Edexcel Construction Unit

B013362 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Construction Issue 1 August 2003
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Unit 1:
Learning hours: NQF level 4:
Design Principles and Application

60 BTEC Higher National H1
Description of unit
This unit provides the learner with a fundamental understanding of the design process and of how the planning and design phases are co-ordinated and managed. This unit forms the design base for the study programme. The unit has been devised to enable learners studying Construction, Civil Engineering or Building Services Engineering programmes to demonstrate both knowledge and understanding of design considerations and the design process. It is intended that this unit will help learners develop the ability to apply, analyse and evaluate design in terms of the production and cost implications for construction projects. The content can be contextualised in terms of the discipline being followed so as to relate to a particular building, civil engineering or building services project.
Summary of learning outcomes

To achieve this unit a learner must: 1 2 Differentiate between the planning, design and production phases of the construction process and describe the co-ordination and management of each phase Analyse the various factors that affect the selection of materials, systems and equipment and evaluate the environmental impact of energy and other constraints on the planning, design and construction processes Describe the roles, responsibilities and obligations (including liability for health, safety and welfare) of all parties to a construction project Describe how technology affects the design of a construction project and also the design processes and procedures used in the production phase.
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Content
Planning, design and production phases Planning and design of a project: the clients brief, aesthetics of the project and the process, influence of shape, size and proportion, position, location and structural considerations of a building, an engineering project or a plant system, content of the project Land issues: effects of green/brown and reclaimed land on a project Health, safety and welfare: issues in design, maintenance and demolition, Construction, Design and Management (CDM) Regulations Financial considerations: financial implications and sources of funding, financial planning including the cost of building, the cost of commissioning, costs in use, life cycle costing, cost modelling and facilities management Planning and control considerations: legal restraints, town and country planning, building regulations and European legislation Design considerations: designing for planned use, designing for inclusivity, for change of use, for versatility, designing for disability, relevant legislation
Selection of materials, systems and equipment, and environmental impact Environmental planning: the selection of materials and the form(s) of construction, use of new and renewable resources, use of recycled materials where appropriate Energy efficiencies: production of materials, processing of materials and services within the building or project Services required: into and out of the building or project, disposal of waste materials from the construction process, disposal of waste materials from the use of the building or project, availability of services to a building or project, services used by a building or project
Roles, responsibilities and obligations Construction team: their roles and responsibilities at various stages for planning and development, design, surveying, construction, maintenance and facilities management. An understanding of the roles of and activities undertaken by each party to the process Obligations and responsibilities: of each party to the process, liabilities of each party to the process (including both corporate and personal responsibility for health, safety and welfare)
How technology affects design Affect on design of technological advances in construction: level of technology available at the time of design, how this affects the design and construction processes, development of new materials, more advanced methods, more powerful construction plant, new systems and services, Information and Communication Technology (ICT)
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Outcomes and assessment criteria
Outcomes
Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:
Differentiate between the planning, design and production phases of the construction process and describe the co-ordination and management of each phase
identify the planning processes for each type of project compare and contrast the design process for building, civil engineering and/or building services projects describe the main stages of the production phase of the construction process compare the co-ordination and management of each phase of the design and construction process interpret the clients brief and the other factors that may effect the selection of materials, systems and equipment; analyse how these factors may effect the aesthetics of a project assess the need for services required for or by a project and how these may be integrated into the overall design compare the financial implications of a project in terms of sourcing, funding, planning and maintenance costs evaluate the need for environmental efficiencies and in planning the selection, use and recycling of materials identify the environmentally safe methods for the disposal of waste materials assess the design factors that influence energy saving measures describe the roles of all the parties involved in the design and planning processes identify the responsibilities of all the parties involved in the design and planning processes assess the particular responsibilities and liabilities of all parties concerned in terms of health, safety and welfare issues and CDM Regulations analyse important technological advances in construction and evaluate the effect of developing software applications and new ways of building produce sketch plans and detailed drawings using both manual and CAD packages
Analyse the various factors that affect the selection of materials, systems and equipment and evaluate the environmental impact of energy and other constraints on the planning, design and construction processes
3 Describe the roles, responsibilities and obligations (including liability for health, safety and welfare) of all parties to a construction project
Describe how technology affects the design of a construction project and also the design processes and procedures used in the production phase
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Guidance
Delivery Since it is important that learners have a sound understanding of the principles that underpin the planning and co-ordination of design of a construction project, this unit should be studied early in the first year of a two-year programme in parallel with related technology. Case studies should be used in order to develop a working knowledge of the design and planning processes used in the construction industry. The unit might usefully involve practitioners to deal with some aspects of the curriculum. Where appropriate, role-play should be encouraged to develop a better understanding of the application and the difficulties that are encountered in the design and the planning of a construction project. Learners may be encouraged to provide oral presentations from their own studies or experiences. During a role-play, learners should normally work in groups to present scenarios for discussion. Assessment It is recommended that evidence for learning outcomes is achieved through well-planned course work, assignments and projects. Assessment may be formative and summative and both may feature as part of the process. Although assessments must be focused on the individual achievement of each learner, group work and role-play activities may contribute to the assessment. Integrative assignments and project work will help to link this unit with other related units, particularly technology units. Where available, evidence from the workplace can also be incorporated to enhance the learning outcomes, provided that this evidence is appropriate and authenticated as the learners own work. The volume of evidence required for each assessment should take into account the overall number of assessments being contemplated within this unit and the design of the overall teaching and assessment programme. Appropriate attention must be given to health, safety and welfare arrangements and CDM Regulations throughout the delivery of this unit. In designing the assessment instruments, opportunities may also be included to generate evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to the outcomes of this unit, see Annex D and Annex F. Links This unit provides the learner with the basic knowledge and understanding of the design and planning processes of a construction project. Attention should be paid in the delivery of this unit to the syllabus content of the other units in the programme, particularly those related to the technology units of the main discipline covered by the programme. This unit links with Unit 5: Group Project, Unit 7: Technology A, Unit 8: Technology B, Unit 15: Individual Student Project, Unit 26: Design Procedures and Unit 27: Design Technology.
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The content of this unit has been designed and mapped against the 1998 CISC Occupational Standards and current NVQs at level 4. The mapping links indicate that the achievement of the learning outcomes of this unit will contribute skills, knowledge and understanding towards the evidence requirements of the following NVQs: Architectural Technology Building Control Building Maintenance and Estates Service Conservation Control Construction Contracting Construction Plant and Equipment Management Property Management Quantity Surveying Spatial Data Management Town Planning Valuation.
See Annex D for summary of mapping information. Resources Learners should have access to a wide range of library resources, including textbooks and journals, government and industry wide publications, BRE Digests, professional journals, the internet and other research materials. Support materials Textbooks Ashworth, A Pre-Contract Studies: Development Economics, Estimating and Tendering (Longman, 1996) Everett, A Materials 5th Edition (Longman, 1994) McMullan, R Environmental Science in Building 5th Edition (Palgrave, 2001) BRE Digests Guidance notes on Town and Country Planning Act, Health and Safety at Work Act, CDM Regulations, and other relevant legislation Papers from ABE, ASHRAE, BRE, CIBSE, CIOB, ICE, RICS, RICS BCIS, VALUER, etc Papers from BIAT, RIBA and RTPI Papers from Cement and Concrete Association Papers from TRADA
Other publications
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Unit 2:
Science and Materials

Description of unit
This unit provides the learner with an introduction to the scientific principles and a basic knowledge of the properties of materials needed to successfully complete the other core and specialist units. The unit has been designed to enable learners studying Construction, Civil Engineering or Building Services Engineering programmes to analyse, apply, investigate and evaluate scientific principles and the properties and behaviour of materials in construction related situations. It is intended that the unit be contextualised for construction, civil engineering or building services engineering and that the delivery and assessment be tailored to the particular vocational needs of the individual learner.

