to build up estimates

determine critical factors which might affect the

profit margin

evaluate the effect of health, safety and welfare

plans on the tender

calculate on-costs and overheads using data supplied

4 Evaluate different tendering

procedures and contractual

arrangements in common

use

describe the stages in both open and selective

tendering

specify the factors which are used to formulate

select lists

select forms of contract for a variety of construction

applications





136

Guidance

DeliveryBenefit would be derived from the use of computer packages in the production of estimates.

Group work could be used where such an approach would be found in practice such as the

information gathering exercise leading to the preparation of the estimate.

Role-play and discussion may be considered in relation to planning procedures undertaken

during the tender period.

Assessment


work, assignments and projects. Assessment may be formative and summative and both mayfeature as part of the process. Although assessments must be focused on the individual



related units.





teaching programme.

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








137

Links

Full time learners would find it useful to study this unit concurrently with units covering

building technology, plant and equipment and methods of building procurement.

Group work during the in course assessment would help in developing and assessing CIC

Common Learning Outcomes and higher level skills particularly if integrative assignments are

used to link with other units such as Unit 11: Contractual Procedures.








Property Management

Quantity Surveying

Town Planning

Valuation.


Resources

Learners should have access to a library, journals, digests and data base material as part of their

self directed study. Access to IT equipment is required for estimating packages.

Support materials

Other publications






138





139

Unit 18: Project Management

Learning hours: 60


Description of unit

This unit is designed to provide knowledge and understanding of the principles and application

of project management in the construction industry.

It will enable learners studying higher national programmes in building or civil engineering to

demonstrate both knowledge and understanding of project management. Learners will have the

opportunity to apply, analyse and evaluate the effects of project management in the improved

management of resources and performance on a construction project.



1 Define and appraise the concepts and practice of project management

2 Evaluate the requirements of a project manager in the construction industry

3 Analyse the duties and responsibilities of a project manager

4 Evaluate how the client’s objectives of time, cost, quality and performance can be

improved

5 Describe how the project management process can manage a changing industry by

adding value to the project.





140

Content

1 Practice of project management

Concepts and practice: definition of project management, historical developments of

project management, comparison with project management in other industries. Advantages

and disadvantages of project management in practice, review of current literature and

research, identification of trends in Europe and the USA

2 Requirements of a project manager

Identification of key requirements: managerial skills, technical knowledge and abilities,

personality and psychological factors, leadership, delegation, negotiation, decision-making

and clarity of thinking, education and training for project managers, use of internal teams

and external consultants

3 Duties and responsibilities

Identification of the client’s main objectives: understanding the client’s brief, appointing

the design team, involvement with the main contractor, reports and recommendations

Design process management : co-ordination and control during construction on site

contractual relationships of the project manager, powers, responsibilities, authority and

accountability, fees

4 Client’s objectives

Objectives: the methods used to improve productivity and performance in terms of meeting

the client’s objectives in development and construction

Time: management and control

Cost : predictions, certainty and risk

Standards and quality: improving standards and achieving quality in building, getting it

right first time

Communication: information management and communication systems

Client influence: client’s charter and influence on performance, value for money and best practice

5 Manage a changing industry by adding value

Change: factors that affect the ways in which the project management process can manage

a changing industry. Change management in the construction industry. Evaluating change

and developing best practices and Key Performance Indicators (KPIs), culture of

construction best practice, Respect for People

Performance indicators: benchmarking project management against other systems and

practices, use of KPIs, best practice projects

Added value: the importance of adding value to the construction product

Productivity: doing more for less





141




the ability to:

1 Define and appraise the

concepts and practice of

project management

describe project management within the


evaluate the role and work of a project manager

within the construction industry

compare role of project management in construction

with that in other industries and in other countries

2 Evaluate the requirements of

a project manager in the


describe the key characteristics of a project manager

explain the type of education, training and

occupational standards that are required for project

managers

compare the advantages and disadvantages of using

internal teams or external consultants as project

managers and evaluate the benefits to the ‘client’

3 Analyse the duties and

responsibilities of a project

manager

analyse the duties and responsibilities of project

managers

define the contractual implications of using projectmanagers

compare the relationships of project managers with

the design and production teams

4 Evaluate how the client’s

objectives of time, cost and

performance can be better

achieved

describe the role of clients in the construction

process and the advantages of them using project

management to secure their aims and objectives

evaluate ways in which quality and standards are

improving in the construction industry and the

influence of clients in the process

5 Describe how the project

management process can

manage a changing industry

by adding value to the

project

describe the reasons why the construction industry

is changing and will continue to change in the

foreseeable future

explain the concept of best practices in project

management and its use to develop benchmarks and

KPIs for the construction industry

evaluate the ways in which a project manager is able

to add-value to the construction process and product





142

Guidance

DeliveryThis unit is best studied in the second year where learners will already have gathered some

understanding of the nature of the construction industry and the general principles and

techniques of management. It is important that learners have access to current information from

industry regarding the use and development of project management in practice. Case studies

should be used extensively together with a current working knowledge of business practices in

the construction industry to identify best practices. The teaching of the unit would benefit from

the involvement of project manager/practitioners.

Where appropriate, role-play should be encouraged to develop an understanding of the

application of management techniques and difficulties that are encountered. Learners may also

be required to provide oral presentations from their own studies or experiences.

Assessment






related units.


outcomes, provided that this evidence is appropriate and authenticated as the learner’s ownwork. The volume of evidence required for each assessment should take into account the


teaching programme.






Links

This unit relies on a good knowledge and understanding of construction technology and the

construction industry. It links with Unit 4: Management Principles and Application that should

be studied prior to this unit. Learners should be encouraged to use the knowledge and

experience gained from earlier units and from practice. It also has links with Unit 16:

Production Management .

A range of CIC Common Learning Outcomes and higher level skills will feature strongly

throughout the development and assessment phases.





143










Property Management

Quantity Surveying



Resources

Learners should have access to ICT applications and a range of library resources including the

annual reports of construction companies, recent government publications and trade and

professional literature on which to base knowledge and case studies and to use for assignment

purposes.

Support materials

Textbooks

Ashworth, A and Hogg, K — Added Value in Design and Construction — (Longman,

2000)

Bennett, J — Construction Project Management — (Butterworths, 1985)

McGeorge, D and Palmer, A — Construction Management: New Directions — (Blackwell

Science, 1997)

Morris, P — The Management of Projects New Edition — (Thomas Telford, 1997)

Rougvie, A — Project Evaluation and Development — (Batsford, 1988)

Walker, A — Project Management in Construction 4th Edition — (Blackwell Science,

2002)

Other publications

CIOB — Code of Practice for Project Management for Construction and Development —

(Longman, 1996)

CIOB — Project Management in Building 2nd Edition — (CIOB, 1989)

Parsloe, C and Wild, L — Project Management Handbook for Building Services —

(BSIRA, 1998)





144





145

Unit 19: Measurement A

Learning hours: 60


Description of unit

This unit introduces the learner to the measurement of buildings, civil engineering and building

services work.


Building Services Engineering programmes, to apply, analyse and measure a range of

components and elements found in buildings and structures.



1 Demonstrate a knowledge and understanding of measurement techniques and their

application

2 Undertake measurement tasks and apply mathematical calculations to the measurement

process

3 Produce bills of quantities of measured works using manual techniques

4 Analyse standard method(s) of measurement and codes.





146

Content

1 Measurement techniques

Use of measurement during the design, construction and production phases of a project :

initial and/or approximate estimating techniques, production of contract documentation,

measurement of variations, sub-contract and supply chain packages, final account

procedures, maintenance and refurbishment works

2 Measurement tasks

Taking off of measurements and production of quantities: sections of a simple construction

project, foundations and substructures, superstructure, including external and internal walls,

flat and pitched roof construction and coverings, internal and external finishes, internal

components such as doors, windows and staircases and floors, simple mechanicalengineering services including plumbing and below ground drainage

Compare different standard methods of measurement : used in building, civil engineering

and building services engineering

3 Bills of quantities

Production of Bill of Quantities: traditional, cut and shuffle and computer aided systems,

working up processes involved with these methods, production of a bill of quantities for a

simple work section or trade section of a construction project

4 Method(s) of measurement

Bill format : analyse different formats of bills of quantities, codes and other contract

documentation and their use





147




the ability to:

1 Demonstrate a knowledge and

understanding of

measurement techniques

and their application

Çemonstrate the different uses of measurement and

apply the technique to differing situations on a


~ssess the relationship between measurement and

the different parties involved in the design,

production and maintenance of a construction

project2 Undertake measurement

tasks and apply mathematical

calculations to the

measurement process

apply mathematical and/or mensuration techniques

in order to assist the measurement process

apply mensuration and mathematical techniques in

order to obtain quantities of work

take-off and produce quantities for the work

sections in accordance with the requirements of the

standard method(s) of measurement

3 Produce bills of quantities of

measured works using manual

techniques

process and produce simple bills of quantities

determine the measurement technique and processto suit the particular situation

produce appropriate preliminary and preamble

clauses

explain the uses of prime cost and provisional sums

4 Analyse standard method(s)

of measurement and codes analyse the different forms of bills of quantities and

contract documents

determine the correct form of contract

documentation for a given particular purpose or

situation





148

Guidance

DeliveryThe use of a small project or development should be used to assist in the understanding of

measurement in all its forms and for all professionals involved in the construction process.

Since it is important that learners have a good understanding of the principles of construction

and the industry, it is recommended that this unit is studied in the first year of the programme.

It is important that the learners have access to the main standard methods of measurement and

to use them where appropriate. These should be current or include amendments where

appropriate.

The emphasis on one method of measurement or another will depend on whether the learners

are studying the Construction or Civil Engineering programmes.

Simple construction or development projects should be used extensively, together with acurrent working knowledge and practice of the construction industry.

Learners may be required to provide oral presentations from their own studies or experiences.

During a role-play, learners should normally work together in a group to present scenarios for

discussion.

Assessment





related units.





teaching programme.










149

Links

This unit relies on a good knowledge and understanding of the construction technology, as well

as the industry itself. Learners should be encouraged to use their wider knowledge and

experience gained from earlier units and from practice. Some CIC Common Learning

Outcomes and higher level skills feature strongly throughout the development and assessment

phases. See Annex D and Annex F .The content of this unit has been designed and mapped against the 1998 CISC Occupational




Quantity Surveying.


Resources

Learners should have access to a wide range of library resources, including textbooks, professional and technical journals, government and industry wide publications, copies of

previous bills of quantities where appropriate, and the different methods of measurement and


Ideally, learners should have access to relevant ICT facilities and software packages that have

been developed to assist the measurement process.

Support materials

Textbooks

Hore, A and Kehoe, J et al — Construction 1 — Management , Finance and Measurement — (Macmillan, 1997)

Seeley, I — Building Quantities Explained 5th Edition — (Palgrave Macmillan, 1998)

Seeley, I — Civil Engineering Quantities 5th Edition — (Palgrave Macmillan, 1993)

Willis, A and Trench, W — Willis’s Elements of Quantity Surveying 9th Edition —

(Blackwell Science, 1998)

Other publications

ICE — Civil Engineering Standard Method of Measurement 3rd Edition — (Thomas

Telford, 1991)

National Building Agency — National Building Specification 4 Vols — (RIBA, 1973)

RICS — SMM7 The Standards Method of Measurement of Building Works Revised Edition

— (RICS, 1998)





150





151

Unit 20: Building Control and Inspection

Learning hours: 60


Description of unit

This unit provides learners with a fundamental knowledge and understanding of the statutory

building control process and the application of the Building Regulation requirements. Learners

will interpret and apply planning and building control requirements to a range of different types

of buildings.



1 Demonstrate an understanding of the basic principles of the building control system and

the primary legislation

2 Determine the origins of statutory regulations and controls in England and Wales

3 Analyse the legal issues related to enforcement of the statutory regulations and controls

4 Analyse and evaluate the issues involved in interpretation of the various statutory

controls and regulations and apply the knowledge gained to a range of construction

situations.





152

Content

1 Principles of the building control

Structure and system of building control in England and Wales: the current system of Local

Authority and Private Approved Inspectors, primary legislation, the role of central

government in the making of the legislation

2 Origins of statutory regulations and controls

Modern building control : the building design and construction process, a brief history of

building control in England and Wales, the process of notification of a building control

activity

3 Enforcement of the statutory regulations

Enforcement of building control legislation: applied to the construction process, dangerous

structures and demolition. Enforcement of the building regulations through the magistrates

court, enforcement of the building regulations through the service of notices, enforcement

of dangerous structure legislation, the control of demolition work to protect the public

safety, listing of building

4 Interpretation of the various statutory controls

Application and enforcement of the building regulations and approved documents: the

building regulations and the approved documents, primary legislation requiring basic

provisions and minimum standards





153




the ability to:

1 Demonstrate an

understanding of the basic

principles of the building

control system and the

primary legislation

compare the two systems of control of a


describe the role of government in producing

legislation for building control

describe the application of the primary legislation

2 Determine the origins of statutory regulations and

controls in England and

Wales

explain the significant developments in legislationover the years that has resulted in the current system

describe the various processes of submission and

notification to a building control authority (ie full

plans, building notice, initial notice)

evaluate the uses and limitations of the above

systems

3 Analyse the legal issues

related to enforcement of the

statutory regulations and

controls

determine the appropriate legislation for different

situations

describe the process of taking a case to court

evaluate the process of serving a formal notice

4 Analyse and evaluate the

issues involved in

interpretation of the various

statutory controls and

regulations and apply the

knowledge gained to a range

of construction situations

analyse the application of the Building Regulations

to a range of developments up to and including

medium rise commercial, industrial and residential

developments

describe and evaluate the requirements of primary

legislation to control aspects such as provision of

drainage, water supply, building over sewers etc





154

Guidance

DeliveryA mixture of lectures, projects and presentations is recommended. Group work is seen as

productive with each member of the group being given a particular point to argue or support.

The use of visiting lecturers is encouraged given the specialist nature of much of the work.

The unit can be delivered in either year of the two year programme.

Assessment





related units.





teaching programme.






Links

This unit has strong links with Unit 1: Design Principles and Application, Unit 7:

Technology A, Unit 8: Technology B, Unit 22: Technology C and Unit 27: Design Technology.

Its content is relevant throughout the design of any programme designed from this suite of

units.





Building Control


Property Management

Town Planning

Valuation.






155

Resources

Access to the Building Regulations, approved documents, British and relevant European

Standard Specifications, a range of design guides, manufacturers’ specifications, relevant

legislation and advanced construction textbooks will be required.

Support materials

Textbooks

Clarke, H — Knight’s Building Control Law — (Tolley, 1995)

Davis, L — Guide to the Building Regulations 1991 for England and Wales —

(Butterworth Architecture, 1992)

Downward, A — Building Control: A Guide to the Law — (College of Estate Management,

1992)

Stephenson, J — The Building Regulations Explained 6th Edition — (E and FN Spon,

2000)

Other publications

TSO — The Building Regulations and the Approved Documents

TSO — The Building Act 1983





156





157

Unit 21: Supply Chain Management

Learning hours: 60


Description of unit

This unit provides the learner with an introduction to supply chain management within the

construction industry. The unit is intended to enable learners studying BTEC Higher National

programmes in Construction, Civil Engineering or Building Services Engineering to

demonstrate a knowledge and understanding of supply chain management.

The unit has been designed to identify the roles and responsibilities of manufacturers, material

and component suppliers, direct and nominated subcontractors and the companies that are

frequently employed by the building owner/client direct in order to complete the constructionworks to satisfactory hand-over.



1 Evaluate the various types of supply chain management organisations, identifying their

range of activities and functions and their effects on the construction process

2 Describe the size and scope of subcontractors, material suppliers and component

manufacturers and trends in the development of technologies and in the management and

organisation of construction works

3 Evaluate the different kinds of supply chain management arrangements and analyse the

procurement and contractual implications with the main contractor using the different

forms of subcontract

4 Analyse the work of the main contractor in respect of supply chain management,

determining methods of planning, purchasing, programming, progressing and payments.





158

Content

1 Supply chain management organisations

Types of supply chain management organisations: contractor employed subcontractors,

specialist subcontractors, nominated subcontractors, named subcontractors, labour only,

artists and tradesmen, suppliers, manufacturers, prime cost sums

Classification: by activities and functions, types of organisations, work carried out,

specialisation, trends and developments in practice, effects such as efficiency, effectiveness

and economy of the construction process

2 Size and scope of subcontractors

Suppliers and component manufacturers: subcontractors: types and functions, specialistand non-specialist firms, suppliers, size, scope, types, products, goods, materials,

components, availability of raw materials, labour only firms

Off-site manufacture: products, trends, development, innovation; work on site, effects of

off-site manufacture, assembly on-site, quality, precision

Skill requirements: labour needs, materials handling and equipment, training and

development, research and innovation practices

3 Contractual implications

Different kinds of suppliers: nominated and named subcontractors, contractor employed

subcontractors, labour only firms, directly employed firms on behalf of the employer,

suppliers: nominated, named, direct, builder’s merchants

Procurement methods and arrangements: contractual conditions, tendering arrangements,

main contract implications, forms and agreements, intentions of parties, commencement

and completion, control of the works, payments, insurance, determination

Planning : programming, progressing and control, work packages

Legal requirements: and responsibilities, within the contract and at common law

4 Work of the main contractor

Planning : incorporation of supply chain management within the contractor’s overall

contract programme, preplanning, short term planning, stages in the planning process, value

chains and their importance in the construction process

Purchasing : selection, orders, specification, quality, goods received, standards, ownership

of goods and materials, maintenance

Programming : techniques used, bar charts, linked bar charts, network analysis, precedence

diagrams, line of balance, co-ordination of firms on site

Progressing : review, recording against the programme, delays, interim payments, cash and

trade discounts, retention, final payments, set-off, provisions in the main and subcontract

conditions





159




the ability to:

1 Evaluate the various types of

supply chain management

organisations, identifying

their range of activities and

functions and their effects on

the construction process

determine and classify the different supply chain

management organisations

evaluate the contribution that these firms make to

the construction process and their effects generally

on the project

assess trends in practice regarding supply chain

organisations

2 Describe the size and scope

of subcontractors, material

suppliers and component

manufacturers and trends in

the development of

technologies and in the

management and organisation

of construction works

describe the type and range of suppliers of building

materials, goods and components and manufacturers

of goods and components

determine trends and developments in the off-site

manufacture or prefabrication of construction

products

assess the effects of off-site manufacture on site

operations

3 Evaluate the different kindsof supply chain management

arrangements and analyse the

procurement and contractual

implications with the main

contractor using the different

forms of subcontract

evaluate the procurement and contractualimplications associated with subcontractors and

those directly employed by the client and suppliers

differentiate the advantages and disadvantages of

the different procurement and contractual

relationships

describe how case law applies directly to supply

chain management

4 Analyse the work of the

main contractor in respect of supply chain management,

determining methods of

planning, purchasing,

programming, progressing

and payments

assess the effects of supply chain management on

the organisation and work of the main contractor calculate payments to supply chain management

firms in accordance with contractual practices

evaluate value chains in the construction industry

with value chains in any other industry





160

Guidance

DeliverySince it is important that learners have a good understanding of the principles of construction, it

is recommended that this unit should be studied in the second year of a two year programme.

