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BTEC Introductory Qualifications Edexcel Level 1 BTEC Introductory Certificate in Construction

Edexcel Level 1 BTEC Introductory Diploma in Construction

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Guidance and units

Edexcel Limited 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 brands. 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. Edexcel 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 Jim Dobson Prepared by Colin Dobson

Publications Code B015482

All the material in this publication is copyright © Edexcel Limited 2005

EDEXCEL LEVEL 1

BTEC Introductory Certificate in Construction

BTEC Introductory Diploma in Construction

Contents

Introduction 1

Rationale 1

Aims 1

National Occupational Standards 2

National Qualifications Framework (NQF) 2

Specification summary 2

BTEC Introductory Certificates and Diplomas 2

BTEC Introductory Certificate and Diploma in Construction 2

BTEC Introductory Certificate and Diploma 3

Structure of units 4

Assessment and grading 5

Internal assessment 5

Externally Set Project Assessment 6

Determining the qualification grade 6

Adult Literacy, Adult Numeracy and key skills 7

Accreditation of Prior Learning (APL) 8

Quality assurance 8

Internal verification 9

External verification 9

Risk assessment 9

Approval 9

Programme design and delivery 10

Mode of delivery 10

Resources 10

Delivery approach 11

Access and recruitment 11

Access arrangements and special considerations 12

The wider curriculum 12

Qualification titles 12

Links with other qualifications 13

Useful publications 13

Professional development and training 13

Further information 14

Sector Skills Councils and Apprenticeships 14

Units 15

Unit 1: Starting Work in Construction 19

Unit 2: Working in Construction 25

Unit 3: Developing Skills and Working Safely in Construction 31

Unit 4: Personal Effectiveness 37

Unit 5: Social Responsibility at Work 43

Unit 6: Financial Management 49

Unit 7: Developing Joinery Skills 55

Unit 8: Developing Trowel Skills 61

Unit 9: Developing Painting and Decorating Skills 67

Unit 10: Developing Building Service Skills 73

Unit 11: Exploring the Built Environment 79

Unit 12: Basic Building Maintenance 85

Annex A 93

QCA codes 93

Annex B 95

Skills mapping 95

Annex C 97

Book list 97

Annex D 99

Provision and Use of Work Equipment Regulations 1998 99

Annex E 101

BTEC Environmental Initiative — Guidance for the incorporation of environmental components into BTEC programmes 101

Annex F 103

Wider Curriculum Mapping 103

B015482 – Guidance and units – Edexcel Level 1 BTEC Introductory Awards in Construction 1 – Issue 1 – February 2005

Introduction

This document contains the units and associated guidance for the National Qualifications Framework (NQF) Edexcel Level 1 BTEC Introductory Certificate and Diploma in Construction. Each unit sets out the required outcomes and content and includes advice concerning appropriate delivery and assessment strategies. This document contains details of the assessment and quality assurance of these qualifications. It includes advice about Edexcel’s policy regarding access to its qualifications, the design of programmes of study and delivery modes.

Rationale

The BTEC Introductory Certificate and Diploma are designed to widen participation and improve retention and attainment at Level 1 of the National Qualifications Framework. They are an important step in the framework of BTEC vocationally related qualifications, offering a broad introduction to a vocational sector and developing the personal skills and attributes that learners need in order to develop confidence in their ability to work, learn and achieve their full potential at Level 1. These skills and attributes, coupled with basic and key skills mapped to the qualifications, will form the basis of successful study at higher levels.

The aim of the BTEC Introductory Certificate and Diploma is to stimulate and recognise achievement in learners who may:

• be aged 14–19

- wish to follow a vocationally related course

- have gained some qualifications at Entry level

- have limited achievement at GCSE grades D–G

• wish to make a fresh start on a course that offers a different learning and assessment style

• be post-19 and intend to return to education/training or prepare for employment.

Aims

The BTEC Introductory Certificate and Diploma in Construction are designed to:

• attract people to the construction and building services engineering sectors and offer opportunities for learners to develop a range of employability skills and techniques, understanding, personal qualities and attitudes essential for success in working life

• develop and enhance learners’ ability in areas of construction and building services engineering through effective use and combination of the knowledge and skills gained in different parts of the qualifications

• provide specialised studies directly relevant to construction, building services and related sectors in which learners are working or intend to seek employment

• provide a stepping stone into employment in the construction industry where some previous experience is necessary to gain initial employment

• provide a suitable qualification for learners to progress on to a range of further study at levels 1 and 2 and to a Level 2 Apprenticeship.

2 B015482 – Guidance and units – Edexcel Level 1 BTEC Introductory Awards in Construction – Issue 1 – February 2005

National Occupational Standards

The qualifications are supported by the relevant National Training Organisations (NTOs) or Sector Skills Councils (SSCs) as introductions to the requirements of the sector. This includes the development of personal and practical skills in preparation for further study, work and possible achievement of NVQs in due course. However, BTEC Introductory Certificates and Diplomas are not intended to deliver occupational competence in the sector, which should be demonstrated in a work context.

National Qualifications Framework (NQF)

BTEC Introductory Certificates and Diplomas are qualifications at Level 1 of the NQF. They provide a broad introduction to each relevant sector. For learners wishing to achieve a qualification that addresses particular aspects of a sector, BTEC Short Course Awards may also be available at this level.

Specification summary

BTEC Introductory Certificates and Diplomas

The Certificate is a 180-hour course offering an introduction to a vocational sector, while the Diploma is a 360-hour course that allows learners to find out more about the sector. The Certificate is nested inside the Diploma. Achievement on the Certificate can be carried forward to the Diploma. First certification will be in 2005.

BTEC Introductory Certificate and Diploma in Construction

The BTEC Introductory Certificate and Diploma in Construction has been designed to provide a broad educational basis for further training, further education or for moving into appropriate employment within the construction sector. This qualification may provide a useful stepping stone to a Foundation Modern Apprenticeship or to other level 2 qualifications.


BTEC Introductory Certificate and Diploma

The learner must complete the following units.

Diploma (360 hours) Certificate (180 hours)

These vocational core units: These vocational core units:

Unit 1 Starting Work in Construction

30 hours Unit 1 Starting Work in Construction

30 hours

Externally Set Project Assessment Externally Set Project Assessment

Unit 2 Working in Construction 30 hours

Externally assessed

Unit 3 Developing Skills and Working Safely in Construction

60 hours Unit 3 Developing Skills and Working Safely in Construction

60 hours

Internally assessed Internally assessed

Two from the personal skills units: One from the personal skills units:

Unit 4 Personal Effectiveness 30 hours Unit 4 Personal Effectiveness 30 hours


Unit 5 Social Responsibility at Work

30 hours Unit 5 Social Responsibility at Work

30 hours


Unit 6 Financial Management 30 hours Unit 6 Financial Management 30 hours

Internally assessed Internally assessed Three from the vocational option units: One from the vocational option units:

Unit 7 Developing Joinery Skills 60 hours Unit 7 Developing Joinery Skills 60 hours

Unit 8 Developing Trowel Skills 60 hours Unit 8 Developing Trowel Skills 60 hours

Unit 9 Developing Painting and Decorating Skills

60 hours Unit 9 Developing Painting and Decorating Skills

60 hours

Unit 10 Developing Building Services Skills

60 hours Unit 10 Developing Building Services Skills

60 hours

Unit 11 Exploring the Built Environment

60 hours Unit 11 Exploring the Built Environment

60 hours

Unit 12 Basic Building Maintenance 60 hours Unit 12 Basic Building Maintenance 60 hours

Units 7 to 12 internally assessed Units 7 to 12 internally assessed


Structure of units

Each unit is written for the learner except for the section Guidance for teaching and assessment, which is for the deliverer. All units are set out in the following way.

Unit title, unit type, learning hours, unit level and unit code

The unit title is accredited by QCA and this form of words will appear on the learner’s Notification of Performance. The unit type refers to whether the unit can be taught as part of the Certificate, the Diploma or both. In BTEC Introductory Certificates and Diplomas each unit consists of either 30 or 60 guided learning hours. The level refers to the level in the NQF.

