HND in Construction

BTEC Higher Nationals
Guidance and units
Edexcel Level 4
BTEC Higher Nationals in Construction
August 2003
London Qualifications is one of the leading examining and awarding bodies in the UK and
throughout the world. It incorporates all the qualifications previously awarded under the
Edexcel and BTEC brand. We provide a wide range of qualifications including general
(academic), vocational, occupational and specific programmes for employers.
Through a network of UK and overseas offices, our centres receive the support they need to
help them deliver their education and training programmes to learners.
For further information please call Customer Services on 0870 240 9800, or visit our website at
www.edexcel.org.uk
References to third-party material made in this specification are made in good faith. London
Qualifications does not endorse, approve or accept responsibility for the content of materials,
which may be subject to change, or any opinions expressed therein. (Material may include
textbooks, journals, magazines and other publications and websites.)
Authorised by Peter Goff

Publications Code B013362
All the material in this publication is copyright
London Qualifications Limited 2003
EDEXCEL LEVEL 4 BTEC HIGHER

NATIONALS IN CONSTRUCTION
BTEC Higher National Certificate in Construction

BTEC Higher National Diploma in Construction
Contents
Qualification titles covered by this specification
Edexcel qualifications in the National Qualifications

Framework
Introduction
Structure of the qualifications
BTEC Higher National Certificate
BTEC Higher National Diploma
Key features
Professional body recognition
Occupational Standards
Qualification Requirement
Higher level skills and abilities
Teaching, learning and assessment
10
10
Unit format
11
Learning and assessment
12
Grading Higher National units
12
Grade descriptors
14
Accreditation of Prior Learning (APL)
16
Quality assurance of BTEC Higher Nationals
16
Centre and programme approval
16
Monitoring centres internal quality systems
17
Independent assessment: the role of the external examiner
17
Programme design and delivery
18
Mode of delivery
19
Resources
19
Delivery approach
19
Meeting local needs
20
Locally-devised specialist units
20
Limitations on variations from standard specifications
20
Access and recruitment
20
Balancing studies
21
Restrictions on learner entry
21
Learners with particular requirements
22
The wider curriculum
22
Useful publications
22
Professional body contact details
23
How to obtain CISC Occupational Standards and NVQ Standards
23
Professional development and training
24
Further information
24
Core Units
25
Unit 1:
Design Principles and Application
27
Unit 2:
Science and Materials
33
Unit 3:
Analytical Methods
39
Unit 4:
Management Principles and Application
45
Unit 5:
Group Project
53
Unit 6:
Health, Safety and Welfare
59
Specialist Units
65
Unit 7:
Technology A
67
Unit 8:
Technology B
73
Unit 9:
Law and Contract
81
Unit 10: Building Services Engineering Technology
87
Unit 11: Contractual Procedures
95
Unit 12: Refurbishment and Adaptation
103
Unit 13: Environment
109
Unit 14: Construction Economics
115
Unit 15: Individual Student Project
121
Unit 16: Production Management
127
Unit 17: Tendering and Estimating
133
Unit 18: Project Management
139
Unit 19: Measurement A
145
Unit 20: Building Control and Inspection
151
Unit 21: Supply Chain Management
157
Unit 22: Technology C
163
Unit 23: Specification and Contract Documentation
169
Unit 24: Structural Behaviour and Detailing
175
Unit 25: Measurement B
183
Unit 26: Design Procedures
189
Unit 27: Design Technology
195
Unit 28: Materials Properties and Performance
201
Unit 29: Site Surveying Procedures
207
Unit 30: IT Applications General
215
Unit 31: IT Applications Surveying and Measuring
221
Unit 32: IT Applications Computer Aided Design
227
Unit 33: IT Applications Project Management
233
Unit 34: Work-based Learning A
239
Unit 35: Work-based Learning B
245
Annex A
251
Qualification codes
251
QCA codes
251
Edexcel codes
251
QCA and Edexcel codes
251
Annex B
253
Representation by Professional Bodies
253
Recognition by Professional Bodies
254
BTEC Higher National Certificate and Diploma in Construction
256
BTEC Higher National in Construction for Building Surveying and

Quantity Surveying Disciplines
258
Annex C
Mapping of BTEC Higher Nationals in Construction to CISC Occupational
Standards (based on 1998 CISC CD-Rom)
260
260
Annex D
267
Summary of links between BTEC Higher Nationals in Construction units and

the Evidence Requirements of Level 4 NVQs
267
Construction Industry Council Learning Outcomes
269
Annex E
BTEC Environmental Initiative Guidance for the incorporation of
environmental components into BTEC programmes
Annex F
Annex G
Wider curriculum mapping
Annex H
Annex I
Summary of support materials (all units)
271
271
273
273
275
275
277
277
287
287
Qualification titles covered by this specification

Edexcel Level 4 BTEC Higher National Certificate in Construction
Edexcel Level 4 BTEC Higher National Diploma in Construction
These qualifications have been accredited to the National Qualifications Framework (NQF).
The Qualification Accreditation Numbers (QANs) for these qualifications are listed in Annex A.
These qualification titles are as they will appear on the learners certificate. Learners need to be
made aware of this when they are recruited by the centre and registered with Edexcel.
Providing this happens, centres are able to describe the programme of study leading to the
award of the qualification in different ways to suit the medium and the target audience.
B013362 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Construction
Issue 1 August 2003
Edexcel qualifications in the National Qualifications Framework

NQF level
BTEC Professional Award, Certificate,
Diploma

BTEC Professional Award, Certificate,
Diploma
BTEC National Diploma
BTEC National Certificate
BTEC National Award
Key skills level 5
NVQ level 5
Key skills level 4
NVQ level 4
Key skills level 3
GCE A Level
GCE AS Level
VCE
AEA
NVQ level 3
Key skills level 2
GCSE (A* C)
GCSE (Double Awards) (A* A* CC)
GCSE (Short Courses) (A* C)
Intermediate GNVQ
NVQ level 2
BTEC Diploma in Foundation Studies (Art

and Design)
BTEC Award, Certificate, Diploma
BTEC First Diploma
BTEC Introductory Certificate

BTEC Introductory Diploma
Entry Level Certificate in Skills for Working
Life
Entry Level Certificate in Personal Skills
Level 2 Certificate in
Adult Numeracy
Adult Literacy
Adult Numeracy
Level 1 Certificate
in Adult Literacy
Entry Level Certificate in
Adult Numeracy
Entry Level Certificate in
Adult Literacy
Key skills level 1
GCSE (D G)
GCSE (Double Awards) (DD GG)
GCSE (Short Courses) (D G)
Foundation GNVQ
NVQ level 1
Entry Level Certificates
Issue 1 August 2003
Introduction
This document contains the units and associated guidance for the National Qualifications
Framework (NQF) Edexcel Level 4 BTEC Higher Nationals in Construction. Each unit sets
out the required outcomes and content and includes advice regarding appropriate delivery and
assessment strategies. The guidance contains further details of the teaching, learning,
assessment and quality assurance of these qualifications. It includes advice about Edexcels
policy regarding access to its qualifications, the design of programmes of study and delivery
modes.
Structure of the qualifications

The BTEC Higher National Certificate in Construction is a 10-unit qualification of which six
units are core units.
The BTEC Higher National Certificate programme must contain a minimum of five units
designated at H2 level.

The BTEC Higher National Diploma in Construction is a 16-unit qualification of which six
units are core units.
The BTEC Higher National Diploma programme must contain a minimum of eight units
designated at H2 level.
Issue 1 August 2003
Overall unit structure for suite of the BTEC Higher Nationals in the Construction and Built Environment Sector
Specialist units
Core
Construction
*
**
H1
H1
H1
H2
H2
H2

Analytical Methods
Group Project
Civil Engineering*
H1
H1
H1
H2
H2
H2
Building Services Engineering**

Analytical Methods
Group Project
H1 Technology A
H1 Geology and Soil Mechanics
H2 Technology B
H1 Civil Engineering Construction A
H1 Law and Contract
H2 Site Surveying Procedures
H1 Building Services Engineering Technology
H2 Structural Analysis and Design
H2 Contractual Procedures
H2 Individual Student Project
H2 Refurbishment and Adaptation
H1 Design and Production Computer Analysis
H1 Environment
H2 Engineering Mathematics
H2 Construction Economics
H2 Civil Engineering Construction B
H2 Individual Student Project
H2 Fluids and Hydraulics
H2 Production Management
H2 Project Management
H1 Tendering and Estimating
H2 Advanced Structural Analysis and Design
H2 Project Management
H2 Transportation
H1 Measurement A
H1 Law and Contract
H2 Building Control and Inspection
H1 Tendering and Estimating
H2 Supply Chain Management
H2 Contractual Procedures
H2 Technology C
H2 Work-based Learning A
H1 Specification and Contract Documentation
H2 Work-based Learning B
H1 Structural Behaviour and Detailing
H2 Measurement B
H1 Design Procedures
H2 Design Technology
H2 Materials Properties and Performance
H2 Site Surveying Procedures
H1 IT Applications General [0.5 unit]
H2 IT Applications Surveying and Measuring [0.5 unit]
H1 IT Applications Computer Aided Design [0.5 unit]
H2 IT Applications Project Management [0.5 unit]
H2 Work-based Learning A
H2 Work-based Learning B
Civil Engineering
}
Building Services Engineering
} Guidance and units contained within separate specifications
H1
H1
H1
H2
H2
H2

Services Science
Analytical Methods
Group Project
H2
H2
H1
H2
H2
H1
H1
H1
H2
H2
H1
H2
H2
H2
H1
H2
H2
H1
H1
H1
H2
H1
H2
H2
H2
H2
H2
H2
Services Project Management

Engineering Mathematics
Quality Assurance and Control
Individual Student Project
Thermofluids and Acoustic Criteria
Air Conditioning A
Heating A
Electricity and Lighting
Air Conditioning B
Heating B
Piped Distribution Services
Energy Utilisation and Efficiency
Plumbing Technology
Refrigeration Technology
Refrigeration Electrical Technology
Advanced Refrigeration Systems
Electrical Theory
Electrical and Electronics Control Principles [0.5 unit]
Electrical Installation A [0.5 unit]
Lighting Applications
Power Supplies to Buildings
Building Fire Protection and Security
Electrical Installation B
Building Management Systems
Refrigeration Applications
Refrigeration Design and Plant Selection
Work-based Learning A
Work-based Learning B
Issue 1 August 2003
BTEC Higher Nationals in Construction Qualification structures and routes for Occupation Disciplines
Core units
H1
H1
H1
H2
H2
H2
Common to
all routes of
HNC and
HND

Analytical Methods
Group Project
Specialist units
Production and Management
H1
H2
H1
H1
HNC = 6 core
+ 4 specialist
units
HND = 6 core
+ 10 specialist
units
H2
H2
H1
H2
H2
H2
H1
H2
H1
H2
H2
H2
H1
H1
H2
H2
H1
H2
H1
H2
H2
H2
Technology A
Technology B
Law and Contract
Technology
Contractual Procedures
Refurbishment and Adaptation
Environment
Construction Economics
Production Management
Tendering and Estimating
Project Management
Measurement A
Building Control and Inspection
Supply Chain Management
Technology C
Specification and Contract
Documentation
Structural Behaviour and Detailing
Materials Properties and Performance
Site Surveying Procedures
*IT Applications General (0.5)
*IT Applications Surveying and
Measuring (0.5)
*IT Applications Computer Aided
Design (0.5)
*IT Applications Project
Management (0.5)
Quantity Surveying
H1
H2
H1
H1
H2
H2
H1
H2
H2
H2
H1
H2
H1
H2
H1
H2
H2
H1
H2
H1
H2
H2
H2
Technology A
Technology B
Law and Contract
Technology
Environment
Project Management
Measurement A
Documentation
Measurement B
Site Survey Procedures
Measuring (0.5)
Design (0.5)
*IT Applications Project Management
(0.5)
Building Surveying
H1
H2
H1
H1
H2
H2
H1
H2
H2
H2
H1
H2
H1
H2
H2
H1
H1
H1
H2
H1
H2
H2
H2
Technology A
Technology B
Law and Contract
Technology
Environment
Project Management
Measurement A
Technology C
Documentation
Measuring (0.5)
Design (0.5)
*IT Applications Project
Management (0.5)
Architectural Design
H1
H2
H1
H1
H2
H2
H1
H2
H2
H2
H2
H1
H1
H1
H2
H2
H1
H1
H2
H2
Technology A
Technology B
Law and Contract
Technology
Environment
Technology C
Documentation
Design Procedures
Design Technology
Design (0.5)
Note: * IT Applications half units may be taken in any combination, subject to H1 and H2 requirements for a programme.
Programmes must have a minimum of 50% of units designated at H2 level. See Annex B for Qualification Structures recognised by BIAT, CIOB, and RICS.
Issue 1 August 2003
Key features
The BTEC Higher Nationals are designed to provide a specialist vocational programme, linked
to professional body requirements and National Occupational Standards where appropriate,
with a strong work related emphasis. The qualifications provide a thorough grounding in the
key concepts and practical skills required in their sector and their national recognition by
employers allows progression direct into employment. The BTEC Higher Nationals offer a
strong emphasis on practical skills development alongside the development of requisite
knowledge and understanding in their sector. Learners are attracted to this strong vocational
programme of study that meets their individual progression needs whether this is into
employment or to further study on degree or professional courses.
The key progression path for BTEC Higher National Certificate and Diploma learners is to the
second or third year of a degree or honours degree programme, depending on the match of the
BTEC Higher National units to the degree programme in question.
The BTEC Higher Nationals in Construction have been developed to focus on:
national qualifications, with detailed common standards, learning outcomes and unit
grading recognisable to centres, learners, employers and professional bodies
recognition by appropriate professional bodies
a common core of study applicable to the whole industry
a choice of optional curriculum appropriate to the main career disciplines within

construction
a flexible approach to curriculum content within a nationally recognised framework
changing training and educational needs relevant to construction disciplines
progression to degree programmes and progression to professional institution membership
a contribution to the skills, knowledge and understanding required to underpin relevant

occupational standards and NVQs at level 4
providing opportunities for learners to focus on the development of higher level skills in a
technological and management context
a focus on the development of learners practical knowledge, skills and understanding that
underpins performance in the workplace
preparation for employment and further training and professional development.
This qualification meets the needs of the above rationale by:
preparing learners for a range of technical, professional and management career disciplines
in construction and the built environment by providing specialised studies which are
directly relevant to individual occupations and professions in which learners are currently
working or in which they intend to seek employment
enabling learners to make an immediate contribution in employment in construction and the

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

basis for progression to graduate and postgraduate studies
Issue 1 August 2003
developing a range of skills and techniques, personal qualities and attitudes essential for
successful performance in working life
providing further study, career development and progression from a Technician Technical
Certificate at level 3 within an Advanced Modern Apprenticeship (AMA)
providing a significant basis for progression to membership of professional institutions in

construction and the built environment.

The BTEC Higher Nationals in Construction have been developed with career progression and
recognition by professional bodies in mind. It is essential that learners gain the maximum
benefit from their programme of study. Consequently we have added value to the qualification
by securing recognition for these qualifications.
The following is an indication of relevant professional bodies who recognise or are likely to
recognise these BTEC Higher Nationals in Construction and their recommended unit structure,
as a qualification contributing towards their requirements:
The Chartered Institute of Building (CIOB)
The Royal Institution of Chartered Surveyors (RICS)
The British Institute of Architectural Technologists (BIAT).
In addition to individual recognition by the main professional bodies, the NQF BTEC Higher
Nationals in Construction have also been validated and approved by the Construction Industry
Council Standards Panel (CICSP) which represents all the main professional bodies, NTOs
(SSCs), employer bodies and key employers for higher level qualifications in the Construction
and Built Environment Sector.
Further details of professional body recognition and exemptions of BTEC Higher Nationals are
contained in the publication BTEC Professional Recognition which is available on Edexcels
website (www.edexcel.org.uk). See Annex B for details of professional bodies and recognition
arrangements.
Occupational Standards
BTEC Higher Nationals in Construction are designed to relate to the Occupational Standards in
the Construction Sector, which in turn form the basis of the Construction National Vocational
Qualifications (NVQs) at Level 4. BTEC Higher Nationals do not purport to deliver
occupational competence in the sector, which should be demonstrated in a work context.
However, the qualifications provide underpinning knowledge for the Occupational Standards,
as well as developing practical skills in preparation for work and possible achievement of
NVQs in due course.
As part of the development process the content in these qualifications has been mapped to the
1998 Construction Industry Standing Conference (CISC) Occupational Standards (OS) and also
the relevant NVQ at level 4.
Through the study of the core units and specialist units, learners will cover much of the
underpinning knowledge, skills and understanding that will contribute to the evidence required
for the NVQ level 4 units in:
Architectural Technology
Building Control
Building Maintenance and Estates Service
Construction Site Management
Issue 1 August 2003
Conservation Control
Construction Contracting
Construction Plant and Equipment Management
Property Management
Quantity Surveying
Spatial Data Management
Town Planning
Valuation.
See Annex D for a summary of mapping links between the core units and specialist units and
these NVQs.
There are good links between the curriculum content of the BTEC Higher Nationals in
Construction and the QAA Building and Surveying threshold benchmark standards, albeit that
the BTEC Higher Nationals are normally only two year programmes and the QAA benchmark
standards, which are set at honours degree level, are normally three years of study.
Edexcel has published Qualification Requirements as a part of the revision of the BTEC Higher
Nationals. Qualification Requirements set out the aims and rationale of the qualifications and
provide the framework of curriculum content. They also identify the higher level skills
associated with the qualifications and any recognition by the relevant professional bodies. The
Qualification Requirement for BTEC Higher Nationals Construction is given in Annex H.
Edexcel standard specifications titles are developed from the Qualification Requirements.
Licensed centres comply with Qualification Requirements when developing BTEC Higher
Nationals under these standard titles.
Qualification Requirements provide consistent standards within the same vocational area and
clearly identify the skills and knowledge that can be expected of any holder of an identical
BTEC Higher National. This will allow higher education institutions, employers and
professional bodies to confidently provide progression opportunities to successful learners.

Learners studying for the BTEC Higher Nationals in Construction will be expected to develop
the following higher level skills during the programme of study:
locate, extract, read and use appropriate literature drawn from multiple sources with a full
and critical understanding
design, plan, conduct and report investigations and research to solve problems and
communicate the results of their study accurately and reliably
seek solutions to routine and unfamiliar problems through the analysis and synthesis of a
range of concepts, knowledge and skills to formulate evidence-based arguments and
evaluate and summarise information critically
analyse and interpret data and present quantitative and qualitative information, together
with analysis, argument and commentary, in a form appropriate to the intended audience;
using appropriate quantitative techniques, relevant IT software and media
Issue 1 August 2003
relate academic knowledge, skills and understanding to skills in the workplace and where
appropriate, demonstrate their integration through workplace experience and activities
think independently and apply complex theories to practical realistic work situations, some
requiring innovation and creativity
apply their subject-related and transferable skills in contexts where the scope of the task
and the criteria for decisions are generally well defined but where some personal
responsibility and initiative are required
recognise the moral and ethical issues of construction, sustainability, the environment,
scientific enquiry and experimentation
appreciate the need for ethical standards and professional codes of conduct and apply
insight and judgement in relation to the margins and consequences of error
develop an understanding of the interdisciplinary nature of construction, and of the skills

required to work in non-adversarial integrated teams with other professions in construction
take responsibility to manage and direct their own and where appropriate, the activities of
others
identify and address their own learning needs within defined contexts, recognise their own
learning style and undertake further guided learning in new areas.
The Construction Industry Council has an agreed set of Common Learning Outcomes for all
sub-degree and degree level courses, these are summarised in Annex D.

The 10-unit BTEC Higher National Certificate in Construction provides a specialist workrelated programme of study that covers the key knowledge, understanding and practical skills
required in the construction sector and also offers particular specialist emphasis through the
choice of specialist units.
BTEC Higher National Certificates provide a nationally recognised qualification offering
career progression and professional development for those already in employment and
opportunities to progress in higher education. The qualifications are mode free but they are
primarily undertaken by part-time learners studying over two years. In some sectors there are
opportunities for those wishing to complete an intensive programme of study in a shorter period
of time.
The specification provides centres with a framework to develop engaging programmes for
higher education learners who are clear about the area of employment that they wish to enter.
Their access to suitable work situations may allow learners to achieve an NVQ at level 4 see
Annex D.
The BTEC Higher National Certificate in Construction provides four main discipline
progression routes: production and management; quantity surveying; building surveying; and
architectural design. Within each of these four main discipline progression routes, there is a
range of specialist units that enable programmes to be designed and focused on the more
specific needs of learners and employers.
The choice of appropriate specialist units should ensure adequate coverage of the technology
units required for the discipline progression route being followed. It should also provide a good
balance and integration of theory and practice to ensure that the qualification supports both
employer related and academic progression and the unit structures recognised by professional
bodies see Annex B.
Issue 1 August 2003

The 16-unit BTEC Higher National Diploma provides greater breadth and specialisation than
the BTEC Higher National Certificate. BTEC Higher National Diplomas are mode free but are
followed predominately by full-time learners. They allow progression into or within
employment in the construction sector, either directly on achieving of the award or following
further study to degree level.
The BTEC Higher National Diploma in Construction also provides for an opportunity for
suitable work-experience in order for learners to apply their knowledge and practical skills in
the workplace during their study. Full-time learners have the opportunity to do this through
formal work placements or their part-time employment experience. Work-based learning units
are provided so that this can be formally assessed.
The qualification prepares learners for employment in the construction sector and will be
suitable for 18+ year olds who have already decided that they wish to enter this area of work.
Some adult learners may wish to make the commitment required by this qualification in order
to enter a specialist area of employment in construction or progress into higher education. Other
learners may want to extend the specialism that they followed on the BTEC Higher National
Certificate programme. Progression from this qualification may well be into or within
employment in the construction sector where learners may work towards membership of CIOB,
RICS, BIAT or other relevant professional bodies.
The BTEC Higher National Diploma in Construction provides four main discipline progression
routes: production and management; quantity surveying; building surveying; and architectural
design. Within each of these four main discipline progression routes, there is a range of
specialist units that enable programmes to be designed and focused on the more specific needs
of learners and employers.
The choice of appropriate specialist units should ensure adequate coverage of the technology
units required for the discipline progression route being followed. It should also provide a good
balance and integration of theory and practice to ensure that the qualification supports both
employer related and academic progression and the unit structures recognised by professional
bodies see Annex B.
Teaching, learning and assessment

Learners must pass all 10 units on their programme of learning to be awarded a BTEC Higher
National Certificate and all 16 units to be awarded a BTEC Higher National Diploma.
However, professional bodies may recommend additional units to meet their requirements and
facilitate progression see Annex B.
The assessment of BTEC Higher National qualifications is criterion-referenced and centres are
required to assess the learners evidence against published learning outcomes and assessment
criteria. All units will be individually graded as pass, merit or distinction. To achieve a
pass grade for the unit learners must meet the assessment criteria set out in the specifications.
This gives transparency to the assessment process and provides for the establishment of
national standards for each qualification.
The units in BTEC Higher National qualifications all have a standard format which is designed
to provide clear guidance on the requirements of the qualification for learners, assessors and
those responsible for monitoring national standards.
10
Issue 1 August 2003
Unit format
Each unit is set out in the following way.
Unit title, learning hours and NQF level
The unit title is accredited by QCA and this form of words will appear on the learners
Notification of Performance. In BTEC Higher National qualifications each unit consists of
60 guided learning hours.
Each unit is assigned a notional level indicator of H1 or H2, indicating the relative intellectual
demand, complexity and depth of study, and learner autonomy.
At H1 level the emphasis is on the application of knowledge, skills and understanding, use of
conventions in the field of study, use of analytical skills and selection and organisation of
information.
At H2 level the emphasis is on application and evaluation of contrasting ideas, principles,
theories and practices, greater specialisation in the field of study, and an increasing
independence in systematic enquiry and analysis.
Description of unit
A brief description of the overall purpose of the unit is given, together with the key areas of
study associated with the unit.
Summary of learning outcomes
The outcomes of the unit identify what each learner must do in order to pass the unit. Learners
must achieve all the outcomes in order to pass the unit.
Content
This section picks up highlighted words from the outcomes and amplifies the content coverage
required when addressing the outcomes. The content section will often provide lists of topics.
Please note all aspects of the listed topics should be covered, except those that begin with eg,
where items listed are merely indicative.
Outcomes and assessment criteria
Each unit contains statements of the evidence that each learner should produce in order to
receive a pass.
Guidance
This section is not prescriptive but provides additional guidance and amplification related to the
unit to support teachers/deliverers and assessors. Its subsections are given below. Only those
subsections which apply to the unit will appear.
Delivery offers guidance about possible approaches to delivery. This advice is based on
the more usual delivery modes and is not intended to rule out alternative approaches.
Assessment provides advice about the nature and type of evidence that learners are likely
to need to produce. This subsection should be read in conjunction with the assessment
criteria and the generic grade descriptors.
Links sets out the links between units. Provides opportunities for integration of learning,
delivery and assessment. Any links to the National Occupational Standards will be
highlighted here.
Issue 1 August 2003
11
Resources identifies the specialist resources likely to be needed to allow learners to

generate the evidence required by each unit. The centre will be asked to ensure that this
requirement is in place when it seeks approval from Edexcel to offer the qualification.
Support materials identifies, where appropriate, textbooks, videos, magazines, journals,

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

The purpose of assessment is to ensure that effective learning of the content of each unit has
taken place. Evidence of this learning, or the application of the learning etc, is required for each
unit. The assessment of the evidence directly relates to the assessment criteria for each unit,
supported by the generic grade descriptors.
The process of assessment can aid effective learning by seeking and interpreting evidence to
decide the stage that learners have reached in their learning, what further learning needs to take
place and how best to do this. Therefore, the process of assessment should be part of the
effective planning of teaching and learning by providing opportunities for both the learner and
assessor to obtain information about progress towards learning goals. The assessor and learner
must be actively engaged in promoting a common understanding of the assessment criteria and
the grade descriptors (what it is they are trying to achieve and how well they achieve it) for
further learning to take place. Therefore, learners need constructive feedback and guidance
about how to improve, capitalising on strengths, with clear and constructive comments about
weaknesses and how these might be addressed.
Assessment instruments are constructed by centres. Assessment instruments should collectively
ensure coverage of all assessment criteria within each unit and should provide opportunities for
the evidencing of all the grade descriptors. It is advised that assessment criteria and
contextualised grade descriptors are clearly indicated on each assessment instrument to provide
a focus for learners (for transparency and to ensure that feedback is specific to the criteria) and
to assist with internal standardisation processes. Tasks/activities should enable learners to
produce evidence that relates directly to the assessment criteria and grade descriptors.
When centres are designing assessment instruments, they need to ensure that the instruments
are valid, reliable and fit for purpose, building on the application of the assessment criteria.
Centres are encouraged to place emphasis on practical application of the assessment criteria,
providing a realistic scenario for learners to adopt, making maximum use of work-related
practical experience and reflecting typical practice in the sector concerned. The creation of
assessment instruments that are fit for purpose is vital to achievement and their importance
cannot be over-emphasised.
Grading Higher National units

The assessment of BTEC Higher National qualifications will be at unit level and there will be
no overall grade for either the Certificate or the Diploma. This means that learners are able to
access the qualification through a unitised approach.
Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement
of all outcomes against the specified assessment criteria. Merit and distinction grades are
awarded for higher-level achievement.
The generic merit and distinction grade descriptors listed on pages 1415 are for grading the
total evidence produced for each unit and describe the learners performance over and above
that for a pass grade.
12
Issue 1 August 2003
The merit and distinction grade descriptors can be achieved in a flexible way, eg in a sequential
or holistic mode, to reflect the nature of the sector concerned.
Each of the generic merit and distinction grade descriptors can be amplified by use of
indicative characteristics. These give a guide to the expected learner performance and support
the generic grade descriptors. The indicative characteristics should reflect the nature of a unit
and the context of the sector programme.
The indicative characteristics shown in the table for each of the generic grade descriptors are
not exhaustive. Consequently, centres should select from the list or may construct other
appropriate indicative characteristics for their sector programme which may be drawn from the
appropriate higher-level skills. It is important to note that each assessment activity does not
need to incorporate all the merit and/or distinction grade descriptors.
Contextualising the generic grade descriptors
The generic merit and distinction grade descriptors need to be viewed as a qualitative extension
of the assessment criteria for pass within each individual unit. The relevant generic grade
descriptors must be identified and specified within an assignment and the relevant indicative
characteristics should be used to place the required evidence in context.
Issue 1 August 2003
13
Grade descriptors
Pass grade
A pass grade is achieved by meeting all the requirements defined in the assessment criteria for
pass for each unit.
Merit grade
Merit descriptors
Indicative characteristics:
In order to achieve a merit

the learner must:
The learners evidence shows:
effective judgements have been made
complex problems with more than one variable have been

explored
an effective approach to study and research has been applied
relevant theories and techniques have been applied
a range of methods and techniques have been applied
a range of sources of information has been used
the selection of methods and techniques/sources has been

justified
the design of methods/techniques has been justified
complex information/data has been synthesised and

processed
appropriate learning methods/techniques have been applied
appropriate structure and approach has been used
coherent, logical development of principles/concepts for the

intended audience
a range of methods of presentation have been used and

technical language has been accurately used
communication has taken place in familiar and unfamiliar

contexts
the communication is appropriate for familiar and

unfamiliar audiences and appropriate media have been used
14
identify and apply

strategies to find
appropriate solutions
select/design and apply

appropriate methods/
techniques
present and
communicate
appropriate findings
Issue 1 August 2003
Distinction grade
Distinction descriptors
Indicative characteristics:
In order to achieve a
distinction the learner must:
The learners evidence shows:
conclusions have been arrived at through synthesis of ideas

and have been justified
the validity of results has been evaluated using defined

criteria
self criticism of approach has taken place
realistic improvements have been proposed against defined

characteristics for success
use critical reflection to

evaluate own work and
justify valid conclusions
take responsibility for
managing and organising
activities
demonstrate
convergent/lateral/
creative thinking
autonomy/independence has been demonstrated

substantial activities, projects or investigations have been
planned, managed and organised
activities have been managed
the unforeseen has been accommodated
the importance of interdependence has been recognised and

achieved
ideas have been generated and decisions taken
self evaluation has taken place
convergent and lateral thinking have been applied
problems have been solved
innovation and creative thought have been applied
receptiveness to new ideas is evident
effective thinking has taken place in unfamiliar contexts
Issue 1 August 2003
15
Accreditation of Prior Learning (APL)