To achieve this unit a learner must: 1 2 3 4 Investigate and apply scientific principles to construction, structural, environmental and services operations and determine comfort levels in the design and use of buildings Investigate and evaluate the characteristics, properties and use of materials Analyse the effects of structural behaviour on construction components Use experimentation to model scientific problems and analyse results.
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Content
Apply scientific principles and determine comfort levels Principles and factors affecting comfort levels: thermal properties of materials, heat losses and heat gains, heating and ventilating, illumination (natural and artificial, sound transmission, refrigeration and air conditioning, fluid flow (hydrostatics and fluid dynamics) Provision of services: water supply and distribution, gas supply and distribution, electrical supply and distribution, chemicals, fluids and oil distribution, safe and effective disposal of waste products, environmental issues relating to all of the above
Characteristics, properties and use of materials Properties, design criteria, specifications and uses: concrete, metals and alloys including, amongst others, iron, steel, zinc, copper, brass, aluminium and lead, timber and timber products, clay products such as bricks and tiles, plastics and other man-made materials, coatings and finishes including paints, insulation materials, vapour barriers and dampproofing barriers Specification of materials: need for maintenance and eventual replacement, energy efficiency, environmental issues, renewable resources and sustainable construction
Structural behaviour on construction components Structural behaviour of materials: structural behaviour depending on use, loading and the inherent properties of the material. Good working knowledge of how materials are used in terms of behaviour when formed in beams, columns, structural frames, pads and machine bases, floors, timber, steel and concrete, bridging brackets, supports to equipment, tanking and pressure vessels, machinery bases
Model scientific problems Experiments: associated with scientific principles and services Calculations: associated with these experiments and conclusions about the results
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Outcomes
Investigate and apply scientific principles to construction, structural, environmental and services operations and determine comfort levels in the design and use of buildings
relate scientific principles to the specification of construction components and services installations having regard to factors affecting comfort levels describe the control of components and services installations in a variety of environments through the selection of materials and construction techniques explain the effects that the provision of services and the safe disposal of waste products have on the structural design of a building calculate and determine levels of thermal transmission, heat loss, lighting and illumination, sound transmission, heating and ventilation, refrigeration and air-conditioning describe the properties of materials justifying the reason for their selection and describing their effect on the design of buildings and installations apply standard methods to predict the structural behaviour of materials explain how the basic principles of structural mechanics and fluid mechanics affect the design of structural members and services installations perform a range of experiments associated with the scientific principles and services covered in this unit record the results of the experiments perform any necessary calculations associated with the experiments analyse the results of the experiments justify conclusions from the experiments performed
Investigate and evaluate the characteristics, properties and use of materials Analyse the effects of structural behaviour on construction components
Use experimentation to model scientific problems and analyse results
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Guidance
Delivery Since it is important that learners have a good understanding of the principles of construction and the industry, it is recommended that this unit should be studied with these subjects in the first year. Case studies should be used extensively with a current working knowledge and practice of the construction industry. The unit might usefully benefit from the involvement of practitioners to enhance the learning process. Assessment It is recommended that evidence for learning outcomes is achieved through well-planned course work, practical laboratory work, assignments and projects. Assessment may be formative and summative and both may feature as part of the process. Although assessments must be focused on the individual achievement of each learner, group work or experiments may contribute to the assessment. Integrative assignments and project work will help to link this unit with other related units. Where available, evidence from the workplace can also be incorporated to enhance the learning outcomes, provided that this evidence is appropriate and authenticated as the learners own work. The volume of evidence required for each assessment should take into account the overall number of assessments being contemplated within this unit and the design of the overall teaching programme. Appropriate attention must be given to health, safety and welfare arrangements throughout the delivery of this unit. In designing the assessment instruments, opportunities may also be included to generate evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to the outcomes of this unit, see Annex D and Annex F. Links This unit provides the learner with an introduction to the knowledge and understanding needed to complete other units in the programme, no matter which discipline learners are following. Learners should be encouraged to use their wider knowledge and experience gained from other units and/or from practice. The content of this unit has been designed and mapped against the 1998 CISC Occupational Standards and current NVQs at level 4. The mapping links indicate that the achievement of the learning outcomes of this unit will contribute skills, knowledge and understanding towards the evidence requirements of the following NVQ: Building Control. See Annex D for summary of mapping information.
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Resources Learners should have access to a wide range of library resources, including textbooks and journals, government and industry wide publications. It is important that learners have access to a variety of materials and to adequate laboratory facilities and that they use these where appropriate. Support materials Textbooks Everett, A Materials 5th Edition (Longman, 1994) McMullan, R Environmental Science in Building 5th Edition (Palgrave, 2001) RIBA Plan of Work for Design Team Operation (RIBA, 1973) ASHRAE Guide BRE Digests British Refrigeration Association papers Cement and Concrete Association papers Copper Development Association papers Lead Development Association papers Technical journals, professional journals and trade literature should be used where appropriate TRADA papers
Other publications
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Unit 3:
Analytical Methods
Description of unit
This unit provides the learner with the fundamental mathematical knowledge and analytical techniques needed to successfully complete the core and specialist optional units in this qualification. This unit has been designed to enable learners to use fundamental mathematical processes in the solution of Construction, Civil Engineering or Building Services Engineering problems. It is also intended as a base for further study of analytical methods and engineering mathematics needed for those engaged in the Civil Engineering and Building Services Engineering disciplines.

To achieve this unit a learner must: 1 2 3 4 Apply analytical methods to the management and production of construction, civil engineering or building services installation processes and operations Apply analytical methods to surveying, testing and control problems in the construction, civil engineering or building services engineering process Analyse and solve problems using statistics and probability Apply analytical methods to analyse structural, building or building services engineering systems and provide appropriate solutions.
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Content
The content comprises all the mathematics needed to achieve the outcomes. The various topic areas should be addressed as and when they are needed to analyse problems in the discipline the learner is following. There is therefore no requirement for the content to be covered in its entirety and the content can be taken as a guide. For example, it is not necessary for construction learners to use calculus to satisfy assessment requirements but those studying civil engineering and building services engineering units should do so to ensure they meet the wider needs of their programme. 1 Analytical methods to the management and production Algebra: linear, simultaneous and quadratic equations, laws of indices and logarithms, common and Naperian logarithms, indicial equations, direct and inverse proportion, inequalities, functional notation and manipulation of algebraic problems Graphical representation: functions, points of intersection between two graphs, graph sketching (straight line, polynomial, exponential and logarithmic), fit lines to experimental data using least squares method Space, time and motion: plot space/time and velocity/time diagrams, determine displacement, velocity and acceleration. Laws of motion, momentum, impulse and projectiles Matrices: multiplication, transposition and inversion, applications 2 Analytical methods to surveying, testing and control problems Trigonometry: basic trigonometric ratios and their inverses, trigonometric ratios for the four quadrants, solution of triangles, calculation of areas and volumes of solids Determine co-ordinates: in 2-D and 3-D geometry Other functions: trapezoidal and Simpsons rule 3 Statistics and probability Tabular and graphical form: data collection methods, histograms, bar charts, line diagrams, cumulative frequency diagrams, scatter plots Central tendency and dispersion: introduction to the concept of central tendency and variance measurement, mean, median, mode, standard deviation, variance and interquartile range, application to construction, civil engineering, and building services engineering Probability: interpretation of probability, probabilistic models, empirical variability, events and sets, mutually exclusive events, independent events
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Analytical methods to analyse structural, building, or building services engineering systems Trigonometric methods: to solve problems such as static forces, relative motion, frameworks, metrology, friction torque, electrical and mechanical energy problems Calculus: to differentiate and integrate simple equations and demonstrate applications of calculus (refer to Delivery guidance on delivering calculus to construction disciplines)
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Outcomes
Apply analytical methods to the management and production of construction, civil engineering or building services installation processes and operations
determine manpower, materials and equipment requirements on a day to day basis, and/or produce appropriate long term plans and cost analyses to meet particular situations, and/or compare and contrast the effectiveness and efficiency of solutions to construction situations in terms of use of manpower, equipment, and materials apply mathematical and trigonometrical functions to surveying problems and evaluate results, and/or represent construction/engineering data in tabular and graphical form and analyse the results, and/or use sinusoidal functions and radian measures to solve construction/engineering problems, and/or use trigonometric and hyperbolic identities to solve trigonometric equations and to simplify complex trigonometric expressions apply statistical techniques to issues of quality and safety, and/or apply probability techniques to issues of reliability and quality in the construction/engineering process use trigonometric functions to solve problems such as static forces, relative motion, frameworks, metrology, friction torque, electrical and mechanical energy problems, and/or use the principals of calculus to solve problems appropriate to construction, civil engineering and building services engineering
Apply analytical methods to surveying, testing and control problems in the construction, civil engineering or building services engineering process
Analyse and model construction situations using statistics and probability
Apply analytical methods to analyse structural, building, or building services engineering systems and supply appropriate design solutions
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Guidance
Delivery This unit may be delivered as a stand-alone unit, or partially integrated into other appropriate units. Centres should contextualise the analytical methods in the content and design a teaching process applicable to their programme. For those parts that are to be delivered in a completely integrated way, care must be taken to provide tracking of evidence of outcomes. The aim of this unit is to provide the minimum mathematical knowledge, skills and understanding to successfully complete a BTEC Higher National programme of study. Some disciplines require further study of mathematics to underpin particular areas of civil engineering and building services engineering and this unit provides the learning that supports this progression. Assessment It is recommended that evidence for learning outcomes is achieved through well-planned course work and/or assignments designed to apply the analytical methods to the modelling and solution of realistic problems. Assessment may be either formative or summative and either may feature as part of the process. Although assessments must be focused on the individual achievement of each learner, group work activities may contribute to the assessment. Integrative assignments and project work will help to link this unit with other related units. Where available, evidence from the workplace may also be incorporated to enhance the learning outcomes, provided that this evidence is appropriate and can be authenticated as the learners own work. The volume of evidence required for each assessment should take into account the overall number of assessments being contemplated within this unit and the design of the overall teaching programme. In designing the assessment instruments, opportunities may also be included to generate evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to the outcomes of this unit, see Annex D and Annex F. Links This unit is intended to underpin and link with those units, which are analytical in nature. Entry requirements are at the discretion of the centre. However, it is strongly advised that where learners cannot provide evidence of previous mathematical study sufficient to successfully follow this unit, additional balancing studies should be incorporated in the learners individual learning plan.
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The content of this unit has been designed and mapped against the 1998 CISC Occupational Standards and current NVQs at level 4. The mapping links indicate that the achievement of the learning outcomes of this unit will contribute skills, knowledge and understanding towards the evidence requirements of the following NVQs: Architectural Technology Building Control Spatial Data Management.
See Annex D for summary of mapping information. Resources The use of mathematical software packages is strongly recommended, wherever appropriate, to help learners understand and model scientific and engineering problems. Support materials Textbooks Greer, A and Taylor, Mathematics for Technicians (Stanley Thomas, 1994) Stroud, K Engineering Mathematics 4th Edition (Macmillan, 1995)
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Unit 4:
Management Principles and Application

Description of unit
This unit provides the learner with an introduction to the principles and application of management as they relate to the technical and professional disciplines of Construction, Civil Engineering or Building Services Engineering. It is also founded on the principles of the Latham report, which advocates non-adversarial multi-discipline team working. It enables a flexible approach to the delivery of the content that can take account of the prior knowledge of the learners at entry and their choice of discipline and choice of units being studied. Learners will gain an understanding of management principles and their relevance to the processes of design, construction and maintenance of the built environment. They will also learn how these principles may be applied to the management of construction, civil engineering or building services engineering installation activity through the application of recognised management techniques.

