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Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF)
Specification
NVQ qualification
First registration September 2014
Edexcel, BTEC and LCCI qualifications
Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification websites at www.edexcel.com, www.btec.co.uk or www.lcci.org.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus
About Pearson
Pearson is the world's leading learning company, with 40,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at: www.pearson.com/uk
References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
All information in this specification is correct at time of publication.
ISBN 978 1 446 91389 5
All the material in this publication is copyright © Pearson Education Limited 2014
Contents
Purpose of this specification 1
1 Introducing Edexcel NVQ qualifications 2
What are NVQ qualifications? 2
2 Qualification summary and key information 3
3 Qualification rationale 5
Qualification objectives 5
Relationship with previous qualifications 5
Apprenticeships 5
Progression opportunities 6
Industry support and recognition 6
Relationship with National Occupational Standards 6
4 Qualification structure 7
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) 7
5 Programme delivery 19
Elements of good practice 19
Learner recruitment, preparation and support 19
Training and assessment delivery 20
Employer engagement 21
6 Centre resource requirements 22
7 Access and recruitment 23
Prior knowledge, skills and understanding 23
Access to qualifications for learners with disabilities or specific needs 23
8 Assessment 24
Language of assessment 24
Internal assessment 24
Assessment strategy 25
Types of evidence 26
Appeals 27
Dealing with malpractice 27
Reasonable adjustments to assessment 27
Special consideration 28
Credit transfer 28
9 Centre recognition and approval 29
Centre recognition 29
Approvals agreement 29
10 Quality assurance of centres 30
11 Unit format 31
Unit title 31
Unit reference number 31
QCF level 31
Credit value 31
Guided learning hours 31
Unit summary 31
Unit assessment requirements/evidence requirements 31
Learning outcomes 32
Assessment criteria 32
Unit 1: Maintaining Systems for Health, Safety, Welfare and Environmental Protection in the Workplace 33
Unit 2: Assessing and Recommending Work Methods for Carrying Out Site Operations in the Workplace 38
Unit 3: Planning Activities and Resources to Meet Work Requirements in the Workplace 45
Unit 4: Co-ordinating and Organising the Control of Work in the Workplace 52
Unit 5: Controlling Work Progress Against Agreed Programmes in the Workplace 59
Unit 6: Allocating and Monitoring the Use of Plant, Equipment or Machinery in the Workplace 66
Unit 7: Developing and Maintaining good Occupational Working Relationships in the Workplace 73
Unit 8: Maintaining Supplies of Materials to Meet Project Requirements in the Workplace 78
Unit 9: Implementing Communication Systems for Construction Projects in the Workplace 82
Unit 10: Maintaining the Dimensional Accuracy of Work in the Workplace 87
Unit 11: Controlling Work Against Agreed Standards in the Workplace 91
Unit 12: Contributing to the Control of Work Quantities and Costs in the Workplace 97
Unit 13: Co-ordinating Preparation Work for Site or Lifting Operations in the Workplace 102
Unit 14: Allocating Work and Checking People’s Performance in the Workplace 110
Unit 15: Managing Personal Professional Development in the Workplace 114
Unit 16: Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace 119
Unit 17: Planning Highways Maintenance or Repair Activities in the Workplace 124
Unit 18: Supervising Highways Maintenance or Repair Activities in the Workplace 130
Unit 19: Contributing to the Identification of Work Teams in the Workplace 139
Unit 20: Providing and Monitoring Construction-related Customer Service in the Workplace 143
Unit 21: Handing Over Property to Recipients Following Construction or Maintenance Related Activities in the Workplace 150
Unit 22: Planning Historical Conservation/ Restoration Activities in the Workplace 155
Unit 23: Supervising Historical Conservation/ Restoration Activities in the Workplace 161
Unit 24: Planning Demolition Activities in the Workplace 167
Unit 25: Supervising Demolition Activities in the Workplace 173
Unit 26: Supervising Tunnelling Activities in the Workplace 180
12 Further information and useful publications 191
13 Professional development and training 192
14 Contact us 194
Annexe A: Assessment Strategy – CITB 195
Annexe B: Personal, Learning and Thinking Skills mapping 207
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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Purpose of this specification
This specification sets out:
● the objectives of the qualification
● any other qualification(s) that a learner must have completed before taking the qualification
● any prior knowledge, skills or understanding which the learner is required to have before taking the qualification
● the combination of units that a learner must have completed before the qualification will be awarded and any pathways
● any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded
● the knowledge, skills and understanding that will be assessed as part of the qualification
● the method of any assessment and any associated requirements relating to it
● the criteria against which a learner’s level of attainment will be measured (such as assessment criteria)
● assessment requirements and/or evidence requirements required as specified by the relevant Sector Skills Council/Standards Setting Body
● assessment requirements/strategy as published by the relevant Sector Skills Council/Standards Setting Body
● the Apprenticeship Framework in which the qualification is included, where appropriate.
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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1 Introducing Edexcel NVQ qualifications
What are NVQ qualifications?
National Vocational Qualifications (NVQs) are work-based qualifications that give learners the opportunity to develop and demonstrate their competence in the area of work or job role to which the qualification relates.
NVQs are based on the National Occupational Standards (NOS) for the appropriate sector. NOS define what employees, or potential employees, must be able to do and know, and how well they should undertake work tasks and work roles. At Level 2 and above, these qualifications are recognised as the competence component of Apprenticeship Frameworks. Qualifications at Level 1 can be used in Traineeships, which are stepping-stones to Apprenticeship qualifications. NVQs can also be delivered as stand-alone for those who wish to take a work-based qualification.
NVQs are outcomes-based with no fixed learning programme – allowing flexible delivery that meets the individual learner’s needs. They are suitable for those in employment or for those who are studying at college and have a part-time job or access to a substantial work placement so that they are able to demonstrate the competencies that are required for work.
Most learners will work towards their qualification in the workplace or in settings that replicate the working environment as specified in the assessment requirements/strategy for the sector. Colleges, training centres and/or employers can offer these qualifications provided they have access to appropriate physical and human resources.
There are three sizes of NVQs in the QCF:
● Award (1 to 12 credits)
● Certificate (13 to 36 credits)
● Diploma (37 credits and above).
Every unit and qualification in the QCF has a credit value.
The credit value of a unit specifies the number of credits that will be awarded to a learner who has met the learning outcomes of the unit.
The credit value of a unit is based on:
● one credit for those learning outcomes achievable in 10 hours of learning
● learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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2 Qualification summary and key information
Qualification title Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF)
QCF Qualification Number (QN) 601/4232/7
Qualification framework Qualifications and Credit Framework (QCF)
Regulation start date 05/08/2014
Operational start date 01/09/2014
Approved age ranges England:
16–18
19+
Wales, Northern Ireland and Scotland:
14–19
19+
Please note that sector-specific requirements or regulations may prevent learners of a particular age from embarking on this qualification. Please refer to the assessment strategy in Annexe A.
Credit value 123–131 credits
Assessment Portfolio of Evidence (internal assessment)
Guided learning hours 390–437
Grading information The qualification and units are graded pass/fail.
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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Qualification title Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF)
Entry requirements For details of entry requirements see below.
There are no specific prior entry requirements in terms of required qualifications, but learners need to have appropriate experience at work, including responsibilities for supervising work activities on-site and the opportunity to demonstrate the competence evidence required.
Centres must also follow the Pearson Access and Recruitment policy (see Section 7, Access and Recruitment).
Funding Details on funding approval will be available in the future on the Learning Aims Reference Service (LARS) database, which replaces the Learning Aim Reference Application (LARA). In the interim, the LARS Lite database is available to check funding approval.
Alternatively, the Skills Funding Agency’s simplified funding catalogues can be used to check funding approval.
Further information and guidance is available on the website: www.gov.uk
Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).
The qualification title, unit titles and QN will appear on each learner’s final certificate. Centres should tell learners this when recruiting them and registering them with Pearson. There is more information about certification in our UK Information Manual, available on our website at: www.edexcel.com.
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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3 Qualification rationale
Qualification objectives
The Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) is for learners who work in, or who want to work, in the construction sector.
It gives learners the opportunity to:
● develop and demonstrate competence as a construction site worker with supervisory responsibilities for a specialist technical activity selected from building and civil engineering, highways and maintenance repair, residential development, conservation, demolition and tunnelling
● develop technical skills and knowledge and understanding related to the specified job roles in construction
● have existing skills recognised
● achieve a nationally-recognised Level 4 qualification
● develop their own personal growth and engagement in learning.
Relationship with previous qualifications
This qualification is a direct replacement for the Pearson Edexcel Level 3 NVQ Diploma in Construction Site Supervision (Construction) (QCF), which has expired. CITB, the Sector Skills Council (SSC) for Construction, in consultation with the industry, have changed the National Occupational Standards (NOS) so it is important that Pearson updates qualifications accordingly to ensure knowledge and skills continue to be relevant for learners and meet the requirements of the job role.
Apprenticeships
CITB includes the Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) as the competence component for the Construction Technical and Professional Apprenticeship Framework, in the Site Supervision pathway.
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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Progression opportunities
Learners who achieve the Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) can progress to one of a range of Pearson qualifications, including:
● Pearson Edexcel Level 4 NVQ Diploma in Construction and Building Services Management and Supervision (Sustainability) (QCF)
● Pearson BTEC Level 4 HNC Diploma in Construction and the Built Environment (QCF)
● Edexcel BTEC Level 5 HND Diploma in Construction and the Built Environment (QCF)
● Pearson Edexcel Level 5 NVQ Diploma in Construction Management (Sustainability) (QCF)
● Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF)
● Pearson Edexcel Level 6 NVQ Diploma in Construction Contracting Operations Management (QCF).
Learners can also progress to roles with supervisory or management responsibility in a chosen specialist technical activity, such as in building and civil engineering, highways and maintenance repair, residential development, conservation, demolition or tunnelling.
Industry support and recognition
This qualification is supported by CITB, the Sector Skills Council for construction and the built environment.
Relationship with National Occupational Standards
This qualification is based on the National Occupational Standards (NOS) in Construction Site Supervision, which were set and designed by CITB, the Sector Skills Council for the sector.
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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4 Qualification structure
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF)
The learner will need to meet the requirements outlined in the table below before the qualification can be awarded.
Learners must complete the six mandatory units from Group A, plus one of the six pathways. Learners must complete the requirements for the selected pathway, including the mandatory and, where offered, optional units.
Learners may take extra additional optional units that will not count towards the rules of combination.
Minimum number of credits that must be achieved 123
Minimum number of credits that must be achieved at Level 4 or above 85
Number of mandatory credits from Group A that must be achieved 61
Minimum number of credits that must be achieved from a selected pathway 62
Unit Unit reference number
Group A - Mandatory units Level Credit Guided learning hours
1 D/504/8544 Maintaining Systems for Health, Safety, Welfare and Environmental Protection in the Workplace
4 8 30
2 K/504/8546 Assessing and Recommending Work Methods for Carrying Out Site Operations in the Workplace
4 11 40
3 M/504/8547 Planning Activities and Resources to Meet Work Requirements in the Workplace
4 12 40
4 T/504/8548 Co-ordinating and Organising the Control of Work in the Workplace
4 12 40
5 A/504/8549 Controlling Work Progress Against Agreed Programmes in the Workplace
4 9 30
6 M/504/8550 Allocating and Monitoring the Use of Plant, Equipment or Machinery in the Workplace
4 9 30
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Pathway 1: Building and Civil Engineering
Minimum number of credits that must be achieved for this pathway, with the mandatory units from Group A
127
Minimum number of mandatory credits that must be achieved 66
Unit Unit reference number
Mandatory units Level Credit Guided learning hours
7 M/503/2915 Developing and Maintaining Good Occupational Working Relationships in the Workplace
5 8 27
8 D/600/7518 Maintaining Supplies of Materials to Meet Project Requirements in the Workplace
3 8 20
9 Y/600/7520 Implementing Communication Systems for Construction Projects in the Workplace
3 7 20
10 D/600/7521 Maintaining the Dimensional Accuracy of Work in the Workplace
3 8 30
11 T/504/8551 Controlling Work Against Agreed Standards in the Workplace
4 9 30
12 J/600/7531 Contributing to the Control of Work Quantities and Costs in the Workplace
3 9 30
13 H/600/7536 Co-ordinating Preparation Work for Site or Lifting Operations in the Workplace
3 8 20
14 Y/505/7680 Allocating Work and Checking People’s Performance in the Workplace
5 9 20
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Pathway 2: Highways and Maintenance Repair
Minimum number of credits that must be achieved for this pathway, with the mandatory units from Group A
131
Number of mandatory credits that must be achieved 70
Minimum number of optional credits that must be achieved 15
Unit Unit reference number
Mandatory units Level Credit Guided learning hours
8 D/600/7518 Maintaining Supplies of Materials to Meet Project Requirements in the Workplace
3 8 20
11 T/504/8551 Controlling Work Against Agreed Standards in the Workplace
4 9 30
15 M/600/7538 Managing Personal Professional Development in the Workplace
3 7 10
16 A/504/8552 Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace
4 7 20
17 M/600/7555 Planning Highways Maintenance or Repair Activities in the Workplace
6 12 30
18 T/600/7556 Supervising Highways Maintenance or Repair Activities in the Workplace
3 12 30
Unit Unit reference number
Optional units Learners must achieve TWO units to a minimum credit value of 15
Level Credit Guided learning hours
7 M/503/2915 Developing and Maintaining good Occupational Working Relationships in the Workplace
5 8 27
9 Y/600/7520 Implementing Communication Systems for Construction Projects in the Workplace
3 7 20
10 D/600/7521 Maintaining the Dimensional Accuracy of Work in the Workplace
3 8 30
12 J/600/7531 Contributing to the Control of Work Quantities and Costs in the Workplace
3 9 30
14 Y/505/7680 Allocating Work and Checking People’s Performance in the Workplace
5 9 20
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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Unit Unit reference number
Optional units Learners must achieve TWO units to a minimum credit value of 15
Level Credit Guided learning hours
19 K/600/7554 Contributing to the Identification of Work Teams in the Workplace
5 8 20
20 F/600/7558 Providing and Monitoring Construction-related Customer Service in the Workplace
5 8 30
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Pathway 3: Residential Development
Minimum number of credits that must be achieved for this pathway, with the mandatory units from Group A
123
Number of mandatory credits that must be achieved 48
Minimum number of optional credits that must be achieved 14
Unit Unit reference number
Mandatory units Level Credit Guided learning hours
8 D/600/7518 Maintaining Supplies of Materials to Meet Project Requirements in the Workplace
3 8 20
9 Y/600/7520 Implementing Communication Systems for Construction Projects in the Workplace
3 7 20
10 D/600/7521 Maintaining the Dimensional Accuracy of Work in the Workplace
3 8 30
11 T/504/8551 Controlling Work Against Agreed Standards in the Workplace
4 9 30
20 F/600/7558 Providing and Monitoring Construction-related Customer Service in the Workplace
5 8 30
21 J/504/8554 Handing Over Property to Recipients Following Construction or Maintenance Related Activities in the Workplace
4 8 20
Unit Unit reference number
Optional units Learners must achieve TWO units to a minimum credit value of 14
Level Credit Guided learning hours
7 M/503/2915 Developing and Maintaining good Occupational Working Relationships in the Workplace
5 8 27
12 J/600/7531 Contributing to the Control of Work Quantities and Costs in the Workplace
3 9 30
13 H/600/7536 Co-ordinating Preparation Work for Site or Lifting Operations in the Workplace
3 8 20
14 Y/505/7680 Allocating Work and Checking People’s Performance in the Workplace
5 9 20
15 M/600/7538 Managing Personal Professional Development in the Workplace
3 7 10
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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Unit Unit reference number
Optional units Learners must achieve TWO units to a minimum credit value of 14
Level Credit Guided learning hours
16 A/504/8552 Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace
4 7 20
19 K/600/7554 Contributing to the Identification of Work Teams in the Workplace
5 8 20
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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Pathway 4: Conservation
Minimum number of credits that must be achieved for this pathway, with the mandatory units from Group A
131
Number of mandatory credits that must be achieved 56
Minimum number of optional credits that must be achieved 14
Unit Unit reference number
Mandatory units Level Credit Guided learning hours
8 D/600/7518 Maintaining Supplies of Materials to Meet Project Requirements in the Workplace
3 8 20
9 Y/600/7520 Implementing Communication Systems for Construction Projects in the Workplace
3 7 20
10 D/600/7521 Maintaining the Dimensional Accuracy of Work in the Workplace
3 8 30
11 T/504/8551 Controlling Work Against Agreed Standards in the Workplace
4 9 30
22 K/505/7683 Planning Historical Conservation/Restoration Activities in the Workplace
6 12 30
23 A/600/7560 Supervising Historical Conservation/Restoration Activities in the Workplace
3 12 30
Unit Unit reference number
Optional units Learners must achieve TWO units to a minimum credit value of 14
Level Credit Guided learning hours
7 M/503/2915 Developing and Maintaining good Occupational Working Relationships in the Workplace
5 8 27
12 J/600/7531 Contributing to the Control of Work Quantities and Costs in the Workplace
3 9 30
13 H/600/7536 Co-ordinating Preparation Work for Site or Lifting Operations in the Workplace
3 8 20
14 Y/505/7680 Allocating Work and Checking People’s Performance in the Workplace
5 9 20
15 M/600/7538 Managing Personal Professional Development in the Workplace
3 7 10
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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Unit Unit reference number
Optional units Learners must achieve TWO units to a minimum credit value of 14
Level Credit Guided learning hours
16 A/504/8552 Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace
4 7 20
19 K/600/7554 Contributing to the Identification of Work Teams in the Workplace
5 8 20
20 F/600/7558 Providing and Monitoring Construction-related Customer Service in the Workplace
5 8 30
21 J/504/8554 Handing Over Property to Recipients Following Construction or Maintenance Related Activities in the Workplace
4 8 20
24 F/600/7561 Planning Demolition Activities in the Workplace
6 12 50
25 L/600/7563 Supervising Demolition Activities in the Workplace
3 12 50
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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Pathway 5: Demolition
Minimum number of credits that must be achieved for this pathway, with the mandatory units from Group A
131
Number of mandatory credits that must be achieved 41
Minimum number of optional credits that must be achieved 29
Unit Unit reference number
Mandatory units Level Credit Guided learning hours
7 M/503/2915 Developing and Maintaining good Occupational Working Relationships in the Workplace
5 8 27
14 Y/505/7680 Allocating Work and Checking People’s Performance in the Workplace
5 9 20
24 F/600/7561 Planning Demolition Activities in the Workplace
6 12 50
25 L/600/7563 Supervising Demolition Activities in the Workplace
3 12 50
Unit Unit reference number
Optional units Learners must achieve FOUR units to a minimum credit value of 29
Level Credit Guided learning hours
8 D/600/7518 Maintaining Supplies of Materials to Meet Project Requirements in the Workplace
3 8 20
9 Y/600/7520 Implementing Communication Systems for Construction Projects in the Workplace
3 7 20
10 D/600/7521 Maintaining the Dimensional Accuracy of Work in the Workplace
3 8 30
11 T/504/8551 Controlling Work Against Agreed Standards in the Workplace
4 9 30
13 H/600/7536 Co-ordinating Preparation Work for Site or Lifting Operations in the Workplace
3 8 20
15 M/600/7538 Managing Personal Professional Development in the Workplace
3 7 10
16 A/504/8552 Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace
4 7 20
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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Unit Unit reference number
Optional units Learners must achieve FOUR units to a minimum credit value of 29
Level Credit Guided learning hours
19 K/600/7554 Contributing to the Identification of Work Teams in the Workplace
5 8 20
21 J/504/8554 Handing Over Property to Recipients Following Construction or Maintenance Related Activities in the Workplace
4 8 20
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Pathway 6: Tunnelling
Minimum number of credits that must be achieved 130
Number of mandatory credits that must be achieved 55
Minimum number of optional credits that must be achieved 14
Unit Unit reference number
Mandatory units Level Credit Guided learning hours
7 M/503/2915 Developing and Maintaining good Occupational Working Relationships in the Workplace
5 8 27
8 D/600/7518 Maintaining Supplies of Materials to Meet Project Requirements in the Workplace
3 8 20
11 T/504/8551 Controlling Work Against Agreed Standards in the Workplace
4 9 30
12 J/600/7531 Contributing to the Control of Work Quantities and Costs in the Workplace
3 9 30
14 Y/505/7680 Allocating Work and Checking People’s Performance in the Workplace
5 9 20
26 T/503/0132 Supervising Tunnelling Activities in the Workplace
3 12 40
Unit Unit reference number
Optional units Learners must achieve TWO units to a minimum credit value of 14
Level Credit Guided learning hours
9 Y/600/7520 Implementing Communication Systems for Construction Projects in the Workplace
3 7 20
10 D/600/7521 Maintaining the Dimensional Accuracy of Work in the Workplace
3 8 30
13 H/600/7536 Co-ordinating Preparation Work for Site or Lifting Operations in the Workplace
3 8 20
15 M/600/7538 Managing Personal Professional Development in the Workplace
3 7 10
16 A/504/8552 Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace
4 7 20
19 K/600/7554 Contributing to the Identification of Work Teams in the Workplace
5 8 20
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Additional optional units (not compulsory)
Credit value not applicable
Unit Unit reference number
Additional optional units Level Credit Guided learning hours
12 J/600/7531 Contributing to the Control of Work Quantities and Costs in the Workplace
3 9 30
13 H/600/7536 Co-ordinating Preparation Work for Site or Lifting Operations in the Workplace
3 8 20
15 M/600/7538 Managing Personal Professional Development in the Workplace
3 7 10
16 A/504/8552 Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace
4 7 20
17 M/600/7555 Planning Highways Maintenance or Repair Activities in the Workplace
6 12 30
18 T/600/7556 Supervising Highways Maintenance or Repair Activities in the Workplace
3 12 30
19 K/600/7554 Contributing to the Identification of Work Teams in the Workplace
5 8 20
20 F/600/7558 Providing and Monitoring Construction-related Customer Service in the Workplace
5 8 30
21 J/504/8554 Handing Over Property to Recipients Following Construction or Maintenance Related Activities in the Workplace
4 8 20
22 K/505/7683 Planning Historical Conservation/Restoration Activities in the Workplace
6 12 30
23 A/600/7560 Supervising Historical Conservation/Restoration Activities in the Workplace
3 12 30
24 F/600/7561 Planning Demolition Activities in the Workplace
6 12 50
25 L/600/7563 Supervising Demolition Activities in the Workplace
3 12 50
26 T/503/0132 Supervising Tunnelling Activities in the Workplace
3 12 40
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
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5 Programme delivery
Centres are free to offer these qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets learners’ needs. Learners must be in employment or working with a training provider on a programme so that they can develop and demonstrate the occupational competence required.
Whichever mode of delivery is used, centres must make sure that learners have access to specified resources and to the sector specialists delivering and assessing the units. Centres must adhere to the Pearson policies that apply to the different modes of delivery. Our policy on Collaborative arrangements for the delivery of vocational qualifications can be found on our website: www.edexcel.com/policies
There are various approaches to delivering a successful competence-based qualification. The section below outlines elements of good practice that centres can adopt in relation to learner recruitment, preparation and support, training and assessment delivery, and employer engagement.
Elements of good practice
Learner recruitment, preparation and support
Good practice in relation to learner recruitment, preparation and support include:
● providing initial advice and guidance, including work tasters, to potential learners to give them an insight into the relevant industry and the learning programme
● using a range of appropriate and rigorous selection methods to ensure that learners are matched to the programme best suited to their needs
● carrying out a thorough induction for learners to ensure that they completely understand the programme and what is expected of them. The induction should include, for example, the requirements of the programme, an initial assessment of current competency levels, assessment of individual learning styles, identification of training needs, an individual learning plan, details of training delivery and the assessment process. It is good practice to involve the employer in the induction process. This helps employers to understand what will be taking place during the programme and enables them to start building a relationship with the centre to support the effective delivery of the programme
● keeping in regular contact with the learner to keep them engaged and motivated, and ensuring that there are open lines of communication between the learner, the assessor, the employer and teaching staff.
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Training and assessment delivery
Good practice in relation to training and assessment delivery include:
● offering flexible delivery and assessment to meet the needs of the employer and learner, through the use of a range of approaches, for example virtual learning environments (VLEs), online lectures, video, printable online resources, virtual visits, webcams for distance training, e-portfolios
● planning opportunities for the development and practising of skills on the job. On-the-job training presents an excellent opportunity to develop the learner’s routine expertise, resourcefulness, craftspersonship and business-like attitude. It is therefore important that there is intentional structuring of practice and guidance to supplement the learning and development provided through engagement in everyday work activities. Learners need to have structured time to learn and practice their skills separate from their everyday work activities. Teaching and learning methods, such as coaching, mentoring, shadowing, reflective practice, collaboration and consultation, could be used in this structured on-the-job learning
● integrating the delivery and assessment of Personal, Learning and Thinking Skills (PLTS) and Employment Rights and Responsibilities (ERR) if the programme is being delivered as a part of an Apprenticeship. It is important that learners understand the relevance of these skills in the workplace and are aware of when and how they will be developing them. Please see Annexe C for mapping of PLTS to the units in this specification
● developing an holistic approach to assessment by matching evidence to different assessment criteria, learning outcomes and units as appropriate, thereby reducing the assessment burden on learners and assessors. It is good practice to draw up an assessment plan that aligns the units with the learning process and the acquisition of knowledge and skills, and that indicates how and when the units will be assessed
● discussing and agreeing with the learner and employer suitable times, dates and work areas where assessment will take place. Learners and employers should be given regular and relevant feedback on performance and progress.
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Employer engagement
Good practice in relation to employer engagement includes:
● communicating with employers at the start of the programme to understand their business context and requirements so that the programme can be tailored to meet their needs
● working with the employer to ensure that learners are allocated a mentor in the workplace to assist them in the day-to-day working environment and to act as a contact for the assessor/tutor
● helping the employer to better understand their role in the delivery of the programme. It is important that employers understand that sufficient and relevant work must be given to learners in order to provide a culture of learning and to ensure that they are given every opportunity to participate in aspects of continuous professional development (CPD).
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6 Centre resource requirements
As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification.
Centres must have the appropriate physical resources to support delivery and assessment of the qualification. For example a workplace in line with industry standards, or a Realistic Working Environment (RWE), where permitted, as specified in the assessment requirements/strategy for the sector, equipment, IT, learning materials, teaching rooms.
● Where RWE is permitted, it must offer the same conditions as the normal, day-to-day working environment, with a similar range of demands, pressures and requirements for cost-effective working.
● Centres must meet any specific human and physical resource requirements outlined in the assessment strategy in Annexe A. Staff assessing learners must meet the occupational competence requirements within the overarching assessment requirements/strategy for the sector.
● There must be systems in place to ensure continuing professional development for staff delivering the qualification.
● Centres must have appropriate health and safety policies, procedures and practices in place for the delivery and assessment of the qualification.
● Centres must deliver the qualification in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 7, Access and recruitment. For full details on the Equality Act 2010, please go to www.legislation.gov.uk
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7 Access and recruitment
Our policy on access to our qualifications is that:
● they should be available to everyone who is capable of reaching the required standards
● they should be free from barriers that restrict access and progression
● there should be equal opportunities for all wishing to access the qualifications.
Centres must ensure that their learner recruitment process is conducted with integrity. This includes ensuring that applicants have appropriate information and advice about the qualification to ensure that it will meet their needs.
Prior knowledge, skills and understanding
There are no specific prior entry requirements in terms of required qualifications, but learners need to have appropriate experience at work, including responsibilities for supervising work activities on-site and the opportunity to demonstrate the competence evidence required.
Access to qualifications for learners with disabilities or specific needs
Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner.
We are committed to making sure that:
● learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic
● all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
For learners with disabilities and specific needs, the assessment of their potential to achieve the qualification must identify, where appropriate, the support that will be made available to them during delivery and assessment of the qualification. Please see the information regarding reasonable adjustments and special consideration in Section 8, Assessment.
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8 Assessment
To achieve a pass for the full qualification, the learner must achieve all the units required in the stated qualification structure.
Language of assessment
Assessment of the internally assessed units may be in English, Welsh or Irish. If assessment is to be carried out in either Welsh or Irish then centres must inform Pearson at the point of learner registration.
A learner taking the qualification may be assessed in British or Irish Sign Language where it is permitted for the purpose of reasonable adjustment.
Further information on the use of language in qualifications is available in our policy document Use of Languages in Qualifications, available on our website at: www.edexcel.com
Further information on access arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational Qualifications. Both documents are on our website at: www.edexcel.com/policies
Internal assessment
The units in this qualification are assessed through an internally and externally quality assured Portfolio of Evidence made up of evidence gathered during the course of the learner’s work.
Each unit has specified learning outcomes and assessment criteria. To pass each unit the learner must:
● achieve all the specified learning outcomes
● satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion
● prove that the evidence is their own.
The learner must have an assessment record that identifies the assessment criteria that have been met. The assessment record should be cross-referenced to the evidence provided. The assessment record should include details of the type of evidence and the date of assessment. Suitable centre documentation should be used to form an assessment record.
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It is important that the evidence provided to meet the assessment criteria for the unit and learning outcomes is:
Valid relevant to the standards for which competence is claimed
Authentic produced by the learner
Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim
Reliable indicates that the learner can consistently perform at this level
Sufficient fully meets the requirements of the standards
Learners can provide evidence of occupational competence from:
● current practice – where evidence is generated from a current job role
● a programme of development – where evidence comes from assessment opportunities built into a learning programme. The evidence provided must meet the requirements of the Sector Skills Council’s assessment requirements/strategy
● the Recognition of Prior Learning (RPL) – where a learner can demonstrate that they can meet a unit’s assessment criteria through knowledge, understanding or skills they already possess without undertaking a course of development. They must submit sufficient, reliable, authentic and valid evidence for assessment. Evidence submitted that is based on RPL should give the centre confidence that the same level of skill, understanding and knowledge exists at the time of claim as existed at the time the evidence was produced. RPL is acceptable for accrediting a unit, several units, or a whole qualification.
Further guidance is available in our policy document Recognition of Prior Learning Policy and Process, available on our website at: www.edexcel.com/policies
● a combination of these.
Assessment strategy
The assessment strategy for this qualification is included in Annexe A. It sets out the overarching assessment principles and the framework for assessing the units to ensure that the qualification remains valid and reliable. It has been developed by CITB in partnership with employers, training providers, awarding organisations and the regulatory authorities.
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Types of evidence
To achieve a unit, the learner must gather evidence that shows that they have met the required standard specified in the assessment criteria, Pearson’s quality assurance arrangements (please see Section 10, Quality assurance of centres) and the requirements of the assessment strategy given in Annexe A.
In line with the assessment requirements/strategy, evidence for internally assessed units can take a variety of forms as indicated below:
● direct observation of the learner’s performance by their assessor (O)
● outcomes from oral or written questioning (Q&A)
● products of the learner’s work (P)
● personal statements and/or reflective accounts (RA)
● outcomes from simulation (S)
● professional discussion (PD)
● authentic statements/witness testimony (WT)
● expert witness testimony (EWT)
● evidence of Recognition of Prior Learning (RPL).
Learners can use the abbreviations in their portfolios for cross-referencing purposes.
Learners can also use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is not necessary for learners to have each assessment criterion assessed separately. They should be encouraged to reference evidence to the relevant assessment criteria. However, the evidence provided for each unit must be clearly reference the unit being assessed. Evidence must be available to the assessor, the internal verifier and the Pearson standards verifier.
Any specific evidence requirements for a unit are given in the Unit assessment requirements/evidence requirementssection of the unit.
Further guidance on the requirements for centre quality assurance and internal verification processes is available on our website at: www.edexcel.com. Please see Section 12, Further information and useful publications for details.
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Appeals
Centres must have a policy for dealing with appeals from learners. Appeals may relate to incorrect assessment decisions or unfairly conducted assessment. The first step in such a policy is a consideration of the evidence by a Lead Internal Verifier or other member of the programme team. The assessment plan should allow time for potential appeals after learners have been given assessment decisions.