Edexcel encourages centres to recognise learners previous achievements and experience
through the Accreditation of Prior Learning. Learners may have evidence that has been
generated during previous study, in their previous or current employment or whilst undertaking
voluntary work that relates to one or more of the units in the qualification. Assessors should
assess this evidence against the BTEC Higher National standards in the specifications in the
normal way. As with all evidence, assessors should be satisfied about the authenticity and
currency of the material when considering whether or not the outcomes of the unit have been
met.
Full guidance about Edexcels policy on APL is provided on our website
(www.edexcel.org.uk).
Quality assurance of BTEC Higher Nationals

The quality assurance system for BTEC Higher National qualifications, as higher-level
vocational qualifications at Level 4 on the NQF, will comprise three main components.
approval process a control measure to confirm that individual centres (and programme
teams) are appropriately resourced and competent to deliver a BTEC Level 4 programme of
study.
monitoring of centres a method of monitoring centres internal quality systems to

ensure ongoing fulfilment of initial requirements and, where appropriate, enhancement of
those requirements to accommodate new qualifications.
independent assessment a measure that provides independence within the assessment

process, so that the certificated outcomes for each learner are not reliant on determinations
by individuals or groups with a vested interest in the outcome. This measure should be
consistent and reliable over time, and should not create unnecessary barriers.
Centre and programme approval

Approval to offer the BTEC Higher National qualifications will vary depending on the status of
the centre. Centres that have a recent history of delivering BTEC Higher National qualifications
and have an acceptable quality profile in relation to their delivery will be able to gain approval
through an accelerated process. Centres that are new to the delivery of BTEC Higher National
qualifications will be required to submit evidence to demonstrate that they:
have the human and physical resources required for effective delivery and assessment
understand the implications for independent assessment and agree to abide by these
have a robust internal assessment system supported by fit for purpose assessment
documentation
have a system to internally verify assessment decisions to ensure standardised assessment

decisions are made across all assessors and sites.
Such applications have to be supported by the head of the centre (principal, chief executive,
etc).
We communicate all approvals in writing to the head of centre in the form of a qualification
approval letter. The approval letter will also contain a programme definition for each
qualification approved. The programme definition clearly states to the centre all units that
comprise the qualification for which the centre is approved.
16
Issue 1 August 2003
Monitoring centres internal quality systems

Centres will be expected to demonstrate ongoing fulfilment of approval criteria across all
programme areas. This should include the consistent application of policies affecting learner
registrations and appeals, together with the effectiveness of internal examination and
standardisation processes.
Centres may opt for a review of their provision under the quality verifier/quality reviewer
arrangements, which already apply to all further education centres. Alternatively, centres may
present evidence of their operation within a recognised code of practice, such as that of the
Quality Assurance Agency for Higher Education. Edexcel reserves the right to confirm
independently that these arrangements are operating to our satisfaction.
Independent assessment: the role of the external examiner

Supporting consistency and appropriateness of centre assessor decisions
For all BTEC Higher Nationals accredited at Level 4 on the NQF, Edexcel will appoint
appropriately qualified subject-specific external examiners to the programme in each centre.
Edexcel will define the selection, appointment and training process, together with the roles and
responsibilities of the external examiners and will communicate the details to centres in a
centre handbook.
The function of the external examiner will be to review and evaluate objectively the assessment
process and standards of learner attainment by independently reviewing, in the first year of the
programme, a sample of learner work (including the centre-designed assignments on which the
samples are based) selected by the external examiner, from across the programme.
When they visit centres, external examiners must be afforded reasonable access to the assessed
parts of the programme, including evidence of learner performance on placement. They are
required to:
verify that standards are appropriate for the award and its elements
assist institutions in the comparison of academic standards across similar awards nationally.
Should any disparity occur between the judgement of centre assessors and that of the external
examiner, this will be reported to the centre and to Edexcel by the external examiner. The
centre will be required to agree appropriate corrective action as a result of this report.
Independence in confirmation of certificated outcomes
In the final year of the programme, the external examiner will revisit the centre in order to
independently assess learner work and to evaluate centre assessor decisions on final outcomes.
This process of evaluation may focus upon work in units, selected by the external examiner,
that present the most appropriate evidence for this exercise. The work of all learners not already
sampled in the first year of the programme will be reviewed.
Resolution of assessments will normally be handled at the centres final programme review
board. The external examiner will be expected to endorse the outcomes of assessment before
certification can be authorised. Should the external examiner be unable to provide such
endorsement, certification will be withheld until appropriate corrective action has taken place.
(The senior subject examiner may become involved in such instances.)
The external examiner will be required to prepare a written report after each visit. The report
will include comments from the external examiner upon:
academic standards and programme specification
academic standards and learner performance
academic standards and assessment
Issue 1 August 2003
17
the assessment process
assessment meetings
physical resources
comments of learners
meetings with staff
external examiner practice
issues arising from previous reports
details of sampling
general points, areas of good practice and major issues
action points.
The external examiner report provides the mechanism by which the external examiner
independently verifies learner ability, endorses the validity of the assessment process and
releases certification for a cohort.
The report is a confidential document between Edexcel, the appointed external examiner, and
the centre to use for internal/external quality assurance processes. It provides the centre with
feedback on the external examining process and on the judgements that determine the external
examiners decisions on endorsement, or otherwise, of learner outcomes.
Programme design and delivery

The qualifications consist of core units (which are mandatory) and specialist units. These
specialist units will be mostly optional and are designed to provide a specific focus to the
qualification. Some combination of specialist units may be required if recognition is being
sought from a professional body and these are set out in relation to each qualification in the
defined structures provided in this specification see Annex B.
In BTEC Higher National qualifications each unit consists of 60 guided learning hours (within
these qualifications, there are four half-units of 30 hours which should normally be studied in
pairs in order to provide a value of one whole unit). The definition of guided learning hours is
a notional measure of the substance of a qualification. It includes an estimate of time that
might be allocated to direct teaching, instruction and assessment, together with other structured
learning time such as directed assignments or supported individual study. It excludes learnerinitiated private study. Centres are advised to consider this definition when planning the
programme of study associated with this specification.
Programmes should develop the learners knowledge, understanding, skills and awareness
necessary to provide them with the potential to progress to technical, supervisory and
managerial positions in construction and the built environment. Programmes should make
provision for:
sufficient time to achieve consistency of outcome standards
both breadth and depth of coverage to meet the needs of industry in technical and personal
skills
the foundation for subsequent study and developing a commitment to lifelong learning and
Career Professional Development (CPD).
18
Issue 1 August 2003
Mode of delivery
Edexcel does not define the mode of study for BTEC Higher National qualifications. Centres
are free to offer the qualifications using any mode of delivery that meets the needs of their
learners. This may be through traditional classroom teaching, open learning, distance learning
or a combination of these. Whatever mode of delivery is used, centres must ensure that learners
have appropriate access to the resources identified in the specifications and to the subject
specialists delivering the units. This is particularly important for learners studying for the
qualification through open or distance learning.
Full guidance on Edexcels policies on distance assessment and electronic assessment are
provided on our website.
Learners studying for the qualification on a part-time basis bring with them a wealth of
experience that should be utilised to maximum effect by tutors and assessors. Assessment
instruments based on the learners work environment should be encouraged. Those planning the
programme should aim to enhance the vocational nature of the BTEC Higher National
qualification by:
liaising with employers to ensure that the course is relevant to the specific needs of the
learners
accessing and using non-confidential data and documents from learners workplaces
including sponsoring employers in the delivery of the programme and, where appropriate,
in the assessment
linking with company-based/workplace training programmes
making full use of the variety of experience of work and life that learners bring to the
programme
linking the assessment evidence for level 4 NVQs with the evidence requirements and
assessment of these qualifications.
Resources
BTEC Higher National qualifications are designed to prepare learners for employment in
specific sectors. Physical resources need to support the delivery of the programme and the
proper assessment of the outcomes and, therefore, should normally be of industry standard.
Staff delivering programmes and conducting the assessments should be fully familiar with
current practice and standards in the sector concerned. Centres will need to meet any specialist
resource requirements when they seek approval from Edexcel.
Specialist resources should generally include case study materials, real resources acquired from
commercial operations, videos and documented examples of current practice, eg reports from
the construction industry. Please refer to the resources section of each unit for detailed resource
requirements.
Delivery approach
It is important that centres develop an approach to teaching and learning that supports the
specialist vocational nature of the BTEC Higher National qualifications. The specifications
contain a balance of practical skill development and knowledge requirements, some of which
can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made
between theory and practice and that the knowledge base is applied to the sector. This will
require the development of relevant and up-to-date teaching materials that allow learners to
apply their learning to actual events and activity within the sector. Maximum use should be
made of the learners experience.
Issue 1 August 2003
19
Meeting local needs

Centres should note the qualifications set out in these specifications have been developed in
consultation with centres, employers, CIOB, RICS, BIAT, together with support from the
Sector Skills Councils for the construction and built environment sector. The units are designed
to meet the skill needs of the sector and the specialist units allow coverage of the full range of
employment. Centres should make maximum use of the choice available to them within the
specialist units in these specifications to meet the needs of their learners, as well as the local
skills and training needs identified by organisations such as Regional Development Agencies
and Local Learning and Skills Councils.
Centres may not always be able to meet local needs using the units in this specification. In this
situation, centres may seek approval from Edexcel to make use of units from other standard
NQF BTEC Higher National specifications. Centres will need to justify the need for importing
units from other specifications and Edexcel will ensure that the vocational focus of the
qualification is not diluted.
Locally-devised specialist units

There may be exceptional circumstances where even the flexibility of importing units from
other specifications does not meet a particular local need. In this case, centres can seek
permission from Edexcel to develop a unit with us to meet this need. The cases where this will
be allowable will be very limited. Edexcel will ensure that the integrity of the qualification is
not reduced and that there is a minimum of overlap and duplication of content of existing units.
Centres will need strong evidence of the local need and the reasons why the existing standard
units are inappropriate. Edexcel will need to validate these units.
Limitations on variations from standard specifications

The flexibility to import standard units from other BTEC Higher National specifications and/or
develop unique locally devised specialist units is limited to a maximum of four units in a
BTEC Higher National Diploma qualification and a maximum of two units only in any
BTEC Higher National Certificate qualification. The use of these units cannot be at the
expense of the core units in any qualification.
In making such proposals, centres should also be cognisant of those units and programme
structures recommended/required to satisfy the professional institutions and progression
requirements. Learners must be advised of the value of any revised programmes and the
progression opportunities they provide.
Access and recruitment

Edexcels policy regarding access to its qualifications is that:
the qualifications should be available to everyone who is capable of reaching the required
standards
the qualifications should be free from any barriers that restrict access and progression
there should be equal opportunities for all wishing to access the qualifications.
20
Issue 1 August 2003
Centres are required to recruit learners to BTEC qualifications with integrity. This will include
ensuring that applicants have appropriate information and advice about the qualifications and
that the qualification will meet their needs. Centres should take appropriate steps to assess each
applicants potential and make a professional judgement about their ability to successfully
complete the programme of study and achieve the qualification. This assessment will need to
take account of the support available to the learner within the centre during their programme of
study and any specific support that might be necessary to allow the learner to access the
assessment for the qualification. Centres should also show regard for Edexcels policy on
learners with particular requirements.
Centres will need to review the profile of qualifications and/or experience held by applicants,
considering whether this profile shows an ability to progress to a Level 4 qualification. For
learners who have recently been in education, the entry profile is likely to include one of the
following:
a BTEC National Certificate or Diploma qualification in Construction or a related

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

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

vocational area
a GCE Advanced level profile which demonstrates strong performance in a relevant subject
or an adequate performance in more than one GCE subject. This profile is likely to be
supported by GCSE grades at A * to C
related work experience
other related level 3 qualifications.
Mature learners may present a more varied profile of achievement that is likely to include
extensive work experience (paid and/or unpaid) and/or achievement of a range of professional
qualifications in their work sector. In these circumstances, a programme of balancing studies
may be needed to bring learner to the required standard for entry to a BTEC Higher National
programme.
Balancing studies
In preparation for any BTEC Higher National Construction programme, and particularly for a
BTEC Higher National Diploma, learners with a variety of background experience and
qualifications, such as a craft background, may need to be given support and access to learning.
Centres could use balancing studies, covering any necessary level 3 outcomes that would
normally have been covered in a GCE A level programme, an Advanced VCE in Construction
and the Built Environment or in a BTEC National in Construction programme, for example
Mathematics, Science and Materials, Technology, etc. The BTEC National Award may provide
the basis for these studies and may be supplemented by other appropriate specialist units from
the BTEC Nationals.
Restrictions on learner entry

The majority of BTEC Higher National qualifications are accredited on the NQF for learners
aged 16 years and over. Learners aged 15 and under cannot be registered for a BTEC Higher
National qualification.
Issue 1 August 2003
21
Learners with particular requirements

Edexcel recognises that some learners, when studying vocationally-related qualifications, will
have coped with the learning demands of a course but may find the standard arrangements for
the assessment of their attainment presents an unfair barrier. This would apply to learners with
known and long-standing learning problems and to learners who are affected at, or near to, the
time of a time-constrained assessment.
Edexcel will seek to approve alternative arrangements that:
meet the needs of learners with particular requirements
do not confer advantage over other learners
are commensurate with the proper outcomes from the qualification.
Details of the allowable arrangements for such learners are given in Assessment of Vocationally
Related Qualification: Regulations and Guidance relating to Learners with Special
Requirements (Edexcel, 2002).
The wider curriculum

The study of the BTEC Higher Nationals in Construction provides opportunities for learners to
develop an understanding of spiritual, moral, ethical, social and cultural issues and an
awareness of environmental issues, health and safety considerations, and European
developments. These wider curriculum opportunities are integrated within the units as
appropriate. Mapping of wider curriculum opportunities issues is provided in Annex G.
Useful publications
Further copies of this document and related publications can be obtained from:
Edexcel Publications
Adamsway
Mansfield
Nottinghamshire NG18 4FN
Tel: 01623 467 467
Fax: 01623 450 481
Email: publications@linneydirect.com
Related publications include:
the current Edexcel publications catalogue and update catalogue
Edexcel publications concerning the quality assurance system and the internal and external
verification of vocationally-related programmes may be found on the Edexcel website and
in the Edexcel publications catalogue.
NB: Most of our publications are priced. There is also a charge for postage and packing. Please
check the cost when you order.
22
Issue 1 August 2003
Professional body contact details

British Institute of Architectural Technologists (BIAT)
397 City Road
London
EC1V 1NH
Telephone:
020 7278 2206
Email:
info@biat.org.uk
Website:
www.biat.org.uk
Englemere
Kings Ride
Ascot
Berkshire
SL5 7TB
Telephone:
01344 630713
Fax:
01344 630777
Email:
reception@ciob.org.uk
Website:
www.ciob.org.uk
Royal Institution of Chartered Surveyors (RICS)
Surveyor Court
Westwood Way
Coventry
CV4 8JE
Telephone:
0870 3331600
Email:
contactrics@rics.org.uk
Website:
www.rics.org.uk
How to obtain CISC Occupational Standards and NVQ Standards

Construction Industry Council (CIC)
26 Store Street
London
WC1E 7BT
Telephone:
020 76378692
Email:
cic@cic.org.uk
Website:
www.cic.org.uk
NVQ Standards for Construction may be obtained from:
Edexcel Publications
Adamsway
Mansfield
Nottinghamshire
NG18 4FN
Telephone:
01623 467467
Fax:
01623 450481
Website:
www.edexcel.org.uk
Please note that some NVQs are not awarded by Edexcel.
Issue 1 August 2003
23
Professional development and training

Edexcel supports UK and International customers with training related to BTEC qualifications.
This support is available through a choice of training options offered in our published training
directory or through customised training at your centre.
The support we offer focuses on a range of issues including:
planning for the delivery of a new programme
planning for assessment and grading
developing effective assignments
building your team and teamwork skills
developing learner-centred learning and teaching approaches
building key skills into your programme
building in effective and efficient quality assurance systems.
The national programme of training we offer can be viewed on the Edexcel website
(www.edexcel.org.uk). You can request customised training through the website or by
contacting one of our advisers in the Professional Development and Training team on telephone
number 020 7758 5620 to discuss your training needs.
The training we provide:
is active ideas are developed and applied
is designed to be supportive and thought provoking
builds on best practice.
Our training will also underpin many areas of the HESDA/FENTO standards for tutors and
lecturers working towards them.
Further information
For further information please call Customer Services on 0870 240 9800, or visit our website at
www.edexcel.org.uk.
24
Issue 1 August 2003
Issue 1 August 2003
25
26
Issue 1 August 2003
Unit 1:
Learning hours:
60
NQF level 4:
BTEC Higher National H1
Description of unit
This unit provides the learner with a fundamental understanding of the design process and of
how the planning and design phases are co-ordinated and managed.
This unit forms the design base for the study programme. The unit has been devised to enable
learners studying Construction, Civil Engineering or Building Services Engineering
programmes to demonstrate both knowledge and understanding of design considerations and
the design process. It is intended that this unit will help learners develop the ability to apply,
analyse and evaluate design in terms of the production and cost implications for construction
projects.
The content can be contextualised in terms of the discipline being followed so as to relate to a
particular building, civil engineering or building services project.

To achieve this unit a learner must:
1
Differentiate between the planning, design and production phases of the construction
process and describe the co-ordination and management of each phase
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.
Issue 1 August 2003
27
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)
28
Issue 1 August 2003
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
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
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
Issue 1 August 2003
29
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.
30
Issue 1 August 2003
The content of this unit has been designed and mapped against the 1998 CISC Occupational
Standards and current NVQs at level 4. The mapping links indicate that the achievement of the
learning outcomes of this unit will contribute skills, knowledge and understanding towards the
evidence requirements of the following NVQs:
Building Control
Property Management
Quantity Surveying
Town Planning
Valuation.
See Annex D for summary of mapping information.

Resources
Learners should have access to a wide range of library resources, including textbooks and
journals, government and industry wide publications, BRE Digests, professional journals, the
internet and other research materials.
Support materials
Textbooks
Ashworth, A Pre-Contract Studies: Development Economics, Estimating and Tendering

(Longman, 1996)
Everett, A Materials 5th Edition (Longman, 1994)
McMullan, R Environmental Science in Building 5th Edition (Palgrave, 2001)
Other publications
BRE Digests
Guidance notes on Town and Country Planning Act, Health and Safety at Work Act, CDM
Regulations, and other relevant legislation
Papers from ABE, ASHRAE, BRE, CIBSE, CIOB, ICE, RICS, RICS BCIS, VALUER,
etc
Papers from BIAT, RIBA and RTPI
Papers from Cement and Concrete Association
Papers from TRADA
Issue 1 August 2003
31
32
Issue 1 August 2003
Unit 2:
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with an introduction to the scientific principles and a basic
knowledge of the properties of materials needed to successfully complete the other core and
specialist units.
The unit has been designed to enable learners studying Construction, Civil Engineering or
Building Services Engineering programmes to analyse, apply, investigate and evaluate
scientific principles and the properties and behaviour of materials in construction related
situations.
It is intended that the unit be contextualised for construction, civil engineering or building
services engineering and that the delivery and assessment be tailored to the particular
vocational needs of the individual learner.

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

services operations and determine comfort levels in the design and use of buildings
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.
Issue 1 August 2003
33
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
34
Issue 1 August 2003
Outcomes

the ability to:
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
Investigate and evaluate the

characteristics, properties
and use of materials
describe the properties of materials justifying the

reason for their selection and describing their effect
on the design of buildings and installations
Analyse the effects of

structural behaviour on
construction components
apply standard methods to predict the structural

behaviour of materials
explain how the basic principles of structural

mechanics and fluid mechanics affect the design of
structural members and services installations
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
Use experimentation to
model scientific problems
and analyse results
Issue 1 August 2003
35
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
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
related units.
teaching programme.
Appropriate attention must be given to health, safety and welfare arrangements throughout the
delivery of this unit.
Links
This unit provides the learner with an introduction to the knowledge and understanding needed
to complete other units in the programme, no matter which discipline learners are following.
Learners should be encouraged to use their wider knowledge and experience gained from other
units and/or from practice.
evidence requirements of the following NVQ:
Building Control.
36
Issue 1 August 2003
Resources
journals, government and industry wide publications. It is important that learners have access to
a variety of materials and to adequate laboratory facilities and that they use these where
appropriate.
Support materials
Textbooks
RIBA Plan of Work for Design Team Operation (RIBA, 1973)
Other publications
ASHRAE Guide
BRE Digests
British Refrigeration Association papers
Cement and Concrete Association papers
Copper Development Association papers
Lead Development Association papers
Technical journals, professional journals and trade literature should be used where
appropriate
TRADA papers
Issue 1 August 2003
37
38
Issue 1 August 2003
Unit 3:
Analytical Methods
Learning hours:
60
NQF level 4:
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.

1
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.
Issue 1 August 2003
39
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
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
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
40
Issue 1 August 2003
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)
Issue 1 August 2003
41
Outcomes

the ability to:
42
Apply analytical methods to

the management and
production of construction,
civil engineering or building
services installation processes
and operations

surveying, testing and
control problems in the
construction, civil
engineering or building
services engineering process
Analyse and model

construction situations using
statistics and probability

analyse structural, building,
or building services
engineering systems and
supply appropriate design
solutions
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
Issue 1 August 2003
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
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.
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.
Issue 1 August 2003
43
Building Control
Spatial Data Management.

Resources
The use of mathematical software packages is strongly recommended, wherever appropriate, to
help learners understand and model scientific and engineering problems.
Support materials
Textbooks
Greer, A and Taylor, Mathematics for Technicians (Stanley Thomas, 1994)
Stroud, K Engineering Mathematics 4th Edition (Macmillan, 1995)
44
Issue 1 August 2003
Unit 4:
Management Principles and

Application
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with an introduction to the principles and application of
management as they relate to the technical and professional disciplines of Construction, Civil
Engineering or Building Services Engineering. It is also founded on the principles of the
Latham report, which advocates non-adversarial multi-discipline team working. It enables a
flexible approach to the delivery of the content that can take account of the prior knowledge of
the learners at entry and their choice of discipline and choice of units being studied.
Learners will gain an understanding of management principles and their relevance to the
processes of design, construction and maintenance of the built environment. They will also
learn how these principles may be applied to the management of construction, civil engineering
or building services engineering installation activity through the application of recognised
management techniques.

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

founders of management, their evolution and application to modern day practice
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.
Issue 1 August 2003
45
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
46
Issue 1 August 2003
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.
Issue 1 August 2003
47
Outcomes

the ability to:
Develop an understanding of
the principles of
management, the work of
pioneers and founders of

management, their evolution
and application to modern day
practice
2 Demonstrate knowledge and

understanding of the
Industrys markets and
activities, the roles of the
professions/disciplines in
project teams and the
management principles
appropriate to organisations
within the industry
48
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
Issue 1 August 2003
Outcomes

the ability to:
3 Demonstrate an understanding
of the application of
management techniques to
organisation, work planning,
co-ordination, control of
resources, cost control,
quality, communications and
client/customer liaison
involved in the design and
construction processes
4 Determine methods of
procurement and
contracting and their
implications for risk,
performance, best practice,
sustainability and the
environment
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
Issue 1 August 2003
49
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
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.
teaching programme.
50
Issue 1 August 2003
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.
Construction Control
Quantity Surveying
Town Planning
Valuation.

Resources
Access to appropriate ICT, library and internet resources, case study material and where
possible examples of actual organisations in various sectors of the Industrys operations using
different types of contract/procurement arrangements.
Issue 1 August 2003
51
Support materials
Textbooks

(Longman, 1996)
Cooke, B and Williams, P Construction Planning, Programming and Control

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

1997)
Oxley, R and Poskitt, J Management Techniques Applied to the Construction Industry

(Blackwell Science, 1996)
Other publications
Egan, J Rethinking Construction-A Consultation paper by the Strategic Forum for

Construction (DETR, 2002)
Egan, J Rethinking Construction (DETR, 1998)
Joint Contracts Tribunal Joint Contracts Tribunal Forms of Contract
Latham, M Constructing the Team (The Stationary Office Books, 1994)
52
Issue 1 August 2003
Unit 5:
Group Project
Learning hours:
60
NQF level 4:
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.

1
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.
Issue 1 August 2003
53
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
54
Issue 1 August 2003
Outcomes

the ability to:
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
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
Issue 1 August 2003
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.
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.
Regulations throughout the project work.
56
Issue 1 August 2003
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.
Building Control
Property Management
Quantity Surveying

Resources
Learners should have access to a library and IT resources and a wide variety of physical
resources provided either by the college or the learners work place.
Support materials
Textbooks
Bland, J Statistics for Construction Learners (Construction Press, 1985)
Fink, A and Kosecoff, J How to Conduct Surveys (Sage, 1998)
Howard, K and Sharp, J et al The Management of a Learner Research Project 3rd

Edition (Gower Aldershot, 2002)
Norton, P and Allinson, L Asking Research Questions (University of Humberside,

1994)
Other publications
Engineering Council Project Guidelines
Issue 1 August 2003
57
58
Issue 1 August 2003
Unit 6:
Learning hours:
60
NQF level 4:
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.

1
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.
Issue 1 August 2003
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
Issue 1 August 2003
Outcomes

the ability to:
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
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
Issue 1 August 2003
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.
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.
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
Issue 1 August 2003
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.
Building Control
Property Management
Valuation.

Resources
Videos of construction sites would help in identifying hazards and building up risk assessments.
Learners should be encouraged to use CD-Rom packages to familiarise themselves with safety
legislation or use computers to store risk assessments in a standard format for later use or
review.
Support materials
Other publications
Health and Safety Commission A Guide to the Health and Safety at Work Act 1974
Health and Safety Commission Management of Health and Safety at Work Regulations
1992
Health and Safety Commission Successful Health and Safety Management
Issue 1 August 2003
63
64
Issue 1 August 2003
Issue 1 August 2003
65
66
Issue 1 August 2003
Unit 7:
Technology A
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with an introduction to the fundamental aspects of construction
technology needed to successfully complete the other units of a programme.
The unit has been designed to enable learners studying construction related programmes to
understand, apply, analyse, investigate and evaluate the standard design forms, site evaluation
methods and methods of construction used in the modern construction industry. With
opportunities to analyse the ways in which decay, pollution and dilapidations may affect
construction projects.

1
Analyse and compare site evaluation techniques, site investigation techniques and the
methods used to classify soils
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.
Issue 1 August 2003
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
Issue 1 August 2003
Outcomes

the ability to:
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 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
Investigate the various causes

of decay and deterioration
of buildings
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
Issue 1 August 2003
69
Guidance
Delivery
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
related units. The evidence should demonstrate the ability to draw detailed architectural style
drawings both manually, and by using CAD and other current, modern, ICT facilities.
outcomes provided that this evidence is appropriate and authenticated as the learners own
teaching programme.
70
Issue 1 August 2003
Links
This unit complements the knowledge gained in previous core units, namely Unit 1: Design
Principles and Application, Unit 2: Science and Materials and Unit 6: Health, Safety and
Welfare, together with a working of the construction industry. It will contribute towards
knowledge and skill required for the Unit 5: Group Project.
Learners should be encouraged to use their wider knowledge gained from earlier units and from
practice.
Building Control
Property Management
Town Planning
Valuation.

Resources
journals, government and industry wide publications, BRE Digests, professional journals, the
internet and other research materials, and other associated documents.
Support materials
Textbooks
Chudley, R Building Construction Handbook 2nd Edition (Butterworth-Heinemann,

1995)
Other publications
BRE Digests
Papers from RIBA
Papers from TRADA
Technical, professional and trade literature
The Building Regulations
Issue 1 August 2003
71
72
Issue 1 August 2003
Unit 8:
Technology B
Learning hours:
60
NQF level 4:
Description of unit
This unit builds upon the knowledge and understanding gained in Unit 7: Technology A but
also has a different focus. It concentrates on the erection of complex multi-storey structures and
the use of modern systems to create flexibility of internal space planning and design. This
theme is developed to also investigate the ways in which the useful life of a building can be
extended by modern alteration and repair techniques. The concept of buildability is defined
and the basic principles analysed. The importance of developing and actioning sustainable
construction techniques is emphasised and the processes and procedures involved in the safe
demolition of buildings are explored.