To achieve this unit a learner must: 1 2 Develop an understanding of the principles of management, the work of pioneers and founders of management, their evolution and application to modern day practice Demonstrate knowledge and understanding of the Industrys markets and activities, the roles of the professions/disciplines in project teams and the management principles appropriate to organisations within the industry Demonstrate an understanding of the application of management techniques to organisation, work planning, co-ordination, control of resources, cost control, quality, communications and client/customer liaison involved in the design and construction processes Determine methods of procurement and contracting and their implications for risk, performance, best practice, sustainability and the environment.
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Content
Principles of management, the work of pioneers and founders of management Management: established definitions of management, an understanding of the principles and processes of management, namely: forecasting, planning, organising, motivating, controlling, co-ordinating and communicating Management of human resources: individual and group motivational needs, leadership, concepts of team behaviour
Markets and activities, roles of the professions/disciplines and management principles, management principles Overview of the markets: activities and services provided by Construction, Civil Engineering and Building Services Engineering and the role of the professions that form the project team(s) Principles of organisation structure: direct line, lateral, functional and staff relationships, chain of command, span of control. Concepts of responsibility, duty, authority, accountability and delegation Corporate organisation: mission, strategy, corporate planning, policy and objective. Centralised versus decentralised organisation(s). Project based organisation. Job design, team structures and team working Influence of scale and size of contract(s): project/contract procurement and contractual method and the role of the organisation, ie designer, main contractor, sub-contractor, supplier, etc on the way an organisation is organised and managed
Application of management techniques Organisation: structure, charts, project organisation, layout and accommodation, method statements and plan of work, links with CDM Safety Plan and risk assessments Planning: co-ordination, monitoring and control using Gantt charts, critical path arrow or precedence diagrams, line of balance (manual and computer based) and other methods Budget/cost control: related to estimated cost, planned performance cost, actual cost, and cash flow Procurement, scheduling and control: of materials, and plant, supply-chain management, JIT, waste management, recycling and safe disposal of demolished or waste materials. Scheduling, resourcing/utilisation of sub-contract and direct labour Control of quality: audit and inspection, statutory liaison Management of: liabilities, risks, security and insurance requirements Other significant aspects that require managing: such as; recruitment, training and assessment of competence of workforce, equal opportunities, information verification and control, site meetings communications and reporting, client liaison, public liaison, Respect for People initiative
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Methods of procurement and contracting Types of procurement methods: management and operational structures used by clients and to achieve project objectives. Traditional methods of tendering, Partnering and PFI type contracts Law and contract: what constitutes a contract, forms of a contract, stages of a contract Obligations and rights of parties: meeting contractual obligations of performance, in particular: time, cost and quality Risk: insurance and warranty arrangements Construction team: concepts of multi-discipline non-adversarial working identified in the Latham report, integrated teams Best practice: Benchmarking, Performance Indicators (PIs) Sustainability and environmental management: issues both statutory and ethical to a project/organisation.
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Outcomes
Develop an understanding of the principles of management, the work of pioneers and founders of management, their evolution and application to modern day practice
define and attribute three established definitions of management explain the principles and processes of management: forecasting, planning, organising, motivating, controlling, co-ordinating and communicating explain the motivational needs of individuals and groups, leadership styles and concepts of team working describe in outline the main markets, activities and services provided by the construction and built environment sector describe the roles of the different professions/disciplines within the design, construction and installation team and the main cycle of work activity produce an organisation structure that incorporates examples and explanations of direct line, lateral, functional and staff relationships and also explain with examples, span of control, chain of command centralised versus decentralised, and job design compare project based organisational structures define and explain the purpose of a mission statement, strategy, corporate planning, policy and objectives to the activities of a practice or firm evaluate the influence of the scale and size of contract, type of client, project/contract procurement method, and function of the organisation, ie main contractor/sub-contractor, designer, supplier, etc on the way business is organised and managed
2 Demonstrate knowledge and understanding of the Industrys markets and activities, the roles of the professions/disciplines in project teams and the management principles appropriate to organisations within the industry
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Outcomes
3 Demonstrate an understanding of the application of management techniques to organisation, work planning, co-ordination, control of resources, cost control, quality, communications and client/customer liaison involved in the design and construction processes
describe how the techniques used to organise the layout, resourcing and accommodation contribute to the management of a project describe, with examples, how methods of work planning, monitoring and progress control using Gantt charts, CPA and precedence networks, and LOB techniques control purposes determine the difference between estimated cost and actual cost, and explain the application of cost planning, cost control, cash flow and monitoring of construction and installation work describe with examples the methods employed to plan, schedule and manage the supply and utilisation of resources, viz materials, plant and labour/subcontractors determine how quality standards and statutory compliance are achieved describe other aspects of communication and liaison activity that need to be organised and managed in a project describe the main types of procurement methods and management structures used by clients and developers and evaluate different methods of tendering define what constitutes a contract and briefly explain the rights and obligations of the main parties in relation to performance, (time, cost and quality) and stages of contract evaluate what is meant by multi-discipline nonadversarial working in project teams, Latham Report evaluate the concept of sharing Best Practice and Benchmarking the performance of a practice/firms activities evaluate how Sustainable Construction and Environmental Management/Conservation issues impact on the organisation and operation of a project/organisation
4 Determine methods of procurement and contracting and their implications for risk, performance, best practice, sustainability and the environment
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Guidance
Delivery As a core unit, the depth of treatment required will depend on the background of the learners entering the programme and the choice of units within it. Time given to this unit may need to be increased for learners that have little or no prior knowledge of these subjects or where they will have only limited opportunity to develop and apply their skills in specialised units later in their programme. It may even be appropriate for this unit to be delivered over the two years of the programme in order to allow for co-teaching in parallel with other units and to combine assessment requirements with project units or other specialised units. Learners should be encouraged to read an appropriate range of textbooks and library/internet source material relating to the content of this unit and the Industrys activity. Case study material should also be available to deliver and reinforce management concepts both for formative and summative learning/assessment through group and individual work. The content allows for a range of management pioneers and thinkers to be studied to develop an understanding of the principles of management covered in this unit. Learners should be encouraged to gain sufficient knowledge and understanding of recognised management principles and thinking to meet the assessment criteria and support the application of techniques in this unit, and other related units in their programme. This list of management pioneers and thinkers is not exhaustive but serves to cover the more commonly recognised ones: Fayol, Taylor, Gantt, Gilbreth, Weber, Follett, Argyris, Mayo, Mcgregor, Maslow, Herzberg, Drucker, Likert, Blake and Mouton, Adair, Peters, Handy, Kanter, Belbin, Hammer, Denning, Juran, Recans, McClelland. If learners are also undertaking related specialist units, their reading, study and assessment activities can be integrated to increase the relevance and effectiveness of the learning process. The Group Project can also provide a focus towards the end of the programme for the application of the management techniques informed by input from design, technology and other specialist units. Assessment It is recommended that evidence for learning outcomes is achieved through well-planned course work, assignments and projects. Assessment may be formative and summative and both may feature as part of the process including analysis of application. Although assessments must be focused on the individual achievement of each learner, group work and role-play activities may contribute to the assessment. Integrative assignments and project work will help to link this unit with other related units. Where available, evidence from the workplace can also be incorporated to enhance the learning outcomes, provided that this evidence is appropriate and authenticated as the learners own work. The volume of evidence required for each assessment should take into account the overall number of assessments being contemplated within this unit and the design of the overall teaching programme.
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Appropriate attention must be given to health, safety and welfare arrangements and CDM Regulations throughout the delivery of this unit. In designing the assessment instruments, opportunities may also be included to generate evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to the outcomes of this unit, see Annex D and Annex F. Links Management principles and application of management techniques will underpin and is closely linked with specialised units such as Unit 18: Project Management that provide more depth of treatment and an opportunity for learners to actually apply techniques rather than simply learn about their application. Both Unit 5: Group Project and Unit 15: Individual Student Project will provide opportunities for learners to develop and apply management principles and techniques to a project in a formative and summative context. The content of this unit has been designed and mapped against the 1998 CISC Occupational Standards and current NVQs at level 4. The mapping links indicate that the achievement of the learning outcomes of this unit will contribute skills, knowledge and understanding towards the evidence requirements of the following NVQs: Architectural Technology Construction Control Building Maintenance and Estates Service Construction Site Management Conservation Control Construction Plant and Equipment Management Quantity Surveying Spatial Data Management Town Planning Valuation.
See Annex D for summary of mapping information. Resources Access to appropriate ICT, library and internet resources, case study material and where possible examples of actual organisations in various sectors of the Industrys operations using different types of contract/procurement arrangements.
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Support materials Textbooks Ashworth, A Pre-Contract Studies: Development Economics, Estimating and Tendering (Longman, 1996) Cooke, B and Williams, P Construction Planning, Programming and Control (Macmillan, 1997) Fryer, B The Practice of Construction Management (Blackwell, 1997) Harvey, R and Ashworth, A The Construction Industry of Great Britain (Oxford, 1997) Oxley, R and Poskitt, J Management Techniques Applied to the Construction Industry (Blackwell Science, 1996) Egan, J Rethinking Construction-A Consultation paper by the Strategic Forum for Construction (DETR, 2002) Egan, J Rethinking Construction (DETR, 1998) Joint Contracts Tribunal Joint Contracts Tribunal Forms of Contract Latham, M Constructing the Team (The Stationary Office Books, 1994)
Other publications
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Unit 5:
Group Project
Description of unit
This unit develops the learners ability to evaluate and resolve realistic practical problems and work as part of a team. The unit aims to apply the skills and knowledge developed in other units of the course (and where possible experiences from work) within a major piece of work that reflects the type of performance expected of construction technologists. It is designed to bring small groups of learners together into teams so that they can co-ordinate their individual skills and abilities. The scheme of work should allow the individual learner an opportunity to take responsibility for his/her own contribution to the outcome and to demonstrate his/her ability to work as part of a team. The brief will include an agreed timescale for the staged development of the overall plan of work within given defined constraints, with the team working towards an acceptable and viable solution to the agreed brief.