Centres must document all learners’ appeals and their resolutions. Further information on the appeals process can be found in the policy document Enquiries and appeals about Pearson vocational qualifications, which is available on our website at: www.edexcel.com/policies
Dealing with malpractice
Centres must have a policy for dealing with malpractice by learners. This policy must follow the Pearson Assessment Malpractice Policy, which is available on our website at: www.edexcel.com/policies. Centres must report malpractice to Pearson, particularly if any units have been subject to quality assurance or certification.
Reasonable adjustments to assessment
Centres are able to make adjustments to assessments to take account of the needs of individual learners in line with the guidance given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units. In most instances, adjustments can be achieved by following the guidance; for example allowing the use of assistive technology or adjusting the format of the evidence. We can advise you if you are uncertain as to whether an adjustment is fair and reasonable. Any reasonable adjustment must reflect the normal learning or working practice of a learner in a centre or working within the occupational area.
Further information on access arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational Qualifications.
Both documents are on our website at: www.edexcel.com/policies
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Special consideration
Centres must operate special consideration in line with the guidance given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units. Special consideration may not be applicable in instances where:
● assessment requires the demonstration of practical competence
● criteria have to be met fully
● units/qualifications confer licence to practice.
Centres cannot apply their own special consideration; applications for special consideration must be made to Pearson and can be made only on a case-by-case basis. A separate application must be made for each learner and certification claims must not be made until the outcome of the application has been received.
Further information on special consideration can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational Qualifications.
Both of the documents mentioned above are on our website at: www.edexcel.com/policies
Credit transfer
Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.
If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement. Further information on credit transfer can be found in the policy document Credit accumulation and transfer (England), which is available on our website at: www.edexcel.com/policies
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9 Centre recognition and approval
Centre recognition
Centres that have not previously offered Pearson vocational qualifications need to apply for, and be granted, centre recognition and approval as part of the process for approval to offer individual qualifications.
Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.
Guidance on seeking approval to deliver Pearson vocational qualifications is available at www.pearsonwbl.edexcel.com/qualifications-approval.
Approvals agreement
All centres are required to enter into an approval agreement, which is a formal commitment by the head or principal of a centre, to meet all the requirements of the specification and any associated codes, conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.
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10 Quality assurance of centres
Quality assurance is at the heart of vocational qualifications. Centres are required to declare their commitment to ensuring quality and to giving learners appropriate opportunities that lead to valid and accurate assessment outcomes.
Centres must follow quality assurance requirements for standardisation of assessors and internal verifiers and the monitoring and recording of assessment processes. Pearson uses external quality assurance procedures to check that all centres are working to national standards. It gives us the opportunity to identify and provide support to safeguard certification and quality standards. It also allows us to recognise and support good practice.
Centres offering competence-based qualifications will usually receive two standards verification visits per year (a total of two days per year). The exact frequency and duration of standards verifier visits will reflect the centre’s performance, taking account of the:
● number of assessment sites
● number and throughput of learners
● number and turnover of assessors
● number and turnover of internal verifiers.
For centres offering a full Pearson BTEC Apprenticeship (i.e. all elements of the Apprenticeship are delivered with Pearson through registration of learners on a BTEC Apprenticeship framework) a single standards verifier will normally be allocated to verify all elements of the BTEC Apprenticeship programme. Centres should make use of our one-click learner registration to access this facility. If a centre is also offering stand-alone NVQs/Competence-based qualifications in the same sector as a full BTEC Apprenticeship, the same standards verifier should be allocated. If a centre is also offering stand-alone BTEC qualifications in the same sector as a full BTEC Apprenticeship, a different quality assurance model applies.
In order for certification to be released, confirmation is required that the National Occupational Standards (NOS) for assessment and verification, and for the specific occupational sector are being met consistently.
For further details, please go to the NVQ Quality Assurance Centre Handbook, the BTEC Apprenticeships Quality Assurance Handbook and the Pearson Edexcel NVQs, SVQs and competence-based qualifications – Delivery Requirements and Quality Assurance Guidance on our website at www.pearsonwbl.edexcel.com
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11 Unit format
Each unit has the following sections.
Unit title
The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).
Unit reference number
Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.
QCF level
All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.
Credit value
All units have a credit value. When a learner achieves a unit, they gain the specified number of credits. The minimum credit value is 1 and credits can be awarded in whole numbers only.
Guided learning hours
Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition includes workplace guidance to support the development of practical job-related skills, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes the time spent by staff assessing learners’ achievements, for example in the assessment of competence for competence-based qualifications.
Unit summary
This summarises the purpose of the unit and the learning the unit offers.
Unit assessment requirements/evidence requirements
The SSC/B set the assessment/evidence requirements. Learners must provide evidence according to each of the requirements stated in this section.
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Learning outcomes
The learning outcomes set out what a learner will know, understand or be able to do as the result of a process of learning.
Assessment criteria
Descriptions of the requirements a learner is expected to meet to demonstrate that a learning outcome has been achieved.
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Unit 1: Maintaining Systems for Health, Safety, Welfare and Environmental Protection in the Workplace
Unit reference number: D/504/8544
QCF level: 4
Credit value: 8
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in maintaining systems for health, safety, welfare and environmental protection in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
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vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
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(QCF)
–
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ific
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n –
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ue
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Oct
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Learn
ing
ou
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mes
an
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To p
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unit,
the
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to d
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Ass
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Evid
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ce
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ate
1.1
D
evel
op initia
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s w
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lth,
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fare
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or
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ge
a cu
lture
of
hea
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and
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1.2
Exp
lain
the
various
met
hods
that
can
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of
hea
lth,
safe
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ake
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follo
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ws
that
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pro
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n s
ite
or
for
spec
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atio
ns
2.2
Exp
lain
how
to iden
tify
opport
unitie
s th
at w
ill im
pro
ve h
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ty
and w
elfa
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or
peo
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2
Iden
tify
and
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end
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s fo
r im
pro
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nd w
elfa
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for
peo
ple
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ite
or
for
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2.3
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escr
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the
various
met
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to r
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d im
pro
vem
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to h
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ty a
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elfa
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3.1
Im
ple
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f ch
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to e
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hat
the
work
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visi
tors
are
induct
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3.2
Exp
lain
the
various
met
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of en
suring t
hat
the
work
forc
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tors
to t
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site
or
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are
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why
this
is
import
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3.3
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hat
work
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they
are
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ponsi
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for
are
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for
the
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tas
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3
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are
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those
they
are
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sponsi
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for
3.4
Exp
lain
the
various
met
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of en
suring t
hat
work
ers
they
are
re
sponsi
ble
for
are
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pet
ent
for
the
rela
tive
tas
ks a
nd g
ive
reas
ons
why
this
is
import
ant
Pea
rson E
dex
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vel 4 N
VQ
Dip
lom
a in
Const
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ite
Super
visi
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Const
ruct
ion)
(QCF)
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Spec
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Iss
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2014 ©
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Learn
ing
ou
tco
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Ass
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men
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Car
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ast
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●
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●
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f hea
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men
t an
d
reso
urc
es in o
rder
to
com
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with
curr
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legis
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5.2
Exp
lain
the
various
met
hods
of
conduct
ing a
nd r
ecord
ing m
ainte
nan
ce
chec
ks o
n h
ealth,
safe
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ents
Pea
rson E
dex
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vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
36
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
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lio
re
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ple
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ting s
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ms
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t org
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tatu
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uirem
ents
and w
hic
h iden
tifies
haz
ards
and r
educe
s risk
s
6.3
Exp
lain
the
various
met
hods
of im
ple
men
ting s
yste
ms
that
mee
ts
org
anis
atio
nal
and s
tatu
tory
req
uirem
ents
for
report
ing a
ccid
ents
an
d e
mer
gen
cies
, an
d o
per
ates
to p
reve
nt
recu
rren
ce
6
Imple
men
t sy
stem
s
whic
h m
eet
org
anis
atio
nal
an
d s
tatu
tory
re
quirem
ents
for
the
iden
tifica
tion o
f haz
ards
and
reduct
ion o
f risk
s;
report
ing a
ccid
ents
an
d e
mer
gen
cies
an
d p
reve
nting
recu
rren
ce
6.4
G
ive
reas
ons
for
imple
men
ting a
n e
ffec
tive
sys
tem
to iden
tify
haz
ards,
red
uce
ris
ks a
nd r
eport
acc
iden
ts
7.1
Conduct
reg
ula
r ch
ecks
to e
nsu
re c
om
plia
nce
with t
he
follo
win
g
org
anis
atio
nal
and s
tatu
tory
req
uirem
ents
:
●
const
ruct
ion s
pec
ific
hea
lth,
safe
ty,
wel
fare
and e
nvi
ronm
enta
l le
gis
lation
●
reco
gnis
ed indust
ry c
odes
of
pra
ctic
e
●
org
anis
atio
nal
pro
cedure
s
7.2
Exp
lain
the
met
hods
of
chec
king h
ealth,
safe
ty,
wel
fare
and
envi
ronm
enta
l pro
tect
ion s
yste
ms
7
Chec
k hea
lth,
safe
ty,
wel
fare
and
envi
ronm
enta
l pro
tect
ion s
yste
ms
regula
rly
in
acco
rdan
ce w
ith
org
anis
atio
nal
an
d s
tatu
tory
re
quirem
ents
7.3
Exp
lain
the
met
hods
of
ensu
ring t
hat
hea
lth,
safe
ty,
wel
fare
and
envi
ronm
enta
l pro
tect
ion c
om
plie
s w
ith o
rgan
isat
ional
and s
tatu
tory
re
quirem
ents
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
37
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
8.1
Rev
iew
and e
valu
ate
site
s or
oper
atio
ns
to iden
tify
spec
ial co
nditio
ns
and r
eport
conditio
ns
whic
h d
o n
ot
com
ply
with c
urr
ent
legis
lation
8
Iden
tify
and r
eport
an
y sp
ecia
l si
te
or
oper
atio
nal
co
nditio
ns
whic
h
do n
ot
com
ply
w
ith o
rgan
isat
ional
an
d s
tatu
tory
re
quirem
ents
8.2
Exp
lain
the
met
hods
of
iden
tify
ing a
nd r
eport
ing s
pec
ial si
te
conditio
ns
that
do n
ot
mee
t org
anis
atio
nal
and s
tatu
tory
req
uirem
ents
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
38
Unit 2: Assessing and Recommending Work Methods for Carrying Out Site Operations in the Workplace
Unit reference number: K/504/8546
QCF level: 4
Credit value: 11
Guided learning hours: 40
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in assessing and recommending work methods for carrying out site operations in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
39
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Iden
tify
and u
se
avai
lable
pro
ject
dat
a to
enab
le
dec
isio
ns
on w
ork
m
ethods
to b
e m
ade
1.1
Ass
ess
at lea
st f
our
of
the
follo
win
g p
roje
ct d
ata
on v
ario
us
pro
ject
s:
●
conditio
ns
of
contr
act
●
Bill
s of
quan
tities
or
met
hods
of
mea
sure
men
t
●
spec
ific
atio
ns
●
dra
win
gs
●
hea
lth,
safe
ty a
nd e
nvi
ronm
enta
l pla
ns
●
pro
gra
mm
es
●
org
anis
atio
nal
req
uirem
ents
●
inst
ruct
ions
and v
aria
tions
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
40
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.2
Tak
e in
to a
ccount
at lea
st t
hre
e of
the
follo
win
g w
hen
ass
essi
ng
various
work
met
hods:
●
sequen
cing a
nd inte
gra
tion o
f w
ork
oper
atio
ns
●
org
anis
atio
n o
f re
sourc
es (
peo
ple
, pla
nt,
mat
eria
ls a
nd f
inan
ces)
●
esta
blis
hed
const
ruct
ion t
echniq
ues
●
tem
pora
ry w
ork
s
●
pre
fabrica
tion a
nd s
tandar
dis
atio
n
●
work
ing c
onditio
ns
1.3
Exp
lain
diffe
rent
met
hods
of id
entify
ing p
roje
ct d
ata
1.4
Exp
lain
the
diffe
rent
way
s of
asse
ssin
g p
roje
ct d
ata
for
iden
tify
ing
work
met
hods
1.5
Exp
lain
the
fact
ors
that
influen
ce o
r def
ine
work
met
hods
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
41
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
O
bta
in a
dditio
nal
pro
ject
info
rmat
ion b
y co
nsu
ltin
g a
t le
ast
two o
f th
e fo
llow
ing s
ourc
es:
●
clie
nt,
cust
om
er o
r th
eir
repre
senta
tive
●
sub-c
ontr
acto
rs
●
supplie
rs
●
regula
tory
auth
orities
●
tech
nic
al liter
ature
●
trad
e lit
erat
ure
2.2
D
escr
ibe
way
s of
obta
inin
g a
dditio
nal
info
rmat
ion f
or
pro
ject
dat
a fr
om
a v
arie
ty o
f re
leva
nt
sourc
es
2
Obta
in m
ore
in
form
atio
n f
rom
oth
er s
ourc
es
wher
e av
aila
ble
pro
ject
dat
a is
in
suffic
ient
2.3
G
ive
poss
ible
rea
sons
why
pro
ject
dat
a m
ay b
e in
suff
icie
nt
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
42
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Eva
luat
e ch
ose
n w
ork
met
hods
agai
nst
at
leas
t se
ven o
f th
e fo
llow
ing
tech
nic
al w
ork
crite
ria:
●
mat
eria
ls p
erfo
rman
ce a
nd a
vaila
bili
ty
●
stru
ctura
l fo
rms
●
occ
upan
cy
●
hea
lth,
safe
ty a
nd w
elfa
re
●
fire
pro
tect
ion
●
acce
ss
●
pla
nt,
equip
men
t an
d p
eople
ava
ilabili
ty
●
tran
sport
logis
tics
●
envi
ronm
enta
l fa
ctors
●
was
te m
anag
emen
t
●
seas
onal
wea
ther
conditio
ns
●
sust
ainab
ility
●
innova
tive
mat
eria
ls,
tech
nolo
gie
s an
d p
roce
sses
●
site
conditio
ns
3.2
D
escr
ibe
typic
al c
rite
ria
that
det
erm
ine
work
met
hods
for
routine
types
of
pro
ject
s
3
Eva
luat
e w
ork
m
ethods
agai
nst
re
leva
nt
tech
nic
al
and p
roje
ct c
rite
ria
3.3
Exp
lain
diffe
rent
way
s of
eval
uat
ing w
ork
met
hods
agai
nst
a r
ange
of
tech
nic
al c
rite
ria
and r
elev
ant
pro
ject
crite
ria
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
43
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Advi
se a
nd r
ecom
men
d w
ork
met
hods
to d
ecis
ion m
aker
s
4.2
Exp
lain
diffe
rent
way
s of
sele
ctin
g a
ppro
priat
e w
ork
met
hods
on
rele
vant
pro
ject
s
4.3
Exp
lain
diffe
rent
way
s th
at w
ork
met
hods
can b
e re
com
men
ded
to
dec
isio
n m
aker
s
4
Com
munic
ate
work
m
ethods
to
dec
isio
n m
aker
s
4.4
O
utlin
e th
e diffe
rent
com
munic
atio
n m
ethods
that
could
be
use
d t
o
reco
mm
end w
ork
met
hods
5.1
Car
ry o
ut
an a
nal
ysis
of
sele
cted
work
met
hods
on a
ran
ge
of
pro
ject
s w
hic
h s
how
chec
ks o
n a
ctiv
ity
conte
nt
agai
nst
quan
tities
of
tim
e, c
ost
or
reso
urc
es
5.2
Exp
lain
diffe
rent
way
s of
anal
ysin
g s
elec
ted w
ork
met
hods
for
activi
ty
conte
nt
5.3
Exp
lain
way
s of
accu
rate
ly q
uan
tify
ing s
elec
ted w
ork
met
hods
5
Anal
yse
and
quan
tify
the
sele
cted
work
m
ethod f
or
its
activi
ty c
onte
nt
5.4
D
escr
ibe
the
implic
atio
ns
of
inac
cura
tely
anal
ysin
g a
nd q
uan
tify
ing
sele
cted
work
met
hods
6.1
Confirm
and a
ppro
ve v
ario
us
met
hod s
tate
men
ts p
rior
to r
elev
ant
work
tak
ing p
lace
6.2
Exp
lain
diffe
rent
way
s th
at c
an e
nsu
re m
ethod s
tate
men
ts h
ave
bee
n
suffic
iently
pre
par
ed
6
Ensu
re a
met
hod
stat
emen
t is
pre
par
ed a
nd
appro
ved p
rior
to
com
men
cem
ent
of
work
6.3
Exp
lain
the
implic
atio
ns,
fac
tors
and p
roce
sses
of
appro
ving m
ethod
stat
emen
ts p
rior
to c
om
men
cing w
ork
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
44
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
45
Unit 3: Planning Activities and Resources to Meet Work Requirements in the Workplace
Unit reference number: M/504/8547
QCF level: 4
Credit value: 12
Guided learning hours: 40
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning activities and resources to meet work requirements in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
46
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Pl
an a
nd im
ple
men
t w
ork
act
ivitie
s th
at e
ffic
iently
use
at
leas
t fo
ur
of
the
follo
win
g r
esourc
es:
●
peo
ple
●
pla
nt,
equip
men
t or
mac
hin
ery
●
mat
eria
ls a
nd c
om
ponen
ts
●
sub-c
ontr
acto
rs
●
info
rmat
ion
●
work
are
a an
d f
acili
ties
●
was
te m
anag
emen
t
●
utilit
y pro
vider
s
1.2
Exp
lain
diffe
rent
poss
ible
way
s of
org
anis
ing w
ork
act
ivitie
s th
at c
an
mak
e th
e bes
t use
of
reso
urc
es
1.3
G
ive
reas
ons
why
work
act
ivitie
s nee
d t
o b
e org
anis
ed t
o m
ake
the
bes
t use
of
reso
urc
es
1
Org
anis
e ac
tivi
ties
to
mak
e th
e m
ost
ef
fici
ent
use
of
the
avai
lable
res
ourc
es
1.4
Exp
lain
the
effe
cts
on w
ork
pro
gra
mm
es a
nd s
ched
ule
s if r
esourc
es
are
not
effe
ctiv
ely
org
anis
ed
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
47
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Ass
ess
and iden
tify
a v
arie
ty o
f ef
fect
ive
solu
tions
for
alte
rnat
ive
work
m
ethods,
res
ourc
es a
nd s
yste
ms
to m
eet
a ra
nge
of
pro
gra
mm
es,
oper
atio
ns
and s
ched
ule
s
2.2
Exp
lain
the
diffe
rent
way
s of ev
aluat
ing a
lter
nat
ive
reso
urc
es,
met
hods
and s
yste
ms
to m
eet
work
pro
gra
mm
es,
oper
atio
ns
and
sched
ule
s
2
Eva
luat
e al
tern
ativ
e m
ethods,
re
sourc
es a
nd
syst
ems
to s
elec
t th
e bes
t so
lution t
o
mee
t pro
gra
mm
es
and s
ched
ule
s 2.3
Exp
lain
the
diffe
rent
met
hods
of ev
aluat
ing info
rmat
ion in o
rder
to
sele
ct b
est
solu
tions
to m
eet
work
pro
gra
mm
es,
oper
atio
ns
and
sched
ule
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
48
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Req
ues
t an
d p
rocu
re a
dvi
ce o
r cl
arific
atio
n t
o d
eter
min
e re
quired
re
sourc
es f
rom
at
leas
t th
ree
of
the
follo
win
g:
●
clie
nt,
cust
om
er o
r th
eir
repre
senta
tive
●
consu
ltan
ts
●
lift
pla
nner
●
pro
ject
tea
m
●
pra
ctic
e re
sear
ch
●
tech
nic
al p
ublic
atio
ns
●
trad
e lit
erat
ure
●
oth
er t
eam
mem
ber
s
3.2
Exp
lain
met
hods
of
sele
ctin
g p
ote
ntial
sourc
es f
or
clar
ific
atio
n a
nd
advi
ce f
or
a ra
nge
of
work
pro
gra
mm
es
3.3
O
utlin
e th
e ty
pes
of
info
rmat
ion t
hat
could
be
gai
ned
fro
m v
ario
us
info
rmat
ion s
ourc
es
3
Obta
in c
larifica
tion
or
advi
ce f
rom
va
rious
sourc
es
wher
e th
e re
sourc
es n
eeded
ar
e not
avai
lable
3.4
Exp
lain
the
diffe
rent
met
hods
of
and r
easo
ns
for
obta
inin
g c
larifica
tion
and a
dvi
ce w
hen
the
reso
urc
es n
eeded
are
not
avai
lable
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
49
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Exa