1
Analyse the range of materials and constructional forms available for the erection of
multi-storey buildings
Investigate and produce details of the range of systems currently used to provide sufficient
flexibility of internal layout to meet both present and future design requirements
Define and analyse through the use of diagrams and drawings the principles of
buildability in terms of safety, efficiency, economy and quality standards
Evaluate the potential for development of sustainable construction strategies
Analyse the methods used and the contractual and legal responsibilities involved in the
alteration, remediation and safe demolition of complex structures.
Issue 1 August 2003
73
Content
Range of materials and constructional forms

Analyse constructional designs and techniques: structural frame, external envelope,
structural floors, roofing, compatibility of materials and construction forms
Range of systems
Functional requirements of modern buildings: demountable partitioning systems, infinite
access floors, temporary room division, suspended ceilings, underfloor and vertical service
ducting
Principles of buildability
Principles and effects of buildability: dimensional co-ordination and standardisation,
considerations of access, services co-ordination, specification of materials, components and
assemblies, simplicity of construction, effective communications, CDM regulations
Sustainable construction strategies

Need for sustainable construction strategies: environmental concerns, deforestation and
manageable forestry, energy efficiency and insulation, alternative energy sources,
embedded energy costs
Safe demolition of complex structures

Refurbishment, adaptation and demolition processes: project feasibility, underpinning,
temporary support, modern conversion, adaptation and refurbishment techniques,
demolition processes and procedures, legal constraints including building control
constraints, health and safety considerations, CDM requirements
74
Issue 1 August 2003
Outcomes

the ability to:
Analyse the range of

materials and
constructional forms
available for the erection of
multi-storey buildings
describe the various forms of structural design used

for multi-storey buildings and evaluate the benefits
and shortcomings of each
analyse the constructional techniques used to

achieve the designs
justify the materials specification for a range of

multi-storey designs
Investigate and produce
details of the range of

systems currently used to
provide sufficient flexibility
of internal layout to meet both

present and future design
requirements
Define and analyse through

the use of diagrams and
drawings the principles of
buildability in terms of
safety, efficiency, economy
and quality standards
Evaluate the potential for
development of sustainable
construction strategies
describe, using appropriate details, the systems used

to provide flexibility of spatial planning and
evaluate the benefits and shortcomings of each
analyse the constructional processes used in the
installation of the above
describe how such techniques impact on established
building services
define buildability and, with the aid of appropriate

details, critically discuss the implications for the
construction industry
analyse the advantages and disadvantages of

employing the concept of buildability in terms of
the health and safety, efficiency, economy and
quality of construction projects
define the key principles of a sustainable

construction approach
analyse a range of modern and traditional

construction methods and identify those that would
benefit from a sustainable construction approach
describe and evaluate the techniques used to erect

multi-storey buildings and provide flexibility of
spatial planning in terms of sustainable
construction principles
Issue 1 August 2003
75
Outcomes

the ability to:
76
Analyse the methods used and

the contractual and legal
responsibilities involved in
the alteration, remediation
and safe demolition of

complex structures
plan for future occupier needs for a range of

buildings and analyse the alteration and repair
techniques used to meet such needs
review the legal constraints on the above processes
evaluate the construction methods associated with
the demolition of a given structure, with particular
reference to the associated documentation, and
ensuring compliance with all relevant legal
constraints including health and safety legislation,
CDM requirements
Issue 1 August 2003
Guidance
Delivery
A mixture of lectures, projects and presentations is recommended. Group work is seen as
productive with each member of the group being given a particular issue to defend or support.
The use of visiting lecturers is encouraged given the complicated and specialist nature of much
of the work. The unit can be delivered in either year of a two-year course but delivery should be
delayed until after the core units and Unit 7: Technology A have been completed.
Assessment
related units.
The evidence should demonstrate the ability to draw detailed architectural style drawings both
manually, and by using CAD and other current, modern, ICT facilities. It is expected that any
treatment of buildability and sustainable construction techniques will be informed by the
latest thinking and practice.
teaching programme.
Regulations throughout the delivery of this unit. Construction methods and practices must
comply with health, safety and welfare legislation and practice. Particular attention should also
be given to the implications that the site investigation and design of buildings has upon the safe
construction, use and maintenance. CDM Safety Plans are an important process in linking these
design and build aspects together and avoiding risk.
Issue 1 August 2003
77
Links
This unit has clear links with Unit 6: Health, Safety and Welfare, Unit 7: Technology A,
Unit 22: Technology C, Unit 16: Production Management and Unit 18: Project Management. It
will also contribute towards the Unit 5: Group Project work.
Building Control
Property Management
Quantity Surveying
Town Planning
Valuation.

Resources
Access to British and relevant European Standards, a range of design guides, manufacturers
specifications, relevant legislation (including copies of the Building Regulations) and advanced
construction textbooks will be required as will access to manual drawing equipment and,
wherever possible, CAD systems.
Support materials
Textbooks
Adams, S Practical Buildability (Butterworths, 1989)

1995)
Dean, Y Finishes 3rd Edition (Longman, 1996)
Ferguson, I Buildability in Practice (BT Batsford, 1989)
Richardson, B Remedial Treatment of Buildings 2nd Edition (ButterworthHeinemann, 1995)
Stephenson, J The Building Regulations Explained 6th Edition (E and FN Spon,

2000)
78
Issue 1 August 2003
Other publications
BRE Digests
Construction Best Practice Programme (DETR 1999/2001)

TSO Building Regulations 1991
Issue 1 August 2003
79
80
Issue 1 August 2003
Unit 9:
Law and Contract
Learning hours:
60
NQF level 4:
Description of unit
This unit is intended to provide learners with an introduction to the national legal system and
the Law of Contract.
It is also intended that learners will develop knowledge and understanding in those aspects of
contractual administration relating to the common types of contract used in the industry for
building or civil engineering works of various sizes.

1
Demonstrate an understanding of the nature and significance of the principles and

procedures of law and legislation as applied to the construction process
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.
Issue 1 August 2003
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
Issue 1 August 2003
Outcomes

the ability to:
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
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
Issue 1 August 2003
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
related units.
teaching programme.
Appropriate attention must be given to health, safety and welfare legislation and CDM
84
Issue 1 August 2003
Links
Consideration should be given to links with the outcomes covered in the units, Unit 6: Health,
Safety and Welfare and Unit 11: Contractual Procedures.
Building Control
Property Management
Quantity Surveying
Town Planning
Valuation.

Resources
Learners should have access to current publications, journals and libraries including electronic
search facilities, the internet.
Support materials
Textbooks
Dalby, J EU Law for the Construction Industry (Blackwell Science, 1998)
Owen, S Law for the Construction Industry 2nd Edition (Longman, 1998)
Turner, D and Turner, A Building Contract Claims and Disputes 2nd Edition
(Longman, 1999)
Other publications
Current Forms of Standard Contracts
Current Legislation relevant to the construction industry
Technical and professional journals
Issue 1 August 2003
85
86
Issue 1 August 2003
Unit 10:

Technology
Learning hours:
60
NQF level 4:
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.

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.
Issue 1 August 2003
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
Issue 1 August 2003
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
Issue 1 August 2003
89
Outcomes

the ability to:
90
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
Analyse the systems used to

distribute services to a
variety of buildings and
Analyse the systems used to

provide disposal systems for
a variety of buildings and
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
Issue 1 August 2003
Outcomes

the ability to:
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
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
Issue 1 August 2003
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
related units.
teaching programme.
Links
The unit should integrate with other units in the construction programme and ideally be
programmed to have close links with the Construction Technology units in the first year of the
study. Candidates should be encouraged to share in the classroom sessions their work based
practical experience in dealing with building services contractors and professionals wherever
possible.
Building Control
Quantity Surveying.
92
Issue 1 August 2003
Resources
Access to design data, CIBSE guides, Building Regulations, IEE Regulations and BSI codes of
practice along with research sources such as the Internet Barbour Index etc should be
incorporated and used in the study programme.
Support materials
Textbooks
Chadderton D Building Services Engineering 3rd Edition (E and FN Spon, 2000)
Hall F Building Services and Equipment Volumes 1 and 2 (Pearson, 1994)
Reid Understanding Buildings: A Multi-disciplinary Approach (The MIT Press,

1988)
Other publications
TSO The Building Regulations
Various Professional and technical journals
Issue 1 August 2003
93
94
Issue 1 August 2003
Unit 11:
Learning hours:
60
NQF level 4:
Description of unit
This unit aims to develop a working knowledge of the nature and purpose of legal requirements
and the type of procurement arrangements that are used in the construction industry.
The unit has been designed to assist learners studying Higher National Programmes in
Building, Civil Engineering or Building Services Engineering to demonstrate a knowledge,
understanding and application of the various arrangements, options and strategies that are
adopted in the procurement of projects. The varying procurement arrangements available will
be considered throughout the design and construction periods from inception to the completion
of the contract.

1
Analyse the factors affecting the choice of different procurement and contractual
arrangements
Determine and apply current issues and best practice associated with the procurement of
projects through reference to government and industry sponsored reports and
recommendations
Examine the roles and activities of the parties and organisations involved
Analyse the forms of contract with particular reference to time, cost and quality
Evaluate the forms of contract in respect of supply-chain management.
Issue 1 August 2003
95
Content
Procurement and contractual arrangements

Procurement and contractual arrangements: clients requirements and priorities in project
development, methods of procurement for projects, variable factors associated with
procurement and contractual recommendations including time, cost, performance and risk,
relationship between variable factors and procurement arrangements, surveys of the current
use of procurement methods in practice
Selection of forms of building contracts and procurement arrangements: distinctions
between contract and non-contract documents, articles of agreement, conditions and
appendices to the different forms of contract. Introduction to the forms of contract used on
civil engineering projects
Current issues and best practice

Issues associated with the procurement of projects: current issues associated with
procurement and contractual arrangements, issues originating from government,
professional, trade and statutory bodies and contracting organisations. Comparisons with
practices in other similar industries. Recommendations from industry and government
sponsored reports, developments and trends in practice. Aspects of practice from Europe
and in other international markets
Parties and organisation

Roles and activities of the parties and organisations involved in: pre-contract and postcontract activities, different project phases and the plan of work
Duties and responsibilities: different specialists involved, planning, programming and
progressing, on-site communications. Roles and contractual responsibilities of the different
parties involved in a project. Role and activities of professional bodies, trade associations,
government departments, statutory bodies
Time, cost and quality

Forms of contract: with reference to time, cost, quality: commencement, completion,
delays, extensions of time, postponement, phased completions, early commencement,
optimum time scales, fast-tracking
Price competition and negotiations: fixed-price arrangements, price certainty, price
forecasting, contract sum, interim certificates, payments, cash flows, retention, cost
penalties, variations, dayworks, provisional and prime cost sums, subcontractors and
suppliers, claims, final costs, final certificate
Quality of materials and goods: standards of workmanship, specification, statutory
obligations, CDM Regulations, methods of working, testing, removal of defective work,
quality assurance, other clauses from the forms of contract
96
Issue 1 August 2003
Supply-chain management
Nominated and named subcontractors: contract conditions, tendering arrangements,
information requirements, main contract implications, forms and agreements
Other subcontractors: contract conditions, domestic, directly employed, tendering, criteria,
information requirements, main contract implications, forms and agreements
Suppliers: identify and compare contract conditions, nominated, named, direct, specialist
Issue 1 August 2003
97
Outcomes

the ability to:
98
Analyse the factors affecting

the choice of different
procurement and
contractual arrangements
Determine and apply current

issues and best practice
associated with the
procurement of projects
through reference to
government and industry
sponsored reports and
recommendations
Examine the roles and
activities of the parties and
organisations involved
Analyse the forms of contract

with particular reference to
time, cost and quality
describe the needs of clients in both the public and

private sectors
analyse the different project variables relating them

to a range of case studies
analyse the choice of the different procurement

arrangements by using case studies
compare the main contractual arrangements between

some of the common forms of contract
explain and evaluate the current issues associated

with procurement and contractual procedures
describe trends in procurement practices by

reference to current published research and
Construction Industry Board publications
differentiate international methods of procurement

drawing outlining their advantages and
disadvantages
determine the sequence of events of the design and

construction process to meet the requirements of an
identified client
describe the roles and principal contractual

responsibilities of the parties involved in respect of
a typical contract
evaluate the purpose and activities of a number of

different organisations who are involved in the
evaluate the implications of being ahead of the

programme or behind the scheduled time for
completion
compare the project costs in the context of precontract, tender and final account stages for a live
describe how quality is defined and the measures

that are available within a contract to ensure its
compliance
analyse a selection of other clauses making

reference to case law for their interpretation
Issue 1 August 2003
Outcomes

the ability to:
Evaluate the forms of contract

in respect of supply-chain
management
analyse the contractual differences between

nominated and named subcontractors and other
types of subcontractors
evaluate the forms of contracts in respect of the

requirements for suppliers
Issue 1 August 2003
99
Guidance
Delivery
and the industry, it is recommended that this unit should be studied with these subjects in the
first year. It is important that learners have access to the main forms of building and
engineering contracts and to use these where appropriate. These should be current or include
amendments where necessary. Extracts from the forms should be provided where the unit
requires. The emphasis between one form of contract and another will depend upon whether the
learners are studying building, civil engineering or building services engineering.
Case studies should be used extensively together with a current working knowledge and
practice of the construction industry. The unit might usefully involve practitioners to deal with
some aspects of the curriculum. Where appropriate role play should be encouraged to develop
an understanding of the application and difficulties that are encountered in applying the
contractual and procurement procedures. During a role-play, learners would normally work
together in groups to present scenarios for discussion. Learners may also work individually and
should be encouraged to provide oral presentations from their own studies or experiences.
Assessment
related units.
teaching programme.
Links
This unit has links with Unit 6: Health, Safety and Welfare and Unit 9: Law and Contract relies
on a good knowledge and understanding of the construction industry processes. A range of CIC
Common Learning Outcomes and higher level skills will feature strongly throughout the
delivery and assessment phases. Learners should be encouraged to use their wider knowledge
and experience gained from earlier units and from practice.
100
Issue 1 August 2003
Building Control
Property Management
Quantity Surveying
Town Planning
Valuation.

Resources
journals, government and industry wide publications and the different forms of contracts and
associated documents.
Support materials
Textbooks
Ashworth, A Civil Engineering Contractual Procedures (Longman, 1998)
Ashworth, A Contractual Procedures in the Construction Industry 4th Edition

(Longman, 2001)
Other publications
CIB Working Group 11 Towards a 30% Productivity Improvement in Construction

(Thomas Telford, 1996)
CIOB Constructing Success (Thomas Telford, 1997)
CIOB Partnering the Team (Thomas Telford, 1997)

Joint Contracts Tribunal JCT Forms of Contract [latest revisions/editions]
The Aqua Group Contract Administration for the Building Team (Blackwell Science,
1996)
Issue 1 August 2003
101
102
Issue 1 August 2003
Unit 12:
Learning hours:
60
NQF level 4:
Description of unit
This unit enables learners to develop their knowledge and understanding of building alteration
and adaptation work and is designed to support the successful completion of other units in the
construction the programme. Learners will examine the feasibility of modifying existing
buildings, the requirements of the design brief and the preparation of design and specification
to meet planning and building control requirements. They will also prepare a construction plan
for the execution of works.

1
Evaluate the feasibility of modifying existing buildings for new situations and use
Analyse the requirements of a design brief and plan the modification of an existing
building to conform to the design brief
Analyse drawings and specification for the modification of an existing building
Evaluate and explain the alteration design and produce a construction plan for the
execution of the work.
Issue 1 August 2003
103
Content
Feasibility
Feasibility of modifying existing buildings: environmental requirements/considerations, ie
the contribution any building alteration will make to the physical and social environment,
alternative uses to which the building could be put. Use of internal space to meet clients
needs, economic implications, structural implications
Condition surveys: in terms of building state, shape, services situation and associated
health, safety and welfare requirements
Design brief
Requirements of a design brief: building layout and access, structural form and limitation to
modification. Services; location, scope, limitation and the need for modification or
replacement
Building control: planning, listed building status, building regulations, fire regulations etc
Health, safety and welfare requirements for alterations
Drawings and specification

Production drawings and specifications: outline drawings, sketch design, production
drawings. Specification outlines detailed for a typical scheme
Construction plan
Definitions and descriptions of alteration designs and construction plans: method of
carrying out the work, plant and labour intended, temporary works, possible time duration,
CDM requirements, safety plans
104
Issue 1 August 2003
Outcomes

the ability to:
Evaluate the feasibility of

modifying existing buildings
for new situations and use
undertake a condition survey and an analysis of a

given existing building to enable conclusion to be
reached on the feasibility of conversion
evaluate the process of conversion feasibility for

given details of an existing building
Analyse the requirements of a

design brief and plan the
modification of an existing
building to conform to the
design brief.
produce an appropriate design from an analysis of

the given design brief for the conversion of an
existing building (this will include taking into
account the requirements of the conversion as
indicated in the content)
Prepare drawings and

specifications for the
modification of an existing
building
prepare appropriate drawings and specifications

which clearly communicate the design and details of
the conversion scheme for given details of an
existing building
produce an appropriate specification for this scheme
produce a relevant and detailed construction plan

which covers the main outline of the conversion
scheme, for given details of an existing building
(this will include taking into account the
requirements of the conversion as indicated in the
content)
evaluate how the construction plan meets CDM

Regulations requirements and minimises risk
Evaluate and explain the

alteration design and produce
a construction plan for the
execution of the work
Issue 1 August 2003
105
Guidance
Delivery
As this unit is concerned with much of the skills, knowledge and understanding gained from
previous units, it is recommended that the unit should be studied in the second year of a two
year programme. Learners should have access to resources concerned with all aspects of
constriction industry that will cover the syllabus topics.
Assessment
It is recommended that evidence of learners achievement of learning outcomes be in the form
of an assignment concerned with the modification of an existing building. A full scenario
should be given which covers the syllabus content. The building for alteration/modification
must have scope for major alteration work including some demolition and reconstruction and
should involve the change of use of the building. It may be an existing relevant local building
but a hypothetical building could be used providing it covers the above criteria and also has a
full set of drawings and a feasible scenario provided for the learners.
It is suggested that learners work in groups on the assignment and may form small development
teams to produce the design and construction details between them. Each team will be expected
to give an oral presentation of their approach and their solution to the scenario problem in
addition to the physical evidence. The assignment could be a phased hand-in throughout the
year. For example: feasibility content, outline proposals, detailed scheme including
construction method.
The learners may also be required to sit an end of module timed-controlled assignment to verify
their individual performance. This could consist of a small modification scheme with the
scenario given to the learners beforehand. The learners will have the opportunity of planning
for this assignment and may bring into the assignment room any resource they think necessary
for its completion. The team assignment and the end of unit timed assignment should be given
approximately equal value when determining the overall grade.
teaching programme.
At all times construction practices and methods must comply with health, safety and welfare
legislation and practice and learners should have completed the core unit, Unit 6: Health, Safety
and Welfare before undertaking the physical condition survey. The CDM Safety Plan must
demonstrate that, where possible, risks have been designed out and/or managed for
construction, use and maintenance.
106
Issue 1 August 2003
Links
This unit relies upon a sound knowledge of the working of the design and construction process.
Learners should be encouraged to use their wider knowledge and experience from other units
particularly Unit 26: Design Procedures and Unit 27: Design Technology and from their own
experience in practice.
Building Control
Property Management
Valuation.

Resources
In addition to resources required for assessment, learners should have access to a wide range of
resources both in a library format and access to the internet to consider information from wider
sources.
Support materials
Textbooks
Brand, S How Buildings Learn Revised Edition (Orion, 1997)
Noy Building Survey and Reports 2nd Edition (Blackwell Science, 1995)
Nutt, B and Kincaid, P et al Adapting Buildings for Changing Uses (Spon, 2002)
Sharpe, G A Contractors Guide to Conservation (CIOB, 1997)
Sharpe, G Works to Historic Building: A Contractors Manual (Pearson, 1999)
Other publications
TSO BSI Codes of Practice
TSO Statutory regulations
Issue 1 August 2003
107
108
Issue 1 August 2003
Unit 13:
Environment
Learning hours:
60
NQF level 4:
Description of unit
The environment we all inhabit is a life-protection system that provides us with water, shelter,
food and air. Until very recently it was commonly believed that the earth was large enough for
the effect we have on the environment to be considered negligible. We now know that
relentless growth in human population and increasing levels of human activity threaten the
environment upon which we all depend. The construction industry, in common with many
others, impacts on the environment in a variety of positive and negative ways.
This unit investigates the potential benefits and threats to the environment posed by the
construction of the built environment, explains the mechanisms involved in each and evaluates
the constructional, technical and legislative processes and procedures used to eliminate or
minimise their consequences and achieve sustainable construction.

1
Explore the variety of ways in which the construction process impacts upon the
environment
Describe the global environmental issues of concern to the construction industry and the
ways in which such issues are addressed
Investigate and describe the local environmental issues of concern to the construction
industry and the ways in which such issues are addressed
Analyse indoor environmental effects and present recommendations on how these effects
can be minimised
Evaluate the environmental assessment systems in common use.
Issue 1 August 2003
109
Content
Ways in which the construction process impacts upon the environment

Environmental impact of a construction project: location, extraction, transportation and
refinement of raw materials. Manufacture of construction materials and components. Noise
from construction sites, dust, dirt and disturbance from construction sites and health risks
they present. Increased pressure upon existing services, increased pressure upon existing
infrastructure. Increased consumption of energy, increased production of greenhouse gases,
indoor effects
Global environmental issues

Environmental concerns and international co-operation is required to address the major
issues, such as: sustainable construction, bio-diversity, global warming, deforestation,
depletion of the ozone layer, acid rain, the finite availability of fossil fuels
Local environmental issues

Environmental issues addressed at national or local level: air pollution, water pollution,
increased water abstraction, noise pollution, contaminated land, remediation, land-fill waste
management
Indoor environmental effects

Factors affecting internal environment: modern artificial lighting, noise, electromagnetic
fields, environmental tobacco smoke, radon, legionellosis, carbon monoxide, house dust
mites, volatile organic compounds, sick building syndrome
Environmental assessment systems

Environmental assessment systems: Building Research Establishment Environmental
Assessment Method (BREEAM), construction, maintenance, use and demolition of
buildings. Global issues, neighbourhood issues and indoor effects. Materials, services and
techniques used to construct buildings, height and shape of buildings, characteristics of the
site
110
Issue 1 August 2003
Outcomes

the ability to:
Explore the variety of ways

in which the construction
process impacts upon the
environment
Describe the global

environmental issues of
concern to the construction
industry and the ways in
which such issues are
addressed
Investigate and describe the

local environmental issues
of concern to the construction
industry and the ways in
which such issues are
addressed
Analyse indoor
environmental effects and
present recommendations on
how these effects can be
minimised
Evaluate the environmental
assessment systems in
common use
describe the ways in which the construction process

impacts upon the environment in the preconstruction stage

impacts upon the environment during construction

impacts upon the environment in the postconstruction stage
explain global environmental issues of concern to

the construction industry
describe the characteristics of the global

environmental issues of concern and the
mechanisms by which they occur
evaluate the ways in which technology and

legislation have developed to address these issues
investigate the local environmental issues of

concern to the construction industry
describe the characteristics of the local

environmental issues of concern and the
mechanisms by which they occur
evaluate the ways in which technology and

legislation have developed to address these issues
describe the indoor environmental effects commonly

referred to as Sick Building Syndrome
evaluate and recommend the processes and

procedures used to minimise low levels of wellbeing caused by Sick Building Syndrome
describe the environmental assessment systems in

common use
evaluate such environmental assessment systems in

terms of relevance, accuracy, reliability and validity
Issue 1 August 2003
111
Guidance
Delivery
A mixture of lectures, case studies, practicals, projects and presentations is recommended.
Group work is seen as productive with each member of the group being allocated a specific role
such as property developer, planning officer, environmental health officer, contractor and so
forth. The use of visiting lecturers is encouraged given the complicated and specialist nature of
much of the work. The important, enduring effect of the unit should be that the learner thinks in
more environmentally aware terms upon completion of the unit and delivery should be tailored
to this end. Given the above it is appropriate for the unit to be delivered early in a course of
study and certainly in the first year of a two-year programme.
Assessment
related units.
teaching programme and their relationship to environmental issues.
Appropriate attention must be given to health, safety and welfare implications throughout the
delivery of this unit.
Links
This unit has strong links with BTECs Environmental Initiative Guidance for the
Incorporation of Environmental Components in BTEC programmes at Annex E.
This unit has links with all other units in the sense that all the activities of the construction
industry impact on the environment in some way. This is particularly true of the Technology
units and Unit 16: Production Management and Unit 18: Project Management units. Although
not compulsory, this unit is seen as essential in fostering the right approach to these other
specialist units (Unit 7: Technology A, Unit 8: Technology B and Unit 22: Technology C).
112
Issue 1 August 2003
Town Planning
Valuation.

Resources
Some of the issues dealt with in this unit are global in nature and the relevant measuring
equipment is not readily available. Relatively cheap and accurate equipment is however
available to measure the parameters associated with local environmental issues, such as air
pollution and water pollution, and sound level meters are generally available in most centres.
Local Authority Environmental Services departments may be prepared to assist with guest
lectures or equipment on loan. Copies of BREEAM, at least, and other environmental
assessment methods should be made available. A great deal of useful source material is
available, in bulk and at a reasonable cost, from the National Society for Clean Air. Both
Greenpeace and Friends of the Earth offer a similar resource.
Support materials
Textbooks
Brown, A The UK Environment (The Stationery Office, 1992)
Other publications
Health and Safety Executive Sick Building Syndrome (HSE Books, 1995)
National Society for Clean Air The Pollution Handbook 2001 (National Society for
Clean Air)
Issue 1 August 2003
113
114
Issue 1 August 2003
Unit 14:
Learning hours:
60
NQF level 4:
Description of unit
This unit provides an introduction to the ways in which the economic environment affects the
construction industry.
The unit has been designed to enable learners studying the BTEC Higher National in
Construction to investigate, analyse and evaluate the implications of various economic theories
on the construction industry and demonstrate knowledge and understanding of economics.

1
Demonstrate an understanding of the methods of allocation of scarce resources and the

determination of price
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.
Issue 1 August 2003
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
Issue 1 August 2003
Outcomes

the ability to:
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
Evaluate government
economic activity and how it
affects the construction
industry
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
Issue 1 August 2003
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
related units.
teaching programme.
Links
This unit is generally free standing, but may be linked with some outcomes within the core unit,
Unit 4: Management Principles and Application. There will be ample opportunity for CIC
Common Learning Outcomes and higher level skills to be developed and assessed within this
unit.
118
Issue 1 August 2003
Resources
journals, government fiscal and monetary statistics, with specific reference to analysis of
construction activities, and industry wide publications.
Support materials
Textbooks
Hillebrandt, P Economic Theory and the Construction Industry 3rd Edition

(Palgrave, 2000)
Shutt R, Economics for the Construction Industry 3rd Edition (Longman Scientific
and Technical, 1995)
Other publications
Quality newspaper and magazine articles on economic issues
Technical and professional journals on economic issues
TSO Housing and Construction Statistics
TSO Annual Abstract of Statistics
TSO UK National Accounts
Issue 1 August 2003
119
120
Issue 1 August 2003
Unit 15:
Learning hours:
60
NQF level 4:
Description of unit
This unit develops the learners ability to record activities, to collect, analyse and apply data,
find and use sources of information and to develop solutions.
The unit aims to apply the skills, knowledge and understanding developed in other units of the
course within a major piece of work that reflects the type of performance and level of ability
expected of professional project personnel.
It is intended that the learner will work individually on a project that meets the demands of the
programme within which the learner is working.

1
Select and determine the extent of the study and determine methods and procedures
Carry out practical activities and investigative work
Evaluate observations and results and determine the final outcome
Produce a final report for presentation and evaluation.
Issue 1 August 2003
121
Content
Extent of the study

Investigate background information: identify relevant source materials and plan practical
activities. Establish a list of technical and non-technical sources of information, identify the
practical needs of the project, and produce a planned approach
Produce a plan: for the completion of the project, including the time scale for each stage,
resource requirements and required support links
Investigative work
Identify sources of information: background material and supporting information, support
the observational phase, development of the final conclusions
Carry out planned investigations: record observations in an acceptable method, systematic
interpretation and scrutiny
Observations and results

Interpretation of observations: identify the final conclusions and identify the method of
interpretation and reasoning behind conclusions
Report for presentation

Final report: summary of outcomes, analysis and record of the initial stage of project
development, analysis and record of the observational stage, interpretation of the results of
the study presented in an agreed form with stated conclusions
122
Issue 1 August 2003
Outcomes

the ability to:
Select and determine the

extent of the study and
determine methods and
procedures
Carry out practical activities

and investigative work
Evaluate observations and

results and determine the
final outcome
Produce a final report for
presentation and evaluation
determine an overall plan for carrying out the

project including a schedule for completing the
various stages
determine an approach to carry out the various

stages of the project
identify the background and source material,

resource requirements and other support as required
to achieve each stage of the project
select and carry out appropriate

observational/collective techniques
record and present relevant data in a standard or

agreed format
describe and use appropriate evaluation techniques
interpret and justify the solution in terms of the

original specifications
present the report in an agreed format
discuss the operation of the project and justify the

conclusions in front of peers and assessors
Issue 1 August 2003
123
Guidance
Delivery
It is intended that the project could draw on areas to meet the demands of the subject matter
such as the learners work place, laboratory or ICT Centre. The tutor should agree with the
learner the means by which the aims of the project are to be met and how assessment will be
undertaken. Evidence of outcomes should be available for scrutiny at each stage of
development and may be in a variety of forms.
Learners will in general work individually. It is imperative that the learner receives adequate
and appropriate support from tutors throughout the projects process and programme. It is
recommended that the learner present his/her final report. Other learners, tutors and outside
professionals should attend this presentation and contribute to the process.
Assessment
The focus of the project should reflect the discipline that the learner is following and should be
designed to build on the learners academic and industrial experience. It should promote the
learners ability to research background source material, observe and record data and analyse
the results.
Information sources should reflect the area of study and could include published information,
textbooks, magazine articles, research and scientific papers. Professional institution
publications, British and relevant European Standards, trade information, library resources,
computer and internet sources of information should also be utilised. Industrial processes,
records and databases, health, safety and welfare, legal and environmental constraints and
issues of quality control need to be incorporated in the project.
It is intended that the subject of the project will be drawn from a variety of aspects of the
construction environment eg project management, the use of materials, construction activities,
contractual applications, planning, costing and financial issues as well as incorporating issues
relevant to health, safety and welfare, CDM, sustainability and environmental considerations.
124
Issue 1 August 2003
Links
This unit may be linked with all other units in the learners chosen programme or employment.
The unit is intended to integrate skill, knowledge and understanding that are developed in many
of the other units across the programme. CIC Common Learning Outcomes and higher level
skills will feature strongly throughout the development, implementation and presentation stages
of the unit. See Annex D and Annex F.

Resources
Learners should have access to a wide variety of physical resources provided either by the
college or the learners work place. Use of computer applications should be encouraged.
Support materials
Textbooks
Howard, K and Sharp, J et al The Management of a Learner Research Project

3rd Edition (Gower Aldershot, 2002)

1994)
Other publications
Issue 1 August 2003
125
126
Issue 1 August 2003
Unit 16:
Learning hours:
60
NQF level 4:
Description of unit
This unit will develop the application of management principles and techniques at site
management level.
The unit will provide learners studying a BTEC Higher National programme with knowledge of
the management of construction sites and will develop an appreciation of the interface between
management, technology and productivity.