To achieve this unit a learner must: 1 2 3 4 Select and agree the extent of the study and agree specifications and procedures and initiate feasibility studies Implement the scheme of work within the agreed procedures, to specification and to time scale Evaluate intermediate and final outcomes and the teams performance in working to the final solution Present a project evaluation.
Note: These outcomes will be achieved whilst working as a member of a team.
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Content
Extent of the study, specifications and procedures Specification: establish a list of technical and non-technical specifications to be met and allocate priorities and roles within the team. Identify external constraints to be imposed on the teams activities in terms of an appropriate design to meet client specification, materials and components, environmental constraints, operational constraints, cost and time constraints, legislation. British Standards and Codes of Practice, quality control, health and safety Feasibility: formulate an initial solution, appraise its feasibility in terms of the constraints identified above, carry out an environmental impact analysis if this is applicable and a critical analysis of the outline specifications. Agree the roles and responsibilities within the team. Initiate a record log book and agree how the assessment criteria will be met at the various stages of development by both the team and individuals
Implement the scheme of work Initial stage: finalise an agreed approach to the project solution within the agreed specifications and provide evidence on how decisions were reached within that process. This could include drawings, statistical evidence, feasibility of design, estimated costs, timescale and quality Developmental stage: work towards the agreed final solution within the identified constraints to meet pre-established limits. Produce documentary evidence of this development. This could include recorded measurements, statistical data, drawings, graphical displays, records of meetings, ongoing cost control techniques and feasibility analysis Record: maintain log book entries and minute team meetings
Evaluate outcomes Procedures: a method of measuring the feasibility of the solution at each stage of its development is to be agreed against the specifications and records produced to identify this process. Overall documentation of the development work needs to be maintained as well as the presentation of the final solution
Present a project evaluation Records and documentation: the records of developmental work as well as the final documentation will be used for overall evaluation and assessment Final presentation: to include written reports, minutes of meetings, individual log books, drawings, technical reports, use of computer techniques Oral presentation: the team should expect to give an oral presentation of their work and should develop the final documentation to meet this requirement
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Outcomes
Select and agree the extent of the study and agree specifications and procedures and initiate feasibility studies
record and establish specifications and other constraints determine possible solutions for given construction/ engineering schemes of work and carry out feasibility studies identify the factors that contribute to the process of the selection of the agreed solution select and implement the chosen option to meet the agreed specification record and collate relevant data produce a final solution to the agreed scheme working to specification and within agreed constraints maintain documentary evidence of the development determine the procedures to be adopted in order to meet the required specification describe and use appropriate evaluation techniques justify the solution in terms of the original specifications present the solution of the project in a suitable format, using a appropriate media produce records of project development in the form of log books, reports, minutes, calculations, initial drawings and designs
2 Implement the scheme of work within the agreed procedures, to specification and to time scale
3 Evaluate intermediate and final outcomes and the teams performance in working to the final solution 4 Present a project evaluation
55
Guidance
Delivery It is recommended that this unit is delivered in the second year of the programme. Tutors should ensure that the roles and responsibilities of the individuals within the group are understood and agreed by the participants. It is intended that this unit should reflect work/commercial practices and that the learners should undertake schemes of work that use their experiences and individual knowledge base. The tutors should ensure that while the activity has a proper practical application it should also be achievable within the unit time scale. Once the initial brief has been clarified the tutors role is of a consulting rather than a directing nature. CIC Common Learning Outcomes and higher level skills will feature strongly throughout the development, implementation and presentation stages and the learners must be aware how and where these will be assessed. There should be a feedback or plenary session after the final presentation so the learners can benefit from critical comment. The involvement of practising professionals in this process would be of benefit. Centres should try to involve industry organisations/projects to provide relevance and additional learner support when required. Assessment Tutors should ensure that the assessment programme is understood by the team and that assessment techniques are in place to measure the individual learners contribution as well as team activities. Tutors should also ensure that the scope of work enables the individual contribution of each learner in the team to generate sufficient evidence to meet the learning outcomes and assessment criteria for this unit. Evidence of outcomes should be available for scrutiny at each stage of development and may be in a variety of forms eg written, graphical, computer based, log books, minutes of meetings and trade literature. There should be a final presentation of each teams solution during which all members of the team participate. It is recommended that fellow learners, tutors and outside professionals attend this presentation and contribute to any further discussions. Where available, evidence from the workplace can also be incorporated to enhance the learning outcomes, provided that this evidence is appropriate and authenticated as the learners own work. The volume of evidence required for the Project should take into account the overall number of assessments being contemplated with in the design of the overall teaching programme. Appropriate attention must be given to health, safety and welfare arrangements and CDM Regulations throughout the project work. In designing the assessment instruments, opportunities may also be included to generate evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to the outcomes of this unit, see Annex D and Annex F.
56
Links This unit may be linked with core Unit 1: Design Principles and Application. The unit is intended to integrate knowledge and skills, which are developed in many of the other units across the programme. CIC Common Learning Outcomes and higher level skills will feature strongly throughout the development, implementation and presentation stages of the unit, and learners should be made aware of the significance of knowledge and experience gained from earlier work. The content of this unit has been designed and mapped against the 1998 CISC Occupational Standards and current NVQs at level 4. The mapping links indicate that the achievement of the learning outcomes of this unit will contribute skills, knowledge and understanding towards the evidence requirements of the following NVQs: Architectural Technology Building Control Building Maintenance and Estates Service Construction Site Management Conservation Control Construction Plant and Equipment Management Property Management Quantity Surveying Spatial Data Management.
See Annex D for summary of mapping information. Resources Learners should have access to a library and IT resources and a wide variety of physical resources provided either by the college or the learners work place. Support materials Textbooks Bland, J Statistics for Construction Learners (Construction Press, 1985) Fink, A and Kosecoff, J How to Conduct Surveys (Sage, 1998) Howard, K and Sharp, J et al The Management of a Learner Research Project 3rd Edition (Gower Aldershot, 2002) Norton, P and Allinson, L Asking Research Questions (University of Humberside, 1994) Engineering Council Project Guidelines
Other publications
57
58
Unit 6:
Health, Safety and Welfare

Description of unit
This unit covers the knowledge and skills needed to identify hazards in the workplace, assess the level of risk, make recommendations to control the risk and review the results. This must be considered along with relevant safety legislation. This unit is applicable to all learners studying the BTEC Higher National programmes, although the forms of risk assessment and their technical bases will be different for each programme. The unit will contribute to health and safety plans within project work and help learners to formulate safety policy and the arrangements and carry out risk assessment in the workplace.