Unit description

A brief description of the overall purpose of the unit is given, together with the key areas of study associated with the unit. The description also gives the mode of assessment. This is a statement as to whether the assessment for the whole unit is internal or externally set. The externally set assessment takes the form of a project defined by Edexcel.

Each unit makes suggestions for the skills that could be achieved. Teachers or assessors may select other skills.

Summary of learning outcomes

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

Suggested skills opportunity/ies

This section identifies some Adult Literacy, Adult Numeracy or key skills that could be covered in the unit. The skills identified are not prescriptive and other skills may be selected by the teacher as appropriate.

Content

This section picks up highlighted words from the outcomes and details the content coverage required when addressing the outcomes. The content section will often have lists of topics. Care should be taken to note those that begin with ‘eg’, where the list is merely indicative, and those that do not, where all aspects of the listed topics should be covered.

Assessment

Each unit contains statements of the evidence that each learner should produce in order to pass the unit. It is important to note that the merit and distinction grading criteria refer to a qualitative improvement in the learner’s evidence. Units 4, 5 and 6 have pass criteria only.

Guidance for teaching and assessment

This section is not prescriptive but provides additional guidance and amplification related to the unit to support teachers/deliverers and assessors. Its subsections are as follows:

• 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.

• Suggested skills activity/ies — gives an example of how the skills identified at the start of the unit could be developed as part of the unit’s teaching and learning.

• Assessment — provides advice about the nature and type of evidence that learners are likely to need to produce in order to pass the unit or achieve the higher grades. This section should be read in conjunction with the assessment criteria.

• Links — sets out any links with other units within this qualification and others. These can be used to ensure that learners are able to relate different aspects within the qualification and offer opportunities for integration of learning, delivery and assessment.


• Suggested 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. See section on Approval for further information.

Assessment and grading

All assessment and grading of this qualification will be carried out in accordance with the Common Code of Practice.

The primary aim of the assessment of the BTEC Introductory Certificate and Diploma is to allow the learner to demonstrate achievement. Units are defined in terms of learning outcomes and are assessed using a criterion-referenced approach. All units contributing to the qualification, or being studied as single units, are either internally or externally assessed. All units except for the personal skills units (Units 4, 5 and 6) contain contextualised grading criteria and will be individually graded as pass, merit or distinction. Personal skills units are graded as a pass grade only. Guidance is provided in each unit, with suggestions on how the unit may be delivered and assessed.

The learner’s certificate will include a qualification grade and the Notification of Performance will include a profile of unit grades which reflect achievement of each unit.

Internal assessment

The purpose of internal assessment is to ensure that effective learning of the content of each unit has taken place. Evidence of this learning is required for each unit designated as ‘internally assessed’. Centres have flexibility in designing the assessment instrument for each internally assessed unit to take account of local factors and the degree to which centres may wish to integrate units.

Assessment instruments should be designed to cover all criteria in the unit as set out in the assessment grid for each internally assessed unit. It is advised that assessment and grading criteria are clearly indicated in each assessment instrument:

• to provide a focus for learners

• for transparency

• as an aid to ensure feedback is specific to the criteria

• to assist with internal standardisation processes

• to allow learners to achieve the higher level grades, where possible.

Tasks/activities should enable learners to produce evidence that directly relates to the specified outcomes and assessment and grading criteria.

Assessment instruments/assignments/activities constructed by centres should be valid, reliable and fit for purpose, building on the application of the assessment criteria. Centres are more likely to meet this requirement if they use a variety of assessment methods, including case studies, assignments, work-based (or simulated) assessments along with projects and performance observations. Centres are encouraged to place emphasis on practical application of the assessment criteria, providing a realistic scenario for learners to adopt and making maximum use of practical work experience. The creation of assessment instruments that are perceived by the learners to be vocationally relevant is vital to achievement by learners, and their importance cannot be over-emphasised.


When reading an assessment grid, centres are encouraged to look across the grids to identify common topics within the unit and assess learners’ work according to the level that they have achieved, determined by the assessment criteria.

The process of assessment can aid effective learning by seeking and interpreting evidence to identify the stage that learners have reached in their learning, what further learning needs to take place and how best to achieve this. Therefore the process of assessment can be part of 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 common understanding of assessment criteria (what it is they are trying to achieve) for further learning to take place.

Externally Set Project Assessment

The BTEC Introductory Certificate in Construction Unit 1: Starting Work in Construction will be assessed using an Externally Set Project Assessment.

The BTEC Introductory Diploma in Construction Unit 1: Starting Work in Construction, and Unit 2: Working in Construction will be assessed using an Externally Set Project Assessment.

The externally set assessment takes the form of a project which incorporates a set of evidence requirements provided by Edexcel. Centres are able to choose the setting for activities/tasks to suit local needs and opportunities. Settings may be different for each learner or the same for all learners. The evidence requirements are designed to ensure full coverage of the assessment and grading criteria and therefore centres should not make changes to the evidence requirements.

It is important in the BTEC Introductory Certificate and Diploma that learners should undertake the project only when they are ready. The nature of the external assessment should appear to the learner to be of a similar nature to that of the internally assessed components. Additional guidance on the features and operation of the external assessment will be provided with the project.

On completion of the project the centre will assess learners’ work using the assessment and grading grid(s) contained within the unit(s). The BTEC external assessor will confirm the accuracy of the centre’s assessment and grading decisions by reviewing learners’ work.

Determining the qualification grade

Learners are required to achieve a minimum of pass grade in each unit to qualify for a qualification grade.

A qualification grade of pass, merit or distinction will be reported on the learner’s certificate. A profile of unit grades will be reported on the Notification of Performance. The qualification grade for a BTEC Introductory Certificate will derive from the better performance of the two 60-hour units making up the qualification.


Within the BTEC Introductory Diploma, the qualification grade will derive from the combined performance across the best two of the 60-hour units making up the qualification according to the following table.

BTEC Introductory Diploma Two best unit results (of 60 hours)

Qualification grade

Pass Pass Pass

Pass Merit Pass

Pass Distinction Merit

Merit Merit Merit

Merit Distinction Merit

Distinction Distinction Distinction

Please note that personal skills units and the units assessed by the Externally Set Project Assessment do not contribute to the qualification grade.

Adult Literacy, Adult Numeracy and key skills

The BTEC Introductory Certificate and Diploma include mapping of Adult Literacy, Adult Numeracy and key skills, all at Level 1.

The key skills are:

• application of number

• communication

• information technology

• improving own learning and performance

• problem solving

• working with others.

Learners working on the skills of Adult Literacy/communication or Adult Numeracy/ application of number should be assessed against the standard according to the needs of the learner.

These Adult Literacy, Adult Numeracy and key skills are transferable, and therefore play an essential role in developing personal effectiveness for adult and working life, and in the application of specific vocational skills.

Adult Literacy, Adult Numeracy and key skills provide a foundation for continual learning. They enable and empower individuals who inevitably face a series of choices in work, education and training throughout their lives. Current and future initiatives such as learndirect, lifelong learning, and widening participation all require a more flexible population in the workplace and key skills play a role in setting the framework. Centres should refer to the QCA website (www.qca.org.uk) for the latest keyskills standards.

Learners need the chance to show current and future employers that they can:

• communicate effectively, in a variety of situations, using a wide range of techniques


• work well with others — individuals or teams — so that work can be properly planned and targets met

• manage their own development, so that they are always ready to take on the challenges of change and diversification

• use number, not just within routine tasks and functions, but to help them be more effective and efficient in all they do

• use ICT in a range of applications to support all aspects of their role

• solve problems in a variety of circumstances.