Learners should have access to the main standard forms of building contract together with a

range of forms of subcontract and agreements. These should be current or include amendments

where necessary. Extracts from the forms should be provided where the unit requires. Case

studies should be used extensively together with a current working knowledge of their

application in the construction industry. The unit might usefully involve practitioners to deal

with some aspects of the curriculum.

Where appropriate role play should be encouraged to develop an understanding of the

application and difficulties that are encountered in applying the contractual and procurement

procedures. Learners may be required to provide oral presentations from their own studies or

experiences. During such role plays learners would normally work together in groups to present

scenarios for discussion.

Assessment






related units.





teaching programme.






Links

A comprehensive range of CIC Common Learning Outcomes and higher level skills will feature

strongly throughout the development and assessment phases. Learners should be encouraged to

use their wider knowledge and experience gained from earlier and concurrent units and from

practice.





161






Building Control





Property Management

Quantity Surveying

Town Planning

Valuation.


Resources

Learners should have access to contract documents, a range of ICT and library resources

including annual reports of construction companies on which to base knowledge and case

studies and to use for assignment purposes.

Support materialsTextbooks


(Longman, 2001)

Cooke, B and Williams, P — Construction Planning, Programming and Control —

(Macmillan, 1997)

Other publications

The Aqua Group — Tenders and Contracts for Building 3rd Edition — (Blackwell

Science, 1999)





162





163

Unit 22: Technology C

Learning hours: 60


Description of unit

This unit provides the learner with an opportunity to explore, to a greater depth, the current

issues of importance in construction. This will enable the learners to further enhance their skills

in reasoning, analysis and communication and so improve their study of the other units in the

programme.

The unit will provide learners with the opportunity to develop their communication skills (oral,

graphical and written) and is particularly relevant to learners following the design discipline.


To achieve this unit a learner must be able to :

1 Evaluate current construction issues and practices

2 Analyse the various forms and methods of special construction

3 Explore the use of research and analytical techniques to support the design process and

selection of the solution

4 Undertake a presentation of the chosen design solution, using oral, graphical and written

communication.





164

Content

1 Current construction issues and practices

Knowledge and understanding of current construction issues: concept to reality,

application to buildability, sustainable construction, lean construction, fast track

construction, green field versus brown field developments, refurbishment, conversion and

adaptation

2 Methods of special construction

Forms and methods of special construction: energy saving construction, recycled building,

alternative technology buildings, various cultural buildings, tall structures, large span

structures, hi-tec construction forms, applied engineering constructional forms

3 Research and analytical techniques

Research analysis: understanding of the main theories, methodologies, practices and skills

associated with research and analysis, current issues or practices, special forms or method

of construction, hi-tec engineering constructional forms

4 Presentation of the design solution

Oral presentation: understanding of the main theories, practices, level of competence

typical of industrial practice, together with graphical and written communications





165




the ability to:

1 Evaluate current

construction issues and

practices

determine current issues and practices which will be

presented in the form of portfolio and oral

presentation

demonstrate knowledge of the subject, from original

research

describe the implications of issues and practices for

the built environment and the construction process

analyse and compare the benefits of green field

versus brown field development

analyse and compare the benefits of redevelopment

versus development

2 Analyse the various forms

and methods of special

construction

explain and analyse special forms of construction

which will be presented in a portfolio and oral

presentation

evaluate the benefits of hi-tec constructional

methods explain how applied engineering construction

methods affect the traditional design process

3 Explore the use of research

and analytical techniques to

support the design solution

analyse and extract information and knowledge

required to demonstrate an understanding of the

current issues and practices and methods of special

construction

apply analytical techniques to given methods of

construction

4 Undertake a presentation of

the design solution, using

oral, graphical and written

communication

present and effectively communicate, in graphical

and written form, the solution to given design

problems and their processes





166

Guidance

DeliveryThis unit is concerned with a large amount of knowledge and understanding from previous

units. It is recommended therefore that the unit should be studied in the second year of a two

year programme.

Case studies should be used extensively together with learners being given time and resources

to carry out their wide-ranging research. The unit might usefully involve practitioners to deal

with some aspect of the curriculum.

Learners will usually work individually on their portfolio and presentations. Where possible,

learners should also be encouraged to converse with practitioners and others on the internet.

Assessment




achievement of each learner, particularly for outcome 4, group work and role-play activities

may contribute to the assessment. Integrative assignments and project work will help to link

this unit with other related units.

The evidence should demonstrate the ability to draw detailed architectural style drawings both

manually, and by using CAD and other current, modern, ICT facilities.




teaching programme.










167

Links

This unit relies upon a sound knowledge of the working and technology of construction gained

from other units in the programme.

Learners should be encouraged to use their wider knowledge and experience from these other

units. In particular — Unit 1: Design Principles and Application, Unit 7: Technology A, Unit 8:

Technology B, Unit 12: Refurbishment and Adaptation, Unit 26: Design Procedures andUnit 27: Design Technology as well as the learner’s own experiences gained in practice.






Building Control






Property Management


Town Planning

Valuation.


Resources

Learners should have access to design and CAD facilities and a wide range of resources both in

a library format and access to the internet to consider information from a wider source.

Support materials

Textbooks

Edwards, B — Green Buildings Pay — (Spon, 1998)

Gauld, B — Structures for Architects 3rd Edition — (Longman, 1994)

Lawson, B — How Designers Think 3rd Edition — (Butterworth Architecture, 1997)

Scott, A — Dimensions of Sustainability — (E and FN Spon, 1998)

Thomas, R — Environmental Design — (E and FN Spon, 1995)

Other publications






168





169

Unit 23: Specification and Contract

Documentation

Learning hours: 60


Description of unit

This unit provides an introduction to the preparation and application of contract documents

within the construction industry.

The unit has been designed to enable learners studying construction programmes to

demonstrate a skills, knowledge and understanding of the production of contract documents,

and to be able to apply, analyse and evaluate their effects and outcomes on the successfulawarding and completion of construction projects.



1 Describe the various types of contract documents that are required on a construction

project

2 Demonstrate an understanding and application of how construction works are specified in

respect of standards and quality

3 Analyse the contractual provisions of the various contract documents and their relationship to each other

4 Evaluate and apply the contract documents to all stages of a construction project.





170

Content

1 Types of contract documents

Drawings: layout, content, evolution through the design process, priority of drawings,

ownership, return of drawings

Forms of contract : types, articles of agreement, conditions of contract, appendices, priority

of information

Bills of quantities: purpose, preparation, uses, contents, types, bills of approximate

quantities

Specification: project specification, performance specification, schedules of rates, National

Building Specification

Schedules: for internal finishings, doors and widows, inspection chambers, drainage, etc Master programme: its preparation by the contractor, information requirements

Co-ordinated Project Information (CPI): common arrangements for production information

2 Standards and quality

Specification: purpose and use, as a basis for tendering, in ordering materials, goods and

components, on-site by the contractor, clerk of works and others

Contents: quality of materials, standards of work, samples of materials and workmanship,

testing of materials and work, description of the work to be executed, pricing by the

contractor, materials quality: use of British Standards, workmanship standards: use of Codes of Practice, National Building Specification. Eurocodes and other international

comparisons

3 Contractual provisions

Issues relating to contract documents: different forms of contract relevant to the

programme, issues relating to contract documents within the different forms of sub-contract

Contractual requirements: copies of contract documents, availability of documents on site,

discrepancies between documents, ownership of design, other information, priority

information. Disputes and how they may arise, use of contract documents and the methods

used for resolving them

4 Apply the contract documents

Application of contract documents to construction projects: pre-contract and post-contract

phases, drafting of specifications through clear, concise and accurate descriptions of

materials, workmanship, work to be executed, use of information technology and specialist

computer software

Drafting of specification clauses: understanding of the client’s brief, liabilities of the

parties involved, user needs and requirements. Legal rights and responsibilities, statutory

controls imposed on the project, factors relating to the environment, planning and buildingcontrol requirements





171




the ability to:

1 Describe the various types of

contract documents that are

required on a construction

project

explain the various contract documents required in

the different forms of contract procurement

arrangements

describe the relationship between the various

contract documents making use of the principles

outlined in Co-ordinated Project Information (CPI)

2 Demonstrate anunderstanding and application

of how construction works

are specified in respect of

standards and quality

review the purpose of specification writing and itsuse and relevance within the construction industry

by the different parties involved

write for major work sections, typical and

appropriate clause contents of a specification

incorporate within these work sections, reference to

national and international quality and standards

3 Analyse the contractual

provisions of the various

contract documents and their

relationship to each other

determine the occurrence of contract documents

within the forms of contract

analyse the inter-relationship of the differentdocuments within the forms of contract

describe how disputes arising from poorly prepared

and deficient contract documents are able to be

resolved

4 Evaluate and apply the

contract documents to all

stages of a construction

project

prepare a complete specification from drawings for

a domestic building, simple industrial or commercial

building or a small engineering project

apply valid specification clauses to communicate

design information to clients and other members of

the design and construction team, including the useof sketches, schedules and drawn information





172

Guidance

DeliveryLearners will require a good understanding of the principles of construction including the

properties of materials and an understanding of the contractual implications of construction

projects. It is important that learners have access to the main forms of building contract and the

associated contract documents, such as architectural drawings and specifications that might be

used. Case studies should be used extensively together with a current working knowledge of the

construction industry. The unit might usefully involve practitioners, such as architects or

surveyors, to deal with certain aspects of the curriculum.

A large proportion of the unit will involve learners in analysing and preparing materials and

workmanship specification clauses appropriate to specific projects depicted in working

drawings. Learners will normally work individually and it may be desirable to provide learners

with individual projects to reduce the amount of collusion. Wherever possible learners should

be encouraged to explore their own work situations as a further source of information.

Assessment




achievement of each learner, some group work and role-play activities may contribute to the


related units.





teaching programme.






Links

This unit relies on a good understanding of construction technology and the construction

industry. The unit has links with Unit 2: Science and Materials, Unit 7: Technology A, Unit 8:

Technology B, Unit 19: Measurement A and Unit 25: Measurement B. It is important to utilise

as far as possible the kinds of information encountered and used by practitioners, including the

use of information technology software and systems. A range of common skills will feature

strongly throughout the development and assessment phases. Learners should be encouraged to

use their wider knowledge and experience gained from earlier units and from practice.





173











Property Management

Quantity Surveying

Town Planning.


Resources

Learners should have access to a wide range of ICT and library resources, including textbooks

and journals, government and industry wide publications including forms and conditions of

construction contracts and previously prepared drawings and specifications that have been used

in practice.

Support materials

Textbooks


(Longman, 2001)

Wills, C J and Willis, J — A Specification Writing for Architects and Surveyors

11th Edition — (Blackwell Science, 1997)

Other publications

BSI — British Standards Codes of Practice Latest Editions

BSI — National Building Agency Specification Latest Editions

Building Project Information Committee — Common Arrangement of Work Sections for

Building Work — (Building Project Information Committee, 1987)

Co-ordinating Committee for Project Information — A Guide with Examples

Joint Contracts Tribunal — JCT Forms of Contract Latest Revisions/Editions

The Aqua Group — Pre-Contract Practice for the Building Team 8th Edition —






174





175

Unit 24: Structural Behaviour and Detailing

Learning hours: 60


Description of unit

This unit is designed to help learners develop the skills and knowledge needed to apply the

scientific principles associated with the properties and behaviour of structures, imposed loading

on structures and load transference to individual elements. The various factors that affect

structural behaviour and underpin the design of simple structural elements are explored both in

theory and through the use of physical models. Standard design calculations and codes of

practice are investigated, as is the subsequent translation of the results of such calculations into

detailed drawings for the purpose of fabrication and construction.This unit will also include the preparation of schedules and cutting lists. The emphasis is on the

standard methods of design and detailing used for a variety of structural elements constructed in

a variety of structural materials. This unit also provides an introduction to the use of

contemporary computer software as an aid to the design process.



1 Investigate the strength and elastic properties of typical structural materials

2 Determine the loading conditions for simple structures and show an appreciation of the performance and behaviour of the structure down to foundation level

3 Analyse statically determinate structures, including simple frames, and calculate the

stress in individual elements of that structure

4 Design elements of a structure using manual methods and also with the aid of computer

software

5 Detail elements of a structure both by manual methods and by using computer assisted

drawing (CAD) in a variety of structural materials.





176

Content

1 Strength and elastic properties of typical structural materials

Basic principles that underpin structural design to include: the concept of structure and

structural response including the use of physical models to demonstrate non-standard

structural situations, the concept of structure and structural response including the use of

physical models to demonstrate non-standard structural solutions, types of forces

experienced by structural elements, compression, tension, shear and bending

Response of structural materials: forces according to material classification (malleable,

ductile, brittle, soft, strong). Elastic and plastic deformation, limits of proportionality and

modulus of elasticity, permissible stress, factors of safety (including partial safety factors in

limit state design)

2 Loading conditions for simple structures

The cause of loading on structures and the principles, methods, practices and procedures

used to assess their effects to include: dead, imposed and wind loading on a structure.

British Standard Codes of Practice on loading, including wind loading, definition and

application of limit states and load factors, basic factors affecting load transference at

joints, both restrained and unrestrained, transfer of loading from superstructure to

foundation and safe ground bearing pressure

3 Statically determinate structures

The stressing of structures and an appreciation of the principles, methods, practices and

procedures: assess the effects of such stresses, the concept of structure, the elements that

comprise a structure

Forces and reactions: caused by direct loading, assumptions made when analysing simple

structural elements such as beams, cantilevers, columns, walls and framed structures,

compressive, tensile, shear and bending stresses as found in structural elements under load,

shear force and bending moment diagrams and the relationship between them





177

4 Design elements of a structure

Selection of the appropriate factors affecting the design of structural elements: what is

being loaded, how it is being loaded, how it is being supported etc, sectional properties of

simple beam sections determined from the use of standard formulae or manufacturer’s

published tables (Ixx, Iyy, Zxx, Zyy)

Variation in bending stresses: across a section for simply supported beams and cantilevers,axial stress and bending stress on a column due to simple concentric and asymmetrical

loading

Combinations of axial and bending stresses: on a column cross-section to ascertain

maximum stress, section sizes for simply supported beams subject to both point and

uniformly distributed loads

Section sizes and tensile reinforcement : requirements for simply supported reinforced

concrete beams and one-way spanning concrete floor slabs, basic factors affecting the

design of plain masonry columns and walls, design of timber floor joists to carry a given

load over a simply supported span

5 Detail elements of a structure

Manual and CAD techniques: used to produce working drawings (in compliance with

standard practice and including all required schedules and cutting lists) for the purposes of

production, fabrication and erection. Roof trusses, portal frames, plate girders in structural

steel — including details of node arrangements, cleats, shear plates, bolts, welding

requirements and any external fittings

Simple elements of a structure: column foundations, stair flights and landings, continuous

beams, continuous one-way spanning floor slabs, columns and column/floor intersections in

in-situ reinforced concrete — including chairs for top steel, cut-off points for

reinforcement, distribution reinforcement, cover distances, main bars, distribution bars andlinks, shear reinforcement, starter bars and kickers for column shutters

Simple elements of structural timber : joist to joist and joist to support connections. Timber

connectors, bolts, plates, gang-nail connectors, cleats, shear rings and hangers. Suspended

timber floors including strutting, lateral restraint into walls and trimming of openings —

including grade and type of timber, nominal and actual sizes, sawn, planed and prepared

components





178




the ability to:

1 Investigate the strength and

elastic properties of typical

structural materials

produce models of structural situations and describe

the outcome for different materials under applied

loading conditions

calculate stresses and strains for simple elements

and ascertain the modulus of elasticity of the

material

use permissible stress to calculate permissible loads

2 Determine the loading

conditions for simple

structures and show an

appreciation of the

performance and behaviour of

the structure down to

foundation level

identify loading conditions for a simple structure

and apply load factors in appropriate situations

calculate ground-bearing pressures beneath

foundations due to loading from superstructure and

determine appropriate foundation size for allowable

ground bearing pressure

3 Analyse statically

determinate structures,

including simple frames, andcalculate the stress in

individual elements of that

structure

determine reactions for simply supported beams and

cantilevers subject to point and distributed loads

produce diagrams to represent the variation in bending moment and shear force for simply

supported beams and cantilevers subject to point

and distributed loads

demonstrate the relationship between loading

intensity, shear force, bending moment and

deflection at any section for a simply supported

beam under various loading conditions

determine the force acting in members of a statically

determinate frame





179



the ability to:

4 Design elements of astructure using manual

methods and also with the aid

of computer software

determine the required section size for structuralsteel beams and cantilevers subjected to point and

distributed loads using manual, published data and

computer software methods

determine the required section size and tensile

reinforcement requirement for in-situ reinforced

concrete beams, one way spanning floor slabs and

cantilevers subjected to point and distributed loads

using manual, published data and computer software

methods

determine the design of plain masonry columns and

walls

determine timber floor joist section sizes over

simply supported spans for given loading conditions

5 Detail elements of a

structure both by manual

methods and by using

computer assisted drawing

(CAD) in a variety of

structural materials

draw manually and using CAD elements of

structural steelwork including fabrication details

and produce bolt schedules and cutting lists

draw manually and using CAD various elements of

an in-situ reinforced concrete structure showing all

reinforcement referencing and construction detail

including reinforcement schedules

draw manually, and using CAD, elements of

structural timber showing connection details and

interaction with supports and openings





180

Guidance

DeliveryIt is envisaged that 30% of the unit is devoted to detailing of structural elements. Learners

should be encouraged to work through problems related to real life situations so that they

become familiar with the application of calculations to real structures. Once the design for an

element of a structure has been clarified, the tutor’s role should be of a counselling rather than

directing nature. The learner should be encouraged to study recent completed drawings and

designs so that he/she becomes familiar with current practice and standards of presentations.