To achieve this unit a learner must: 1 2 3 4 5 Define the main health, safety and welfare legislation in the construction sector and the implications of non compliance Explain the main requirements of an effective health and safety policy along with the organisational arrangements necessary for its implementation Demonstrate an understanding of hazard and risk identification in design and construction Undertake risk assessment and formulate control measures to prevent ill health and injury Review, revise and monitor assessments as required.
59
Content
Main health, safety and welfare legislation Health and Safety at Work Act 1974: legislation as it applies to construction work, including the Construction Design and Management (CDM) Regulations, status and role of Codes of Practice and guidance notes, legal duties for health, safety and welfare in the workplace, responsibility for risk and other assessment as required by the Management of Health and Safety at Work Regulations, penalties and implications of non compliance with legislation
Policy and organisational arrangements Health and safety policy: the associated organisation arrangements required to implement policy, setting objectives to ensure a healthy and safe workplace, development of procedures which meet legal requirements, identification of individuals to whom accidents and safety risks must be reported, measures used to check effectiveness of health and safety procedures, identification of training needs to meet health and safety objectives, induction training and CSCS arrangements; statutory requirements for inspection of plant and equipment, recording of health and safety data to meet legal requirements, methods of communicating procedures to all in the workplace
Hazard and risk identification Hazards and risks: methods of hazard identification including direct observation, examining records or conducting interviews, selection of a method to identify hazards which is appropriate to the workplace, identification of hazards which might cause serious harm, recording hazards in a way which meets legal requirements, identification of hazards which cannot be eliminated, define clearly why and where risks assessment will be carried out
Risk assessment and control measures Risk assessment: identify those aspects of risk assessment where specialist knowledge is required, identify possible outcomes from hazards that cannot be eliminated, consider procedures which might minimise hazards, assess the effects of hazardous substances used, assess the need for manual handling assessments, assess the likely severity and likelihood of injury, use of risk rating systems, personal protective equipment as a control measure, produce a risk assessment in an appropriate format
Review, revise and monitor assessments Review and revise: changes in legislation, changes in workplace practice, impact of accidents and ill health and their subsequent investigations, feedback from employees on unsafe conditions, dangerous occurrences or near misses, sources of further information and advice, recording of revised risk and other assessments following a review, alerting employees of the new procedures, monitoring the effectiveness of new procedures
60
Outcomes
Define the main health, safety and welfare legislation in the construction sector and the implications of non compliance
specify the legal responsibilities of the parties involved in a given construction site situation summarise and explain the main provisions of the Management of Health and Safety at Work Regulations 1999 and CDM Regulations evaluate the penalties for non compliance with the Health and Safety at Work Act 1974 specify responsibilities for providing welfare facilities on site analyse typical organisational policy and procedure documents and identify the roles of various individuals determine training needs from a range of supplied risk assessments including induction training on site and CSCS describe methods of recording health and safety inspections and data select a method of hazard identification using data supplied identify hazards by observing a construction process record the hazards relating to a process and/or environment in a suitable format identify significant hazards that will require risk assessments to be carried out assess the likely harm relative to the identified workplace hazards evaluate the severity and likelihood ratings for identified work processes and/or environments select and formulate appropriate control measures review a risk assessment in the light of a change in circumstances implement a change in procedure or policy monitor the effectiveness of implemented changes
2 Explain the main requirements of an effective health and safety policy along with the organisational arrangements necessary for its implementation
3 Demonstrate an understanding of hazard and risk identification in design and construction 4 Undertake risk assessment and formulate control measures to prevent ill health and injury 5 Review, revise and monitor assessments as required
61
Guidance
Delivery Case studies and individual assignments are an essential part of the delivery. Where possible standard formats for risk assessments should be encouraged. A range of policy and arrangement documents could be critically analysed as part of an assignment and learners encouraged to explore methods of communicating health and safety in organisations or various sizes. Assessment The main focus of the assessment in this unit must be the ability to carry out credible risk assessment and demonstrate how this is used in managing health and safety. It is recommended that evidence for learning outcomes is achieved through well-planned course work, assignments and projects. Assessment may be formative and summative and both may feature as part of the process. Although assessments must be focused on the individual achievement of each learner, group work and role-play activities may contribute to the assessment. Integrative assignments and project work will help to link this unit with other related units. Performance evidence should include hazard identification at the workplace or through the vehicle of case studies. Topics for hazard identification might include use of plant/equipment or hazardous substances and working practices or workplace layout etc An assignment, which involves carrying out a risk assessment, should be an essential part of performance assessment with a review component due to changes in circumstances or working practice. Knowledge evidence should mainly relate to legal provisions and the general structure of policy and arrangement documents. Part time learners may be able to submit a risk assessment carried out at the workplace provided that this is verified and witnessed as their own work. Full time learners might wish to use their work experience to form the basis of a risk assessment example. The volume of evidence required for each assessment should take into account the overall number of assessments being contemplated within this unit and the design of the overall teaching programme. In designing the assessment instruments, opportunities may also be included to generate evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to the outcomes of this unit, see Annex D and Annex F. Valuable guidance is contained in the Association of Colleges Best Practice Guide to Incorporating Health and Safety into the Construction Curriculum and this should form the basis of the teaching strategy adopted for health and safety in this unit and the qualification as a whole.
62
Links Learners may have already studied the Health, Safety and Welfare unit in the BTEC Nationals at level 3 and will therefore have a basic understanding of the hazards and their recognition. This unit moves on to analyse and quantify the risks and deals with the mechanics of risk assessment. It is important that learners have a good understanding of construction and installation processes and their potential to cause harm. Studying the specialist units either prior to or concurrently with this unit is therefore desirable. The technical knowledge required will vary between a learner on a Building Services Engineering programmes to those on Civil Engineering or Construction programmes. It is vital that safety thinking be integrated into other units and awareness of safety at design and planning stages be emphasised. Group integrative assignment work should, where possible, contain a health and safety task that contributes to the overall assessment. The content of this unit has been designed and mapped against the 1998 CISC Occupational Standards and current NVQs at level 4. The mapping links indicate that the achievement of the learning outcomes of this unit will contribute skills, knowledge and understanding towards the evidence requirements of the following NVQs: Building Control Building Maintenance and Estates Service Construction Site Management Conservation Control Construction Plant and Equipment Management Property Management Spatial Data Management Valuation.
See Annex D for summary of mapping information. Resources Videos of construction sites would help in identifying hazards and building up risk assessments. Learners should be encouraged to use CD-Rom packages to familiarise themselves with safety legislation or use computers to store risk assessments in a standard format for later use or review. Support materials Other publications Health and Safety Commission A Guide to the Health and Safety at Work Act 1974 Health and Safety Commission Management of Health and Safety at Work Regulations 1992 Health and Safety Commission Successful Health and Safety Management
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65
66
Unit 7:
Technology A
Description of unit
This unit provides the learner with an introduction to the fundamental aspects of construction technology needed to successfully complete the other units of a programme. The unit has been designed to enable learners studying construction related programmes to understand, apply, analyse, investigate and evaluate the standard design forms, site evaluation methods and methods of construction used in the modern construction industry. With opportunities to analyse the ways in which decay, pollution and dilapidations may affect construction projects.

To achieve this unit a learner must: 1 2 Analyse and compare site evaluation techniques, site investigation techniques and the methods used to classify soils Analyse and produce details of how site evaluation and site investigation techniques influence the various forms of sub-structure used in low-rise and medium-rise buildings and the methods used to construct such sub-structures Analyse the various forms of superstructure design and construction used in low-rise and medium-rise buildings and produce details of the methods used to construct such superstructures Investigate the various causes of decay and deterioration of buildings.
67
Content
Site evaluation and site investigation Analyse site evaluation and site investigation: the methods of site survey used, the classification of soils, methods of site investigation, chemical composition of soils, survey of existing buildings
Forms of substructure Forms of substructure: effect of water and chemicals in the soils together with their temporary or permanent treatment, soil type(s) and classification and characteristics, contaminated soils, their disposal and permanent or temporary control, form(s) of earthwork support required Foundations: their alternative forms, types and methods of selection, alternative forms, factors which influence the selection, control and regulations, including structural considerations
Forms of superstructure Forms of superstructure: domestic external and internal walls, domestic flat and pitched roof construction and coverings, medium and long span construction, industrial and commercial buildings Structural frames: types (steel, concrete, timber) and their selection Claddings: steel, plastic, concrete, glass, industrial and commercial roof construction and coverings, insulation, fire protection, corrosion and protection Finishes and services: internal and external joinery and ironmongery, internal structures, internal finishes, simple services installations
Decay and deterioration of buildings Analyse decay and deterioration of buildings: causes of deterioration and decay of buildings and their components, ie human, chemical, atmospheric, structural, thermal, movement and fire Faults in design: quality of work, materials, their selection and use, systems, vandalism Maintenance: routine maintenance works and adaptation works, conservation of scarce materials, routine cleaning, cyclical and preventative maintenance, cause and effect of dilapidations
68
Outcomes
Analyse and compare site evaluation techniques, site investigation techniques and the methods used to classify soils
compare the methods of site survey techniques together with the survey of existing buildings and projects describe the various methods of site investigation analyse the classification of soils and their chemical composition determine the different soil classifications and their effects on the design of substructures describe the effects of water, chemicals and contaminated soils on the design and construction of a substructure compare and appraise by use of details the various types of substructure and their associated temporary works analyse and produce details of the different forms of construction for the structure of domestic buildings describe the different forms of construction for the structure of industrial and commercial buildings determine the differing forms of internal finishes and components that are used in domestic, industrial and commercial buildings identify simple services currently used in buildings determine the many causes of deterioration in buildings and their services compare the need for planned, cyclical and reactive maintenance works assess the relationship between design, construction, maintenance and the causes of dilapidations
Analyse and produce details of how site evaluation and site investigation techniques influence the various forms of sub-structure used in lowrise and medium-rise buildings and the methods used to construct such substructures Analyse the various forms of superstructure design and construction used in low-rise and medium-rise buildings and produce details of the methods used to construct such superstructures
4 Investigate the various causes of decay and deterioration of buildings
69
Guidance
Delivery Since it is important that learners have a good understanding of the principles of construction and the industry, it is desirable that this unit should be studied in the first year of the programme. Case studies should be used extensively in order to develop a working knowledge and practice of the construction industry. The unit might usefully include the production of sketches and drawings [manually or using CAD] to enhance the knowledge gained. Where appropriate, roleplay should be encouraged to develop a better understanding of the application and difficulties that are encountered in applying the various techniques of construction. Learners will usually work individually and should be required to provide oral presentations from their own studies or experiences. During a role play, learners would normally work in groups to present scenarios for discussion. Consideration must be given to Sustainable methods of construction and Green issues in the selection and use of materials. Construction methods and practices must comply with health, safety and welfare legislation and practice. Particular attention should also be given to the implications that the site investigation and design of buildings has upon the safe construction, use and maintenance. CDM Safety Plans are an important process in linking these design and build aspects together and avoiding risk. Assessment It is recommended that evidence for learning outcomes is achieved through well-planned course work, assignments and projects. Assessment may be formative and summative and both may feature as part of the process. Although assessments must be focused on the individual achievement of each learner, group work and role-play activities may contribute to the assessment. Integrative assignments and project work will help to link this unit with other related units. The evidence should demonstrate the ability to draw detailed architectural style drawings both manually, and by using CAD and other current, modern, ICT facilities. Where available, evidence from the workplace can also be incorporated to enhance the learning outcomes provided that this evidence is appropriate and authenticated as the learners own work. The volume of evidence required for each assessment should take into account the overall number of assessments being contemplated within this unit and the design of the overall teaching programme. Appropriate attention must be given to health, safety and welfare arrangements and CDM Regulations throughout the delivery of this unit. In designing the assessment instruments, opportunities may also be included to generate evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to the outcomes of this unit, see Annex D and Annex F.
70
Links This unit complements the knowledge gained in previous core units, namely Unit 1: Design Principles and Application, Unit 2: Science and Materials and Unit 6: Health, Safety and Welfare, together with a working of the construction industry. It will contribute towards knowledge and skill required for the Unit 5: Group Project. Learners should be encouraged to use their wider knowledge gained from earlier units and from practice. The content of this unit has been designed and mapped against the 1998 CISC Occupational Standards and current NVQs at level 4. The mapping links indicate that the achievement of the learning outcomes of this unit will contribute skills, knowledge and understanding towards the evidence requirements of the following NVQs: Architectural Technology Building Control Building Maintenance and Estates Service Construction Site Management Construction Contracting Construction Plant and Equipment Management Property Management Spatial Data Management Town Planning Valuation.
See Annex D for summary of mapping information. Resources Learners should have access to a wide range of library resources, including textbooks and journals, government and industry wide publications, BRE Digests, professional journals, the internet and other research materials, and other associated documents. Support materials Textbooks Chudley, R Building Construction Handbook 2nd Edition (Butterworth-Heinemann, 1995) Everett, A Materials 5th Edition (Longman, 1994) McMullan, R Environmental Science in Building 5th Edition (Palgrave, 2001) BRE Digests Papers from Cement and Concrete Association Papers from RIBA Papers from TRADA Technical, professional and trade literature The Building Regulations
Other publications
71
Unit 9:
Law and Contract

Description of unit
This unit is intended to provide learners with an introduction to the national legal system and the Law of Contract. It is also intended that learners will develop knowledge and understanding in those aspects of contractual administration relating to the common types of contract used in the industry for building or civil engineering works of various sizes.