In each unit opportunities for the generation of evidence for selected Adult Literacy, Adult Numeracy and key skills are suggested. Other skills may be selected by a teacher/assessor as more appropriate, depending on circumstances. However staff will need to become familiar with Adult Literacy, Adult Numeracy and key skills specifications and their evidence requirements and they should not rely on the mapping that is in the units when presenting skills evidence for moderation. They should assess the skills specifically and according to the advice and guidance provided for Adult Literacy, Adult Numeracy and the key skills units.

It is important to note that Adult Literacy, Adult Numeracy and the key skills are separate qualifications. The skills activities in the units are suggestions only for including skills in the teaching and learning of the BTEC Introductory Certificate and Diploma. If these skills suggestions are used, they will need to be separately evidenced and assessed against the skills standards. If certification is required learners must register for the skills separately from the BTEC Introductory Certificate or Diploma.

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 work that relates to one or more of the units in the qualification. Assessors should assess this evidence against the 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. The current APL policy statement (APL 02-01) can be viewed on the Edexcel website (www.edexcel.org.uk).

Quality assurance

Edexcel’s qualification specifications clearly set out the standard to be achieved by each learner in order to achieve the award of the qualification. This is contained in the statement of outcomes and assessment and grading criteria in each unit. Further guidance on assessment is given in the Guidance for teaching and assessment section of each unit.

Edexcel operates a quality assurance process that is designed to ensure that these standards are maintained by all assessors and verifiers. It achieves this through the following activities.


Internal verification

Centres are required to have processes in place that ensure each assessor’s decisions are reviewed to ensure that they are correctly interpreting and applying the standards set out in the specifications. The system used to do this is a matter for individual centres and Edexcel fully supports the use of the centre’s own quality assurance systems where this ensures robust internal standardisation.

External verification

Edexcel will sample assessor’s decisions for the internally assessed units and the units assessed with an Externally Set Project Assessment using National Standards Sampling (NSS). This learner work must have been internally assessed and at least 50 per cent of submitted work must have been internally verified. Please see the External Verification of Level 1 Introductory Certificates and Diplomas — Centre guidance 2004–2005 published on the website for further details.

If the external verification process identifies that National Standards have not been correctly interpreted, the centre will be required to take appropriate action. In this instance a second sampling will take place to confirm that the centre assessment is correct — before certification of learner awards takes place.

Risk assessment

Edexcel has an approval process which creates a quality profile of each qualification programme in each centre and for the centre as a whole. This profile contributes to the determination of the nature of external verification activity for each programme and will also be used to initiate other quality control measures by Edexcel.

Approval

Centres must be approved to offer BTEC qualifications. Centres must also be approved to offer each individual qualification. Centres should contact Edexcel’s Customer Services for information about approvals.

When a centre applies for approval to offer a BTEC qualification they will be required to enter into an approvals contract.

The approvals contract is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and linked codes or regulations. Sanctions and tariffs will be applied if centres do not comply with the contract. This could ultimately result in the suspension of certification or withdrawal of approval.


Programme design and delivery

These qualifications consist of vocational core units, personal skills and vocational option units. The vocational core units provide an introduction to the construction sector and the basic skills associated with working in this sector. The personal skills units are linked to preparation for work and can be coupled to the outcomes of the vocational units, while the vocational option units provide a specific vocational focus to the qualification.

In BTEC Introductory Certificates and Diplomas the definition of guided learning hours is ‘a notional measure of the substance of a qualification’. It includes an estimate of time that might be allocated to direct teaching, instruction and assessment, together with other structured learning time such as directed assignments or supported individual study. It excludes learner-initiated private study. Centres are advised to consider this definition when planning the programme of study associated with this specification.

Mode of delivery

Edexcel does not define the mode of study for BTEC Introductory Certificates and Diplomas. 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.

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 learners’ work environments should be encouraged.

Those planning the programme should aim to enhance the vocational nature of BTEC Introductory Certificates and Diplomas by making full use of the variety of experience of work and life that learners bring to the programme and liaising with local employers to ensure a course relevant to the specific needs of the learners.

Resources

BTEC Introductory Certificates and Diplomas are designed to introduce learners to 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.

The BTEC Introductory Certificate and Diploma in Construction requires safe and suitably equipped workshops or work areas to deliver and assess the vocational option craft and maintenance units in these qualifications. These workshops or work areas should be of an appropriate size and have sufficient tools and equipment to deliver and assess the units for the number of learners on the programme/s. This may take the form of a combined workshop/ project area divided into suitable work areas for each craft, or separate workshops. Appropriate storage areas for tools and equipment materials and personal protective equipment (PPE) should also be provided. Health and safety risk assessments must be undertaken by the centre for the work/project areas where tools and equipment are being used to ensure a safe working environment for learners and staff. See page 12 and Annex D for details of PUWER requirements. Further details of resources are given in each unit.


Delivery approach

It is important that centres develop an approach to teaching and learning that supports the personal skills units and the specialist vocational nature of the BTEC Introductory Certificate and Diploma in Construction. The specification contains a balance of practical skill development and knowledge requirements. Tutors and assessors need to ensure that links are made between the outcomes for the personal skills units and Unit 2: Working in Construction. This will require the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activities within the sector. Maximum use should be made of the learner’s experience.

Centres must ensure that all appropriate and necessary health and safety risk assessments are undertaken for all learners and that they are properly supervised when learning to use hand tools, power tools, equipment and machinery and undertaking activities where there may be a health hazard or risk of injury. Where this relates to the use of tools and equipment in the content of units, reference is made to Annex D: Provision and Use of Work Equipment Regulations 1998 (PUWER). This annex provides a summary of the main requirements of PUWER that centres must comply with to safeguard learners, in particular, learners under 18 years of age. Whilst this summary is intended to draw a centres attention to the PUWER requirements, centres must satisfy themselves as to their compliance with the full requirements of these regulations and of all other legislation relevant to the health, safety and welfare of learners.

For Unit 10: Developing Building Services Skills, tutors and assessors must also have a good working knowledge of the IEE (Institute of Electrical Engineers) 16th Edition Wiring and Regulation and electrical testing must only be undertaken at low voltages that will not create any hazard or risk to those involved.

Access and recruitment

Edexcel’s policy regarding access to its qualifications is that:

• they should be available to everyone who is capable of reaching the required standards

• they should be free from any barriers that restrict access and progression

• there should be equal opportunities for everyone wishing to access them.

Centres are required to recruit learners to BTEC qualifications with integrity. This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres should take appropriate steps to assess each applicant’s potential and make a professional judgement about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner in the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should also show regard for Edexcel’s policy on learners with particular requirements.

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 1 qualification. For learners who have recently been in education, the profile is likely to include one of the following:

• an Entry Certificate in Skills for Working Life or Life Skills

• related work experience


• limited achievement at GCSE grades D–G.

More mature learners may present a more varied profile of achievement that is likely to include experience of paid and/or unpaid employment.

Access arrangements and special considerations

Edexcel's policy on access arrangements and special considerations for BTEC and Edexcel NVQ qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the Disability Discrimination Act 1995 and the amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence.

Further details are given in the policy Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications, which is on the Edexcel website (www.edexcel.org.uk). This policy replaces the previous Edexcel policy (Assessment of Vocationally Related Qualification: Regulations and Guidance Relating to Learners with Special Requirements, 2002) concerning learners with particular requirements.

The wider curriculum

The study of the BTEC Introductory Certificates and Diplomas in Construction provides opportunities for the learner 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 indicated in the units as appropriate, also see mapping in Annex F. The BTEC Environmental Initiative — Guidance for the Incorporation of Environmental Components into BTEC Programmes has been incorporated into appropriate units and a summary of the learning objectives is provided at Annex E.

Qualification titles

Edexcel Level 1 BTEC Introductory Certificate in Construction

Edexcel Level 1 BTEC Introductory Diploma in Construction

These qualifications have been accredited to the National Qualifications Framework (NQF) and as such are eligible for public funding as determined by the DfES under Sections 96 and 97 of the Learning and Skills Act 2000 (www.dfes.gov.uk).

The NQF Qualifications Accreditation Number (QAN) and Unit Number should be used by centres when they wish to seek public funding for their learners. The NQF (QAN) and Unit Numbers for these qualifications are listed in Annex A.