Physical modelling and testing is best accomplished in small groups.

Assessment


feature as part of the process. Learner’s evidence may be in the form of manual calculations

with computer-based output, supplementing the numerical content. Drawings should indicate

manual drafting abilities and knowledge of CAD. At least one drawing should be taken to

completion with full construction details for a complete element of a structure. The

presentational aspects of the evidence need to be carefully considered. Integrative assignments

and project work will help to link this unit with other related units.




overall number of assessments being contemplated within this unit and the design of the overallteaching programme.






Links

This unit builds upon the knowledge gained in construction and materials related units and islinked to Unit 2: Science and Materials, Unit 3: Analytical Methods, Unit 7: Technology A and

Unit 8: Technology B. Entry requirement for this unit should include some knowledge of

Science, Materials, Mathematics and Mechanics at National or Advanced level.












181

Resources

Learners should have access to experimental and modelling equipment for the production and

testing of structural models. Design and drafting equipment and appropriate computer software

with at least A2 size plotting facilities.

Support materials

Textbooks

Boughton, B — Reinforced Concrete Detailers Manual 3rd Edition — (Crosby Lockwood

Staples, 1979)

Cainl J and Hulse, R — Structural Mechanics 2nd Edition — (Palgrave, 2000)

Draycott, T — Structural Elements Design Manual — (Heinemann Professional, 1990)

Durka, A and Morgan, W et al — Structural Mechanics 6th Edition — (Pearson, 1996)

Newton, P — Structural Detailing 2nd Edition — (Macmillan, 1991)

Rossow, E — Analysis and Behaviour of Structures — (Prentice Hall, 1996)

Westbrook, R and Walker, D — Structural Engineering Design in Practice 3rd Edition —

(Longman, 1996)

Other publications

British Standards Institute BS 6399-1:1996 Loading for Buildings. Code of Practice for

Dead and Imposed Loads — (British Standards Institute, 1996)





182





183

Unit 25: Measurement B

Learning hours: 60


Description of unit

This unit aims to extend the skills gained in Unit 19: Measurement A by developing the

composite measurement of more complex elements, components and building services to non-

domestic and large scale buildings.

The unit has been designed to enable learners studying Construction, Civil Engineering and

Building Services Engineering to apply, analyse and measure a range of components and

elements found in large scale buildings or structures, and to produce approximate quantities.



1 Apply measurement techniques to a range of more complex situations

2 Produce measured quantities for a range of elements and components to large scale (non-

domestic) structures

3 Prepare relevant preamble and preliminary items to given situations

4 Produce measured bills of quantities and schedules using both manual and computer aided

systems, including interim certificates and final accounts.





184

Content

1 Measurement techniques

Standard techniques applied to the measurement of large-scale projects or developments:

production of bills of quantities, measurement of variations, production of sub-contract and

supply side packages, production of final accounts, maintenance and refurbishment works

2 Measured quantities

Take-off measurements and produce quantities for the following elements or work sections:

complicated foundations and substructures including brick and concrete basement, sloping

site excavations and underpinning, superstructure including complicated external and

internal walls

Elements of a building : concrete and steel framed buildings; in-situ, pre-cast and pre-

stressed concrete structures; brick and masonry structures; complex flat and pitched roof

construction and coverings with metal coverings; internal and external finishes and

treatments; internal components such as doors, windows, panelling staircases and kitchen

units; differing types of floor systems

Building engineering services: plumbing, heating and ventilating, electrical installations

and above and below ground disposal systems

Measurement techniques: payments, final account work, different forms of procurement

and different types of contractual arrangement

3 Preamble and preliminary items

Preamble clauses: as required by the Standard Method of Measurement, writing

preliminary items/clauses for inclusion in a bill of quantities

4 Bills of quantities

Traditional, cut and shuffle and computer aided systems: working up processes as

appropriate to such methods, production of bills of quantities for a major work section or

trade section of a construction project, different formats of bills of quantities and other

contract documentation and their effect on the construction team

Payment : production of interim and final accounts





185




the ability to:

1 Apply measurement

techniques to a range of more

complex situations

compare the different uses of measurement

apply the technique of measurement to differing

situations on a complex construction project

assess the role of measurement in the design,

production and maintenance of a construction

project

2 Produce measured

quantities for a range of

elements and components to

large scale (non-domestic)

structures

apply appropriate techniques in order to obtain

quantities of work for types of contractual

arrangements

take-off and produce quantities in accordance with

the requirements of the standard method(s) of

measurement

determine the measurement technique and process

to suit the particular situation

3 Prepare relevant preamble

and preliminary items togiven situations

produce appropriate draft preliminary items/clauses

for inclusion in a bill of quantities produce specific and appropriate draft preamble

clauses, as specifically required by the SMM, for

inclusion in the bill of quantities

4 Produce measured bills of

quantities and schedules

using both manual and

computer aided systems,

including interim certificates

and final accounts

process and produce bills of quantities for more

complex work sections, using at least one of the

standard methods for producing bills of quantities

apply different methods of producing bills of

quantities

analyse the reasons for using different formats for

bills of quantities

generate a variety of appropriate interim certificates

and final accounts for a variety of end-users





186

Guidance

DeliveryLarge-scale projects or developments should be used to assist in the understanding of the

measurement of complex elements in the construction process.

Since it is important that learners have a good understanding of the principles of construction,

the content of Unit 19: Measurement A and the industry itself, it is recommended that this unit

is studied in the second year of a two year programme. It is important that the learners have

access to the appropriate standard methods of measurement. These should be current or include

amendments where appropriate. The emphasis of this unit is for those learners who are studying

the construction programmes. Construction or development projects of a more complex nature

should be used to extend the knowledge gained by the learner, together with a current working

knowledge and practice of the construction industry. Learners should work individually, but

they could be required to provide oral presentations from their own studies or experiences.

Assessment






related units.




teaching programme.






Links

This unit relies on a good knowledge and understanding of the construction technology and is

designed to build on the previous knowledge gained in Unit 19: Measurement A as well as

experience of the industry itself. Learners should be encouraged to use their wider knowledge

and experience gained from earlier units and from practice.





Quantity Surveying.






187

Resources

Learners should have access to a wide range of library resources, including textbooks,

professional and technical journals, government and industry wide publications, copies of

previous bills of quantities where appropriate, and the different methods of measurement and


Learners should have access to relevant ICT facilities and software packages developed toassist the measurement process.

Support materials

Textbooks

Barnes, M — Civil Engineering Standard Methods of Measurement Handbook 2nd Edition

— (Thomas Telford, 1992)

Seeley, I — Advanced Building Measurement 2nd Edition — (Palgrave Macmillan, 1989)


Other publications

Barbour Index (CD-Rom) or equivalent Barbour Index

Code of Procedure for the Production of Drawings RICS/CCPI

Code of Procedure for Specifications RICS/CCPI

Common Arrangement of Work Sections (CAWS) RICS/CCPI

National Building Agency — National Building Specification 4 Vols (RIBA, 1973)

RICS — SMM7 The Standard Method of Measurement of Building Works Revised Edition

— (RICS, 1998)





188





189

Unit 26: Design Procedures

Learning hours: 60


Description of unit

This unit builds upon the fundamental understanding of design provided by Unit 1: Design

Principles and Application and outlines the broad modern role of the design technologist within

the construction industry. It forms the basis for the successful completion of the cognate design

units.

The unit encourages learners to examine the essential principles and procedures that underpin

design. There is an opportunity to use these principles and procedures to create design solutions

that meet the needs and requirements of owners, client’s, occupiers and society in general.



1 Describe the nature of design and its attendant methods, technologies, processes and

procedures in terms of design practice

2 Describe the nature of the roles and responsibilities of the design technologist in terms of

design practice

3 Evaluate the roles and responsibilities of the design technologist during the contractphase of the construction process

4 Analyse the roles and responsibilities of the design technologist during the project

management phase of the construction process.





190

Content

1 Design practice

Historic role of the designer : identify the pattern of evolution and emerging modern

practice forms including group and multi-disciplinary approaches, identify various

members of a design team and the contribution of the design technologist to the delivery of

successful design

Legal relationship: of the designer, client and other members of the design team: the

concept of negligence and indemnity insurance, examine the RIBA Plan of Work and

develop the organisational framework used as a basis of design team communication and

production of design briefs showing their relationship to customer requirements

2 Roles and responsibilities — design practice

Principles of ‘successful design’ : how current technology can assist and influence the

designer, historic developments in building design and resultant terminology of design,

basis of design concepts and their communication within the design team, need to freeze

design to enable design development

Economics of design and production: appropriate information, specifications writing and

their influence on design, specialist design requirements for the handicapped and disabled

3 Roles and responsibilities — contract phase

Responsibilities of the members of the design team during the contract period : methods andtools of quality control and the responsibility of the designer, inspection and certification of

work including analysis and evaluation of administrative and contract documents,

information co-ordination with specialists and consultants, contract completion, hand-over

defects liability and final certification

4 Roles and responsibilities — project management phase

Responsibilities of the project management team: drawing office programmes, time sheets,

stages of fees and effective leadership and personnel management, standard contract

documents, CAD and information retrieval systems





191




the ability to:

1 Describe the nature of design

and its attendant methods,

technologies, processes and

procedures in terms of design

practice

generate a consolidated design brief as an outcome

of a role play exercise

demonstrate the ability to illustrate an appropriate

design team that would develop the design

describe the organisation and allocation of

responsibilities within this team eg as per the

recommendations of the RIBA Plan of Work

2 Describe the nature of the

roles and responsibilities of

the design technologist in

terms of design practice

produce specification clauses for various materials

and performances

generate a conceptual design to meet the

requirements of an established design brief

describe successful aspects of a design using

appropriate design terminology correctly

3 Evaluate the roles and

responsibilities of the design

technologist during thecontract phase of the

construction process

determine the effectiveness of various tools for

quality control on and off site

demonstrate use of the certification process to guideand monitor a project

4 Analyse the roles and

responsibilities of the design

technologist during the

project management phase

of the construction process

generate and interpret drawing office programmes

use time sheets to work out hourly rates

describe the project management role in leading the

team and managing people

recognise and understand the interrelationship of

standard documents and retrieval systems





192

Guidance

DeliveryIn order to permit the learners to apply the knowledge gained on this unit to other units, it is

recommended that this unit be studied in the first year of a two year programme.

Various case studies, documentation and projects should be used to assist and enhance the

understanding and learning on the unit. Where practical, site visits of successful projects should

be incorporated as part of the study.

The centre may also find it useful to include guest speakers and independent assessors at

presentations as part of the delivery of this unit.

Assessment


work, assignments and projects. The evidence should demonstrate the ability to draw detailed

architectural style and/or structural drawings both manually, and by using CAD and other

current, modern, ICT facilities.

Assessment may be formative and summative and both may feature as part of the process.





outcomes, provided that this evidence is appropriate and authenticated as the learner’s ownwork. The volume of evidence required for each assessment should take into account the


teaching programme.






Links

This unit relies on the inputs of various other allied units such as Unit 1: Design Principles and

Application as well a sound understanding of construction technology and the industry as a

whole. Knowledge, skills and understanding gained on other units should be invoked in this

unit in order to encourage the wider understanding of the principles of design.





193






Building Control



Property Management


Town Planning

Valuation.


Resources

Learners should have access to design facilities and to a wide range of ICT and library

resources, including textbooks and journals, government and industry wide publications, BRE

Digests, professional journals, Codes of Practice etc, the internet and other research materials,

previously prepared specifications that have been used in practice, and other associated

documents.

Support materials

Textbooks

Adler, D — Metric Handbook 2nd Edition — (Butterworth Architecture, 1999)

Thompson, A– Architectural Design Procedures 2nd Edition — (Arnold, 1998)

Other publications

RIBA — Architect’s Handbook of Practice Management 5th Edition — (RIBA, 1991)






194





195

Unit 27: Design Technology

Learning hours: 60


Description of unit

This unit links with Unit 1: Design Principles and Application and explores the complex inter-

relationship of building components and assembly required to satisfy user needs and design

solutions. The unit is intended to inform learners of essential design aspects that must be

provided for by the construction process. It equips learners with the technical knowledge to

realise the design solution and it complements the other design units.



1 Determine the specification of materials, systems and methods used to realise a design

solution and apply appropriate procedures to guarantee quality control

2 Predict the mechanisms by which construction materials fail in use and propose

preventative and remedial measures to deal with these

3 Propose and evaluate the ways in which the concept of ‘buildability’ and ‘sustainability’

addresses the important issues confronting the construction industry

4 Produce a comprehensive range of graphical communication techniques to support proposals.





196

Content

1 Specification and quality control

Selection of materials and methods of use: apply appropriate techniques for the preparation

of specification documents, specifying items with reference to the British Standards, Codes

of Practice, Agrément Certificates and trade associations, examine and apply the criteria

used for inspecting quality of materials and workmanship

2 Material failure, preventative and remedial measures

Common building defects: preventive techniques used to address defects, remedial

techniques used to address defects, planned maintenance and repair programmes in terms of

life-span and cost-in-use issues, legal and design aspects and associated health and safety

issues

3 Buildability and sustainability

Recognise, describe and apply the principles of buildability and sustainability: apply

economic criteria to design solutions with reference to buildability and sustainability,

appreciate a range of design methods including matrices, network and gaming as problem

solving techniques

4 Graphical communication

Apply a range of techniques: sketching, both conceptual and technical, measured drawing,

manual drawing techniques, CAD documentation, filing and retrieval systems





197




the ability to:

1 Determine specification of

materials, systems and

methods used to realise a

design solution and apply

appropriate procedures to

guarantee quality control

produce a specification for various materials and

construction processes to different formats

explain the procedures for quality control of various

materials/items on and off site

extract appropriate information from major British

Standard Specifications and Codes of Practice

2 Predict the mechanisms by

which construction materials

fail in use and propose

preventative and remedial

measures to deal with these

determine the sources of common building defects

assess and monitor damage and suggest remedial

action

detail effectively parts of buildings to avoid defects

generate a scheme for planned maintenance and log

books

3 Propose and evaluate the

ways in which the concept of

‘buildability’ and

‘sustainability’ addresses theimportant issues confronting

the construction industry

analyse and evaluate the effectiveness of the

technical design of a successful commercial project

demonstrate in a case study, proposals for theapplication of principles of ‘buildability’ and

‘sustainability’ to a recent new building

evaluate environmental factors and conditions that

influence design

4 Produce a comprehensive

range of graphical

communication techniques

to support proposals

demonstrate fundamental yet effective drawing

skills through the production of different forms of

graphical details to communicate proposals

examine the ways that electronic computing and

communication techniques can assist the modern

designer





198

Guidance

DeliveryIn order to permit the learners to apply the knowledge gained on this unit to other units, it is

recommended that this unit be studied in the first year of a two year programme.

Various case studies, documentation and projects should be used to assist and enhance the

understanding and learning on the unit. Where practical, site visits of successful projects should

be incorporated as part of the study.

It may also be useful to include guest speakers and independent assessors at presentations as

part of the delivery of this unit.

Assessment

It is recommended that evidence for learning outcomes are achieved through well-planned

course work, assignments and projects. The evidence should demonstrate the ability to draw

detailed architectural style and/or structural drawings both manually, and by using CAD and

other current, modern, ICT facilities.

Assessment may be both formative and summative and both may feature as part of the process.





outcomes provided that this evidence is appropriate and authenticated as the learner’s ownwork. The volume of evidence required for each assessment should take into account the


teaching programme.


regulations throughout the delivery of this unit.








199

Links

This unit relies on the inputs of various other allied units as well a sound understanding of

construction technology and the industry as a whole. Knowledge, skills and understanding

gained on other units should be invoked in this unit in order to encourage the wider

understanding of the principles of design.





Building Control


Property Management


Town Planning

Valuation.


Resources

Learners should have access to a wide range of ICT/CAD facilities, documentation and library

resources, including textbooks and journals, government and industry wide publications, British

Standard Specifications, Codes of Practice, BRE Digests, professional journals, the internet and

other research materials, and other associated documents.

Support materials

Textbooks

Neufert, E and Neufert, P — Architects’ Data 3rd Edition — (Blackwell Science, 2000)

Zunde, J — Design Technology — (Sheffield Hallam University Press, 1989)

Other publications

BRE Digests and publications

British Standards

Department of the Environment — Defects in Buildings — (HMSO, 1989)

Papers from RIBA


Technical, professional journals and trade literature





200





201

Unit 28: Materials Properties and

Performance

Learning hours: 60


Description of unit

This unit builds upon the knowledge and understanding gained in Unit 2: Science and

Materials. In that unit the focus was mainly upon the characteristics, properties and uses of the

commonly encountered materials including concrete, metals, timber, plastics, clay products and

coatings and finishes. This unit develops the learning contained in the above to investigate the

physical and chemical mechanisms that underpin the properties of the common structural

materials.

Particular emphasis will be paid to how and why such materials fail and how such failures can

be avoided or prevented. The properties and performance of modern composite materials are

analysed in terms of their relevance to the construction industry. The environmental issues that

link energy efficiency and the ‘embodied energy cost’ of materials are analysed in some detail.



1 Describe the failure mechanisms of the common structural materials in terms of their

physical and chemical structure and propose methods to prevent or minimise such failures

2 Analyse the properties of modern composite materials and analyse why such materials

can be much more than the sum of their parts

3 Evaluate the embodied energy costs associated with the common construction materials

and compare such costs with potential energy savings in use.