1
Develop an understanding of the principles and application of effective site management
Investigate the importance of effective communication, the use of ICT and the essentials
of planning and resource management
Analyse and apply cost forecasting, control and reporting techniques
Demonstrate expertise in the planning and programming of construction projects and in

the design of systems for production control, co-ordination and monitoring
Evaluate the implications of quality, environmental considerations, health, safety and

welfare arrangements and image within the production process.
Issue 1 August 2003
127
Content
Effective site management

Principles and application of effective site management: forecasting, planning, organising,
motivating, controlling, co-ordinating, communicating
Leadership: of teams, management of the workforce and subcontractors, site induction,
training and competence
Effective communication
Importance of effective communications: forms of communication; written, visual, oral,
information and communication technology; use and application, developments. Barriers to
communications, physical, psychological, intellectual. Site information, site meetings, site
diaries. Planning, programming and progressing
Cost forecasting, control and reporting techniques

Forecasting, control and reporting: site cost control and cost forecasting, cash flow, profit,
return, cost, value. Liquidity, borrowing, working capital, profitability, cost and value
reconciliation, value-time and cost-time relationships. Variance analysis, unit costing,
marginal costing, variable costs, standard costing, absorption costing. Break-even analysis,
estimated, target and actual costs
Planning and programming

Planning and programming of building projects: design of systems for production control
and co-ordination
Planning: reasons for planning, method statements, pre-contract, pre-tender, project, short
and long term
Programming: bar charts, linked bar charts, network analysis, precedence diagrams, line of
balance, time-change diagrams
Progressing: control, implementation, control and co-ordination of subcontractors
Quality, environmental considerations, health, safety and welfare arrangements and

image
Quality control and quality assurance standards: samples, testing of materials and
workmanship, supervision. Environmental impact of construction, materials manufacture,
on-site construction, buildings in use
Environmental assessment: law, policies, strategies
Environmental economics: cost-benefit analysis, social costs, sustainable development
Health, safety and welfare at work: first aid, hazards, risk assessments. CDM Safety Plan,
health and safety management, regulations.
128
Issue 1 August 2003
Outcomes

the ability to:
Develop an understanding of
the principles and application
of effective site management
Investigate the importance of

effective communication,
the use of ICT and the
essentials of planning and
resource management
Analyse and apply cost

forecasting, control and
reporting techniques
Demonstrate expertise in the

planning and programming
of construction projects and
in the design of systems for
production control and coordination
Evaluate the implications of

quality, environmental
considerations, health,
safety and welfare
arrangements and image
within the production process
describe, using case studies, how the principles of

site management are applied on construction sites
apply these principles against a range of different

examples from site practice
compare the different forms of communication by

reference to an individual case study
apply information and communication technology to

a range of different applications
review and evaluate the different types of planning

systems that are used in the construction industry
measure cash flow, profit, return cost and value

using site data and contractors annual reports
prepare a cost and value reconciliation statement for

an individual work section
apply the different forms of costing systems and

evaluate their usefulness
prepare a programme of activities using at least two

different forms of planning tool (one to determine
the critical path)
demonstrate how progress is measured and explain

how remedial action is implemented in the case of a
mismatch between plan and progress
explain how subcontractors are incorporated into the

overall programme
describe how quality is assured on construction sites

by reference to case studies and worked examples
prepare and evaluate a simple environmental

assessment for a project
evaluate hazards on construction sites and how the

dangers can be minimised
Issue 1 August 2003
129
Guidance
Delivery
and the industry, it is desirable that this unit should be studied in the second year of a two year
programme. Case studies should be used extensively together with a current working
knowledge and practice of the construction industry. The unit might usefully involve
practitioners to deal with some aspects of the curriculum particularly those that are being
introduced into practice. Where appropriate, role play should be encouraged to develop a better
understanding of the difficulties that are encountered in applying the various techniques and
procedures.
Learners will usually work individually and should be required to provide oral presentations
from their own studies or experiences. During a role-play, learners would normally work
together in groups to present scenarios for discussion.
Assessment
related units.
teaching programme.
Regulations throughout the delivery of this unit. Issues of on site training and assessment and
competence should feature in the learners work.
130
Issue 1 August 2003
Links
This unit relies on a good knowledge and understanding of the construction industry and will
draw on knowledge gained in Unit 4: Management Principles and Application. This unit also
has strong links with Unit 6: Health, Safety and Welfare and Unit 18: Project Management.
Some CIC Common Learning Outcomes and higher level skills will feature strongly throughout
the development and assessment phases. Learners should be encouraged to use their wider
knowledge and experience gained from earlier units and practice.
Building Control
Property Management

Resources
Learners should have access to a wide range of library resources computer software, including
textbooks and journals, government and industry wide publications and the different forms of
construction programme and associated documents.
Support materials
Textbooks

(Longman, 2001)
Cooke, B and Williams, P Construction Planning Programming and Control

(Macmillan, 1998)
Forster, G Construction Site Studies 2nd Edition (Longman, 1989)
Oxley R, and Poskitt, J Management Techniques Applied to the Construction Industry

(Blackwell, 1996)
Other publications
CIOB Code of Estimating Practice 6th Edition (Addison Wesley Longman, 1997)
Issue 1 August 2003
131
132
Issue 1 August 2003
Unit 17:
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with a fundamental understanding and application of tendering
procedures and the principles and methods of estimating, which form an integral part of the
tendering process.
This unit will also enable learners to develop a commercial awareness of tendering and
estimating and to demonstrate knowledge and understanding of the commercial aspects of the
Industry.

1
Demonstrate knowledge of the information required to produce a tender
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.
Issue 1 August 2003
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
Issue 1 August 2003
Outcomes

the ability to:
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
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
Issue 1 August 2003
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
related units.
teaching programme.
136
Issue 1 August 2003
Links
Full time learners would find it useful to study this unit concurrently with units covering
building technology, plant and equipment and methods of building procurement.
Group work during the in course assessment would help in developing and assessing CIC
Common Learning Outcomes and higher level skills particularly if integrative assignments are
used to link with other units such as Unit 11: Contractual Procedures.
Property Management
Quantity Surveying
Town Planning
Valuation.

Resources
Learners should have access to a library, journals, digests and data base material as part of their
self directed study. Access to IT equipment is required for estimating packages.
Support materials
Other publications
Issue 1 August 2003
137
138
Issue 1 August 2003
Unit 18:
Project Management
Learning hours:
60
NQF level 4:
Description of unit
This unit is designed to provide knowledge and understanding of the principles and application
of project management in the construction industry.
It will enable learners studying higher national programmes in building or civil engineering to
demonstrate both knowledge and understanding of project management. Learners will have the
opportunity to apply, analyse and evaluate the effects of project management in the improved
management of resources and performance on a construction project.

1
Define and appraise the concepts and practice of project management
Evaluate the requirements of a project manager in the construction industry
Analyse the duties and responsibilities of a project manager
Evaluate how the clients objectives of time, cost, quality and performance can be
improved
Describe how the project management process can manage a changing industry by
adding value to the project.
Issue 1 August 2003
139
Content
Practice of project management

Concepts and practice: definition of project management, historical developments of
project management, comparison with project management in other industries. Advantages
and disadvantages of project management in practice, review of current literature and
research, identification of trends in Europe and the USA
Requirements of a project manager

Identification of key requirements: managerial skills, technical knowledge and abilities,
personality and psychological factors, leadership, delegation, negotiation, decision-making
and clarity of thinking, education and training for project managers, use of internal teams
and external consultants
Duties and responsibilities

Identification of the clients main objectives: understanding the clients brief, appointing
the design team, involvement with the main contractor, reports and recommendations
Design process management: co-ordination and control during construction on site
contractual relationships of the project manager, powers, responsibilities, authority and
accountability, fees
Clients objectives
Objectives: the methods used to improve productivity and performance in terms of meeting
the clients objectives in development and construction
Time: management and control
Cost: predictions, certainty and risk
Standards and quality: improving standards and achieving quality in building, getting it
right first time
Communication: information management and communication systems
Client influence: clients charter and influence on performance, value for money and best
practice
Manage a changing industry by adding value

Change: factors that affect the ways in which the project management process can manage
a changing industry. Change management in the construction industry. Evaluating change
and developing best practices and Key Performance Indicators (KPIs), culture of
construction best practice, Respect for People
Performance indicators: benchmarking project management against other systems and
practices, use of KPIs, best practice projects
Added value: the importance of adding value to the construction product
Productivity: doing more for less
140
Issue 1 August 2003
Outcomes

the ability to:
Define and appraise the

concepts and practice of
project management
Evaluate the requirements of

a project manager in the
Analyse the duties and

responsibilities of a project
manager
Evaluate how the clients

objectives of time, cost and
performance can be better
achieved
Describe how the project

management process can
manage a changing industry
by adding value to the
project
describe project management within the

evaluate the role and work of a project manager

within the construction industry
compare role of project management in construction

with that in other industries and in other countries
describe the key characteristics of a project manager
explain the type of education, training and

occupational standards that are required for project
managers
compare the advantages and disadvantages of using

internal teams or external consultants as project
managers and evaluate the benefits to the client
analyse the duties and responsibilities of project

managers
define the contractual implications of using project

managers
compare the relationships of project managers with

the design and production teams
describe the role of clients in the construction

process and the advantages of them using project
management to secure their aims and objectives
evaluate ways in which quality and standards are

improving in the construction industry and the
influence of clients in the process
describe the reasons why the construction industry

is changing and will continue to change in the
foreseeable future
explain the concept of best practices in project

management and its use to develop benchmarks and
KPIs for the construction industry
evaluate the ways in which a project manager is able

to add-value to the construction process and product
Issue 1 August 2003
141
Guidance
Delivery
This unit is best studied in the second year where learners will already have gathered some
understanding of the nature of the construction industry and the general principles and
techniques of management. It is important that learners have access to current information from
industry regarding the use and development of project management in practice. Case studies
should be used extensively together with a current working knowledge of business practices in
the construction industry to identify best practices. The teaching of the unit would benefit from
the involvement of project manager/practitioners.
Where appropriate, role-play should be encouraged to develop an understanding of the
application of management techniques and difficulties that are encountered. Learners may also
be required to provide oral presentations from their own studies or experiences.
Assessment
related units.
teaching programme.
Links
This unit relies on a good knowledge and understanding of construction technology and the
construction industry. It links with Unit 4: Management Principles and Application that should
be studied prior to this unit. Learners should be encouraged to use the knowledge and
experience gained from earlier units and from practice. It also has links with Unit 16:
Production Management.
A range of CIC Common Learning Outcomes and higher level skills will feature strongly
throughout the development and assessment phases.
142
Issue 1 August 2003
Property Management
Quantity Surveying

Resources
Learners should have access to ICT applications and a range of library resources including the
annual reports of construction companies, recent government publications and trade and
professional literature on which to base knowledge and case studies and to use for assignment
purposes.
Support materials
Textbooks
Ashworth, A and Hogg, K Added Value in Design and Construction (Longman,

2000)
Bennett, J Construction Project Management (Butterworths, 1985)
McGeorge, D and Palmer, A Construction Management: New Directions (Blackwell

Science, 1997)
Morris, P The Management of Projects New Edition (Thomas Telford, 1997)
Rougvie, A Project Evaluation and Development (Batsford, 1988)
Walker, A Project Management in Construction 4th Edition (Blackwell Science,

2002)
Other publications
CIOB Code of Practice for Project Management for Construction and Development
(Longman, 1996)
CIOB Project Management in Building 2nd Edition (CIOB, 1989)
Parsloe, C and Wild, L Project Management Handbook for Building Services

(BSIRA, 1998)
Issue 1 August 2003
143
144
Issue 1 August 2003
Unit 19:
Measurement A
Learning hours:
60
NQF level 4:
Description of unit
This unit introduces the learner to the measurement of buildings, civil engineering and building
services work.
Building Services Engineering programmes, to apply, analyse and measure a range of
components and elements found in buildings and structures.

1
Demonstrate a knowledge and understanding of measurement techniques and their

application
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.
Issue 1 August 2003
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
Issue 1 August 2003
Outcomes

the ability to:
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
emonstrate the different uses of measurement and

apply the technique to differing situations on a
~ssess the relationship between measurement and

the different parties involved in the design,
production and maintenance of a construction
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
Issue 1 August 2003
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.
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
related units.
teaching programme.
148
Issue 1 August 2003
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.
Quantity Surveying.

Resources
Learners should have access to a wide range of library resources, including textbooks,
professional and technical journals, government and industry wide publications, copies of
previous bills of quantities where appropriate, and the different methods of measurement and
Ideally, learners should have access to relevant ICT facilities and software packages that have
been developed to assist the measurement process.
Support materials
Textbooks
Hore, A and Kehoe, J et al Construction 1 Management, Finance and Measurement

(Macmillan, 1997)
Seeley, I Building Quantities Explained 5th Edition (Palgrave Macmillan, 1998)
Seeley, I Civil Engineering Quantities 5th Edition (Palgrave Macmillan, 1993)
Willis, A and Trench, W Williss Elements of Quantity Surveying 9th Edition

Other publications
ICE Civil Engineering Standard Method of Measurement 3rd Edition (Thomas

Telford, 1991)
National Building Agency National Building Specification 4 Vols (RIBA, 1973)
RICS SMM7 The Standards Method of Measurement of Building Works Revised Edition
(RICS, 1998)
Issue 1 August 2003
149
150
Issue 1 August 2003
Unit 20:
Learning hours:
60
NQF level 4:
Description of unit
This unit provides learners with a fundamental knowledge and understanding of the statutory
building control process and the application of the Building Regulation requirements. Learners
will interpret and apply planning and building control requirements to a range of different types
of buildings.

1
Demonstrate an understanding of the basic principles of the building control system and
the primary legislation
Determine the origins of statutory regulations and controls in England and Wales
Analyse the legal issues related to enforcement of the statutory regulations and controls
Analyse and evaluate the issues involved in interpretation of the various statutory
controls and regulations and apply the knowledge gained to a range of construction
situations.
Issue 1 August 2003
151
Content
Principles of the building control

Structure and system of building control in England and Wales: the current system of Local
Authority and Private Approved Inspectors, primary legislation, the role of central
government in the making of the legislation
Origins of statutory regulations and controls

Modern building control: the building design and construction process, a brief history of
building control in England and Wales, the process of notification of a building control
activity
Enforcement of the statutory regulations

Enforcement of building control legislation: applied to the construction process, dangerous
structures and demolition. Enforcement of the building regulations through the magistrates
court, enforcement of the building regulations through the service of notices, enforcement
of dangerous structure legislation, the control of demolition work to protect the public
safety, listing of building
Interpretation of the various statutory controls

Application and enforcement of the building regulations and approved documents: the
building regulations and the approved documents, primary legislation requiring basic
provisions and minimum standards
152
Issue 1 August 2003
Outcomes

the ability to:
Demonstrate an
understanding of the basic
principles of the building
control system and the
primary legislation
Determine the origins of
statutory regulations and
controls in England and
Wales
Analyse the legal issues

related to enforcement of the
statutory regulations and
controls
Analyse and evaluate the
issues involved in
interpretation of the various
statutory controls and
regulations and apply the
knowledge gained to a range
of construction situations
compare the two systems of control of a

describe the role of government in producing

legislation for building control
describe the application of the primary legislation
explain the significant developments in legislation

over the years that has resulted in the current system
describe the various processes of submission and

notification to a building control authority (ie full
plans, building notice, initial notice)
evaluate the uses and limitations of the above

systems
determine the appropriate legislation for different

situations
describe the process of taking a case to court
evaluate the process of serving a formal notice
analyse the application of the Building Regulations

to a range of developments up to and including
medium rise commercial, industrial and residential
developments
describe and evaluate the requirements of primary

legislation to control aspects such as provision of
drainage, water supply, building over sewers etc
Issue 1 August 2003
153
Guidance
Delivery
A mixture of lectures, projects and presentations is recommended. Group work is seen as
productive with each member of the group being given a particular point to argue or support.
The use of visiting lecturers is encouraged given the specialist nature of much of the work.
The unit can be delivered in either year of the two year programme.
Assessment
related units.
teaching programme.
Links
This unit has strong links with Unit 1: Design Principles and Application, Unit 7:
Technology A, Unit 8: Technology B, Unit 22: Technology C and Unit 27: Design Technology.
Its content is relevant throughout the design of any programme designed from this suite of
units.
Building Control
Property Management
Town Planning
Valuation.

154
Issue 1 August 2003
Resources
Access to the Building Regulations, approved documents, British and relevant European
Standard Specifications, a range of design guides, manufacturers specifications, relevant
legislation and advanced construction textbooks will be required.
Support materials
Textbooks
Clarke, H Knights Building Control Law (Tolley, 1995)
Davis, L Guide to the Building Regulations 1991 for England and Wales
(Butterworth Architecture, 1992)
Downward, A Building Control: A Guide to the Law (College of Estate Management,

1992)
Stephenson, J The Building Regulations Explained 6th Edition (E and FN Spon,

2000)
Other publications
TSO The Building Regulations and the Approved Documents
TSO The Building Act 1983
Issue 1 August 2003
155
156
Issue 1 August 2003
Unit 21:
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with an introduction to supply chain management within the
construction industry. The unit is intended to enable learners studying BTEC Higher National
programmes in Construction, Civil Engineering or Building Services Engineering to
demonstrate a knowledge and understanding of supply chain management.
The unit has been designed to identify the roles and responsibilities of manufacturers, material
and component suppliers, direct and nominated subcontractors and the companies that are
frequently employed by the building owner/client direct in order to complete the construction
works to satisfactory hand-over.

1
Evaluate the various types of supply chain management organisations, identifying their
range of activities and functions and their effects on the construction process
Describe the size and scope of subcontractors, material suppliers and component
manufacturers and trends in the development of technologies and in the management and
organisation of construction works
Evaluate the different kinds of supply chain management arrangements and analyse the
procurement and contractual implications with the main contractor using the different
forms of subcontract
Analyse the work of the main contractor in respect of supply chain management,
determining methods of planning, purchasing, programming, progressing and payments.
Issue 1 August 2003
157
Content
Supply chain management organisations

Types of supply chain management organisations: contractor employed subcontractors,
specialist subcontractors, nominated subcontractors, named subcontractors, labour only,
artists and tradesmen, suppliers, manufacturers, prime cost sums
Classification: by activities and functions, types of organisations, work carried out,
specialisation, trends and developments in practice, effects such as efficiency, effectiveness
and economy of the construction process
Size and scope of subcontractors

Suppliers and component manufacturers: subcontractors: types and functions, specialist
and non-specialist firms, suppliers, size, scope, types, products, goods, materials,
components, availability of raw materials, labour only firms
Off-site manufacture: products, trends, development, innovation; work on site, effects of
off-site manufacture, assembly on-site, quality, precision
Skill requirements: labour needs, materials handling and equipment, training and
development, research and innovation practices
Contractual implications
Different kinds of suppliers: nominated and named subcontractors, contractor employed
subcontractors, labour only firms, directly employed firms on behalf of the employer,
suppliers: nominated, named, direct, builders merchants
Procurement methods and arrangements: contractual conditions, tendering arrangements,
main contract implications, forms and agreements, intentions of parties, commencement
and completion, control of the works, payments, insurance, determination
Planning: programming, progressing and control, work packages
Legal requirements: and responsibilities, within the contract and at common law
Work of the main contractor

Planning: incorporation of supply chain management within the contractors overall
contract programme, preplanning, short term planning, stages in the planning process, value
chains and their importance in the construction process
Purchasing: selection, orders, specification, quality, goods received, standards, ownership
of goods and materials, maintenance
Programming: techniques used, bar charts, linked bar charts, network analysis, precedence
diagrams, line of balance, co-ordination of firms on site
Progressing: review, recording against the programme, delays, interim payments, cash and
trade discounts, retention, final payments, set-off, provisions in the main and subcontract
conditions
158
Issue 1 August 2003
Outcomes

the ability to:
Evaluate the various types of

supply chain management
organisations, identifying
their range of activities and
functions and their effects on
the construction process
Describe the size and scope

of subcontractors, material
suppliers and component
manufacturers and trends in
the development of
technologies and in the
management and organisation
of construction works
Evaluate the different kinds
of supply chain management
arrangements and analyse the
procurement and contractual
implications with the main
contractor using the different
forms of subcontract
Analyse the work of the

main contractor in respect of
supply chain management,
determining methods of
planning, purchasing,
programming, progressing
and payments
determine and classify the different supply chain

management organisations
evaluate the contribution that these firms make to

the construction process and their effects generally
on the project
assess trends in practice regarding supply chain

organisations
describe the type and range of suppliers of building

materials, goods and components and manufacturers
of goods and components
determine trends and developments in the off-site

manufacture or prefabrication of construction
products
assess the effects of off-site manufacture on site

operations
evaluate the procurement and contractual

implications associated with subcontractors and
those directly employed by the client and suppliers
differentiate the advantages and disadvantages of

the different procurement and contractual
relationships
describe how case law applies directly to supply

chain management
assess the effects of supply chain management on

the organisation and work of the main contractor
calculate payments to supply chain management

firms in accordance with contractual practices
evaluate value chains in the construction industry

with value chains in any other industry
Issue 1 August 2003
159
Guidance
Delivery
Since it is important that learners have a good understanding of the principles of construction, it
is recommended that this unit should be studied in the second year of a two year programme.
Learners should have access to the main standard forms of building contract together with a
range of forms of subcontract and agreements. These should be current or include amendments
where necessary. Extracts from the forms should be provided where the unit requires. Case
studies should be used extensively together with a current working knowledge of their
application in the construction industry. The unit might usefully involve practitioners to deal
with some aspects of the curriculum.
Where appropriate role play should be encouraged to develop an understanding of the
application and difficulties that are encountered in applying the contractual and procurement
procedures. Learners may be required to provide oral presentations from their own studies or
experiences. During such role plays learners would normally work together in groups to present
scenarios for discussion.
Assessment
related units.
teaching programme.
Links
A comprehensive range of CIC Common Learning Outcomes and higher level skills will feature
strongly throughout the development and assessment phases. Learners should be encouraged to
use their wider knowledge and experience gained from earlier and concurrent units and from
practice.
160
Issue 1 August 2003
Building Control
Property Management
Quantity Surveying
Town Planning
Valuation.

Resources
Learners should have access to contract documents, a range of ICT and library resources
including annual reports of construction companies on which to base knowledge and case
studies and to use for assignment purposes.
Support materials
Textbooks

(Longman, 2001)

(Macmillan, 1997)
Other publications
The Aqua Group Tenders and Contracts for Building 3rd Edition (Blackwell
Science, 1999)
Issue 1 August 2003
161
162
Issue 1 August 2003
Unit 22:
Technology C
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with an opportunity to explore, to a greater depth, the current
issues of importance in construction. This will enable the learners to further enhance their skills
in reasoning, analysis and communication and so improve their study of the other units in the
programme.
The unit will provide learners with the opportunity to develop their communication skills (oral,
graphical and written) and is particularly relevant to learners following the design discipline.

To achieve this unit a learner must be able to:
1
Evaluate current construction issues and practices
Analyse the various forms and methods of special construction
Explore the use of research and analytical techniques to support the design process and
selection of the solution
Undertake a presentation of the chosen design solution, using oral, graphical and written
communication.
Issue 1 August 2003
163
Content
Current construction issues and practices

Knowledge and understanding of current construction issues: concept to reality,
application to buildability, sustainable construction, lean construction, fast track
construction, green field versus brown field developments, refurbishment, conversion and
adaptation
Methods of special construction

Forms and methods of special construction: energy saving construction, recycled building,
alternative technology buildings, various cultural buildings, tall structures, large span
structures, hi-tec construction forms, applied engineering constructional forms
Research and analytical techniques

Research analysis: understanding of the main theories, methodologies, practices and skills
associated with research and analysis, current issues or practices, special forms or method
of construction, hi-tec engineering constructional forms
Presentation of the design solution

Oral presentation: understanding of the main theories, practices, level of competence
typical of industrial practice, together with graphical and written communications
164
Issue 1 August 2003
Outcomes

the ability to:
Evaluate current
construction issues and
practices
Analyse the various forms

and methods of special
construction
Explore the use of research

and analytical techniques to
support the design solution
Undertake a presentation of
the design solution, using
oral, graphical and written
communication
determine current issues and practices which will be

presented in the form of portfolio and oral
presentation
demonstrate knowledge of the subject, from original

research
describe the implications of issues and practices for

the built environment and the construction process
analyse and compare the benefits of green field

versus brown field development
analyse and compare the benefits of redevelopment

versus development
explain and analyse special forms of construction

which will be presented in a portfolio and oral
presentation
evaluate the benefits of hi-tec constructional

methods
explain how applied engineering construction

methods affect the traditional design process
analyse and extract information and knowledge

required to demonstrate an understanding of the
current issues and practices and methods of special
construction
apply analytical techniques to given methods of

construction
present and effectively communicate, in graphical

and written form, the solution to given design
problems and their processes
Issue 1 August 2003
165
Guidance
Delivery
This unit is concerned with a large amount of knowledge and understanding from previous
units. It is recommended therefore that the unit should be studied in the second year of a two
year programme.
Case studies should be used extensively together with learners being given time and resources
to carry out their wide-ranging research. The unit might usefully involve practitioners to deal
with some aspect of the curriculum.
Learners will usually work individually on their portfolio and presentations. Where possible,
learners should also be encouraged to converse with practitioners and others on the internet.
Assessment
achievement of each learner, particularly for outcome 4, group work and role-play activities
may contribute to the assessment. Integrative assignments and project work will help to link
this unit with other related units.
The evidence should demonstrate the ability to draw detailed architectural style drawings both
manually, and by using CAD and other current, modern, ICT facilities.
teaching programme.
166
Issue 1 August 2003
Links
This unit relies upon a sound knowledge of the working and technology of construction gained
from other units in the programme.
Learners should be encouraged to use their wider knowledge and experience from these other
units. In particular Unit 1: Design Principles and Application, Unit 7: Technology A, Unit 8:
Technology B, Unit 12: Refurbishment and Adaptation, Unit 26: Design Procedures and
Unit 27: Design Technology as well as the learners own experiences gained in practice.
Building Control
Property Management
Town Planning
Valuation.

Resources
Learners should have access to design and CAD facilities and a wide range of resources both in
a library format and access to the internet to consider information from a wider source.
Support materials
Textbooks
Edwards, B Green Buildings Pay (Spon, 1998)
Gauld, B Structures for Architects 3rd Edition (Longman, 1994)
Lawson, B How Designers Think 3rd Edition (Butterworth Architecture, 1997)
Scott, A Dimensions of Sustainability (E and FN Spon, 1998)
Thomas, R Environmental Design (E and FN Spon, 1995)
Other publications
Issue 1 August 2003
167
168
Issue 1 August 2003
Unit 23:

Documentation
Learning hours:
60
NQF level 4:
Description of unit
This unit provides an introduction to the preparation and application of contract documents
within the construction industry.
The unit has been designed to enable learners studying construction programmes to
demonstrate a skills, knowledge and understanding of the production of contract documents,
and to be able to apply, analyse and evaluate their effects and outcomes on the successful
awarding and completion of construction projects.

1
Describe the various types of contract documents that are required on a construction
project
Demonstrate an understanding and application of how construction works are specified in

respect of standards and quality
Analyse the contractual provisions of the various contract documents and their
relationship to each other
Evaluate and apply the contract documents to all stages of a construction project.
Issue 1 August 2003
169
Content
Types of contract documents

Drawings: layout, content, evolution through the design process, priority of drawings,
ownership, return of drawings
Forms of contract: types, articles of agreement, conditions of contract, appendices, priority
of information
Bills of quantities: purpose, preparation, uses, contents, types, bills of approximate
quantities
Specification: project specification, performance specification, schedules of rates, National
Building Specification
Schedules: for internal finishings, doors and widows, inspection chambers, drainage, etc
Master programme: its preparation by the contractor, information requirements
Co-ordinated Project Information (CPI): common arrangements for production information
Standards and quality

Specification: purpose and use, as a basis for tendering, in ordering materials, goods and
components, on-site by the contractor, clerk of works and others
Contents: quality of materials, standards of work, samples of materials and workmanship,
testing of materials and work, description of the work to be executed, pricing by the
contractor, materials quality: use of British Standards, workmanship standards: use of
Codes of Practice, National Building Specification. Eurocodes and other international
comparisons
Contractual provisions
Issues relating to contract documents: different forms of contract relevant to the
programme, issues relating to contract documents within the different forms of sub-contract
Contractual requirements: copies of contract documents, availability of documents on site,
discrepancies between documents, ownership of design, other information, priority
information. Disputes and how they may arise, use of contract documents and the methods
used for resolving them
Apply the contract documents

Application of contract documents to construction projects: pre-contract and post-contract
phases, drafting of specifications through clear, concise and accurate descriptions of
materials, workmanship, work to be executed, use of information technology and specialist
computer software
Drafting of specification clauses: understanding of the clients brief, liabilities of the
parties involved, user needs and requirements. Legal rights and responsibilities, statutory
controls imposed on the project, factors relating to the environment, planning and building
control requirements
170
Issue 1 August 2003
Outcomes

the ability to:
Describe the various types of

contract documents that are
required on a construction
project
Demonstrate an
understanding and application
of how construction works
are specified in respect of
standards and quality
Analyse the contractual

provisions of the various
contract documents and their
relationship to each other
Evaluate and apply the

contract documents to all
stages of a construction
project
explain the various contract documents required in

the different forms of contract procurement
arrangements
describe the relationship between the various

contract documents making use of the principles
outlined in Co-ordinated Project Information (CPI)
review the purpose of specification writing and its

use and relevance within the construction industry
by the different parties involved
write for major work sections, typical and

appropriate clause contents of a specification
incorporate within these work sections, reference to

national and international quality and standards
determine the occurrence of contract documents

within the forms of contract
analyse the inter-relationship of the different

documents within the forms of contract
describe how disputes arising from poorly prepared

and deficient contract documents are able to be
resolved
prepare a complete specification from drawings for

a domestic building, simple industrial or commercial
building or a small engineering project
apply valid specification clauses to communicate

design information to clients and other members of
the design and construction team, including the use
of sketches, schedules and drawn information
Issue 1 August 2003
171
Guidance
Delivery
Learners will require a good understanding of the principles of construction including the
properties of materials and an understanding of the contractual implications of construction
projects. It is important that learners have access to the main forms of building contract and the
associated contract documents, such as architectural drawings and specifications that might be
used. Case studies should be used extensively together with a current working knowledge of the
construction industry. The unit might usefully involve practitioners, such as architects or
surveyors, to deal with certain aspects of the curriculum.
A large proportion of the unit will involve learners in analysing and preparing materials and
workmanship specification clauses appropriate to specific projects depicted in working
drawings. Learners will normally work individually and it may be desirable to provide learners
with individual projects to reduce the amount of collusion. Wherever possible learners should
be encouraged to explore their own work situations as a further source of information.
Assessment
achievement of each learner, some group work and role-play activities may contribute to the
related units.
teaching programme.
Links
This unit relies on a good understanding of construction technology and the construction
industry. The unit has links with Unit 2: Science and Materials, Unit 7: Technology A, Unit 8:
Technology B, Unit 19: Measurement A and Unit 25: Measurement B. It is important to utilise
as far as possible the kinds of information encountered and used by practitioners, including the
use of information technology software and systems. A range of common skills will feature
strongly throughout the development and assessment phases. Learners should be encouraged to
use their wider knowledge and experience gained from earlier units and from practice.
172
Issue 1 August 2003
Property Management
Quantity Surveying
Town Planning.