These qualification titles are as they will appear on learners’ certificates. Learners need to be made aware of this when they are recruited by the centre and registered with Edexcel. Providing this happens, centres can describe the programme of study leading to the award of the qualification in different ways to suit the medium and the target audience.


Links with other qualifications

The BTEC Introductory Diploma is identified as a proposed suitable replacement for the Foundation GNVQ in Construction and the Built Environment. Both the certificate and diploma have links with other Foundation Awards and Level 1 NVQs.

There are no forbidden entry combinations.

Useful publications

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

Edexcel Publications Adamsway Mansfield Nottinghamshire NG18 4FN

Telephone: 01623 467 467 Fax: 01623 450 481 Email: [email protected]

Related publications include:

• the current Edexcel publications catalogue and update catalogue

• key skills publications — specifications, tutor support materials and question papers

• Adult Literacy and Adult Numeracy publications

• Accreditation of Prior Learning (available on the website: www.edexcel.org.uk).

Edexcel publications concerning the quality assurance system and the internal and external verification of vocationally related programmes may be found on the Edexcel website (www.edexcel.org.uk ) and in the Edexcel publications catalogue.

NB: Most of our publications are priced. There is also a charge for postage and packing. Please ensure you check the cost when you order.

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 Professional Development and Training Team on 0870 240 9800 to discuss all 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 FENTO standards for teachers 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.

Sector Skills Councils and Apprenticeships

Details of Apprenticeships may be obtained from:

SummitSkills Gear House Saltmeadows Road Gateshead Tyne & Wear NE38 3AH

Telephone: 0191 490 3306 Website: www.summitskills.org.uk

Construction Industry Training Board (CITB–Construction Skills) Bircham Newton King’s Lynn Norfolk PE31 6RH

Telephone: 01485 577577 Website: www.citb.org.uk


Units


BTEC Introductory Certificate and Diploma in Construction

Units

Core units

Unit 1: Starting Work in Construction (for Certificate and Diploma)

Unit 2: Working in Construction (for Diploma only)

Unit 3: Developing Skills and Working Safely in Construction (for Certificate and Diploma)

Personal skills units

Unit 4: Personal Effectiveness (for Certificate and Diploma)

Unit 5: Social Responsibility at Work (for Certificate and Diploma)

Unit 6: Financial Management (for Certificate and Diploma)

Vocational option units

Unit 7: Developing Joinery Skills (for Certificate and Diploma)

Unit 8: Developing Trowel Skills (for Certificate and Diploma)

Unit 9: Developing Painting and Decorating Skills (for Certificate and Diploma)

Unit 10: Developing Building Service Skills (for Certificate and Diploma)

Unit 11: Exploring the Built Environment (for Certificate and Diploma)

Unit 12: Basic Building Maintenance (for Certificate and Diploma)


Unit 1: Starting Work in Construction

Unit type: Certificate and Diploma

Learning hours: 30 hours

Unit level: 1

Unit description

In this unit you will identify a variety of jobs drawn from a range of different specialist areas within the construction and built environment sector. You will explore the reasons why such a wide range of specialist jobs is needed within the sector and you will begin to understand which skills are needed for which jobs and what kind of training is needed to develop such skills.

The unit will also provide you with an opportunity to explore the different types of organisations that operate within the construction and built environment sector in terms of their size, the scope of their activities and the type of work they undertake.

The job choices people make can have a great impact on their lifestyle. Conversely, their lifestyle may influence the job choices they make. In this unit you will begin to investigate the relationship between lifestyle preferences and job choices. This unit is assessed using an Externally Set Project Assessment.


To achieve this unit you must:

1 Find out about the different types of jobs available within the sector

2 Investigate the different types of organisation and venues in the sector

3 Consider the relationship between lifestyle and job choices.

Suggested skills opportunities

This unit provides you with the opportunity to achieve the following skills:

Adult literacy: Speaking and listening You need to: Hold one-to-one or group discussions, with people you know or don’t

know, asking and answering questions, following instructions, giving out information, and offering ideas and opinions about straightforward subjects.

Communication: C1.1 You need to: Take part in one-to-one discussion and a group discussion about

different, straightforward, subjects.


Content

1 Different types of jobs

Types: full-time, part-time, self employed, permanent, temporary, casual, professional, technologist, technician, supervisory, craft, operative, casual, skilled, unskilled

Job roles in professional and technologist areas: including architecture, architectural technology, surveying, civil engineering, structural engineering, building services engineering and construction management

Job roles in craft and operative: including bricklaying, carpentry and joinery, plumbing, painting and decorating, electrical installation, plastering, stonemasonry, roofing, wall and floor tiling, groundwork, concreting, general construction operative

2 Different types of organisation

Organisation: government bodies (national and local), statutory bodies, public limited companies, private firms, sole traders, main contractors, sub-contractors, specialist firms, charitable institutions

Scope of operations: local, regional, national, international

Size: limited number of big contractors, much larger number of small and medium enterprises

Nature of operation: including large public works, infrastructure, speculative house building, newbuild, conversion and adaptation, maintenance and repair, manufacture and supply of components

3 Lifestyle

Lifestyle: effect of lifestyle on job choice, individual ambitions and aspirations, necessity of earning a living, effect of job choice on lifestyle (limitations placed upon social life by work patterns, effect of work patterns on personal relationships), need to invest time in education and training, variety of personal, financial and social benefits of work

Job: dynamic and peripatetic nature of work, work patterns (working away from home, working abroad, weekend working, flexitime, long hours of work, time spent travelling to work, early start times), stress levels, physical requirements of work, need for robust mental and physical good health


Assessment

This unit is assessed using an Externally Set Project Assessment

To pass this unit, your evidence for assessment must show that you can meet all the learning outcomes of the unit.

Pass Merit Distinction

P1 Identify a range of jobs across the construction sector

P2 Link these jobs with the skills and qualities needed

P3 Identify a range of organisations operating across the construction sector

P4 Describe an organisation where you could find a job that appeals to you

P5 Identify potential lifestyle factors affecting job roles in the construction sector

You need to achieve everything at pass grade and:

M1 Describe a range of job roles, together with the skills and qualities needed, across the construction sector

M2 Describe a range of organisations operating across the construction sector

M3 Describe how your lifestyle will be influenced by the jobs you might choose

You need to achieve everything at merit grade and:

D1 Explain why specific skills and qualities are needed in your chosen job

D2 Explain why working in different types of organisations affect lifestyle



Delivery

The purpose of this unit is to encourage learners to think realistically about what it would be like to be employed in the construction and built environment sector and, more particularly, to help the learner match his or her skills, qualities and aspirations to a job (or jobs) they feel they might want to do. The unit describes a wide range of jobs at all levels but delivery should focus on those jobs the learner could access upon completion of a qualification at Level 1. Progression issues should be examined by consideration of the ambitions of individual learners and by matching these ambitions to further training and development opportunities.

The unit is designed to offer an overview of the work available in the construction and built environment sector, starting with the range of jobs available, their skills requirements and the different types of organisations that employ people to perform such jobs and offer good training and employment opportunities. Unit 11: Exploring the Built Environment, addresses similar issues but at a greater depth. In this unit the learner need only consider job roles and responsibilities in the broadest sense. This could include the difference between craft and technician roles, off-site or on-site working, construction craft or building services craft apprenticeships, together with examples of all of the above.

Learners should be made aware that, although the large organisations dominate the industry, the smaller organisations predominate. The reasons why people must work together as a team to plan, design and construct the built environment should be stressed throughout. The unit gives learners the opportunity to think about the factors that affect job choice from a variety of perspectives including:

• their personal skills and qualities

• the skills and qualities they might wish to acquire

• the needs and wants of different organisations in terms of work undertaken, physical location, size and structure.

This unit provides skills opportunities in Adult Literacy or communication. Learners can focus discussions on the following areas:

• different types of organisation

• how a job could affect their lifestyle

• how their lifestyle might have to change

• the relationship between lifestyles and job choices.