202

Content

1 Failure mechanisms of the common structural materials

Evaluate failure characteristics of structural materials in common use: fracture, in terms of

strain energy, fracture energy and the Griffith crack theory

Fatigue: in terms of stress concentrations, corrosion, residual stresses, surface finish and

temperature

Creep: in terms of stress, temperature and modulus of elasticity

Corrosion of metals: in terms of dry oxidation and wet corrosion

Chemical degradation: of cements and concrete by sulphates, sea water, acids and alkali-

silica reactions

Physical degradation: of materials by changes in temperature or moisture content, frost andfire, degradation of materials by biological agencies such as fungi and insects

2 Properties of modern composite materials

Composition of two or more materials: examine the advantage of composite materials such

as, asbestos cement, glass-reinforced cement, polymer-fibre-reinforced cement and

concrete, natural-fibre reinforced concrete, steel-fibre concrete

3 Embodied energy costs

Evaluate modern energy-saving methods: evaluation to compare the cost of purchase andinstallation against the time taken to recover the cost in ‘saved’ energy terms. Locating

supplies of raw materials, extracting raw materials, refining raw materials, manufacturing

building elements from raw materials, transporting building elements to place of use,

working building elements on site





203




the ability to:

1 Describe the failure

mechanisms of the common

structural materials in terms

of their physical and chemical

structure and propose

methods to prevent or

minimise such failures

describe the principal modes of failure for a range of

at least four common structural materials and

evaluate the methods devised to prevent such

failure. The evaluation should address material

properties at the:

– molecular level, in terms of atoms, molecules

and/or aggregations of molecules

– structural level, in terms of how different

phases such as cells in timber or grains in

metals interact

– engineering level, in terms of the total material

and its overall properties as visible to the naked

eye

2 Analyse the properties of

modern composite materials

and analyse why such

materials can be much more

than the sum of their parts

explain, with the use of examples, how two or more

materials can be combined together to produce a

material with properties superior to its constituent

parts

analyse the physical and chemical factors that affect

the strength, hardness and durability of a range of

composite materials

3 Evaluate the embodied

energy costs associated with

the common construction

materials and compare such

costs with potential energy

savings in use

describe the various factors contributing to

embodied energy costs and estimate their

contribution to total energy costs for a range of

materials

analyse and evaluate the total embodied energy

costs associated with the use of energy-efficient

methods in building construction against the potential energy savings over the lifetime of a

building





204

Guidance

DeliveryThis unit is intended primarily for those learners following the Design programme and should

increase their understanding of how materials behave. It is designed to enhance the learner’s

ability to specify materials appropriately and confidently. Subject to the links below, the unit

can be delivered at any point in the course and would benefit from a reasonably rigorous

scientific approach. It follows that structured delivery in the form of a course of lectures must

form the early part of the delivery. Project work, either individual or group-based, related to

specific materials and how they will behave under specified conditions would seem to offer the

most relevant form of assessment.

Assessment






related units.





teaching programme.






Links

The link with the Unit 2: Science and Materials has been noted previously. Important links can

be made with other units such as Unit 10: Building Services Engineering Technology. Also,Unit 7: Technology A, Unit 8: Technology B, Unit 22: Technology C , Unit 24: Structural

Behaviour and Detailing , Unit 26: Design Procedures and Unit 27: Design Technology in a

more general sense.






Building Control.






205

Resources

The unit could be delivered without extensive testing apparatus but the following equipment

should be utilised where available: compression, tension and flexural testing apparatus, creep,

fatigue, hardness and impact testing apparatus, drying kilns and accelerated testing rigs.

Support materials

Textbooks

Alexander, W and Street, A — Metals in the Service of Man 11th Edition — (Penguin,

1998)

Couzens, E and Yarsley, V — Plastics in the Modern World — (Penguin Pelican, 1968)

Gordon, J — The New Science of Strong Materials — (Penguin, 1991)

Illston, J and Dinwoodie, J et al — Concrete, Timber and Metals — (Chapman and Hall,

1979)

Illston, J — Construction Materials 2nd Edition — (Spon, 1993)

Illston, J — Construction Materials: Their Nature and Behaviour 2nd Edition — (E and

FN Spon, 1993)

Taylor, G — Materials in Construction 3rd Edition — (Pearson, 2000)





206





207

Unit 29: Site Surveying Procedures

Learning hours: 60


Description of unit

This unit builds upon the theory and practice of surveying introduced in the BTEC Nationals in

Construction at Level 3. It is designed to enhance the learner’s ability to use modern surveying

equipment to undertake a range of site surveying procedures typical of today’s construction

industry.

This unit provides an opportunity for the learner to undertake setting out and control of

alignment of construction work and develops the knowledge needed to perform surveying

calculations. It is intended that both semi-manual and standard computer software be used in performing the procedures outlined in the specification. The skills required to produce

cartographic details from survey information using a manual approach is developed alongside

an exploration of the uses and benefits of computer-aided plotting.



1 Demonstrate the ability to use a range of instruments pertinent to the surveying and

setting out process

2 Demonstrate a detailed understanding of the principles of surveying and setting out

3 Calculate from raw data the information required for cartographic detailing and setting

out of construction works

4 Describe the use of electronic and laser instruments in the construction industry

5 Apply and evaluate computer software to calculate and produce surveying solutions.





208

Content

1 Range of instruments

The selection of appropriate instruments for a given job: linear measuring instruments such

as steel bands, sonic measuring devices and Electromagnetic Distance Measuring (EDM)

instruments

Levels: to include optical (automatic and tilting), water level, general construction laser,

pipe alignment laser, electronic/optical

Angular measuring instruments: optical and electronic theodolites, magnetic compasses

and compass attachments to theodolites. Combined theodolites and EDMs (Total Station

instruments). Vertical alignment instruments such as plumb bob, spirit level, optical plumb,

laser alignment

2 Principles of surveying and setting out

Linear measurement : errors in using steel tapes, corrections for tension, sag, temperature,

change of standard length. Semi-permanent adjustments to EDMs for temperature, pressure

and the curvature of the earth

Levelling : sources of errors in levelling and compensation methods adopted, reciprocal

levelling, flying levels, location of Ordnance Bench Mark (OBM), principle and practice of

setting up a Temporary Bench Mark (TBM), levelling large areas using grid and radial

methods, application of tachometric methods, direct and indirect methods of contouring

Angular measurement : sources of errors and methods for reducing errors, reduction of

angular measurement, horizontal and vertical angles, computation of true horizontal length

from slope distance and angle of inclination

Distinction between open, link and closed traverse: use of traverse for area control, factors

affecting choice of traverse stations, bearings (whole circle and quadrant), distinction

between grid, true and magnetic north, co-ordinate system, Ordnance Survey (OS) grid

references, angular closing error and correction, Bowditch correction for misclosure errors

Setting out : principles, control of spread of error by working from the whole to the point,

procedure for co-ordinated setting out, appropriate accuracy, procedures and practices for

setting out ground works, upper floors, road construction, drainage and sewerage works,

embankments and cuttings





209

3 Cartographic detailing and setting out

Analysis of raw data and translation for cartographic detail and/or setting out procedures:

levelling, plotting contours by graphic interpolation, plotting of cross-sections from

contoured plans, area measurement by manual, mechanical/electronic methods,

computation of volumes from spot heights, ground sections and contours, calculations of

volumes of cut and fill on a straight road with transverse sloping ground Angular measurement : correction to measured angles, distances, bearings and co-ordinates

for a closed traverse, manual and electronic plotting of traverse and building surveys,

survey symbols

Setting out : computation of deflection angles and distances for co-ordinated setting out,

computation of deflection angles and chord lengths for horizontal circular curves

4 Electronic and laser instruments

Application of modern surveying instruments and procedures: electronic reading levels,

electronic logging of field data, laser construction levels, laser alignment levels. EDMs,

Total Station instruments, Global Positioning Satellites (GPS), digital terrain modelling

5 Produce surveying solutions

Application of dedicated surveying computer software: software for capturing data in the

field, dedicated software for setting out information, built-in capabilities of Total Station

instruments, commercial software and programmed spreadsheets to facilitate repetitive

surveying calculations, Geographical Information Systems (GIS) and OS digital data





210




the ability to:

1 Demonstrate the ability to use

a range of instruments

pertinent to the surveying and

setting out process

set up, complete all temporary adjustments and use

the appropriate instrument including taking and

recording all necessary readings in accordance with

recognised surveying practice for a range of typical

surveying and setting out tasks

perform checks on each instrument to ensure that

they are in adjustment

select the appropriate instrument for a particular job

2 Demonstrate a detailed

understanding of the

principles of surveying and

setting out

use a variety of methods to set out and/or check

horizontal and vertical controls, including sight

rails, for level ground work and work at a gradient

explain the procedure for setting out and levelling of

foundations for steel framed and pre-cast concrete

buildings and check the verticality of the frame

describe the procedure and instrumentation for

transferring control points to upper floors of multi-

storey in-situ reinforced concrete frames

set out small radii horizontal curves using various

instruments and describe the procedure for larger

horizontal curves for road construction

record all readings necessary to produce a contoured

plan of an area

record all readings necessary to produce a traverse

survey of an area

3 Calculate from raw data the

information required for cartographic detailing and

setting out of construction

works

plot contours and ground sections for an area of

ground from raw survey data

calculate areas and/or volumes of cut and fill as

appropriate from contours, spot heights, ground

sections and co-ordinates

apply corrections and compute co-ordinates for

traverse stations from raw traverse data

calculate and tabulate setting out data for co-

ordinated points and for horizontal circular curves





211



the ability to:

4 Describe the use of electronicand laser instruments in the


explain and compare the use of a variety of modernelectronic surveying instruments and their

application to construction and civil engineering

work

describe how a GPS system operates and how it can

be applied to construction and civil engineering

work

5 Apply and evaluate computer

software to calculate and

produce surveying solutions

use total station instrument’s built in programming

as an aid to setting out

use and evaluate the benefits of computer software

to solve typical surveying problems

extract and apply appropriate survey information

from digital mapping database





212

Guidance

Delivery

It is intended that this unit will consist of at least 50% practical work with 30% devoted to

calculation examples and 20% to descriptive work. Practical work should be completed in

groups of two or three as a maximum with each individual learner having independent use of

instruments and related equipment and IT.

Assessment




achievement of each learner and group work activities may contribute to the assessment.Integrative assignments and project work will help to link this unit with other related units.





teaching programme.


Regulations throughout the delivery of this unit. This includes the use of Personal Protective

Equipment (PPE’s) when undertaking practical activities.



Links

This unit may be linked to Unit 3: Analytical Methods and to the specialist unit, Unit 32: IT

Applications — Computer Aided Design.

Entry requirement for this unit should ideally include knowledge of mathematics at level 3.






Town Planning.






213

Resources

Learners should have access to a wide range of instruments and become familiar with the more

common instruments used on construction sites. Surveying software and spreadsheet programs

should be readily available to learners. Manual drawing and CAD should be an integrated part

of this unit. Access to ancillary equipment and carpenter’s workshops to aid the production of

sight rails and other setting out items should also be made available.

Support materials

Textbooks

Brighty, S revised by Stirling, D — Setting Out: A Guide for Site Engineers 2nd Edition —

(BSP Professional, 1989)

Irvine, W — Surveying for Construction 4th Edition — (McGraw Hill, 1995)

Schofield, W — Engineering Surveying 5th Edition — (Butterworth-Heinemann, 2001)





214





215

Unit 30: IT Applications – General

Learning hours: 30 (Half Unit)


Description of unit

This unit develops the skills and knowledge of Information Technology that will enable the

learner to use popular word processing, spreadsheet and database software. It is intended that a

‘Windows’ or similar graphical user interface be used. The expertise to use this interface is

developed so that the skills and knowledge acquired may easily be transferred to other software

packages.

Formatting and manipulating text and images are practised enabling the learner to produce

reports and assignments that are professional in appearance.

Knowledge is gained of simple programming of spreadsheets to manipulate numbers and their

usefulness to deal with repetitive calculations.

The automatic chart and graph plotting capability of spreadsheets are explored. The learner will

gain an appreciation of the data manipulation power of databases and the skill to produce

simple outputs from data lists.



1 Use standard information manipulation software to edit, save, retrieve and printout files

making effective use of the system controls

2 Manipulate and format text and images in standard word processing applications

3 Produce simple spreadsheet formulae to aid repetitive calculation and display the results in

graphical format

4 Extract information from a database application using the software’s built in query and

report system.





216

Content

1 Standard software

Application of standard software packages: switching on, accessing graphical user interface

(GUI), word processing application (WP), spreadsheet application (SS) and database

application (DB) via the desktop view, using shortcuts, start menu, file manager/explorer,

closing down file, application and system

Forming new files and folders/directories: accessing existing files, saving to appropriate

locations, printing required files/parts of files, print preview, changing views, zooming

in/out, viewing several files, format controls, toolbar buttons, drop down menus,

customising toolbars

2 Word processing applications

Use of dedicated work processing software: page layout, margins, headers and footers, line

spacing and column layout, changing font appearance and type size, superscript and

subscript, bullet points, inserting tables, tabs and page breaks. Inserting fields, auto page

numbering and date, border and shading controls, paragraph controls, cut, copy and paste

functions, moving and editing text. Using drawing toolbar, inserting pictures and objects,

manipulating pictures, spelling and grammar check, thesaurus, finding and replacing words

3 Spreadsheets

Use of dedicated spreadsheet software: cell reference, absolute and relative, worksheets

and workbooks, text, number and formula entry, formatting cells, texts and numbers, fill,

clear and delete functions, insert and delete rows and columns. Resizing cells, rows and

columns, hiding and protecting cells, AutoSum, other built-in functions and conditional

commands, sorting data, chart functions, manipulating charts, saving and printing charts,

changing printable area, use of auditing tool

4 Database application

Use of dedicated database software: planning prior to creating records, creating fields, list

view, form view and form design. Search, sort, filter (query) commands, creating reports

and printing. Mail-merge facility and printing multiple individualised mailshots





217




the ability to:

1 Use standard information

manipulation software to

edit, save, retrieve and

printout files making effective

use of the system controls

open required WP, SS and DB files. Create new

files and save in required locations, close the file,

programme and system maintaining integrity of data

print one or several copies of a file in each

application

open files in appropriate format. Access two files

simultaneously customise toolbars and utilise format controls to

change appearance of data

use an application’s help file to achieve full use of a

program’s capability

2 Manipulate and format text

and images in standard word

processing applications

produce a complex document with layout and

formatting to required standards

adapt the appearance of, and manipulate bodies of

text

apply and manipulate pictures and objects use the spelling checker and thesaurus functions

3 Produce simple spreadsheet

formulae to aid repetitive

calculation and display the

results in graphical format

produce a spreadsheet capable of accepting various

input parameters, analyse the data and give an

output table showing the results

enter new input data to a programmed spreadsheet

to determine results for a new scenario

produce a programmed spreadsheet to facilitate

input of data

produce charts illustrating the results from analysis

of input data

print a table of results and the accompanying charts

to illustrate a particular scenario

4 Extract information from a

database application using

the software’s built in query

and report system

plan information for creating a database

create a database to enable input of data in form

view

use filtered information on a database

printout reports of filtered information to a required

format

produce and print individualised mailshots





218

Guidance

Delivery

Learners should be introduced to the basic functions of each section and then allowed to

proceed through exercises at their own pace to cater for their varying keyboard skills. The tutor

should facilitate the exploration of the application program on an individual basis. Where

learners need this half unit, it is recommended that it be delivered at an early stage of the

programme so that they can apply their learning to other units.

Assessment



feature as part of the process. Evidence will generally be in the form of printed computer output, showing the various stages in achieving a particular criterion. The evidence produced

for other units could also be utilised.




overall number of assessments being contemplated within this half-unit and the design of the

overall teaching programme.

Appropriate attention must be given to health, safety and welfare arrangements and VDU




Links

This unit will provide essential skills and knowledge to learners who have not previously

acquired IT literacy. It is designed to support other units that require ICT reports, tabulated

calculations or database searches.







Valuation.






219

Resources

Learners should have individual access to personal computer stations with a Windows

environment or similar GUI and which have access to Microsoft Office and Microsoft Works or

similar applications.

Support materials

Due to rapid changes in the development of software applications, it is not deemed appropriate

to suggest text materials. Appropriate software producers and internet material should form the

basis of support information for this unit.





220





221

Unit 31: IT Applications – Surveying and

Measuring



Description of unit

This unit provides the learner with the skills, knowledge and understanding required to use

commercially available software packages as an aid to the study of measurement and

estimating.


Building Services Engineering to develop skills and expertise in the use of IT/software packages for measurement and estimating of construction works.



1 Demonstrate an understanding of spreadsheet and database packages

2 Demonstrate the ability to use commercially available measurement software packages

and produce measured works in alternate formats

3 Analyse and use estimating software models to produce comparative rates, and display the

results graphically.





222

Content

1 Spreadsheet and database packages

Principles and techniques required to: Access spreadsheet and database software, use and

adapt software packages, create, save to file, amend and/or print results

2 Measurement software packages

Principles and techniques required to: access measurement packages, use measurement

package, adapt the software as necessary to suit the particular situation, create files, save

files to an appropriate folder/directory, view the draft results, then adapt, analyse and print

the results, analyse and print the final Bill of Quantities (BQ) in a variety of formats

3 Estimating software

Principles and techniques required to: access estimating packages, operate the software

package(s), adapt the software as necessary to suit the particular situation, create files, save

files to an appropriate folder/directory. View the draft results, adapt, analyse and print the

rate, data and analyses in the required format





223




the ability to:

1 Demonstrate an

understanding of spreadsheet

and database packages

use commercial software

operate the software package(s)

adapt the software as necessary to suit the particular

situation

create files, save files to an appropriate

folder/directory analyse and print the results

2 Demonstrate the ability to use

commercially available

measurement software

packages and produce

measured works to alternate

formats

use commercial software



situation


folder/directory

interpret the draft results

adapt, analyse and print the results in the required

variety or format

3 Analyse and use estimating

software models to produce

comparative rates, and display

the results graphically

use the commercial software



situation


folder/directory

interpret the draft results

adapt, analyse and print the results in the required

format

produce comparative rates and display the results

graphically





224

Guidance

Delivery

Learners should be introduced to the basic commands and fundamentals of the chosen

packages, and then allowed to proceed through exercises at their own rate to cater for the

varying ability and keyboard skills.

The tutor should facilitate the exploration of the application programme on an individual basis.