Resources
Learners should have access to a wide range of ICT and library resources, including textbooks
and journals, government and industry wide publications including forms and conditions of
construction contracts and previously prepared drawings and specifications that have been used
in practice.
Support materials
Textbooks

(Longman, 2001)
Wills, C J and Willis, J A Specification Writing for Architects and Surveyors

11th Edition (Blackwell Science, 1997)
Other publications
BSI British Standards Codes of Practice Latest Editions
BSI National Building Agency Specification Latest Editions
Building Project Information Committee Common Arrangement of Work Sections for

Building Work (Building Project Information Committee, 1987)
Co-ordinating Committee for Project Information A Guide with Examples
Joint Contracts Tribunal JCT Forms of Contract Latest Revisions/Editions
The Aqua Group Pre-Contract Practice for the Building Team 8th Edition
Issue 1 August 2003
173
174
Issue 1 August 2003
Unit 24:
Learning hours:
60
NQF level 4:
Description of unit
This unit is designed to help learners develop the skills and knowledge needed to apply the
scientific principles associated with the properties and behaviour of structures, imposed loading
on structures and load transference to individual elements. The various factors that affect
structural behaviour and underpin the design of simple structural elements are explored both in
theory and through the use of physical models. Standard design calculations and codes of
practice are investigated, as is the subsequent translation of the results of such calculations into
detailed drawings for the purpose of fabrication and construction.
This unit will also include the preparation of schedules and cutting lists. The emphasis is on the
standard methods of design and detailing used for a variety of structural elements constructed in
a variety of structural materials. This unit also provides an introduction to the use of
contemporary computer software as an aid to the design process.

1
Investigate the strength and elastic properties of typical structural materials
Determine the loading conditions for simple structures and show an appreciation of the
performance and behaviour of the structure down to foundation level
Analyse statically determinate structures, including simple frames, and calculate the
stress in individual elements of that structure
Design elements of a structure using manual methods and also with the aid of computer
software
Detail elements of a structure both by manual methods and by using computer assisted
drawing (CAD) in a variety of structural materials.
Issue 1 August 2003
175
Content
Strength and elastic properties of typical structural materials

Basic principles that underpin structural design to include: the concept of structure and
structural response including the use of physical models to demonstrate non-standard
structural situations, the concept of structure and structural response including the use of
physical models to demonstrate non-standard structural solutions, types of forces
experienced by structural elements, compression, tension, shear and bending
Response of structural materials: forces according to material classification (malleable,
ductile, brittle, soft, strong). Elastic and plastic deformation, limits of proportionality and
modulus of elasticity, permissible stress, factors of safety (including partial safety factors in
limit state design)
Loading conditions for simple structures

The cause of loading on structures and the principles, methods, practices and procedures
used to assess their effects to include: dead, imposed and wind loading on a structure.
British Standard Codes of Practice on loading, including wind loading, definition and
application of limit states and load factors, basic factors affecting load transference at
joints, both restrained and unrestrained, transfer of loading from superstructure to
foundation and safe ground bearing pressure
Statically determinate structures

The stressing of structures and an appreciation of the principles, methods, practices and
procedures: assess the effects of such stresses, the concept of structure, the elements that
comprise a structure
Forces and reactions: caused by direct loading, assumptions made when analysing simple
structural elements such as beams, cantilevers, columns, walls and framed structures,
compressive, tensile, shear and bending stresses as found in structural elements under load,
shear force and bending moment diagrams and the relationship between them
176
Issue 1 August 2003
Design elements of a structure

Selection of the appropriate factors affecting the design of structural elements: what is
being loaded, how it is being loaded, how it is being supported etc, sectional properties of
simple beam sections determined from the use of standard formulae or manufacturers
published tables (Ixx, Iyy, Zxx, Zyy)
Variation in bending stresses: across a section for simply supported beams and cantilevers,
axial stress and bending stress on a column due to simple concentric and asymmetrical
loading
Combinations of axial and bending stresses: on a column cross-section to ascertain
maximum stress, section sizes for simply supported beams subject to both point and
uniformly distributed loads
Section sizes and tensile reinforcement: requirements for simply supported reinforced
concrete beams and one-way spanning concrete floor slabs, basic factors affecting the
design of plain masonry columns and walls, design of timber floor joists to carry a given
load over a simply supported span
Detail elements of a structure

Manual and CAD techniques: used to produce working drawings (in compliance with
standard practice and including all required schedules and cutting lists) for the purposes of
production, fabrication and erection. Roof trusses, portal frames, plate girders in structural
steel including details of node arrangements, cleats, shear plates, bolts, welding
requirements and any external fittings
Simple elements of a structure: column foundations, stair flights and landings, continuous
beams, continuous one-way spanning floor slabs, columns and column/floor intersections in
in-situ reinforced concrete including chairs for top steel, cut-off points for
reinforcement, distribution reinforcement, cover distances, main bars, distribution bars and
links, shear reinforcement, starter bars and kickers for column shutters
Simple elements of structural timber: joist to joist and joist to support connections. Timber
connectors, bolts, plates, gang-nail connectors, cleats, shear rings and hangers. Suspended
timber floors including strutting, lateral restraint into walls and trimming of openings
including grade and type of timber, nominal and actual sizes, sawn, planed and prepared
components
Issue 1 August 2003
177
Outcomes

the ability to:
178
Investigate the strength and

elastic properties of typical
structural materials
Determine the loading

conditions for simple
structures and show an
appreciation of the
performance and behaviour of
the structure down to
foundation level
Analyse statically
determinate structures,
including simple frames, and
calculate the stress in
individual elements of that
structure
produce models of structural situations and describe

the outcome for different materials under applied
loading conditions
calculate stresses and strains for simple elements

and ascertain the modulus of elasticity of the
material
use permissible stress to calculate permissible loads
identify loading conditions for a simple structure

and apply load factors in appropriate situations
calculate ground-bearing pressures beneath

foundations due to loading from superstructure and
determine appropriate foundation size for allowable
ground bearing pressure
determine reactions for simply supported beams and

cantilevers subject to point and distributed loads
produce diagrams to represent the variation in

bending moment and shear force for simply
supported beams and cantilevers subject to point
and distributed loads
demonstrate the relationship between loading

intensity, shear force, bending moment and
deflection at any section for a simply supported
beam under various loading conditions
determine the force acting in members of a statically

determinate frame
Issue 1 August 2003
Outcomes

the ability to:
Design elements of a
structure using manual
methods and also with the aid
of computer software
Detail elements of a
structure both by manual
methods and by using
computer assisted drawing
(CAD) in a variety of
structural materials
determine the required section size for structural

steel beams and cantilevers subjected to point and
distributed loads using manual, published data and
computer software methods
determine the required section size and tensile

reinforcement requirement for in-situ reinforced
concrete beams, one way spanning floor slabs and
cantilevers subjected to point and distributed loads
using manual, published data and computer software
methods
determine the design of plain masonry columns and

walls
determine timber floor joist section sizes over

simply supported spans for given loading conditions
draw manually and using CAD elements of

structural steelwork including fabrication details
and produce bolt schedules and cutting lists
draw manually and using CAD various elements of

an in-situ reinforced concrete structure showing all
reinforcement referencing and construction detail
including reinforcement schedules
draw manually, and using CAD, elements of

structural timber showing connection details and
interaction with supports and openings
Issue 1 August 2003
179
Guidance
Delivery
It is envisaged that 30% of the unit is devoted to detailing of structural elements. Learners
should be encouraged to work through problems related to real life situations so that they
become familiar with the application of calculations to real structures. Once the design for an
element of a structure has been clarified, the tutors role should be of a counselling rather than
directing nature. The learner should be encouraged to study recent completed drawings and
designs so that he/she becomes familiar with current practice and standards of presentations.
Physical modelling and testing is best accomplished in small groups.
Assessment
feature as part of the process. Learners evidence may be in the form of manual calculations
with computer-based output, supplementing the numerical content. Drawings should indicate
manual drafting abilities and knowledge of CAD. At least one drawing should be taken to
completion with full construction details for a complete element of a structure. The
presentational aspects of the evidence need to be carefully considered. Integrative assignments
and project work will help to link this unit with other related units.
teaching programme.
Links
This unit builds upon the knowledge gained in construction and materials related units and is
linked to Unit 2: Science and Materials, Unit 3: Analytical Methods, Unit 7: Technology A and
Unit 8: Technology B. Entry requirement for this unit should include some knowledge of
Science, Materials, Mathematics and Mechanics at National or Advanced level.
180
Issue 1 August 2003
Resources
Learners should have access to experimental and modelling equipment for the production and
testing of structural models. Design and drafting equipment and appropriate computer software
with at least A2 size plotting facilities.
Support materials
Textbooks
Boughton, B Reinforced Concrete Detailers Manual 3rd Edition (Crosby Lockwood

Staples, 1979)
Cainl J and Hulse, R Structural Mechanics 2nd Edition (Palgrave, 2000)
Draycott, T Structural Elements Design Manual (Heinemann Professional, 1990)
Durka, A and Morgan, W et al Structural Mechanics 6th Edition (Pearson, 1996)
Newton, P Structural Detailing 2nd Edition (Macmillan, 1991)
Rossow, E Analysis and Behaviour of Structures (Prentice Hall, 1996)
Westbrook, R and Walker, D Structural Engineering Design in Practice 3rd Edition

(Longman, 1996)
Other publications
British Standards Institute BS 6399-1:1996 Loading for Buildings. Code of Practice for
Dead and Imposed Loads (British Standards Institute, 1996)
Issue 1 August 2003
181
182
Issue 1 August 2003
Unit 25:
Measurement B
Learning hours:
60
NQF level 4:
Description of unit
This unit aims to extend the skills gained in Unit 19: Measurement A by developing the
composite measurement of more complex elements, components and building services to nondomestic and large scale buildings.
The unit has been designed to enable learners studying Construction, Civil Engineering and
Building Services Engineering to apply, analyse and measure a range of components and
elements found in large scale buildings or structures, and to produce approximate quantities.

1
Apply measurement techniques to a range of more complex situations
Produce measured quantities for a range of elements and components to large scale (nondomestic) structures
Prepare relevant preamble and preliminary items to given situations
Produce measured bills of quantities and schedules using both manual and computer aided
systems, including interim certificates and final accounts.
Issue 1 August 2003
183
Content
Measurement techniques
Standard techniques applied to the measurement of large-scale projects or developments:
production of bills of quantities, measurement of variations, production of sub-contract and
supply side packages, production of final accounts, maintenance and refurbishment works
Measured quantities
Take-off measurements and produce quantities for the following elements or work sections:
complicated foundations and substructures including brick and concrete basement, sloping
site excavations and underpinning, superstructure including complicated external and
internal walls
Elements of a building: concrete and steel framed buildings; in-situ, pre-cast and prestressed concrete structures; brick and masonry structures; complex flat and pitched roof
construction and coverings with metal coverings; internal and external finishes and
treatments; internal components such as doors, windows, panelling staircases and kitchen
units; differing types of floor systems
Building engineering services: plumbing, heating and ventilating, electrical installations
and above and below ground disposal systems
Measurement techniques: payments, final account work, different forms of procurement
and different types of contractual arrangement
Preamble and preliminary items

Preamble clauses: as required by the Standard Method of Measurement, writing
preliminary items/clauses for inclusion in a bill of quantities
Bills of quantities
Traditional, cut and shuffle and computer aided systems: working up processes as
appropriate to such methods, production of bills of quantities for a major work section or
trade section of a construction project, different formats of bills of quantities and other
contract documentation and their effect on the construction team
Payment: production of interim and final accounts
184
Issue 1 August 2003
Outcomes

the ability to:
Apply measurement
techniques to a range of more
complex situations
Produce measured
quantities for a range of
elements and components to
large scale (non-domestic)
structures
Prepare relevant preamble

and preliminary items to
given situations
Produce measured bills of

quantities and schedules
using both manual and
computer aided systems,
including interim certificates
and final accounts
compare the different uses of measurement
apply the technique of measurement to differing

situations on a complex construction project
assess the role of measurement in the design,

production and maintenance of a construction
project
apply appropriate techniques in order to obtain

quantities of work for types of contractual
arrangements
take-off and produce quantities in accordance with

the requirements of the standard method(s) of
measurement
determine the measurement technique and process

to suit the particular situation
produce appropriate draft preliminary items/clauses

for inclusion in a bill of quantities
produce specific and appropriate draft preamble

clauses, as specifically required by the SMM, for
inclusion in the bill of quantities
process and produce bills of quantities for more

complex work sections, using at least one of the
standard methods for producing bills of quantities
apply different methods of producing bills of

quantities
analyse the reasons for using different formats for

bills of quantities
generate a variety of appropriate interim certificates

and final accounts for a variety of end-users
Issue 1 August 2003
185
Guidance
Delivery
Large-scale projects or developments should be used to assist in the understanding of the
measurement of complex elements in the construction process.
Since it is important that learners have a good understanding of the principles of construction,
the content of Unit 19: Measurement A and the industry itself, it is recommended that this unit
is studied in the second year of a two year programme. It is important that the learners have
access to the appropriate standard methods of measurement. These should be current or include
amendments where appropriate. The emphasis of this unit is for those learners who are studying
the construction programmes. Construction or development projects of a more complex nature
should be used to extend the knowledge gained by the learner, together with a current working
knowledge and practice of the construction industry. Learners should work individually, but
they could be required to provide oral presentations from their own studies or experiences.
Assessment
related units.
teaching programme.
Links
This unit relies on a good knowledge and understanding of the construction technology and is
designed to build on the previous knowledge gained in Unit 19: Measurement A as well as
experience of the industry itself. Learners should be encouraged to use their wider knowledge
and experience gained from earlier units and from practice.
Quantity Surveying.
186
Issue 1 August 2003
Resources
Learners should have access to a wide range of library resources, including textbooks,
professional and technical journals, government and industry wide publications, copies of
previous bills of quantities where appropriate, and the different methods of measurement and
Learners should have access to relevant ICT facilities and software packages developed to
assist the measurement process.
Support materials
Textbooks
Barnes, M Civil Engineering Standard Methods of Measurement Handbook 2nd Edition

Seeley, I Advanced Building Measurement 2nd Edition (Palgrave Macmillan, 1989)
Other publications
Barbour Index (CD-Rom) or equivalent Barbour Index
Code of Procedure for the Production of Drawings RICS/CCPI
Code of Procedure for Specifications RICS/CCPI
Common Arrangement of Work Sections (CAWS) RICS/CCPI
RICS SMM7 The Standard Method of Measurement of Building Works Revised Edition
(RICS, 1998)
Issue 1 August 2003
187
188
Issue 1 August 2003
Unit 26:
Design Procedures
Learning hours:
60
NQF level 4:
Description of unit
This unit builds upon the fundamental understanding of design provided by Unit 1: Design
Principles and Application and outlines the broad modern role of the design technologist within
the construction industry. It forms the basis for the successful completion of the cognate design
units.
The unit encourages learners to examine the essential principles and procedures that underpin
design. There is an opportunity to use these principles and procedures to create design solutions
that meet the needs and requirements of owners, clients, occupiers and society in general.

1
Describe the nature of design and its attendant methods, technologies, processes and
procedures in terms of design practice
Describe the nature of the roles and responsibilities of the design technologist in terms of
design practice
Evaluate the roles and responsibilities of the design technologist during the contract
phase of the construction process
Analyse the roles and responsibilities of the design technologist during the project
management phase of the construction process.
Issue 1 August 2003
189
Content
Design practice
Historic role of the designer: identify the pattern of evolution and emerging modern
practice forms including group and multi-disciplinary approaches, identify various
members of a design team and the contribution of the design technologist to the delivery of
successful design
Legal relationship: of the designer, client and other members of the design team: the
concept of negligence and indemnity insurance, examine the RIBA Plan of Work and
develop the organisational framework used as a basis of design team communication and
production of design briefs showing their relationship to customer requirements
Roles and responsibilities design practice

Principles of successful design: how current technology can assist and influence the
designer, historic developments in building design and resultant terminology of design,
basis of design concepts and their communication within the design team, need to freeze
design to enable design development
Economics of design and production: appropriate information, specifications writing and
their influence on design, specialist design requirements for the handicapped and disabled
Roles and responsibilities contract phase

Responsibilities of the members of the design team during the contract period: methods and
tools of quality control and the responsibility of the designer, inspection and certification of
work including analysis and evaluation of administrative and contract documents,
information co-ordination with specialists and consultants, contract completion, hand-over
defects liability and final certification
Roles and responsibilities project management phase

Responsibilities of the project management team: drawing office programmes, time sheets,
stages of fees and effective leadership and personnel management, standard contract
documents, CAD and information retrieval systems
190
Issue 1 August 2003
Outcomes

the ability to:
Describe the nature of design

and its attendant methods,
technologies, processes and
procedures in terms of design
practice
Describe the nature of the

roles and responsibilities of
the design technologist in
terms of design practice
Evaluate the roles and

responsibilities of the design
technologist during the
contract phase of the
construction process
Analyse the roles and
responsibilities of the design
technologist during the
project management phase
of the construction process
generate a consolidated design brief as an outcome

of a role play exercise
demonstrate the ability to illustrate an appropriate

design team that would develop the design
describe the organisation and allocation of

responsibilities within this team eg as per the
recommendations of the RIBA Plan of Work
produce specification clauses for various materials

and performances
generate a conceptual design to meet the

requirements of an established design brief
describe successful aspects of a design using

appropriate design terminology correctly
determine the effectiveness of various tools for

quality control on and off site
demonstrate use of the certification process to guide

and monitor a project
generate and interpret drawing office programmes
use time sheets to work out hourly rates
describe the project management role in leading the

team and managing people
recognise and understand the interrelationship of

standard documents and retrieval systems
Issue 1 August 2003
191
Guidance
Delivery
In order to permit the learners to apply the knowledge gained on this unit to other units, it is
recommended that this unit be studied in the first year of a two year programme.
Various case studies, documentation and projects should be used to assist and enhance the
understanding and learning on the unit. Where practical, site visits of successful projects should
be incorporated as part of the study.
The centre may also find it useful to include guest speakers and independent assessors at
presentations as part of the delivery of this unit.
Assessment
work, assignments and projects. The evidence should demonstrate the ability to draw detailed
architectural style and/or structural drawings both manually, and by using CAD and other
current, modern, ICT facilities.
Assessment may be formative and summative and both may feature as part of the process.
teaching programme.
Links
This unit relies on the inputs of various other allied units such as Unit 1: Design Principles and
Application as well a sound understanding of construction technology and the industry as a
whole. Knowledge, skills and understanding gained on other units should be invoked in this
unit in order to encourage the wider understanding of the principles of design.
192
Issue 1 August 2003
Building Control
Property Management
Town Planning
Valuation.

Resources
Learners should have access to design facilities and to a wide range of ICT and library
resources, including textbooks and journals, government and industry wide publications, BRE
Digests, professional journals, Codes of Practice etc, the internet and other research materials,
previously prepared specifications that have been used in practice, and other associated
documents.
Support materials
Textbooks
Adler, D Metric Handbook 2nd Edition (Butterworth Architecture, 1999)
Thompson, A Architectural Design Procedures 2nd Edition (Arnold, 1998)
Other publications
RIBA Architects Handbook of Practice Management 5th Edition (RIBA, 1991)
Issue 1 August 2003
193
194
Issue 1 August 2003
Unit 27:
Design Technology
Learning hours:
60
NQF level 4:
Description of unit
This unit links with Unit 1: Design Principles and Application and explores the complex interrelationship of building components and assembly required to satisfy user needs and design
solutions. The unit is intended to inform learners of essential design aspects that must be
provided for by the construction process. It equips learners with the technical knowledge to
realise the design solution and it complements the other design units.

1
Determine the specification of materials, systems and methods used to realise a design
solution and apply appropriate procedures to guarantee quality control
Predict the mechanisms by which construction materials fail in use and propose
preventative and remedial measures to deal with these
Propose and evaluate the ways in which the concept of buildability and sustainability
addresses the important issues confronting the construction industry
Produce a comprehensive range of graphical communication techniques to support

proposals.
Issue 1 August 2003
195
Content
Specification and quality control

Selection of materials and methods of use: apply appropriate techniques for the preparation
of specification documents, specifying items with reference to the British Standards, Codes
of Practice, Agrment Certificates and trade associations, examine and apply the criteria
used for inspecting quality of materials and workmanship
Material failure, preventative and remedial measures

Common building defects: preventive techniques used to address defects, remedial
techniques used to address defects, planned maintenance and repair programmes in terms of
life-span and cost-in-use issues, legal and design aspects and associated health and safety
issues
Buildability and sustainability

Recognise, describe and apply the principles of buildability and sustainability: apply
economic criteria to design solutions with reference to buildability and sustainability,
appreciate a range of design methods including matrices, network and gaming as problem
solving techniques
Graphical communication
Apply a range of techniques: sketching, both conceptual and technical, measured drawing,
manual drawing techniques, CAD documentation, filing and retrieval systems
196
Issue 1 August 2003
Outcomes

the ability to:
Determine specification of
materials, systems and
methods used to realise a
design solution and apply
appropriate procedures to
guarantee quality control
Predict the mechanisms by
which construction materials
fail in use and propose
preventative and remedial
measures to deal with these
Propose and evaluate the

ways in which the concept of
buildability and
sustainability addresses the
important issues confronting
the construction industry
Produce a comprehensive
range of graphical
communication techniques
to support proposals
produce a specification for various materials and

construction processes to different formats
explain the procedures for quality control of various

materials/items on and off site
extract appropriate information from major British

Standard Specifications and Codes of Practice
determine the sources of common building defects
assess and monitor damage and suggest remedial

action
detail effectively parts of buildings to avoid defects
generate a scheme for planned maintenance and log

books
analyse and evaluate the effectiveness of the

technical design of a successful commercial project
demonstrate in a case study, proposals for the

application of principles of buildability and
sustainability to a recent new building
evaluate environmental factors and conditions that

influence design
demonstrate fundamental yet effective drawing

skills through the production of different forms of
graphical details to communicate proposals
examine the ways that electronic computing and

communication techniques can assist the modern
designer
Issue 1 August 2003
197
Guidance
Delivery
In order to permit the learners to apply the knowledge gained on this unit to other units, it is
recommended that this unit be studied in the first year of a two year programme.
Various case studies, documentation and projects should be used to assist and enhance the
understanding and learning on the unit. Where practical, site visits of successful projects should
be incorporated as part of the study.
It may also be useful to include guest speakers and independent assessors at presentations as
part of the delivery of this unit.
Assessment
It is recommended that evidence for learning outcomes are achieved through well-planned
course work, assignments and projects. The evidence should demonstrate the ability to draw
detailed architectural style and/or structural drawings both manually, and by using CAD and
other current, modern, ICT facilities.
Assessment may be both formative and summative and both may feature as part of the process.
teaching programme.
regulations throughout the delivery of this unit.
198
Issue 1 August 2003
Links
This unit relies on the inputs of various other allied units as well a sound understanding of
construction technology and the industry as a whole. Knowledge, skills and understanding
gained on other units should be invoked in this unit in order to encourage the wider
understanding of the principles of design.
Building Control
Property Management
Town Planning
Valuation.

Resources
Learners should have access to a wide range of ICT/CAD facilities, documentation and library
resources, including textbooks and journals, government and industry wide publications, British
Standard Specifications, Codes of Practice, BRE Digests, professional journals, the internet and
other research materials, and other associated documents.
Support materials
Textbooks
Neufert, E and Neufert, P Architects Data 3rd Edition (Blackwell Science, 2000)
Zunde, J Design Technology (Sheffield Hallam University Press, 1989)
Other publications
BRE Digests and publications
British Standards
Department of the Environment Defects in Buildings (HMSO, 1989)
Papers from RIBA
Technical, professional journals and trade literature
Issue 1 August 2003
199
200
Issue 1 August 2003
Unit 28:
Materials Properties and

Performance
Learning hours:
60
NQF level 4:
Description of unit
This unit builds upon the knowledge and understanding gained in Unit 2: Science and
Materials. In that unit the focus was mainly upon the characteristics, properties and uses of the
commonly encountered materials including concrete, metals, timber, plastics, clay products and
coatings and finishes. This unit develops the learning contained in the above to investigate the
physical and chemical mechanisms that underpin the properties of the common structural
materials.
Particular emphasis will be paid to how and why such materials fail and how such failures can
be avoided or prevented. The properties and performance of modern composite materials are
analysed in terms of their relevance to the construction industry. The environmental issues that
link energy efficiency and the embodied energy cost of materials are analysed in some detail.

1
Describe the failure mechanisms of the common structural materials in terms of their
physical and chemical structure and propose methods to prevent or minimise such failures
Analyse the properties of modern composite materials and analyse why such materials
can be much more than the sum of their parts
Evaluate the embodied energy costs associated with the common construction materials
and compare such costs with potential energy savings in use.
Issue 1 August 2003
201
Content
Failure mechanisms of the common structural materials

Evaluate failure characteristics of structural materials in common use: fracture, in terms of
strain energy, fracture energy and the Griffith crack theory
Fatigue: in terms of stress concentrations, corrosion, residual stresses, surface finish and
temperature
Creep: in terms of stress, temperature and modulus of elasticity
Corrosion of metals: in terms of dry oxidation and wet corrosion
Chemical degradation: of cements and concrete by sulphates, sea water, acids and alkalisilica reactions
Physical degradation: of materials by changes in temperature or moisture content, frost and
fire, degradation of materials by biological agencies such as fungi and insects
Properties of modern composite materials

Composition of two or more materials: examine the advantage of composite materials such
as, asbestos cement, glass-reinforced cement, polymer-fibre-reinforced cement and
concrete, natural-fibre reinforced concrete, steel-fibre concrete
Embodied energy costs

Evaluate modern energy-saving methods: evaluation to compare the cost of purchase and
installation against the time taken to recover the cost in saved energy terms. Locating
supplies of raw materials, extracting raw materials, refining raw materials, manufacturing
building elements from raw materials, transporting building elements to place of use,
working building elements on site
202
Issue 1 August 2003
Outcomes

the ability to:
Describe the failure

mechanisms of the common
structural materials in terms
of their physical and chemical
structure and propose
methods to prevent or
minimise such failures
Analyse the properties of

modern composite materials
and analyse why such
materials can be much more
than the sum of their parts
Evaluate the embodied

energy costs associated with
the common construction
materials and compare such
costs with potential energy
savings in use
describe the principal modes of failure for a range of

at least four common structural materials and
evaluate the methods devised to prevent such
failure. The evaluation should address material
properties at the:
molecular level, in terms of atoms, molecules

and/or aggregations of molecules
structural level, in terms of how different

phases such as cells in timber or grains in
metals interact
engineering level, in terms of the total material

and its overall properties as visible to the naked
eye
explain, with the use of examples, how two or more

materials can be combined together to produce a
material with properties superior to its constituent
parts
analyse the physical and chemical factors that affect

the strength, hardness and durability of a range of
composite materials
describe the various factors contributing to

embodied energy costs and estimate their
contribution to total energy costs for a range of
materials
analyse and evaluate the total embodied energy

costs associated with the use of energy-efficient
methods in building construction against the
potential energy savings over the lifetime of a
building
Issue 1 August 2003
203
Guidance
Delivery
This unit is intended primarily for those learners following the Design programme and should
increase their understanding of how materials behave. It is designed to enhance the learners
ability to specify materials appropriately and confidently. Subject to the links below, the unit
can be delivered at any point in the course and would benefit from a reasonably rigorous
scientific approach. It follows that structured delivery in the form of a course of lectures must
form the early part of the delivery. Project work, either individual or group-based, related to
specific materials and how they will behave under specified conditions would seem to offer the
most relevant form of assessment.
Assessment
related units.
teaching programme.
Links
The link with the Unit 2: Science and Materials has been noted previously. Important links can
be made with other units such as Unit 10: Building Services Engineering Technology. Also,
Unit 7: Technology A, Unit 8: Technology B, Unit 22: Technology C, Unit 24: Structural
Behaviour and Detailing, Unit 26: Design Procedures and Unit 27: Design Technology in a
more general sense.
Building Control.
204
Issue 1 August 2003
Resources
The unit could be delivered without extensive testing apparatus but the following equipment
should be utilised where available: compression, tension and flexural testing apparatus, creep,
fatigue, hardness and impact testing apparatus, drying kilns and accelerated testing rigs.
Support materials
Textbooks
Alexander, W and Street, A Metals in the Service of Man 11th Edition (Penguin,
1998)
Couzens, E and Yarsley, V Plastics in the Modern World (Penguin Pelican, 1968)
Gordon, J The New Science of Strong Materials (Penguin, 1991)
Illston, J and Dinwoodie, J et al Concrete, Timber and Metals (Chapman and Hall,
1979)
Illston, J Construction Materials 2nd Edition (Spon, 1993)
Illston, J Construction Materials: Their Nature and Behaviour 2nd Edition (E and
FN Spon, 1993)
Taylor, G Materials in Construction 3rd Edition (Pearson, 2000)
Issue 1 August 2003
205
206
Issue 1 August 2003
Unit 29:
Learning hours:
60
NQF level 4:
Description of unit
This unit builds upon the theory and practice of surveying introduced in the BTEC Nationals in
Construction at Level 3. It is designed to enhance the learners ability to use modern surveying
equipment to undertake a range of site surveying procedures typical of todays construction
industry.
This unit provides an opportunity for the learner to undertake setting out and control of
alignment of construction work and develops the knowledge needed to perform surveying
calculations. It is intended that both semi-manual and standard computer software be used in
performing the procedures outlined in the specification. The skills required to produce
cartographic details from survey information using a manual approach is developed alongside
an exploration of the uses and benefits of computer-aided plotting.