Suggested skills activity

Learners could achieve, either in part or in full, both adult skills and key skills by providing evidence of discussions about various aspects of this unit, such as:

• what it would be like to be in a particular job

• the sorts of skills they have and what they want to do (such as interests, lifestyle)

• the sort of organisation they would like to work for and why.


As part of the learners’ discussions they will need to decide what it is they are going to discuss and with whom they are going to discuss it. Learners will be required to engage in both a one-to-one discussion and a group discussion. It does not matter who these discussions are with, as long as:

a they focus on the subject of this unit (are purposeful)

b each learner takes part, and

c they are recorded in some way.

Assessment

This unit is assessed using a project defined by Edexcel. For further information see the Assessment and grading section on page 5.

The externally set assessment is designed to be undertaken when the learner is sufficiently prepared for the assessment. It may be taken over a period of time and may be divided into smaller parts to enable multi-staged assessment. Learners will benefit from feedback at task level to enable them to progress. The nature of the feedback should draw upon the actions needed by the learner to enhance the quality of their work.

The nature and form of evidence to be produced for the internally assessed units is left to the discretion of centres. Generally, centres should aim to include a variety of types of evidence to ensure that learner success is not dependent upon one specific skill such as written communication.

Links

This unit has links with the following units:

• Unit 2: Working in Construction

• Unit 3: Developing Skills and Working Safely in Construction

• Unit 11: Exploring the Built Environment.

Secondary links are implied by the content in Unit 3 and the other vocational option units.

Suggested resources

The most significant resources for this unit are (a) structured visits to workshops, offices and building sites, (b) work experience in workshops, in offices or on building sites, and (c) contact with personnel working at all levels in the industry. This offers a perspective on the nature of work in the construction and built environment sector that will inform the learner’s choice of optional vocational units and hence the ‘taster’ experience of the learner. Internet access will give the learners an opportunity to develop a range of skills in e-learning but this will need careful management by the tutor.

Suggested reading

There is a wealth of careers information to be found, much of it of a local nature. School, college and public libraries will have much useful material and trade magazines, local and regional newspapers will all help the learner assess the job market at any given time.

Osbourn D — Introduction to Building (Longman, 1997) ISBN: 0582302005


Websites

www.citb.org.uk/careers

www.connexions.gov.uk

www.summitskills.org.uk


Unit 2: Working in Construction

Unit type: Diploma only


Unit level: 1

Unit description

In this unit you look at what it means to be at work in the construction and built environment sector. You will find out more about what it’s like being at work. This will include looking at what the job terms and conditions are. It is important that you know what these are before you start work.

You will also find out about the set of procedures that are used to monitor employees in any job. These will help you during your period of employment. When you start work you will usually go through a period of induction. This unit will help you find out what this involves.

This unit is assessed using an Externally Set Project Assessment.



1 Examine terms and conditions of different types of jobs

2 Find out about the induction and training process

3 Examine procedures used to monitor performance.



Adult literacy: Reading

You need to: Read straightforward texts of varying lengths, from a variety of sources, and interpret images.

Communication: C1.2

You need to: Read and obtain information from two different types of documents about straightforward subjects, including at least one image.

Adult literacy: Writing

You need to: Write two different legible documents that you have planned, to include one image.

Communication: C1.3

You need to: Write two different types of documents about straightforward subjects. Include at least one image in one of the documents.


Content

1 Terms and conditions

Employment: eg ‘Respect for People’ initiative, contract of employment, staff handbook, public notices, flexibility, short-term employment patterns, self employment

Pay: eg hourly, weekly, monthly, salaried, cash, into bank, cheque, working rule agreements, rates of pay and conditions

Work patterns: hours of work, irregular work patterns related to job shift systems/patterns, eg early starts, late finishes, flexitime, days in/off, annual leave

Holidays: annual/special leave, public holidays, flexibility, time out of work

Practices: eg pension rights, health schemes

Benefits: eg tool money, bonuses, meals on duty, use of facilities, working away from home subsistence, season ticket loans, free clothes, free PPEs, uniform, subsidised canteen, pension, skills development and training, self employment

Safety, health and welfare: personal responsibility, use of PPEs, ‘Construction Skills Certification Scheme’ (CSCS), induction and importance of safe working

2 Induction and training

Starting work and training: importance of induction into all new work places/sites covering eg the organisation structure, the department, the team, statutory regulations applicable, who to report to, expected behaviour, clothes/uniform and PPEs in the workplace, health and safety training, PUWER requirements, fire regulations training, first aid arrangements, accident reporting procedure, safe lifting and handling equipment, COSHH and use of dangerous substances, sickness procedures, bereavement rules, arranging annual leave

Training: eg skills development, further education and training, CSCS, Apprenticeships frameworks for craft and technician occupations, OSAT, updating knowledge (upskilling), awareness of new equipment/technology, conferences, exhibitions, information sources

3 Procedures used to monitor performance

Appraisal/performance review: purpose eg to evaluate an individual’s performance and progress, to ensure appropriate training and development for an individual, to confirm the role in the organisation, staff involved, timing, methods, re-employment, promotion

Quality standards: training for eg induction, CSCS, Apprenticeships, National Occupational Standards, RVQs, NVQs, Investors in People (IIP) (ISO 9000), Client’s Specification

Assessment: self-assessment, assessment by a line manager, peer assessment

Importance: protection for all, quality assurance, improved performance — organisation/ individual, regulatory, client expectations, image and reputation

Other procedures: grievance, disciplinary, health and safety, first aid, accident reporting, security

Termination procedures: redundancy, dismissal, job restructuring, resignation, retention, TUPE


Assessment

This unit is assessed using an Externally Set Project Assessment



P1 Identify terms and conditions that apply to jobs in the construction sector

P2 Describe the purpose of induction

P3 Describe induction in one organisation

P4 Describe why it is important to monitor work

P5 Describe a procedure for monitoring performance


M1 Compare terms and conditions for different jobs in the construction sector

M2 Explain why induction is important to organisations and to the individual

M3 Give examples of how work procedures are used to monitor individual performance


D1 Explain how the induction process can be used to help understand job terms and conditions

D2 Explain the importance to the employer, employee and customer of monitoring performance in the workplace



Delivery

The idea behind this unit is that learners are thinking about what it is like to be at work in jobs they can do after completing a qualification at this level. They may have preconceptions and notions of work. This unit enables learners to explore some of the key issues. In the construction and built environment sector, the pattern of work will vary depending on whether it is inside or outside, the time of year, daylight hours and weather. Some work may be organised in shifts or at weekends. Bonus and incentive payments may allow work to be finished faster and higher pay to be achieved.

For example, learners need to understand that work is for pay, but also the ways money can be paid and why and how things other than pay also have a value (eg how much holiday they get and working unsociable hours). Any knowledge they have of a current pay dispute might be usefully drawn on.

Learners should be encouraged to be creative, using different sources for gathering information and to explore various ways of presenting their knowledge.

In the construction and built environment sector, the learner needs to be aware of the uncertain nature of the work and that employment and availability of work are not always guaranteed. Whether employed or self-employed, availability of work will depend on public and private demand for the services provided by the industry.

Learning outcome 2, relating to procedures, refers to those established methods of doing things that every organisation or site puts in place to ensure that it runs efficiently and effectively. Learners also need to understand that some procedures are particular to the needs of an organisation or site and that some are in place as legal requirements. This section is also designed to get learners thinking about their rights as well as the employers’ rights and understand that their rights must be counter-balanced by their workplace responsibilities. They need to understand that two parties are involved, themselves and their employers, who also have rights and responsibilities. Duties should also be discussed.

For some learners, this will be the first time they have thought about themselves in the workplace. The idea in this unit is to get learners to imagine themselves in particular job roles (where possible drawing on their own experiences). However they need to relate their perception of themselves ‘in a job’ to the needs and requirements of the organisation; to manage job roles in order to ensure they work effectively and safely.