Assessment



feature as part of the process. Evidence will be produced in the form of printed computer output, showing the various stages in achieving each particular criterion. The evidence

produced for other associated or relevant units could also be utilised.











Links

Entry requirements to this unit should include a general knowledge of IT applications and

knowledge of measurement and construction technology level 3.

This unit has strong links with other units that contain measurement, tendering and estimating.





Quantity Surveying.






225

Resources

Learners should have individual access to personal computer stations with appropriate

measuring, tendering and estimating software.

Partial or demonstration software packages may be sufficient to cover this unit. Full copies of

commercial packages are not necessary for this introductory unit.

Suggested software packages

‘Masterbill’ by Masterbill

‘Vector — for professional quantity surveyors’ by Snape

or any other equal or similar software package systems

Support materials

Textbooks

Ashworth, A — Cost Studies of Buildings 3rd Edition — (Longman, 1999)

Sher, W — Computer-Aided Estimating: A Guide to Good Practice — (Longman, 1996)

Smith, R — Estimating and Tendering for Building Work — (Longman, 1986)

Other publications


Davis/Langdon and Everest — Spon’s Architects’ and Builder’s Price Book 2000 125th

Edition — (Taylor Francis Books, 1999)

RICS — SMM7 The Standard Method of Measurement of Building Works Revised Edition

— (RICS, 1998)





226





227

Unit 32: IT Applications – Computer Aided

Design



Description of unit

This unit provides the learner with an introduction to the skills and knowledge required to use

appropriate computer software as an aid to design for the construction industry. The difference

in approach between manual and computer aided design (CAD) is explained. The production of

two-dimensional drawings to introduce basic system commands is followed by the concept of

three-dimensional modelling.

This unit concentrates on CAD using software for the production of two and three-dimensional

models of domestic and small industrial buildings. Industry standard layer convention and

libraries of standard symbols along with system procedures and functions are used to speed up

the drawing process. The three dimensional model is utilised to produce elevations and various

views and perspectives of the project. Further levels are added to produce multi-storey projects.

Text insertion and automatic dimensioning to a drawing are investigated.



1 Demonstrate the knowledge and ability to save, retrieve and printout to scale a drawing file

using industry standard CAD software

2 Use industry standard design software to produce dimensioned ground floor and first

floor plan of a building project

3 Demonstrate the knowledge ability to utilise the system’s commands to automatically

produce elevations, 3D-views and perspective views of a project.





228

Content

1 CAD software

Access CAD software: loading architectural option, loading or creating new drawing, saving

drawing to appropriate folder/directory, system preferences, drawing scales, drawing sheet

size, borders, title block. View drawing using available techniques, zoom and pan

commands, plot command, print preview, changing print area, orientation and scale, help

system

2 Produce dimensioned floor plans

Application of dedicated CAD software: CAD drawing and existing commands,

architectural option, construct and modify commands, creating space diagrams, cavity

walls, roofs, chimneys, structural elements, doors, windows and staircases. Inserting 2Dand 3D symbols, layer convention and controls, level commands, status, set level, level

copy, level move, freeze and thaw, text and dimensioning commands, editing text and

dimensions

3 Produce elevations, 3D-views and perspective views

Produce quick elevations and sections: 3D views, plan view, perspective view,

walkthrough options





229




the ability to:

1 Demonstrate the knowledge

and ability to save, retrieve

and printout to scale a

drawing file using industry

standard CAD software

use existing CAD files in any location

open a new file with standard settings and change

scale, paper size and orientation as required

save a CAD file to appropriate folder/directory

open files and navigate across the drawing

print drawing file using an appropriate plotter

print part of a drawing

leave the file and application program maintaining

integrity of files and operating system

2 Use industry standard design

software to produce

dimensioned ground floor

and first floor plan of a

building project

use the architectural option to produce a space

diagram for the ground floor plan of a building

project

adapt the space diagram to cavity wall construction

and add solid floors and ceiling grids, add further

walls and trim/extend as necessary, insert and editdoors and window symbols

use the architectural option commands to add

further floors to the project

incorporate roof structure and associated details to

the project

complete full dimensions of the ground floor plan

and identify appropriate layer to control view of

dimensions

isolate upper floors to only display ground floor

plan

print separate drawings showing each floor level

3 Demonstrate the knowledge

ability to utilise the system’s

commands to automatically

produce elevations, 3D-

views and perspective views

of the project

use the architectural option commands to produce

quick elevations and sections

display the project in 3D mode from various angles

of view

display a perspective view of the project

set up and display walkthrough scenario across one

floor of the project





230

Guidance

Delivery

Learners should be introduced to the basic commands and then allowed to proceed through

exercises at their own pace to cater for their varying keyboard skills. The tutor should facilitate

the exploration of the application programme on an individal basis. Where learners need this

unit, it is recommended that it be delivered at an early stage of the programme so that they can

apply their learning to other units.

Assessment

It is recommended that evidence for learning outcomes are achieved through well-planned

course work, assignments and projects. Assessment may be both formative and summative and

both may feature as part of the process. Evidence will generally be in the form of printedcomputer output, showing the various stages in achieving a particular criterion. The evidence

produced for other units could also be utilised.










Links

Entry requirements to this unit should include a general knowledge of IT applications and

knowledge of Building Technology at level 3. This unit has strong links with other units that

require architectural detailing and building design.





Architectural Technology.


Resources

Learners should have individual access to personal computer stations with appropriate CAD

software. For example, AEC or Architectural Desktop from AutoCAD.





231

Support materials

Due to rapid changes in the development of software applications, it is not deemed appropriate

to suggest text materials. Appropriate up to date software producers and internet material

should form the basis of support information for this unit.





232





233

Unit 33: IT Applications – Project

Management



Description of unit

This unit provides the learner with an introduction to the skills and knowledge required to use

of appropriate software as aids to the project management of construction projects. Whilst the

focus of the unit will concentrate on commercially available project management software,

learners will design tools, using generic spreadsheets and databases, in support of the project

management role.

A key aspect of this unit will be to develop the learner’s understanding and ability to use

information technology at the centre of the communication and management systems for

projects.

Learners will also develop the ability to select appropriate software in support of the planning,

monitoring and control aspects of projectsK



1 Demonstrate the ability to develop spreadsheet generated resource management models(manpower, plant, money etc)

2 Appraise the benefits of selected software packages for the planning, monitoring and

control of projects

3 Demonstrate an understanding of how project information systems can be used to support

the project manager’s role

4 Establish criteria for the selection and application of appropriate information technology

systems for a construction project.





234

Content

1 Resource management models

Establish criteria for the use of generic software packages: applied to resource

management — manpower, plant, money

Spreadsheets: use spreadsheets to analyse resource needs and levels

Database design: types of database and when and how to use (relational/hierarchical),

using Microsoft Excel and Access as examples

2 Planning, monitoring and control

Use application software to: plan, monitor and control projects, manpower planning and

control, plant management

Budgeting and costing : systems, cashflow modelling, networked applications for planning,

monitoring and control

Examples of applications software: include Artemis Active Alert; Project Commander

Professional; Jobmaster; Micro Planner X-Pert; Power Project; Hornet Windmill;

CascadePgM; Microsoft Project; CS Project Professional; Wessex Accounts; FBS

3 Project information systems

Analyse and establish criteria for the selection and use of IT systems: commercial

application software to support project management systems

Selection criteria: develop selection criteria for a range of applications, programming/cost

control and composite computer aided management packages (CAM) eg Microsoft Project,

Power Project, CS Project Professional. Develop selection criteria for the acquisition of

appropriate hardware to support operating systems

4 Information technology systems

Apply communication systems effectively within a project management environment :

communications and information management, email communications, verification and

receipting methods, attachment management. Internet and intranet systems and

management, networking





235




the ability to:

1 Demonstrate the ability to

develop spreadsheet

generated resource

management models

(manpower, plant, money etc)

analyse resource needs and levels in resource

management

demonstrate the use of spreadsheets to analyse

resource needs and levels

demonstrate a working knowledge and the ability to

use databases

use and manipulate filtered information on a

database

2 Appraise the benefits of

selected software packages

for the planning, monitoring

and control of projects

demonstrate the ability to use software packages to

monitor and control the projects needs for:

– manpower planning and control

– plant management

– budgeting/costing systems

– cash-flow modelling

demonstrate an understanding of networked systems

3 Demonstrate an

understanding of how project

information systems can be

used to support the project

manager’s role

assess and review commercially produced ICT

systems for project management

produce selection criteria for a range of applications

assess and review appropriate hardware needs to

support the operating system(s)

4 Establish criteria for the

selection and application of

appropriate information

technology systems for aconstruction project

assess communications and information

management

use email communications including the transfer of

attachments

confirm the verification and receipting of electronic

communications

evaluate internet and intranet systems





236

Guidance

DeliveryIt will be important for learners to have access to a range of hardware and software systems

when studying this unit. They should also be given an opportunity to evaluate the systems in

use in their own working environments.

A workshop approach should be adopted, whereby learners can work in small groups, designing

and using their IT tools in project scenarios/case studies provided by the lecturer.

The involvement of IT specialists from industry will benefit learners learning greatly.

Whilst learner assignments are individual, learners should nevertheless be encouraged to work

within groups. It could also be beneficial to require learners to make oral presentations of their

work to the group as a whole.

Assessment

It is recommended that evidence for learning outcomes be achieved through well-planned

course work, assignments and projects. Evidence of achieving a learning outcome may be in the

form of a disc containing a developed tool as an aid to a project manager, or a report identifying

the analysis required to be carried out. In each case, a rationale for the development or

conclusions drawn must be fully developed. Wherever possible suitable academic references

must be provided to support the work.

Assessment may be formative and summative and both may feature as part of the process.

Although assessments must be focused on the individual achievement of each learner, groupwork and role-play activities may contribute to the assessment. Integrative assignments and
















237

Links

This unit has links with Unit 18:Management and relies upon a sound understanding of the way

in which project management can be used to deliver the outcomes of a project for a client.

In order to be selective in the selection of Information Technology solutions in support of the

work of a project manager, learners will need to have developed a sound understanding of the

management systems and procedures involved on a typical project.

A range of IT skills will be developed throughout the study and assessment phases of the unit.

Learners should be encouraged to draw upon their wider understanding and experience

developed from units studied and from their experience in the workplace.





Architectural Technology.


Resources

There are many general texts devoted to IT design and use, however learners should be

encouraged to be selective in the choice of the reading they should carry out for this unit. The

selected reading materials identified under the heading of ‘Support materials ‘ in the unit

descriptor should help in selecting appropriate additional reading materials.

More importantly, learners should have access to hardware, which is up-to-date and can run

industry specification software. In order to develop their analysis and selection skills, industry

specification software must be available for learners to evaluate.

Suggested software

Learners should be encouraged to use the software packages mentioned below:

spreadsheet application packages such as- Microsoft Excel and Access

CAM (Computer Aided Management) packages such as — Microsoft Project, Power

Project, CS Project Professional

applications packages such as — Artemis Active Alert; Project Commander Professional;

Jobmaster; Micro Planner X-Pert; Power Project; Hornet Windmill; CascadePgM;

Microsoft Project; CS Project Professional; Wessex Accounts; FBS.

Support materials

Other publications

CIOB — Construction Computing journal

Websites

www.ctiweb.cf.ac.uk/ ‘CTI Centre for the Built Environment’ is a very useful website for

staff and learners to visit.





238





239

Unit 34: Work-based Learning A

Learning hours: 60


Description of unit

This unit is one of two specialist work-based learning units included in these qualifications.

These two units serve a different purpose from the core Unit 5: Group Project and the

specialist unit, Unit 15: Individual Student Project .

This work-based learning unit is specifically designed to capture evidence of achievement

arising out of naturally occurring work-based learning and assessment opportunities. It is

therefore an assessed experiential learning tool. The onus is on the learner to identify and

capture appropriate work-based learning and relevant assessment evidence to meet theoutcomes of the unit. Centres will need to provide guidance, advice and support on the

methodology and structure of this process.

It is expected that learners will need to spend at least 240 to 300 hours of planned work-based

learning in the workplace in order to achieve the outcomes of this unit.

The health, safety and welfare aspects of the learner’s programme must be considered before a

learner embarks on this unit. Unit 6: Health, Safety and Welfare provides a suitable basis to

ensure learners are prepared for their work-based learning activities.



1 Identify and describe naturally occurring relevant work-based learning opportunities

2 Select and describe work-based techniques, methods and procedures relevant to the

programme of learning

3 Perform work-based activities and gather appropriate evidence

4 Demonstrate continuous improvement in their work-based learning and performance

5 Present a portfolio of appropriate evidence for assessment using a variety of formats.





240

Content

1 Relevant work-based learning opportunities

Diversity of work : includes architectural design, tendering and estimating, planning,

construction, site engineering, land surveying, building surveying, quantity surveying,

estate management, facilities management and maintenance

Range of work : includes residential, commercial, retail, recreational and leisure, industrial,

health, educational, agricultural and public buildings

Roles at work : includes architect, architectural technologist, quantity surveyor, building

surveyor, land surveyor, clerk of works, contract manager, site manager, estimator and

buyer, planner, site engineer

Knowledge, understanding and skills: learning outcomes, content of programme units,

personal skills audit, higher level skills

2 Techniques, methods and procedures

Selection: as appropriate to work-based learning and assessment opportunities

Specifications: technical and non-technical

Constraints: eg client’s requirements, timescale, components, materials, technical,

operational, legal, financial, environmental

Key issues: eg health, safety and welfare (including CDM Regulations), sustainability, best

practice, quality control, quality assurance, KPIs, equal opportunities and ‘Respect for

People’

Action plan: to address the content in 1 and 2, agreed with nominated parties in centre and

workplace

3 Work-based activities

Action: as appropriate to work-based learning assessment opportunities

Working relationships: with subordinates, colleagues, line managers, clients, sub-

contractors, main contractor as appropriate, development of higher level skills

4 Improvement in work-based learning and performance

Improvement in: personal development, career development, performance at work, skill

development, breadth of learning strategies

Enhanced skills in: communication, IT, research, negotiation, supervision, management,

self-appraisal, higher level skills

Techniques: target setting, action planning, progress monitoring, periodical reviews,

evaluation, reflective practices, rescheduling, contingency planning, daily/weekly review

and work log





241

5 Portfolio of appropriate evidence

Format : guidance on appropriate evidence, witness testimony, self-assessment, peer

assessment, tutor-marked assignments and projects, line manager input to process, portfolio

building, formal presentation

Competence: practical assessment of professional competence in the workplace, links with

the assessment of a NVQ





242




the ability to:

1 Identify and describe

naturally occurring relevant

work-based learning

opportunities

identify work-based learning opportunities relevant

to their roles and responsibilities in the workplace

describe the nature and extent of the knowledge,

understanding and skills that can be evidenced by

means of such assessment opportunities

complete an initial personal skills audit using the

learning outcomes and content of the programmeincluding CIC Common Learning Outcomes and

higher level skills

2 Select and describe work-

based techniques, methods

and procedures relevant to

the programme of learning

select and describe the techniques, methods and

procedures to be used to produce the necessary

evidence for assessment

evaluate the constraints and key issues associated

with the selected techniques, methods and

procedures

formulate an agreed action plan in consultation with

tutors and work-based mentor(s) or line manager(s)

3 Perform work-based

activities and gather

appropriate evidence

perform a range of relevant and complex work-

based activities relating to knowledge,

understanding and skills gained on the programme

and gather appropriate work-based evidence for

assessment

work with others in a productive, professional and

non-adversarial manner, practice and demonstrate

CIC Common Learning outcomes and higher level

skills

4 Demonstrate continuous

improvement in their work-based learning and

performance

identify and describe specific areas of personal,

managerial and technical expertise to be developed

generate evidence of improved performance

use techniques of self-appraisal and reflection to

inform further action

5 Present a portfolio of

appropriate evidence using a

variety of formats

produce evidence for assessment in a range of work-

based skills

use a variety of effective communication techniques

to present evidence

employ a variety of presentational formats to

present evidence

where relevant, link evidence for this unit with the

assessment of a NVQ





243

Guidance

DeliveryIt is expected that learners will need to spend at least 240 to 300 hours of planned work-based

learning in the workplace in order to achieve the outcomes of this unit.

It is recommended that this unit be undertaken towards the end of the first year or in the second

year of a two year programme. Once the initial brief has been agreed with the tutor and line

manager their primary role is to act as a mentor, advisor and counsellor. The tutor will need to

maintain periodic contact with the line manager when reviewing the learner’s progress and

achievement.

Assessment

Evidence of outcomes for assessment will be both formative and summative and should be

available for scrutiny at each stage of development. This may be in a variety of forms eg

written, graphical, IT-based, logbook, minutes of meetings, copies of emails, letters, faxes, tape

recordings and videos.

The development of an interdisciplinary approach to the construction and built environment

process should be emphasised together with the need for a non-adversarial approach when

dealing with other construction professionals. The development of the CIC Common Learning

Outcomes and higher level skills should also be a key feature of assessment.

The approach taken to generating evidence must recognise that work-based learning:

is not a subject for learning but a mechanism for learning is primarily intended for learners in full-time employment or for learners with access to a

workplace for a reasonable period of time

is about reflection on work practices and not merely about acquiring knowledge,

understanding and skills

arises from action and problem-solving within a work environment

is centred on the learner’s work, live projects and challenges to individuals and

organisations

implies the creation of knowledge as a shared and collective activity, the discussion of

ideas and the sharing of problems and solutions assesses not only the products of learning but also the processes of learning such as

reflection, self-direction and improvement

requires the learner to address fundamental issues including the rationale for undertaking

work-based learning, the benefit to their employer(s), what they personally hope to achieve

and how they will achieve their goals

requires the learner to exercise appropriate judgement in a number of complex planning,

design, technical, resource and management functions related to products, services,

operations and processes

requires the learner to produce evidence of their ability to communicate effectively with

other members of the construction team in an appropriate and professional manner.





244

In designing the assessment arrangement for this unit, opportunities should be taken to generate

evidence to meet the CIC Common Learning Outcomes and higher level skill appropriate the

work-based learning activities, see Annex D and Annex F .

Links

By definition, there are clear links with every other unit in these qualifications. To produce therequired evidence, learners should be made aware of the importance of applying their prior

experience and the knowledge, skills and understanding gained in the other units of their

programme. CIC Common Learning Outcomes and higher level skills will feature strongly in

this unit.