To achieve this unit a learner must: 1 2 3 4 Demonstrate an understanding of the nature and significance of the principles and procedures of law and legislation as applied to the construction process Describe the liabilities and responsibilities of parties to a contract Apply the principles and procedures of law to the effective organisation and practice of a company Explore the relevant legal principles and requirements when undertaking a construction contract in Europe.
81
Content
Principles and procedures of law construction process Law relating to the construction process: broad understanding of the workings of the English legal system, the court system, principles of arbitration, alternative dispute resolution (ADR) and adjudication, Common Law, Industrial Tribunals, the nature of tort, the law of tort and its significance to the construction industry, negligence, nuisance, trespass, statutory duties, liability
Liabilities and responsibilities of parties Contract is an enforceable agreement: identification of the main parties to a contract, description of the responsibilities of the main parties, typical contractual liabilities of the main parties
Principles and procedures of law organisation and practice of a company Law relating to the organisation and practice of a company: detailed understanding of the English legal system, company law and legal status of companies, employment law, law of land and property, sale, purchase and rental of goods, health, safety and welfare, employer liability, subcontractor tax requirements
Legal principles and requirements in Europe European legal requirements: principal requirements of the European legal systems, tort, employment law, company law, contract law
82
Outcomes
Demonstrate an understanding of the nature and significance of the principles and procedures of law and legislation as applied to the construction process
describe the various elements of the national legal system describe the court system and its procedures compare the methods of ADR and the Industrial Tribunal process using case studies describe the significance of common law within the construction process describe the effect of the law of tort on the construction industry using appropriate case studies determine the main parties to a contract describe the responsibilities of the main parties to the contract analyse typical contractual liabilities and responsibilities determine the prime requirements of company law and its effect on the legal status of companies in their operation describe, using case studies, how employment law, health, safety and welfare, the sale, purchase and rental of goods, and land law and property law relate to the operation of a company in construction describe, using examples and case studies, the effect of the European legal systems on related construction activities
Describe the liabilities and responsibilities of parties to a contract
Apply the principles and procedures of law to the effective organisation and practice of a company
Explore the relevant legal principles and requirements when undertaking a construction contract in Europe
83
Guidance
Delivery Learners should have a good understanding of the construction process. It is recommended that the unit be studied in the first year of the course. Case studies should be used and should, where possible, involve practitioners as visiting speakers. Learners will usually work individually but role-play activities should be encouraged when relevant. Assessment It is recommended that evidence for learning outcomes is achieved through well-planned course work, assignments and projects. Assessment may be formative and summative and both may feature as part of the process. Although assessments must be focused on the individual achievement of each learner, group work and role-play activities may contribute to the assessment. Integrative assignments and project work will help to link this unit with other related units. Where available, evidence from the workplace can also be incorporated to enhance the learning outcomes provided that this evidence is appropriate and authenticated as the learners own work. The volume of evidence required for each assessment should take into account the overall number of assessments being contemplated within this unit and the design of the overall teaching programme. Appropriate attention must be given to health, safety and welfare legislation and CDM Regulations throughout the delivery of this unit. In designing the assessment instruments, opportunities may also be included to generate evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to the outcomes of this unit, see Annex D and Annex F.
84
Links Consideration should be given to links with the outcomes covered in the units, Unit 6: Health, Safety and Welfare and Unit 11: Contractual Procedures. The content of this unit has been designed and mapped against the 1998 CISC Occupational Standards and current NVQs at level 4. The mapping links indicate that the achievement of the learning outcomes of this unit will contribute skills, knowledge and understanding towards the evidence requirements of the following NVQs: Architectural Technology Building Control Building Maintenance and Estates Service Construction Site Management Construction Contracting Construction Plant and Equipment Management Property Management Quantity Surveying Town Planning Valuation.
See Annex D for summary of mapping information. Resources Learners should have access to current publications, journals and libraries including electronic search facilities, the internet. Support materials Textbooks Dalby, J EU Law for the Construction Industry (Blackwell Science, 1998) Owen, S Law for the Construction Industry 2nd Edition (Longman, 1998) Turner, D and Turner, A Building Contract Claims and Disputes 2nd Edition (Longman, 1999) Current Forms of Standard Contracts Current Legislation relevant to the construction industry Technical and professional journals
Other publications
85
Unit 10:
Building Services Engineering Technology

Description of unit
This unit is intended to expand upon the scientific principles introduced in Unit 2: Science and Materials and to apply this knowledge to the practical aspects of building services planning and installation. This unit provides the learner with an understanding of the principal applications of building services to domestic, commercial and industrial buildings. It is intended that this unit should be integrated with the construction technology units and that it should reinforce the need for coordination of the building services installations within the overall construction process.

To achieve this unit a learner must: 1 Describe the principles and techniques used to co-ordinate the planning, design and installation of the plant and equipment used for space heating, ventilation and airconditioning Analyse the systems used to distribute services to a variety of buildings and describe their characteristics Analyse the systems used to provide disposal systems for a variety of buildings and describe their characteristics Review the design and installation requirements for lifts and escalators in a range of buildings Evaluate the problems associated with the integration, accommodation and access for maintenance of mechanical and electrical services into a variety of buildings.
2 3 4 5
87
Content
Space heating, ventilation and air conditioning Space heating in buildings: need for space and water heating in buildings, types of system available, factors affecting selection and design in terms of user requirements, comfort or storage needs, the availability of plant space and the relationship to structure and finishes Design and installation considerations: the use of low, medium and high pressure hot water systems, steam, warm air, radiant tube systems, gas and electric local appliances. Implications of selecting different fuels, energy sources and controls, types of boiler and ancillary plant, space requirements, relationship of plant area to other parts of the building in terms of noise, loading, and heat gains Characteristics of ventilation and air conditioning systems: statutory and legal requirements relating to ventilation of buildings, comfort, health, safety and welfare requirements, their relationship to building design and user requirements, the range of natural and mechanical systems of ventilation, their application to a range of building types and situations, natural ventilation, the action of wind and thermal forces Mechanical extract, mechanical input and balanced systems: applications, associated plant and equipment, the relationship of natural input and extract points. Equipment used in fire venting, the relationship of the systems to the types of building, materials storage and the related fire risks Principles, systems and applications of air conditioning: commercial, industrial and public buildings, use and inter-relationship of components used in air conditioning systems for the control of temperature, humidity and the cleanliness of the air within defined spaces. Types of system and their application, plant and space relationships, distribution and recirculation systems, distribution systems, control mechanisms and fire dampers
Distribution of services Requirements for adequate and safe systems: piped, electrical and other utility services to meet the needs of a range of buildings, quality and characteristics of cold water supplies, by-law requirements, materials and components, special requirements for high-rise buildings, storage and related loadings on the structure Installation requirements of domestic hot water supplies: hot water generators, direct and indirect systems, pressurised systems and safety requirements Provision of fire fighting: alarm and detection systems, emergency lighting, the relationship of systems to other services and escape routes, components and equipment, selection according to the hazard Installation of a safe gas supply system: pipework, meters and associated controls, flues and ventilation requirements including balanced and fan diluted flues Electrical installations for single and three phase supply: power and lighting circuits, controls and cable systems, an appreciation of the IEE Regulations for the safe operation of installations, testing and inspection and temporary supplies on construction sites Provision for cables and equipment associated with communication: data handling and control systems and ICT systems including networking over a range of buildings
88
Disposal systems Principles, provision and applications of sanitation, sewage and disposal systems: selection of sanitary appliances and appropriate layouts compatible with the type of building, associated services, special provision for disabled persons. Criteria for the selection and installation of above ground drainage with regard to more complex domestic and industrial/commercial buildings. Principles, applications and installation requirements for small sewage disposal systems Application of design principles and techniques for surface water drainage: flat and pitched roofs, design and installation considerations for surface and foul water drainage schemes for groups of domestic and small commercial buildings Identification of the problems associated with refuse disposal: domestic and commercial buildings, refuse handling, on-site storage and chute systems. Mechanical handling, maceration, incineration and problems related to materials separation and storage provisions for the purpose of recycling
Lifts and escalators Design and installation requirements for lifts and escalators: principles of operation, space, structural and builders work requirements with regard to the construction of shafts, pits, motor rooms for electrical and hydraulic lifts, and floor openings for escalators. Special requirements for safety during construction, replacement and maintenance
Integration, accommodation and access for maintenance Mechanical and electrical services: the need for integration at the design and installation stages with regard to services space requirements, sequencing of installations, access for installations, commissioning and testing. Processes of co-ordination and commissioning of building services at the design, project planning, hand-over of installation stages and the relationship of these to the construction process as a whole. Construction of ducts, holes and voids with regard to access and the safety and fire resistance of services installations. Access during maintenance, alteration or extension of services installations, and the effect on safety and fire resistance
89
Outcomes
Describe the principles and techniques used to coordinate the planning, design and installation of the plant and equipment used for space heating, ventilation and airconditioning
explain the need to provide space and water heating systems in buildings and analyse the selection criteria for different forms of heating systems and equipment assess the choice of energy and fuels and their impact on the building and the environment and describe how heating integrates with other services within the building describe the need to provide ventilation and air conditioning and analyse the selection criteria for different forms of ventilation and air conditioning methods, systems and equipment describe how ventilation and air conditioning integrates with other services within the building determine the fire risks associated with ventilation and air conditioning describe the provision for the distribution of services within buildings, and storage space requirements analyse the selection criteria for different forms of hot and cold water supply systems analyse the selection criteria for electrical installations demonstrate an understanding of the safety requirements for the distribution of services determine the fire risks associated with buildings and the installations, passive and active, designed into buildings to control and prevent fire outbreak and spread describe the requirements of providing sanitation facilities to buildings analyse the design criteria for sanitary compartments determine the choices of discharge pipework systems and their design principles and practice describe methods used to dispose of foul and surface water from city and rural locations compare the methods of refuse removal and disposal from buildings
2 Analyse the systems used to distribute services to a variety of buildings and describe their characteristics
Analyse the systems used to provide disposal systems for a variety of buildings and describe their characteristics
90
Outcomes
Review the design and installation requirements for lifts and escalators in a range of buildings
assess the need to provide mechanical circulation for people and goods around buildings analyse the design criteria and principles for lifts and escalators evaluate the health and safety risks associated with lifts and escalator installation and operation evaluate the need to integrate the design of buildings and their services as a complete package analyse the implications of health, safety and welfare aspects in the design and construction process CDM Safety Plan explain the need to commission all service installations justify the need to include the provision for the maintenance of the building throughout its life
Evaluate the problems associated with the integration, accommodation and access for maintenance of mechanical and electrical services into a variety of buildings
91
Guidance
Delivery The use of site visits, video and practical scenarios should be used to reinforce the more formal learning process. The overall aim of this unit is to provide learners with a good understanding of the design and installation considerations construction professionals encounter in building services installations on a variety of project types and sizes. Assessment It is recommended that evidence for learning outcomes is achieved through well-planned course work, assignments and projects. Assessment may be formative and summative and both may feature as part of the process. Although assessments must be focused on the individual achievement of each learner, group work and role-play activities may contribute to the assessment. Integrative assignments and project work will help to link this unit with other related units. Where available, evidence from the workplace can also be incorporated to enhance the learning outcomes, provided that this evidence is appropriate and authenticated as the learners own work. The volume of evidence required for each assessment should take into account the overall number of assessments being contemplated within this unit and the design of the overall teaching programme. Appropriate attention must be given to health, safety and welfare arrangements and CDM Regulations throughout the delivery of this unit. In designing the assessment instruments, opportunities may also be included to generate evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to the outcomes of this unit, see Annex D and Annex F. Links The unit should integrate with other units in the construction programme and ideally be programmed to have close links with the Construction Technology units in the first year of the study. Candidates should be encouraged to share in the classroom sessions their work based practical experience in dealing with building services contractors and professionals wherever possible. The content of this unit has been designed and mapped against the 1998 CISC Occupational Standards and current NVQs at level 4. The mapping links indicate that the achievement of the learning outcomes of this unit will contribute skills, knowledge and understanding towards the evidence requirements of the following NVQs: Architectural Technology Building Control Building Maintenance and Estates Service Quantity Surveying.
See Annex D for summary of mapping information.
92
Resources Access to design data, CIBSE guides, Building Regulations, IEE Regulations and BSI codes of practice along with research sources such as the Internet Barbour Index etc should be incorporated and used in the study programme. Support materials Textbooks Chadderton D Building Services Engineering 3rd Edition (E and FN Spon, 2000) Hall F Building Services and Equipment Volumes 1 and 2 (Pearson, 1994) Reid Understanding Buildings: A Multi-disciplinary Approach (The MIT Press, 1988) TSO The Building Regulations Various Professional and technical journals
Other publications
93
Unit 14:
Construction Economics
Description of unit
This unit provides an introduction to the ways in which the economic environment affects the construction industry. The unit has been designed to enable learners studying the BTEC Higher National in Construction to investigate, analyse and evaluate the implications of various economic theories on the construction industry and demonstrate knowledge and understanding of economics.