One way to cover the outcomes would be to get learners to engage in a specific job search activity within the sector. They could look at different jobs they might do and contrast these. The job search could be survey based, research based (using newspapers, job centres, the internet etc) and/or based on personal experience (work experience, Saturday jobs).

Detailed technical knowledge of the content is not required at this level (eg Health And Safety At Work Act), outlines are more appropriate, eg how individual jobs are paid and what the differences mean (eg weekly pay and monthly pay, gross versus net pay, what taxation means).

However, tutors must be satisfied that learners knowledge and understanding of health, safety and welfare is sufficient to enable them to recognise hazards associated with the content of their programme and work safely without being a danger to themselves or others. This knowledge and understanding is mainly covered in the content and assessment of Unit 3: Developing Skills and Working Safely in Construction and applied in the vocational option units.



You could achieve this basic or key skill by providing evidence from different sources. Some examples are given below.

Gather information about terms, conditions, induction and procedures at work, by interviewing different people about their jobs.

Write some interview questions, design a questionnaire and interview people about their jobs. For example, collect information about job contracts, read these and extract relevant information.

Look at jobs advertised (eg on the internet) and select those most relevant to your needs. Look at newspapers and other places people find out about jobs. Summarise your findings in written notes or a report to illustrate those findings.

As part of your reading you will need to look at tables, charts and diagrams about jobs and interpret what you find out. Put all the relevant information you have found into a final presentation, which you have planned to link with the assessment criteria for this unit (Adult Literacy or communication).

Assessment

This unit is assessed using a project defined by Edexcel. For further information see the Assessment and grading section on page 5.

The externally set assessment is designed to be undertaken when the learner is sufficiently prepared for the assessment. It may be taken over a period of time and may be divided into smaller parts to enable multi-staged assessment. Learners will benefit from feedback at task level to enable them to progress. The nature of the feedback should draw upon the actions needed by the learner to enhance the quality of their work.

The nature/form of evidence to be produced by learners is left to the discretion of centres. Generally, centres should aim to include a variety of different types of evidence to ensure that learner success is not dependent upon one specific skill, eg written communication.

It is suggested that the reading and writing elements of the Adult Literacy/communication skills units at Level 1 could be covered in the teaching and learning of this unit. The achievement of these Adult/key skills is not compulsory. If the centre decides to develop these skills and/or carry out an assessment as part of this unit, the specification and guidance published by QCA must be used. Learners need to gather evidence and would need to be registered separately.

Links

The key skills suggested for this unit is part of Adult Literacy/communication at Level 1. Key skills are separate qualifications and there is no compulsion here. However you will see that, by addressing the key skill of reading and writing, learners are automatically required to be selective and to interpret their findings: for example at Level 1 it is not enough for learners to present everything they know about pay.

Other key skills or wider key skills can be addressed. A way of achieving an aspect of one key skill in this unit is suggested.

This unit links with Unit 3: Developing Skills and Working Safely in Construction and health, safety and welfare content in the craft vocational units.


Suggested resources

Contact with organisations, sites and working professionals. Physical and other resources related to working life in construction and the built environment sector

Suggested reading

There is a wealth of careers information to be found, much of it of a local nature. School, college and public libraries will have much useful material and trade magazines, local and regional newspapers will all help the learner assess the job market at any given time.


Websites

www.citb.org.uk/careers

www.connexions.gov.uk

www.summitskills.org.uk


Unit 3: Developing Skills and Working Safely in Construction



Unit level: 1

Unit description

This unit provides you with an introduction to the health, safety and welfare issues associated with developing craft skills in the workshop. The unit content reflects the potential work environments to which you may be exposed and encourages you to be aware of hazards and risks at all stages. The knowledge, understanding and skills acquired in this unit will be reinforced during practical activities. There is also an opportunity for you to explore the typical causes of accidents and how health and safety issues are dealt with in the workplace.

This unit should be considered as an extended induction into workshop practices. You must therefore undertake this unit prior to undertaking any of the vocational option units or else study it alongside the vocational option craft units, with integrated delivery and assessment.

In relation to health and safety, centres are advised to read the Delivery approach section on page 11 and Annex D before delivering this unit.

This unit is internally assessed.



1 Find out how individuals might be exposed to potential harm in the workplace

2 Plan for working safely in the development of construction and building services craft skills

3 Identify and describe emergency procedures.




Improving own learning and performance:

LP1.1

You need to: Confirm understanding of your short-term targets, and plan how these will be met, with the person setting them.

LP1.2

You need to: Follow your plan, using support given by others to help meet targets. Improve your performance by:

a studying a straightforward subject

b learning through a straightforward practical activity.

LP1.3

You need to: Review your progress and achievements in meeting targets, with an appropriate person.


Content

1 Potential harm in the work place

Accidents: definition of an accident, caused by unsafe conditions or unsafe acts, current accident cause data

Tools and equipment: range of tools and equipment used in brickwork, carpentry and joinery, painting and decorating, plumbing, heating, ventilation, electrical installation work, maintenance work and setting out procedures

Work activities and environments: potential for harm when engaged in and when present on site, untidy sites, potential harm from manual handling, working at heights, below ground, in confined spaces and in proximity to vehicles and plant

Materials: potential for harm created by working with materials such as medium density fibreboard (MDF), paints, adhesives, preservatives, solders, lead and asbestos, waste

2 Working safely in construction and building services craft

Planning for work: check lists, tool-box talks, hazard identification exercises, risks assessment compliance

Gathering information on: items of personal protective equipment (PPE) used in specified work activities, selection of those to be used to reduce risk in specified work activities, risks associated with using materials and how these can be minimised

Workplace precautions: control, reduction, elimination or substitution of hazardous materials, control measures and use of PPE, working with COSHH and PUWER risk assessments

3 Emergency procedures

Emergencies: procedures in the event of an accident or near miss, duty to report dangerous conditions, methods typically used, procedures in the event of fire or other emergencies

First aid: objectives of first aid, priorities in treatment of casualties, how to get help, importance of not putting yourself at risk, contents of a first aid box


Assessment

This unit is internally assessed



P1 identify and describe a range of construction work environments that have the potential to cause harm

P2 identify a range of common construction materials that have the potential to cause harm

P3 describe your personal health and safety responsibility for yourself and others, and explain the use of personal protective equipment

P4 collect information on the control and safe use of hazardous materials

P5 describe evacuation procedures for a range of situations

P6 recognise the main objectives of first aid and list the contents of a first aid box


M1 explain your personal responsibilities for reporting hazards and dangerous occurrences to supervisors and line managers

M2 plan work incorporating practical safety measures for a vocationally specific area

M3 explain the procedures to be followed when a person is injured at work, indicating adequate and inadequate procedures


D1 select workplace precautions and PPE for different construction activities and workplaces

D2 plan work incorporating a PUWER and a COSHH risk assessments for the vocationally specific area



Delivery

This unit will be most effectively delivered using a combination of directed research on the part of the learner, case studies and hazard awareness exercises with appropriate support from the tutor. The internet can be used to find details of PPE and its application along with material hazards information. Development of checklists prior to workshop activity would both assist hazard awareness and could be part of the assessment evidence. PUWER and COSHH risk assessments must be used as an integral part of the learner’s plan of work and safe working practice in the vocational option units. Case studies and hazard spotting exercises should be used prior to workshop practice.


The suggested key skills activity is focused on improving own learning and performance. The learner should focus on learning by applying the knowledge and understanding gained in this unit to prepare a plan of practical work that may link with a vocational option unit where practical activity can reinforce learning and understanding. The learner needs to agree short-term targets with the tutor or supervisor and decide how the targets can be met. It will be necessary to identify and record short-term targets so that progress may be reviewed at regular intervals by both the learner and tutor.

Assessment

This unit is internally assessed. It is assessed by the centre and is subject to external verification by Edexcel through the National Standards Sampling (NSS) system.