Links to CISC Occupational Standards and NVQs at level 4 will be determined by the work-

based learning activities selected. Where assessment evidence is also linked to an NVQ, the

centre should map the learning outcomes and assessment criteria of the learner’s BTEC Higher

National programme against the assessment requirements of the NVQ and identify those areas

that require common evidence.

Resources

Given the work-based nature of this unit, the majority of resources will be those available to the

learner in the workplace. Tutor support and guidance are essential and must be supported by a

range of other support services and facilities necessary for the learner to achieve the outcomes

of this unit.

Support materials

Textbooks

Bell, J — Doing your Research Project 2nd Edition — (Open University, 1993)

Boud/Keogh and Walker — Reflection: Turning Experience into Learning — (Kogan Page,

1985)

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

Moon, J — Reflection in Learning and Professional Environment: Theory and Practice —

(Kogan Page, 1999)


1994)

Websites

www.experienceworks.ncl.ac.uk

www.prosper-group.ac.uk

www.graduatecareersonline.com/workexperience

www.feda.ac.uk/Pubssupport/LearningStyles.asp#Learningstyles

http://rapid.lboro.ac.uk/

Centres wishing to use the RAPID Progress File as a possible means of recording learner’s

progress, should contact Alan Maddocks at Loughborough University for details of centre

licence arrangements, telephone 01509 227192.





245

Unit 35: Work-based Learning B

Learning hours: 60


Description of unit

This unit is one of two specialist work-based learning units included in these qualifications.

These two units serve a different purpose from the core Unit 5: Group Project and the

specialist Unit 15: Individual Student Project .

This work-based learning unit is specifically designed to capture evidence of relevant work-

based training and development that the learner has (or will) successfully complete during their

programme, but which is not assessed and does not lead to a formally accredited qualification.

Examples of such events include:

company in-house training programmes (learning at work)

work placement and work-shadowing (that can formally be recorded)

continuing professional development (CPD) organised by professional bodies

seminars and courses offered by commercial training organisations (where attendance can

be evidenced)

product-based and service-based training offered by vendors and suppliers of systems,

components, hardware, software, materials and/or tools (where attendance can be

evidenced).

This unit is designed to provide both a structure and an assessment regime that will enable

learners to gain recognition for such training and development within the context of a BTEC

Higher National qualification. This will enhance the learner’s overall experiences of training

and development and bring added benefit to the learner’s programme of study.

It is expected that learners will undertake at least 60 hours of relevant training and development

in order to meet the outcomes of this unit.



1 Identify and describe a range of relevant training and development opportunities

associated with their workplace

2 Review the associated learning outcomes and describe the knowledge, understanding and

skills required to achieve them

3 Examine the assessment criteria and justify how this is met by their training and

development

4 Evaluate the benefits of the training and development undertaken

5 Demonstrate continuous improvement in their work-based learning and performance.





246

Content

1 Relevant training and development opportunities

Personal goals: eg enhanced career opportunities, salary and job satisfaction; maintenance

of up-to-date skills base; regular feedback on performance; opportunities for reflection,

assumption of responsibility for own development

Organisational goals: eg improved staff knowledge, understanding and skills; increased

staff motivation and retention; analysis of future needs, perception of company as ‘learning

organisation’, diagnosis of staff strengths and weaknesses; coherent policies on

recruitment, selection, training and development of staff

Range of teaching and development opportunities: including personal development in terms

of time management and self-management; higher-level skills; business skills in finance,

marketing, teamwork and negotiation; technical skills including IT and CAD; training innew techniques, new procedures and new legislation; health, safety and welfare,

environmental and sustainability issues

2 Learning outcomes

Outcomes: what the learner is able to do after training and development

Content : the knowledge, understanding and skills required to achieve the outcomes of their

programme (this may only focus on certain units or parts of the programme relevant to the

training and development)

Evidence: the essential aspects of performance that were assessed to decide whether theoutcomes have been achieved

3 Assessment criteria and justify how this is met

Assessment and grading criteria: the standard of evidential response required to achieve a

given assessment grade

Scope: of the techniques, methods and procedures used to produce the relevant evidence

Evidence: the material produced during training and development that was (or will be) used

to demonstrate achievement of the grading criteria, confirmation of attendance

4 Benefits

Personal : eg improved knowledge and understanding; enhanced practical, cognitive

transferable and intellectual skills; higher level skills; increased confidence and job

satisfaction; awareness of future training and development needs

Organisational : work-based evidence demonstrating how training and development has

translated into improved performance at work, awareness of learner’s (employee’s) future

training and development needs





247

5 Improvement in work-based learning and performance

Improvement in: eg personal development, career development, performance at work, skill

development, breadth of learning strategies

Enhanced skills in: eg communication, IT, research, negotiation, supervision, management,

self-appraisal

Techniques: eg target setting, action planning, progress monitoring, periodical reviews,

portfolio building, evaluation, reflective practices, rescheduling, contingency planning





248




the ability to:

1 Identify and describe a range

of relevant training and

development opportunities

associated with the workplace

identify and describe their personal training and

development needs

identify and describe training and development

needs in relation to the organisation

compile a portfolio of training and development

opportunities accessed through work

2 Review the associated

learning outcomes and

describe the knowledge,

understanding and skills

required to achieve them

identify the learning outcomes associated with

training and development opportunities accessed

through work

describe the knowledge, understanding and skills

used to achieve the identified learning outcomes

evaluate the evidence requirements used to assess

whether the learning outcomes have been achieved

3 Examine the assessment

criteria and justify how this

is met by their training anddevelopment

identify and describe the assessment criteria used

present the evidence from training and development

to demonstrate achievement of the assessmentcriteria

justify the techniques, methods and procedures used

to produce the required evidence

4 Evaluate the benefits of the

training and development

undertaken

differentiate between personal and organisational

benefits

explain the personal benefits derived from their

training and development

produce work-based material that demonstrates how

their training and development has benefited theorganisation

5 Demonstrate continuous

improvement in their work-

based learning and performance

identify and describe specific areas of personal,

managerial and technical expertise under

development

generate evidence of improved performance

use techniques of self-appraisal and reflection to

inform further action





249

Guidance

DeliveryIt is expected that learners will undertake at least 60 hours of relevant training and development

in order to meet the outcomes of this unit.

It is recommended that this unit be delivered throughout a two year programme. The selection

of the training and development to be used in the portfolio of evidence required by this unit

should be agreed with the learner’s tutor and with their line manager/supervisor at work. The

former can help with the interpretation of the learning outcomes and the assessment criteria

implied by the training and development events. The latter can act as a mentor and advisor and

should also be very well-placed to provide witness testimony regarding the actual work-based

benefits to the learner and the organisation.

Assessment

The evidence required to achieve this unit will mainly be achieved by the learners attendance at

training and development events and by their completion of the associated work required for

assessment. These events will tend to be non-accredited and may be non-assessed. There may

be no clear or explicit learning outcomes or assessment criteria. However, each unit of a BTEC

Higher National qualification requires that evidence be provided for assessment against the

outcomes and assessment criteria.

Therefore, the important issues for the learner are:

the training and development opportunities selected for inclusion in the portfolio of

evidence must address learning outcomes and assessment criteria at a level equivalent tothe Level 4 BTEC Higher National

there must be authentic, valid and reliable evidence to support attendance at, and successful

completion of the selected training and development opportunities

the learning outcomes of such events must be clearly stated where explicit, or must be

extracted from the delivery and assessment of the content where they are either absent, or

merely implied

the assessment grading criteria associated with such events must be clearly stated where

explicit, or must be extracted from the delivery and assessment of the content where they

are either absent, or merely implied

work-based learners must have access to regular feedback on their progress and

achievements to inform self-appraisal and reflection.

Assessors will need to be satisfied that they can assess the evidence provided by the learner

against the outcomes and assessment criteria and be able to apply the generic merit and

distinction grade descriptors where applicable.

In agreeing the evidence for the assessment of this unit, opportunities should be taken to also

identify evidence to meet the CIC Common Learning Outcomes and the higher level skills in

Annex D and Annex F .





250

Links

By definition, there are clear links with every other unit in these qualifications. Learners should

be made aware of the importance of using each and every accessible and relevant training and

development event, and the knowledge, skills and understanding gained therein, to produce the

required evidence. CIC Common Learning Outcomes and Higher Level Skills will feature

strongly in this unit.Links to CISC Occupational Standards and NVQs at level 4 will be determined by the work-

based learning activities selected. Where assessment evidence is also linked to an NVQ, the

centre should map the learning outcomes and assessment criteria of the learner’s programme

against the assessment requirements of the NVQ and identify those areas that require common

evidence.

Resources

Given the work-based nature of this unit, the majority of resources will be those available to the

learner in the workplace. Tutor support and guidance are essential and must be supported by a

range of other services and facilities necessary for the learner to achieve the outcomes of thisunit.

Support materials

Textbooks


1985)

Doherty, M — Writing for Excellence — (McGraw-Hill, 1992)

Howard, K and Sharp, J et al — The Management of a Learner Research Project 3rd

Edition — (Gower Aldershot, 2002)

Moon, J — Reflection in Learning and Professional Environment: Theory and Practice —

(Kogan Page, 1999)

Schon, D — The Reflective Practitioner: How Professionals Think in Action — (Aldershot,

1991)

Websites

www.experienceworks.ncl.ac.uk

www.prosper-group.ac.uk

www.graduatecareersonline.com/workexperience

www.feda.ac.uk/Pubssupport/LearningStyles.asp#Learningstyles





251

Annex A

Qualification codes

Each qualification title, or suite of qualification titles with endorsements, is allocated two

codes, as are the individual units within a qualification.

QCA codes

The QCA National Qualifications Framework (NQF) code is known as a Qualification

Accreditation Number (QAN). Each unit within a qualification will also have a QCA NQF unit

code.

The QCA qualification and unit codes will appear on the learner’s final certification

documentation.

The QANs for qualifications in this publication are:

100/3048/7 Edexcel Level 4 BTEC Higher National Certificate in Construction

100/3049/9 Edexcel Level 4 BTEC Higher National Diploma in Construction.

Edexcel codes

The Edexcel codes enable approval, registration, assessment and certification, they will appear

on documentation such as the Student Report Form (SRF) and the programme definition. The

Edexcel codes are not provided in this publication. The Edexcel codes will link automatically to

the QCA codes for certification purposes.

QCA and Edexcel codes

All QCA and Edexcel qualification and unit codes will be published in a booklet, which will be

sent to centres and made available on the Edexcel website at a later date. It will provide a

comprehensive catalogue of all the qualifications and units available to centres. It will be useful

for centres when making future decisions about centre choice units.





252





253

Annex B

Representation by Professional Bodies

BTEC Higher Nationals in Construction and The Built Environment Sector

Edexcel planning/steering group representation

The following bodies had appointed representation on the Edexcel Planning/Steering Group.

This enabled a continuous process of consultation by members of the Group as the structure

and content of the new BTEC Higher Nationals was designed, developed and agreed by the

employers, NTOs and professional bodies.

British Association of Construction Heads (BACH)

British Institute of Architectural Technologists (BIAT)

British Plumbing Employers Council (Training) Ltd (BPEC)

The Building Services Engineering Training Alliance (SUMMIT)


The Chartered Institute of Building Services Engineering (CIBSE)

Construction Confederation (CC)

The Construction Industry Council Standards Committee (CICSC)

Construction Industry Training Board (CITB)

Council of Professors of Building Engineering and Management (CPBEandM)

Engineering Services Training Trust Ltd (ESTTL)

Heating and Ventilation Contractors’ Association (HVCA)

The Institute of Highway Incorporated Engineers (IHIE)

The Institution of Civil Engineers (ICE)

The Institution of Structural Engineers (ISE)

Joint Accreditation Panel (JAP) — [now Joint Board of Moderators (JBM) Higher

Qualifications Panel]

National Electrotechnical Training (NET)

Qualifications and Curriculum Authority (QCA)

Royal Institution of Chartered Surveyors (RICS)

Training of Professionals in Construction (TOPIC)

In addition to the above, these BTEC Higher Nationals in Construction have been validated and

approved by the Construction Industry Council Standards Panel (CICSP) on behalf of the

Construction Industry’s NTOs, SSCs and professional bodies.





254

Recognition by Professional Bodies

BTEC Higher National in Construction for Design Disciplines

Recognition by the British Institute of Architectural Technologists (BIAT)

Core units

Design Principles and Application

Science and Materials

Analytical Methods

Management Principles and Application

Group Project

Health, Safety and Welfare

BIAT has selected the following specialist units to be included in a learner’s Higher National

programme in order to progress to ABIAT status.

Specialist units

Building Services Engineering Technology

Contractual Procedures

Design Procedures

Design Technology

Materials Properties and Performance

Refurbishment and Adaptation

Spec and Contract Documentation

Technology A

Technology B

Technology C

The specialist units (10) combined with the core units (6) are the equivalent of 16 units required

for a Higher National Diploma

For further details of recognition and membership, contact:

BIAT

397 City Road

London

EC1V 1NH

Telephone: 020 7278 2206






255





256

BTEC Higher National Certificate and Diploma in Construction

Recognition by The Chartered Institute of Building (CIOB)

Both the BTEC Higher National Certificate and Diploma in Construction are recognised by

CIOB. The following recommended qualification structures have been agreed with CIOB.

Higher National Certificate in Construction

Construction Management and Contracting Functions

Although the award of an HNC only requires 10 units, CIOB require 12 units for entry to Associate

Member level.

No Status Unit

1 Design Principles and Application

2 Science and Materials

3 Analytical Methods

4 Management Principles and Applications

5 Group Project

6

Core units


7 Technology A

8 Technology B

9 Law and Contract

10 Production Management

11 Site Surveying Procedures

12

Specialist units

(required by CIOB)

Work-based Learning A or B (Or one other specialist unit from those

listed below could be selected as an alternative)

Contractual ProceduresOther specialist units

(alternative to Work-

based Learning Aor B)

Tendering and Estimating

Additional specialist

unitsAny other specialist units in the qualification may be added





257

Higher National Diploma in Construction

Construction Management and Contracting Functions

Although only 16 units are required for an HND, CIOB require 18 units for entry to Incorporated

Member level.

No Status Unit1 Design Principles and Application


3 Analytical Methods

4 Management Principles and Applications

5 Group Project

6

Core units


7 Technology A

8 Technology B

9 Law and Contract

10 Production Management

11 Site Surveying Procedures12 Contractual Procedures

13 Tendering and Estimating

14 Building Services Engineering Technology

15 Supply Chain Management

16 Structural Behaviour and Detailing

17 Individual Student Project

18

Specialist units

(required by CIOB)

Work-based Learning A or B (Or one other specialist unit from those

listed below could be selected as an alternative)*

Technology C

Construction Economics

Measurement AEnvironment

Specification and Contract Documentation

Project Management

Other specialist units

(alternative to Work-

based Learning A or B)


Building Control and Inspection

IT Applications – General (0.5)

IT Applications – Project Management (0.5)

IT Applications – Surveying and Measuring (0.5)

Additional specialist

units

IT Applications – Computer Aided Design (0.5)

* Learners progressing from a Higher National Certificate to a Higher National Diploma may only use Work-based

Learning unit A or B in the Higher National Diploma qualification and the choice of 18 units.

Centres and learners should refer to the Chartered Institute of Building ‘Recognised Exempting

Awards’ which give details of their entry requirements using these qualifications, or contact the

Institute:

The Chartered Institute of Building

Englemere

Kings Ride

Ascot

Berkshire

SL5 7TB

Telephone: 01344 630700Website: www.ciob.org.uk





258

BTEC Higher National in Construction for Building Surveying and QuantitySurveying Disciplines

Recognition by:

The Royal Institution of Chartered Surveyors (RICS) — recommended choice of units for

advanced entry to an accredited degree

Learners wishing to progress to membership of the RICS, through advanced entry to an

accredited degree course, should be recommended to study, at least the following units:

Core units



Analytical Methods


Group Project


Specialist units

Quantity Surveying Building Surveying

Technology A

Law and Contract


Construction EconomicsMeasurement A

Site Survey Procedures

*IT Appl – Surveying and Measuring

*IT Appl – Computer Aided Design

Technology A

Law and Contract


Construction EconomicsMeasurement A

Structural Behaviour and Detailing

*IT Appl – General

*IT Appl – Computer Aided Design

* Half unit

The choice of specialist units may vary slightly depending on the choice of university and

should be confirmed by centres or learners with the establishment of their choice. Centres may

also design a programme of units that facilitates progression to a particular university.

Where learners are studying for a BTEC Higher National Certificate (of only 10 units). He or

she will need to undertake three extra units to achieve either of the programmes recommended

above. Learners undertaking a BTEC Higher National Diploma (of 16 units) will have more

flexibility to study three other specialist units of their choice.