min
e a
range
of
work
act
ivitie
s usi
ng a
pro
duct
ion s
tudy,
work
s st
udy
pro
duct
ion a
nal
ysis
agai
nst
thre
e of
the
follo
win
g e
xter
nal
fa
ctors
:
●
oth
er r
elat
ed p
rogra
mm
es
●
supply
lea
d t
imes
●
contingen
cies
●
spec
ial w
ork
ing c
onditio
ns
●
stat
uto
ry lim
itat
ions
●
site
conditio
ns
●
avai
labili
ty o
f re
sourc
es
4.2
Exp
lain
how
to iden
tify
res
ourc
es a
nd r
elat
ed info
rmat
ion a
gai
nst
pro
ject
or
oper
atio
nal
dat
a re
quirem
ents
4.3
D
escr
ibe
way
s in
whic
h e
xter
nal
fac
tors
can
affec
t a
pro
gra
mm
e,
oper
atio
n o
r sc
hed
ule
4.4
Exp
lain
the
diffe
rent
met
hods
of an
alys
ing w
ork
act
ivitie
s ag
ainst
pro
ject
dat
a, r
esourc
es,
rela
ted info
rmat
ion a
nd e
xter
nal
fac
tors
4.5
D
escr
ibe
the
effe
cts
exte
rnal
fac
tors
can
hav
e on p
rogra
mm
es a
nd
sched
ule
s
4
Anal
yse
activi
ties
ag
ainst
pro
ject
or
oper
atio
n d
ata
and
the
requirem
ents
of
exte
rnal
fac
tors
4.6
Exp
lain
the
diffe
rent
met
hods
of an
alys
ing w
ork
act
ivitie
s ag
ainst
re
sourc
es a
nd r
elat
ed info
rmat
ion
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
50
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Car
ry o
ut
updat
ing o
n a
t le
ast
two o
f th
e fo
llow
ing p
rogra
mm
es o
r sc
hed
ule
conte
nt:
●
bar
char
ts
●
critic
al a
nal
ysis
●
action lis
ts
●
met
hod s
tate
men
ts
5.2
In
form
dec
isio
n m
aker
s/per
sons
resp
onsi
ble
of
updat
es t
hat
should
be
mad
e on w
ork
s pro
gra
mm
es a
nd s
ched
ule
s
5.3
Exp
lain
diffe
rent
met
hods
of updat
ing e
xist
ing p
rogra
mm
es a
nd
sched
ule
s
5.4
D
escr
ibe
the
poss
ible
effec
ts o
n t
he
pro
ject
if
pro
gra
mm
es a
nd
sched
ule
s ar
e not
updat
ed w
hen
fac
tors
chan
ge
5
Updat
e ex
isting
pro
gra
mm
es a
nd
sched
ule
s of
pla
nned
act
ivitie
s an
d s
ugges
t th
em
to d
ecis
ion
mak
ers/
per
sons
resp
onsi
ble
5.5
D
escr
ibe
the
way
s an
d m
eans
of su
gges
ting u
pdat
es t
o e
xist
ing
pro
gra
mm
es a
nd s
ched
ule
s to
dec
isio
n m
aker
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
51
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
M
onitor
and r
ecord
work
s bei
ng u
nder
take
n a
gai
nst
giv
en
pro
gra
mm
es a
nd s
ched
ule
s fo
llow
ing o
rgan
isat
ional
pro
cedure
s
6.2
Colle
ct a
nd a
nal
yse
resu
lts
of m
onitoring p
rogra
mm
es a
gai
nst
giv
en
pro
gra
mm
es a
nd s
ched
ule
s
6.3
Id
entify
and r
ecord
are
as o
f fu
ture
im
pro
vem
ents
to p
roduct
ion a
nd
pla
nnin
g
6.4
D
escr
ibe
the
diffe
rent
syst
ems
that
could
be
avai
lable
for
monitoring
work
pro
gra
mm
es a
nd s
ched
ule
s
6.5
D
escr
ibe
diffe
rent
met
hods
of
imple
men
ting s
yste
ms
for
monitoring
and r
ecord
ing w
ork
s ag
ainst
pro
gra
mm
es a
nd s
ched
ule
s
6.6
G
ive
reas
ons
why
it is
nec
essa
ry t
o m
onitor
and r
ecord
the
resu
lts
of
work
s ag
ainst
pro
gra
mm
es a
nd s
ched
ule
s
6
Imple
men
t sy
stem
s to
m
onitor
and r
ecord
w
ork
s ag
ainst
pro
gra
mm
es a
nd
sched
ule
s, a
nd u
se
the
resu
lts
to
impro
ve f
utu
re
pro
duct
ion a
nd
pla
nnin
g
6.7
Exp
lain
the
poss
ible
met
hods
of
revi
ewin
g r
ecord
ed r
esults
of
work
s ag
ainst
pro
gra
mm
es a
nd s
ched
ule
s to
im
pro
ve f
utu
re p
roduct
ion a
nd
pla
nnin
g
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
52
Unit 4: Co-ordinating and Organising the Control of Work in the Workplace
Unit reference number: T/504/8548
QCF level: 4
Credit value: 12
Guided learning hours: 40
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in coordinating and organising the control of work in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
53
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Ass
ess
and e
valu
ate
thre
e of
the
follo
win
g info
rmat
ion s
ourc
es f
or
clar
ity
when
org
anis
ing t
he
contr
ol of
work
:
●
surv
eys
and r
eport
s
●
des
ign
●
contr
actu
al
●
stat
uto
ry c
onse
nts
●
contr
acto
r's
pre
-pla
nnin
g info
rmat
ion
●
hea
lth,
safe
ty a
nd e
nvi
ronm
enta
l pla
ns
●
risk
ass
essm
ents
and m
ethod s
tate
men
ts
●
pro
gra
mm
es
●
lift
pla
ns
●
com
pet
ent
peo
ple
●
sub-c
ontr
acto
r ar
rangem
ents
and a
tten
dan
ce
1.2
D
escr
ibe
diffe
rent
way
s of
pro
curing a
nd a
ssem
blin
g r
elev
ant
info
rmat
ion
1
Ass
emble
and
revi
ew r
elev
ant
info
rmat
ion u
sed
in t
he
pre
par
atio
n
of
pro
ject
or
oper
atio
nal
pla
ns
and c
larify
uncl
ear
info
rmat
ion
1.3
Exp
lain
poss
ible
met
hods
that
can
est
ablis
h w
het
her
info
rmat
ion is
suffic
iently
clea
r to
co-
ord
inat
e w
ork
contr
ol
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
54
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Li
aise
and c
om
munic
ate
with t
hose
under
taki
ng r
elev
ant
work
on a
va
riet
y of
pro
ject
s or
oper
atio
ns
2.2
G
ain a
ppro
val w
ith r
elev
ant
peo
ple
for
pro
gra
mm
es o
r oper
atio
ns,
m
ethods
and a
tten
dan
ce o
n s
pec
ifie
d p
roje
cts
2.3
Exp
lain
way
s of
agre
eing a
nd c
om
munic
atin
g w
ork
pro
gra
mm
es o
r oper
atio
ns,
met
hods
and a
tten
dan
ce d
etai
ls w
ith t
hose
doin
g t
he
work
2
Com
munic
ate
and
agre
e pro
gra
mm
es
or
oper
atio
nal
pla
ns,
met
hods
and a
tten
dan
ce
with t
he
peo
ple
doin
g t
he
work
2.4
D
escr
ibe
way
s of
inte
gra
ting c
onst
ruct
ion o
r oth
er w
ork
ing m
ethods
usi
ng p
rogra
mm
es o
r oper
atio
nal
pla
ns
that
incl
ude
met
hods
and
atte
ndan
ce
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
55
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Pr
ocu
re a
t le
ast
thre
e of
the
follo
win
g r
esourc
es w
hen
pla
nnin
g a
nd
obta
inin
g r
esourc
es t
o m
eet
pro
ject
or
oper
atio
nal
req
uirem
ents
and
tim
esca
les:
●
peo
ple
●
pla
nt,
equip
men
t or
mac
hin
ery
●
mat
eria
ls a
nd c
om
ponen
ts
●
sub-c
ontr
acto
rs
●
info
rmat
ion
●
work
are
a an
d f
acili
ties
●
was
te m
anag
emen
t
●
utilit
y pro
vider
s
3.2
Exp
lain
the
way
s, f
acto
rs a
nd m
ethods
of
pla
nnin
g a
nd o
bta
inin
g
suitab
le r
esourc
es a
nd a
tten
dan
ce t
o e
nsu
re p
roje
ct o
r oper
atio
nal
tim
esca
les
and r
equirem
ents
are
met
3
Plan
and o
bta
in
suffic
ient
reso
urc
es
and a
tten
dan
ce o
f th
e ap
pro
priat
e ty
pe
whic
h m
eets
pro
ject
or
oper
atio
nal
re
quirem
ents
an
d t
imes
cale
s
3.3
D
escr
ibe
the
outc
om
es o
n p
roje
cts
or
oper
atio
ns
if s
uffic
ient
reso
urc
es
are
not
pro
cure
d o
n t
ime
or
are
unsu
itab
le
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
56
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Im
ple
men
t an
d c
o-o
rdin
ate
work
are
as,
activi
ties
and r
esourc
es o
n
rele
vant
pro
ject
s or
on s
pec
ific
oper
atio
nal
are
as t
hat
allo
w s
ites
or
oper
atio
nal
are
as t
o b
e sa
fe a
nd t
idy
4.2
Co-o
rdin
ate
and im
pro
ve s
ite
or
spec
ific
oper
atio
ns
to p
rovi
de
a posi
tive
im
age
of
pro
ject
s an
d t
he
rele
vant
org
anis
atio
n
4.3
Exp
lain
diffe
rent
met
hods
of
org
anis
ing a
nd c
ontr
olli
ng t
ypic
al
reso
urc
es
4.4
Exp
lain
how
sites
or
work
are
as s
hould
be
effe
ctiv
ely
contr
olle
d a
nd
org
anis
ed t
o m
ainta
in a
nd e
nhan
ce s
ite
or
oper
atio
nal
saf
ety
and
tidin
ess
4.5
D
escr
ibe
the
fact
ors
and iss
ues
that
must
be
take
n into
acc
ount
to
ensu
re s
ites
or
oper
atio
nal
are
as a
re s
afe
and t
idy
for
work
ers
and
oth
er p
eople
4
Org
anis
e an
d
contr
ol si
tes
(or
spec
ific
oper
atio
nal
ar
eas)
and
reso
urc
es t
o
esta
blis
h s
afe
and
tidy
site
s/ar
eas,
cr
eating a
posi
tive
im
age
of
the
org
anis
atio
n
and p
roje
ct
4.6
G
ive
reas
ons
why
pro
ject
and o
rgan
isat
ional
im
age
is im
port
ant
and
des
crib
e th
e poss
ible
effec
ts o
f neg
ativ
e im
ages
on t
he
com
pan
y,
pro
ject
or
oper
atio
n
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
57
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Co-o
rdin
ate
work
act
ivitie
s an
d m
ainta
in c
ontr
ol w
hils
t ta
king into
ac
count
at lea
st t
hre
e of
the
follo
win
g a
reas
:
●
occ
upie
rs
●
nea
r nei
ghbours
●
public
acc
ess
●
site
conditio
ns
●
envi
ronm
enta
l co
nsi
der
atio
ns
●
vehic
ula
r ac
cess
(in
cludin
g a
ir a
nd w
ater
born
e cr
aft)
●
secu
rity
and t
resp
ass
●
public
utilit
ies
●
her
itag
e st
atus
5.2
D
escr
ibe
how
to o
rgan
ise
work
act
ivitie
s th
at t
ake
into
acc
ount
rele
vant
inte
rnal
and e
xter
nal
fac
tors
and influen
ces
5
Org
anis
e w
ork
ac
tivi
ties
and
imple
men
t w
ork
m
easu
res
that
ta
ke into
acc
ount
appro
priat
e fa
ctors
an
d influen
ces
5.3
O
utlin
e th
e m
easu
res
that
nee
d t
o b
e ta
ken into
acc
ount
to d
eal w
ith
inte
rnal
and e
xter
nal
fac
tors
and influen
ces
and e
xpla
in t
he
outc
om
es
and im
plic
atio
ns
if t
his
is
not
under
take
n e
ffec
tive
ly
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
58
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
59
Unit 5: Controlling Work Progress Against Agreed Programmes in the Workplace
Unit reference number: A/504/8549
QCF level: 4
Credit value: 9
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in controlling work progress against agreed programmes in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
60
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
M
onitor
and r
ecord
the
pro
gre
ss o
f w
ork
by
imple
men
ting a
t le
ast
thre
e of
the
follo
win
g s
yste
ms:
●
visu
al insp
ections
●
reso
urc
e re
cord
s
●
site
insp
ection r
eport
s
●
contr
acto
r's
report
s
●
cert
ifie
d p
aym
ents
●
writt
en,
gra
phic
al a
nd e
lect
ronic
rec
ord
ing o
f ac
tual
work
agai
nst
pro
gra
mm
ed w
ork
●
site
mee
tings
●
org
anis
atio
nal
rep
ort
s
●
man
agem
ent
report
s
●
ben
chm
arks
●
com
par
ison w
ith p
roje
ct r
equirem
ents
1.2
D
escr
ibe
the
way
s an
d m
ethods
of
imple
men
ting s
yste
ms
that
m
onitor
and r
ecord
pro
gre
ss o
f w
ork
s ag
ainst
agre
ed p
rogra
mm
es
1
Imple
men
t sy
stem
s to
monitor
and r
ecord
pro
gre
ss o
f w
ork
ag
ainst
agre
ed
pro
gra
mm
es
1.3
Exp
lain
why
syst
ems
to m
onitor
and r
ecord
work
pro
gre
ss a
re n
eeded
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
61
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Est
ablis
h a
t le
ast
thre
e of
the
follo
win
g t
ypes
of
dev
iations
in
com
par
ison t
o r
elev
ant
work
pro
gra
mm
es a
nd s
ched
ule
s:
●
reso
urc
e sh
ort
ages
●
des
ign p
roble
ms
and c
onst
rain
ts
●
indust
rial
dis
pute
s
●
lack
of
esse
ntial
const
ruct
ion info
rmat
ion
●
const
ruct
ion e
rrors
●
wea
ther
conditio
ns
●
site
const
rain
ts
●
legal
dis
pute
s or
issu
es
●
soci
al d
ispute
s or
issu
es
●
hea
lth,
safe
ty a
nd e
nvi
ronm
enta
l is
sues
2.2
Exp
lain
diffe
rent
way
s of
iden
tify
ing d
evia
tions
from
pla
nned
work
pro
gre
ss
2
Iden
tify
any
dev
iations
from
pla
nned
pro
gre
ss
whic
h h
as o
r m
ay
occ
ur,
that
co
uld
dis
rupt
pro
gra
mm
es
and s
ched
ule
s
2.3
D
escr
ibe
how
to iden
tify
dev
iations
that
may
occ
ur
and c
ould
dis
rupt
work
pro
gra
mm
es a
nd s
ched
ule
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
62
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Id
entify
the
det
ail of
circ
um
stan
ces
lead
ing t
o d
evia
tions
in w
ork
pro
gra
mm
es a
nd/o
r sc
hed
ule
s
3.2
Im
ple
men
t at
lea
st o
ne
of
the
follo
win
g c
orr
ective
act
ions
follo
win
g
agre
emen
t w
ith r
elev
ant
peo
ple
:
●
rest
ore
pro
gre
ss in a
ccord
ance
with a
gre
ed p
rogra
mm
es
●
agre
e new
com
ple
tion d
ates
●
initia
te c
ontr
act
clai
ms
●
secu
re a
dditio
nal
res
ourc
es
●
alte
r pla
nned
work
3.3
D
escr
ibe
poss
ible
met
hods
of
inve
stig
atin
g d
evia
tions
from
pla
nned
w
ork
pro
gre
ss
3.4
Exp
lain
how
and w
hy
appro
priat
e co
rrec
tive
act
ions
nee
d t
o b
e ag
reed
3
Inve
stig
ate
circ
um
stan
ces
of
any
dev
iations
thoro
ughly
, an
d
agre
e an
d
imple
men
t ap
pro
priat
e co
rrec
tive
act
ions
3.5
Exp
lain
how
to im
ple
men
t ap
pro
priat
e co
rrec
tive
act
ions
for
dev
iations
from
pla
nned
pro
gre
ss
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
63
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Id
entify
a v
arie
ty o
f w
ork
options
whic
h m
ay m
inim
ise
incr
ease
s in
co
st a
nd t
ime
4.2
Pr
opose
iden
tified
work
options
to a
t le
ast
two o
f th
e fo
llow
ing p
eople
re
sponsi
ble
:
●
clie
nts
, cu
stom
ers
or
thei
r re
pre
senta
tive
●
contr
acto
rs
●
consu
ltan
ts
●
sub-c
ontr
acto
rs
●
supplie
rs
●
work
forc
e
●
inte
rnal
man
agem
ent
4.3
Exp
lain
poss
ible
options,
and h
ow
to iden
tify
them
, m
ost
lik
ely
to
min
imis
e in
crea
ses
in c
ost
and t
ime,
and h
elp w
ork
pro
gre
ss f
or
typic
al p
roje
cts
4
Rec
om
men
d
options
most
lik
ely
to m
inim
ise
incr
ease
s in
cost
an
d t
ime
to h
elp
work
pro
gre
ss,
an
d p
ass
onto
the
peo
ple
res
ponsi
ble
4.4
Exp
lain
diffe
rent
met
hods
and f
acto
rs o
f re
com
men
din
g iden
tified
options
to p
eople
res
ponsi
ble
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
64
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Id
entify
and c
om
munic
ate
info
rmat
ion o
n p
rogre
ss,
chan
ges
to
pro
gra
mm
es,
sched
ule
s an
d r
esourc
e nee
ds
to t
he
peo
ple
res
ponsi
ble
5.2
M
ake
reco
mm
endat
ions
on d
ecis
ions
and a
ctio
ns
that
should
be
take
n
to t
he
peo
ple
res
ponsi
ble
in o
rder
to m
ainta
in p
lanned
work
pro
gre
ss
5.3
G
ive
reas
ons
for,
and e
xpla
in h
ow
to k
eep r
esponsi
ble
peo
ple
re
gula
rly
info
rmed
about
work
pro
gre
ss,
chan
ges
to t
he
oper
atio
nal
pro
gra
mm
e an
d r
esourc
e nee
ds
5
Info
rm p
eople
re
sponsi
ble
re
gula
rly
about
pro
gre
ss,
chan
ges
to
oper
atio
nal
pro
gra
mm
es a
nd
reso
urc
e nee
ds,
an
d s
ugges
t dec
isio
ns
and
actions
that
nee
d
to b
e ta
ken
5.4
D
escr
ibe
the
met
hods
of
and r
easo
ns
for
reco
mm
endin
g d
ecis
ions
and
actions
that
nee
d t
o b
e ta
ken t
o t
he
peo
ple
res
ponsi
ble
to m
ainta
in
pla
nned
pro
gre
ss
6.1
Id
entify
, fr
om
rec
eive
d f
eedbac
k, p
oss
ible
im
pro
vem
ents
that
could
be
mad
e to
work
pro
gre
ss
6.2
Sugges
t im
pro
vem
ents
to t
he
peo
ple
res
ponsi
ble
bas
ed o
n r
ecei
ved
feed
bac
k
6.3
Exp
lain
diffe
rent
met
hods
and p
urp
ose
s of co
llect
ing,
colla
ting a
nd
anal
ysin
g f
eedbac
k on w
ork
pro
gre
ss a
gai
nst
agre
ed p
rogra
mm
es
6.4
D
escr
ibe
how
to iden
tify
poss
ible
im
pro
vem
ents
fro
m t
he
feed
bac
k re
ceiv
ed
6
Iden
tify
im
pro
vem
ents
fr
om
fee
dbac
k re
ceiv
ed a
nd
reco
mm
end t
o t
he
peo
ple
res
ponsi
ble
6.5
Exp
lain
diffe
rent
way
s of
reco
mm
endin
g iden
tified
im
pro
vem
ents
to
the
peo
ple
res
ponsi
ble
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
65
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
66
Unit 6: Allocating and Monitoring the Use of Plant, Equipment or Machinery in the Workplace
Unit reference number: M/504/8550
QCF level: 4
Credit value: 9
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in allocating and monitoring the use of plant, equipment or machinery in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
67
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Req
ues
t at
lea
st f
our
of
the
follo
win
g t
ypes
of
pla
nt,
equip
men
t or
mac
hin
ery
as s
pec
ifie
d b
y pla
ns
or
pro
gra
mm
e re
quirem
ents
:
●
stat
ic
●
mobile
●
acce
ssories
●
consu
mab
les
●
hea
lth a
nd s
afet
y eq
uip
men
t
●
spec
ialis
ed h
and t
ools
●
stan
dar
d p
lant,
equip
men
t or
mac
hin
ery
●
non-s
tandar
d p
lant,
equip
men
t or
mac
hin
ery
1
Produce
cle
ar
reques
ts f
or
pla
nt,
eq
uip
men
t or
mac
hin
ery
whic
h
mee
ts t
he
nee
ds
of
pro
ject
s or
oper
atio
ns
1.2
D
escr
ibe
the
types
, fo
rmat
s an
d m
ethods
of
pro
duci
ng r
eques
ts f
or
pla
nt,
equip
men
t or
mac
hin
ery
that
will
mee
t th
e nee
ds
of
pro
ject
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
68
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Car
ry o
ut
chec
ks a
nd c
onfirm
that
rel
evan
t pla
nt,
equip
men
t or
mac
hin
ery
mee
ts o
per
atio
nal
and s
tatu
tory
req
uirem
ents
2.2
Rec
ord
, fo
llow
ing o
rgan
isat
ional
pro
cedure
s, t
hat
pla
nt,
equip
men
t or
mac
hin
ery
mee
ts o
per
atio
nal
and s
tatu
tory
req
uirem
ents
2.3
Id
entify
the
requirem
ents
for
rele
vant
oper
atio
ns
and a
ssig
n
appro
priat
e pla
nt,
equip
men
t or
mac
hin
ery
for
use
2.4
Exp
lain
the
way
s an
d m
ethods
of en
suring t
hat
pla
nt,
equip
men
t or
mac
hin
ery
mee
ts o
per
atio
nal
and s
tatu
tory
req
uirem
ents
prior
to u
se
2.5
Exp
lain
the
fact
ors
that
det
erm
ine
the
allo
cation o
f pla
nt,
equip
men
t or
mac
hin
ery
for
suitab
le o
per
atio
ns
2
Ensu
re a
nd r
ecord
th
at p
lant,
eq
uip
men
t or
mac
hin
ery
mee
ts
oper
atio
nal
and
stat
uto
ry
requirem
ents
prior
to u
se in t
he
work
pla
ce a
nd
allo
cate
to s
uitab
le
oper
atio
ns
2.6
D
escr
ibe
the
diffe
rent
way
s an
d f
orm
ats
for
reco
rdin
g c
hec
ks o
n t
he
suitab
ility
of
pla
nt,
equip
men
t or
mac
hin
ery
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
69
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Im
ple
men
t ac
tions
that
pro
tect
the
public
, w
ork
forc
e, v
isitors
and t
he
envi
ronm
ent
usi
ng a
t le
ast
thre
e of
the
follo
win
g m
easu
res:
●
met
hods
of
work
●
risk
ass
essm
ent
●
safe
use
and s
tora
ge
of
tools
●
safe
use
and s
tora
ge
of
mat
eria
ls
●
traf
fic
contr
olli
ng (
incl
udin
g a
ir a
nd w
ater
born
e cr
aft)
●
emer
gen
cy p
lans
3.2
Exp
lain
diffe
rent
way
s of
iden
tify
ing h
azar
ds
and a
sses
sing r
isks
fro
m
pla
nt,
equip
men
t or
mac
hin
ery
oper
atio
ns
3.3
D
escr
ibe
met
hods
of
imple
men
ting m
easu
res
that
pro
tect
all
peo
ple
an
d t
he
envi
ronm
ent
affe
cted
by
on-s
ite
pla
nt,
equip
men
t or
mac
hin
ery
oper
atio
ns
3
Iden
tify
haz
ards
and a
sses
s risk
s ar
isin
g f
rom
the
use
of
pla
nt,
eq
uip
men
t or
mac
hin
ery
and
imple
men
t m
easu
res
that
pro
tect
peo
ple
and
the
envi
ronm
ent
3.4
O
utlin
e w
ho m
ay b
e af
fect
ed b
y pla
nt,
equip
men
t or
mac
hin
ery
oper
atio
ns
rele
vant
to t
ypic
al p
roje
cts
4.1
Com
ple
te a
nd m
ainta
in r
ecord
s of
pla
nt,
equip
men
t or
mac
hin
ery
use
, w
hic
h f
ollo
w o
rgan
isat
ional
req
uirem
ents
4.2
D
escr
ibe
the
types
and w
ays
of
keep
ing r
ecord
s of
pla
nt,
equip
men
t or
mac
hin
ery
oper
atio
ns
4
Kee
p r
ecord
s of
th
e use
of
pla
nt,
eq
uip
men
t or
mac
hin
ery
4.3
G
ive
reas
ons
for
the
nee
d t
o k
eep r
ecord
s on p
lant,
equip
men
t or
mac
hin
ery
use
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
70
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Exa
min
e an
d a
nal
yse
pla
nt,
equip
men
t or
mac
hin
ery
use
and iden
tify
al
tern
ativ
e ty
pes
that
will
be
suitab
le f
or
the
inte
nded
work
5.2
Pro
vide
sugges
tions
to d
ecis
ion m
aker
s/re
sponsi
ble
peo
ple
for
alte
rnat
ive
types
of
pla
nt,
equip
men
t or
mac
hin
ery
5.3
Exp
lain
the
fact
ors
that
det
erm
ine
when
pla
nt,
equip
men
t or
mac
hin
ery
is u
nsu
itab
le f
or
inte
nded
oper
atio
ns
and h
ow
to iden
tify
unsu
itab
ility
5.4
D
escr
ibe
met
hods
and p
roce
sses
that
can
iden
tify
alter
nat
ive
pla
nt,
eq
uip
men
t or
mac
hin
ery
for
spec
ific
oper
atio
ns
5
Rec
om
men
d
alte
rnat
ive
types
of
pla
nt
or
equip
men
t to
dec
isio
n m
aker
s w
her
e ex
isting
pla
nt,
mac
hin
ery
or
equip
men
t is
dee
med
unsu
itab
le
for
allo
cate
d
oper
atio
ns
5.5
D
escr
ibe
the
way
s of
reco
mm
endin
g a
lter
nat
ive
pla
nt,
equip
men
t or
mac
hin
ery
to d
ecis
ion m
aker
s/peo
ple
res
ponsi
ble
6.1
Pr
ovi
de
guid
ance
to p
lant,
equip
men
t or
mac
hin
ery
oper
ators
, an
d
those
direc
tly
invo
lved
with t
he
oper
atio
n,
that
follo
w s
tatu
tory
and
man
ufa
cture
r's
requirem
ents
6
Issu
e in
stru
ctio
ns
for
the
use
of
pla
nt,
equip
men
t or
mac
hin
ery
to
oper
ators
and
oth
ers
direc
tly
invo
lved
6.2
Exp
lain
the
form
ats,
met
hods
and t
imes
cale
s of
issu
ing inst
ruct
ions
and g
uid
ance
to p
lant,
equip
men
t or
mac
hin
ery
oper
ators
, an
d o
ther
direc
tly
invo
lved
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
71
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Est
ablis
h t
hat
oper
ators
of
pla
nt,
equip
men
t or
mac
hin
ery
are
able
an
d a
uth
orise
d f
or
the
rele
vant
types
and o
per
atio
ns
7.2
Chec
k re
leva
nt
pla
nt
oper
atio
n a
ctiv
itie
s to
ensu
re t
hey
mee
t st
atuto
ry a
nd m
anufa
cture
r's
requirem
ents
7.3
Exp
lain
the
met
hods
and o
rgan
isat
ional
pro
cedure
s of
chec
king a
nd
confirm
ing a
bili
ties
and a
uth
orisa
tion o
f pla
nt,
equip
men
t or
mac
hin
ery
oper
ators
7
Chec
k an
d c
onfirm
th
at o
per
ators
of
pla
nt,
equip
men
t or
mac
hin
ery
are
trai
ned
, ce
rtific
ated
an
d a
uth
orise
d f
or
the
rele
vant
type,
an
d m
onitor
for
safe
work
ing
7.4
G
ive
reas
ons
why
pla
nt,
equip
men
t or
mac
hin
ery
oper
atio
ns
should
be
monitore
d a
nd d
escr
ibe
effe
ctiv
e m
ethods
on h
ow
this
can
be
done
8.1
Arr
ange
the
stora
ge,
ser
vici
ng a
nd m
ainte
nan
ce o
f pla
nt,
equip
men
t or
mac
hin
ery
8.2
Car
ry o
ut
chec
ks t
o e
nsu
re t
he
stora
ge,
ser
vice
abili
ty a
nd
mai
nte
nan
ce o
f pla
nt,
equip
men
t or
mac
hin
ery
mee
t at
lea
st t
hre
e of
the
follo
win
g o
per
atio
nal
or
stat
uto
ry r
equirem
ents
:
●
hea
lth,
safe
ty a
nd w
elfa
re o
f th
e w
ork
forc
e an
d o
ther
s
●
oper
atio
nal
effic
iency
●
secu
rity
of
reso
urc
es
●
oblig
atio
ns
to t
hird p
arties
●
regula
tory
auth
orities
●
contr
actu
al c
om
mitm
ents
8
Ensu
re t
he
appro
priat
e st
ora
ge,
ser
vici
ng
and m
ainte
nan
ce
of
pla
nt,
eq
uip
men
t or
mac
hin
ery
mee
ts
oper
atio
nal
and
stat
uto
ry
requirem
ents
8.3
Exp
lain
s diffe
rent
way
s of
ensu
ring,
and w
hy
it is
import
ant,
that
pla
nt,
equip
men
t or
mac
hin
ery
is s
tore
d,
serv
iced
and m
ainta
ined
in
acco
rdan
ce w
ith o
per
atio
nal
and s
tatu
tory
req
uirem
ents
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
72
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
9.1
Est
ablis
h t
hat
rel
evan
t pla
nt,
equip
men
t or
mac
hin
ery
has
com
ple
ted
the
inte
nded
work
and is
no longer
req
uired
9.2
N
otify
dec
isio
n m
aker
s/peo
ple
res
ponsi
ble
in w
riting t
hat
pla
nt,
eq
uip
men
t or
mac
hin
ery
work
has
bee
n c
om
ple
ted
9.3
D
escr
ibe
the
met
hods
and t
echniq
ues
for
info
rmin
g d
ecis
ion m
aker
s/
peo
ple
res
ponsi
ble
when
pla
nt,
equip
men
t or
mac
hin
ery
is n
o longer
re
quired
9
Info
rm d
ecis
ion
mak
ers/
peo
ple
re
sponsi
ble
when
pla
nt,
equip
men
t or
mac
hin
ery
is n
o
longer
req
uired
9.4
Exp
lain
why
dec
isio
n m
aker
s/peo
ple
res
ponsi
ble
nee
d t
o b
e in
form
ed
that
pla
nt,
equip
men
t or
mac
hin
ery
is n
o longer
req
uired
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
73
Unit 7: Developing and Maintaining good Occupational Working Relationships in the Workplace
Unit reference number: M/503/2915
QCF level: 5
Credit value: 8
Guided learning hours: 27
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in developing and maintaining good occupational working relationships in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment, in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
74
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
G
ive
appro
priat
e ad
vice
and info
rmat
ion t
o r
elev
ant
peo
ple
about
the
occ
upat
ional
work
act
ivitie
s an
d/o
r as
soci
ated
occ
upat
ions
invo
lved
1.2
Apply
the
princi
ple
s of
equal
ity
and d
iver
sity
by
consi
der
ing t
he
nee
ds
of
indiv
idual
s w
hen
work
ing a
nd c
om
munic
atin
g w
ith o
ther
s
1.3
Exp
lain
the
met
hods
and t
echniq
ues
use
d a
nd p
erso
nal
att
ribute
s re
quired
to e
nco
ura
ge
and m
ainta
in w
ork
ing r
elat
ionsh
ips
that
pro
mote
goodw
ill a
nd t
rust
with r
elev
ant
peo
ple
1
Dev
elop,
mai
nta
in
and e
nco
ura
ge
work
ing
rela
tionsh
ips
to
pro
mote
good
will
and t
rust
1.4
Exp
lain
the
princi
ple
s of
equal
ity
and d
iver
sity
and h
ow
to a
pply
them
w
hen
work
ing a
nd c
om
munic
atin
g w
ith o
ther
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
75
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Com
munic
ate
on t
he
follo
win
g w
ork
act
ivity
info
rmat
ion t
o r
elev
ant
peo
ple
follo
win
g o
rgan
isat
ional
pro
cedure
s:
●
appro
priat
e tim
esca
les
●
hea
lth a
nd s
afet
y re
quirem
ents
●
co-o
rdin
atio
n o
f w
ork
pro
cedure
s
2.2
Exp
lain
the
diffe
rent
met
hods
and t
echniq
ues
use
d t
o info
rm r
elev
ant
peo
ple
about
work
act
ivitie
s
2.3
Exp
lain
the
effe
cts
of
not
info
rmin
g r
elev
ant
peo
ple
with t
he
expec
ted
leve
l of
urg
ency
2
Info
rm r
elev
ant
peo
ple
about
work
ac
tivi
ties
in a
n
appro
priat
e le
vel
of
det
ail, w
ith t
he
appro
priat
e le
vel
of
urg
ency
2.4
Exp
lain
the
diffe
rent
types
of
work
act
ivity
rela
ted info
rmat
ion a
nd t
o
what
lev
el o
f det
ail th