It is suggested that all of the improving own learning and performance key skill units at Level 1 could be covered in the teaching and learning of this unit. The achievement of the skills is not compulsory. If the centre decides to develop these skills and/or carry out an assessment as part of this unit, the specification and guidance published by QCA must be used. Learners need to gather evidence and would need to be registered separately.

Product evidence from interrogation of the internet together with associated multiple choice questions could be used as formative checks of individual knowledge. Assignments based on simple work scenarios should be used to assess grading criteria on hazard awareness, emergency procedures and selection of PPE.

Integration with the practical work associated with the vocational option units will allow direct teacher assessment of working safely whilst developing skills. A signed teacher checklist for each student would provide valuable observed evidence.

Grade descriptions

Achievement of the criteria for a pass grade requires the learner to demonstrate an understanding of the way in which work activities and materials have the potential to cause harm, understand their personal responsibility not to endanger themselves or others, and to use PPE. The learner must also have gained knowledge of suitable evacuation and other emergency procedures. Comprehensive coverage of the issues is not expected at this level and this grade. It is anticipated that considerable guidance will be given to learners at this level.


To achieve the merit grade the learner must apply the knowledge, understanding and skills demonstrated in achieving the pass grade criteria by producing practical safety plans prior to starting work and differentiate between adequate and inadequate procedures when a person is injured. The learner must also demonstrate a knowledge of their various and individual responsibilities. A limited degree of guidance and supervision is expected at this level.

To achieve the distinction grade the learner must apply the knowledge, understanding and skills demonstrated in achieving the merit grade criteria and must also be able to select appropriate PPE for a range of work activities. The plan of work must incorporate safe use of equipment and safe use of a hazardous material with appropriate precautions taken from given risk assessment information used by the centre. It is anticipated that little or no guidance will have been given to the learner in performing the assessment.

Links


• Unit 1: Starting Work in Construction

• Unit 2: Working in Construction

• Unit 7: Developing Joinery Skills

• Unit 8: Developing Trowel Skills

• Unit 9: Developing Painting and Decorating Skills

• Unit 10: Developing Building Services Skills

• Unit 12: Basic Building Maintenance.

Suggested resources

Access to a wide range of safety literature is essential. Centres should ideally have self-assessment and other learning material on CD-Rom. This will stimulate student exploration of hazards and appropriate control measures. Other visual stimuli such as videos, slides or similar will be invaluable in delivering this unit. Centre risk assessments for PUWER and COSHH applicable to the vocational areas of work.

Textbooks

HSE — Essentials of Health & Safety at Work (HSE, 1994) ISBN: 071760716X

Websites

www.hse.gov.uk Construction section at HSE website


Unit 4: Personal Effectiveness



Unit level: 1

Unit description

This unit offers you the opportunity to explore your own potential by carrying out an audit of your skills related to the job market of the construction sector and by drawing up a curriculum vitae to present to employers.




1 Carry out a personal audit to help find suitable jobs

2 Explore your potential in relation to suitable jobs

3 Prepare a personal statement and portfolio for employment.



Improving own learning and performance LP1.1, 1.2 and 1.3

You need to: Show two examples of your ability to target-set, plan and review progress

Information technology IT1.1 and part of IT1.2

You need to: Find and present information for one purpose, using text


Content

1 Personal audit

Vocational skills: work-related experiences, eg part-time jobs, work experience, voluntary work; practical qualifications eg first aid, swimming certificates, Duke of Edinburgh awards

Physical skills: experience of working with hands, spatial understanding, experience of drawing (eg sketching, reading maps) hand-eye co-ordination, fit and able to climb ladders, able to work at height, good eye sight (colour blindness limitations)

Personal skills: appearance: dress eg formal, uniform, smart, casual, scruffy; posture, body language

Inter-personal skills: getting on with people, how you would relate to others in a work situation

Behaviour: expected behaviour, acceptable and unacceptable, modifying behaviour

Interests: eg outdoor, indoor, animals, people, plants, drawing, talking, music, film, theatre, travel, hobbies

2 Potential

Assessment: identify strengths and weaknesses eg self-assessment, assessment by others

Strengths: eg ability to listen and ask appropriate questions, confidence levels, ability to follow instructions, good timekeeping, administrative abilities, customer focus, getting on with other people (customers and colleagues), using initiative, learning new skills

Weaknesses: eg not able to listen and question appropriately; difficulties in following instructions and rules, eg timekeeping, hours of work, dress codes; inability to work as part of a team, inability to work independently

Matching strengths to job roles: personal strengths matched to different jobs – in job descriptions and personal specifications focusing on skills and qualifications

Action plan: goals, targets, timescale; content, personal and work-based development, evaluation, monitoring and review

3 Personal statement and portfolio

Personal statement: curriculum vitae (CV) ie life history, personal audit

Portfolio: preparation and practise of telephone skills, completed application forms, word-processed and hand written letter of application and letter of acceptance, evidence of preparation for interviews, eg how to dress, how to behave, arriving on time, appropriate behaviour, list of questions; evidence of (practise) interviews


Assessment



Pass

P1 Draw up a personal audit identifying your job-related skills

P2 Select a range of suitable jobs that interest you

P3 From your work on identifying job-related skills and suitable jobs, decide what your job-related strengths and weaknesses are

P4 Develop an action plan to improve upon your strengths and weaknesses over a period of time

P5 Prepare a personal statement suitable for sending to possible employers



Delivery

It might be the case that this unit builds upon work already carried out on records of achievement, or during career interviews, for example. However, the unit should be taught in the context of the vocational sector being studied, so that learners can explore their specific potential in the sector.

Alternatively, if this unit is used for induction purposes or as a taster, a number of sectors could be similarly explored.

A key aim of this unit is to match individual strengths to sector-specific job, roles and/or ambitions. It can offer the opportunity to explore freely the range of personality and psychometric testing available in the marketplace. It is likely that learners will already have experienced some form of such testing and it is a good idea to use their knowledge, experiences and collected evidence. However it is also a good idea to get the advice of local careers staff eg from Connexions, if learners are under 21, or from within the centre. The internet will also be a great source of information about careers and skills focuses but should be used carefully. Although this unit is designed to allow learners freedom of choice it should be remembered that a key outcome is to reflect on personal strengths and weaknesses related to the construction sector and to update/produce a marketable CV. The CV will change during the course of learners’ studies on this programme and they should be encouraged to update it.

Note that there are suggested activities that can lead to the achievement of the wider key skill of improving own learning and performance. Neither the suggested activities nor the unit are compulsory.

Suggested skills activities

To achieve the key skill: improving own learning and performance, you could devise two separate activities to discover more about yourself.

The first activity could be to plan to collect data on the different sorts of personality tests, that help them to work out their work related strengths and weaknesses, so that they can consider the sorts of job they could do. They would need to set some targets about what they expect to discover, eg psychometric tests, personality tests, tests on preferred learning styles.

Learners could review progress by trying out the tests and seeing if their ideas about themselves have changed.

A second activity could have as its outcome a completed personal statement. The learner could achieve this by planning to collect materials and references about themselves, gathering these into a personal portfolio, which can then be sorted to produce a CV. Target setting might relate to time scales for doing this. An individual plan could relate to a method of doing this.

To achieve part of the IT unit the learner could produce a review of their progress in collecting data using word-processing and produce a CV by using the computer.

Note that to get the whole of the IT unit the learner would have to find information for, and produce, two documents, using text, image and number. If they want to do this, they need to plan the two pieces of work very carefully.


Assessment

Learners must achieve the requirements of the assessment criteria to pass this unit. This unit is assessed only at pass level. It is assessed by the centre and is subject to external verification by Edexcel through the National Standards Sampling (NSS) system.

The achievement of the wider key skill of improving own learning and performance is not compulsory. If it is decided to develop these skills and/or carry out an assessment as part of this unit the standards and guidance published by the QCA should be used. Learners would need to gather evidence and they would need to be separately registered with Edexcel.

