edexcel construction unit

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

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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 constructionprojects.

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.

Summary of learning outcomes

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, responsibilitiesand 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.


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Content

1 Planning, design and production phases

Planning and design of a project: the clients 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 theprocess (including both corporate and personal responsibility for health, safety and welfare)

4 How technology affects design

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


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Outcomes and assessment criteria

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 ofproject

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

projects

describe the main stages of the production phase ofthe construction process

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

2 Analyse the various 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 clients brief and the other factors thatmay 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 aproject and how these may be integrated into the

overall design

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

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

materials

identify the environmentally safe methods for thedisposal of waste materials

assess the design factors that influence energysaving 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 liabilitiesof 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 inconstruction and evaluate the effect of developing

software applications and new ways of building

produce sketch plans and detailed drawings usingboth manual and CAD packages


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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 learners 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, seeAnnex D andAnnex 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.


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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:

Architectural Technology Building Control Building Maintenance and Estates Service Conservation Control Construction Contracting Construction Plant and Equipment Management Property Management Quantity Surveying Spatial Data Management Town Planning Valuation.SeeAnnex 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


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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 ofstructural behaviour on construction components

4 Use experimentation to model scientific problems and analyse results.


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Content

1 Apply scientific principles and determine comfort levels

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


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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 ofconstruction components and services installations

having regard to factors affecting comfort levels

describe the control of components and servicesinstallations in a variety of environments through

the selection of materials and construction

techniques

explain the effects that the provision of services andthe safe disposal of waste products have on the

structural design of a building

calculate and determine levels of thermaltransmission, heat loss, lighting and illumination,

sound transmission, heating and ventilation,

refrigeration and air-conditioning

2 Investigate and evaluate the

characteristics, properties

and use of materials

describe the properties of materials justifying thereason 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 structuralbehaviour of materials

explain how the basic principles of structuralmechanics 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 thescientific principles and services covered in this unit

record the results of the experiments perform any necessary calculations associated withthe experiments analyse the results of the experiments justify conclusions from the experiments performed


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Guidance

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 learners 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.SeeAnnex D for summary of mapping information.


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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

Everett, A Materials5th Edition (Longman, 1994) McMullan, R Environmental Science in Building 5th Edition (Palgrave, 2001) 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


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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.


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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 Simpsons 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


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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)


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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 equipmentrequirements on a day to day basis, and/or

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

compare and contrast the effectiveness andefficiency of solutions to construction situations 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 tosurveying problems and evaluate results, and/or

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

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

use trigonometric and hyperbolic identities to solvetrigonometric equations and to simplify complex

trigonometric expressions3 Analyse and model

construction situations using

statistics and probability

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

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


analyse structural, building,

or building services

engineering systems and

supply appropriate design

solutions

use trigonometric functions to solve problems suchas static forces, relative motion, frameworks,

metrology, friction torque, electrical and mechanical

energy problems, and/or

use the principals of calculus to solve problemsappropriate to construction, civil engineering and

building services engineering


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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

learners 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 learners individual

learning plan.


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Architectural Technology Building Control Spatial Data Management.SeeAnnex D for summary of mapping information.

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)


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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 Industrys markets and activities, the

roles of the professions/disciplines in project teamsandthe 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.


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Content

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

Management:established definitions of management, an understanding of the 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


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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.


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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 ofmanagement

explain the principles and processes of management:forecasting, planning, organising, motivating,

controlling, co-ordinating and communicating

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

2 Demonstrate knowledge and

understanding of the

Industrys markets and

activities, the roles of the

professions/disciplines in

project teamsandthe

management principles

appropriate to organisations

within the industry

describe in outline the main markets, activities andservices provided by the construction and built

environment sector

describe the roles of the differentprofessions/disciplines within the design,

construction and installation team and the main

cycle of work activity

produce an organisation structure that incorporatesexamples 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 ofcontract, type of client, project/contractprocurement method, and function of the

organisation, ie main contractor/sub-contractor,

designer, supplier, etc on the way business is

organised and managed


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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 workplanning, monitoring and progress control using

Gantt charts, CPA and precedence networks, and

LOB techniques control purposes

determine the difference between estimated cost andactual 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 toplan, schedule and manage the supply and utilisation

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

contractors

determine how quality standards and statutorycompliance are achieved

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

project

4 Determine methods ofprocurement 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 anddevelopers and evaluate different methods of

tendering

define what constitutes a contract and brieflyexplain 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 andBenchmarking the performance of a practice/firms

activities

evaluate how Sustainable Construction andEnvironmental Management/Conservation issues

impact on the organisation and operation of a

project/organisation


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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 Industrys 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.


outcomes, provided that this evidence is appropriate and authenticated as the learners own



teaching programme.


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the outcomes of this unit, seeAnnex D andAnnexF.