For further information about the Royal Institution of Chartered Surveyors (RICS), contact:

RICS

Surveyor Court

Westwood Way

Coventry

CV4 8JE

Telephone: 01344 630700

Website: www.rics.org.uk





259





260

Annex C

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

Core units Specialist units

* C I S C r ef ( n ow C I C )

L i nk

s

D e si nP r i n

ci l e

s an

d A

l i c a t i on

S ci en

c e an

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a t er i al s

An al

t i c al M

e t h o d s

M an a em

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t P r i n

ci l e

s an

d A

l i c a t i on

Gr o

u pP r o

j e c t

H e al t h

, S af e

t y an

d W

el f ar e

T e ch n

ol o

A

T e ch n

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L aw an

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B53 9

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B62 8

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D2 2

*See Index for key to Occupational Standards links on following pages





261

Mapping of BTEC Higher Nationals in Construction to CISC Occupational

Standards (based on 1998 CISC CD-Rom)



L i nk s

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D25 7

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F8 1

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F15 4






262

Mapping of BTEC Higher Nationals in Construction to CISC Occupational

Standards (based on 1998 CISC CD-Rom)



L i nk

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F16 2

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F21 2

F23 1

F26 3

F27 2

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F41 2

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F43 3

F44 2

F46 1

F47 2

F61 2

F62 1

F63 1

F64 2

F65 1

F66 1

F71 1

F72 1

Total links 17 2 3 8 12 9 11 12 10 6 15 13 5 9 3 14 3 12 4 7 13 8 6 7 1 7 8 4 4 1 2 2 2






263





264

CISC Occupational Standards Index for Construction Mapping (where

links exist)

See mapping on previous pages

Unit A11 Establish mechanisms for monitoring and reviewing changes and needs in the

environment

Unit A12 Monitor and review changes and needs in the environmentUnit A22 Implement and monitor policies and proposals

Unit A23 Monitor the implementation and impact of policies and proposals

Unit A31 Develop procedures to support policy implementation

Unit A32 Maintain compliance with statutory and policy requirements

Unit B1 Identify and agree project requirements and coordinate design development

Unit B3 Investigate factors affecting potential developments

Unit B5 Develop, present and agree project designs

Unit B11 Identify and agree client, user and community requirements

Unit B12 Establish client requirements for project procurement

Unit B13 Negotiate and agree a brief and design programme

Unit B14 Coordinate the design development process

Unit B21 Select, plan and commission surveying methods

Unit B22 Collect, analyse and present survey data

Unit B23 Select, plan and commission mapping methods

Unit B24 Assess and present mapping data

Unit B25 Select, plan and commission test methods

Unit B26 Test and report on physical characteristics

Unit B31 Investigate development factors

Unit B32 Investigate and assess regulatory factors affecting potential developmentsUnit B33 Investigate and assess legal factors affecting potential developments

Unit B42 Assess, plan and control proposed capital costs

Unit B43 Assess and recommend options for capital funding

Unit B51 Develop and test project design solutions

Unit B52 Recommend and advise on the selection of a project design

Unit B53 Recommend and advise on the selection of a detailed project design

Unit B54 Comply with statutory controls

Unit B61 Specify, integrate and control procurement, contract and production documents

Unit B62 Prepare drawings and schedules

Unit B63 Prepare specificationsUnit B64 Prepare bills of quantities

Unit D11 Prepare procurement programmes and schedules of work

Unit D13 Prepare and process estimate, bid and tender enquiries

Unit D14 Prepare and submit estimates, bids and tenders

Unit D21 Plan work methods, resources and systems to meet construction and installation

project requirements

Unit D22 Establish current and future requirements for materials supply

Unit D23 Select and procure plant and equipment for construction and installation operations

Unit D24 Deploy plant and equipment for construction and installation operations

Unit D25 Implement works to meet construction and installation project requirements

Unit D26 Establish and maintain the dimensional control of construction and installation

contracts





265

CISC Occupational Standards Index for Construction Mapping (where

links exist) contd.

See mapping on previous pages

Unit D31 Control contract quality, progress and costs

Unit D32 Prepare and agree contract accounts and claims

Unit D41 Contribute to the resolution of disputes

Unit D42 Prepare and present evidence on disputes

Unit D43 Adjudicate disputes

Unit E11 Appraise and value property

Unit E12 Assess the condition of property

Unit E21 Progress property disposals

Unit E22 Process property acquisitions

Unit E31 Develop and implement property management plans

Unit E32 Establish client requirements for project procurement

Unit E33 Control property use

Unit E41 Commission engineering products after installation

Unit E42 Assess and minimise risks from engineering products and processes

Unit F15 Establish, maintain and improve health, safety and welfare policies and systems

Unit F16 Develop, maintain and enhance working relationships

Unit F17 Implement and monitor research projects

Unit F18 Interpret, evaluate and present research findings

Unit F21 Provide solutions to and advice on, complex, indeterminate problems within an

ethical framework

Unit F26 Establish and operate technical information systems

Unit F27 Use information to make critical decisionsUnit F32 Implement and monitor research projects

Unit F33 Interpret, evaluate and present research findings

Unit F43 Enhance your own practice and performance



B013362 – Guidance and units – 266

Annex D

Summary of links between BTEC Higher Nationals in Construction units and the Evidence Re

Key to NVQ titles

AT Architectural Technology

BC Building Control

BMES Building Maintenance and Estates Service

CSM Construction Site Management

CservC Conservation Control

CC Construction Contracting

CPEM Construction Plant and Equipment Management

PM Property Management

QS Quantity Surveying

SDM Spatial Data Management

TP Town Planning

V Valuation





Summary of links of BTEC Higher Nationals in Construction units to the evidence requirements of Lev

Unit Unit title AT BC BMES CSM Cserv C CC CPEM

1 Desi n Princi les and A lications


3 Anal tical Methods

4 Mana ement Princi les and A lication

5 Grou Pro ect

6 Health, Safet and Welfare

7 Technolo A

8 Technolo B

9 Law and Contract

10 Buildin Services En ineerin Technolo

11 Contractual Procedures

12 Refurbishment and Ada tation

13 Environment

14 Construction Economics

15 Individual Learner Pro ect

16 Production Mana ement

17 Tendering and Estimating

18 Pro ect Mana ement19 Measurement A

20 Buildin Control and Ins ection

21 Su l Chain Mana ement

22 Technology C

23 S ecification and Contract Documentation

24 Structural Behaviour and Detailin

25 Measurement B

26 Desi n Procedures

27 Desi n Technolo

28 Materials Pro erties and Performance

29 Site Surve in Procedures

30 IT A lications – General31 IT Applications – Surveying and Measuring

32 IT A lications – Com uter Aided Desi n

33 IT A lications – Pro ect Mana ement

34 Work-based Learnin A

35 Work-based Learnin B





268

Construction Industry Council Learning Outcomes

Mapping links with Higher Nationals in Construction units

Intent To provide a common set of outcomes in all programmes of study

at degree and sub-degree level which meet the educational

standards for access to professional body status among the professions which form the CIC.

These outcomes will provide the basis upon which the

recommendations of ‘Constructing the Team’ can be delivered

during the careers of construction professionals.

Delivery These outcomes are independent of mode or method of delivery.

The providers of education and training will only need to provide

evidence and testimony that these outcomes have been achieved

at least once during the programme of study.

It is recognised that each programme of study will place variable

emphases on these outcomes, and therefore they represent a

minimum menu independent of time allocation, academic

importance and worth, and frequency of achievement.

Extracted from: CIB paper ‘Educating the Professional Team’.

Required outcomes Main mapping links

(other links exist)

Communication

Requiring the candidates to: prepare and present a written

report

Group Project

prepare and make an oral

presentation

Group Project

participate in a forum where

their own views are subjected

to peer group criticism


Group Project

engage in an activity requiring

manipulation of numbers

Analytical Methods


prepare and make a

presentation involving

graphical description

Group Project

engage in an activity requiring

use of information technology

Group Project

Group dynamics

Requiring the candidates to:

negotiate and progress the

resolution of a dispute





269

Required outcomes Main mapping links

(other links exist)

attain set goals while working

within a group


Group Project

perform a set role within a

group setting


Group Project

achieve set goals while chairing

a group


Group Project

identify and codify the roles of

individuals in a group at work



Professional awareness

Requiring the candidates to:

engage in an activity where the

ethical standards are central to

the problem


Environment

Technology B

engage in an activity where

issues of protection and/or care

of the natural and the built

environment are central to the

problem



Environment

Technology B

engage in an activity where

issues of energy management

and energy conservation are

central to the problem



Environment

Technology B


perform a task which illustratesthe differences in interpretation

of the idea of quality in

construction

Management Principles and ApplicationTechnology B

Specification and Contract Documentation

Project Management


Site Surveying Procedures

perform a task which illustrates

the essential components of the

legislative framework within

which construction activity

takes place




Structural Behaviour and Detailing

Law and Contract

All Specialist Technology units

perform a task where the

concept of value for money is

illustrated


Group Project

Individual Student Project

perform a task where design

imperatives are in conflict with

the cost of solution and resolve

the conflict


Group Project

Individual Student Project

perform a task where health

and safety are major issues in

the brief and the solution.


Group Project

Individual Student ProjectNote: Unit 34: Work-based Learning A and Unit 35: Work-based Learning B may generate

evidence towards many of the Common Learning Outcomes.





270





271

Annex E

BTEC Environmental Initiative — Guidance for the incorporation of environmental components into BTEC programmes

Environmental

responsibility

Explain the principles of sustainability

Justify her/his own environmental values and attributes Appreciate in general terms, global and local environmental

interconnections

Recognise the environmental implication of her/his personal behaviour

Make personal decisions which take account of the environment

Science and

technology

Explain the scientific principles and processes which influence the

accumulation and dispersal of pollutants and wastes and the implications

for control measures

Explain the complexity of the energy environment debate

Articulate her/his own views on the role of science and technology

towards environmental solutions

Make future work decisions, in the science and technology field, which

take account of the environment

Resource

management

Explore the characteristics of the resource/s to be managed and its/their

value to people

Explain the environmental implications of the uncontrolled use of the

resources to be managed

Identify when the use of a resource needs to be stopped, limited or when

it requires protection

Propose alternative ways of meeting the human wants and needs met by

resources which are being over-exploited or degraded

Plan and recommend resource management decisions which take accountof the environment

Policy and control Identify the process of environmental policy making

Explore her/his own view on the contribution of voluntary control

towards environmental solutions and explain how to encourage this type

of active citizenship

Explain the need for the integration of an environmental ethic into a

wide range of policy making processes

Assess and evaluate the extent to which environmental policy and

voluntary control is adequate in her/his area of interest

Plan and contribute to the development of policy and control

mechanisms for sustainability

Business practice Explain her/his own view on the role of business towards environmental

solutions

Explain the environmental impacts and responsibilities of a selected

business in her/his area of interest

Identify the need for systematic environmental management

Plan and recommend business decisions which take account of the

environment

Environmental

investigation

Appropriate topic for investigation is identified

Ways in which data can be collected and processed into information and

the factors influencing the choice of methods are considered

Appropriate investigation method(s) are identified

Appropriate data analysis and interpretation methods are identified





272





273

Annex F


Learners will be expected to develop the following higher level skills during the programme of

study, the ability to:



design, plan, conduct and report investigations and research to solve problems and

communicate the results of their study accurately and reliably





with analysis, argument and commentary, in a form appropriate to the intended audience;using appropriate quantitative techniques, relevant IT software and media






and the criteria for decisions are generally well defined but where some personal

responsibility and initiative are required

recognise the moral and ethical issues of construction, sustainability, the environment,







others

identify and address their own learning needs within defined contexts, recognise their own






274





275

Annex G

Wider curriculum mapping

Spiritual, moral, ethical, social and cultural issues

Some of these issues are covered in the following units:





Environment


Environmental issues

Learners are led to appreciate the importance of environmental issues in the following units:



Management Principles and Application Health, Safety and Welfare

Technology B and C


Environment

Production Management


Design Technology


European developments

Much of the content of these BTEC Higher Nationals relate to legislation founded uponEuropean Directives. The following units cover both international and European aspects:


Law and Contract

Construction Economics

Project Management

Design Technology

Health and safety issues

These BTEC Higher Nationals are practically based and so health and safety issues are

encountered throughout a programme. Learners will develop awareness of the safety of others

as well as themselves in all practical activities. Learners will also study health and safety issues

in the context of science and materials, the environment and technology in the following units:


Technology B



Production Management


Design Technology

Equal opportunities issues

Equal opportunities issues are implicit throughout these BTEC Higher Nationals and are

covered specifically in: Management Principles and Application





276





277

Annex H

Qualification Requirement

BTEC Higher Nationals in Construction

This Qualification Requirement will be read in conjunction with overarching guidance from

Edexcel in line with any overarching annex agreed with QCA.

Rationale

The NQF BTEC Higher National Certificate and Diploma in Construction have been developed

to focus on:

national qualifications, with detailed common standards, learning outcomes and unit

grading recognisable to centres, learners, employers and professional bodies

recognition by appropriate professional bodies

a common core of study applicable to the whole industry

a choice of optional specialist curriculum studies appropriate to the main career disciplines

within construction

a flexible approach to curriculum content within a nationally recognised framework

changing training and educational needs relevant to construction disciplines

progression to degree programmes and progression to professional institution membership

a contribution to the skills, knowledge and understanding required to underpin relevant

occupational standards and NVQs at level 4

providing opportunities for learners to focus on the development of higher level skills in a

technological and management context

a focus on the development of learners practical knowledge, skills and understanding that

underpins performance in the workplace

preparation for employment and further training and professional development.

Aims of the qualification

These qualifications meet the needs of the above rationale by: preparing learners for a range of technical, professional and management careers in

construction by providing specialised studies which are directly relevant to individual

occupations and professions in which learners are currently working or in which they

intend to seek employment

enabling learners to make an immediate contribution in employment in the construction

sector

providing learners with flexibility, knowledge, skills, understanding and motivation as a

basis for progression to graduate and postgraduate studies





278

developing a range of skills and techniques, personal qualities and attitudes essential for

successful performance in working life

providing further study, career development and progression from a Technician ‘Technical

Certificate’ at level 3 within or following an Advanced Modern Apprenticeship (AMA).

BTEC Higher National course structures and curriculum content

The content of the programmes and courses should be constructed around the core curriculum

that supports the appropriate specialist content for a discipline or disciplines within

construction.

Programmes and courses should develop the learner’s knowledge, understanding, skills and

awareness necessary to provide them with the potential to progress to technical, supervisory

and managerial positions in construction. Programmes should make provision for:

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

skills

the development of higher level skills

the foundation for subsequent study and developing a commitment to lifelong learning.

All courses should include the development of learner’s skills in managing and developing

themselves, working with others and being part of a team, communicating, managing tasks,

solving problems, applying numeracy, IT, design and creativity. An understanding of health,

safety, environment and sustainability issues and the need to design, install and maintain

through safe systems of work is essential and courses should expose learners to these issues,

hazard and risk assessment, CDM, environmental and the legal requirements.

Mandatory curriculum content

Design Principles and Application: planning, design and production phases of theconstruction process and the co-ordination and management of each phase; factors that affect

the selection of materials, systems and equipment, environmental impact of energy and other

constraints on the planning, design and construction processes; roles, responsibilities and

obligations (including liability for health, safety and welfare) of all parties to a project; cost

implications and how technology affects the design of a construction project and the design

processes and procedures used for the production phase.

Science and Materials: scientific principles and a knowledge of the properties of and use of

materials needed to successfully complete the other core and specialist content; analyse, apply,

investigate and evaluate scientific principles, properties and behaviour of materials and

components and their effects on structural design, construction operations; determine comfort

levels in the design and use of buildings; experimentation and modelling of scientific principles.

Analytical Methods: mathematical knowledge and application of analytical techniques needed

to successfully complete the core and specialist content to include algebra, graphical

representation, space, time and motion, matrices, trigonometry, calculus, statistics and

probability, to the management and production; surveying; testing and control; structural,

construction and building services systems.





279

Management Principles and Application: principles of management, the work of pioneers

and founders of management, their evolution and application to modern day practice.

Construction Industry’s markets and activities, the roles of the professions/disciplines in project

teams and the management principles appropriate to organisations within the industry;

application of management techniques to organisation, work planning, co-ordination, control of

resources, cost control, quality, communications and client/customer liaison involved in the

design and construction processes; methods of procurement and contracting; partnering and

supply-chain management.

Note: The content of management principles and application should be founded on the

principles of the ‘Latham’ and ‘Egan’ reports, which advocate non-adversarial multi-discipline

team working and partnering. The agenda advocated in ‘Accelerating Change’ in 2002, is

particularly relevant.

Project Team Working Skills: evaluate and resolve realistic practical problems by working as

part of a team within a major piece of work or project that reflects the type of performance

expected of a technologists in a construction discipline; this work should involve, interpreting

an agreed brief that contains an agreed timescale for the staged development of an overall ‘plan

of work’ and be within given defined constraints with the team working towards an acceptable

and viable solution; enabling learners to demonstrate the application of individual high levelskills and CIC common learning outcomes in managing self, working as a member of a team

and presenting technical solutions.

Health, Safety and Welfare: main health, safety and welfare legislation and codes of practice

applicable to construction, including CDM; the main requirements of an effective health and

safety policy, procedures and the organisational arrangements necessary for its implementation;

hazard and risk identification; risk assessment and review; control measures to prevent ill

health and injury, monitoring effectiveness of policies and procedures.

Optional specialist curriculum content

Optional specialist curriculum can be developed to address four main progression routes:

Production and management

Quantity Surveying

Building Surveying

Architectural Design

Construction Technology: site evaluation techniques, site investigation techniques and the

methods used to classify soils; analyse how site evaluation and site investigation techniques

influence the various forms of sub-structure used in low-rise and medium-rise buildings and the

methods used to construct such sub-structures; analyse and evaluate the various forms of

superstructure design and construction used in low-rise and medium-rise buildings and details

of the methods used to construct such superstructures; causes of decay and deterioration of

buildings; range of materials and constructional forms available for the erection of multi-storey

buildings; range of systems currently used to provide sufficient flexibility of internal layouts to

meet both present and future design requirements; principles of ‘buildability’ in terms of safety,

efficiency, economy and quality standards; development of ‘sustainable construction’

strategies; contractual and legal responsibilities involved in the alteration, remediation and safe

demolition of complex structures; current construction issues and practices; forms and methods

of special construction; research and analytical techniques to support the design process and

selection of the solutions; presentation of the chosen design solution, oral, graphical and written

communication.





280

Law and Contract: introduction to the national legal system and the law of contract;

contractual administration relating to the common types of contract used for building or civil

engineering works of various sizes; nature and significance of the principles and procedures of

law and legislation as applied to the construction; liabilities and responsibilities of parties to a

contract; application of the principles and procedures of law to the effective organisation and

practice of a company or partnership; relevant legal principles and requirements when

undertaking a construction contract in Europe.

Building Services Technology: principles and techniques used to co-ordinate the planning,

design and installation of the plant and equipment used for space heating, ventilation and air-

conditioning; systems to distribute services to a variety of buildings; disposal systems for a

variety of buildings; design and installation requirements for lifts and escalators in a range of

buildings; problems associated with the integration, accommodation and access for

maintenance of mechanical and electrical services into a variety of buildings.

Contract Procedures: purpose of legal requirements and contracts; types of procurement

arrangements used for the construction and civil engineering works; factors affecting the choice

of different procurement and contractual arrangements; application of current issues and best

practice associated with the procurement of projects through reference to government and

industry sponsored reports and recommendations; roles and activities of the parties andorganisations involved in contracts; analysis of the forms of contract with particular reference

to time, cost, quality and performance; evaluation of the forms of contract in respect of supply-

chain management.