e fo
llow
ing p
eople
would
exp
ect
to r
ecei
ve:
●
colle
agues
●
emplo
yers
●
cust
om
ers
●
contr
acto
rs
●
supplie
rs o
f pro
duct
s an
d s
ervi
ces
●
oth
er p
eople
affec
ted b
y th
e w
ork
/pro
ject
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
76
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
G
ive
appro
priat
e ad
vice
and info
rmat
ion t
o r
elev
ant
peo
ple
about
the
diffe
rent
met
hods
of
carr
ying o
ut
occ
upat
ional
work
act
ivitie
s to
ac
hie
ve t
he
required
outc
om
e
3.2
Exp
lain
the
tech
niq
ues
of
enco
ura
gin
g q
ues
tions
and/o
r re
ques
ts f
or
clar
ific
atio
n a
nd c
om
men
ts
3
Offer
advi
ce a
nd
hel
p t
o r
elev
ant
peo
ple
about
work
ac
tivi
ties
and
enco
ura
ge
ques
tions/
reques
ts
for
clar
ific
atio
n a
nd
com
men
ts
3.3
Exp
lain
the
diffe
rent
way
s of
off
erin
g a
dvi
ce a
nd h
elp t
o d
iffe
rent
peo
ple
about
work
act
ivitie
s, in r
elat
ion t
o:
●
pro
gre
ss
●
resu
lts
●
achie
vem
ents
●
occ
upat
ional
pro
ble
ms
●
occ
upat
ional
opport
unitie
s
●
hea
lth a
nd s
afet
y re
quirem
ents
●
co-o
rdin
ated
work
4.1
Engag
e re
gula
r dis
cuss
ions
with r
elev
ant
peo
ple
about
the
occ
upat
ional
work
act
ivity
and/o
r oth
er o
ccupat
ions
invo
lved
4.2
Exp
lain
the
met
hods
of
clar
ifyi
ng a
lter
nat
ive
pro
posa
ls w
ith r
elev
ant
peo
ple
4
Cla
rify
pro
posa
ls
with r
elev
ant
peo
ple
and d
iscu
ss
alte
rnat
ive
sugges
tions
4.3
Exp
lain
the
met
hods
of
sugges
ting a
lter
nat
ive
pro
posa
ls
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
77
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Exa
min
e an
d a
gre
e th
e w
ork
act
ivitie
s th
at s
atis
fy a
ll peo
ple
invo
lved
an
d w
ill m
eet
the
required
outc
om
e of
the
pro
pose
d m
ethod o
f w
ork
5
Res
olv
e diffe
rence
s of
opin
ion in w
ays
that
min
imis
e offen
ce a
nd
mai
nta
in g
oodw
ill,
trust
and r
espec
t
5.2
Exp
lain
the
met
hods
and t
echniq
ues
use
d t
o r
esolv
e diffe
rence
s of
opin
ion in w
ays
whic
h m
inim
ise
off
ence
and m
ainta
in g
oodw
ill,
trust
an
d r
espec
t
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
78
Unit 8: Maintaining Supplies of Materials to Meet Project Requirements in the Workplace
Unit reference number: D/600/7518
QCF level: 3
Credit value: 8
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in maintaining supplies of materials to meet project requirements in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review of other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of maintaining supplies of materials to meet project requirements to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
79
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Im
ple
men
t sy
stem
s th
at a
llow
the
safe
and e
ffic
ient
stora
ge
and
usa
ge
of
the
follo
win
g m
ater
ials
and c
om
ponen
ts:
●
raw
mat
eria
ls
●
man
ufa
cture
d m
ater
ials
●
com
ponen
ts
●
pre
fabrica
ted s
yste
ms
1.2
Ensu
re t
hat
mat
eria
ls a
nd c
om
ponen
ts a
re h
andle
d a
nd m
ove
d s
afel
y an
d e
ffic
iently,
and t
hat
was
tage
is m
inim
ised
1.3
Exp
lain
poss
ible
met
hods
and p
roce
dure
s fo
r su
per
visi
ng s
tora
ge
area
an
d f
acili
ties
for
mat
eria
l su
pplie
s to
be
effe
ctiv
e fo
r th
e pro
ject
1
Super
vise
the
stora
ge
and u
se
of
mat
eria
ls a
nd
com
ponen
ts s
o
that
mat
eria
l han
dlin
g a
nd
move
men
t is
ef
fici
ent
and
was
tage
min
imis
ed
1.4
D
escr
ibe
how
to m
inim
ise
mat
eria
l an
d c
om
ponen
t han
dlin
g,
move
men
t an
d w
asta
ge
2.1
M
ainta
in s
tock
contr
ol re
cord
s w
ith c
alcu
lations
and p
ass
onto
dec
isio
n m
aker
s usi
ng e
ither
man
ual
or
elec
tronic
mea
ns
2.2
D
escr
ibe
diffe
rent
met
hods
and t
echniq
ues
for
calc
ula
ting a
nd k
eepin
g
accu
rate
rec
ord
s of
del
iver
ies
and s
tock
posi
tion
2
Cal
cula
te a
nd k
eep
accu
rate
rec
ord
s
of
del
iver
ies
and
stock
posi
tion
and p
ass
the
info
rmat
ion o
n t
o
dec
isio
n m
aker
s 2.3
G
ive
reas
ons
why
accu
rate
rec
ord
s of
del
iver
ies,
cal
cula
tions
and
stock
posi
tion s
hould
be
mad
e, a
nd t
he
implic
atio
ns
if t
his
is
not
done
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
80
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Iden
tify
and r
ecord
pro
ble
ms
with
supply
, dis
cuss
the
info
rmat
ion w
ith
mat
eria
l su
pplie
rs
and p
ass
on t
o
dec
isio
n m
aker
s
3.1
Est
ablis
h a
nd d
ocu
men
t at
lea
st f
our
of
the
follo
win
g p
roble
ms
w
ith s
upply
:
●
price
●
quan
tity
●
qual
ity
●
avai
labili
ty
●
sched
ule
of
del
iver
y
●
life
expec
tancy
●
stora
ge
and h
andlin
g f
acili
ties
●
envi
ronm
enta
l is
sues
●
sust
ainab
ility
●
hea
lth,
safe
ty a
nd w
elfa
re iss
ues
●
tran
sport
atio
n
●
det
erio
ration o
r dam
age
●
loss
and t
hef
t
●
pay
men
t te
rms
●
cash
flo
w
●
contr
act
variat
ions
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
81
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.2
D
escr
ibe
diffe
rent
poss
ible
way
s of
iden
tify
ing p
roble
ms
with s
upplie
s
3.3
Exp
lain
met
hods
and t
echniq
ues
of
dis
cuss
ing m
ater
ial su
pply
pro
ble
ms
with s
upplie
rs
3.4
D
escr
ibe
way
s of
pas
sing o
n info
rmat
ion a
bout
supply
pro
ble
ms
to
dec
isio
n m
aker
s
4.1
Exa
min
e st
ock
rec
ord
and c
alcu
lations
use
d t
o iden
tify
sto
ck
repla
cem
ent
4.2
Exp
lain
and g
ive
exam
ple
s of
how
to c
alcu
late
sto
ck t
urn
ove
r fo
r a
pro
ject
4
Chec
k st
ock
re
cord
s re
gula
rly
and c
alcu
late
what
re
pla
cem
ent
stock
w
ill b
e nee
ded
. 4.3
D
escr
ibe
how
to c
hec
k org
anis
atio
nal
sto
ck r
ecord
s in
ord
er t
o
calc
ula
te r
epla
cem
ent
stock
5.1
M
ake
reco
mm
endat
ions
to d
ecis
ion m
aker
s th
at c
ould
im
pro
ve t
he
use
of
stock
and s
tock
turn
ove
r
5.2
Exp
lain
poss
ible
way
s an
d m
eans
of
iden
tify
ing o
pport
unitie
s fo
r im
pro
ving t
he
use
of
stock
and s
tock
turn
ove
r
5
Iden
tify
opport
unitie
s fo
r im
pro
ving t
he
use
of
stock
and s
tock
tu
rnove
r an
d
reco
mm
end
impro
vem
ents
to
dec
isio
n m
aker
s
5.3
D
escr
ibe
met
hods
and t
echniq
ues
to r
ecom
men
d im
pro
vem
ents
to
dec
isio
n m
aker
s
Lear
ner
nam
e:_______________________________________________
Dat
e:_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
82
Unit 9: Implementing Communication Systems for Construction Projects in the Workplace
Unit reference number: Y/600/7520
QCF level: 3
Credit value: 7
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in implementing communication systems for construction projects in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review of other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of implementing communication systems for construction projects to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
83
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
U
se o
rgan
isat
ional
sys
tem
s an
d c
om
ply
with o
rgan
isat
ional
re
quirem
ents
for
com
munic
atin
g w
ith,
or
for,
at
leas
t fo
ur
of
the
follo
win
g:
●
site
man
agem
ent
●
site
or
hea
d o
ffic
e in
terf
ace
●
contr
act
adm
inis
trat
ion
●
hea
lth,
safe
ty,
wel
fare
and e
nvi
ronm
ent
●
pro
ject
tea
m inte
rfac
es
●
shar
ing o
f pro
ject
dat
a
●
team
work
ing
●
clie
nts
, cu
stom
ers
or
thei
r re
pre
senta
tive
s
1
Imple
men
t org
anis
atio
nal
co
mm
unic
atio
n
syst
ems
for
pro
ject
s
1.2
D
escr
ibe
diffe
rent
met
hods,
fac
tors
to b
e co
nsi
der
ed a
nd t
echniq
ues
fo
r im
ple
men
ting o
rgan
isat
ional
com
munic
atio
n s
yste
ms
for
typic
al
pro
ject
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
84
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
M
ainta
in c
om
munic
atio
n s
yste
ms
that
confirm
s re
port
ing,
reco
rdin
g
and r
etriev
al o
f in
form
atio
n b
etw
een a
t le
ast
thre
e of
the
follo
win
g
peo
ple
or
org
anis
atio
ns:
●
clie
nts
, cu
stom
ers
or
thei
r re
pre
senta
tive
s
●
consu
ltan
ts
●
contr
acto
rs
●
sub-c
ontr
acto
rs
●
third p
arties
●
public
utilit
ies
●
emer
gen
cy s
ervi
ces
●
peo
ple
work
ing o
n s
ite
●
stat
uto
ry a
uth
orities
2.2
Exp
lain
met
hods
that
can
mai
nta
in c
om
munic
atio
n b
etw
een inte
rest
ed
peo
ple
and o
rgan
isat
ions
on t
ypic
al p
roje
cts
2.3
D
escr
ibe
the
various
met
hods
of
report
ing,
reco
rdin
g a
nd r
etriev
ing
various
form
s of
info
rmat
ion m
ethods
for
typic
al p
roje
cts
2
Mai
nta
in m
ethods
of
com
munic
atio
n,
report
ing,
reco
rdin
g a
nd
retr
ievi
ng
info
rmat
ion
bet
wee
n p
eople
an
d o
rgan
isat
ions,
th
at m
ay h
ave
an
inte
rest
, ap
pro
priat
e to
th
e nee
ds
of
th
e pro
ject
2.4
G
ive
reas
ons
why
met
hods
of co
mm
unic
atio
n b
etw
een inte
rest
ed
peo
ple
and o
rgan
isat
ions
nee
ds
to b
e m
ainta
ined
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
85
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
U
nder
take
reg
ula
r ch
ecks
to e
nsu
re o
rgan
isat
ional
com
munic
atio
n
syst
ems
are
effe
ctiv
e
3
Monitor
org
anis
atio
nal
co
mm
unic
atio
n
syst
ems
regula
rly
for
effe
ctiv
enes
s
3.2
D
escr
ibe
diffe
rent
met
hods
for
monitoring o
rgan
isat
ional
co
mm
unic
atio
n s
yste
ms
for
effe
ctiv
enes
s
4.1
Conduct
inve
stig
atio
ns
wher
e bre
akdow
n in c
om
munic
atio
n m
ay h
ave
occ
urr
ed u
sing a
t le
ast
two o
f th
e fo
llow
ing c
om
munic
atio
n m
ethods:
●
ora
l
●
writt
en
●
gra
phic
●
elec
tronic
4.2
Im
ple
men
t co
rrec
tive
act
ions
on s
yste
ms
wher
e bre
akdow
n o
f co
mm
unic
atio
n h
as o
ccurr
ed
4.3
Exp
lain
pro
cedure
s an
d t
echniq
ues
use
d t
o m
onitor
com
munic
atio
n
syst
ems
that
can
iden
tify
bre
akdow
ns
in c
om
munic
atio
n
4.4
Exp
lain
how
to t
ake
corr
ective
act
ions
wher
e ty
pic
al p
roje
ct
com
munic
atio
n s
yste
ms
hav
e bro
ken d
ow
n
4
Iden
tify
and
inve
stig
ate
bre
akdow
ns
in
com
munic
atio
n
and t
ake
action t
o
rest
ore
effec
tive
co
mm
unic
atio
n
4.5
D
escr
ibe
typic
al c
ause
s of
com
munic
atio
n b
reak
dow
ns
and w
ays
to
pre
vent
re-o
ccurr
ence
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
86
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Im
ple
men
t a
feed
bac
k an
d r
ecord
ing s
yste
m t
hat
allo
ws
impro
vem
ents
to c
om
munic
atio
n s
yste
ms
to b
e su
gges
ted
5.2
Exp
lain
poss
ible
met
hods
and t
echniq
ues
to c
olle
ct f
eedbac
k on
com
munic
atio
n s
yste
ms
5
Set
up s
yste
ms
to
reco
rd a
nd p
rovi
de
feed
bac
k on
way
s in
whic
h
com
munic
atio
n
can b
e im
pro
ved
5.3
D
escr
ibe
how
to u
se f
eedbac
k to
iden
tify
way
s to
im
pro
ve
com
munic
atio
n
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
87
Unit 10: Maintaining the Dimensional Accuracy of Work in the Workplace
Unit reference number: D/600/7521
QCF level: 3
Credit value: 8
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in maintaining the dimensional accuracy of work in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review of other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of maintaining the dimensional accuracy of work to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
88
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Est
ablis
h a
nd info
rm r
elev
ant
work
ers
of
spec
ific
dim
ensi
onal
in
form
atio
n o
n a
t le
ast
four
of
the
follo
win
g:
●
lines
(ca
n incl
ude
the
pla
cing o
f lo
ads)
●
leve
ls (
can incl
ude
load
lev
els)
●
angle
s (c
an incl
ude
lifting a
cces
sory
angle
s)
●
dis
tance
s
●
curv
es
●
posi
tions
●
sett
ing o
ut
poin
ts
●
load
s
●
centr
es o
f gra
vity
1.2
Exp
lain
met
hods
and t
echniq
ues
of
pro
vidin
g c
lear
and a
ccura
te
info
rmat
ion o
n d
imen
sional
contr
ols
1.3
D
escr
ibe
how
to e
nsu
re t
hat
dim
ensi
onal
info
rmat
ion is
suff
icie
nt
1
Ensu
re t
he
work
forc
e is
pro
vided
with
suffic
ient
clea
r
and a
ccura
te
info
rmat
ion t
o
enab
le t
hem
to
posi
tion,
alig
n
and/o
r le
vel th
e w
ork
or
load
s
1.4
G
ive
reas
ons
why
it is
import
ant
to p
rovi
de
clea
r in
form
atio
n a
nd
implic
atio
ns
for
typic
al p
roje
cts
or
oper
atio
ns
if t
his
is
not
done
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
89
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
U
nder
take
and c
onduct
chec
ks o
n w
ork
bei
ng c
arried
out
and
com
par
e to
the
qual
ity
stan
dar
ds
pro
vided
for
pro
ject
s or
oper
atio
ns
2.2
D
escr
ibe
diffe
rent
way
s of
obse
rvin
g a
nd c
hec
king d
imen
sional
co
ntr
ols
on d
iffe
rent
pro
ject
s or
oper
atio
ns
2
Obse
rve
and c
hec
k dim
ensi
onal
co
ntr
ols
and r
ecord
re
sults
to m
eet
qual
ity
stan
dar
ds
2.3
Exp
lain
met
hods
to r
ecord
res
ults
and w
ays
of
com
par
ing r
esults
agai
nst
giv
en q
ual
ity
stan
dar
ds
3.1
Est
ablis
h a
ny
dev
iations
from
giv
en s
tandar
ds
for
at lea
st o
ne
of
the
follo
win
g:
●
tran
sfer
of
lines
and lev
els
●
use
of
inco
rrec
t lin
es a
nd lev
els
●
calc
ula
tions
●
giv
en info
rmat
ion
3.2
U
nder
take
act
ions
to r
ectify
iden
tified
dev
iations
on w
ork
bei
ng
under
take
n
3.3
Exp
lain
met
hods
and t
echniq
ues
of
iden
tify
ing d
evia
tions
in
dim
ensi
onal
contr
ol on t
ypic
al p
roje
cts
or
oper
atio
ns
3
Iden
tify
any
dev
iations
in
posi
tions,
al
ignm
ents
or
leve
ls a
nd t
ake
mea
sure
s to
pro
mptly
corr
ect
them
3.4
G
ive
exam
ple
s of
and m
ethods
to c
orr
ect
dim
ensi
onal
dev
iations
found o
n t
ypic
al p
roje
cts
or
oper
atio
ns
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
90
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Sugges
t re
visi
ons
to w
ork
pra
ctic
es a
nd p
roce
dure
s af
ter
consi
der
ing
at lea
st o
ne
of
the
follo
win
g c
ircu
mst
ance
s an
d c
onditio
ns:
●
envi
ronm
enta
l
●
unfo
rese
en
●
pla
nned
4.2
Exp
lain
the
met
hods
and p
roce
dure
s th
at c
an b
e use
d t
o r
evis
e w
ork
pra
ctic
es
4.3
D
escr
ibe
diffe
rent
way
s an
d t
echniq
ues
of
reco
mm
endin
g r
evis
ed
pro
cedure
s fo
r w
ork
pra
ctic
es
4
Rec
om
men
d
revi
sed w
ork
pra
ctic
es a
nd
pro
cedure
s to
m
inim
ise
dev
iations
and t
o
allo
w f
or
diffe
rent
circ
um
stan
ces
and
conditio
ns
4.4
G
ive
reas
ons
why
work
pro
cedure
s sh
ould
be
revi
sed w
hen
dev
iation
are
found
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
91
Unit 11: Controlling Work Against Agreed Standards in the Workplace
Unit reference number: T/504/8551
QCF level: 4
Credit value: 9
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in controlling work against agreed standards in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
92
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Ext
ract
qual
ity
info
rmat
ion f
rom
at
leas
t th
ree
of
the
follo
win
g
stan
dar
ds:
●
stat
uto
ry r
equirem
ents
●
British
sta
ndar
ds
●
inte
rnat
ional
sta
ndar
ds
●
codes
of
pra
ctic
e
●
org
anis
atio
nal
sta
ndar
ds
●
trad
e ad
viso
ry g
uid
ance
and b
est
pra
ctic
e
●
ben
chm
arks
and k
ey p
erfo
rman
ce indic
ators
1.2
Com
munic
ate
to t
hose
res
ponsi
ble
for
thei
r im
ple
men
tation,
the
required
qual
ity
stan
dar
ds
for
inte
nded
work
, prior
to t
he
com
men
cem
ent
of
work
1.3
Exp
lain
the
diffe
rent
way
s th
at q
ual
ity
stan
dar
ds
can b
e id
entified
1.4
Exp
lain
pro
cedure
s th
at c
an b
e use
d t
o e
nsu
re t
hat
peo
ple
res
ponsi
ble
re
ceiv
e ap
pro
priat
e in
form
atio
n o
n q
ual
ity
stan
dar
ds
prior
to t
he
com
men
cem
ent
of
work
1.5
Exp
lain
diffe
rent
way
s of
ensu
ring t
hat
peo
ple
res
ponsi
ble
im
ple
men
t ap
pro
priat
e qual
ity
stan
dar
ds
bef
ore
work
1
Iden
tify
qual
ity
stan
dar
ds
from
av
aila
ble
in
form
atio
n a
nd
pas
s onto
peo
ple
re
sponsi
ble
fo
r th
eir
imple
men
tation
bef
ore
work
sta
rts
1.6
O
utlin
e th
e ty
pes
of
peo
ple
res
ponsi
ble
for
pro
vidin
g,
imple
men
ting,
mai
nta
inin
g a
nd a
gre
eing q
ual
ity
stan
dar
ds
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
93
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Id
entify
rel
evan
t in
div
idual
s re
sponsi
ble
for
mai
nta
inin
g q
ual
ity
stan
dar
ds
for
rele
vant
work
2.2
In
form
rel
evan
t in
div
idual
s of
thei
r re
sponsi
bili
ties
in m
ainta
inin
g
qual
ity
stan
dar
ds
2
Com
munic
ate
the
resp
onsi
bili
ties
that
in
div
idual
s hav
e fo
r m
ainta
inin
g q
ual
ity
2.3
D
escr
ibe
met
hods
and t
echniq
ues
of
com
munic
atin
g indiv
idual
re
sponsi
bili
ties
for
mai
nta
inin
g q
ual
ity
stan
dar
ds
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
94
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Fo
llow
org
anis
atio
nal
sys
tem
s fo
r ex
amin
ing w
ork
by
under
taki
ng a
t le
ast
six
of
the
follo
win
g s
yste
ms:
●
visu
al insp
ections
●
chec
ks w
ith d
esig
n r
equirem
ents
●
chec
ks w
ith s
tandar
d d
ocu
men
tation
●
chec
ks w
ith m
anufa
cture
r's
docu
men
tation
●
chec
ks w
ith d
eliv
ery
note
s
●
sam
plin
g a
nd m
ock
-ups
●
test
ing
●
site
insp
ection r
eport
s
●
contr
acto
r's
report
s
●
site
mee
tings
●
dim
ensi
onal
chec
ks
●
han
dove
r ch
ecks
3.2
D
ocu
men
t findin
gs
of
insp
ections
follo
win
g o
rgan
isat
ional
pro
cedure
s an
d c
om
par
e w
ith a
gre
ed q
ual
ity
stan
dar
ds
for
the
work
3.3
Exp
lain
diffe
rent
way
s of
imple
men
ting s
yste
ms
that
contr
ol th
e qual
ity
of
work
3.4
Exp
lain
typ
ical
met
hods
of
chec
king t
he
qual
ity
of
work
agai
nst
ag
reed
qual
ity
stan
dar
ds
3.5
O
utlin
e diffe
rent
way
s of
reco
rdin
g f
indin
gs
obta
ined
fro
m q
ual
ity
insp
ections
3
Imple
men
t sy
stem
s to
insp
ect
and c
ontr
ol th
e qual
ity
of
work
an
d r
ecord
the
outc
om
es
3.6
G
ive
reas
ons
for
imple
men
ting s
yste
ms
that
contr
ol an
d r
ecord
the
qual
ity
of
work
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
95
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
U
nder
take
reg
ula
r ch
ecks
to e
nsu
re w
ork
confo
rms
to t
he
des
ign
requirem
ents
and a
gre
ed q
ual
ity
stan
dar
ds
4
Chec
k re
gula
rly
that
work
confo
rms
to t
he
des
ign
requirem
ents
and
the
spec
ifie
d
qual
ity
stan
dar
ds
4.2
D
escr
ibe
the
diffe
rent
met
hods
of
chec
king t
hat
work
confo
rms
to t
he
des
ign r
equirem
ents
and s
pec
ifie
d q
ual
ity
stan
dar
ds
5.1
Apply
corr
ective
act
ions
to f
aults
rela
ting t
o lea
st o
ne
of
the
follo
win
g
area
s:
●
mat
eria
ls a
nd c
om
ponen
ts a
nd t
hei
r use
●
met
hods
of
const
ruct
ion
5.2
Exp
lain
the
tech
niq
ues
that
allo
ws
work
whic
h f
ails
to m
eet
the
requirem
ents
and q
ual
ity
stan
dar
ds
to b
e id
entified
5
Iden
tify
work
w
hic
h f
ails
the
requirem
ents
and
spec
ifie
d q
ual
ity
stan
dar
ds
and
ensu
re c
orr
ective
ac
tion is
take
n
5.3
D
escr
ibe
mea
sure
s th
at s
hould
be
take
n t
o e
nsu
re c
orr
ective
act
ions
are
take
n w
hen
work
whic
h d
oes
not
mee
t th
e st
andar
ds
are
iden
tified
6.1
Com
munic
ate
with d
ecis
ion m
aker
s on iss
ues
with q
ual
ity
stan
dar
ds,
pro
gra
mm
e an
d s
afet
y im
plic
atio
ns
6.2
Id
entify
and p
ropose
solu
tions
to e
nab
le w
ork
to m
eet
agre
ed q
ual
ity
stan
dar
ds,
pro
gra
mm
e an
d s
afet
y re
quirem
ents
6.3
Exp
lain
when
and h
ow d
ecis
ion m
aker
s sh
ould
be
info
rmed
about
signific
ant
variat
ions
in q
ual
ity
stan
dar
ds,
pro
gra
mm
es a
nd p
oss
ible
sa
fety
im
plic
atio
ns
6
Info
rm d
ecis
ion
mak
ers
regula
rly
about
signific
ant
variat
ions
in
qual
ity
stan
dar
ds,
pro
gra
mm
e an
d
safe
ty im
plic
atio
ns,
an
d s
ugges
t im
pro
vem
ents
6.4
D
escr
ibe
tech
niq
ues
and m
ethods
of
sugges
ting im
pro
vem
ents
to
dec
isio
n m
aker
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
96
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Im
ple
men
t sy
stem
s th
at a
llow
fee
dbac
k on t
he
qual
ity
of
work
bei
ng
under
take
n a
nd iden
tify
solu
tions
that
can
be
mad
e
7.2
Com
munic
ate
sugges
tions
of
impro
vem
ents
that
can
be
mad
e on
rele
vant
work
to a
t le
ast
two o
f th
e fo
llow
ing p
eople
:
●
clie
nts
, cu
stom
ers
or
thei
r re
pre
senta
tive
s
●
contr
acto
rs
●
consu
ltan
ts
●
sub-c
ontr
acto
rs
●
supplie
rs
●
work
forc
e
●
inte
rnal
man
agem
ent
7
Iden
tify
im
pro
vem
ents
fr
om
fee
dbac
k re
ceiv
ed a
nd
reco
mm
end t
hem
to
peo
ple
re
sponsi
ble
7.3
Exp
lain
how
im
pro
vem
ents
in q
ual
ity
can b
e id
entified
and h
ow
to
mak
e re
com
men
dat
ions
for
impro
vem
ents
in q
ual
ity
to t
he
peo
ple
re
sponsi
ble
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
97
Unit 12: Contributing to the Control of Work Quantities and Costs in the Workplace
Unit reference number: J/600/7531
QCF level: 3
Credit value: 9
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in contributing to the control of work quantities and costs in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review of other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of contributing to the control of work quantities and costs to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
98
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Apply
one
of
the
follo
win
g w
ork
s quan
tities
and c
ost
contr
ol sy
stem
s on s
pec
ifie
d w
ork
act
ivitie
s:
●
contr
actu
al p
roce
dure
s an
d m
eetings
●
oper
atio
nal
pro
cedure
s an
d m
eetings
●
elec
tronic
rec
ord
ing
1.2
D
escr
ibe
various
way
s fo
r im
ple
men
ting w
ork
s quan
tities
and c
ost
co
ntr
ol sy
stem
s
1
Imple
men
t ap
pro
priat
e w
ork
s quan
tities
and c
ost
co
ntr
ol sy
stem
s ab
le t
o p
rovi
de
early
war
nin
gs
of
pro
ble
ms
1.3
Exp
lain
how
to u
se o
rgan
isat
ional
sys
tem
s th
at c
an p
rovi
de
early
war
nin
g o
f pro
ble
ms
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
99
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
D
ocu
men
t quan
tities
and c
ost
s fo
r sp
ecifie
d w
ork
act
ivitie
s re
lating t
o
at lea
st t
hre
e of
the
follo
win
g a
reas
:
●
mat
eria
ls
●
pla
nt
●
peo
ple
●
sub-c
ontr
acto
rs
●
day
work
s
●
pro
gra
mm
es a
nd s
ched
ule
s
2.2
Com
munic
ate
quan
tities
and c
ost
dat
a to
rel
evan
t peo
ple
and
follo
win
g o
rgan
isat
ional
pro
cedure
s
2.3
Exp
lain
met
hods
for
colle
ctin
g a
nd r
ecor
din
g q
uan
tities
and c
ost
dat
a
2.4
D
escr
ibe
met
hods
and t
echniq
ues
for
pas
sing o
n q
uan
tities
and c
ost
dat
a, t
o t
hose
nee
din
g t
o u
se t
he
dat
a, s
o it
can b
e use
d in t
ime
2
Reg
ula
rly
colle
ct
and r
ecord
quan
tities
and c
ost
dat
a, a
nd p
ass
on
in t
ime
to p
eople
w
ho n
eed t
o u
se
that
dat
a
2.5
G
ive
reas
ons
why
quan
tities
and c
ost
dat
a nee
ds
to b
e co
llect
ed a
nd
reco
rded
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
10
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
In
vest
igat
e an
d a
nal
yse
pote
ntial
cost
sav
ings
on g
iven
work
act
ivitie
s re
lating t
o a
t le
ast
two o
f th
e fo
llow
ing:
●
was
te r
educt
ion
●
applic
atio
ns
of
new
tec
hnolo
gie
s an
d m
ater
ials
●
ener
gy
and u
tilit
y m
anag
emen
t
●
recy
clab
le a
nd r
ecove
rable
mat
eria
ls
●
alte
rnat
ive
sourc
es a
nd t
ypes
of
mat
eria
ls
●
variat
ions
in q
ual
ity
●
stan
dar
dis
atio
n
●
reve
nue
gen
erat
ion
3.2
Com
munic
ate
and s
ugges
t co
st s
avin
gs
to t
he
rele
vant
peo
ple
re
sponsi
ble
3.3
Exp
lain
way
s of
iden
tify
ing o
pport
unitie
s fo
r co
st s
avin
gs
3
Iden
tify
opport
unitie
s fo
r co
st s
avin
gs
and
reco
mm
end
findin
gs
to p
eople
re
sponsi
ble
3.4
Exp
lain
the
met
hods
and t
echniq
ues
for
reco
mm
endin
g c
ost
sav
ing
opport
unitie
s to
the
peo
ple
res
ponsi
ble
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
10
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Exa
min
e re
leva
nt
work
act
ivitie
s to
iden
tify
var
iations
in q
uan
tities
an
d c
ost
s
4.2
Pu
t in
to p
lace
the
follo
win
g c
orr
ective
mea
sure
s, w
her
e va
riat
ions
hav
e bee
n f
ound,
follo
win
g a
ppro
val fr
om
the
peo
ple
res
ponsi
ble
:
●
rest
ora
tion o
f pro
gre
ss in a
ccor
dan
ce w
ith a
gre
ed p
rogra
mm
es
●
agre
emen
ts o
n n
ew c
om
ple
tion d
ates
●
initia
tions
on c
ontr
act
clai
ms
●
secu
ring o
f ad
ditio
nal
res
ourc
es
●
alte
ration o
f pla
nned
work
s
4.3
D
escr
ibe
diffe
rent
way
s of
inve
stig
atin
g v
aria
tions
in w
ork
s quan
tities
an
d c
ost
s
4
Inve
stig
ate
variat
ions
and
agre
e an
d
imple
men
t ap
pro
priat
e co
rrec
tive
act
ions
with t
he
peo
ple
re
sponsi
ble
4.4
Exp
lain
met
hods
and t
echniq
ues
for
agre
eing a
nd im
ple
men
ting
appro
priat
e co
rrec
tive
act
ions
with t
he
peo
ple
res
ponsi
ble
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
102
Unit 13: Co-ordinating Preparation Work for Site or Lifting Operations in the Workplace
Unit reference number: H/600/7536
QCF level: 3
Credit value: 8
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in coordinating preparation work for site or lifting operations in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review of other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of coordinating preparation work for site or lifting operations to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