Links

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

linked with specialised units such as Unit 18:Project Managementthat 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 Projectand 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:

Architectural Technology Construction Control Building Maintenance and Estates Service Construction Site Management Conservation Control Construction Plant and Equipment Management Quantity Surveying Spatial Data Management Town Planning Valuation.SeeAnnex D for summary of mapping information.

Resources

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

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


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Support materials

Textbooks

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

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

Fryer, B The Practice of Construction Management (Blackwell, 1997) Harvey, R and Ashworth, A The Construction Industry of Great Britain (Oxford,

1997)

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

Other publications

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

Egan, J Rethinking Construction (DETR, 1998) Joint Contracts Tribunal Joint Contracts Tribunal Forms of Contract Latham, M Constructing the Team (The Stationary Office Books, 1994)


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Unit 5: Group Project

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 Implementthe scheme of workwithin the agreed procedures, to specification and to time

scale

3 Evaluate intermediate and final outcomes and the teams performance in working to the

final solution

4 Present a projectevaluation.

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


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Content

1 Extent of the study, specifications and procedures

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


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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 otherconstraints

determine possible solutions for given construction/engineering schemes of work and carry out

feasibility studies

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

2 Implementthe scheme of

workwithin the agreed

procedures, to specification

and to time scale

select and implement the chosen option to meet theagreed specification

record and collate relevant data produce a final solution to the agreed scheme

working to specification and within agreed

constraints

maintain documentary evidence of the development3 Evaluate intermediate and

final outcomes and theteams performance in

working to the final solution

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

describe and use appropriate evaluation techniques justify the solution in terms of the original

specifications

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

produce records of project development in the formof log books, reports, minutes, calculations, initial

drawings and designs


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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 teams 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 learners 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.





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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.





Architectural Technology Building Control Building Maintenance and Estates Service

Construction Site Management Conservation Control Construction Plant and Equipment Management Property Management Quantity Surveying Spatial Data Management.SeeAnnex D for summary of mapping information.

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 Project3rd

Edition (Gower Aldershot, 2002)

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

Other publications

Engineering Council Project Guidelines


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Unit 6: Health, Safety and Welfare

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 ofhazard and risk identification in design and

construction

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

5 Review, reviseand monitorassessments as required.


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Content

1 Main health, safety and welfare legislation

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

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


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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 partiesinvolved in a given construction site situation

summarise and explain the main provisions of theManagement of Health and Safety at Work

Regulations 1999 and CDM Regulations

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

specify responsibilities for providing welfarefacilities on site

2 Explain the main

requirements of an effective

health and safety policy along

with the organisational

arrangements necessary for

its implementation

analyse typical organisational policy and proceduredocuments and identify the roles of various

individuals

determine training needs from a range of suppliedrisk assessments including induction training on site

and CSCS

describe methods of recording health and safetyinspections and data

3 Demonstrate an

understanding ofhazard and

risk identification in design

and construction

select a method of hazard identification using datasupplied

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 riskassessments 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 measures5 Review, reviseand 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


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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, seeAnnex D andAnnex 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.


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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 installationprocesses 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 Building Maintenance and Estates Service Construction Site Management Conservation Control Construction Plant and Equipment Management

Property Management Spatial Data Management Valuation.SeeAnnex D for summary of mapping information.

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


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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 ofdecay and deterioration of buildings.


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Content

1 Site evaluation and site investigation

Analyse site evaluation and site investigation: the methods of site survey used, 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


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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 techniquestogether 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 theireffects on the design of substructures

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

a substructure

compare and appraise by use of details the varioustypes 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 ofconstruction for the structure of domestic buildings

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

determine the differing forms of internal finishesand components that are used in domestic, industrial

and commercial buildings

identify simple services currently used in buildings4 Investigate the various causes

ofdecay and deterioration

of buildings

determine the many causes of deterioration inbuildings and their services

compare the need for planned, cyclical and reactivemaintenance works assess the relationship between design, construction,

maintenance and the causes of dilapidations


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Guidance

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

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

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. 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 learners own



teaching programme.







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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 frompractice.





Architectural Technology

Building Control

Building Maintenance and Estates Service

Construction Site Management

Construction Contracting

Construction Plant and Equipment Management

Property Management

Spatial Data Management

Town Planning

Valuation.

SeeAnnex D for summary of mapping information.

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 Handbook2nd Edition (Butterworth-Heinemann,1995)

Everett, A Materials5th Edition (Longman, 1994) McMullan, R Environmental Science in Building5th Edition (Palgrave, 2001)Other publications

BRE Digests Papers from Cement and Concrete Association Papers from RIBA Papers from TRADA

Technical, professional and trade literature The Building Regulations


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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.


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Content

1 Principles and procedures of law construction process

Law relating to the construction process: broad understanding of the workings of 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

edexcel construction unit

Documents