1
Demonstrate the ability to use a range of instruments pertinent to the surveying and
setting out process
Demonstrate a detailed understanding of the principles of surveying and setting out
Calculate from raw data the information required for cartographic detailing and setting
out of construction works
Describe the use of electronic and laser instruments in the construction industry
Apply and evaluate computer software to calculate and produce surveying solutions.
Issue 1 August 2003
207
Content
Range of instruments
The selection of appropriate instruments for a given job: linear measuring instruments such
as steel bands, sonic measuring devices and Electromagnetic Distance Measuring (EDM)
instruments
Levels: to include optical (automatic and tilting), water level, general construction laser,
pipe alignment laser, electronic/optical
Angular measuring instruments: optical and electronic theodolites, magnetic compasses
and compass attachments to theodolites. Combined theodolites and EDMs (Total Station
instruments). Vertical alignment instruments such as plumb bob, spirit level, optical plumb,
laser alignment
Principles of surveying and setting out

Linear measurement: errors in using steel tapes, corrections for tension, sag, temperature,
change of standard length. Semi-permanent adjustments to EDMs for temperature, pressure
and the curvature of the earth
Levelling: sources of errors in levelling and compensation methods adopted, reciprocal
levelling, flying levels, location of Ordnance Bench Mark (OBM), principle and practice of
setting up a Temporary Bench Mark (TBM), levelling large areas using grid and radial
methods, application of tachometric methods, direct and indirect methods of contouring
Angular measurement: sources of errors and methods for reducing errors, reduction of
angular measurement, horizontal and vertical angles, computation of true horizontal length
from slope distance and angle of inclination
Distinction between open, link and closed traverse: use of traverse for area control, factors
affecting choice of traverse stations, bearings (whole circle and quadrant), distinction
between grid, true and magnetic north, co-ordinate system, Ordnance Survey (OS) grid
references, angular closing error and correction, Bowditch correction for misclosure errors
Setting out: principles, control of spread of error by working from the whole to the point,
procedure for co-ordinated setting out, appropriate accuracy, procedures and practices for
setting out ground works, upper floors, road construction, drainage and sewerage works,
embankments and cuttings
208
Issue 1 August 2003
Cartographic detailing and setting out

Analysis of raw data and translation for cartographic detail and/or setting out procedures:
levelling, plotting contours by graphic interpolation, plotting of cross-sections from
contoured plans, area measurement by manual, mechanical/electronic methods,
computation of volumes from spot heights, ground sections and contours, calculations of
volumes of cut and fill on a straight road with transverse sloping ground
Angular measurement: correction to measured angles, distances, bearings and co-ordinates
for a closed traverse, manual and electronic plotting of traverse and building surveys,
survey symbols
Setting out: computation of deflection angles and distances for co-ordinated setting out,
computation of deflection angles and chord lengths for horizontal circular curves
Electronic and laser instruments

Application of modern surveying instruments and procedures: electronic reading levels,
electronic logging of field data, laser construction levels, laser alignment levels. EDMs,
Total Station instruments, Global Positioning Satellites (GPS), digital terrain modelling
Produce surveying solutions

Application of dedicated surveying computer software: software for capturing data in the
field, dedicated software for setting out information, built-in capabilities of Total Station
instruments, commercial software and programmed spreadsheets to facilitate repetitive
surveying calculations, Geographical Information Systems (GIS) and OS digital data
Issue 1 August 2003
209
Outcomes

the ability to:
210
Demonstrate the ability to use

a range of instruments
pertinent to the surveying and
setting out process
Demonstrate a detailed
understanding of the
principles of surveying and
setting out
Calculate from raw data the

information required for
cartographic detailing and
setting out of construction
works
set up, complete all temporary adjustments and use

the appropriate instrument including taking and
recording all necessary readings in accordance with
recognised surveying practice for a range of typical
surveying and setting out tasks
perform checks on each instrument to ensure that

they are in adjustment
select the appropriate instrument for a particular job
use a variety of methods to set out and/or check

horizontal and vertical controls, including sight
rails, for level ground work and work at a gradient
explain the procedure for setting out and levelling of

foundations for steel framed and pre-cast concrete
buildings and check the verticality of the frame
describe the procedure and instrumentation for

transferring control points to upper floors of multistorey in-situ reinforced concrete frames
set out small radii horizontal curves using various

instruments and describe the procedure for larger
horizontal curves for road construction
record all readings necessary to produce a contoured

plan of an area
record all readings necessary to produce a traverse

survey of an area
plot contours and ground sections for an area of

ground from raw survey data
calculate areas and/or volumes of cut and fill as

appropriate from contours, spot heights, ground
sections and co-ordinates
apply corrections and compute co-ordinates for

traverse stations from raw traverse data
calculate and tabulate setting out data for coordinated points and for horizontal circular curves
Issue 1 August 2003
Outcomes

the ability to:
Describe the use of electronic

and laser instruments in the
Apply and evaluate computer

software to calculate and
produce surveying solutions
explain and compare the use of a variety of modern

electronic surveying instruments and their
application to construction and civil engineering
work
describe how a GPS system operates and how it can

be applied to construction and civil engineering
work
use total station instruments built in programming

as an aid to setting out
use and evaluate the benefits of computer software

to solve typical surveying problems
extract and apply appropriate survey information

from digital mapping database
Issue 1 August 2003
211
Guidance
Delivery
It is intended that this unit will consist of at least 50% practical work with 30% devoted to
calculation examples and 20% to descriptive work. Practical work should be completed in
groups of two or three as a maximum with each individual learner having independent use of
instruments and related equipment and IT.
Assessment
achievement of each learner and group work activities may contribute to the assessment.
Integrative assignments and project work will help to link this unit with other related units.
teaching programme.
Regulations throughout the delivery of this unit. This includes the use of Personal Protective
Equipment (PPEs) when undertaking practical activities.
Links
This unit may be linked to Unit 3: Analytical Methods and to the specialist unit, Unit 32: IT
Applications Computer Aided Design.
Entry requirement for this unit should ideally include knowledge of mathematics at level 3.
Town Planning.
212
Issue 1 August 2003
Resources
Learners should have access to a wide range of instruments and become familiar with the more
common instruments used on construction sites. Surveying software and spreadsheet programs
should be readily available to learners. Manual drawing and CAD should be an integrated part
of this unit. Access to ancillary equipment and carpenters workshops to aid the production of
sight rails and other setting out items should also be made available.
Support materials
Textbooks
Brighty, S revised by Stirling, D Setting Out: A Guide for Site Engineers 2nd Edition
(BSP Professional, 1989)
Irvine, W Surveying for Construction 4th Edition (McGraw Hill, 1995)
Schofield, W Engineering Surveying 5th Edition (Butterworth-Heinemann, 2001)
Issue 1 August 2003
213
214
Issue 1 August 2003
Unit 30:
IT Applications General
Learning hours:
30 (Half Unit)
NQF level 4:
Description of unit
This unit develops the skills and knowledge of Information Technology that will enable the
learner to use popular word processing, spreadsheet and database software. It is intended that a
Windows or similar graphical user interface be used. The expertise to use this interface is
developed so that the skills and knowledge acquired may easily be transferred to other software
packages.
Formatting and manipulating text and images are practised enabling the learner to produce
reports and assignments that are professional in appearance.
Knowledge is gained of simple programming of spreadsheets to manipulate numbers and their
usefulness to deal with repetitive calculations.
The automatic chart and graph plotting capability of spreadsheets are explored. The learner will
gain an appreciation of the data manipulation power of databases and the skill to produce
simple outputs from data lists.

1
Use standard information manipulation software to edit, save, retrieve and printout files
making effective use of the system controls
Manipulate and format text and images in standard word processing applications
Produce simple spreadsheet formulae to aid repetitive calculation and display the results in
graphical format
Extract information from a database application using the softwares built in query and
report system.
Issue 1 August 2003
215
Content
Standard software
Application of standard software packages: switching on, accessing graphical user interface
(GUI), word processing application (WP), spreadsheet application (SS) and database
application (DB) via the desktop view, using shortcuts, start menu, file manager/explorer,
closing down file, application and system
Forming new files and folders/directories: accessing existing files, saving to appropriate
locations, printing required files/parts of files, print preview, changing views, zooming
in/out, viewing several files, format controls, toolbar buttons, drop down menus,
customising toolbars
Word processing applications

Use of dedicated work processing software: page layout, margins, headers and footers, line
spacing and column layout, changing font appearance and type size, superscript and
subscript, bullet points, inserting tables, tabs and page breaks. Inserting fields, auto page
numbering and date, border and shading controls, paragraph controls, cut, copy and paste
functions, moving and editing text. Using drawing toolbar, inserting pictures and objects,
manipulating pictures, spelling and grammar check, thesaurus, finding and replacing words
Spreadsheets
Use of dedicated spreadsheet software: cell reference, absolute and relative, worksheets
and workbooks, text, number and formula entry, formatting cells, texts and numbers, fill,
clear and delete functions, insert and delete rows and columns. Resizing cells, rows and
columns, hiding and protecting cells, AutoSum, other built-in functions and conditional
commands, sorting data, chart functions, manipulating charts, saving and printing charts,
changing printable area, use of auditing tool
Database application
Use of dedicated database software: planning prior to creating records, creating fields, list
view, form view and form design. Search, sort, filter (query) commands, creating reports
and printing. Mail-merge facility and printing multiple individualised mailshots
216
Issue 1 August 2003
Outcomes

the ability to:
Use standard information

manipulation software to
edit, save, retrieve and
printout files making effective
use of the system controls
Manipulate and format text

and images in standard word
processing applications
Produce simple spreadsheet

formulae to aid repetitive
calculation and display the
results in graphical format
Extract information from a

database application using
the softwares built in query
and report system
open required WP, SS and DB files. Create new

files and save in required locations, close the file,
programme and system maintaining integrity of data
print one or several copies of a file in each

application
open files in appropriate format. Access two files

simultaneously
customise toolbars and utilise format controls to

change appearance of data
use an applications help file to achieve full use of a

programs capability
produce a complex document with layout and

formatting to required standards
adapt the appearance of, and manipulate bodies of

text
apply and manipulate pictures and objects
use the spelling checker and thesaurus functions
produce a spreadsheet capable of accepting various

input parameters, analyse the data and give an
output table showing the results
enter new input data to a programmed spreadsheet

to determine results for a new scenario
produce a programmed spreadsheet to facilitate

input of data
produce charts illustrating the results from analysis

of input data
print a table of results and the accompanying charts

to illustrate a particular scenario
plan information for creating a database
create a database to enable input of data in form

view
use filtered information on a database
printout reports of filtered information to a required

format
produce and print individualised mailshots
Issue 1 August 2003
217
Guidance
Delivery
Learners should be introduced to the basic functions of each section and then allowed to
proceed through exercises at their own pace to cater for their varying keyboard skills. The tutor
should facilitate the exploration of the application program on an individual basis. Where
learners need this half unit, it is recommended that it be delivered at an early stage of the
programme so that they can apply their learning to other units.
Assessment
feature as part of the process. Evidence will generally be in the form of printed computer
output, showing the various stages in achieving a particular criterion. The evidence produced
for other units could also be utilised.
overall number of assessments being contemplated within this half-unit and the design of the
overall teaching programme.
Appropriate attention must be given to health, safety and welfare arrangements and VDU
Links
This unit will provide essential skills and knowledge to learners who have not previously
acquired IT literacy. It is designed to support other units that require ICT reports, tabulated
calculations or database searches.
Valuation.
218
Issue 1 August 2003
Resources
Learners should have individual access to personal computer stations with a Windows
environment or similar GUI and which have access to Microsoft Office and Microsoft Works or
similar applications.
Support materials
Due to rapid changes in the development of software applications, it is not deemed appropriate
to suggest text materials. Appropriate software producers and internet material should form the
basis of support information for this unit.
Issue 1 August 2003
219
220
Issue 1 August 2003
Unit 31:
IT Applications Surveying and

Measuring
Learning hours:
30 (Half Unit)
NQF level 4:
Description of unit
This unit provides the learner with the skills, knowledge and understanding required to use
commercially available software packages as an aid to the study of measurement and
estimating.
Building Services Engineering to develop skills and expertise in the use of IT/software
packages for measurement and estimating of construction works.

1
Demonstrate an understanding of spreadsheet and database packages
Demonstrate the ability to use commercially available measurement software packages

and produce measured works in alternate formats
Analyse and use estimating software models to produce comparative rates, and display the
results graphically.
Issue 1 August 2003
221
Content
Spreadsheet and database packages

Principles and techniques required to: Access spreadsheet and database software, use and
adapt software packages, create, save to file, amend and/or print results
Measurement software packages

Principles and techniques required to: access measurement packages, use measurement
package, adapt the software as necessary to suit the particular situation, create files, save
files to an appropriate folder/directory, view the draft results, then adapt, analyse and print
the results, analyse and print the final Bill of Quantities (BQ) in a variety of formats
Estimating software
Principles and techniques required to: access estimating packages, operate the software
package(s), adapt the software as necessary to suit the particular situation, create files, save
files to an appropriate folder/directory. View the draft results, adapt, analyse and print the
rate, data and analyses in the required format
222
Issue 1 August 2003
Outcomes

the ability to:
Demonstrate an
understanding of spreadsheet
and database packages
Demonstrate the ability to use

commercially available
measurement software
packages and produce
measured works to alternate
formats
use commercial software
operate the software package(s)
adapt the software as necessary to suit the particular

situation
create files, save files to an appropriate

folder/directory
analyse and print the results
use commercial software

situation

folder/directory
interpret the draft results
adapt, analyse and print the results in the required

variety or format
Analyse and use estimating
software models to produce
comparative rates, and display

the results graphically
use the commercial software

situation

folder/directory
interpret the draft results
adapt, analyse and print the results in the required

format
produce comparative rates and display the results

graphically
Issue 1 August 2003
223
Guidance
Delivery
Learners should be introduced to the basic commands and fundamentals of the chosen
packages, and then allowed to proceed through exercises at their own rate to cater for the
varying ability and keyboard skills.
The tutor should facilitate the exploration of the application programme on an individual basis.
Assessment
feature as part of the process. Evidence will be produced in the form of printed computer
output, showing the various stages in achieving each particular criterion. The evidence
produced for other associated or relevant units could also be utilised.
Links
Entry requirements to this unit should include a general knowledge of IT applications and
knowledge of measurement and construction technology level 3.
This unit has strong links with other units that contain measurement, tendering and estimating.
Quantity Surveying.
224
Issue 1 August 2003
Resources
Learners should have individual access to personal computer stations with appropriate
measuring, tendering and estimating software.
Partial or demonstration software packages may be sufficient to cover this unit. Full copies of
commercial packages are not necessary for this introductory unit.
Suggested software packages
Masterbill by Masterbill
Vector for professional quantity surveyors by Snape
or any other equal or similar software package systems
Support materials
Textbooks
Ashworth, A Cost Studies of Buildings 3rd Edition (Longman, 1999)
Sher, W Computer-Aided Estimating: A Guide to Good Practice (Longman, 1996)
Smith, R Estimating and Tendering for Building Work (Longman, 1986)
Other publications
Davis/Langdon and Everest Spons Architects and Builders Price Book 2000 125th
Edition (Taylor Francis Books, 1999)
RICS SMM7 The Standard Method of Measurement of Building Works Revised Edition
(RICS, 1998)
Issue 1 August 2003
225
226
Issue 1 August 2003
Unit 32:
IT Applications Computer Aided

Design
Learning hours:
30 (Half Unit)
NQF level 4:
Description of unit
This unit provides the learner with an introduction to the skills and knowledge required to use
appropriate computer software as an aid to design for the construction industry. The difference
in approach between manual and computer aided design (CAD) is explained. The production of
two-dimensional drawings to introduce basic system commands is followed by the concept of
three-dimensional modelling.
This unit concentrates on CAD using software for the production of two and three-dimensional
models of domestic and small industrial buildings. Industry standard layer convention and
libraries of standard symbols along with system procedures and functions are used to speed up
the drawing process. The three dimensional model is utilised to produce elevations and various
views and perspectives of the project. Further levels are added to produce multi-storey projects.
Text insertion and automatic dimensioning to a drawing are investigated.

1
Demonstrate the knowledge and ability to save, retrieve and printout to scale a drawing file
using industry standard CAD software
Use industry standard design software to produce dimensioned ground floor and first
floor plan of a building project
Demonstrate the knowledge ability to utilise the systems commands to automatically

produce elevations, 3D-views and perspective views of a project.
Issue 1 August 2003
227
Content
CAD software
Access CAD software: loading architectural option, loading or creating new drawing, saving
drawing to appropriate folder/directory, system preferences, drawing scales, drawing sheet
size, borders, title block. View drawing using available techniques, zoom and pan
commands, plot command, print preview, changing print area, orientation and scale, help
system
Produce dimensioned floor plans

Application of dedicated CAD software: CAD drawing and existing commands,
architectural option, construct and modify commands, creating space diagrams, cavity
walls, roofs, chimneys, structural elements, doors, windows and staircases. Inserting 2D
and 3D symbols, layer convention and controls, level commands, status, set level, level
copy, level move, freeze and thaw, text and dimensioning commands, editing text and
dimensions
Produce elevations, 3D-views and perspective views

Produce quick elevations and sections: 3D views, plan view, perspective view,
walkthrough options
228
Issue 1 August 2003
Outcomes

the ability to:
Demonstrate the knowledge

and ability to save, retrieve
and printout to scale a
drawing file using industry
standard CAD software
Use industry standard design

software to produce
dimensioned ground floor
and first floor plan of a
building project
Demonstrate the knowledge

ability to utilise the systems
commands to automatically
produce elevations, 3Dviews and perspective views
of the project
use existing CAD files in any location
open a new file with standard settings and change

scale, paper size and orientation as required
save a CAD file to appropriate folder/directory
open files and navigate across the drawing
print drawing file using an appropriate plotter
print part of a drawing
leave the file and application program maintaining

integrity of files and operating system
use the architectural option to produce a space

diagram for the ground floor plan of a building
project
adapt the space diagram to cavity wall construction

and add solid floors and ceiling grids, add further
walls and trim/extend as necessary, insert and edit
doors and window symbols
use the architectural option commands to add

further floors to the project
incorporate roof structure and associated details to

the project
complete full dimensions of the ground floor plan

and identify appropriate layer to control view of
dimensions
isolate upper floors to only display ground floor

plan
print separate drawings showing each floor level
use the architectural option commands to produce

quick elevations and sections
display the project in 3D mode from various angles

of view
display a perspective view of the project
set up and display walkthrough scenario across one

floor of the project
Issue 1 August 2003
229
Guidance
Delivery
Learners should be introduced to the basic commands and then allowed to proceed through
exercises at their own pace to cater for their varying keyboard skills. The tutor should facilitate
the exploration of the application programme on an individal basis. Where learners need this
unit, it is recommended that it be delivered at an early stage of the programme so that they can
apply their learning to other units.
Assessment
It is recommended that evidence for learning outcomes are achieved through well-planned
course work, assignments and projects. Assessment may be both formative and summative and
both may feature as part of the process. Evidence will generally be in the form of printed
computer output, showing the various stages in achieving a particular criterion. The evidence
produced for other units could also be utilised.
Links
Entry requirements to this unit should include a general knowledge of IT applications and
knowledge of Building Technology at level 3. This unit has strong links with other units that
require architectural detailing and building design.
Architectural Technology.

Resources
Learners should have individual access to personal computer stations with appropriate CAD
software. For example, AEC or Architectural Desktop from AutoCAD.
230
Issue 1 August 2003
Support materials
Due to rapid changes in the development of software applications, it is not deemed appropriate
to suggest text materials. Appropriate up to date software producers and internet material
should form the basis of support information for this unit.
Issue 1 August 2003
231
232
Issue 1 August 2003
Unit 33:
IT Applications Project
Management
Learning hours:
30 (Half Unit)
NQF level 4:
Description of unit
This unit provides the learner with an introduction to the skills and knowledge required to use
of appropriate software as aids to the project management of construction projects. Whilst the
focus of the unit will concentrate on commercially available project management software,
learners will design tools, using generic spreadsheets and databases, in support of the project
management role.
A key aspect of this unit will be to develop the learners understanding and ability to use
information technology at the centre of the communication and management systems for
projects.
Learners will also develop the ability to select appropriate software in support of the planning,
monitoring and control aspects of projectsK

1
Demonstrate the ability to develop spreadsheet generated resource management models

(manpower, plant, money etc)
Appraise the benefits of selected software packages for the planning, monitoring and
control of projects
Demonstrate an understanding of how project information systems can be used to support

the project managers role
Establish criteria for the selection and application of appropriate information technology
systems for a construction project.
Issue 1 August 2003
233
Content
Resource management models

Establish criteria for the use of generic software packages: applied to resource
management manpower, plant, money
Spreadsheets: use spreadsheets to analyse resource needs and levels
Database design: types of database and when and how to use (relational/hierarchical),
using Microsoft Excel and Access as examples
Planning, monitoring and control

Use application software to: plan, monitor and control projects, manpower planning and
control, plant management
Budgeting and costing: systems, cashflow modelling, networked applications for planning,
monitoring and control
Examples of applications software: include Artemis Active Alert; Project Commander
Professional; Jobmaster; Micro Planner X-Pert; Power Project; Hornet Windmill;
CascadePgM; Microsoft Project; CS Project Professional; Wessex Accounts; FBS
Project information systems

Analyse and establish criteria for the selection and use of IT systems: commercial
application software to support project management systems
Selection criteria: develop selection criteria for a range of applications, programming/cost
control and composite computer aided management packages (CAM) eg Microsoft Project,
Power Project, CS Project Professional. Develop selection criteria for the acquisition of
appropriate hardware to support operating systems
Information technology systems

Apply communication systems effectively within a project management environment:
communications and information management, email communications, verification and
receipting methods, attachment management. Internet and intranet systems and
management, networking
234
Issue 1 August 2003
Outcomes

the ability to:
Demonstrate the ability to

develop spreadsheet
generated resource
management models
(manpower, plant, money etc)
Appraise the benefits of

selected software packages
for the planning, monitoring
and control of projects
Demonstrate an
understanding of how project
information systems can be
used to support the project
managers role
Establish criteria for the
selection and application of
appropriate information
technology systems for a
analyse resource needs and levels in resource

management
demonstrate the use of spreadsheets to analyse

resource needs and levels
demonstrate a working knowledge and the ability to

use databases
use and manipulate filtered information on a

database
demonstrate the ability to use software packages to

monitor and control the projects needs for:
manpower planning and control
plant management
budgeting/costing systems
cash-flow modelling
demonstrate an understanding of networked systems
assess and review commercially produced ICT

systems for project management
produce selection criteria for a range of applications
assess and review appropriate hardware needs to

support the operating system(s)
assess communications and information

management
use email communications including the transfer of

attachments
confirm the verification and receipting of electronic

communications
evaluate internet and intranet systems
Issue 1 August 2003
235
Guidance
Delivery
It will be important for learners to have access to a range of hardware and software systems
when studying this unit. They should also be given an opportunity to evaluate the systems in
use in their own working environments.
A workshop approach should be adopted, whereby learners can work in small groups, designing
and using their IT tools in project scenarios/case studies provided by the lecturer.
The involvement of IT specialists from industry will benefit learners learning greatly.
Whilst learner assignments are individual, learners should nevertheless be encouraged to work
within groups. It could also be beneficial to require learners to make oral presentations of their
work to the group as a whole.
Assessment
It is recommended that evidence for learning outcomes be achieved through well-planned
course work, assignments and projects. Evidence of achieving a learning outcome may be in the
form of a disc containing a developed tool as an aid to a project manager, or a report identifying
the analysis required to be carried out. In each case, a rationale for the development or
conclusions drawn must be fully developed. Wherever possible suitable academic references
must be provided to support the work.
Assessment may be formative and summative and both may feature as part of the process.
236
Issue 1 August 2003
Links
This unit has links with Unit 18:Management and relies upon a sound understanding of the way
in which project management can be used to deliver the outcomes of a project for a client.
In order to be selective in the selection of Information Technology solutions in support of the
work of a project manager, learners will need to have developed a sound understanding of the
management systems and procedures involved on a typical project.
A range of IT skills will be developed throughout the study and assessment phases of the unit.
Learners should be encouraged to draw upon their wider understanding and experience
developed from units studied and from their experience in the workplace.
Architectural Technology.

Resources
There are many general texts devoted to IT design and use, however learners should be
encouraged to be selective in the choice of the reading they should carry out for this unit. The
selected reading materials identified under the heading of Support materials in the unit
descriptor should help in selecting appropriate additional reading materials.
More importantly, learners should have access to hardware, which is up-to-date and can run
industry specification software. In order to develop their analysis and selection skills, industry
specification software must be available for learners to evaluate.
Suggested software
Learners should be encouraged to use the software packages mentioned below:
spreadsheet application packages such as- Microsoft Excel and Access
CAM (Computer Aided Management) packages such as Microsoft Project, Power

Project, CS Project Professional
applications packages such as Artemis Active Alert; Project Commander Professional;

Jobmaster; Micro Planner X-Pert; Power Project; Hornet Windmill; CascadePgM;
Microsoft Project; CS Project Professional; Wessex Accounts; FBS.
Support materials
Other publications
CIOB Construction Computing journal
Websites
www.ctiweb.cf.ac.uk/ CTI Centre for the Built Environment is a very useful website for
staff and learners to visit.
Issue 1 August 2003
237
238
Issue 1 August 2003
Unit 34:
Learning hours:
60
NQF level 4:
Description of unit
This unit is one of two specialist work-based learning units included in these qualifications.
These two units serve a different purpose from the core Unit 5: Group Project and the
specialist unit, Unit 15: Individual Student Project.
This work-based learning unit is specifically designed to capture evidence of achievement
arising out of naturally occurring work-based learning and assessment opportunities. It is
therefore an assessed experiential learning tool. The onus is on the learner to identify and
capture appropriate work-based learning and relevant assessment evidence to meet the
outcomes of the unit. Centres will need to provide guidance, advice and support on the
methodology and structure of this process.
It is expected that learners will need to spend at least 240 to 300 hours of planned work-based
learning in the workplace in order to achieve the outcomes of this unit.
The health, safety and welfare aspects of the learners programme must be considered before a
learner embarks on this unit. Unit 6: Health, Safety and Welfare provides a suitable basis to
ensure learners are prepared for their work-based learning activities.