10
3
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
In
terp
ret
and a
pply
, fo
r pro
duct
ion o
r oper
atio
nal
pla
nnin
g p
urp
ose
s,
at lea
st f
our
of
the
follo
win
g s
ourc
es o
f in
form
atio
n u
sed in p
repar
ing
pro
ject
or
lift
pla
ns:
●
surv
ey r
eport
s
●
des
ign d
ocu
men
ts
●
contr
actu
al d
ocu
men
ts
●
stat
uto
ry c
onse
nts
●
contr
acto
r’s
pre
-pla
nnin
g info
rmat
ion
●
hea
lth,
safe
ty a
nd e
nvi
ronm
enta
l pla
ns
●
risk
ass
essm
ents
and/o
r m
ethod s
tate
men
ts
●
pro
gra
mm
es
●
reco
rds
about
the
com
pet
ence
of
peo
ple
●
sub-c
ontr
acto
r ar
rangem
ents
and a
tten
dan
ce
●
safe
sys
tem
s of
work
1.2
See
k cl
arific
atio
n a
bout
uncl
ear
info
rmat
ion a
nd u
pdat
e pro
ject
or
lift
pla
ns
as n
eces
sary
to a
llow
eff
icie
nt
pro
duct
ion
1
Iden
tify
and
use
rel
evan
t in
form
atio
n u
sed t
o
pre
par
e th
e pro
ject
or
lift
pla
ns,
cla
rify
an
y uncl
ear
info
rmat
ion a
nd
updat
e fo
r pro
duct
ion o
r oper
atio
nal
pla
nnin
g p
urp
ose
s
1.3
Exp
lain
way
s of
iden
tify
ing a
nd u
sing r
elev
ant
info
rmat
ion r
elev
ant
to
pro
duct
ion o
r oper
atio
nal
pla
nnin
g
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
10
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.4
Exp
lain
the
poss
ible
met
hods
and t
echniq
ues
for
clar
ifyi
ng p
lannin
g
info
rmat
ion t
hat
is
not
clea
r
1.5
G
ive
reas
ons
why
info
rmat
ion f
or
pro
duct
ion o
r oper
atio
nal
pla
nnin
g
should
be
updat
ed,
and d
escr
ibe
way
s th
at t
his
can
be
done
2.1
In
vest
igat
e at
lea
st t
hre
e of
the
follo
win
g f
acto
rs t
o iden
tify
whet
her
th
ey c
an a
ffec
t pro
pose
d w
ork
s or
oper
atio
ns:
●
occ
upie
rs
●
nea
r nei
ghbours
●
public
acc
ess
●
site
conditio
ns
●
envi
ronm
enta
l co
nsi
der
atio
ns
●
vehic
ula
r ac
cess
●
secu
rity
and t
resp
ass
●
public
utilit
ies
●
her
itag
e st
atus
2.2
In
form
peo
ple
who m
ay b
e af
fect
ed,
issu
es t
hat
are
affec
ting w
ork
or
oper
atio
nal
pro
gra
mm
es u
sing a
sum
mar
ised
met
hod
2.3
Exp
lain
the
met
hods
and t
echniq
ues
of
iden
tify
ing f
acto
rs t
hat
may
af
fect
work
or
oper
atio
nal
pro
gra
mm
es
2.4
D
escr
ibe
way
s of
accu
rate
ly d
escr
ibin
g,
sum
mar
isin
g a
nd
com
munic
atin
g f
acto
rs a
bout
the
pro
pose
d w
ork
s or
oper
atio
ns
to
peo
ple
who m
ay b
e af
fect
ed
2
Iden
tify
fac
tors
w
hic
h m
ay a
ffec
t pro
pose
d w
ork
s
or
oper
atio
ns,
des
crib
e an
d
sum
mar
ise
accu
rate
ly a
nd
pas
s onto
peo
ple
w
ho m
ay b
e af
fect
ed
2.5
Exp
lain
the
conse
quen
ces
should
fac
tors
that
aff
ect
work
or
oper
atio
nal
pro
gra
mm
es n
ot
be
des
crib
ed o
r su
mm
aris
ed a
ccura
tely
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
10
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Car
ry o
ut
consu
ltat
ions
and iden
tify
saf
e ac
cess
poin
ts a
nd
segre
gat
ion a
reas
for
work
's t
raffic
and p
edes
tria
ns
for
work
s or
oper
atio
ns
3.2
Agre
e an
d c
onfirm
saf
e ac
cess
and s
egre
gat
ion p
oin
ts f
or
work
s tr
affic
and p
edes
tria
ns
that
will
mai
nta
in s
afet
y an
d m
inim
ise
dis
ruption f
or
pro
ject
s or
oper
atio
ns
3.3
Exp
lain
diffe
rent
way
s of
iden
tify
ing a
nd e
stab
lishin
g s
afe
acce
ss
poin
ts f
or
work
s tr
affic
and p
edes
tria
ns
for
various
pro
ject
s or
oper
atio
ns
3.4
Exp
lain
met
hods
of
confirm
ing a
nd a
gre
eing w
ork
s tr
affic
and
ped
estr
ian a
cces
s an
d s
egre
gat
ion p
oin
ts f
or
various
pro
ject
s or
oper
atio
ns
3
Confirm
acc
ess
poin
ts f
or
site
s
and w
ork
s or
oper
atio
ns
whic
h
are
safe
and
incl
ude
work
s tr
affic
and
ped
estr
ian
segre
gat
ion a
nd
min
imis
e dis
ruption
3.5
G
ive
reas
ons
for
segre
gat
ing w
ork
s tr
affic
and p
edes
tria
ns
and
expla
in w
hy
dis
ruption m
ust
be
min
imis
ed for
various
types
of
pro
ject
s or
oper
atio
ns
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
10
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Conduct
chec
ks a
nd c
onfirm
arr
angem
ents
for
site
saf
ety,
wel
fare
and
secu
rity
bef
ore
work
sta
rts
4.2
Conduct
chec
ks a
nd c
onfirm
arr
angem
ents
for
site
saf
ety,
wel
fare
and
secu
rity
during w
ork
4
Confirm
ar
rangem
ents
for
adeq
uat
e si
te
safe
ty,
wel
fare
and
secu
rity
bef
ore
w
ork
or
oper
atio
ns
star
t, a
nd w
hils
t w
ork
ing o
n s
ite
4.3
Exp
lain
the
diffe
rent
met
hods
and t
echniq
ues
for
confirm
ing
arra
ngem
ents
for
site
saf
ety,
wel
fare
and s
ecurity
bef
ore
work
sta
rts
and w
hils
t w
ork
ing o
n s
ite
5.1
Car
ry o
ut
chec
ks a
nd v
erify
at lea
st f
our
of
the
follo
win
g a
re c
orr
ect
and a
vaila
ble
for
rele
vant
pro
ject
s or
oper
atio
ns:
●
peo
ple
●
pla
nt,
equip
men
t or
mac
hin
ery
●
mat
eria
ls a
nd c
om
ponen
ts
●
sub-c
ontr
acto
rs
●
info
rmat
ion
●
work
are
a an
d f
acili
ties
●
was
te m
anag
emen
t
●
utilit
y pro
vider
s
5
Confirm
ava
ilable
re
sourc
es f
or
pro
ject
s or
oper
atio
ns
bef
ore
w
ork
sta
rts
5.2
Exp
lain
the
met
hods
that
can
confirm
that
res
ourc
es a
re a
vaila
ble
and
corr
ect
for
pro
ject
s or
oper
atio
ns
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
10
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Est
ablis
h t
he
layo
ut
of
site
s or
work
are
as t
o e
ffec
t oper
atio
ns
and
consi
der
at
leas
t fo
ur
of
the
follo
win
g:
●
stora
ge
●
tem
pora
ry a
ccom
modat
ion
●
work
are
as
●
pla
nt
●
tem
pora
ry s
ervi
ces
●
acce
ss a
nd e
gre
ss
●
secu
rity
●
continuin
g u
se o
f occ
upie
rs
●
was
te m
anag
emen
t
●
pollu
tion c
ontr
ol
●
pro
visi
on f
or
pre
-fab
rica
ted c
om
ponen
ts a
nd s
yste
ms
●
exis
ting f
abric
6.2
Com
munic
ate
info
rmat
ion a
bout
site
or
work
ing a
rea
lay
out
pla
ns
to
peo
ple
who w
ill b
e w
ork
ing o
n s
ite
or
on o
per
atio
ns
6.3
Exp
lain
way
s of
imple
men
ting s
ite
or
work
ing a
rea
layo
uts
for
oper
atio
nal
purp
ose
s
6
Imple
men
t th
e si
te
or
work
are
a la
yout
for
oper
atio
nal
purp
ose
s an
d p
ass
on info
rmat
ion
about
the
pla
ns
to
the
peo
ple
who w
ill
be
work
ing o
n s
ite
6.4
Exp
lain
diffe
rent
way
s of
com
munic
atin
g s
ite
or
work
ing a
rea
pla
n
info
rmat
ion t
o t
hose
work
ing o
n t
he
site
or
on o
per
atio
ns
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
10
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Im
ple
men
t sy
stem
s th
at a
llow
the
safe
and e
ffic
ient
stora
ge
and u
se
of
mat
eria
ls a
nd c
om
ponen
ts
7.2
Ensu
re t
hat
mat
eria
ls a
nd c
om
ponen
ts a
re h
andle
d a
nd m
ove
d s
afel
y an
d e
ffic
iently,
and t
hat
was
tage
is m
inim
ised
7.3
Exp
lain
poss
ible
met
hods
and p
roce
dure
s fo
r im
ple
men
ting e
ffec
tive
st
ora
ge
area
s an
d f
acili
ties
for
mat
eria
l su
pplie
s to
be
effe
ctiv
e fo
r va
rious
types
of
pro
ject
s or
oper
atio
ns
7
Imple
men
t th
e st
ora
ge
and u
se
of
mat
eria
ls a
nd
com
ponen
ts s
o
that
mat
eria
ls
han
dlin
g a
nd
move
men
t is
ef
fici
ent
and
was
tage
is
min
imis
ed
7.4
D
escr
ibe
how
to m
inim
ise
mat
eria
l an
d c
om
ponen
t han
dlin
g,
move
men
t an
d w
asta
ge
8.1
Po
sition a
ccura
te n
otice
s ab
out
the
work
or
oper
atio
ns
that
confo
rm
to s
tatu
tory
and s
ite
requirem
ents
8.2
M
ainta
in p
lace
d n
otice
s w
hils
t en
suring t
hat
they
are
rel
evan
t to
ongoin
g w
ork
pro
gra
mm
es o
r oper
atio
ns
8.3
D
escr
ibe
pla
cing p
osi
tions
for
an a
pplic
able
ran
ge
of
notice
s re
leva
nt
to t
ypic
al p
roje
cts
or
oper
atio
ns
8.4
Exp
lain
met
hods
that
ensu
re r
elev
ant
notice
s co
nfo
rm t
o s
tatu
tory
an
d s
ite
or
oper
atio
nal
req
uirem
ents
8
Plac
e an
d m
ainta
in
notice
s w
hic
h
pro
vide
accu
rate
in
form
atio
n a
bout
the
work
s or
oper
atio
ns
and
whic
h c
onfo
rm t
o
stat
uto
ry a
nd s
ite
requirem
ents
8.5
Exp
lain
diffe
rent
way
s of
mai
nta
inin
g n
otice
s an
d p
oss
ible
outc
om
es
should
notice
s not
be
mai
nta
ined
reg
ula
rly
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
10
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
9.1
In
form
peo
ple
affec
ted b
y pro
ject
work
s or
oper
atio
ns
about
when
w
ork
s or
oper
atio
ns
star
t, e
xpec
ted d
ura
tions
and p
lanned
fin
ishin
g o
r co
mple
tions
dat
es
9
Ensu
re n
otice
has
bee
n g
iven
to a
ll peo
ple
who w
ill b
e af
fect
ed b
y th
e w
ork
or
oper
atio
n,
about
when
it
star
ts,
for
how
long
it w
ill t
ake
and
when
it
finis
hes
9.2
Exp
lain
met
hods
and t
echniq
ues
on info
rmin
g r
elev
ant
peo
ple
about
tim
esca
les
of
the
work
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
110
Unit 14: Allocating Work and Checking People’s Performance in the Workplace
Unit reference number: Y/505/7680
QCF level: 5
Credit value: 9
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in allocating work and checking people’s performance in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review of other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of allocating work and checking people’s performance to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
11
1
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Id
entify
and e
valu
ate
the
priorities
and c
ritica
l ac
tivi
ties
in
pro
gra
mm
es o
r oper
atio
ns
and s
ched
ule
s, a
nd d
evis
e a
pla
n o
n h
ow
th
e w
ork
will
be
under
take
n
1.2
Exp
lain
how
to iden
tify
priorities
and c
ritica
l ac
tivi
ties
1.3
Exp
lain
met
hods
of
confirm
ing p
rogra
mm
es o
r oper
atio
ns
and
sched
ule
s
1
Confirm
the
pro
gra
mm
e or
oper
atio
ns
and
sched
ule
s, iden
tify
priorities
and
critic
al a
ctiv
itie
s,
and p
lan h
ow
the
work
will
be
under
take
n
1.4
D
escr
ibe
how
the
pla
nnin
g o
f w
ork
can
be
under
take
n
2.1
Eva
luat
e an
d a
ssig
n w
ork
to t
eam
mem
ber
s an
d c
arry
out
brief
ings
taki
ng into
acc
ount
thei
r:
●
skill
s
●
know
ledge
●
exper
ience
●
work
load
2.2
D
escr
ibe
how
to a
lloca
te w
ork
fai
rly
to t
eam
mem
ber
s w
hils
t ta
king
into
acc
ount
thei
r cu
rren
t ci
rcum
stan
ces
2
Allo
cate
work
to
team
mem
ber
s,
taki
ng into
acc
ount
thei
r cu
rren
t ci
rcum
stan
ces,
and
brief
them
on t
he
qual
ity
stan
dar
ds
or
leve
l ex
pec
ted
2.3
Exp
lain
the
met
hods
and t
echniq
ues
on b
rief
ing t
eam
mem
ber
s ab
out
qual
ity
of
stan
dar
ds
or
leve
ls e
xpec
ted
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
11
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Car
ry o
ut
chec
ks o
n t
he
pro
gre
ss a
nd q
ual
ity
of
work
bei
ng
under
take
n a
gai
nst
pro
gra
mm
es o
r oper
atio
ns
and s
ched
ule
s
3.2
Car
ry o
ut
chec
ks o
n t
he
qual
ity
of
work
bei
ng u
nder
take
n a
gai
nst
qual
ity
stan
dar
ds
3.3
Exp
lain
met
hods
of
chec
king t
he
pro
gre
ss o
f w
ork
agai
nst
pro
gra
mm
es o
r oper
atio
ns,
sch
edule
s an
d t
he
work
agai
nst
qual
ity
stan
dar
ds
3
Monitor
the
pro
gre
ss a
nd
qual
ity
of
the
work
an
d p
rovi
de
pro
mpt
and
const
ruct
ive
feed
bac
k
3.4
Pr
ovi
de
feed
bac
k to
tea
m m
ember
s on t
he
pro
gre
ss o
f w
ork
and
stan
dar
ds
of
qual
ity
4.1
Rev
iew
and s
upply
additio
nal
support
and/o
r re
sourc
es w
her
e re
ques
ted b
y te
am m
ember
s
4.2
Exp
lain
the
diffe
rent
way
s of
mot
ivat
ing t
eam
mem
ber
s to
com
ple
te
the
allo
cate
d w
ork
4
Motiva
te t
eam
m
ember
s to
co
mple
te t
he
work
th
ey h
ave
bee
n
allo
cate
d a
nd
pro
vide,
wher
e re
ques
ted a
nd
poss
ible
, an
y ad
ditio
nal
support
an
d/o
r re
sourc
es
4.3
Exp
lain
way
s of
pro
vidin
g a
dditio
nal
support
to t
eam
mem
ber
s an
d
way
s of
get
ting f
eedbac
k on a
dditio
nal
support
fro
m t
eam
mem
ber
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
11
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Eva
luat
e poor
or
unac
cepta
ble
per
form
ance
for
giv
en w
ork
act
ivitie
s
5.2
Im
ple
men
t m
ethods
that
can
im
pro
ve p
erfo
rman
ce o
f te
am m
ember
s
5.3
D
escr
ibe
the
various
met
hods
of id
entify
ing p
oor
or
unac
cepta
ble
per
form
ance
5
Iden
tify
unac
cepta
ble
or
poor
per
form
ance
, dis
cuss
the
cause
(s)
and a
gre
e w
ays
of
impro
ving
per
form
ance
with
team
mem
ber
s
5.4
Exp
lain
way
s of
dis
cuss
ing t
he
cause
s of
poor
per
form
ance
with t
eam
m
ember
s an
d h
ow
to g
et a
gre
emen
t on w
ays
of
impro
ving
per
form
ance
6.1
D
emonst
rate
way
s of
reco
gnis
ing s
ucc
ess
and p
rais
ing t
eam
mem
ber
s on s
ucc
essf
ul co
mple
tion o
f w
ork
6.2
Advi
se r
esponsi
ble
peo
ple
on s
ucc
essf
ul co
mple
tion o
f w
ork
6.3
D
escr
ibe
way
s of
reco
gnis
ing c
om
ple
tion o
f si
gnific
ant
pie
ces
of
work
or
work
act
ivitie
s
6
Rec
ognis
e su
cces
sful
com
ple
tion o
f si
gnific
ant
pie
ces
of
work
or
work
ac
tivi
ties
by
team
/tea
m
mem
ber
s, a
nd
advi
se r
esponsi
ble
peo
ple
6.4
Exp
lain
effec
tive
met
hods
of
advi
sing r
esponsi
ble
peo
ple
of
the
team
/tea
m m
ember
's s
ucc
esse
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
114
Unit 15: Managing Personal Professional Development in the Workplace
Unit reference number: M/600/7538
QCF level: 3
Credit value: 7
Guided learning hours: 10
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in managing personal professional development in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review of other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal professional development to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
11
5
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Anal
yse
the
curr
ent
and f
utu
re s
kills
and k
now
ledge
requirem
ents
of
thei
r w
ork
role
s
1.2
Consi
der
thei
r w
ork
role
ski
lls a
nd k
now
ledge
requirem
ents
and t
akin
g
into
acc
ount
the
org
anis
atio
n’s
obje
ctiv
es
1.3
D
escr
ibe
fact
ors
that
can
iden
tify
curr
ent
and f
utu
re s
kills
and
know
ledge
requirem
ents
1.4
Exp
lain
met
hods
for
eval
uat
ing t
he
indiv
idual
work
role
s fo
r cu
rren
t an
d f
utu
re s
kills
and k
now
ledge
dev
elopm
ent
for
thei
r w
ork
role
1
Eva
luat
e th
e cu
rren
t an
d f
utu
re
skill
s an
d
know
ledge
requirem
ents
of
thei
r w
ork
role
, w
hils
t ta
king
acco
unt
of
the
org
anis
atio
n’s
obje
ctiv
es
1.5
Exp
lain
how
to t
ake
into
acc
ount
the
org
anis
atio
n's
obje
ctiv
es w
hen
ev
aluat
ing c
urr
ent
and f
utu
re s
kills
and k
now
ledge
requirem
ents
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
11
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
U
nder
take
dis
cuss
ions
with p
eople
res
ponsi
ble
to iden
tify
indiv
idual
fu
ture
ski
lls a
nd k
now
ledge
dev
elopm
ent
nee
ds
that
will
mee
t org
anis
atio
nal
req
uirem
ents
2.2
Pro
duce
and c
om
ple
te a
work
dev
elopm
ent
pla
n t
hat
ensu
res
skill
s an
d k
now
ledge
gap
s ar
e m
inim
ised
and m
eet
futu
re o
rgan
isat
ional
re
quirem
ents
2.3
Exp
lain
poss
ible
way
s th
at c
urr
ent
and f
utu
re s
kills
and k
now
ledge
nee
ds
can b
e dev
eloped
2.4
D
escr
ibe
the
met
hods
and t
echniq
ues
that
can
be
use
d t
o d
iscu
ss
skill
s an
d k
now
ledge
dev
elopm
ent
nee
ds
with p
eople
res
ponsi
ble
w
hen
const
ruct
ing a
dev
elopm
ent
pla
n
2.5
O
utlin
e th
e ty
pes
of
peo
ple
who s
hould
be
consu
lted
when
dra
win
g u
p
a dev
elopm
ent
pla
n
2
Iden
tify
dev
elopm
ent
nee
ds
bet
wee
n c
urr
ent
and f
utu
re s
kills
an
d k
now
ledge
requirem
ents
of
thei
r w
ork
role
an
d d
iscu
ss t
hem
w
ith t
he
peo
ple
re
sponsi
ble
to
assi
st in t
he
com
ple
tion o
f a
dev
elopm
ent
pla
n
2.6
Exp
lain
the
pro
cess
es a
nd m
ethods
of
const
ruct
ing a
nd c
om
ple
ting a
dev
elopm
ent
pla
n
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
11
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Car
ry o
ut
a ra
nge
of
giv
en w
ork
act
ivitie
s in
acc
ord
ance
with t
he
spec
ifie
d job r
ole
that
follo
ws
thei
r in
div
idual
dev
elopm
ent
pla
n
3.2
Ass
ess
the
contr
ibution m
ade
by
a ra
nge
of
com
ple
ted w
ork
act
ivitie
s to
thei
r dev
elopm
ent
per
form
ance
3
Under
take
ac
tivi
ties
to
mee
t cu
rren
t
and f
utu
re s
kills
an
d k
now
ledge
requirem
ents
id
entified
in a
dev
elopm
ent
pla
n,
and e
valu
ate
the
contr
ibution o
f th
e ac
tivi
ties
to t
hei
r per
form
ance
3.3
Exp
lain
the
met
hods,
pro
cess
es a
nd/o
r te
chniq
ues
of
eval
uat
ing t
he
contr
ibution o
f th
eir
per
form
ance
of
activi
ties
under
take
n t
o m
eet
curr
ent
and f
utu
re s
kill
and k
now
ledge
requirem
ents
4.1
Id
entify
and s
eek,
and/o
r ag
ree
the
peo
ple
who a
re a
ble
to p
rovi
de
feed
bac
k on t
hei
r in
div
idual
work
per
form
ance
4.2
D
iscu
ss w
ork
per
form
ance
with a
ppro
priat
e peo
ple
, an
d a
gre
e an
d
reco
rd indiv
idual
ski
ll an
d k
now
ledge
per
form
ance
bas
ed o
n o
bje
ctiv
e,
valid
fee
dbac
k
4.3
Exp
lain
consi
der
atio
ns
and m
ethod o
f id
entify
ing p
eople
res
ponsi
ble
w
ho a
re a
ble
to p
rovi
de
obje
ctiv
e, v
alid
fee
dbac
k to
thei
r w
ork
per
form
ance
4
Obta
in a
nd a
ccep
t fe
edbac
k fr
om
peo
ple
able
to
pro
vide
obje
ctiv
e an
d v
alid
co
mm
ents
about
thei
r per
form
ance
4.4
D
escr
ibe
the
tech
niq
ues
and m
ethods
of
acce
pting,
agre
eing a
nd
reco
rdin
g f
eedbac
k on w
ork
ski
lls a
nd k
now
ledge
per
form
ance
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
11
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Ass
ess
thei
r w
ork
per
form
ance
agai
nst
giv
en r
equirem
ents
5.2
Anal
yse
thei
r w
ork
per
form
ance
agai
nst
thei
r in
div
idual
dev
elopm
ent
pla
n
5.3
Exp
lain
how
the
requirem
ents
for
consi
sten
t per
form
ance
with t
he
peo
ple
res
ponsi
ble
can
be
agre
ed
5
Ensu
re t
hat
thei
r per
form
ance
co
nsi
sten
tly
mee
ts
or
exce
eds
agre
ed
requirem
ents
5.4
D
escr
ibe
way
s th
at c
an e
nsu
re t
hat
thei
r w
ork
per
form
ance
can
co
nsi
sten
tly
mee
t or
exce
ed a
gre
ed r
equirem
ents
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
119
Unit 16: Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace
Unit reference number: A/504/8552
QCF level: 4
Credit value: 7
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in identifying and enabling learning opportunities for given work teams in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
12
0
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Anal
yse
indiv
idual
and c
olle
ctiv
e w
ork
per
form
ance
s of
team
mem
ber
s on v
ario
us
activi
ties
1.2
Reg
ula
rly
pro
vide
feed
bac
k on indiv
idual
and c
olle
ctiv
e w
ork
per
form
ance
s th
at is
fair a
nd e
nco
ura
ges
an indiv
idual
s' lea
rnin
g
within
thei
r te
am
1.3
Pro
vide
thei
r te
am m
ember
s w
ith c
olle
ctiv
e an
d indiv
idual
rea
sons
that
pro
mote
the
ben
efits
of
continual
lea
rnin
g
1.4
D
escr
ibe
the
diffe
rent
tech
niq
ues
that
can
be
use
d t
o p
rom
ote
ben
efits
of
lear
nin
g t
o in
div
idual
s an
d g
roups
1
Prom
ote
the
ben
efits
of
lear
nin
g
by
giv
ing f
air,
re
gula
r an
d u
sefu
l fe
edbac
k on t
hei
r te
am's
work
per
form
ance
1.5
Exp
lain
the
pro
cedure
s an
d m
ethods
that
should
be
use
d t
o g
ive
fair,
regula
r an
d u
sefu
l fe
edbac
k to
tea
ms
and indiv
idual
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
12
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Pl
an a
nd c
om
munic
ate
with indiv
idual
tea
m m
ember
s to
det
erm
ine
thei
r im
med
iate
lea
rnin
g r
equirem
ents
for
rele
vant
work
act
ivitie
s
2.2
O
bta
in lea
rnin
g info
rmat
ion f
or
indiv
idual
tea
m m
ember
s bas
ed o
n a
t le
ast
two o
f th
e fo
llow
ing lea
rnin
g a
ctiv
itie
s:
●
form
al
●
info
rmal
●
coac
hed
●
men
tore
d
●
voca
tional
ly q
ual
ifyi
ng
●
continuous
pro
fess
ional
dev
elopm
ent
●
pro
fess
ional
mem
ber
ship
2.3
Exp
lain
the
met
hods
and t
echniq
ues
of
work
ing e
ffec
tive
ly w
ith t
eam
s an
d indiv
idual
s in
ord
er t
o iden
tify
and p
rioritise
lea
rnin
g n
eeds
2
Work
with t
hei
r te
am t
o iden
tify
an
d p
rioritise
le
arnin
g n
eeds
and
iden
tify
and o
bta
in
info
rmat
ion o
n a
ra
nge
of
poss
ible
le
arnin
g a
ctiv
itie
s
2.4
O
utlin
e poss
ible
way
s of
obta
inin
g info
rmat
ion f
rom
a r
ange
of
lear
nin
g a
ctiv
itie
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
12
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
M
eet
with a
nd iden
tify
dev
elop
men
t nee
ds
for
team
mem
ber
s bas
ed
on t
he
follo
win
g a
reas
:
●
curr
ent
skill
s an
d k
now
ledge
●
lear
nin
g a
ctiv
itie
s under
take
n
●
lear
nin
g o
bje
ctiv
es t
o b
e ac
hie
ved
●
reso
urc
e re
quirem
ents
for
dev
elopm
ent
●
tim
esca
les
3
Dis
cuss
dev
elopm
ent
nee
ds
with t
eam
m
ember
s
3.2
Exp
lain
met
hods
and t
echniq
ues
of
dis
cuss
ing a
nd a
gre
e dev
elopm
ent
nee
ds
with t
eam
mem
ber
s
4.1
Pr
ovi
de
rele
vant
assi
stan
ce a
nd s
upport
to indiv
idual
s an
d t
he
team
w
hen
lea
rnin
g o
r updat
ing s
kills
and k
now
ledge
4.2
Id
entify
any
rele
vant
obst
acle
s to
an indiv
idual
's lea
rnin
g a
nd t
ake
actions
to r
emove
them
4.3
Exp
lain
pro
cedure
s th
at c
ould
be
imple
men
ted t
o a
llow
support
and
assi
stan
ce f
or
team
mem
ber
s w
ho a
re u
nder
taki
ng lea
rnin
g a
ctiv
itie
s
4.4
D
escr
ibe
the
types
and w
ays
of
iden
tify
ing o
bst
acle
s to
lea
rnin
g f
or
both
indiv
idual
s an
d t
eam
s
4
Support
tea
m
mem
ber
s in
under
taki
ng
lear
nin
g a
ctiv
itie
s by
mak
ing e
ffort
s to
rem
ove
any
obst
acle
s to
le
arnin
g
4.5
Exp
lain
how
obst
acle
s to
lea
rnin
g f
or
indiv
idual
s an
d t
eam
s ca
n b
e re
move
d
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
12
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Appra
ise
lear
nin
g a
ctiv
itie
s under
take
n b
y in
div
idual
s an
d t
he
team
on
com
ple
tion o
f le
arnin
g p
rogra
mm
es
5.2
M
ap t
he
lear
nin
g o
utc
om
es f
rom
com
ple
ted lea
rnin
g p
rogra
mm
es
agai
nst
tea
m indiv
idual
's p
re-i
den
tified
lea
rnin
g n
eeds
5.3
Exp
lain
how
to p
lan a
nd im
ple
men
t ev
aluat
ions
on lea
rnin
g a
ctiv
itie
s under
take
n b
y te
am m
ember
s
5
Eva
luat
e th
e le
arnin
g a
ctiv
ity
under
take
n w
ith
team
mem
ber
s to
en
sure
the
des
ired
outc
om
es h
ave
bee
n a
chie
ved
5.4
D
escr
ibe
met
hods
that
can
mea
sure
des
ired
outc
om
es f
rom
lea
rnin
g
activi
ties
, an
d w
ays
to e
nsu
re t
hat
they
hav
e bee
n a
chie
ved
6.1
Rev
iew
tea
m m
ember
s in
div
idual
dev
elopm
ent
pla
ns
and a
men
d t
he
pla
ns
follo
win
g c
om
ple
ted lea
rnin
g a
ctiv
itie
s an
d/o
r id
entified
lea
rnin
g
nee
ds
6
Updat
e dev
elopm
ent
pla
ns
with t
eam
m
ember
s 6.2
Exp
lain
the
pro
cedure
s th
at a
re o
r ca
n b
e use
d t
o u
pdat
e dev
elopm
ent
pla
ns
with t
eam
mem
ber
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
124
Unit 17: Planning Highways Maintenance or Repair Activities in the Workplace
Unit reference number: M/600/7555
QCF level: 6
Credit value: 12
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning highways maintenance or repair activities in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review of other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of planning highways maintenance or repair activities to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
12
5
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Confirm
the
work
re
quirem
ents
of
pla
nnin
g h
ighw
ay
mai
nte
nan
ce o
r re
pai
r ac
tivi
ties
1.1
Id
entify
and e
stab
lish a
t le
ast
two o
f th
e fo
llow
ing m
ainte
nan
ce
activi
ties
and a
t le
ast
five
of
the
follo
win
g r
epai
r ac
tivi
ties
on a
t le
ast
one
of
the
follo
win
g h
ighw
ays:
Mai
nte
nan
ce:
●
sched
ule
d a
nd p
reve
nta
tive
●
unsc
hed
ule
d a
nd c
orr
ective
●
emer
gen
cy
Rep
air:
●
stru
cture
●
surf
ace
●
mat
eria
ls
●
mar
kings
●
fitt
ings
●
pow
er a
nd lig
ht
●
dra
inag
e
●
tele
com
munic
atio
ns
●
spec
ial se
rvic
es a
nd e
quip
men
t
●
landsc
apin
g
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
12
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
●
traf
fic
contr
ols
●
fenci
ng
Hig
hw
ays:
●
dual
car
riag
eway
●
single
car
riag
eway
●
carr
iagew
ay w
ith f
ootw
ay
●
moto
rway
●
cycl
e w
ay
●
carr
iagew
ay w
ith h
ard s
hould
er
1.2
Exp
lain
how
work
req
uirem
ents
for
hig
hw
ays
and its
mai
nte
nan
ce o
r re
pai
r ca
n b
e co
nfirm
ed
1.3
Exp
lain
who n
eeds
to b
e co
nsu
lted
when
confirm
ing w
ork
re
quirem
ents
for
hig
hw
ays
mai
nte
nan
ce o
r re
pai
r
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
12
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Consi
der
at
leas
t th
ree
of
the
follo
win
g influen
cing f
acto
rs w
hen
pla
nnin
g h
ighw
ay m
ainte
nan
ce o
r re
pai
r ac
tivi
ties
:
●
org
anis
atio
nal
req
uirem
ents
●
contr
actu
al r
equirem
ents
●
stat
uto
ry r
equirem
ents
●
reso
urc
e al
loca
tion
●
work
ing r
equirem
ents
●
envi
ronm
enta
l co
nsi
der
atio
ns
●
wea
ther
conditio