Refurbishment and Adaption: feasibility of modifying existing buildings for new situations

and use; requirements of a ‘design brief’ for the modification of an existing building; drawings

and specification for the modification of an existing building; alteration design and construction

plan for the execution of the work.

Environment: impact of the construction process upon the built environment; global

environmental issues of concern to the construction industry and how these might be addressed;

local environmental issues of concern to the construction industry and how these might be

addressed; indoor environmental effects such as ‘sick building syndrome’ and present

recommendations on how these effects may be minimised; environmental assessment systems

in common use.

Construction Economics: methods of allocation of scarce resources and the determination of

price; factors affecting the economics of an organisation; size and economic significance of the

work carried out by different sectors of the construction industry; government economic

activity and how it affects the construction industry.

Individual Project Related Skills: applying individual skills, knowledge and understanding,

including higher level skills, within a major piece of work that reflects the type of performance

and level of ability expected of professional project personnel in a construction discipline;

recording activities, collecting, analysing and applying data, finding and using sources of information and developing solutions; communicating and presenting a project.

Production Management: principles and application of effective site management; effective

communication, the use of ICT and the essentials of planning and resource management; cost

forecasting, control and reporting techniques; planning and programming of construction

projects and in the design of systems for production control, co-ordination and monitoring;

implications of quality, environmental considerations, health, safety and welfare arrangements

and image within the production process.





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Tendering and Estimating: application of tendering procedures; principles and methods of

estimating as an integral part of the tendering process; commercial awareness of tendering and

estimating; commercial aspects of construction and civil engineering work; information

required to produce a tender; use of SMM and CESMM; application of the principles and

techniques of estimating; methods of pricing to determine and formulate an estimate; evaluation

of different tendering procedures and contractual arrangements in common use.

Project Management: concepts and practice of project management; identify and evaluate therequirements of a project manager in the construction and civil engineering; analyse their duties

and responsibilities; achieving the Client’s objectives of time, cost, quality and performance;

contribution of project management process in adding value to the management and

performance of a project; relationship with best practice and key performance indicators.

Measurement: measurement techniques and their application during the design and

construction phases of a project; taking off and production of quantities for a range of elements

and components to large scale (non-domestic) structures; mathematical calculations to the

measurement process; standard methods of measurement, manual and computer preparation of

different types of bills of quantities, schedules and contract documentation; preamble and

preliminary items for given situations; interim certificates and final accounts.

Building Control and Inspection: principles of the building control system and the primary

legislation; origins of statutory regulations and controls in England and Wales; legal issues

related to enforcement of the statutory regulations and controls; interpretation of the various

statutory controls and regulations to a range of construction situations.

Supply Chain Management: types of supply chain management organisations, their range of

activities and functions and their effects on the construction process; size and scope of

subcontractors, material suppliers and component manufacturers and trends in the development

of technologies and the management and organisation of construction works; different kinds of

supply chain management arrangements and the procurement and contractual implications for

the main contractor using the different forms of subcontract; work of the main contractor in

respect of supply chain management, methods of planning, purchasing, programming,

progressing and payment.

Specification and Contract Documentation: types of contract documents that are required for

a construction project; how construction works are specified in respect of standards and quality;

contractual provisions of contract documents and their relationship to each other and their

application to the contract.

Structural Behaviour and Detailing: strength and elastic properties of typical structural

materials; loading conditions for simple structures and performance and behaviour of the

structure down to foundation level; statically determinate structures, including simple frames,

stress in individual elements of that structure; design elements of a structure using manual

methods and computer software; detailing elements of a structure both by manual methods and

by using computer assisted drawing (CAD) in a variety of structural materials.

Design Procedures: nature of design and its attendant methods, technologies, processes and

procedures in terms of design practice; the roles and responsibilities of the design technologist

in terms of design practice and during the contract phase of the construction process; roles and

responsibilities of the design technologist during the project management phase of the

construction process.





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Design Technology: specification of materials, systems and methods used to realise a design

solution and appropriate procedures to guarantee quality control; graphical communication

techniques; the mechanisms by which construction materials fail in use and preventative and

remedial measures; implications of ‘buildability’ and ‘sustainability’ for design and

construction.

Materials Properties and Performance: failure mechanisms of common structural materials

in terms of their physical and chemical structure and methods to prevent or minimise suchfailure; properties of modern composite materials and why such materials can be much more

than the sum of their parts; embodied energy costs associated with the common construction

materials and cost comparisons with potential energy savings in use.

Site Surveying Procedures: range of instruments used for surveying and setting-out processes;

principles of surveying and setting-out; calculate from raw data the information required for

cartographic detailing and setting-out of construction and civil engineering work; surveying

controls; use of electronic and laser instruments; GPS systems; total station instruments and the

application of computer software to calculate and produce surveying solutions.

General IT Applications: manipulation software to edit, save, retrieve and printout files;

changes and format text and images in standard word processing applications; simple

spreadsheet formulae to aid repetitive calculation and display the results in graphical format;

extract information from a database application using the software’s built in query and report

system.

Surveying and Measuring IT Applications: application of spreadsheets and database

packages; measurement software; estimating software.

CAD IT Applications: dimensioned plans; elevations, 3D-views and perspective views.

Project Management IT Applications: spreadsheet based resource management tools;

planning and project information software; project information systems; IT systems for

construction and civil engineering sites.

Professional body recognition

The NQF BTEC Higher Nationals in Construction have been developed with career progression

and recognition by professional bodies in mind. It is essential that learners gain the maximum

benefit from their programme of study. The following is an indication of relevant professional

bodies who recognise or are likely to recognise these BTEC Higher Nationals in Construction

and their recommended unit structure, as a qualifications contributing towards their

requirements:

CIOB

RICS

BIAT

The recommended programme structures that have been recognised by professional bodies,

NTOs/SSCs and industry may be found in the full specification (refer publication code:

B013362).

In addition to individual recognition by the main professional bodies, the NQF BTEC Higher

Nationals in Construction have also been validated and approved by the Construction Industry

Council Standards Panel (CICSP) which represents all the main professional bodies, NTOs

(SSCs), employer bodies and key employers for higher level qualifications in the Construction

and Built Environment Sector.





283

Links to National Standards

As part of the development process the curriculum content in this qualification requirement has

been mapped to the 1998 Construction Industry Standing Conference (CISC) Occupational

Standards (OS) and also the relevant NVQ at level 4.

Through the study of the core and relevant option curriculum content, learners will cover much

of the underpinning knowledge, skills and understanding for the relevant NVQ level 4 units in: Architectural Technology

Building Control

Building Maintenance and Estate Service





Property Management

Quantity Surveying


Town Planning

Valuation.

There are good links between the curriculum content of the BTEC Higher Nationals in

Construction and the QAA Building and Surveying threshold benchmark standards, albeit that

the BTEC Higher Nationals are normally only two year programmes and the QAA benchmark

standards, which are set at honours degree level, are normally three years of study.

Entry prerequisites

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

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

standards

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

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

Centres are required to recruit learners to BTEC qualifications with integrity. This will include

ensuring that applicants have appropriate information and advice about the qualifications andthat the qualification will meet their needs. Centres should take appropriate steps to assess each

applicant’s potential and make a professional judgement about their ability to successfully

complete the programme of study and achieve the qualification. This assessment will need to

take account of the support available to the learner within the centre during their programme of

study and any specific support that might be necessary to allow the learner to access the

assessment for the qualification. Centres should also show regard for Edexcel’s policy on

learners with particular requirements.





284

Centres will need to review the profile of qualifications and/or experience held by applicants,

considering whether this profile shows an ability to progress to a Level 4 qualification. For

learners who have recently been in education, the entry profile is likely to include one of the

following:

a BTEC National Certificate or Diploma qualification in Construction or a related

vocational area

a BTEC National Award in Construction (used as a bridging programme for mature

entrants)

an AVCE/Advanced GNVQ in Construction and the Built Environment or a related

vocational area

a GCE Advanced level profile which demonstrates strong performance in a relevant subject

or an adequate performance in more than one GCE subject. This profile is likely to be

supported by GCSE grades at A * to C

related work experience

other related Level 3 qualifications.

Mature learners may present a more varied profile of achievement that is likely to include

extensive work experience (paid and/or unpaid) and/or achievement of a range of professional

qualifications in their work sector.

Edexcel encourages centres to recognise learners’ previous achievements and experience

through the Accreditation of Prior Learning. Learners may have evidence that has been

generated during previous study or in their previous or current employment or whilst

undertaking voluntary work that relates to one or more of the units in the qualification.

Assessors should assess this evidence against the BTEC Higher National standards in the

specifications in the normal way. As with all evidence, assessors should be satisfied about the

authenticity and currency of the material when considering whether or not the outcomes of the

unit have been met.Full guidance about Edexcel’s assessment policy on APL is provided on our website

(www.edexcel.org.uk).


Learners will be expected to develop the following skills during the programme of study, the

ability to:



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





with analysis, argument and commentary, in a form appropriate to the intended audience;

using appropriate quantitative techniques, relevant IT software and media







285




and the criteria for decisions are generally well defined but where some personal

responsibility and initiative are required

recognise the moral and ethical issues of construction, sustainability, the environment, and







others

identify and address their own learning needs within defined contexts, recognise their own


The Construction Industry Council has an agreed set of Common Learning Outcomes for all

sub-degree and degree level courses. These should also be incorporated into all programmes

developed from this curriculum content.





286





287

Annex I

Summary of support materials (all units)

Other publications/textbooks

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

Adler, D — Metric Handbook 2nd Edition — (Butterworth Architecture, 1999)

Alexander, W and Street, A — Metals in the Service of Man 11th Edition — (Penguin, 1998)

ASHRAE Guide

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


(Longman, 2001)

Ashworth, A — Cost Studies of Buildings 3rd Edition — (Longman, 1999)

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

Ashworth, A and Hogg, K — Added Value in Design and Construction — (Longman, 2000)

Barbour Index (CD-Rom) or equivalent — (Barbour Index)

Barnes, M — Civil Engineering Standard Methods of Measurement Handbook 2nd Edition —


Bell, J — Doing your Research Project 2nd Edition — (Open University, 1993)

Bennett, J — Construction Project Management — (Butterworths, 1985)



1985)

Boughton, B — Reinforced Concrete Detailers Manual 3rd Edition — (Crosby Lockwood

Staples, 1979)

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

BRE Digests and publications

Brighty, S revised by Stirling, D — Setting Out: A Guide for Site Engineers 2nd Edition —

(BSP Professional, 1989)

British Refrigeration Association papersBritish Standards Institute BS 6399-1:1996 Loading for Buildings. Code of Practice for Dead

and Imposed Loads — (British Standards Institute, 1996)

British Standards

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

BSI — British Standards Codes of Practice Latest Editions

BSI — National Building Agency Specification Latest Editions

Building Project Information Committee — Common Arrangement of Work Sections for

Building Work — (Building Project Information Committee, 1998)





288

Cain, J and Hulse, R — Structural Mechanics 2nd Edition — (Palgrave, 2000)

Cement and Concrete Association papers

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


1995)

Clarke, H — Knight’s Building Control Law — (Tolley, 1995)

CIB Working Group 11 — Towards a 30% Productivity Improvement in Construction —


CIOB — Code of Practice for Project Management for Construction and Development —

(Longman, 1996)

CIOB — Constructing Success — (Thomas Telford, 1997)


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

CIOB — Project Management in Building 2nd Edition — (CIOB, 1989)Code of Procedure for the Production of Drawings RICS/CCPI

Code of Procedure for Specifications RICS/CCPI

Common Arrangement of Work Sections — (CAWS) RICS/CCPI

Construction Best Practice Programme — (DETR 1999/2001)

Cooke, B and Williams, P — Construction Planning , Programming and Control —

(Macmillan, 1997)

Co-ordinating Committee for Project Information — A Guide with Examples

Copper Development Association papers

Couzens, E and Yarsley, V — Plastics in the Modern World — (Penguin Pelican, 1968)

Current Forms of Standard Contracts

Current Legislation relevant to the construction industry

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

Davis, L — Guide to the Building Regulations 1991 for England and Wales — (Butterworth

Architecture, 1992)

Davis/Langdon and Everest — Spon’s Architects’ and Builder’s Price Book 2000 125th Edition

— (Taylor Francis Books, 1999)

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

Department of the Environment — Defects in Buildings — (HMSO, 1989)

Doherty, M — Writing for Excellence — (McGraw-Hill, 1992)

Downward, A — Building Control: A Guide to the Law — (College of Estate Management,

1992)

Draycott, T — Structural Elements Design Manual — (Heinemann Professional, 1990)

Durka, A and Morgan, W et al — Structural Mechanics 6th Edition — (Pearson, 1996)

Edwards B — Green Buildings Pay — (Spon, 1998)





289



Egan, J — Rethinking Construction — DETR, 1998)



Extracts from British Standards for learners of structural design

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


Forster, G — Construction Site Studies 2nd Edition — (Longman, 1989)


Gauld, B — Structures for Architects 3rd Edition — (Longman, 1994)

Gordon, J — The New Science of Strong Materials — (Penguin, 1991)

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

Guidance notes on Town and Country Planning Act, Health and Safety at Work Act, CDM

Regulations, and other relevant legislation

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

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

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

Health and Safety Commission -– Management of Health and Safety at Work Regulations 1992

Health and Safety Commission — Successful Health and Safety Management

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

Hillebrandt, P — Economic Theory and the Construction Industry 3rd Edition — (Palgrave,

2000)

Hore, A and Kehoe, J et al — Construction 1 — Management , Finance and Measurement —

(Macmillan, 1997)

Howard, K and Sharp, J et al — The Management of a Learner Research Project 3rd Edition

— (Gower Aldershot, 2002)

ICE — Civil Engineering Standard Method of Measurement 3rd Edition — (Thomas Telford,

1991)

Illston, J — Construction Materials 2nd Edition — (Spon, 1993)

Illston, J and Dinwoodie, J et al — Concrete, Timber and Metals — (Chapman and Hall, 1979)

Illston, J — Construction Materials: Their Nature and Behaviour 2nd Edition — (E and FN

Spon, 1993)

Irvine, W — Surveying for Construction 4th Edition — McGraw Hill, 1995)

Joint Contracts Tribunal — JCT Forms of Contract Latest Revisions/Editions

Joint Contracts Tribunal — Joint Contracts Tribunal Forms of Contract






290

Lawson, B — How Designers Think 3rd Edition — (Butterworth Architecture, 1997)

Lead Development Association papers

McGeorge, D and Palmer, A — Construction Management: New Directions — (Blackwell

Science, 1997)


Moon, J — Reflection in Learning and Professional Environment: Theory and Practice — (Kogan Page, 1999)

Morris, P — The Management of Projects New Edition — (Thomas Telford, 1997)

National Building Agency — National Building Specification 4 Vols — (RIBA, 1973)

Neufert, E and Neufert, P — Architects’ Data 3rd Edition — (Blackwell Science, 2000)

Newton, P — Structural Detailing 2nd Edition — (Macmillan, 1991)

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

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

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

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

Oxley, R and Poskitt, J — Management Techniques Applied to the Construction Industry —


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

Papers from BIAT, RIBA and RTPI


Papers from TRADA

Parsloe, C and Wild, L — Project Management Handbook for Building Services — (BSIRA,1998)

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



Richardson, B — Remedial Treatment of Buildings 2nd Edition — (Butterworth-Heinemann,

1995)

RICS — SMM7 The Standards Method of Measurement of Building Works Revised Edition —

(RICS, 1998)

Rossow, E — Analysis and Behavior of Structures — (Prentice Hall, 1996)

Rougvie, A — Project Evaluation and Development — (Batsford, 1988)

Schofield, W — Engineering Surveying 5th Edition — (Butterworth-Heinemann, 2001)

Schon, D — The Reflective Practitioner: How Professionals Think in Action — (Aldershot,

1991)

Scott, A — Dimensions of Sustainability — (E and FN Spon, 1998)

Seeley, I — Advanced Building Measurement 2nd Edition — (Palgrave Macmillan, 1989)


Seeley, I — Civil Engineering Quantities 5th Edition — (Palgrave Macmillan, 1993)





291

Sharpe, G — A Contractor’s Guide to Conservation v(CIOB, 1997)

Sharpe, G — Works to Historic Buildings — A Contractor’s Manual — (Pearson, 1999)

Sher, W — Computer-Aided Estimating: A Guide to Good Practice — (Longman, 1996)

Shutt, R — Economics for the Construction Industry 3rd Edition — (Longman Scientific and

Technical, 1995)

Smith, R — Estimating and Tendering for Building Work — (Longman, 1986)

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

Taylor, G — Materials in Construction 3rd Edition — (Pearson, 2000)

Technical and professional journals and trade literature

Technical and professional journals on economic issues

The Aqua Group — Contract Administration for the Building Team — (Blackwell Science,

1996)

The Aqua Group — Pre-Contract Practice for the Building Team 8th Edition — (Blackwell

Science, 1992)The Aqua Group — Tenders and Contracts for Building 3rd Edition — (Blackwell Science,

1999)

TSO — Annual Abstract of Statistics

TSO — BSI Codes of Practice

TSO — Building Regulations 1991

TSO — Housing and Construction Statistics

TSO — The Building Regulations and The Approved Documents

TSO — The Building Act 1983

TSO — UK National Accounts

Thomas, R — Environmental Design — (E and FN Spon, 1995)

Thompson, A — Architectural Design Procedures 2nd Edition — (Arnold, 1998)

Turner, D and Turner, A — Building Contract Claims and Disputes 2nd Edition — (Longman,

1999)

Walker, A — Project Management in Construction 4th Edition — (Blackwell Science, 2002)

Westbrook, R and Walker, D — Structural Engineering Design in Practice 3rd Edition —

(Longman, 1996)

Willis, A and Trench, W — Willis’s Elements of Quantity Surveying 9th Edition — (BlackwellScience, 1998)

Wills, C J and Willis, J — A Specification Writing for Architects and Surveyors 11th Edition —


Zunde, J — Design Technology — (Sheffield Hallam University Press, 1989)

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