1
Identify and describe naturally occurring relevant work-based learning opportunities
Select and describe work-based techniques, methods and procedures relevant to the
programme of learning
Perform work-based activities and gather appropriate evidence
Demonstrate continuous improvement in their work-based learning and performance
Present a portfolio of appropriate evidence for assessment using a variety of formats.
Issue 1 August 2003
239
Content
Relevant work-based learning opportunities

Diversity of work: includes architectural design, tendering and estimating, planning,
construction, site engineering, land surveying, building surveying, quantity surveying,
estate management, facilities management and maintenance
Range of work: includes residential, commercial, retail, recreational and leisure, industrial,
health, educational, agricultural and public buildings
Roles at work: includes architect, architectural technologist, quantity surveyor, building
surveyor, land surveyor, clerk of works, contract manager, site manager, estimator and
buyer, planner, site engineer
Knowledge, understanding and skills: learning outcomes, content of programme units,
personal skills audit, higher level skills
Techniques, methods and procedures

Selection: as appropriate to work-based learning and assessment opportunities
Specifications: technical and non-technical
Constraints: eg clients requirements, timescale, components, materials, technical,
operational, legal, financial, environmental
Key issues: eg health, safety and welfare (including CDM Regulations), sustainability, best
practice, quality control, quality assurance, KPIs, equal opportunities and Respect for
People
Action plan: to address the content in 1 and 2, agreed with nominated parties in centre and
workplace
Work-based activities
Action: as appropriate to work-based learning assessment opportunities
Working relationships: with subordinates, colleagues, line managers, clients, subcontractors, main contractor as appropriate, development of higher level skills
Improvement in work-based learning and performance

Improvement in: personal development, career development, performance at work, skill
development, breadth of learning strategies
Enhanced skills in: communication, IT, research, negotiation, supervision, management,
self-appraisal, higher level skills
Techniques: target setting, action planning, progress monitoring, periodical reviews,
evaluation, reflective practices, rescheduling, contingency planning, daily/weekly review
and work log
240
Issue 1 August 2003
Portfolio of appropriate evidence

Format: guidance on appropriate evidence, witness testimony, self-assessment, peer
assessment, tutor-marked assignments and projects, line manager input to process, portfolio
building, formal presentation
Competence: practical assessment of professional competence in the workplace, links with
the assessment of a NVQ
Issue 1 August 2003
241
Outcomes

the ability to:
242
Identify and describe

naturally occurring relevant
work-based learning
opportunities
Select and describe workbased techniques, methods

and procedures relevant to
the programme of learning
Perform work-based
activities and gather
appropriate evidence
Demonstrate continuous
improvement in their workbased learning and
performance
Present a portfolio of
appropriate evidence using a
variety of formats
identify work-based learning opportunities relevant

to their roles and responsibilities in the workplace
describe the nature and extent of the knowledge,

understanding and skills that can be evidenced by
means of such assessment opportunities
complete an initial personal skills audit using the

learning outcomes and content of the programme
including CIC Common Learning Outcomes and
higher level skills
select and describe the techniques, methods and

procedures to be used to produce the necessary
evidence for assessment
evaluate the constraints and key issues associated

with the selected techniques, methods and
procedures
formulate an agreed action plan in consultation with

tutors and work-based mentor(s) or line manager(s)
perform a range of relevant and complex workbased activities relating to knowledge,

understanding and skills gained on the programme
and gather appropriate work-based evidence for
assessment
work with others in a productive, professional and

non-adversarial manner, practice and demonstrate
CIC Common Learning outcomes and higher level
skills
identify and describe specific areas of personal,

managerial and technical expertise to be developed
generate evidence of improved performance
use techniques of self-appraisal and reflection to

inform further action
produce evidence for assessment in a range of workbased skills
use a variety of effective communication techniques

to present evidence
employ a variety of presentational formats to

present evidence
where relevant, link evidence for this unit with the

assessment of a NVQ
Issue 1 August 2003
Guidance
Delivery
It is expected that learners will need to spend at least 240 to 300 hours of planned work-based
learning in the workplace in order to achieve the outcomes of this unit.
It is recommended that this unit be undertaken towards the end of the first year or in the second
year of a two year programme. Once the initial brief has been agreed with the tutor and line
manager their primary role is to act as a mentor, advisor and counsellor. The tutor will need to
maintain periodic contact with the line manager when reviewing the learners progress and
achievement.
Assessment
Evidence of outcomes for assessment will be both formative and summative and should be
available for scrutiny at each stage of development. This may be in a variety of forms eg
written, graphical, IT-based, logbook, minutes of meetings, copies of emails, letters, faxes, tape
recordings and videos.
The development of an interdisciplinary approach to the construction and built environment
process should be emphasised together with the need for a non-adversarial approach when
dealing with other construction professionals. The development of the CIC Common Learning
Outcomes and higher level skills should also be a key feature of assessment.
The approach taken to generating evidence must recognise that work-based learning:
is not a subject for learning but a mechanism for learning
is primarily intended for learners in full-time employment or for learners with access to a
workplace for a reasonable period of time
is about reflection on work practices and not merely about acquiring knowledge,
understanding and skills
arises from action and problem-solving within a work environment
is centred on the learners work, live projects and challenges to individuals and
organisations
implies the creation of knowledge as a shared and collective activity, the discussion of
ideas and the sharing of problems and solutions
assesses not only the products of learning but also the processes of learning such as
reflection, self-direction and improvement
requires the learner to address fundamental issues including the rationale for undertaking
work-based learning, the benefit to their employer(s), what they personally hope to achieve
and how they will achieve their goals
requires the learner to exercise appropriate judgement in a number of complex planning,

design, technical, resource and management functions related to products, services,
operations and processes
requires the learner to produce evidence of their ability to communicate effectively with
other members of the construction team in an appropriate and professional manner.
Issue 1 August 2003
243
In designing the assessment arrangement for this unit, opportunities should be taken to generate
evidence to meet the CIC Common Learning Outcomes and higher level skill appropriate the
work-based learning activities, see Annex D and Annex F.
Links
By definition, there are clear links with every other unit in these qualifications. To produce the
required evidence, learners should be made aware of the importance of applying their prior
experience and the knowledge, skills and understanding gained in the other units of their
programme. CIC Common Learning Outcomes and higher level skills will feature strongly in
this unit.
Links to CISC Occupational Standards and NVQs at level 4 will be determined by the workbased learning activities selected. Where assessment evidence is also linked to an NVQ, the
centre should map the learning outcomes and assessment criteria of the learners BTEC Higher
National programme against the assessment requirements of the NVQ and identify those areas
that require common evidence.
Resources
Given the work-based nature of this unit, the majority of resources will be those available to the
learner in the workplace. Tutor support and guidance are essential and must be supported by a
range of other support services and facilities necessary for the learner to achieve the outcomes
of this unit.
Support materials
Textbooks
Bell, J Doing your Research Project 2nd Edition (Open University, 1993)
Boud/Keogh and Walker Reflection: Turning Experience into Learning (Kogan Page,
1985)
Moon, J Reflection in Learning and Professional Environment: Theory and Practice

(Kogan Page, 1999)

1994)
Websites
www.experienceworks.ncl.ac.uk
www.prosper-group.ac.uk
www.graduatecareersonline.com/workexperience
www.feda.ac.uk/Pubssupport/LearningStyles.asp#Learningstyles
http://rapid.lboro.ac.uk/
Centres wishing to use the RAPID Progress File as a possible means of recording learners
progress, should contact Alan Maddocks at Loughborough University for details of centre
licence arrangements, telephone 01509 227192.
244
Issue 1 August 2003
Unit 35:
Learning hours:
60
NQF level 4:
Description of unit
This unit is one of two specialist work-based learning units included in these qualifications.
These two units serve a different purpose from the core Unit 5: Group Project and the
specialist Unit 15: Individual Student Project.
This work-based learning unit is specifically designed to capture evidence of relevant workbased training and development that the learner has (or will) successfully complete during their
programme, but which is not assessed and does not lead to a formally accredited qualification.
Examples of such events include:
company in-house training programmes (learning at work)
work placement and work-shadowing (that can formally be recorded)
continuing professional development (CPD) organised by professional bodies
seminars and courses offered by commercial training organisations (where attendance can
be evidenced)
product-based and service-based training offered by vendors and suppliers of systems,

components, hardware, software, materials and/or tools (where attendance can be
evidenced).
This unit is designed to provide both a structure and an assessment regime that will enable
learners to gain recognition for such training and development within the context of a BTEC
Higher National qualification. This will enhance the learners overall experiences of training
and development and bring added benefit to the learners programme of study.
It is expected that learners will undertake at least 60 hours of relevant training and development
in order to meet the outcomes of this unit.

1
Identify and describe a range of relevant training and development opportunities

associated with their workplace
Review the associated learning outcomes and describe the knowledge, understanding and
skills required to achieve them
Examine the assessment criteria and justify how this is met by their training and
development
Evaluate the benefits of the training and development undertaken
Demonstrate continuous improvement in their work-based learning and performance.
Issue 1 August 2003
245
Content
Relevant training and development opportunities

Personal goals: eg enhanced career opportunities, salary and job satisfaction; maintenance
of up-to-date skills base; regular feedback on performance; opportunities for reflection,
assumption of responsibility for own development
Organisational goals: eg improved staff knowledge, understanding and skills; increased
staff motivation and retention; analysis of future needs, perception of company as learning
organisation, diagnosis of staff strengths and weaknesses; coherent policies on
recruitment, selection, training and development of staff
Range of teaching and development opportunities: including personal development in terms
of time management and self-management; higher-level skills; business skills in finance,
marketing, teamwork and negotiation; technical skills including IT and CAD; training in
new techniques, new procedures and new legislation; health, safety and welfare,
environmental and sustainability issues
Learning outcomes
Outcomes: what the learner is able to do after training and development
Content: the knowledge, understanding and skills required to achieve the outcomes of their
programme (this may only focus on certain units or parts of the programme relevant to the
training and development)
Evidence: the essential aspects of performance that were assessed to decide whether the
outcomes have been achieved
Assessment criteria and justify how this is met

Assessment and grading criteria: the standard of evidential response required to achieve a
given assessment grade
Scope: of the techniques, methods and procedures used to produce the relevant evidence
Evidence: the material produced during training and development that was (or will be) used
to demonstrate achievement of the grading criteria, confirmation of attendance
Benefits
Personal: eg improved knowledge and understanding; enhanced practical, cognitive
transferable and intellectual skills; higher level skills; increased confidence and job
satisfaction; awareness of future training and development needs
Organisational: work-based evidence demonstrating how training and development has
translated into improved performance at work, awareness of learners (employees) future
training and development needs
246
Issue 1 August 2003
Improvement in work-based learning and performance

Improvement in: eg personal development, career development, performance at work, skill
development, breadth of learning strategies
Enhanced skills in: eg communication, IT, research, negotiation, supervision, management,
self-appraisal
Techniques: eg target setting, action planning, progress monitoring, periodical reviews,
portfolio building, evaluation, reflective practices, rescheduling, contingency planning
Issue 1 August 2003
247
Outcomes

the ability to:
Identify and describe a range

of relevant training and
development opportunities
associated with the workplace
Review the associated

learning outcomes and
describe the knowledge,
understanding and skills
required to achieve them
Examine the assessment

criteria and justify how this
is met by their training and
development
Evaluate the benefits of the

training and development
undertaken
5 Demonstrate continuous
improvement in their workbased learning and performance
248
identify and describe their personal training and

development needs
identify and describe training and development

needs in relation to the organisation
compile a portfolio of training and development

opportunities accessed through work
identify the learning outcomes associated with

training and development opportunities accessed
through work
describe the knowledge, understanding and skills

used to achieve the identified learning outcomes
evaluate the evidence requirements used to assess

whether the learning outcomes have been achieved
identify and describe the assessment criteria used
present the evidence from training and development

to demonstrate achievement of the assessment
criteria
justify the techniques, methods and procedures used

to produce the required evidence
differentiate between personal and organisational

benefits
explain the personal benefits derived from their

training and development
produce work-based material that demonstrates how

their training and development has benefited the
organisation
identify and describe specific areas of personal,

managerial and technical expertise under
development
generate evidence of improved performance
use techniques of self-appraisal and reflection to

inform further action
Issue 1 August 2003
Guidance
Delivery
It is expected that learners will undertake at least 60 hours of relevant training and development
in order to meet the outcomes of this unit.
It is recommended that this unit be delivered throughout a two year programme. The selection
of the training and development to be used in the portfolio of evidence required by this unit
should be agreed with the learners tutor and with their line manager/supervisor at work. The
former can help with the interpretation of the learning outcomes and the assessment criteria
implied by the training and development events. The latter can act as a mentor and advisor and
should also be very well-placed to provide witness testimony regarding the actual work-based
benefits to the learner and the organisation.
Assessment
The evidence required to achieve this unit will mainly be achieved by the learners attendance at
training and development events and by their completion of the associated work required for
assessment. These events will tend to be non-accredited and may be non-assessed. There may
be no clear or explicit learning outcomes or assessment criteria. However, each unit of a BTEC
Higher National qualification requires that evidence be provided for assessment against the
outcomes and assessment criteria.
Therefore, the important issues for the learner are:
the training and development opportunities selected for inclusion in the portfolio of
evidence must address learning outcomes and assessment criteria at a level equivalent to
the Level 4 BTEC Higher National
there must be authentic, valid and reliable evidence to support attendance at, and successful
completion of the selected training and development opportunities
the learning outcomes of such events must be clearly stated where explicit, or must be
extracted from the delivery and assessment of the content where they are either absent, or
merely implied
the assessment grading criteria associated with such events must be clearly stated where
explicit, or must be extracted from the delivery and assessment of the content where they
are either absent, or merely implied
work-based learners must have access to regular feedback on their progress and
achievements to inform self-appraisal and reflection.
Assessors will need to be satisfied that they can assess the evidence provided by the learner
against the outcomes and assessment criteria and be able to apply the generic merit and
distinction grade descriptors where applicable.
In agreeing the evidence for the assessment of this unit, opportunities should be taken to also
identify evidence to meet the CIC Common Learning Outcomes and the higher level skills in
Annex D and Annex F.
Issue 1 August 2003
249
Links
By definition, there are clear links with every other unit in these qualifications. Learners should
be made aware of the importance of using each and every accessible and relevant training and
development event, and the knowledge, skills and understanding gained therein, to produce the
required evidence. CIC Common Learning Outcomes and Higher Level Skills will feature
strongly in this unit.
Links to CISC Occupational Standards and NVQs at level 4 will be determined by the workbased learning activities selected. Where assessment evidence is also linked to an NVQ, the
centre should map the learning outcomes and assessment criteria of the learners programme
against the assessment requirements of the NVQ and identify those areas that require common
evidence.
Resources
Given the work-based nature of this unit, the majority of resources will be those available to the
learner in the workplace. Tutor support and guidance are essential and must be supported by a
range of other services and facilities necessary for the learner to achieve the outcomes of this
unit.
Support materials
Textbooks
1985)
Doherty, M Writing for Excellence (McGraw-Hill, 1992)
Howard, K and Sharp, J et al The Management of a Learner Research Project 3rd

Edition (Gower Aldershot, 2002)

(Kogan Page, 1999)
Schon, D The Reflective Practitioner: How Professionals Think in Action (Aldershot,

1991)
Websites
www.experienceworks.ncl.ac.uk
www.prosper-group.ac.uk
www.graduatecareersonline.com/workexperience
www.feda.ac.uk/Pubssupport/LearningStyles.asp#Learningstyles
250
Issue 1 August 2003
Annex A
Qualification codes
Each qualification title, or suite of qualification titles with endorsements, is allocated two
codes, as are the individual units within a qualification.
QCA codes
The QCA National Qualifications Framework (NQF) code is known as a Qualification
Accreditation Number (QAN). Each unit within a qualification will also have a QCA NQF unit
code.
The QCA qualification and unit codes will appear on the learners final certification
documentation.
The QANs for qualifications in this publication are:
100/3048/7
Edexcel Level 4 BTEC Higher National Certificate in Construction
100/3049/9
Edexcel Level 4 BTEC Higher National Diploma in Construction.
Edexcel codes
The Edexcel codes enable approval, registration, assessment and certification, they will appear
on documentation such as the Student Report Form (SRF) and the programme definition. The
Edexcel codes are not provided in this publication. The Edexcel codes will link automatically to
the QCA codes for certification purposes.
QCA and Edexcel codes

All QCA and Edexcel qualification and unit codes will be published in a booklet, which will be
sent to centres and made available on the Edexcel website at a later date. It will provide a
comprehensive catalogue of all the qualifications and units available to centres. It will be useful
for centres when making future decisions about centre choice units.
Issue 1 August 2003
251
252
Issue 1 August 2003
Annex B
Representation by Professional Bodies
BTEC Higher Nationals in Construction and The Built Environment Sector
Edexcel planning/steering group representation
The following bodies had appointed representation on the Edexcel Planning/Steering Group.
This enabled a continuous process of consultation by members of the Group as the structure
and content of the new BTEC Higher Nationals was designed, developed and agreed by the
employers, NTOs and professional bodies.
British Association of Construction Heads (BACH)
British Institute of Architectural Technologists (BIAT)
British Plumbing Employers Council (Training) Ltd (BPEC)
The Building Services Engineering Training Alliance (SUMMIT)
The Chartered Institute of Building Services Engineering (CIBSE)
Construction Confederation (CC)
The Construction Industry Council Standards Committee (CICSC)
Construction Industry Training Board (CITB)
Council of Professors of Building Engineering and Management (CPBEandM)
Engineering Services Training Trust Ltd (ESTTL)
Heating and Ventilation Contractors Association (HVCA)
The Institute of Highway Incorporated Engineers (IHIE)
The Institution of Civil Engineers (ICE)
The Institution of Structural Engineers (ISE)
Joint Accreditation Panel (JAP) [now Joint Board of Moderators (JBM) Higher
Qualifications Panel]
National Electrotechnical Training (NET)
Qualifications and Curriculum Authority (QCA)
Royal Institution of Chartered Surveyors (RICS)
Training of Professionals in Construction (TOPIC)
In addition to the above, these BTEC Higher Nationals in Construction have been validated and
approved by the Construction Industry Council Standards Panel (CICSP) on behalf of the
Construction Industrys NTOs, SSCs and professional bodies.
Issue 1 August 2003
253
Recognition by Professional Bodies

BTEC Higher National in Construction for Design Disciplines
Recognition by the British Institute of Architectural Technologists (BIAT)
Core units
Analytical Methods
Group Project
BIAT has selected the following specialist units to be included in a learners Higher National
programme in order to progress to ABIAT status.
Specialist units
Building Services Engineering Technology
Design Procedures
Design Technology
Spec and Contract Documentation
Technology A
Technology B
Technology C
The specialist units (10) combined with the core units (6) are the equivalent of 16 units required
for a Higher National Diploma
For further details of recognition and membership, contact:
BIAT
397 City Road
London
EC1V 1NH
Telephone: 020 7278 2206
Email:
info@biat.org.uk
254
Issue 1 August 2003
Issue 1 August 2003
255
BTEC Higher National Certificate and Diploma in Construction

Recognition by The Chartered Institute of Building (CIOB)
Both the BTEC Higher National Certificate and Diploma in Construction are recognised by
CIOB. The following recommended qualification structures have been agreed with CIOB.
Higher National Certificate in Construction
Construction Management and Contracting Functions
Although the award of an HNC only requires 10 units, CIOB require 12 units for entry to Associate
Member level.
No
1
2
3
4
5
6
7
8
9
10
11
Status
Core units
Specialist units
(required by CIOB)
12
Other specialist units
(alternative to Workbased Learning A
or B)
Additional specialist
units
256
Unit
Analytical Methods
Management Principles and Applications
Group Project
Technology A
Technology B
Law and Contract
Work-based Learning A or B (Or one other specialist unit from those
listed below could be selected as an alternative)
Any other specialist units in the qualification may be added
Issue 1 August 2003
Higher National Diploma in Construction

Construction Management and Contracting Functions
Although only 16 units are required for an HND, CIOB require 18 units for entry to Incorporated
Member level.
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Status
Core units
Specialist units
(required by CIOB)
18
Other specialist units
(alternative to Workbased Learning A or B)
Additional specialist
units
Unit
Analytical Methods
Management Principles and Applications
Group Project
Technology A
Technology B
Law and Contract
Work-based Learning A or B (Or one other specialist unit from those
listed below could be selected as an alternative)*
Technology C
Measurement A
Environment
Specification and Contract Documentation
Project Management
IT Applications General (0.5)
IT Applications Project Management (0.5)
IT Applications Surveying and Measuring (0.5)
IT Applications Computer Aided Design (0.5)
* Learners progressing from a Higher National Certificate to a Higher National Diploma may only use Work-based
Learning unit A or B in the Higher National Diploma qualification and the choice of 18 units.
Centres and learners should refer to the Chartered Institute of Building Recognised Exempting
Awards which give details of their entry requirements using these qualifications, or contact the
Institute:
The Chartered Institute of Building
Englemere
Kings Ride
Ascot
Berkshire
SL5 7TB
Telephone: 01344 630700
Website:
www.ciob.org.uk
Issue 1 August 2003
257
BTEC Higher National in Construction for Building Surveying and Quantity

Surveying Disciplines
Recognition by:
The Royal Institution of Chartered Surveyors (RICS) recommended choice of units for
advanced entry to an accredited degree
Learners wishing to progress to membership of the RICS, through advanced entry to an
accredited degree course, should be recommended to study, at least the following units:
Core units
Analytical Methods
Group Project
Specialist units
Quantity Surveying
Building Surveying
Technology A
Technology A
Law and Contract
Law and Contract
Measurement A
Measurement A
Site Survey Procedures
*IT Appl Surveying and Measuring
*IT Appl General
*IT Appl Computer Aided Design
*IT Appl Computer Aided Design
* Half unit
The choice of specialist units may vary slightly depending on the choice of university and
should be confirmed by centres or learners with the establishment of their choice. Centres may
also design a programme of units that facilitates progression to a particular university.
Where learners are studying for a BTEC Higher National Certificate (of only 10 units). He or
she will need to undertake three extra units to achieve either of the programmes recommended
above. Learners undertaking a BTEC Higher National Diploma (of 16 units) will have more
flexibility to study three other specialist units of their choice.
For further information about the Royal Institution of Chartered Surveyors (RICS), contact:
RICS
Surveyor Court
Westwood Way
Coventry
CV4 8JE
Telephone: 01344 630700
Website:
www.rics.org.uk
258
Issue 1 August 2003
Issue 1 August 2003
259
Annex C

B33
B42
B43
B51
B52
B53
B54
B61
B62
B63
B64
D2
*See Index for key to Occupational Standards links on following pages
Issue 1 August 2003
260
IT Applications Project Management
B32
IT Applications Computer Aided Design
It Applications Surveying and Measurement
B31
B26
Materials Property and Performance
B25
Design Technology
B24
Design Procedures
B23
Measurement B
B22
B21
Technology C
B14
B13
Measurement A
Project Management
B12
B5
B11
Individual Learner Project
B4
Environment
B3
B1
A32
Law and Contract
A31
Technology B
Technology A
A23
A22
Group Project
A21
Analytical Methods
A12
Links
*CISC ref (now CIC)
A11
Specialist units
Core units

E42
F1
F2
F3
F4
F5
F6
F7
F8
F11
F15
261
Issue 1 August 2003
E41
E33
E31
E12
E11
Design Technology
Design Procedures
D44
Measurement B
D43
Technology C
D42
D41
D32
Measurement A
D31
D26
Project Management
D25
D24
D23
Environment
D22
D21
Law and Contract
D15
Technology A
D14
Technology B
D13
Group Project
D12
D11
Analytical Methods

1
D4
Links
*CISC ref (now CIC)
D3
Specialist units
Core units

Design Technology
Design Procedures
Measurement B
Technology C
Measurement A
Project Management
Environment
Technology B
Law and Contract
Technology A
Group Project
F27
F28
F41
F42
F43
F44
F46
F47
F61
F62
F63
F64
F65
F66
F71
Total links 17
F72
F26
Analytical Methods

2
F23
Links
*CISC ref (now CIC)
F21
Issue 1 August 2003
262
2
8
2
7
2
1
1
7
4
6
4
8
7
13
4
12
3
3
14
9
12
11
12
10
15
13
5
F18
8
3
3
2
F17
2
F16
Specialist units
Core units
Issue 1 August 2003
263
CISC Occupational Standards Index for Construction Mapping (where

links exist)
See mapping on previous pages
Unit A11
Unit A12
Unit A22
Unit A23
Unit A31
Unit A32
Unit B1
Unit B3
Unit B5
Unit B11
Unit B12
Unit B13
Unit B14
Unit B21
Unit B22
Unit B23
Unit B24
Unit B25
Unit B26
Unit B31
Unit B32
Unit B33
Unit B42
Unit B43
Unit B51
Unit B52
Unit B53
Unit B54
Unit B61
Unit B62
Unit B63
Unit B64
Unit D11
Unit D13
Unit D14
Unit D21
Unit D22
Unit D23
Unit D24
Unit D25
Unit D26
264
Establish mechanisms for monitoring and reviewing changes and needs in the
environment
Monitor and review changes and needs in the environment
Implement and monitor policies and proposals
Monitor the implementation and impact of policies and proposals
Develop procedures to support policy implementation
Maintain compliance with statutory and policy requirements
Identify and agree project requirements and coordinate design development
Investigate factors affecting potential developments
Develop, present and agree project designs
Identify and agree client, user and community requirements
Establish client requirements for project procurement
Negotiate and agree a brief and design programme
Coordinate the design development process
Select, plan and commission surveying methods
Collect, analyse and present survey data
Select, plan and commission mapping methods
Assess and present mapping data
Select, plan and commission test methods
Test and report on physical characteristics
Investigate development factors
Investigate and assess regulatory factors affecting potential developments
Investigate and assess legal factors affecting potential developments
Assess, plan and control proposed capital costs
Assess and recommend options for capital funding
Develop and test project design solutions
Recommend and advise on the selection of a project design
Recommend and advise on the selection of a detailed project design
Comply with statutory controls
Specify, integrate and control procurement, contract and production documents
Prepare drawings and schedules
Prepare specifications
Prepare bills of quantities
Prepare procurement programmes and schedules of work
Prepare and process estimate, bid and tender enquiries
Prepare and submit estimates, bids and tenders
Plan work methods, resources and systems to meet construction and installation
project requirements
Establish current and future requirements for materials supply
Select and procure plant and equipment for construction and installation operations
Deploy plant and equipment for construction and installation operations
Implement works to meet construction and installation project requirements
Establish and maintain the dimensional control of construction and installation
contracts
Issue 1 August 2003
CISC Occupational Standards Index for Construction Mapping (where

links exist) contd.
See mapping on previous pages
Unit D31
Unit D32
Unit D41
Unit D42
Unit D43
Unit E11
Unit E12
Unit E21
Unit E22
Unit E31
Unit E32
Unit E33
Unit E41
Unit E42
Unit F15
Unit F16
Unit F17
Unit F18
Unit F21
Unit F26
Unit F27
Unit F32
Unit F33
Unit F43
Control contract quality, progress and costs

Prepare and agree contract accounts and claims
Contribute to the resolution of disputes
Prepare and present evidence on disputes
Adjudicate disputes
Appraise and value property
Assess the condition of property
Progress property disposals
Process property acquisitions
Develop and implement property management plans
Establish client requirements for project procurement
Control property use
Commission engineering products after installation
Assess and minimise risks from engineering products and processes
Establish, maintain and improve health, safety and welfare policies and systems
Develop, maintain and enhance working relationships
Implement and monitor research projects
Interpret, evaluate and present research findings
Provide solutions to and advice on, complex, indeterminate problems within an
ethical framework
Establish and operate technical information systems
Use information to make critical decisions
Implement and monitor research projects
Interpret, evaluate and present research findings
Enhance your own practice and performance
Issue 1 August 2003
265
Annex D
Summary of links between BTEC Higher Nationals in Construction units and the Evidence Requirements of Level 4 NVQs
Key to NVQ titles
AT
BC
Building Control
BMES
CSM
CservC
CC
CPEM
PM
Property Management
QS
Quantity Surveying
SDM
TP
Town Planning
Valuation
266
Issue 1 August 2003
Summary of links of BTEC Higher Nationals in Construction units to the evidence requirements of Level 4 NVQs
Unit
Unit title
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Design Principles and Applications

Analytical Methods
Group Project
Technology A
Technology B
Law and Contract
Environment
Project Management
Measurement A
Technology C
Measurement B
Design Procedures
Design Technology
IT Applications Surveying and Measuring
32
33
34
35

AT
BC
Issue 1 August 2003
BMES
CSM
Cserv C
CC
CPEM PM
QS
SDM
TP
267
Construction Industry Council Learning Outcomes

Mapping links with Higher Nationals in Construction units
Intent
To provide a common set of outcomes in all programmes of study

at degree and sub-degree level which meet the educational
standards for access to professional body status among the
professions which form the CIC.
These outcomes will provide the basis upon which the
recommendations of Constructing the Team can be delivered
during the careers of construction professionals.
Delivery
These outcomes are independent of mode or method of delivery.

The providers of education and training will only need to provide
evidence and testimony that these outcomes have been achieved
at least once during the programme of study.
It is recognised that each programme of study will place variable
emphases on these outcomes, and therefore they represent a
minimum menu independent of time allocation, academic
importance and worth, and frequency of achievement.
Extracted from: CIB paper Educating the Professional Team.
Required outcomes
Main mapping links

(other links exist)
Communication
Requiring the candidates to:
prepare and present a written

report
Group Project
prepare and make an oral

presentation
Group Project
participate in a forum where

their own views are subjected
to peer group criticism

Group Project
engage in an activity requiring

manipulation of numbers
Analytical Methods
prepare and make a

presentation involving
graphical description
Group Project
engage in an activity requiring

use of information technology
Group Project
Group dynamics
268
negotiate and progress the

resolution of a dispute
Issue 1 August 2003
Required outcomes
Main mapping links

(other links exist)
attain set goals while working

within a group

Group Project
perform a set role within a

group setting

Group Project
achieve set goals while chairing Design Principles and Application

Group Project
a group
identify and codify the roles of

individuals in a group at work

Professional awareness
engage in an activity where the

ethical standards are central to
the problem

Environment
Technology B
engage in an activity where

issues of protection and/or care
of the natural and the built
environment are central to the
problem

Environment
Technology B
engage in an activity where

issues of energy management
and energy conservation are
central to the problem

Environment
Technology B
perform a task which illustrates

the differences in interpretation
of the idea of quality in
construction

Technology B
Project Management
perform a task which illustrates

the essential components of the
legislative framework within
which construction activity
takes place

Law and Contract
All Specialist Technology units
perform a task where the

concept of value for money is
illustrated

Group Project
perform a task where design

imperatives are in conflict with
the cost of solution and resolve
the conflict

Group Project
perform a task where health

and safety are major issues in
the brief and the solution.