ns
2.2
Exa
min
e at
lea
st t
wo o
f th
e fo
llow
ing g
uid
ance
mat
eria
ls w
hen
pla
nnin
g h
ighw
ay m
ainte
nan
ce o
r re
pai
r ac
tivi
ties
:
●
ow
ner
’s m
anual
s
●
logbooks
●
mai
nte
nan
ce s
ched
ule
s an
d m
anual
s
●
pra
ctic
e guid
es a
nd s
pec
ific
atio
ns
●
curr
ent
legis
lation a
nd o
ffic
ial guid
ance
2
Iden
tify
and r
evie
w
influen
cing f
acto
rs
and g
uid
ance
m
ater
ial ab
out
the
work
envi
ronm
ent
2.3
Exp
lain
how
influen
cing f
acto
rs a
nd g
uid
ance
mat
eria
ls c
an b
e id
entified
and w
hat
diffe
rent
met
hods
can b
e use
d t
o r
evie
w t
hem
w
hen
pla
nnin
g h
ighw
ay m
ainte
nan
ce o
r re
pai
r ac
tivi
ties
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
12
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Prioritise
mai
nte
nan
ce o
r re
pai
r ac
tivi
ties
whils
t co
nsi
der
ing
influen
cing f
acto
rs
3.2
D
escr
ibe
the
types
of
mai
nte
nan
ce a
ctiv
ity
that
are
applie
d t
o
hig
hw
ays
3.3
Exp
lain
met
hods
that
can
ass
ess
and a
ccount
for
influen
cing f
acto
rs
when
pla
nnin
g m
ainte
nan
ce a
nd r
epai
r ac
tivi
ties
3
Prio
ritise
m
ainte
nan
ce
activi
ties
by
asse
ssin
g a
nd
acco
unting f
or
all
the
influen
cing
fact
ors
3.4
Exp
lain
the
fact
ors
that
nee
d t
o b
e ta
ken into
acc
ount
when
prioritisi
ng m
ainte
nan
ce a
ctiv
itie
s
4.1
Rev
iew
and u
pdat
e pre
-det
erm
ined
mai
nte
nan
ce o
r re
pai
r priorities
by
taki
ng into
acc
ount
of
at lea
st f
our
of
the
follo
win
g c
han
gin
g
circ
um
stan
ces:
●
susc
eptibili
ty t
o d
amag
e
●
safe
ty r
equirem
ents
●
nee
d t
o inhib
it,
and r
espond t
o d
eter
iora
tion
●
com
pro
mis
ed o
per
atio
nal
effec
tive
nes
s
●
wea
ther
conditio
ns
●
use
or
chan
ge
of
use
●
curr
ent
legis
lation
●
reso
urc
es
●
secu
rity
thre
ats
4.2
Exp
lain
met
hods
that
allo
w p
riorities
to b
e am
ended
when
influen
cing
fact
ors
hav
e bee
n t
aken
into
acc
ount
4
Am
end p
riorities
to
tak
e ac
count
of
chan
gin
g
circ
um
stan
ces
whils
t m
ainta
inin
g
consi
sten
cy w
ith
the
influen
cing
fact
ors
4.3
Exp
lain
how
chan
gin
g c
ircu
mst
ance
s ca
n b
e ac
counte
d f
or
when
pla
nnin
g m
ainte
nan
ce a
nd r
epai
r ac
tivi
ties
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
12
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Id
entify
, an
alys
e an
d p
roduce
pla
ns
or
sched
ule
s fo
r at
lea
st t
hre
e of
the
follo
win
g m
ainte
nan
ce o
r re
pai
r ac
tivi
ties
:
●
regula
r pro
gra
mm
es
●
tender
ed w
ork
s
●
resp
onsi
ve w
ork
s
●
cost
est
imat
ed w
ork
s
●
win
ter
mai
nte
nan
ce
●
traf
fic
mai
nte
nan
ce (
signin
g,
lighting a
nd g
uar
din
g)
5.2
Exp
lain
how
pla
ns
and s
ched
ule
s ca
n b
e pre
par
ed f
or
mai
nte
nan
ce
activi
ties
5
Prep
are
pla
ns
or
sched
ule
s of
mai
nte
nan
ce
activi
ties
and
neg
otiat
e an
d
agre
e th
em w
ith
dec
isio
n m
aker
s
5.3
Exp
lain
met
hods
and t
echniq
ues
of
neg
otiat
ing a
nd a
gre
eing p
lans
and s
ched
ule
s w
ith d
ecis
ion m
aker
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
130
Unit 18: Supervising Highways Maintenance or Repair Activities in the Workplace
Unit reference number: T/600/7556
QCF level: 3
Credit value: 12
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in supervising highways maintenance or repair activities in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review of other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of supervising highways maintenance or repair activities to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
13
1
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Car
ry o
ut
pro
gra
mm
ed
mai
nte
nan
ce o
r re
pai
r w
hic
h w
ill
min
imis
e dis
ruption
and m
ainta
in
optim
um
per
form
ance
1.1
U
nder
take
super
visi
on d
uties
for
at lea
st t
wo o
f th
e fo
llow
ing
mai
nte
nan
ce a
ctiv
itie
s an
d a
t le
ast
five
of
the
follo
win
g r
epai
r ac
tivi
ties
for
at lea
st o
ne
of
the
follo
win
g h
ighw
ays:
Mai
nte
nan
ce:
●
sched
ule
d a
nd p
reve
nta
tive
●
unsc
hed
ule
d a
nd c
orr
ective
●
emer
gen
cy
Rep
air:
●
stru
cture
●
surf
ace
●
mat
eria
ls
●
mar
kings
●
fitt
ings
●
pow
er a
nd lig
ht
●
dra
inag
e
●
tele
com
munic
atio
ns
●
spec
ial se
rvic
es a
nd e
quip
men
t
●
landsc
apin
g
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
13
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
●
traf
fic
contr
ols
●
fenci
ng
Hig
hw
ays:
●
dual
car
riag
eway
●
single
car
riag
eway
●
carr
iagew
ay w
ith f
ootw
ay
●
moto
rway
●
cycl
e w
ay
●
carr
iagew
ay w
ith h
ard s
hould
er
1.2
Exp
lain
how
pro
gra
mm
ed h
ighw
ay m
ainte
nan
ce o
r re
pai
r sh
ould
be
super
vise
d a
nd c
arried
out
1.3
Exp
lain
how
dis
ruption t
o t
he
work
s an
d g
ener
al p
ublic
can
be
min
imis
ed d
uring m
ainte
nan
ce o
r re
pai
r ac
tivi
ties
on h
ighw
ays
1.4
D
escr
ibe
diffe
rent
met
hods
that
can
optim
ise
work
per
form
ance
during m
ainte
nan
ce o
r re
pai
r ac
tivi
ties
on h
ighw
ays
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
13
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Pr
ote
ct t
he
work
forc
e, t
he
gen
eral
public
, vi
sito
rs a
nd t
he
envi
ronm
ent
by
the
apply
ing info
rmat
ion f
rom
at
leas
t th
ree
of
th
e fo
llow
ing:
●
met
hods
of
work
●
risk
ass
essm
ent
●
safe
use
and s
tora
ge
of
tools
and m
ater
ials
●
traf
fic
man
agem
ent
●
emer
gen
cy p
lans
2
Obse
rve
curr
ent
legis
lation a
nd
offic
ial guid
ance
ap
pro
priat
e to
the
work
envi
ronm
ent
2.2
Li
st a
nd d
escr
ibe
the
curr
ent
legis
lation a
nd o
ffic
ial guid
ance
that
ap
plie
s direc
tly
to m
ainte
nan
ce o
r re
pai
r ac
tivi
ties
on h
ighw
ays
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
13
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
O
bse
rve
and e
valu
ate
pre
par
atio
n a
nd w
ork
act
ivitie
s ag
ainst
giv
en
requirem
ents
and m
ethods
of
work
to iden
tify
hig
hw
ay m
ainte
nan
ce
faults
and p
roble
ms
3.2
Apply
corr
ective
act
ions
that
follo
w s
afe
work
ing m
ethods
and
pra
ctic
es t
o lea
st t
hre
e of
the
follo
win
g h
ighw
ay m
ainte
nan
ce f
aults
and p
roble
ms:
●
limitat
ions
of
des
ign c
hoic
es
●
man
ufa
cturing a
nd c
onst
ruct
ion e
rrors
●
inst
alla
tion e
rrors
●
inco
rrec
t use
●
inco
rrec
t m
ainte
nan
ce
3.3
D
escr
ibe
types
of
com
mon f
aults
and p
roble
ms
that
can
occ
ur
on
hig
hw
ays
3.4
Exp
lain
met
hods
that
can
be
use
d t
o iden
tify
pote
ntial
fau
lts
and
pro
ble
ms
with h
ighw
ays
3.5
Exp
lain
tec
hniq
ues
and m
ethods
that
allo
w r
ecom
men
dat
ions
to b
e m
ade
and c
orr
ective
act
ions
applie
d o
n iden
tified
hig
hw
ay f
aults
and
pro
ble
ms
3
Iden
tify
and a
sses
s fa
ults
and
pro
ble
ms,
and
reco
mm
end a
nd
imple
men
t co
rrec
tive
act
ion
whic
h c
onfo
rms
to
safe
work
ing
met
hods
and
pra
ctic
es
3.6
Exp
lain
how
and w
hy
safe
work
ing m
ethods
and p
ract
ices
must
be
confo
rmed
to w
hen
im
ple
men
ting c
orr
ective
act
ions
for
faults
and
pro
ble
ms
with h
ighw
ays
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
13
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Am
end m
ainte
nan
ce r
ecord
ing s
yste
ms
whils
t fo
llow
ing o
rgan
isat
ional
pro
cedure
s fo
r at
lea
st o
ne
of
the
follo
win
g h
ighw
ay m
ainte
nan
ce
activi
ties
:
●
regula
r pro
gra
mm
es
●
tender
ed w
ork
s
●
resp
onsi
ve w
ork
s
●
win
ter
mai
nte
nan
ce
●
traf
fic
mai
nte
nan
ce (
signin
g,
lighting,
guar
din
g)
●
lum
p s
um
or
fixe
d p
rice
4.2
D
escr
ibe
the
types
and f
orm
ats
of
hig
hw
ay m
ainte
nan
ce r
ecord
sy
stem
s
4
Updat
e m
ainte
nan
ce
reco
rdin
g s
yste
ms,
im
ple
men
t th
em
and m
onitor
thei
r use
4.3
Exp
lain
how
mai
nte
nan
ce r
ecord
sys
tem
s ar
e updat
ed a
nd w
hy
they
nee
d t
o b
e updat
ed
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
13
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Car
ry o
ut
insp
ections
on a
t le
ast
one
of
the
follo
win
g d
uring
pre
par
atio
n w
ork
for
hig
hw
ay m
ainte
nan
ce o
r re
pai
r:
●
conditio
n
●
per
form
ance
●
hea
lth a
nd s
afet
y
5.2
Exp
lain
the
pro
cedure
s th
at c
an a
pply
when
conduct
ing p
re-w
ork
ch
ecks
to e
nsu
re c
om
plia
nce
with s
tatu
tory
req
uirem
ents
5
Conduct
pre
-work
ch
ecks
to m
eet
stat
uto
ry
requirem
ents
an
d m
ainta
in
per
form
ance
usi
ng
safe
work
ing
met
hods
and
pra
ctic
es
5.3
Exp
lain
how
per
form
ance
can
be
mai
nta
ined
and h
ow
saf
e w
ork
ing
pra
ctic
es a
re a
pplie
d w
hils
t co
nduct
ing insp
ections
on h
ighw
ays
6.1
Im
ple
men
t re
cord
ing s
yste
ms
follo
win
g o
rgan
isat
ional
pro
cedure
s th
at
iden
tifies
work
pro
gre
ss c
hec
ks,
faults,
pro
ble
ms
and q
uan
tities
in
volv
ed
6.2
Exp
lain
the
met
hods
that
can
be
use
d t
o k
eep a
ccura
te r
ecord
s of
work
pro
gre
ss w
hic
h c
an d
etai
l fa
ults
and p
roble
ms,
corr
ective
act
ions
and q
uan
tities
of
reso
urc
es invo
lved
6
Kee
p a
ccura
te
reco
rds
of
work
pro
gre
ss c
hec
ks,
faults,
pro
ble
ms,
co
rrec
tive
act
ion
and q
uan
tities
in
volv
ed
6.3
G
ive
reas
ons
why
accu
rate
rec
ord
s sh
ould
be
kept
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
13
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
Sel
ect
and/o
r ac
quire
and m
ainta
in a
t le
ast
two o
f th
e fo
llow
ing
reso
urc
es f
or
at lea
st t
wo o
f th
e fo
llow
ing a
ctiv
itie
s:
Res
ourc
es
●
peo
ple
●
pla
nt,
equip
men
t or
mac
hin
ery
●
mat
eria
ls a
nd c
om
ponen
ts
●
sub-c
ontr
acto
rs
●
info
rmat
ion
●
work
and f
acili
ties
●
was
te m
anag
emen
t
●
utilit
y pro
vider
s
Mai
nte
nan
ce a
ctiv
itie
s
●
regula
r pro
gra
mm
es
●
tender
ed w
ork
s
●
resp
onsi
ve w
ork
s
●
win
ter
mai
nte
nan
ce
●
traf
fic
man
agem
ent
(sig
nin
g,
lighting,
guar
din
g)
●
lum
p s
um
or
fixe
d p
rice
7.2
Exp
lain
diffe
rent
way
s th
at t
he
nec
essa
ry r
esourc
es f
or
hig
hw
ay
mai
nte
nan
ce o
r re
pai
r ac
tivi
ties
can
be
iden
tified
7
Iden
tify
, as
sess
an
d m
ainta
in
the
nec
essa
ry
reso
urc
es f
or
mai
nte
nan
ce
activi
ties
7.3
Exp
lain
how
res
ourc
es c
an b
e as
sess
ed f
or
qual
ity
and h
ow
to
mai
nta
in n
eces
sary
res
ourc
es f
or
hig
hw
ay m
ainte
nan
ce o
r re
pai
r ac
tivi
ties
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
13
8
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
139
Unit 19: Contributing to the Identification of Work Teams in the Workplace
Unit reference number: K/600/7554
QCF level: 5
Credit value: 8
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in contributing to the identification of work teams in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review of other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of contributing to the identification of work teams to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
14
0
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Exa
min
e an
d a
nal
yse
pro
ject
req
uirem
ents
and c
onsi
der
at
leas
t th
ree
of
the
follo
win
g s
ignific
ant
fact
ors
:
●
loca
tion
●
cost
●
tim
e
●
skill
s, e
xper
ience
and k
now
ledge
required
and a
vaila
ble
●
trai
nin
g a
nd d
evel
opm
ent
requirem
ents
●
curr
ent
legis
lation
1
Iden
tify
any
signific
ant
fact
ors
w
hic
h w
ill a
ffec
t th
e num
ber
, ty
pe
and a
vaila
bili
ty o
f peo
ple
and
serv
ices
1.2
Exp
lain
met
hods
that
can
iden
tify
sig
nific
ant
fact
ors
that
can
affec
t num
ber
s, t
ypes
and a
vaila
bili
ty o
f peo
ple
or
serv
ices
for
typic
al
pro
ject
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
14
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
U
nder
take
a s
elec
tion,
asse
ssm
ent
and r
ecord
ing p
roce
ss o
n a
t le
ast
two o
f th
e fo
llow
ing p
eople
or
serv
ices
to c
hec
k th
at t
hei
r w
ork
qual
ity
and r
elia
bili
ty m
eets
org
anis
atio
nal
req
uirem
ents
:
●
tech
nic
al s
taff
●
sub-c
ontr
acto
rs
●
spec
ialis
t se
rvic
es
●
oper
ativ
es
2.2
In
form
dec
isio
n m
aker
s of
the
outc
om
es o
f qual
ity
and r
elia
bili
ty
chec
ks m
ade
on r
elev
ant
peo
ple
or
serv
ices
2.3
D
escr
ibe
met
hods
that
can
eva
luat
e an
d r
ecord
the
qual
ity
and
pote
ntial
rel
iabili
ty o
f peo
ple
or
serv
ices
2
Eva
luat
e an
d
reco
rd t
he
qual
ity
and p
ote
ntial
re
liabili
ty o
f peo
ple
or
serv
ices
, an
d
circ
ula
te t
he
resu
lts
to d
ecis
ion-
mak
ers
2.4
Exp
lain
typ
ical
way
s an
d t
echniq
ues
of
circ
ula
ting r
esults
from
ev
aluat
ions
of
qual
ity
and p
ote
ntial
rel
iabili
ty t
o d
ecis
ion-m
aker
s
3.1
Consu
lt p
eople
or
serv
ice
pro
vider
s se
lect
ed a
s m
eeting p
rogra
mm
e re
quirem
ents
, an
d a
gre
e pro
posa
ls for
thei
r ef
fect
ive
par
tici
pat
ion
with r
elev
ant
pro
ject
s
3.2
Confirm
tea
m m
ember
s on r
elev
ant
pro
ject
s w
ith s
elec
ted p
eople
or
serv
ice
pro
vider
s
3.3
Exp
lain
fac
tors
that
allo
w p
roposa
ls t
o b
e m
ade
for
team
mem
ber
ship
fr
om
sel
ecte
d p
eople
or
serv
ice
pro
vider
s
3
Neg
otiat
e an
d
agre
e pro
posa
ls
whic
h a
re lik
ely
to
pro
duce
effec
tive
te
ams
3.4
Exp
lain
neg
otiat
ion m
ethods
that
can
be
use
d t
o g
et a
ppro
priat
e peo
ple
or
serv
ices
for
giv
en t
eam
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
14
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Id
entify
and a
pply
at
leas
t tw
o o
f th
e fo
llow
ing r
ule
s an
d f
orm
alitie
s w
hen
iden
tify
ing t
eam
mem
ber
s fo
r re
leva
nt
pro
gra
mm
es o
f w
ork
:
●
contr
actu
al
●
curr
ent
legis
lation
●
codes
of
pra
ctic
e
●
org
anis
atio
nal
pro
cedure
s
●
cert
ific
atio
n o
f co
mpet
ence
4.2
Exp
lain
how
to w
ork
within
curr
ent
rule
s an
d f
orm
alitie
s gove
rnin
g t
he
iden
tifica
tion o
f w
ork
tea
ms
4
Follo
w r
ule
s an
d
form
alitie
s fo
r obta
inin
g p
eople
an
d s
ervi
ces
4.3
G
ive
reas
ons
on w
hy
they
must
work
within
curr
ent
rule
s an
d
form
alitie
s w
hen
iden
tify
ing t
eam
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
143
Unit 20: Providing and Monitoring Construction-related Customer Service in the Workplace
Unit reference number: F/600/7558
QCF level: 5
Credit value: 8
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in providing and monitoring construction-related customer service in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review of other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of providing and monitoring construction-related customer service to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
14
4
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Apply
at
leas
t fo
ur
of
the
follo
win
g t
o c
ust
om
er s
ervi
ce s
yste
ms
or
pro
cedure
s:
●
curr
ent
legis
lation
●
offic
ial guid
ance
●
org
anis
atio
nal
pro
cedure
s
●
spec
ific
atio
ns
●
dra
win
g
●
inst
ruct
ions
and v
aria
tions
●
feed
bac
k pro
cess
es
1.2
See
k w
ays
of
impro
ving c
ust
om
er s
ervi
ce w
hils
t im
ple
men
ting
cust
om
er s
ervi
ce s
yste
ms
and p
roce
dure
s
1.3
D
escr
ibe
way
s th
at c
urr
ent
legis
lation
and o
ffic
ial guid
ance
rel
evan
t to
cu
stom
er s
ervi
ce c
an b
e id
entified
1.4
Exp
lain
how
iden
tified
info
rmat
ion c
an b
e use
d f
or
imple
men
ting
cust
om
er s
ervi
ce s
yste
ms
or
pro
cedure
s
1
Iden
tify
and u
se
curr
ent
legis
lation
and o
ffic
ial
guid
ance
to
imple
men
t sy
stem
s or
pro
cedure
s th
at
will
del
iver
and
impro
ve c
ust
om
er
serv
ice
1.5
Exp
lain
met
hods
that
can
effec
tive
ly d
eliv
er a
nd im
pro
ve c
ust
om
er
serv
ice
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
14
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Exa
min
e cu
rren
t cu
stom
er p
roce
dure
s an
d s
yste
ms
to iden
tify
if
they
pro
vide
consi
sten
t cu
stom
er s
ervi
ce
2.2
Im
ple
men
t an
d u
se s
yste
ms
or
pro
cedure
s th
at w
ill p
rovi
de
relia
ble
an
d c
onsi
sten
t se
rvic
e th
at p
rom
ote
s cu
stom
er’s
confiden
ce
2.3
Exp
lain
met
hods
that
can
pro
vide
consi
sten
t le
vels
of
cust
om
er
serv
ice
2
Prep
are
to d
eal
with c
ust
om
ers
in
ord
er t
o g
ive
consi
sten
t an
d
relia
ble
ser
vice
2.4
Exp
lain
how
sys
tem
s or
pro
cedure
s ca
n b
e use
d e
ffec
tive
ly t
o p
rovi
de
a re
liable
lev
el o
f cu
stom
er s
ervi
ce
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
14
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Id
entify
and f
ind s
olu
tions
to c
onst
ruct
ion-b
ased
cust
om
er p
roble
ms
3.2
Com
munic
ate
with c
ust
om
ers
whils
t re
solv
ing p
roble
ms
usi
ng a
t le
ast
two o
f th
e fo
llow
ing m
ediu
ms:
●
elec
tronic
●
verb
al
●
writt
en
●
via
a se
cond p
erso
n
●
feed
bac
k docu
men
ts
●
gro
up m
eetings
3.3
U
nder
take
at
leas
t tw
o o
f th
e fo
llow
ing a
ctio
ns
that
will
ensu
re t
hat
cu
stom
ers
are
satisf
ied t
hat
pro
ble
ms
are
or
will
be
solv
ed:
●
corr
ective
●
refe
rral
●
inve
stig
ativ
e
●
reac
tive
●
pro
active
3.4
Exp
lain
how
bes
t to
work
with o
ther
s w
hic
h c
an r
esolv
e cu
stom
er
serv
ice
pro
ble
ms
3.5
D
escr
ibe
diffe
rent
met
hods
and t
echniq
ues
of
com
munic
atin
g a
nd
dea
ling w
ith c
ust
om
ers
3
Work
with o
ther
s to
res
olv
e cu
stom
er
pro
ble
ms,
co
mm
unic
ate
with
cust
om
ers
and
chec
k th
at t
hey
are
sa
tisf
ied w
ith t
he
actions
take
n
3.6
Exp
lain
what
chec
ks c
an b
e under
take
n t
o e
nsu
re t
hat
cust
om
ers
are
satisf
ied w
ith a
ctio
ns
take
n
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
14
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
In
vest
igat
e an
d/o
r co
llate
info
rmat
ion o
n c
urr
ent
cust
om
er
pro
cedure
s an
d s
yste
ms
to iden
tify
pote
ntial
or
repea
t cu
stom
er
serv
ice
pro
ble
ms
4.2
Apply
rec
tifica
tion m
easu
res
to p
roce
dure
s an
d s
yste
ms
to e
limin
ate
or
reduce
iden
tified
pote
ntial
cust
om
er p
roble
ms
4.3
D
escr
ibe
way
s th
at p
roble
ms
can b
e id
entified
within
exi
stin
g s
yste
ms
or
pro
cedure
s th
at m
ay a
ffec
t cu
stom
ers
4
Solv
e pro
ble
ms
within
exi
stin
g
syst
ems
or
pro
cedure
s th
at
may
affec
t cu
stom
ers
bef
ore
th
e cu
stom
er
bec
om
es a
war
e
of
them
4.4
Exp
lain
how
and w
hy
pro
ble
ms
in s
yste
ms
or
pro
cedure
s sh
ould
be
solv
ed b
efore
cust
om
ers
bec
om
e aw
are
of
them
5.1
Id
entify
the
leve
l of
serv
ice
expec
ted b
y co
nst
ruct
ion-r
elat
ed
cust
om
ers
5.2
Com
munic
ate
with c
ust
om
ers
to c
hec
k th
at s
ervi
ce g
iven
has
met
th
eir
nee
ds
and e
xpec
tations
5
Confirm
that
the
serv
ice
giv
en
mee
ts t
he
cust
om
er’s
nee
ds
and e
xpec
tations
5.3
Exp
lain
way
s of
chec
king t
hat
cust
om
ers
are
satisf
ied w
ith t
he
giv
en
leve
l of
serv
ice
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
14
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Id
entify
rep
eat
pro
ble
ms
in c
ust
om
er s
ervi
ce,
and a
men
d c
ust
om
er
serv
ice
syst
ems
or
pro
cedure
s to
min
imis
e ch
ance
s of
pro
ble
ms
bei
ng
repea
ted
6.2
Com
munic
ate
with a
t le
ast
two o
f th
e fo
llow
ing p
eople
res
ponsi
ble
to
info
rm t
hem
that
sys
tem
s or
pro
cedure
s hav
e bee
n a
men
ded
:
●
the
clie
nt,
the
cust
om
er o
r th
eir
repre
senta
tive
●
contr
acto
rs
●
consu
ltan
ts
●
sub-c
ontr
acto
rs
●
supplie
rs
●
work
forc
e
●
inte
rnal
man
agem
ent
6.3
Exp
lain
the
mea
sure
s th
at c
ould
be
take
n t
o iden
tify
rep
eat
pro
ble
ms
with c
ust
om
er s
ervi
ce
6.4
Exp
lain
met
hods
that
allo
w c
han
ges
to c
ust
om
er s
ervi
ce s
yste
ms
or
pro
cedure
s w
hic
h c
an r
educe
the
chan
ce o
f pro
ble
ms
bei
ng r
epea
ted
6
Info
rm t
he
peo
ple
re
sponsi
ble
about
chan
ges
to
cust
om
er s
ervi
ce
syst
ems
or
pro
cedure
s th
at
will
red
uce
the
chan
ce o
f pro
ble
ms
bei
ng r
epea
ted
6.5
D
escr
ibe
how
to e
ffec
tive
ly info
rm p
eople
res
ponsi
ble
about
amen
dm
ents
to s
yste
ms
or
pro
cedure
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
14
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7.1
In
form
and/o
r pas
s co
llate
d info
rmat
ion t
hat
will
mai
nta
in a
nd
impro
ve s
tandar
ds
of
serv
ice
del
iver
y
7.2
D
escr
ibe
way
s th
at s
tandar
ds
of se
rvic
e del
iver
y ca
n b
e m
ainta
ined
an
d im
pro
ved
7
Shar
e in
form
atio
n
with p
eople
re
sponsi
ble
to
mai
nta
in a
nd
impro
ve s
tandar
ds
of
serv
ice
del
iver
y 7.3
Exp
lain
how
info
rmat
ion w
ith p
eople
res
ponsi
ble
could
be
effe
ctiv
ely
shar
ed in o
rder
to m
ainta
in a
nd im
pro
ve s
tandar
ds
of
serv
ice
del
iver
.
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
150
Unit 21: Handing Over Property to Recipients Following Construction or Maintenance Related Activities in the Workplace
Unit reference number: J/504/8554
QCF level: 4
Credit value: 8
Guided learning hours: 20
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in handing over property to recipients following construction- or maintenance-related activities in the workplace in the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
15
1
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
Consu
lt w
ith t
he
peo
ple
res
ponsi
ble
for
the
imple
men
tation a
nd t
ime
of
the
han
d o
ver
to r
ecip
ients
for
pro
per
ty
1.2
Confirm
the
pro
cedure
s th
at n
eed t
o b
e fo
llow
ed w
hen
han
din
g o
ver
pro
per
ty t
o r
ecip
ients
1.3
O
utlin
e th
e ty
pes
of
reci
pie
nts
that
han
dove
rs o
f pro
per
ties
would
be
under
take
n w
ith
1.4
Exp
lain
met
hods
that
allo
w h
and o
ver
pro
cedure
s to
be
neg
otiat
ed
and c
onfirm
ed w
ith p
eople
res
ponsi
ble
1.5
D
escr
ibe
the
tech
niq
ues
for
neg
otiat
ing a
nd a
gre
eing h
andove
r tim
es
1
Neg
otiat
e an
d
confirm
pro
cedure
s an
d t
ime
for
han
din
g o
ver
the
pro
per
ty
1.6
G
ive
reas
ons
why
agre
ed h
andove
r pro
cedure
s sh
ould
be
follo
wed
an
d e
xpla
in p
oss
ible
conse
quen
ces
should
this
not
hap
pen
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
15
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
In
spec
t th
e finis
hed
work
on p
roper
ties
and c
om
par
e ag
ainst
the
pro
per
ty w
ork
spec
ific
atio
ns
2.2
N
ote
dis
crep
anci
es t
hat
are
evi
den
t bet
wee
n t
he
work
spec
ific
atio
ns
and t
he
finis
hed
work
2.3
Li
st t
he
types
of
const
ruct
ion-r
elat
ed w
ork
that
may
be
under
take
n o
n
pro
per
ties
wher
e han
d o
ver
pro
cedure
s ca
n o
ccur
2.4
Exp
lain
met
hods
that
allo
w t
he
anal
ysin
g o
f pro
per
ty s
pec
ific
atio
ns
in
ord
er t
o c
om
par
e det
ails
with c
om
ple
ted t
asks
or
work
2.5
Exp
lain
way
s th
at p
roper
ties
can
be
chec
ked a
gai
nst
the
spec
ific
atio
ns
and o
utlin
e th
e fo
rmat
s th
at r
esults
could
be
reco
rded
in
2.6
O
utlin
e th
e ty
pes
of
dis
crep
anci
es t
hat
could
occ
ur
bet
wee
n
spec
ific
atio
ns
and c
om
ple
ted w
ork
or
task
s
2
Anal
yse
com
ple
ted
work
agai
nst
pro
per
ty
spec
ific
atio
ns,
id
entify
and r
ecord
an
y dis
crep
anci
es
2.7
D
escr
ibe
way
s th
at d
iscr
epan
cies
bet
wee
n p
roper
ty s
pec
ific
atio
ns
and
com
ple
ted t
asks
or
work
could
be
iden
tified
3.1
Im
ple
men
t ac
tions
nee
ded
to r
esolv
e pro
ble
ms
iden
tified
during
pro
per
ty insp
ections
prior
to h
andove
r
3.2
D
escr
ibe
the
types
of
pro
ble
ms
that
could
be
evid
ent
when
insp
ecting
pro
per
ties
follo
win
g c
om
ple
ted w
ork
or
task
s
3.3
Exp
lain
how
pro
per
ties
can
be
insp
ecte
d t
o e
nsu
re w
ork
or
task
s ar
e co
mple
te p
rior
to h
andove
r
3
Tak
e ap
pro
priat
e ac
tion t
o r
esolv
e an
y pro
ble
ms
that
em
erge
from
an
insp
ection o
f th
e pro
per
ty
3.4
Exp
lain
poss
ible
act
ions
that
can
or
should
be
take
n t
o r
esolv
e pro
ble
ms
that
may
be
iden
tified
during p
roper
ty insp
ections
prior
to
han
dove
r
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
15
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
In
spec
t pro
per
ties
to a
scer
tain
cle
anlin
ess
and t
idin
ess
prior
to t
he
han
dove
r
4.2
Im
ple
men
t ac
tions
wher
e nec
essa
ry t
o e
nsu
re p
roper
ties
are
cle
an,
tidy
and f
ree
of
redundan
t m
ater
ials
4.3
Exp
lain
pro
cedure
s th
at c
an b
e use
d t
o e
nsu
re t
hat
pro
per
ties
are
cl
ean a
nd t
idy,
red
undan
t m
ater
ials
are
rem
ove
d,
and t
hat
pro
ble
ms
are
reso
lved
bef
ore
han
dove
r
4
Ensu
re t
he
pro
per
ty is
clea
n
and t
idy
and a
ll re
dundan
t m
ater
ials
are
re
move
d
4.4
G
ive
reas
ons
why
pro
per
ties
must
be
clea
n,
tidy
and r
edundan
t m
ater
ials
rem
ove
d b
efore
han
dove
r, a
nd e
xpla
in p
oss
ible
co
nse
quen
ces
should
pro
per
ties
not
be
in a
gre
ed s
tate
s of
clea
nlin
ess
5.1
Pr
ote
ct t
he
work
forc
e, t
he
gen
eral
public
, vi
sito
rs a
nd t
he
envi
ronm
ent
by
apply
ing info
rmat
ion f
rom
at
leas
t th
ree
of
the
follo
win
g:
●
met
hods
of
work
●
risk
ass
essm
ent
●
safe
use
and s
tora
ge
of
tools
●
safe
use
and s
tora
ge
of
mat
eria
ls
●
traf
fic
man
agem
ent
●
emer
gen
cy p
lans
5
Obse
rve
curr
ent
legis
lation a
nd
offic
ial guid
ance
ap
pro
priat
e to
the
work
envi
ronm
ent.