To achieve this unit a learner must: 1 2 3 4 Demonstrate an understanding of the methods of allocation of scarce resources and the determination of price Demonstrate an understanding of the factors affecting the economics of an organisation Evaluate the size and economic significance of the work carried out by different sectors of the construction industry Evaluate government economic activity and how it affects the construction industry.
115
Content
Allocation of scarce resources and determination of price Factors that affect the allocation of scarce resources: comparison of the free market and planned economies, operation of the price mechanism. Analysis of supply and demand, effects of elasticity, taxes and subsidies on the equilibrium price. Operation of cost benefit analysis
Economics of an organisation Factors that affect the economics of an organisation: perfect, imperfect and monopolistic competition. Scale of production, internal and external economies of scale, increasing and decreasing returns to scale. Sources of finance for the construction industry
Economic significance of the work carried out by sectors of the construction industry Size and economic significance of the construction industry: different sectors of operation, size and number of organisations within each sector, volume of work carried out by the different sectors. Client base of the construction industry
Government economic activity Affects of government activity: fiscal policy, monetary policy. International trade, balance of payments and exchange rates, private and public expenditure
116
Outcomes
Demonstrate an understanding of the methods of allocation of scarce resources and the determination of price
analyse the fundamental differences between the theoretical operation of free market and planned economies explain, with the aid of an example, the operation of the price mechanism draw examples of supply and demand curves from given data, some of which include taxes and subsidies and determine equilibrium points draw conclusions from the results obtained by carrying out a cost benefit analysis utilising information given explain the differences between perfect, imperfect and monopolistic competition discuss how economies of scale can affect probability within the construction industry determine the levels of output from given data, illustrating different volumes or mixes of inputs within the same business and explain whether these are increasing or decreasing returns of scale select and describe suitable sources of finance for given projects and business types likely to be found within the construction industry analyse information derived from charts produced, using recent data concerning the different sectors, size and number of organisations and volumes of work completed, within the construction industry propose possible economic reasons for results shown on the charts produced summarise the different forms of direct and indirect taxation operating within the United Kingdom at the present time, giving examples of their implications for construction evaluate how government policy can affect the operation of the construction industry analyse the consequences of varying exchange rates on the levels of international trade
Demonstrate an understanding of the factors affecting the economics of an organisation
Evaluate the size and economic significance of the work carried out by different sectors of the construction industry
Evaluate government economic activity and how it affects the construction industry
117
Guidance
Delivery This unit can be studied in either the first or the second year of the programme. In general, learners should produce work individually although group discussion should be encouraged. Case studies should also be used where appropriate. Use should also be made of past, current and future economic events to stimulate discussion and aid understanding of concepts under discussion. To encourage this, learners should endeavour to increase their knowledge of the subject by careful reading of relevant material, not only from textbooks but also from good quality newspapers and professional journals. Assessment It is recommended that evidence for learning outcomes is achieved through well-planned course work, assignments and projects. Assessment may be formative and summative and both may feature as part of the process. Although assessments must be focused on the individual achievement of each learner, group work and role-play activities may contribute to the assessment. Integrative assignments and project work will help to link this unit with other related units. Where available, evidence from the workplace can also be incorporated to enhance the learning outcomes, provided that this evidence is appropriate and authenticated as the learners own work. The volume of evidence required for each assessment should take into account the overall number of assessments being contemplated within this unit and the design of the overall teaching programme. In designing the assessment instruments, opportunities may also be included to generate evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to the outcomes of this unit, see Annex D and Annex F. Links This unit is generally free standing, but may be linked with some outcomes within the core unit, Unit 4: Management Principles and Application. There will be ample opportunity for CIC Common Learning Outcomes and higher level skills to be developed and assessed within this unit. The content of this unit has been designed and mapped against the 1998 CISC Occupational Standards and current NVQs at level 4. The mapping links indicate that the achievement of the learning outcomes of this unit will contribute skills, knowledge and understanding towards the evidence requirements of the following NVQ: Spatial Data Management. See Annex D for summary of mapping information.
118
Resources Learners should have access to a wide range of library resources, including textbooks and journals, government fiscal and monetary statistics, with specific reference to analysis of construction activities, and industry wide publications. Support materials Textbooks Hillebrandt, P Economic Theory and the Construction Industry 3rd Edition (Palgrave, 2000) Shutt R, Economics for the Construction Industry 3rd Edition (Longman Scientific and Technical, 1995) Quality newspaper and magazine articles on economic issues Technical and professional journals on economic issues TSO Housing and Construction Statistics TSO Annual Abstract of Statistics TSO UK National Accounts
Other publications
119
Unit 17:
Tendering and Estimating

Description of unit
This unit provides the learner with a fundamental understanding and application of tendering procedures and the principles and methods of estimating, which form an integral part of the tendering process. This unit will also enable learners to develop a commercial awareness of tendering and estimating and to demonstrate knowledge and understanding of the commercial aspects of the Industry.