Group Project
Note: Unit 34: Work-based Learning A and Unit 35: Work-based Learning B may generate
evidence towards many of the Common Learning Outcomes.
Issue 1 August 2003
269
270
Issue 1 August 2003
Annex E
BTEC Environmental Initiative Guidance for the incorporation of
environmental components into BTEC programmes
Environmental
responsibility
Science and
technology
Resource
management
Policy and control
Business practice
Environmental
investigation
Explain the principles of sustainability

Justify her/his own environmental values and attributes
Appreciate in general terms, global and local environmental
interconnections
Recognise the environmental implication of her/his personal behaviour
Make personal decisions which take account of the environment
Explain the scientific principles and processes which influence the
accumulation and dispersal of pollutants and wastes and the implications
for control measures
Explain the complexity of the energy environment debate
Articulate her/his own views on the role of science and technology
towards environmental solutions
Make future work decisions, in the science and technology field, which
take account of the environment
Explore the characteristics of the resource/s to be managed and its/their
value to people
Explain the environmental implications of the uncontrolled use of the
resources to be managed
Identify when the use of a resource needs to be stopped, limited or when
it requires protection
Propose alternative ways of meeting the human wants and needs met by
resources which are being over-exploited or degraded
Plan and recommend resource management decisions which take account
of the environment
Identify the process of environmental policy making
Explore her/his own view on the contribution of voluntary control
towards environmental solutions and explain how to encourage this type
of active citizenship
Explain the need for the integration of an environmental ethic into a
wide range of policy making processes
Assess and evaluate the extent to which environmental policy and
voluntary control is adequate in her/his area of interest
Plan and contribute to the development of policy and control
mechanisms for sustainability
Explain her/his own view on the role of business towards environmental
solutions
Explain the environmental impacts and responsibilities of a selected
business in her/his area of interest
Identify the need for systematic environmental management
Plan and recommend business decisions which take account of the
environment
Appropriate topic for investigation is identified
Ways in which data can be collected and processed into information and
the factors influencing the choice of methods are considered
Appropriate investigation method(s) are identified
Appropriate data analysis and interpretation methods are identified
Issue 1 August 2003
271
272
Issue 1 August 2003
Annex F
Learners will be expected to develop the following higher level skills during the programme of
study, the ability to:
recognise the moral and ethical issues of construction, sustainability, the environment,

others
Issue 1 August 2003
273
274
Issue 1 August 2003
Annex G
Wider curriculum mapping
Spiritual, moral, ethical, social and cultural issues
Some of these issues are covered in the following units:
Environment
Environmental issues
Learners are led to appreciate the importance of environmental issues in the following units:
Technology B and C
Environment
Design Technology
European developments
Much of the content of these BTEC Higher Nationals relate to legislation founded upon
European Directives. The following units cover both international and European aspects:
Law and Contract
Project Management
Design Technology
Health and safety issues
These BTEC Higher Nationals are practically based and so health and safety issues are
encountered throughout a programme. Learners will develop awareness of the safety of others
as well as themselves in all practical activities. Learners will also study health and safety issues
in the context of science and materials, the environment and technology in the following units:
Technology B
Design Technology
Equal opportunities issues
Equal opportunities issues are implicit throughout these BTEC Higher Nationals and are
covered specifically in:
Issue 1 August 2003
275
276
Issue 1 August 2003
Annex H
BTEC Higher Nationals in Construction
This Qualification Requirement will be read in conjunction with overarching guidance from
Edexcel in line with any overarching annex agreed with QCA.
Rationale
The NQF BTEC Higher National Certificate and Diploma in Construction have been developed
to focus on:
national qualifications, with detailed common standards, learning outcomes and unit
grading recognisable to centres, learners, employers and professional bodies
recognition by appropriate professional bodies
a common core of study applicable to the whole industry
a choice of optional specialist curriculum studies appropriate to the main career disciplines
within construction
a flexible approach to curriculum content within a nationally recognised framework
changing training and educational needs relevant to construction disciplines
progression to degree programmes and progression to professional institution membership
a contribution to the skills, knowledge and understanding required to underpin relevant

occupational standards and NVQs at level 4
providing opportunities for learners to focus on the development of higher level skills in a
technological and management context
a focus on the development of learners practical knowledge, skills and understanding that
underpins performance in the workplace
preparation for employment and further training and professional development.
Aims of the qualification

These qualifications meet the needs of the above rationale by:
preparing learners for a range of technical, professional and management careers in

construction by providing specialised studies which are directly relevant to individual
occupations and professions in which learners are currently working or in which they
intend to seek employment
enabling learners to make an immediate contribution in employment in the construction

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

basis for progression to graduate and postgraduate studies
Issue 1 August 2003
277
developing a range of skills and techniques, personal qualities and attitudes essential for
successful performance in working life
providing further study, career development and progression from a Technician Technical
Certificate at level 3 within or following an Advanced Modern Apprenticeship (AMA).
BTEC Higher National course structures and curriculum content

The content of the programmes and courses should be constructed around the core curriculum
that supports the appropriate specialist content for a discipline or disciplines within
construction.
Programmes and courses should develop the learners knowledge, understanding, skills and
awareness necessary to provide them with the potential to progress to technical, supervisory
and managerial positions in construction. Programmes should make provision for:
both breadth and depth of coverage to meet the needs of industry in technical and personal
skills
the development of higher level skills
the foundation for subsequent study and developing a commitment to lifelong learning.
All courses should include the development of learners skills in managing and developing
themselves, working with others and being part of a team, communicating, managing tasks,
solving problems, applying numeracy, IT, design and creativity. An understanding of health,
safety, environment and sustainability issues and the need to design, install and maintain
through safe systems of work is essential and courses should expose learners to these issues,
hazard and risk assessment, CDM, environmental and the legal requirements.
Mandatory curriculum content
Design Principles and Application: planning, design and production phases of the
construction process and the co-ordination and management of each phase; factors that affect
the selection of materials, systems and equipment, environmental impact of energy and other
constraints on the planning, design and construction processes; roles, responsibilities and
obligations (including liability for health, safety and welfare) of all parties to a project; cost
implications and how technology affects the design of a construction project and the design
processes and procedures used for the production phase.
Science and Materials: scientific principles and a knowledge of the properties of and use of
materials needed to successfully complete the other core and specialist content; analyse, apply,
investigate and evaluate scientific principles, properties and behaviour of materials and
components and their effects on structural design, construction operations; determine comfort
levels in the design and use of buildings; experimentation and modelling of scientific
principles.
Analytical Methods: mathematical knowledge and application of analytical techniques needed
to successfully complete the core and specialist content to include algebra, graphical
representation, space, time and motion, matrices, trigonometry, calculus, statistics and
probability, to the management and production; surveying; testing and control; structural,
construction and building services systems.
278
Issue 1 August 2003
Management Principles and Application: principles of management, the work of pioneers

and founders of management, their evolution and application to modern day practice.
Construction Industrys markets and activities, the roles of the professions/disciplines in project
teams and the management principles appropriate to organisations within the industry;
application of management techniques to organisation, work planning, co-ordination, control of
resources, cost control, quality, communications and client/customer liaison involved in the
design and construction processes; methods of procurement and contracting; partnering and
supply-chain management.
Note: The content of management principles and application should be founded on the
principles of the Latham and Egan reports, which advocate non-adversarial multi-discipline
team working and partnering. The agenda advocated in Accelerating Change in 2002, is
particularly relevant.
Project Team Working Skills: evaluate and resolve realistic practical problems by working as
part of a team within a major piece of work or project that reflects the type of performance
expected of a technologists in a construction discipline; this work should involve, interpreting
an agreed brief that contains an agreed timescale for the staged development of an overall plan
of work and be within given defined constraints with the team working towards an acceptable
and viable solution; enabling learners to demonstrate the application of individual high level
skills and CIC common learning outcomes in managing self, working as a member of a team
and presenting technical solutions.
Health, Safety and Welfare: main health, safety and welfare legislation and codes of practice
applicable to construction, including CDM; the main requirements of an effective health and
safety policy, procedures and the organisational arrangements necessary for its implementation;
hazard and risk identification; risk assessment and review; control measures to prevent ill
health and injury, monitoring effectiveness of policies and procedures.
Optional specialist curriculum content
Optional specialist curriculum can be developed to address four main progression routes:
Production and management
Quantity Surveying
Building Surveying
Architectural Design
Construction Technology: site evaluation techniques, site investigation techniques and the
methods used to classify soils; analyse how site evaluation and site investigation techniques
influence the various forms of sub-structure used in low-rise and medium-rise buildings and the
methods used to construct such sub-structures; analyse and evaluate the various forms of
superstructure design and construction used in low-rise and medium-rise buildings and details
of the methods used to construct such superstructures; causes of decay and deterioration of
buildings; range of materials and constructional forms available for the erection of multi-storey
buildings; range of systems currently used to provide sufficient flexibility of internal layouts to
meet both present and future design requirements; principles of buildability in terms of safety,
efficiency, economy and quality standards; development of sustainable construction
strategies; contractual and legal responsibilities involved in the alteration, remediation and safe
demolition of complex structures; current construction issues and practices; forms and methods
of special construction; research and analytical techniques to support the design process and
selection of the solutions; presentation of the chosen design solution, oral, graphical and written
communication.
Issue 1 August 2003
279
Law and Contract: introduction to the national legal system and the law of contract;
contractual administration relating to the common types of contract used for building or civil
engineering works of various sizes; nature and significance of the principles and procedures of
law and legislation as applied to the construction; liabilities and responsibilities of parties to a
contract; application of the principles and procedures of law to the effective organisation and
practice of a company or partnership; relevant legal principles and requirements when
undertaking a construction contract in Europe.
Building Services Technology: principles and techniques used to co-ordinate the planning,
design and installation of the plant and equipment used for space heating, ventilation and airconditioning; systems to distribute services to a variety of buildings; disposal systems for a
variety of buildings; design and installation requirements for lifts and escalators in a range of
buildings; problems associated with the integration, accommodation and access for
maintenance of mechanical and electrical services into a variety of buildings.
Contract Procedures: purpose of legal requirements and contracts; types of procurement
arrangements used for the construction and civil engineering works; factors affecting the choice
of different procurement and contractual arrangements; application of current issues and best
practice associated with the procurement of projects through reference to government and
industry sponsored reports and recommendations; roles and activities of the parties and
organisations involved in contracts; analysis of the forms of contract with particular reference
to time, cost, quality and performance; evaluation of the forms of contract in respect of supplychain management.
Refurbishment and Adaption: feasibility of modifying existing buildings for new situations
and use; requirements of a design brief for the modification of an existing building; drawings
and specification for the modification of an existing building; alteration design and construction
plan for the execution of the work.
Environment: impact of the construction process upon the built environment; global
environmental issues of concern to the construction industry and how these might be addressed;
local environmental issues of concern to the construction industry and how these might be
addressed; indoor environmental effects such as sick building syndrome and present
recommendations on how these effects may be minimised; environmental assessment systems
in common use.
Construction Economics: methods of allocation of scarce resources and the determination of
price; factors affecting the economics of an organisation; size and economic significance of the
work carried out by different sectors of the construction industry; government economic
activity and how it affects the construction industry.
Individual Project Related Skills: applying individual skills, knowledge and understanding,
including higher level skills, within a major piece of work that reflects the type of performance
and level of ability expected of professional project personnel in a construction discipline;
recording activities, collecting, analysing and applying data, finding and using sources of
information and developing solutions; communicating and presenting a project.
Production Management: principles and application of effective site management; effective
communication, the use of ICT and the essentials of planning and resource management; cost
forecasting, control and reporting techniques; planning and programming of construction
projects and in the design of systems for production control, co-ordination and monitoring;
implications of quality, environmental considerations, health, safety and welfare arrangements
and image within the production process.
280
Issue 1 August 2003
Tendering and Estimating: application of tendering procedures; principles and methods of

estimating as an integral part of the tendering process; commercial awareness of tendering and
estimating; commercial aspects of construction and civil engineering work; information
required to produce a tender; use of SMM and CESMM; application of the principles and
techniques of estimating; methods of pricing to determine and formulate an estimate; evaluation
of different tendering procedures and contractual arrangements in common use.
Project Management: concepts and practice of project management; identify and evaluate the
requirements of a project manager in the construction and civil engineering; analyse their duties
and responsibilities; achieving the Clients objectives of time, cost, quality and performance;
contribution of project management process in adding value to the management and
performance of a project; relationship with best practice and key performance indicators.
Measurement: measurement techniques and their application during the design and
construction phases of a project; taking off and production of quantities for a range of elements
and components to large scale (non-domestic) structures; mathematical calculations to the
measurement process; standard methods of measurement, manual and computer preparation of
different types of bills of quantities, schedules and contract documentation; preamble and
preliminary items for given situations; interim certificates and final accounts.
Building Control and Inspection: principles of the building control system and the primary
legislation; origins of statutory regulations and controls in England and Wales; legal issues
related to enforcement of the statutory regulations and controls; interpretation of the various
statutory controls and regulations to a range of construction situations.
Supply Chain Management: types of supply chain management organisations, their range of
activities and functions and their effects on the construction process; size and scope of
subcontractors, material suppliers and component manufacturers and trends in the development
of technologies and the management and organisation of construction works; different kinds of
supply chain management arrangements and the procurement and contractual implications for
the main contractor using the different forms of subcontract; work of the main contractor in
respect of supply chain management, methods of planning, purchasing, programming,
progressing and payment.
Specification and Contract Documentation: types of contract documents that are required for
a construction project; how construction works are specified in respect of standards and quality;
contractual provisions of contract documents and their relationship to each other and their
application to the contract.
Structural Behaviour and Detailing: strength and elastic properties of typical structural
materials; loading conditions for simple structures and performance and behaviour of the
structure down to foundation level; statically determinate structures, including simple frames,
stress in individual elements of that structure; design elements of a structure using manual
methods and computer software; detailing elements of a structure both by manual methods and
by using computer assisted drawing (CAD) in a variety of structural materials.
Design Procedures: nature of design and its attendant methods, technologies, processes and
procedures in terms of design practice; the roles and responsibilities of the design technologist
in terms of design practice and during the contract phase of the construction process; roles and
responsibilities of the design technologist during the project management phase of the
construction process.
Issue 1 August 2003
281
Design Technology: specification of materials, systems and methods used to realise a design
solution and appropriate procedures to guarantee quality control; graphical communication
techniques; the mechanisms by which construction materials fail in use and preventative and
remedial measures; implications of buildability and sustainability for design and
construction.
Materials Properties and Performance: failure mechanisms of common structural materials
in terms of their physical and chemical structure and methods to prevent or minimise such
failure; properties of modern composite materials and why such materials can be much more
than the sum of their parts; embodied energy costs associated with the common construction
materials and cost comparisons with potential energy savings in use.
Site Surveying Procedures: range of instruments used for surveying and setting-out processes;
principles of surveying and setting-out; calculate from raw data the information required for
cartographic detailing and setting-out of construction and civil engineering work; surveying
controls; use of electronic and laser instruments; GPS systems; total station instruments and the
application of computer software to calculate and produce surveying solutions.
General IT Applications: manipulation software to edit, save, retrieve and printout files;
changes and format text and images in standard word processing applications; simple
spreadsheet formulae to aid repetitive calculation and display the results in graphical format;
extract information from a database application using the softwares built in query and report
system.
Surveying and Measuring IT Applications: application of spreadsheets and database
packages; measurement software; estimating software.
CAD IT Applications: dimensioned plans; elevations, 3D-views and perspective views.
Project Management IT Applications: spreadsheet based resource management tools;
planning and project information software; project information systems; IT systems for
construction and civil engineering sites.
The NQF BTEC Higher Nationals in Construction have been developed with career progression
and recognition by professional bodies in mind. It is essential that learners gain the maximum
benefit from their programme of study. The following is an indication of relevant professional
bodies who recognise or are likely to recognise these BTEC Higher Nationals in Construction
and their recommended unit structure, as a qualifications contributing towards their
requirements:
CIOB
RICS
BIAT
The recommended programme structures that have been recognised by professional bodies,
NTOs/SSCs and industry may be found in the full specification (refer publication code:
B013362).
In addition to individual recognition by the main professional bodies, the NQF BTEC Higher
Nationals in Construction have also been validated and approved by the Construction Industry
Council Standards Panel (CICSP) which represents all the main professional bodies, NTOs
(SSCs), employer bodies and key employers for higher level qualifications in the Construction
and Built Environment Sector.
282
Issue 1 August 2003
Links to National Standards

As part of the development process the curriculum content in this qualification requirement has
been mapped to the 1998 Construction Industry Standing Conference (CISC) Occupational
Standards (OS) and also the relevant NVQ at level 4.
Through the study of the core and relevant option curriculum content, learners will cover much
of the underpinning knowledge, skills and understanding for the relevant NVQ level 4 units in:
Building Control
Building Maintenance and Estate Service
Property Management
Quantity Surveying
Town Planning
Valuation.
There are good links between the curriculum content of the BTEC Higher Nationals in
Construction and the QAA Building and Surveying threshold benchmark standards, albeit that
the BTEC Higher Nationals are normally only two year programmes and the QAA benchmark
standards, which are set at honours degree level, are normally three years of study.
Entry prerequisites
Edexcels policy regarding access to its qualifications is that:
the qualifications should be available to everyone who is capable of reaching the required
standards
the qualifications should be free from any barriers that restrict access and progression
there should be equal opportunities for all wishing to access the qualifications.
Centres are required to recruit learners to BTEC qualifications with integrity. This will include
ensuring that applicants have appropriate information and advice about the qualifications and
that the qualification will meet their needs. Centres should take appropriate steps to assess each
applicants potential and make a professional judgement about their ability to successfully
complete the programme of study and achieve the qualification. This assessment will need to
take account of the support available to the learner within the centre during their programme of
study and any specific support that might be necessary to allow the learner to access the
assessment for the qualification. Centres should also show regard for Edexcels policy on
learners with particular requirements.
Issue 1 August 2003
283
Centres will need to review the profile of qualifications and/or experience held by applicants,
considering whether this profile shows an ability to progress to a Level 4 qualification. For
learners who have recently been in education, the entry profile is likely to include one of the
following:
a BTEC National Certificate or Diploma qualification in Construction or a related

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

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

vocational area
a GCE Advanced level profile which demonstrates strong performance in a relevant subject
or an adequate performance in more than one GCE subject. This profile is likely to be
supported by GCSE grades at A * to C
related work experience
other related Level 3 qualifications.
Mature learners may present a more varied profile of achievement that is likely to include
extensive work experience (paid and/or unpaid) and/or achievement of a range of professional
qualifications in their work sector.
Edexcel encourages centres to recognise learners previous achievements and experience
through the Accreditation of Prior Learning. Learners may have evidence that has been
generated during previous study or in their previous or current employment or whilst
undertaking voluntary work that relates to one or more of the units in the qualification.
Assessors should assess this evidence against the BTEC Higher National standards in the
specifications in the normal way. As with all evidence, assessors should be satisfied about the
authenticity and currency of the material when considering whether or not the outcomes of the
unit have been met.
Full guidance about Edexcels assessment policy on APL is provided on our website
(www.edexcel.org.uk).
Learners will be expected to develop the following skills during the programme of study, the
ability to:
284
Issue 1 August 2003
recognise the moral and ethical issues of construction, sustainability, the environment, and

others
The Construction Industry Council has an agreed set of Common Learning Outcomes for all
sub-degree and degree level courses. These should also be incorporated into all programmes
developed from this curriculum content.
Issue 1 August 2003
285
286
Issue 1 August 2003
Annex I
Summary of support materials (all units)
Other publications/textbooks
Adams, S Practical Buildability (Butterworths, 1989)
Adler, D Metric Handbook 2nd Edition (Butterworth Architecture, 1999)
Alexander, W and Street, A Metals in the Service of Man 11th Edition (Penguin, 1998)
ASHRAE Guide
Ashworth, A Civil Engineering Contractual Procedures (Longman, 1998)
(Longman, 2001)
Ashworth, A Cost Studies of Buildings 3rd Edition (Longman, 1999)
(Longman, 1996)
Ashworth, A and Hogg, K Added Value in Design and Construction (Longman, 2000)
Barbour Index (CD-Rom) or equivalent (Barbour Index)
Barnes, M Civil Engineering Standard Methods of Measurement Handbook 2nd Edition
Bell, J Doing your Research Project 2nd Edition (Open University, 1993)
Bennett, J Construction Project Management (Butterworths, 1985)
1985)
Boughton, B Reinforced Concrete Detailers Manual 3rd Edition (Crosby Lockwood
Staples, 1979)
Brand, S How Buildings Learn Revised Edition (Orion, 1997)
BRE Digests and publications
Brighty, S revised by Stirling, D Setting Out: A Guide for Site Engineers 2nd Edition
(BSP Professional, 1989)
British Refrigeration Association papers
British Standards Institute BS 6399-1:1996 Loading for Buildings. Code of Practice for Dead
and Imposed Loads (British Standards Institute, 1996)
British Standards
Brown, A The UK Environment (The Stationery Office, 1992)
BSI British Standards Codes of Practice Latest Editions
BSI National Building Agency Specification Latest Editions
Building Project Information Committee Common Arrangement of Work Sections for
Building Work (Building Project Information Committee, 1998)
Issue 1 August 2003
287
Cain, J and Hulse, R Structural Mechanics 2nd Edition (Palgrave, 2000)

Cement and Concrete Association papers
Chadderton, D - Building Services Engineering 3rd Edition (E and FN Spon, 2000)
1995)
Clarke, H Knights Building Control Law (Tolley, 1995)
CIB Working Group 11 Towards a 30% Productivity Improvement in Construction
CIOB Code of Practice for Project Management for Construction and Development
(Longman, 1996)
CIOB Constructing Success (Thomas Telford, 1997)
CIOB Partnering the Team (Thomas Telford, 1997)
CIOB Project Management in Building 2nd Edition (CIOB, 1989)
Code of Procedure for the Production of Drawings RICS/CCPI
Code of Procedure for Specifications RICS/CCPI
Common Arrangement of Work Sections (CAWS) RICS/CCPI
Construction Best Practice Programme (DETR 1999/2001)
(Macmillan, 1997)
Co-ordinating Committee for Project Information A Guide with Examples
Copper Development Association papers
Couzens, E and Yarsley, V Plastics in the Modern World (Penguin Pelican, 1968)
Current Forms of Standard Contracts
Current Legislation relevant to the construction industry
Dalby, J EU Law for the Construction Industry (Blackwell Science, 1998)
Davis, L Guide to the Building Regulations 1991 for England and Wales (Butterworth
Architecture, 1992)
Davis/Langdon and Everest Spons Architects and Builders Price Book 2000 125th Edition
(Taylor Francis Books, 1999)
Dean, Y Finishes 3rd Edition (Longman, 1996)
Department of the Environment Defects in Buildings (HMSO, 1989)
Doherty, M Writing for Excellence (McGraw-Hill, 1992)
Downward, A Building Control: A Guide to the Law (College of Estate Management,
1992)
Draycott, T Structural Elements Design Manual (Heinemann Professional, 1990)
Durka, A and Morgan, W et al Structural Mechanics 6th Edition (Pearson, 1996)
Edwards B Green Buildings Pay (Spon, 1998)
288
Issue 1 August 2003

Egan, J Rethinking Construction DETR, 1998)
Extracts from British Standards for learners of structural design
Ferguson, I Buildability in Practice (BT Batsford, 1989)
Forster, G Construction Site Studies 2nd Edition (Longman, 1989)
Gauld, B Structures for Architects 3rd Edition (Longman, 1994)
Gordon, J The New Science of Strong Materials (Penguin, 1991)
Greer, A and Taylor, G Mathematics for Technicians (Stanley Thomas, 1994)
Guidance notes on Town and Country Planning Act, Health and Safety at Work Act, CDM
Regulations, and other relevant legislation
Hall, F Building Services and Equipment Volumes 1 and 2 (Pearson, 1994)
Harvey, R and Ashworth, A The Construction Industry of Great Britain (Oxford, 1997)
Health and Safety Commission A Guide to the Health and Safety at Work Act 1974
Health and Safety Commission - Management of Health and Safety at Work Regulations 1992
Health and Safety Commission Successful Health and Safety Management
Health and Safety Executive Sick Building Syndrome (HSE Books, 1995)
Hillebrandt, P Economic Theory and the Construction Industry 3rd Edition (Palgrave,
2000)
Hore, A and Kehoe, J et al Construction 1 Management, Finance and Measurement
(Macmillan, 1997)
Howard, K and Sharp, J et al The Management of a Learner Research Project 3rd Edition
(Gower Aldershot, 2002)
ICE Civil Engineering Standard Method of Measurement 3rd Edition (Thomas Telford,
1991)
Illston, J Construction Materials 2nd Edition (Spon, 1993)
Illston, J and Dinwoodie, J et al Concrete, Timber and Metals (Chapman and Hall, 1979)
Illston, J Construction Materials: Their Nature and Behaviour 2nd Edition (E and FN
Spon, 1993)
Irvine, W Surveying for Construction 4th Edition McGraw Hill, 1995)
Joint Contracts Tribunal JCT Forms of Contract Latest Revisions/Editions
Joint Contracts Tribunal Joint Contracts Tribunal Forms of Contract
Issue 1 August 2003
289
Lawson, B How Designers Think 3rd Edition (Butterworth Architecture, 1997)

Lead Development Association papers
McGeorge, D and Palmer, A Construction Management: New Directions (Blackwell
Science, 1997)
(Kogan Page, 1999)
Morris, P The Management of Projects New Edition (Thomas Telford, 1997)
Neufert, E and Neufert, P Architects Data 3rd Edition (Blackwell Science, 2000)
Newton, P Structural Detailing 2nd Edition (Macmillan, 1991)
Norton, P and Allinson, L Asking Research Questions (University of Humberside, 1994)
Noy Building Survey and Reports 2nd Edition (Blackwell Science, 1995)
Nutt, B and Kincaid, P et al Adapting Buildings for Changing Uses (Spon, 2002)
Owen, S Law for the Construction Industry 2nd Edition (Longman, 1998)
Oxley, R and Poskitt, J Management Techniques Applied to the Construction Industry
Papers from ABE, ASHRAE, BRE, CIBSE, CIOB, ICE, RICS, RICS BCIS, VALUER, etc
Papers from BIAT, RIBA and RTPI
Papers from TRADA
Parsloe, C and Wild, L Project Management Handbook for Building Services (BSIRA,
1998)
Reid Understanding Buildings: A Multi-disciplinary Approach (The MIT Press, 1988)
Richardson, B Remedial Treatment of Buildings 2nd Edition (Butterworth-Heinemann,
1995)
RICS SMM7 The Standards Method of Measurement of Building Works Revised Edition
(RICS, 1998)
Rossow, E Analysis and Behavior of Structures (Prentice Hall, 1996)
Rougvie, A Project Evaluation and Development (Batsford, 1988)
Schofield, W Engineering Surveying 5th Edition (Butterworth-Heinemann, 2001)
Schon, D The Reflective Practitioner: How Professionals Think in Action (Aldershot,
1991)
Scott, A Dimensions of Sustainability (E and FN Spon, 1998)
Seeley, I Advanced Building Measurement 2nd Edition (Palgrave Macmillan, 1989)
Seeley, I Civil Engineering Quantities 5th Edition (Palgrave Macmillan, 1993)
290
Issue 1 August 2003
Sharpe, G A Contractors Guide to Conservation v(CIOB, 1997)

Sharpe, G Works to Historic Buildings A Contractors Manual (Pearson, 1999)
Sher, W Computer-Aided Estimating: A Guide to Good Practice (Longman, 1996)
Shutt, R Economics for the Construction Industry 3rd Edition (Longman Scientific and
Technical, 1995)
Smith, R Estimating and Tendering for Building Work (Longman, 1986)
Stroud, K Engineering Mathematics 4th Edition (Macmillan, 1995)
Taylor, G Materials in Construction 3rd Edition (Pearson, 2000)
Technical and professional journals and trade literature
Technical and professional journals on economic issues
The Aqua Group Contract Administration for the Building Team (Blackwell Science,
1996)
The Aqua Group Pre-Contract Practice for the Building Team 8th Edition (Blackwell
Science, 1992)
The Aqua Group Tenders and Contracts for Building 3rd Edition (Blackwell Science,
1999)
TSO Annual Abstract of Statistics
TSO BSI Codes of Practice
TSO Building Regulations 1991
TSO Housing and Construction Statistics
TSO The Building Regulations and The Approved Documents
TSO The Building Act 1983
TSO UK National Accounts
Thomas, R Environmental Design (E and FN Spon, 1995)
Thompson, A Architectural Design Procedures 2nd Edition (Arnold, 1998)
Turner, D and Turner, A Building Contract Claims and Disputes 2nd Edition (Longman,
1999)
Walker, A Project Management in Construction 4th Edition (Blackwell Science, 2002)
Westbrook, R and Walker, D Structural Engineering Design in Practice 3rd Edition
(Longman, 1996)
Willis, A and Trench, W Williss Elements of Quantity Surveying 9th Edition (Blackwell
Science, 1998)
Wills, C J and Willis, J A Specification Writing for Architects and Surveyors 11th Edition
Zunde, J Design Technology (Sheffield Hallam University Press, 1989)
ma140803LT\PD\LEVELS 1-4 2003\B013362 HN IN CONSTRUCTION.DOC.1-300/4
Issue 1 August 2003
291
Further copies of this publication are available from

Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN
Telephone: 01623 467467
Fax: 01623 450481
Email: publications@linneydirect.com
Order Code B013362 August 2003
For more information on Edexcel and BTEC qualifications please contact
Customer Services on 0870 240 9800
or email: enquiries@edexcel.org.uk
or visit our website: www.edexcel.org.uk
London Qualifications Limited. Registered in England and Wales No. 4496750
Registered Office: Stewart House, 32 Russell Square, London WC1B 5DN

HND in Construction

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

HND in Construction

Uploaded by

Copyright:

Available Formats

BTEC Higher Nationals

Guidance and units

Authorised by Peter Goff

EDEXCEL LEVEL 4 BTEC HIGHER

BTEC Higher National Certificate in Construction

Qualification titles covered by this specification

Edexcel qualifications in the National Qualifications

Structure of the qualifications

BTEC Higher National Certificate

BTEC Higher National Diploma

Professional body recognition

Higher level skills and abilities

BTEC Higher National Certificate

BTEC Higher National Diploma

Teaching, learning and assessment

Learning and assessment

Grading Higher National units

Accreditation of Prior Learning (APL)

Quality assurance of BTEC Higher Nationals

Centre and programme approval

Monitoring centres internal quality systems

Independent assessment: the role of the external examiner

Programme design and delivery

Meeting local needs

Locally-devised specialist units

Limitations on variations from standard specifications

Access and recruitment

Restrictions on learner entry

Learners with particular requirements

The wider curriculum

Professional body contact details

How to obtain CISC Occupational Standards and NVQ Standards

Professional development and training

Design Principles and Application

Science and Materials

Management Principles and Application

Health, Safety and Welfare

Law and Contract

Unit 10: Building Services Engineering Technology

Unit 11: Contractual Procedures

Unit 12: Refurbishment and Adaptation

Unit 13: Environment

Unit 14: Construction Economics

Unit 15: Individual Student Project

Unit 16: Production Management

Unit 17: Tendering and Estimating

Unit 18: Project Management

Unit 19: Measurement A

Unit 20: Building Control and Inspection

Unit 21: Supply Chain Management

Unit 22: Technology C

Unit 23: Specification and Contract Documentation

Unit 24: Structural Behaviour and Detailing

Unit 25: Measurement B

Unit 26: Design Procedures

Unit 27: Design Technology

Unit 28: Materials Properties and Performance

Unit 29: Site Surveying Procedures

Unit 30: IT Applications General

Unit 31: IT Applications Surveying and Measuring

Unit 32: IT Applications Computer Aided Design

Unit 33: IT Applications Project Management

Unit 34: Work-based Learning A

Unit 35: Work-based Learning B