5.2
Exp
lain
what
curr
ent
legis
lation a
nd o
ffic
ial guid
ance
applie
s direc
tly
to t
he
han
din
g o
ver
of
pro
per
ty
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
15
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.1
Colla
te a
nd p
repar
e al
l re
leva
nt
docu
men
tation,
mat
eria
ls,
info
rmat
ion,
keys
or
acce
ss m
edia
rel
evan
t to
the
pro
per
ties
bei
ng
han
ded
ove
r
6.2
H
and o
ver
all re
leva
nt
info
rmat
ion a
nd e
quip
men
t fo
r th
e re
leva
nt
pro
per
ty
6.3
D
escr
ibe
the
types
of
info
rmat
ion t
hat
should
be
pro
vided
when
han
din
g o
ver
pro
per
ties
follo
win
g c
onst
ruct
ion-
or
mai
nte
nan
ce-
rela
ted w
ork
6.4
Exp
lain
how
to e
nsu
re t
hat
rel
evan
t in
form
atio
n f
or
pro
per
ties
is
avai
lable
for
the
reci
pie
nt
6
Provi
de
the
reci
pie
nt
with
all re
leva
nt
docu
men
ts,
mat
eria
ls,
info
rmat
ion a
nd
keys
or
acce
ss
med
ia
6.5
Exp
lain
met
hods
and f
orm
ats
that
req
uis
ite
docu
men
ts,
mat
eria
ls,
info
rmat
ion a
nd a
cces
s m
edia
can
be
pro
vided
to t
he
reci
pie
nt
on
han
dove
r
7.1
Pr
ovi
de
the
reci
pie
nt
with r
equis
ite
conta
ct a
nd p
roce
dura
l in
form
atio
n
rela
ting t
o s
ubse
quen
t pro
ble
ms
that
may
arise
follo
win
g h
andove
r
7
Advi
se t
he
reci
pie
nt
of
the
pro
cedure
for
conta
ctin
g t
he
appro
priat
e peo
ple
in
the
even
t of
any
pro
ble
ms
7.2
Exp
lain
met
hods
and f
orm
ats
that
rel
evan
t in
form
atio
n r
elat
ing t
o
conta
cts
and p
roble
ms
can b
e pro
vided
to t
he
reci
pie
nt
follo
win
g
han
dove
r
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
155
Unit 22: Planning Historical Conservation/ Restoration Activities in the Workplace
Unit reference number: K/505/7683
QCF level: 6
Credit value: 12
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning historical conservation/restoration activities in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review of other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of planning historical conservation/restoration activities to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
15
6
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Confirm
the
work
re
quirem
ents
ag
ainst
the
info
rmat
ion
supplie
d w
hen
pla
nnin
g h
isto
rica
l co
nse
rvat
ion/
rest
ora
tion
activi
ties
1.1
Id
entify
and e
stab
lish a
t le
ast
two o
f th
e fo
llow
ing h
isto
rica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s ag
ainst
at
leas
t five
of
the
follo
win
g
info
rmat
ion s
ourc
es:
Act
ivity:
●
roofing
●
lead
work
●
brick
layi
ng a
nd c
raft
mas
onry
●
eart
h w
allin
g
●
stonem
asonry
●
dec
ora
tion
●
pla
ster
ing
●
wal
l an
d f
loor
tilin
g
●
carp
entr
y an
d join
ery
●
spec
ialis
t her
itag
e ac
tivi
ties
Info
rmat
ion s
ourc
es:
●
surv
ey r
eport
s
●
dra
win
gs,
sch
edule
s an
d s
pec
ific
atio
ns
●
contr
actu
al
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
15
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
●
stat
uto
ry c
onse
nts
●
risk
ass
essm
ents
and m
ethod s
tate
men
ts
●
pro
gra
mm
es
●
reco
rds
about
the
com
pet
ence
of
peo
ple
●
sub-c
ontr
acto
r ar
rangem
ents
●
hea
lth,
safe
ty a
nd e
nvi
ronm
enta
l pla
n
●
arch
aeolo
gic
al w
atch
ing b
rief
●
mat
eria
l su
pplie
rs
●
his
torica
l co
nse
rvat
ion p
lans
1.2
Exp
lain
how
work
req
uirem
ents
for
his
torica
l co
nse
rvat
ion/r
esto
ration
work
can
be
confirm
ed
1.3
Exp
lain
who n
eeds
to b
e co
nsu
lted
when
confirm
ing w
ork
re
quirem
ents
for
his
torica
l co
nse
rvat
ion/r
esto
rations
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
15
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Consi
der
at
leas
t th
ree
of
the
follo
win
g influen
cing f
acto
rs w
hen
pla
nnin
g h
isto
rica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s:
●
org
anis
atio
nal
req
uirem
ents
●
contr
actu
al r
equirem
ents
●
stat
uto
ry r
equirem
ents
●
reso
urc
e al
loca
tion
●
work
ing r
equirem
ents
●
envi
ronm
enta
l co
nsi
der
atio
ns
●
wea
ther
conditio
ns
2.2
Exa
min
e at
lea
st t
wo o
f th
e fo
llow
ing g
uid
ance
mat
eria
ls w
hen
pla
nnin
g h
isto
rica
l co
nse
rvat
ion/
rest
ora
tion a
ctiv
itie
s:
●
ow
ner
’s m
anual
s
●
logbooks
●
mai
nte
nan
ce s
ched
ule
s an
d m
anual
s
●
pra
ctic
e guid
es a
nd s
pec
ific
atio
ns
●
curr
ent
legis
lation a
nd o
ffic
ial guid
ance
2.3
Exp
lain
how
influen
cing f
acto
rs a
nd g
uid
ance
mat
eria
ls c
an b
e id
entified
and w
hat
diffe
rent
met
hods
can b
e use
d t
o r
evie
w t
hem
2
Iden
tify
and r
evie
w
influen
cing f
acto
rs
and g
uid
ance
m
ater
ial ab
out
the
work
envi
ronm
ent
2.4
G
ive
reas
ons
why
influen
cing f
acto
rs s
hould
be
revi
ewed
agai
nst
guid
ance
mat
eria
ls
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
15
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Pr
ioritise
his
torica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s w
hils
t co
nsi
der
ing influen
cing f
acto
rs
3.2
Exp
lain
met
hods
that
can
ass
ess
and a
ccount
for
influen
cing f
acto
rs
when
pla
nnin
g h
isto
rica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s
3.3
Exp
lain
the
fact
ors
that
nee
d t
o b
e ta
ken into
acc
ount
when
prioritisi
ng h
isto
rica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s
3
Prio
ritise
act
ivitie
s by
asse
ssin
g a
nd
acco
unting f
or
all
the
influen
cing
fact
ors
3.4
G
ive
reas
ons
why
his
torica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s sh
ould
be
prioritise
d
4.1
Rev
iew
and u
pdat
e pre
-det
erm
ined
his
torica
l co
nse
rvat
ion/r
esto
ration
priorities
by
taki
ng into
acc
ount
at lea
st f
our
of
the
follo
win
g c
han
gin
g
circ
um
stan
ces:
●
susc
eptibili
ty t
o d
amag
e
●
safe
ty r
equirem
ents
●
nee
d t
o inhib
it a
nd r
espond t
o d
eter
iora
tion
●
com
pro
mis
ed o
per
atio
nal
effec
tive
nes
s
●
wea
ther
conditio
ns
●
use
or
chan
ge
of
use
●
mee
ting c
urr
ent
legis
lation
●
reso
urc
es
●
secu
rity
thre
ats
4.2
Exp
lain
met
hods
that
allo
w p
riorities
to b
e am
ended
when
influen
cing
fact
ors
hav
e bee
n t
aken
into
acc
ount
4
Am
end p
riorities
to
tak
e ac
count
of
chan
gin
g
circ
um
stan
ces
whils
t m
ainta
inin
g
consi
sten
cy w
ith
the
influen
cing
fact
ors
4.3
Exp
lain
how
chan
gin
g c
ircu
mst
ance
s ca
n b
e ac
counte
d f
or
when
pla
nnin
g h
isto
rica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
16
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Id
entify
, an
alys
e an
d p
roduce
pla
ns
or
sched
ule
s fo
r at
lea
st t
hre
e of
the
follo
win
g h
isto
rica
l co
nse
rvat
ion/
rest
ora
tion a
ctiv
itie
s:
●
roofing
●
lead
work
●
brick
layi
ng a
nd c
raft
mas
onry
●
eart
h w
allin
g
●
stonem
asonry
●
dec
ora
tion
●
pla
ster
ing
●
wal
l an
d f
loor
tilin
g
●
carp
entr
y an
d join
ery
●
spec
ialis
t her
itag
e ac
tivi
ties
5.2
Exp
lain
how
pla
ns
and s
ched
ule
s ca
n b
e pre
par
ed f
or
his
torica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s
5
Prep
are
pla
ns
or
sched
ule
s an
d
neg
otiat
e an
d
agre
e th
em w
ith
dec
isio
n m
aker
s
5.3
Exp
lain
met
hods
and t
echniq
ues
of
neg
otiat
ing a
nd a
gre
eing p
lans
and s
ched
ule
s w
ith d
ecis
ion m
aker
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
161
Unit 23: Supervising Historical Conservation/ Restoration Activities in the Workplace
Unit reference number: A/600/7560
QCF level: 3
Credit value: 12
Guided learning hours: 30
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in supervising historical conservation/restoration activities in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review of other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of supervising historical conservation/restoration activities to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
16
2
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
U
nder
take
super
visi
on d
uties
for
at lea
st t
wo o
f th
e fo
llow
ing
his
torica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s:
●
roofing
●
lead
work
●
brick
layi
ng a
nd c
raft
mas
onry
●
eart
h w
allin
g
●
stonem
asonry
●
dec
ora
tion
●
pla
ster
ing
●
wal
l an
d f
loor
tilin
g
●
carp
entr
y an
d join
ery
●
spec
ialis
t her
itag
e ac
tivi
ties
1.2
Exp
lain
how
pro
gra
mm
ed h
isto
rica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s sh
ould
be
super
vise
d a
nd c
arried
out
1.3
Exp
lain
how
dis
ruption t
o t
he
work
s an
d g
ener
al p
ublic
can
be
min
imis
ed d
uring h
isto
rica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s
1
Car
ry o
ut
super
visi
on
activi
ties
of
his
torica
l co
nse
rvat
ion/
rest
ora
tion
activi
ties
whic
h w
ill
min
imis
e dis
ruption
and m
ainta
in
optim
um
per
form
ance
1.4
D
escr
ibe
diffe
rent
met
hods
that
can
optim
ise
work
per
form
ance
s during h
isto
rica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
16
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Pr
ote
ct t
he
work
forc
e, t
he
gen
eral
public
, vi
sito
rs a
nd t
he
envi
ronm
ent
by
apply
ing info
rmat
ion r
elat
ing t
o a
t le
ast
thre
e of
the
follo
win
g:
●
met
hods
of
work
●
risk
ass
essm
ent
●
safe
use
and s
tora
ge
of
tools
●
safe
use
and s
tora
ge
of
mat
eria
ls
●
traf
fic
man
agem
ent
●
emer
gen
cy p
lans
2
Obse
rve
curr
ent
legis
lation a
nd
offic
ial guid
ance
ap
pro
priat
e to
the
work
envi
ronm
ent
2.2
Li
st a
nd d
escr
ibe
the
curr
ent
legis
lation a
nd o
ffic
ial guid
ance
that
ap
plie
s direc
tly
to h
isto
rica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
16
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
O
bse
rve
and e
valu
ate
pre
par
atio
n a
nd w
ork
act
ivitie
s ag
ainst
giv
en
requirem
ents
and m
ethods
of
work
to iden
tify
his
torica
l co
nse
rvat
ion/
rest
ora
tion d
efec
ts a
nd p
roble
ms
3.2
Apply
corr
ective
act
ions
that
follo
w s
afe
work
ing m
ethods
and
pra
ctic
es t
o lea
st t
hre
e of
the
follo
win
g h
isto
rica
l co
nse
rvat
ion/r
esto
ration d
efec
ts a
nd p
roble
ms:
●
limitat
ions
of
des
ign c
hoic
es
●
const
ruct
ion e
rrors
●
iden
tifica
tion o
f fu
rther
utilit
ies
●
her
itag
e co
nce
rns
●
envi
ronm
enta
l co
nce
rns
●
inco
rrec
t m
ainte
nan
ce
●
iden
tifica
tion o
f haz
ardous
mat
eria
ls
●
bre
aches
of
secu
rity
3.3
D
escr
ibe
types
of
com
mon h
isto
rica
l co
nse
rvat
ion/r
esto
ration d
efec
ts
and p
roble
ms
3.4
Exp
lain
met
hods
that
can
be
use
d t
o iden
tify
pote
ntial
his
torica
l co
nse
rvat
ion/r
esto
ration d
efec
ts a
nd p
roble
ms
3
Iden
tify
and a
sses
s def
ects
and
pro
ble
ms,
and
reco
mm
end a
nd
imple
men
t co
rrec
tive
act
ion
whic
h c
onfo
rms
to
saf
e w
ork
ing
met
hods
and
pra
ctic
es
3.5
Exp
lain
tec
hniq
ues
and m
ethods
that
allo
ws
reco
mm
endat
ions
to
be
mad
e an
d c
orr
ective
act
ions
applie
d o
n iden
tified
his
torica
l co
nse
rvat
ion/r
esto
ration d
efec
ts a
nd p
roble
ms
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
16
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Im
ple
men
t re
cord
ing s
yste
ms
follo
win
g o
rgan
isat
ional
pro
cedure
s th
at
iden
tifies
work
pro
gre
ss c
hec
ks,
faults,
pro
ble
ms
and q
uan
tities
in
volv
ed
4.2
Exp
lain
the
met
hods
that
can
be
use
d t
o k
eep a
ccura
te r
ecord
s of
work
pro
gre
ss w
hic
h c
an d
etai
l fa
ults
and p
roble
ms,
corr
ective
act
ions
and q
uan
tities
of
reso
urc
es u
sed
4
Kee
p a
ccura
te
reco
rds
of
work
pro
gre
ss c
hec
ks,
def
ects
, pro
ble
ms,
co
rrec
tive
act
ion
and q
uan
tities
in
volv
ed
4.3
G
ive
reas
ons
why
accu
rate
rec
ord
s sh
ould
be
kept
5
Iden
tify
, as
sess
an
d m
ainta
in t
he
nec
essa
ry
reso
urc
es f
or
his
torica
l co
nse
rvat
ion/r
esto
rat
ion a
ctiv
itie
s
5.1
Sel
ect
and/o
r ac
quire
and m
ainta
in a
t le
ast
four
of
the
follo
win
g
reso
urc
es f
or
at lea
st t
hre
e of
the
follo
win
g h
isto
rica
l co
nse
rvat
ion/
rest
ora
tion a
ctiv
itie
s:
Res
ourc
es:
●
peo
ple
●
pla
nt,
equip
men
t or
mac
hin
ery
●
mat
eria
ls a
nd c
om
ponen
ts
●
sub-c
ontr
acto
rs
●
info
rmat
ion
●
work
and f
acili
ties
●
was
te m
anag
emen
t
●
utilit
y pro
vider
s
His
torica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s:
●
roofing
●
lead
work
●
brick
layi
ng a
nd c
raft
mas
onry
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
16
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
●
eart
h w
allin
g
●
stonem
asonry
●
dec
ora
tion
●
pla
ster
ing
●
wal
l an
d f
loor
tilin
g
●
carp
entr
y an
d join
ery
●
spec
ialis
t her
itag
e an
d h
isto
rica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s
5.2
Exp
lain
diffe
rent
way
s th
at t
he
nec
essa
ry r
esourc
es f
or
his
torica
l co
nse
rvat
ion/r
esto
ration a
ctiv
itie
s ca
n b
e id
entified
5.3
Exp
lain
how
res
ourc
es c
an b
e as
sess
ed f
or
qual
ity
and h
ow
to
mai
nta
in n
eces
sary
res
ourc
es f
or
his
torica
l co
nse
rvat
ion/r
esto
ration
activi
ties
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
167
Unit 24: Planning Demolition Activities in the Workplace
Unit reference number: F/600/7561
QCF level: 6
Credit value: 12
Guided learning hours: 50
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning demolition activities in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review of other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of planning demolition activities to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
16
8
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Confirm
the
work
re
quirem
ents
when
pla
nnin
g d
emolit
ion
activi
ties
agai
nst
th
e in
form
atio
n
supplie
d
1.1
Id
entify
and e
stab
lish a
t le
ast
two o
f th
e fo
llow
ing d
emolit
ion
activi
ties
agai
nst
at
leas
t five
of
the
follo
win
g info
rmat
ion s
ourc
es:
Dem
olit
ion a
ctiv
ity:
●
soft
str
ip
●
mec
han
ical
dem
olit
ion
●
rem
ote
mec
han
ical
dem
olit
ion
●
explo
sive
dem
olit
ion
●
sele
ctiv
e dem
olit
ion
Info
rmat
ion s
ourc
es:
●
surv
ey r
eport
s
●
des
ign
●
contr
actu
al
●
stat
uto
ry c
onse
nts
●
risk
ass
essm
ents
and m
ethod s
tate
men
ts
●
pro
gra
mm
es
●
reco
rds
about
the
com
pet
ence
of
peo
ple
●
sub-c
ontr
acto
r ar
rangem
ents
●
hea
lth,
safe
ty a
nd e
nvi
ronm
enta
l pla
n
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
16
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
●
Typ
e 3 a
sbes
tos
surv
ey
●
serv
ice
dis
connec
tion c
ertifica
tes
●
utilit
ies
surv
ey r
eport
1.2
Exp
lain
how
work
req
uirem
ents
for
dem
olit
ion a
ctiv
itie
s ca
n b
e co
nfirm
ed a
gai
nst
info
rmat
ion s
ourc
es
1.3
Exp
lain
who n
eeds
to b
e co
nsu
lted
when
confirm
ing w
ork
re
quirem
ents
for
dem
olit
ion a
ctiv
itie
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
17
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Consi
der
at
leas
t th
ree
of
the
follo
win
g influen
cing f
acto
rs w
hen
pla
nnin
g d
emolit
ion a
ctiv
itie
s:
●
org
anis
atio
nal
req
uirem
ents
●
contr
actu
al r
equirem
ents
●
stat
uto
ry r
equirem
ents
●
reso
urc
e al
loca
tion
●
work
ing r
equirem
ents
●
envi
ronm
enta
l co
nsi
der
atio
ns
●
wea
ther
conditio
ns
2.2
Exa
min
e at
lea
st t
wo o
f th
e fo
llow
ing g
uid
ance
mat
eria
ls w
hen
pla
nnin
g d
emolit
ion a
ctiv
itie
s:
●
ow
ner
’s m
anual
s
●
logbooks
●
mai
nte
nan
ce s
ched
ule
s an
d m
anual
s
●
pra
ctic
e guid
es a
nd s
pec
ific
atio
ns
●
curr
ent
legis
lation a
nd o
ffic
ial guid
ance
2.3
Exp
lain
how
influen
cing f
acto
rs a
nd g
uid
ance
mat
eria
ls c
an b
e id
entified
and w
hat
diffe
rent
met
hods
can b
e use
d t
o r
evie
w t
hem
w
hen
pla
nnin
g d
emolit
ion a
ctiv
itie
2
Iden
tify
and r
evie
w
influen
cing f
acto
rs
and g
uid
ance
m
ater
ial ab
out
the
work
envi
ronm
ent
2.4
G
ive
reas
ons
why
influen
cing f
acto
rs s
hould
be
revi
ewed
agai
nst
guid
ance
mat
eria
l
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
17
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
Prioritisi
ng d
emolit
ion a
ctiv
itie
s w
hils
t co
nsi
der
ing influen
cing f
acto
rs
3.2
Exp
lain
met
hods
that
can
ass
ess
and a
ccount
for
influen
cing f
acto
rs
when
prioritisi
ng d
emolit
ion a
ctiv
itie
s
3.3
Exp
lain
the
fact
ors
that
nee
d t
o b
e ta
ken into
acc
ount
when
prioritisi
ng d
emolit
ion a
ctiv
itie
s
3
Prio
ritise
act
ivitie
s by
asse
ssin
g a
nd
acco
unting f
or
all
the
influen
cing
fact
ors
3.4
G
ive
reas
ons
why
dem
olit
ion a
ctiv
itie
s sh
ould
be
prioritise
d
4.1
Rev
iew
and u
pdat
e pre
-det
erm
ined
dem
olit
ion a
ctiv
ity
priorities
by
taki
ng a
ccount
of
at lea
st f
our
of
the
follo
win
g c
han
gin
g
circ
um
stan
ces:
●
susc
eptibili
ty t
o d
amag
e
●
safe
ty r
equirem
ents
●
nee
d t
o inhib
it a
nd r
espond t
o d
eter
iora
tion
●
com
pro
mis
ed o
per
atio
nal
effec
tive
nes
s
●
wea
ther
conditio
ns
●
use
or
chan
ge
of
use
●
mee
ting c
urr
ent
legis
lation
●
reso
urc
es
●
secu
rity
thre
ats
4.2
Exp
lain
met
hods
that
allo
w p
riorities
to b
e am
ended
when
influen
cing
fact
ors
hav
e bee
n t
aken
into
acc
ount
4
Am
end p
riorities
to
tak
e ac
count
of
chan
gin
g
circ
um
stan
ces
whils
t m
ainta
inin
g
consi
sten
cy w
ith
the
influen
cing
fact
ors
4.3
Exp
lain
how
chan
gin
g c
ircu
mst
ance
s ca
n b
e ac
counte
d f
or
when
pla
nnin
g d
emolit
ion a
ctiv
itie
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
17
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
Id
entify
, an
alys
e an
d p
roduce
pla
ns
or
sched
ule
s fo
r at
lea
st t
hre
e of
the
follo
win
g d
emolit
ion a
ctiv
itie
s:
●
soft
str
ip
●
mec
han
ical
dem
olit
ion
●
rem
ote
mec
han
ical
dem
olit
ion
●
explo
sive
dem
olit
ion
●
sele
ctiv
e dem
olit
ion
5.2
Exp
lain
how
pla
ns
and s
ched
ule
s ca
n b
e pre
par
ed f
or
dem
olit
ion
activi
ties
5
Prep
are
pla
ns
or
sched
ule
s an
d
neg
otiat
e an
d
agre
e th
em w
ith
dec
isio
n m
aker
s
5.3
Exp
lain
met
hods
and t
echniq
ues
of
neg
otiat
ing a
nd a
gre
eing p
lans
and s
ched
ule
s w
ith d
ecis
ion m
aker
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
173
Unit 25: Supervising Demolition Activities in the Workplace
Unit reference number: L/600/7563
QCF level: 3
Credit value: 12
Guided learning hours: 50
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in supervising demolition activities in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment and in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must use a combination of the following assessment methods:
● observation of normal work activities within the workplace that clearly confirms the required skills
● questioning the learner on knowledge criteria that clearly confirms the required understanding
● review of other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of supervising demolition activities to be effective and reliable when confirming a learner’s competence.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
17
4
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
U
nder
take
super
visi
on d
uties
for
at lea
st t
wo o
f th
e fo
llow
ing
dem
olit
ion a
ctiv
itie
s:
●
soft
str
ip
●
mec
han
ical
dem
olit
ion
●
rem
ote
mec
han
ical
dem
olit
ion
●
explo
sive
dem
olit
ion
●
sele
ctiv
e dem
olit
ion
1.2
Exp
lain
how
pro
gra
mm
ed d
emolit
ion a
ctiv
itie
s sh
ould
be
super
vise
d
and c
arried
out
1.3
Exp
lain
how
dis
ruption t
o t
he
work
s an
d g
ener
al p
ublic
can
be
min
imis
ed d
uring d
emolit
ion a
ctiv
itie
s
1
Car
ry o
ut
the
super
visi
on o
f dem
olit
ion s
ite
activi
ties
whic
h w
ill
min
imis
e dis
ruption
and m
ainta
in
optim
um
per
form
ance
1.4
D
escr
ibe
diffe
rent
met
hods
that
can
optim
ise
work
per
form
ance
during d
emolit
ion
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
17
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Pr
ote
ct t
he
work
forc
e, t
he
gen
eral
public
, vi
sito
rs a
nd t
he
envi
ronm
ent
by
apply
ing info
rmat
ion r
elat
ing t
o a
t le
ast
thre
e of
the
follo
win
g:
●
met
hods
of
work
●
risk
ass
essm
ent
●
safe
use
and s
tora
ge
of
tools
●
safe
use
and s
tora
ge
of
mat
eria
ls
●
traf
fic
man
agem
ent
●
emer
gen
cy p
lans
2
Obse
rve
curr
ent
legis
lation a
nd
offic
ial guid
ance
ap
pro
priat
e to
the
work
envi
ronm
ent
2.2
Li
st a
nd d
escr
ibe
the
curr
ent
legis
lation a
nd o
ffic
ial guid
ance
that
ap
plie
s direc
tly
to d
emolit
ion a
ctiv
itie
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
17
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
O
bse
rve
and e
valu
ate
pre
par
atio
n a
nd w
ork
act
ivitie
s ag
ainst
giv
en
requirem
ents
and m
ethods
of
work
to iden
tify
dem
olit
ion f
aults
and
pro
ble
ms
3.2
Apply
corr
ective
act
ions
that
follo
w s
afe
work
ing m
ethods
and
pra
ctic
es lea
st t
hre
e of
the
follo
win
g d
emolit
ion f
aults
and p
roble
ms:
●
limitat
ions
of
des
ign c
hoic
es
●
const
ruct
ion e
rrors
●
iden
tifica
tion o
f fu
rther
utilit
ies
●
her
itag
e co
nce
rns
●
envi
ronm
enta
l co
nce
rns
●
inco
rrec
t m
ainte
nan
ce
●
iden
tifica
tion o
f haz
ardous
mat
eria
ls
●
bre
aches
of
secu
rity
3.3
D
escr
ibe
types
of
com
mon f
aults
and p
roble
ms
that
can
occ
ur
with
dem
olit
ion a
ctiv
itie
s
3.4
Exp
lain
met
hods
that
can
be
use
d t
o iden
tify
pote
ntial
dem
olit
ion
faults
and p
roble
ms
3.5
Exp
lain
tec
hniq
ues
and m
ethods
that
allo
w r
ecom
men
dat
ions
to b
e m
ade
and c
orr
ective
act
ions
applie
d o
n iden
tified
dem
olit
ion f
aults
and p
roble
ms
3
Iden
tify
and
asse
ss f
aults
and
pro
ble
ms
and
reco
mm
end a
nd
imple
men
t co
rrec
tive
act
ion
whic
h c
onfo
rms
to
saf
e w
ork
ing
met
hods
and
pra
ctic
es
3.6
Li
st t
he
type
of
corr
ective
act
ions
that
can
be
mad
e during d
emolit
ion
activi
ties
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
17
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
Car
ry o
ut
chec
ks o
n a
t le
ast
one
of
the
follo
win
g d
uring p
repar
atio
n
work
for
dem
olit
ion a
ctiv
itie
s:
●
conditio
n
●
fit
for
purp
ose
●
hea
lth a
nd s
afet
y
4.2
Exp
lain
the
pro
cedure
s th
at c
an a
pply
when
conduct
ing p
re-w
ork
ch
ecks
to e
nsu
re c
om
plia
nce
with s
tatu
tory
req
uirem
ents
4.3
Exp
lain
met
hods
of
reco
rdin
g p
re-w
ork
chec
ks f
or
dem
olit
ion a
ctiv
itie
s
4
Conduct
pre
-work
ch
ecks
to m
eet
stat
uto
ry
requirem
ents
and
mai
nta
in s
afe
work
ing m
ethods
and p
ract
ices
4.4
G
ive
reas
ons
why
pre
-work
dem
olit
ion c
hec
ks s
hould
be
carr
ied o
ut
5.1
Im
ple
men
t re
cord
ing s
yste
ms
follo
win
g o
rgan
isat
ional
pro
cedure
s th
at
iden
tifies
work
pro
gre
ss c
hec
ks,
faults,
pro
ble
ms
and q
uan
tities
in
volv
ed
5.2
Exp
lain
the
met
hods
that
can
be
use
d t
o k
eep a
ccura
te r
ecord
s of
dem
olit
ion w
ork
pro
gre
ss w
hic
h c
an d
etai
l fa
ults
and p
roble
ms,
co
rrec
tive
act
ions
and q
uan
tities
of
reso
urc
es invo
lved
5
Kee
p a
ccura
te
reco
rds
of
work
pro
gre
ss c
hec
ks,
faults,
pro
ble
ms,
co
rrec
tive
act
ion
and q
uan
tities
in
volv
ed
5.3
G
ive
reas
ons
why
accu
rate
rec
ord
s sh
ould
be
kept
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
17
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6
Iden
tify
, as
sess
an
d m
ainta
in
the
nec
essa
ry
reso
urc
es f
or
dem
olit
ion
activi
ties
6.1
Sel
ect
and/o
r ac
quire
and m
ainta
in a
t le
ast
thre
e of
the
follo
win
g
reso
urc
es f
or
at lea
st t
wo o
f th
e fo
llow
ing d
emolit
ion a
ctiv
itie
s:
Res
ourc
es:
●
peo
ple
●
pla
nt,
equip
men
t or
mac
hin
ery
●
mat
eria
ls a
nd c
om
ponen
ts
●
sub-c
ontr
acto
rs
●
info
rmat
ion
●
work
and f
acili
ties
●
was
te m
anag
emen
t
●
utilit
y pro
vider
s
Dem
olit
ion a
ctiv
ity:
●
soft
str
ip
●
mec
han
ical
dem
olit
ion
●
rem
ote
mec
han
ical
dem
olit
ion
●
explo
sive
dem
olit
ion
●
sele
ctiv
e dem
olit
ion
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
17
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6.2
Exp
lain
diffe
rent
way
s th
at t
he
nec
essa
ry r
esourc
es f
or
dem
olit
ion
activi
ties
can
be
iden
tified
6.3
Exp
lain
how
res
ourc
es c
an b
e as
sess
ed f
or
qual
ity
and h
ow
to
mai
nta
in n
eces
sary
res
ourc
es f
or
dem
olit
ion a
ctiv
itie
s
Lear
ner
nam
e:_______________________________________________
D
ate:
_____________________________
Lear
ner
sig
nat
ure
:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
gnat
ure
:___________________________________________
D
ate:
_____________________________
Inte
rnal
ver
ifie
r si
gnat
ure
:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
180
Unit 26: Supervising Tunnelling Activities in the Workplace
Unit reference number: T/503/0132
QCF level: 3
Credit value: 12
Guided learning hours: 40
Unit summary
The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in supervising tunnel activities in the workplace within the relevant sector of industry.
Unit assessment requirements/evidence requirements
This unit must be assessed in a work environment, in accordance with:
● the Additional Requirements for Qualifications using the title NVQ within the QCF
● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).
Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.
Workplace evidence of skills cannot be simulated.
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
18
1
Learn
ing
ou
tco
mes
an
d a
ssess
men
t cr
iteri
a
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia o
utlin
e th
e re
quirem
ents
the
lear
ner
is
expec
ted t
o m
eet
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
U
nder
take
super
visi
on d
uties
to g
iven
work
ing inst
ruct
ions
for
two o
f th
e fo
llow
ing t
unnel
ling a
ctiv
itie
s:
●
mobile
pla
nt
and m
achin
ery
oper
atio
ns
●
bac
k up s
ervi
ces
inst
alla
tion,
oper
atio
n,
mai
nte
nan
ce o
r re
mova
l
●
spoil
rem
ova
l
●
acce
ss e
quip
men
t er
ection,
mai
nte
nan
ce o
r re
mova
l
●
pip
ejac
king o
per
atio
ns
●
mic
ro t
unnel
ling o
per
atio
ns
●
exca
vation a
nd inst
alla
tion o
f su
pport
s
●
shaf
t an
d t
unnel
const
ruct
ion
●
tunnel
tra
nsp
ort
●
spra
ying c
oncr
ete
linin
g
●
oper
atin
g s
epar
atio
n p
lant
●
tem
pora
ry w
ork
s
●
lifting load
s
1
Car
ry o
ut
super
visi
on
activi
ties
of
tunnel
ling a
ctiv
itie
s to
giv
en w
ork
ing
inst
ruct
ions
whic
h
will
min
imis
e dis
ruption a
nd
mai
nta
in o
ptim
um
per
form
ance
1.2
Exp
lain
how
pro
gra
mm
ed t
unnel
ling a
ctiv
itie
s sh
ould
be
super
vise
d
and c
arried
out
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
18
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.3
Exp
lain
how
dis
ruption t
o o
ther
wor
ks a
nd t
he
follo
win
g p
eople
can
be
min
imis
ed d
uring t
unnel
ling a
ctiv
itie
s:
●
work
forc
e
●
oth
er p
erso
nnel
on s
ite
●
mem
ber
s of
the
public
●
occ
upie
rs
●
site
vis
itors
●
peo
ple
affec
ted b
y on-s
ite
oper
atio
ns
1.4
Exp
lain
diffe
rent
met
hods
that
can
eff
ective
ly o
ptim
ise
and m
ainta
in
work
per
form
ance
during t
unnel
ling
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
18
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
Pr
ote
ct t
he
work
forc
e, t
he
gen
eral
public
, vi
sito
rs a
nd t
he
envi
ronm
ent
by
the
apply
ing info
rmat
ion r
elat
ing t
o t
hre
e of
the
follo
win
g:
●
met
hods
of
work
●
tunnel
acc
ess
arra
ngem
ents
●
risk
ass
essm
ent
●
safe
use
and s
tora
ge
of
tools
●
safe
use
and s
tora
ge
of
mat
eria
ls
●
traf
fic
man
agem
ent
●
emer
gen
cy p
lans
2
Obse
rve
curr
ent
legis
lation a
nd
offic
ial guid
ance
ap
pro
priat
e to
the
work
envi
ronm
ent
for
pro
tect
ion a
nd
safe
ty
2.2
Exp
lain
the
curr
ent
legis
lation a
nd o
ffic
ial guid
ance
that
applie
s direc
tly
to t
unnel
ling a
ctiv
itie
s fo
r pro
tect
ion a
nd s
afet
y
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
18
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
O
bse
rve
and e
valu
ate
pre
par
atio
n a
nd w
ork
act
ivitie
s ag
ainst
giv
en
requirem
ents
and m
ethods
of
work
to iden
tify
tunnel
ling d
efec
ts a
nd
pro
ble
ms
3.2
Apply
corr
ective
act
ions
that
follo
w s
afe
work
ing m
ethods
and
pra
ctic
es t
o d
eal w
ith t
hre
e of
the
follo
win
g t
unnel
ling d
efec
ts a
nd
pro
ble
ms:
●
limitat
ions
of
des
ign c
hoic
es
●
const
ruct
ion e
rrors
●
iden
tifica
tion o
f fu
rther
utilit
ies
●
her
itag
e co
nce
rns
●
envi
ronm
enta
l co
nce
rns
●
inco
rrec
t m
ainte
nan
ce
●
iden
tifica
tion o
f haz
ardous
mat
eria
ls
●
bre
aches
of
secu
rity
●
chan
ges
in g
round c
onditio
ns
3.3
D
escr
ibe
types
of
com
mon d
efec
ts a
nd p
roble
ms
that
can
occ
ur
with
tunnel
ling a
ctiv
itie
s
3
Iden
tify
and a
sses
s def
ects
and
pro
ble
ms,
and
reco
mm
end a
nd
imple
men
t co
rrec
tive
act
ion
whic
h c
onfo
rms
to
saf
e w
ork
ing
met
hods
and
pra
ctic
es
3.4
Exp
lain
met
hods
that
can
be
use
d t
o a
sses
s an
d iden
tify
pote
ntial
tu
nnel
ling d
efec
ts a
nd p
roble
ms
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
18
5
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.5
Exp
lain
how
to m
ake
reco
mm
endat
ions
and im
ple
men
t th
e fo
llow
ing
corr
ective
act
ions,
in a
ccord
ance
with s
afe
work
ing m
ethods
and
pra
ctic
es,
for
iden
tified
tunnel
ling d
efec
ts a
nd p
roble
ms:
●
redes
ign
●
reco
nfigure
●
rest
rict
●
redirec
t
●
repai
r
●
repla
ce
4.1
Set
up r
ecord
ing s
yste
ms,
follo
win
g o
rgan
isat
ional
pro
cedure
s, t
hat
det
ail w
ork
pro
gre
ss c
hec
ks a
nd t
he
def
ects
and p
roble
ms,
corr
ective
ac
tions
take
n a
nd q
uan
tities
invo
lved
4.2
Exp
lain
the
met
hods
that
can
be
use
d t
o k
eep a
ccura
te r
ecord
s of
tunnel
ling w
ork
pro
gre
ss w
hic
h c
an d
etai
l th
e ch
ecks
mad
e, d
efec
ts
and p
roble
ms,
corr
ective
act
ions
take
n a
nd q
uan
tities
of
reso
urc
es
use
d
4
Kee
p a
ccura
te
reco
rds
of
work
pro
gre
ss a
nd
quan
tities
invo
lved
4.3
G
ive
reas
ons
why
accu
rate
rec
ord
s sh
ould
be
kept
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
18
6
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5
Iden
tify
, as
sess
an
d m
ainta
in
the
nec
essa
ry
reso
urc
es f
or
tunnel
ling a
ctiv
itie
s
5.1
Id
entify
the
nec
essa
ry r
esourc
es for
thre
e of
the
follo
win
g t
unnel
ling
activi
ties
:
●
mobile
pla
nt
and m
achin
ery
oper
atio
ns
●
bac
k up s
ervi
ces
inst
alla
tion,
oper
atio
n,
mai
nte
nan
ce o
r re
mova
l
●
spoil
rem
ova
l
●
acce
ss e
quip
men
t er
ection,
mai
nte
nan
ce o
r re
mova
l
●
pip
ejac
king o
per
atio
ns
●
mic
ro t
unnel
ling o
per
atio
ns
●
exca
vation a
nd inst
alla
tion o
f su
pport
s
●
tunnel
const
ruct
ion
●
shaf
t an
d t
unnel
const
ruct
ion
●
tunnel
tra
nsp
ort
●
spra
ying c
oncr
ete
linin
g
●
oper
atin
g s
epar
atio
n p
lant
●
tem
pora
ry w
ork
s
●
lifting load
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
18
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.2
Sel
ect
and/o
r ac
quire
and m
ainta
in f
our
of
the
follo
win
g r
esourc
es
asso
ciat
ed w
ith r
elev
ant
tunnel
ling a
ctiv
itie
s:
●
peo
ple
●
pla
nt,
equip
men
t or
mac
hin
ery
●
mat
eria
ls a
nd c
om
ponen
ts
●
sub-c
ontr
acto
rs
●
info
rmat
ion
●
work
are
a an
d f
acili
ties
●
was
te m
anag
emen
t
●
utilit
y pro
vider
s
5.3
Exp
lain
diffe
rent
way
s th
at t
he
nec
essa
ry r
esourc
es f
or
tunnel
ling
activi
ties
can
be
iden
tified
5.4
Exp
lain
how
res
ourc
es c
an b
e as
sess
ed f
or
qual
ity
and h
ow
to
mai
nta
in t
he
nec
essa
ry r
esourc
es f
or
tunnel
ling a
ctiv
itie
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
18
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6
Com
ply
with t
he
giv
en c
ontr
act
info
rmat
ion w
hen
su
per
visi
ng
tunnel
ling a
ctiv
itie
s to
car
ry o
ut
the
work
eff
icie
ntly
to
the
required
sp
ecific
atio
n
6.1
U
nder
take
super
visi
on d
uties
of
activi
ties
to f
orm
tunnel
s to
giv
en
work
ing inst
ruct
ions
in o
ne
of
the
follo
win
g o
ccupat
ional
are
as:
●
han
d m
iner
●
shaf
t m
iner
●
tunnel
ling m
achin
e oper
ator
●
mac
hin
e tu
nnel
ling o
per
ativ
e
●
spoil
rem
ova
l eq
uip
men
t oper
ativ
e
●
tunnel
ser
vice
s oper
ativ
e
●
tunnel
tra
nsp
ort
oper
ator
●
tunnel
fitte
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Pea
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Const
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Iss
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Oct
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2014 ©
Pea
rson E
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Sta
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com
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Lear
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nam
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D
ate:
_____________________________
Lear
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sig
nat
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:____________________________________________
D
ate:
_____________________________
Ass
esso
r si
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:___________________________________________
D
ate:
_____________________________
Inte
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ver
ifie
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gnat
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:______________________________________
(i
f sa
mple
d)
Dat
e:_____________________________
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12 Further information and useful publications
To get in touch with us visit our ‘Contact us’ pages:
● Edexcel: www.edexcel.com/contactus
● BTEC: www.btec.co.uk/contactus
● Pearson Work Based Learning: www.edexcel.com/about-wbl/Pages/Contact-us.aspx
● books, software and online resources for UK schools and colleges: www.pearsonschoolsandfecolleges.co.uk
Key publications:
● Adjustments for candidates with disabilities and learning difficulties – Access and Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint Council for Qualifications (JCQ))
● Equality Policy (Pearson)
● Recognition of Prior Learning Policy and Process (Pearson)
● UK Information Manual (Pearson)
● UK Quality Vocational Assurance Handbook (Pearson).