To achieve this unit a learner must: 1 2 3 4 Demonstrate knowledge of the information required to produce a tender Apply the principles and techniques of estimating Analyse and apply methods of pricing to determine and formulate an estimate for construction operations Evaluate different tendering procedures and contractual arrangements in common use.
133
Content
Produce a tender Collection of tendering information: the types of client for which tenders are required, the clients objectives and constraints, the scope of contract documentation required eg bill of quantities, drawings, specifications, conditions of contract etc, an investigation of the nature, source and validity of information provided, collection of additional data as and when required
Techniques of estimating Processes and procedures used to build up an estimate: characteristics of, factors affecting prime costs, collection of data on labour and plant rates, costs of materials including terms of supply, handling, wastage and conversion, method statements and their effect on estimating, use of standard reference documents or company data on output levels, examination of coverage rules for a unit of work using SMM7 or CESMM, calculation of unit rates
Formulate an estimate Commercial and operational factors: effect on final estimate and tender price, preliminaries consistent with tender documentation data, factors which might affect profit margin, determination of on-costs and overheads, all items in the Bill of Quantities incorporated, items required from the health and safety plan clearly shown, commercial awareness of potential competition
Tendering procedures, contractual arrangements Contractors activities associated with the preparation of a tender: considerations which affect a contractors decision to tender, tender preparation strategy, types of contract used including term, schedule of rates, lump sum, design and build etc, open and selective tendering, procedures used to formulate select lists, procedures used in receiving and opening tenders, DBFO schemes and their operation
134
Outcomes
Demonstrate knowledge of the information required to produce a tender
specify typical clients for which tenders are required determine the constraints which may apply to the tender process describe the scope of contractual documentation required for tendering collect data required to build up unit costs use standard data document and measurement systems produce a method statement suitable for building a unit cost calculate a unit cost for identified items demonstrate how the bill of quantities format may be used to build up estimates determine critical factors which might affect the profit margin evaluate the effect of health, safety and welfare plans on the tender calculate on-costs and overheads using data supplied describe the stages in both open and selective tendering specify the factors which are used to formulate select lists select forms of contract for a variety of construction applications
Apply the principles and techniques of estimating
Analyse and apply methods of pricing to determine and formulate an estimate for construction operations
Evaluate different tendering procedures and contractual arrangements in common use
135
Guidance
Delivery Benefit would be derived from the use of computer packages in the production of estimates. Group work could be used where such an approach would be found in practice such as the information gathering exercise leading to the preparation of the estimate. Role-play and discussion may be considered in relation to planning procedures undertaken during the tender period. Assessment It is recommended that evidence for learning outcomes is achieved through well-planned course work, assignments and projects. Assessment may be formative and summative and both may feature as part of the process. Although assessments must be focused on the individual achievement of each learner, group work and role-play activities may contribute to the assessment. Integrative assignments and project work will help to link this unit with other related units. Where available, evidence from the workplace can also be incorporated to enhance the learning outcomes, provided that this evidence is appropriate and authenticated as the learners own work. The volume of evidence required for each assessment should take into account the overall number of assessments being contemplated within this unit and the design of the overall teaching programme. Appropriate attention must be given to health, safety and welfare arrangements and CDM Regulations throughout the delivery of this unit. In designing the assessment instruments, opportunities may also be included to generate evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to the outcomes of this unit, see Annex D and Annex F.
136
Links Full time learners would find it useful to study this unit concurrently with units covering building technology, plant and equipment and methods of building procurement. Group work during the in course assessment would help in developing and assessing CIC Common Learning Outcomes and higher level skills particularly if integrative assignments are used to link with other units such as Unit 11: Contractual Procedures. The content of this unit has been designed and mapped against the 1998 CISC Occupational Standards and current NVQs at level 4. The mapping links indicate that the achievement of the learning outcomes of this unit will contribute skills, knowledge and understanding towards the evidence requirements of the following NVQs: Building Maintenance and Estates Service Construction Contracting Construction Plant and Equipment Management Property Management Quantity Surveying Town Planning Valuation.
See Annex D for summary of mapping information. Resources Learners should have access to a library, journals, digests and data base material as part of their self directed study. Access to IT equipment is required for estimating packages. Support materials Other publications CIOB Code of Estimating Practice 6th Edition (Addison Wesley Longman, 1997)
137
Unit 19:
Measurement A
Description of unit
This unit introduces the learner to the measurement of buildings, civil engineering and building services work. The unit has been designed to enable learners studying Construction, Civil Engineering or Building Services Engineering programmes, to apply, analyse and measure a range of components and elements found in buildings and structures.

To achieve this unit a learner must: 1 2 3 4 Demonstrate a knowledge and understanding of measurement techniques and their application Undertake measurement tasks and apply mathematical calculations to the measurement process Produce bills of quantities of measured works using manual techniques Analyse standard method(s) of measurement and codes.
145
Content
Measurement techniques Use of measurement during the design, construction and production phases of a project: initial and/or approximate estimating techniques, production of contract documentation, measurement of variations, sub-contract and supply chain packages, final account procedures, maintenance and refurbishment works
Measurement tasks Taking off of measurements and production of quantities: sections of a simple construction project, foundations and substructures, superstructure, including external and internal walls, flat and pitched roof construction and coverings, internal and external finishes, internal components such as doors, windows and staircases and floors, simple mechanical engineering services including plumbing and below ground drainage Compare different standard methods of measurement: used in building, civil engineering and building services engineering
Bills of quantities Production of Bill of Quantities: traditional, cut and shuffle and computer aided systems, working up processes involved with these methods, production of a bill of quantities for a simple work section or trade section of a construction project
Method(s) of measurement Bill format: analyse different formats of bills of quantities, codes and other contract documentation and their use
146
Outcomes
Demonstrate a knowledge and understanding of measurement techniques and their application
emonstrate the different uses of measurement and apply the technique to differing situations on a construction project ~ssess the relationship between measurement and the different parties involved in the design, production and maintenance of a construction project apply mathematical and/or mensuration techniques in order to assist the measurement process apply mensuration and mathematical techniques in order to obtain quantities of work take-off and produce quantities for the work sections in accordance with the requirements of the standard method(s) of measurement process and produce simple bills of quantities determine the measurement technique and process to suit the particular situation produce appropriate preliminary and preamble clauses explain the uses of prime cost and provisional sums analyse the different forms of bills of quantities and contract documents determine the correct form of contract documentation for a given particular purpose or situation
Undertake measurement tasks and apply mathematical calculations to the measurement process
Produce bills of quantities of measured works using manual techniques
Analyse standard method(s) of measurement and codes
147
Guidance
Delivery The use of a small project or development should be used to assist in the understanding of measurement in all its forms and for all professionals involved in the construction process. Since it is important that learners have a good understanding of the principles of construction and the industry, it is recommended that this unit is studied in the first year of the programme. It is important that the learners have access to the main standard methods of measurement and to use them where appropriate. These should be current or include amendments where appropriate. The emphasis on one method of measurement or another will depend on whether the learners are studying the Construction or Civil Engineering programmes. Simple construction or development projects should be used extensively, together with a current working knowledge and practice of the construction industry. Learners may be required to provide oral presentations from their own studies or experiences. During a role-play, learners should normally work together in a group to present scenarios for discussion. Assessment It is recommended that evidence for learning outcomes is achieved through well-planned course work, assignments and projects. Assessment may be formative and summative and both may feature as part of the process. Although assessments must be focused on the individual achievement of each learner, group work and role-play activities may contribute to the assessment. Integrative assignments and project work will help to link this unit with other related units. Where available, evidence from the workplace can also be incorporated to enhance the learning outcomes, provided that this evidence is appropriate and authenticated as the learners own work. The volume of evidence required for each assessment should take into account the overall number of assessments being contemplated within this unit and the design of the overall teaching programme. Appropriate attention must be given to health, safety and welfare arrangements and CDM Regulations throughout the delivery of this unit. In designing the assessment instruments, opportunities may also be included to generate evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to the outcomes of this unit, see Annex D and Annex F.
148
Links This unit relies on a good knowledge and understanding of the construction technology, as well as the industry itself. Learners should be encouraged to use their wider knowledge and experience gained from earlier units and from practice. Some CIC Common Learning Outcomes and higher level skills feature strongly throughout the development and assessment phases. See Annex D and Annex F. The content of this unit has been designed and mapped against the 1998 CISC Occupational Standards and current NVQs at level 4. The mapping links indicate that the achievement of the learning outcomes of this unit will contribute skills, knowledge and understanding towards the evidence requirements of the following NVQ: Quantity Surveying. See Annex D for summary of mapping information. Resources Learners should have access to a wide range of library resources, including textbooks, professional and technical journals, government and industry wide publications, copies of previous bills of quantities where appropriate, and the different methods of measurement and associated documents. Ideally, learners should have access to relevant ICT facilities and software packages that have been developed to assist the measurement process. Support materials Textbooks Hore, A and Kehoe, J et al Construction 1 Management, Finance and Measurement (Macmillan, 1997) Seeley, I Building Quantities Explained 5th Edition (Palgrave Macmillan, 1998) Seeley, I Civil Engineering Quantities 5th Edition (Palgrave Macmillan, 1993) Willis, A and Trench, W Williss Elements of Quantity Surveying 9th Edition (Blackwell Science, 1998) ICE Civil Engineering Standard Method of Measurement 3rd Edition (Thomas Telford, 1991) National Building Agency National Building Specification 4 Vols (RIBA, 1973) RICS SMM7 The Standards Method of Measurement of Building Works Revised Edition (RICS, 1998)
Other publications
149

Edexcel Construction Unit

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Edexcel Construction Unit

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

Design Principles and Application

Summary of learning outcomes

Outcomes and assessment criteria

Science and Materials

Summary of learning outcomes

Outcomes and assessment criteria

Use experimentation to model scientific problems and analyse results

Summary of learning outcomes

Outcomes and assessment criteria

Analyse and model construction situations using statistics and probability

Management Principles and Application

Summary of learning outcomes

Outcomes and assessment criteria

Summary of learning outcomes

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

Outcomes and assessment criteria

Health, Safety and Welfare

Summary of learning outcomes

Outcomes and assessment criteria

Summary of learning outcomes

Outcomes and assessment criteria

4 Investigate the various causes of decay and deterioration of buildings

Law and Contract

Summary of learning outcomes

Outcomes and assessment criteria

Describe the liabilities and responsibilities of parties to a contract

Building Services Engineering Technology

Summary of learning outcomes

Outcomes and assessment criteria

See Annex D for summary of mapping information.

Summary of learning outcomes

Outcomes and assessment criteria

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

Tendering and Estimating

Summary of learning outcomes

Outcomes and assessment criteria

Demonstrate knowledge of the information required to produce a tender

Apply the principles and techniques of estimating

Evaluate different tendering procedures and contractual arrangements in common use

Summary of learning outcomes

Outcomes and assessment criteria

Demonstrate a knowledge and understanding of measurement techniques and their application

Produce bills of quantities of measured works using manual techniques

Analyse standard method(s) of measurement and codes

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