All of these publications are available on our website.
Further information and publications on the delivery and quality assurance of NVQ/Competence-based qualifications are available at our website: www.edexcel.com/quals/NVQ-competence-based-qcf/Pages
Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to the resources page of our website, www.edexcel.com
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13 Professional development and training
Professional development and training
Pearson supports UK and international customers with training related to our qualifications. This support is available through a choice of training options offered on our website: www.edexcel.com/resources/Training.
The support we offer focuses on a range of issues, such as:
● planning for the delivery of a new programme
● planning for assessment and grading
● developing effective assignments
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● developing learner-centred learning and teaching approaches
● building in effective and efficient quality assurance systems.
The national programme of training we offer is on our website at: www.edexcel.com/resources/Training. You can request centre-based training through the website or you can contact one of our advisers in the Training from Pearson UK team via Customer Services to discuss your training needs.
Training and support for the lifetime of the qualifications
Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We also host some regional network events to allow you to share your experiences, ideas and best practice with colleagues in your region.
Regional support: our team of Regional Quality Managers, based around the country, are responsible for providing quality assurance support and guidance to anyone managing and delivering NVQs/Competence-based qualifications. The Regional Quality Managers can support you at all stages of the standard verification process as well as in finding resolutions of actions and recommendations as required.
To get in touch with our dedicated support teams please visit our website at: www.edexcel.com/contactus
Online support: find the answers to your questions by browsing over 100 FAQs on our website or by submitting a query using our Work Based Learning Ask the Expert Service. You can search the database of commonly asked questions relating to all aspects of our qualifications in the work-based learning market. If you are unable to find the information you need, send us your query and our qualification or administrative experts will get back to you. The Ask the Expert service is available on our website at: www.pearsonwbl.edexcel.com/Our-support
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Online forum
Pearson Work Based Learning Communities is an online forum where employers, further education colleges and workplace training providers can seek advice and clarification about any aspect of our qualifications and services, and share knowledge and information with others. The forums are sector specific and cover business administration, customer service, health and social care, hospitality and catering and retail. The online forum is available on our website at: www.pearsonwbl.edexcel.com/Our-support
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14 Contact us
We have a dedicated Account Support team, across the UK, to give you more personalised support and advice. To contact your Account Specialist:
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If you are new to Pearson and would like to become an approved centre, please contact us by:
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Complaints and feedback
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If you would like to register a complaint with us, please email [email protected].
We will formally acknowledge your complaint within two working days of receipt and provide a full response within seven working days.
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Annexe A: Assessment Strategy – CITB
This is the Assessment Strategy for CITB, the Sector Skills Council (SSC) for Construction and the Built Environment. The strategy contains a number of appendices and these are included.
Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional
Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.
Introduction
This assessment strategy provides principles and guidance to awarding organisations so the assessment of units and qualifications with NVQ in the Qualifications and Credit Framework (QCF) title and SVQs is valid, effective and consistent, and has credibility across the Construction and Built Environment sector. This is a consolidated CITB Assessment Strategy covering construction and the built environment – craft, supervisory, technical, managerial and professional NVQ and SVQ units and qualifications. This assessment strategy is one of the strands of the CITB Construction Qualification Strategy.
These principles are in addition to the requirements that awarding organisations must meet for the delivery of NVQ and SVQ units and qualifications as required by the qualification regulators’ documentation.
This consolidated assessment strategy provides the overarching principles as systems may vary from one awarding organisation to another. Awarding organisations must consistently put these principles into practice.
Appendix B provides a list of sub appendices relevant to specific NVQ or SVQ qualifications and units, these sub appendices contain additional information for awarding organisations where National Working Groups or Awarding Body Fora have identified the need for specific clarification. Clarification may be about the terminology of the content of the unit (ref. section 2.1), or specific occupational expertise requirements for assessors and verifiers (ref. section 4).
Awarding organisations must make this strategy and the relevant appendices available to assessors, verifiers and candidates.
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Principles
1. External quality control of assessment
1.1.1 Awarding organisations must use risk management for external quality control of assessment. They must evaluate all external verification reports and other data relating to assessment centres. Awarding organisations must address any risks relating to quality control, considering the sector assessment strategy requirements for:
● workplace evidence
● the use of simulation
● the occupational competence of assessors and verifiers.
1.1.2 The monitoring and standardisation of assessment decisions must be achieved by robust and strong internal and external verification systems that meet the requirements of the qualification regulators’ documentation.
1.1.3 Awarding organisations must be members of the sector’s Built Environment Awarding Body Forum, of which the qualification regulators are members. Members will be expected to provide feedback on National Occupational Standards (NOS), NVQ or SVQ units and qualifications, including aspects informing incremental change.
1.1.4 The Forum will, in respect of this strategy:
● build on the good relationships with awarding organisations
● provide opportunities to identify and address particular issues of external quality control
● contribute to improving quality and consistency
● support awarding organisations to monitor assessment centres’ performance to identify areas and levels of risk
● provide information and statistics about take-up and completion, as well as trends and developments that can be used by CITB and awarding organisations to identify any problem areas and agree remedial action
● discuss matters concerning quality assurance, as well as providing the opportunity to identify issues arising from implementation of NOS and related vocational qualifications
● inform the continuous improvement of NOS, and awards derived from them
● identify and share best practices to build a whole industry approach to pursue excellence in education and work-based learning and assessment process to achieve competence.
1.1.5 Awarding organisations and their partners, assessment centres, verifiers and assessors must maintain robust and transparent operational arrangements. They must preserve independence in assessment, certification and quality assurance processes. Awarding organisations must ensure clear separation of their NVQ/SVQ assessment responsibilities from their industry, training, membership, certification, accreditation and commercial interests and resolve any conflicts of interest.
1.1.6 Where e-assessment is used, it must meet the requirements of the qualification regulators’ documentation.
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2 Aspects to be assessed through performance in the workplace
2.1 Direct evidence produced through normal performance in the workplace is the primary source for meeting the requirements. This includes naturally occurring documentary evidence (hard copy and electronic), direct observation of activities and witness testimony as relevant. CITB’ National Working Groups will specify any exceptions to this position (see section 3).
2.2 Workplace evidence must be supported by the required evidence of knowledge and understanding. This evidence may be identified by:
● questioning the candidate
● recognised industry education and training programme assessment or professional interview assessment that has been matched to NOS requirements
● performance evidence.
2.3 A holistic approach towards the collection of evidence should be encouraged. The focus should be on assessing activities generated by the whole work experience rather than focusing on specific tasks. This would show how evidence requirements could be met across the qualification to make the most efficient use of evidence. Appendix A suggests standard evidence notes for awarding organisations.
3 How simulated working conditions may be used to assess competence
3.1 Simulations (designed situations for producing artificially generated evidence) may only be used where candidates are prevented from gathering direct evidence from the workplace in the normal way because:
● there are hazards
● it is difficult to distinguish individual performance in team situations
● circumstances occur infrequently or long term results are involved
● confidentiality is important
● there are organisational constraints.
3.2 Any instances where simulation is considered to be acceptable as an alternative (to direct workplace evidence) means of generating evidence, will be determined by the relevant CITB National Working Group and stated in the unit. Appendix A suggests standard evidence notes for awarding organisations.
3.3 The CITB National Working Group will determine and specify on the required realistic working environment and context to be adopted. This could include appropriate:
● tools, equipment and instruments
● materials
● types of contingencies
● standards and quality specifications
● real timescales
● quantities of work
● physical conditions
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● relationships with people
● types of interaction
● communication methods and media
● information and data.
3.4 Where simulated evidence is stated as acceptable in the unit, the circumstances and requirements for the simulation needs to be confirmed by discussions between the candidate and the assessor, and which are then agreed by the internal and external verifiers.
3.5 Where other Standard Setting Bodies’ units are imported into a CITB suite, the evidence requirements of the originating body will be adopted and specified.
4 Occupational expertise requirements for assessors and verifiers
4.1 Awarding organisations must ensure that assessors:
4.1.1 have sufficient, verifiable, relevant current industry experience, knowledge and understanding of the occupational working area at, or above, the level being assessed. This must be of sufficient depth to be effective and reliable when judging candidates’ competence. Assessors’ experience, knowledge and understanding could be verified by a combination of:
● curriculum vitae and employer endorsement
● references
● possession of a relevant NVQ/SVQ, or vocationally related qualification
● corporate membership of a relevant professional institution
● interview
(The verification process must be recorded and available for audit.)
4.1.2 have sufficient occupational expertise so they have up to date experience, knowledge and understanding of the particular aspects of work they are assessing. This could be verified by records of continuing professional development achievements
4.1.3 only assess in their acknowledged area of occupational competence
4.1.4 have a sound, in-depth knowledge of, and uphold the integrity of, the sector’s NOS and this Assessment Strategy (this document)
4.1.5 are prepared to participate in training activities for their continued professional development
4.1.6 hold, or are working towards, a qualification as listed within ‘Assessing and Assuring Quality of Assessment’, either in the Qualifications and Credit Framework (QCF), or the Scottish Credit and Qualifications Framework (SCQF):
● Level 3 Award in Assessing Competence in the Work Environment
● Level 3 Certificate in Assessing Vocational Achievement
● SVQ (SCQF level) Assessing Competence in the Work Environment
● SVQ (SCQF level) Assessing Vocational Achievement
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or hold one of the following:
● A1 Assess candidates using a range of methods
● D32/33 Assess candidate performance, using differing sources of evidence.
Holders of A1 and D32/33 must assess to the reviewed National Occupational Standards (NOS) for Learning and Development.
In Scotland, approval for exemptions must be obtained from the Scottish Qualifications Authority.
4.2 Awarding organisations must ensure that internal verifiers:
4.2.1 have sufficient, verifiable, relevant up to date experience, knowledge and understanding of the occupational working area at, or above, the level being verified. This must be of sufficient depth to be effective and reliable when verifying judgements about assessors’ assessment processes and decisions. Internal verifiers’ experience, knowledge and understanding could be verified by a combination of:
● curriculum vitae and employer endorsement
● references
● possession of a relevant NVQ/SVQ, or vocationally related qualification
● corporate membership of a relevant professional institution
● interview
(The verification process must be recorded and available for audit.)
4.2.2 have expertise so they have up to date experience, knowledge and understanding of the particular aspects of work they are verifying. This could be verified by records of continuing professional development achievements
4.2.3 have a sound, in-depth knowledge of, and uphold the integrity of, the NOS and this Assessment Strategy (this document)
4.2.4 are prepared to participate in training activities for their continued professional development
4.2.5 hold, or are working towards, a qualification as listed in ‘Assessing and Assuring Quality of Assessment’, either in the Qualifications and Credit Framework (QCF), or the Scottish Credit and Qualifications Framework (SCQF):
● Level 4 Award in the Internal Quality Assurance of the Assessment Process and Practice
● Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Process and Practice
● SVQ(SCQF level) in the Internal Quality Assurance of the Assessment Process and Practice
● SVQ (SCQF level) in Leading the Internal Quality Assurance of Assessment Process and Practice
or hold one of the following:
● VI Conduct internal quality assurance of the assessment process
● D34 Internal verify the assessment process.
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Holders of V1/D34 must quality assure to the reviewed National Occupational Standards (NOS) for Learning and Development.
It is strongly recommended that within the role of Internal Quality Assurance one of the following qualifications is held:
● Level 3 Award in Assessing Competence in the Work Environment
● Level 3 Certificate in Assessing Vocational Achievement
● SVQ (SCQF level) Assessing Competence in the Work Environment
● SVQ (SCQF level) Assessing Vocational Achievement
or one of the following:
● A1 Assess candidates using a range of methods
● D32/33 Assess candidate performance, using differing sources of evidence.
4.3 Awarding organisations must ensure that external verifiers:
4.3.1 have sufficient, verifiable, relevant experience, knowledge and a broad understanding of the occupational working area at, or above, the level being verified. This must be of sufficient depth to be effective and reliable when verifying judgements about internal verification and assessment processes and decisions. External verifiers’ experience, knowledge and understanding could be verified by a combination of:
● curriculum vitae and employer endorsement
● references
● possession of a relevant NVQ/SVQ, or vocationally related qualification
● corporate membership of a relevant professional institution
● interview
(The verification process must be recorded and available for audit.)
4.3.2 have sufficient expertise so they have an up-to-date experience, knowledge and understanding of the particular aspects of work they are verifying. This could be verified by records of continuing professional development achievements
4.3.3 have a sound, in-depth knowledge of, and uphold the integrity of, the NOS and this Assessment Strategy (this document)
4.3.4 are prepared to participate in training activities for their continued professional development
4.3.5 hold, or are working towards, a qualification as listed in ‘Assessing and Assuring Quality of Assessment’, either in the Qualifications and Credit Framework (QCF), or the Scottish Credit and Qualifications Framework (SCQF):
● Level 4 Award in the External Quality Assurance of the Assessment Process and Practice
● Level 4 Certificate in Leading the External Quality Assurance of Assessment
● SVQ (SCQF level) in the External Quality Assurance of the Assessment Process and Practice
● SVQ (SCQF) in Leading the External Quality Assurance of Assessment
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or hold one of the following
● V2 Conduct external quality assurance of the assessment process
● D35 Externally verify the assessment process.
Holders of V2/D35 must quality assure to the reviewed National Occupational Standards (NOS) for Learning and Development.
It is strongly recommended that within the role of External Quality Assurance one of the following qualifications is held at Level 3 and Level 4.
Level 3:
● Level 3 Award in Assessing Competence in the Work Environment
● Level 3 Certificate in Assessing Vocational Achievement
● SVQ (SCQF level) Assessing Competence in the Work Environment
● SVQ (SCQF level) Assessing Vocational Achievement
or one of the following
● A1 Assess candidates using a range of methods
● D32/33 Assess candidate performance, using differing sources of evidence
Level 4:
● Level 4 Award in the Internal Quality Assurance of the Assessment Process and
● Practice
● Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Process and Practice
● SVQ(SCQF level) in the Internal Quality Assurance of the Assessment Process and Practice
● SVQ (SCQF level) in Leading the Internal Quality Assurance of Assessment Process and Practice
● VI Conduct internal quality assurance of the assessment process
● D34 Internal verify the assessment process.
4.4 Selection and appointment of assessors and verifiers
All applicants should be advised that they may be interviewed. Applicants’ CVs should be profiled against the activities and range of the NVQ/SVQ(s) they will assess/verify to check that the applicant has the relevant current experience, knowledge and understanding of the occupational working area:
● at, or above, the level they will be assessing
● of sufficient depth to credibly verify judgements and assessments
● to uphold the integrity of the NOS and this Consolidated Assessment Strategy.
All assessors should have experience as well as, not in lieu of, qualifications.
Where there seem to be gaps in a potentially suitable applicant’s experience and knowledge, the applicant should be interviewed. Successful applicants’ CVs, profiling, reasons for not needing to interview and interview records should be available for audit.
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Appendix B1 - Additional Information to the Consolidated Assessment Strategy from the National Working Group for Controlling Lifting Operations
Part A: Clarification and guidance notes
This additional information has been produced to ensure consistency in interpreting the occupational expertise requirements for assessors as described in paragraph 4.1 of the CITB Consolidated Assessment Strategy. This should help awarding organisations incorporate relevant parts of the assessment strategy principles’ requirements in their documentation for the Controlling Lifting Operations units and qualifications with NVQ in the QCF title and SVQs.
Additional requirements for assessors of planning and supervising lifting operations
Assessors must be competent and have an up-to-date working knowledge of the occupation and sector. Assessors must have had active involvement in lifting operations and on each endorsement for which they wish to assess. The awarding body must ensure that all assessors are competent on each endorsement for which they intend to assess.
Supplementary guidance
In order to meet contractual and regulative requirements, many sectors of industry require lift planners and supervisors to possess certification from recognised industry approved bodies. The awarding body should ideally encourage all assessors to hold appropriate registration cards or certificates to support industry initiatives for a qualified workforce.
Where lifting experience was gained within the armed forces, applicants for assessor status should ideally gain external work experience within industry, or be able to demonstrate knowledge of relevant industry working practices outside the armed forces.
Part B: Clarification on standards (NOS) content terminology
Various sectors of industry, supported by the Health and Safety Executive, requested national occupational standards for the safety critical occupations of lift planner and lift supervisor. Standards from the suite of National Occupational Standards for Construction Site Supervision and Construction Site Management were identified by the National Working Group (NWG) as conveniently defining the job roles of planner and supervisor.
Certain standards (NOS), however, use terminology particular to, or make reference to, the construction sector, limiting the scope of the standards. Clarification of NOS terminology has been produced (Appendix B1), by the NWG, for awarding organisations, which provides interpretation and meaning of selected words that are used in lifting operations within other industrial sectors. Provision of this clarification further avoids a proliferation of new standards.
Awarding organisations need to ensure that candidates, employers, assessment centres, assessors and those involved in the verification process for this qualification are informed of the clarification of NOS terminology for planning and supervising lifting operations.
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Clarification of NOS terminology for controlling lifting operations
‘construction operations’ Includes lifting operations within other sectors of industry.
‘decision-makers’ This refers to the client, customer or their representative, senior/contracts manager, project team, consultants or in VR 705 the lift planner.
‘ensure notice has been given to all the people who will be affected’
This means as dictated by the lift plan.
‘lines’ ‘levels’, ‘angles’ This includes load levels, ground levels, lines for placing loads and lifting accessory angles.
‘near neighbours’ This can include other structures and a workforce in a different part of the project.
‘organise and control the site’ The lifting activity and the immediate surrounding area.
‘position, align and/or level the work’
This refers to items being moved and placed and the equipment used to attach and move the loads.
‘produce clear requests for plant, equipment or machinery’
This means those specified by the lift plan.
‘place and maintain notices’ This means ensuring that the correct notices (for the lifting activity) are in place prior to the commencement of the lifting activity, and checked throughout the duration of the activity.
‘plan how the work will be undertaken’
This means as dictated by the lift plan.
‘programmes and schedules’ This refers to either component parts of, or the complete lift plan.
‘project’ A lifting operation that is taking place within an overall contract, project or work activity.
‘project plan’ This refers to either component parts of, or the complete lift plan.
‘site’ A lifting operation that is taking place within an overall contract, project or work activity.
‘site plan’ This refers to either components part of, or the complete lift plan.
‘vehicular access’ This can comprise of all forms of transport, including waterborne and airborne craft.
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Appendix B2
Additional Information to the Consolidated Assessment Strategy from the Awarding Body Forum for Plant Operations
Clarification and guidance notes
Aspects to be assessed through performance in the workplace
This additional information has been produced to ensure consistency in aspects to be assessed through performance in the workplace as described in paragraph 2.1 of the CITB Consolidated Assessment Strategy. This should help awarding organisations incorporate the guidance into their assessment methodology for Plant Operations units and qualifications with NVQ in the QCF title and SVQ in the SCQF.
Additional requirements for assessment in the workplace
Direct evidence produced through normal performance in the workplace is the primary source for meeting the requirements. This direct evidence must be met using a combination of the following methods.
● direct observation by the assessor
● witness testimony by an expert witness related to the occupational area
● professional discussion.
Workplace evidence must be supported by the required evidence of knowledge and understanding gained from at least three month’s work-based experience.
Occupational expertise requirements for assessors
This additional information has been produced to ensure consistency in interpreting the occupational expertise requirements for assessors as described in paragraph 4.1 of the CITB Consolidated Assessment Strategy. This should help awarding organisations incorporate relevant parts of the assessment strategy principles’ requirements in their documentation for Plant Operations units and qualifications with NVQ in the QCF title and SVQs.
Additional requirements for assessors of plant operations
Assessors must be competent and have an up-to-date working knowledge of the occupation and sector. Assessors must have had active involvement in plant operations and on each endorsement for which they wish to assess. The awarding organisation must ensure that all assessors are competent on each endorsement for which they intend to assess in accordance with requirements of the qualification regulators’ guidance for England, Northern Ireland, Scotland and Wales.
Supplementary guidance
In order to meet contractual and regulative requirements, many sectors of industry require operators of plant and equipment to possess certification from recognised industry approved bodies. The awarding organisation should ideally encourage all assessors to hold appropriate registration cards or certificates to support industry initiatives for a qualified workforce.
Where plant operating experience was gained within the armed forces, applicants for assessor status should ideally gain external work experience within industry, or be able to demonstrate knowledge of relevant industry working practices outside the armed forces.
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
205
Appendix C
Guidance on the use of simulation
Introduction
National Occupational Standards (NOS) are developed by Sector Skills Councils (SSCs) and describe the level of occupational competence required of a particular job role. NOS are then used to build National and Scottish Vocational Qualifications (N/SVQs) that are competence based qualifications and demand assessment in a workplace environment.
Assessment of N/SVQs through simulation is indicated where the achievement of valid and reliable assessment calls for evidence of performance under workplace conditions, but where it will be difficult to assess through normal working practice. This will usually apply as a result of one or more of the following constraints:
● activities which are inherently hazardous and where mistakes made in carrying them out would pose unacceptable risks to the candidate, other people, animals or property (e.g. electricity and gas sectors, fire service etc.)
● the costs incurred would be unacceptably high if mistakes were made during an activity and a candidate would therefore be required to ‘prove’ competence before progressing onto the actual work (e.g. handling rare or precious objects)
● situations where the qualities and outcomes of the candidate’s behaviour are almost impossible to distinguish from those of their peers or colleagues, making authenticity uncertain (e.g. in some teamwork contexts)
● activities or situations which are sufficiently rare (e.g. where processes, such as a ‘shut-down’, may only occur on an annual basis)
● when the collection and/or review of evidence of workplace performance would intrude unacceptably on personal privacy or confidentiality, or would significantly alter the nature of an interaction or relationship (e.g. in some health care settings)
● a requirement to work with new techniques and/or work practices which may not be available in all workplaces.
Where permitted, simulation can take one or a combination of the two following forms:
● the candidate is presented with an activity to perform using equipment and/or in a location which replicates that found in the workplace
● the candidate is presented with a situation to which they must respond; taking and playing the role they would expect to play in the workplace.
It is an SSC’s responsibility to define the acceptability of evidence from simulation in the context of National Occupational Standards (NOS) and National and Scottish Vocational Qualifications (N/SVQs). The CITB Consolidated Assessment Strategy provides this guidance.
Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014
206
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
20
7
An
nexe B
: P
ers
on
al,
Learn
ing
an
d T
hin
kin
g S
kills
map
pin
g
Un
its
PLT
S
1
L4
2
L4
3
L4
4
L4
5
L4
6
L4
7
L5
8
L3
9
L3
1
0
L3
1
1
L4
1
2
L3
1
3
L3
1
4
L5
1
5
L3
1
6
L4
1
7
L6
1
8
L3
2
0
L5
2
1
L4
2
2
L6
2
3
L3
2
4
L6
2
5
L3
2
6
L3
Ind
ep
en
den
t En
qu
irers
1
iden
tify
ques
tions
to a
nsw
er a
nd p
roble
ms
to r
esolv
e
● ●
●
● ●
●
●
●
2
pla
n a
nd c
arry
out
rese
arch
, ap
pre
ciat
ing
the
conse
quen
ces
of dec
isio
ns
●
●
3
explo
re iss
ues
, ev
ents
or
pro
ble
ms
from
diffe
rent
per
spec
tive
s
●
●
●
●
● ●
4
anal
yse
and e
valu
ate
info
rmat
ion,
judgin
g
its
rele
vance
and v
alue
●
● ●
● ●
●
●
● ●
● ●
● ●
● ●
●
●
5
consi
der
the
influen
ce o
f ci
rcum
stan
ces,
bel
iefs
and fee
lings
on d
ecis
ions
and
even
ts
●
●
6
support
concl
usi
ons,
usi
ng r
easo
ned
ar
gum
ents
and e
viden
ce
●
●
●
Cre
ati
ve T
hin
kers
1
gen
erat
e id
eas
and e
xplo
re p
oss
ibili
ties
●
● ●
●
●
● ●
●
●
2
ask
ques
tions
to e
xten
d t
hei
r th
inki
ng
●
3
connec
t th
eir
ow
n a
nd o
ther
s’ idea
s an
d
exper
ience
s in
inve
ntive
way
s
4
ques
tion t
hei
r ow
n a
nd o
ther
s’
assu
mptions
5
try
out
alte
rnat
ives
or
new
solu
tions
and
follo
w idea
s th
rough
●
●
●
●
6
adap
t id
eas
as c
ircu
mst
ance
s ch
ange
●
●
●
●
Refl
ect
ive L
earn
ers
1
asse
ss t
hem
selv
es a
nd o
ther
s, iden
tify
ing
opport
unitie
s an
d a
chie
vem
ents
●
●
● ●
●
2
set
goal
s w
ith s
ucc
ess
criter
ia for
thei
r dev
elopm
ent
and w
ork
●
3
revi
ew p
rogre
ss,
acting o
n t
he
outc
om
es
●
4
invi
te fee
dbac
k an
d d
eal posi
tive
ly w
ith
pra
ise,
set
bac
ks a
nd c
ritici
sm
●
●
5
eval
uat
e ex
per
ience
s an
d lea
rnin
g t
o
info
rm futu
re p
rogre
ss
●
6
com
munic
ate
thei
r le
arnin
g in r
elev
ant
way
s fo
r diffe
rent
audie
nce
s
Pea
rson E
dex
cel Le
vel 4 N
VQ
Dip
lom
a in
Const
ruct
ion S
ite
Super
visi
on (
Const
ruct
ion)
(QCF)
–
Spec
ific
atio
n –
Iss
ue
1 –
Oct
ober
2014 ©
Pea
rson E
duca
tion L
imited
2014
20
8
seb2
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NVQ
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p_L4
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C. D
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Un
its
PLT
S
1
L4
2
L4
3
L4
4
L4
5
L4
6
L4
7
L5
8
L3
9
L3
1
0
L3
1
1
L4
1
2
L3
1
3
L3
1
4
L5
1
5
L3
1
6
L4
1
7
L6
1
8
L3
2
0
L5
2
1
L4
2
2
L6
2
3
L3
2
4
L6
2
5
L3
2
6
L3
Team
Wo
rkers
1
colla
bora
te w
ith o
ther
s to
work
tow
ards
com
mon g
oal
s ●
●
●
●
●
●
●
●
●
2
reac
h a
gre
emen
ts,
man
agin
g d
iscu
ssio
ns
to a
chie
ve r
esults
●
●
●
●
●
●
● ●
●
3
adap
t beh
avio
ur
to s
uit d
iffe
rent
role
s an
d
situ
atio
ns,
incl
udin
g lea
der
ship
role
s ●
●
●
4
show
fai
rnes
s an
d c
onsi
der
atio
n t
o o
ther
s
●
● ●
●
●
●
●
●
● ●
●
●
● ●
5
take
res
ponsi
bili
ty,
show
ing c
onfiden
ce in
them
selv
es a
nd t
hei
r co
ntr
ibution
● ●
● ●
● ●
●
●
●
● ●
●
●
●
●
●
●
6
pro
vide
const
ruct
ive
support
and fee
dbac
k to
oth
ers
●
●
●
●
●
Self
-Man
ag
ers
1
seek
out
chal
lenges
or
new
res
ponsi
bili
ties
an
d s
how
fle
xibili
ty w
hen
pri
ori
ties
chan
ge
2
work
tow
ards
goal
s, s
how
ing initia
tive
, co
mm
itm
ent
and p
erse
vera
nce
3
org
anis
e tim
e an
d r
esourc
es,
pri
ori
tisi
ng
actions
● ●
●
● ●
●
● ●
● ●
● ●
● ●
●
4
antici
pat
e, t
ake
and m
anag
e ri
sks
●
●
●
●
●
●
●
● ●
● ●
5
dea
l w
ith c
om
pet
ing p
ress
ure
s, incl
udin
g
per
sonal
and w
ork
-rel
ated
dem
ands
6
resp
ond p
osi
tive
ly t
o c
han
ge,
see
king
advi
ce a
nd s
upport
when
nee
ded
7
man
age
thei
r em
otions,
and b
uild
and
mai
nta
in r
elat
ionsh
ips
●
Eff
ect
ive P
art
icip
ato
rs
1
dis
cuss
iss
ues
of co
nce
rn,
seek
ing
reso
lution w
her
e nee
ded
●
●
●
● ●
●
●
●
●
2
pre
sent
a per
suas
ive
case
for
action
● ●
● ●
● ●
● ●
●
● ●
●
●
3
pro
pose
pra
ctic
al w
ays
forw
ard,
bre
akin
g
thes
e dow
n into
man
agea
ble
ste
ps
● ●
● ●
● ●
● ●
● ●
● ●
●
●
● ●
● ●
●
●
4
iden
tify
im
pro
vem
ents
that
would
ben
efit
oth
ers
as w
ell as
them
selv
es
● ●
●
● ●
● ●
● ●
● ●
●
●
●
● ●
●
5
try
to influen
ce o
ther
s, n
egotiat
ing a
nd
bal
anci
ng d
iver
se v
iew
s to
rea
ch w
ork
able
so
lutions
●
● ●
● ●
●
● ●
●
●
●
●
●
●
6
act
as a
n a
dvo
cate
for
view
s an
d b
elie
fs
that
may
diffe
r fr
om
thei
r ow
n
October 2014 For more information on Edexcel and BTEC qualifications please visit our websites: www.edexcel.com and www.btec.co.uk Edexcel is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121