Links

This unit will have most value for learners if it is linked with other units in the sector being studied. Many learners will already have completed associated work in careers lessons, for example, and this should be used to inform their work at this point in their personal and professional development.

Many key skills can be related to this unit. However one specific example (improving own learning and performance) has been selected and activities have been suggested.

Suggested resources

Textbooks

Freeman R — How to Study Effectively (NEC, 1999) ISBN: 1853568163

Hitchin P — Getting Your First Job (How To Books, 1996) ISBN: 1857033000

Johnson J — Writing Successful Job Applications (NEC, 1994) ISBN: 1853564885

Surridge M — Applied Business for GCSE (Collins, 2002) ISBN: 0007138083 (pages 118–121)

Vivien D and Ray G — Your First Job: Choosing, Getting and Keeping It (Kogan Page, 1997) ISBN: 0749421509

Further reading

Survival Skills in the Workplace leaflets (Basic Skills Agency) — straightforward information about skills needed for 10 popular areas of employment

CD-Rom

The Jobsearch Reading Disc (Basic Skills Agency)

Useful address

Connexions Service National Unit Department for Education and Skills Moorfoot Sheffield S1 4PQ

Website: www.connexions.gov.uk

Careers Service (over-21s)


Websites

www.ajobtoday.co.uk/jobhuntguide.asp careers advice

www.careersportal.co.uk online careers service, part of the National Grid for Learning

www.gojobsite.co.uk/career/ careers advice


Unit 5: Social Responsibility at Work



Unit level: 1

Unit description

The focus of this unit is on recognising the contribution you can make in your working environment in the sector.

You will look at your place of work, the environment you work in, why it is important to have legal systems to protect you and the people that you work with, and how you might have an influence on society through an exploration of environmental issues at work.




1 Investigate the environmental issues in work

2 Explore how the law affects people in work.

Suggested skills opportunity

This unit provides you with the opportunity to develop the following skills:

Improving own learning and performance: LP1.1

You need to: Confirm understanding of your short-term targets, and plan how these will be met, with the person setting them.


You need to: Follow your plan, using support given by others to help meet targets:

a) studying a straightforward subject

b) learning through a straightforward practical activity.


You need to: Review your progress and achievements in meeting targets, with an appropriate person.


Content

1 Environment issues in work

Energy conservation and recycling: eg minimising use of materials; use of biodegradable materials; reusing materials eg recycling printer cartridges; recovering materials; disposing of materials; costs and savings to organisations

Cleaner environment: eg air quality, pollution levels, litter, waste disposal; public health policies in the workplace, eg anti-smoking regulations, anti-alcohol regulations, lighting, radiation

Health and hygiene relating to work: eg personal cleanliness, general health care policies for employees, private health insurance

Alternative methods of transport: walking, cycling, motor vehicle, using public transport, eg trains, trams, underground, bus; new developments in transport, eg congestion charging, alternative fuels on public transport

2 The law

How the law helps you at work: why laws exist, what they are (ie Acts of Parliament), their purpose

Health and Safety at Work Act: eg working hours, breaks, minimum temperatures and lighting, personal responsibility and protective equipment (PPE)

PUWER: age restriction, training requirements, working to risk assessment

Other laws affecting you at work: eg equal opportunities (gender, race, religious faith, disability), equal pay, data protection, minimum pay, dangerous substances, Clean Air Act, transport


Assessment



Pass

P1 Discuss the environmental factors that are important to a chosen job role

P2 Describe the laws that are most important to one job

P3 Explain why you think some work-related laws may be more important than others



Delivery

The idea behind this unit is that learners will understand that the workplace in the sector is part of their social fabric, is dynamic, and that, as workers, they can have some influence on changes that happen.

The assessment is designed to include opportunities for learners to reflect on what they have learnt and, as a result, be able to make their own value judgements and express these. This element, in particular, applies to the final assessment criterion.

This unit could be completed during a period of work experience or work shadowing and the evidence could be collected during this time, using simple survey and observation techniques (eg questionnaires, interviews, discussion, observation checklists, diary or logbook). Alternatively each outcome could be viewed separately, particularly with a less confident group of learners. In this case, tasks or activities could be related to current issues in the media, particularly if it is necessary to teach this unit theoretically. It is advisable to design a scheme of work and identify teaching and learning activities for the outcomes to be fully met.

An alternative way of teaching this unit would be to focus on the wider key skill of improving own learning and performance and an example activity is included. (It is not a requirement to assess improving own learning and performance.)

Suggested skills activities

You might be given a task which could be finding out about either:

a environmental issues, or

b the ‘rules’ that influence us in the workplace. For example, why there are rules and regulations in many different places, especially the workplace. Plan to find out about these rules and regulations — why they exist and how they affect work. Report back your findings, and link them to your own experiences. If you are not at work you might talk to others who are in paid employment or voluntary work.

Learners can listen to discussion on the environment or legal issues and make some notes about how they will achieve their objectives, or find out what the tutor would like them to find.

It will help if they have a short plan of what they want to find out and how they might find it out.

They can decide if they are going to do a group activity or just carry out research on their own, or their tutor could instruct them.

Carry out research using the internet, discussion, textbooks, video, television programmes or radio.

Activity checklist

• Activity given

• Plan objectives

• Carry out task with others

• Review, identify progress, and suggest ways of improving work.


Assessment


The way they achieve these requirements will normally be by gathering information for a portfolio from a planned teaching, learning and assessment scheme. The evidence should be from a variety of sources (eg presentation, video, audio, written reports, written statements, graphics).

The achievement of the wider key skill of improving own learning and performance is not compulsory. If it is decided to develop these skills and/or carry out an assessment as part of this unit the standards and guidance published by the QCA should be used. Learners would need to gather evidence and they would need to be separately registered with Edexcel.

Links

This unit should be linked clearly into other unit(s) within the sector, particularly Unit 3: Developing Skills and Working Safely in Construction.

The suggestion is that all of improving own learning and performance could be covered in the teaching and learning of this unit. However it is necessary to be familiar with the separate assessment requirements of improving own learning and performance in order to be able to recognise and record achievement.

Suggested resources

Textbook

The Basic Skills Agency — Citizen 2000 Pack (Basic Skills Agency) ISBN: 1859900984

Useful addresses

BTEC Environmental Initiative — Guidance for Incorporation of Environmental Components into BTEC Programmes

BBC Educational Publishing BBC White City 201 Wood Lane London W12 7TS

Website: www.bbc.co.uk/education/

Consumers’ Association 2 Marylebone Road London NW1 4DX

Website: www.which.net

Citizenship Foundation Ferroners House Shaftesbury Place (off Aldersgate Street) London EC2Y 8AA

Website: www.citfou.org.uk

Foundation for Citizenship Liverpool John Moores University Roscoe Court 4 Rodney Street Liverpool L1 2TZ

Website: http://cwislivjm.ac.uk/citizen

Civil Liberties Trust 21 Tabard Street London SE1 4LA

Website: http://charitiesdirect.com

Hansard Society St Philips Building North Sheffield Street London WC2A 2EX

Website: www.hansard-society.org.uk


Commission for Racial Equality Elliott House 10–12 Allington Street London SW1E

Website: www.cre.gov.uk

Inland Revenue Education Service PO Box 10 Wetherby West Yorkshire LS23 7EH

Website: www.inlandrevenue.gov.uk/leaflets/schools.htm

Institute for Citizenship 62 Marylebone High Street London W1M 3AF

Website: www.citizen.org.uk

National Consumer Council 20 Grosvenor Gardens London SW1W ODH

Website: www.ncc.org.uk

Magistrates’ Association Magistrates in the Community 28 Fitzroy Square London W1T 6DD

Website: www.magistrates-association.org.uk

Parliamentary Education Unit Room 604 Norman Shaw Buildings (N) London SW1A 2TT

Website: www.explore.parliament.uk

Minority Rights Group 379 Brixton Road London SW9 7DE

Website: www.minorityrights.org

Tidy Britain Group Elizabeth House The Pier Wigan WN3 4EX

Website: www.tidybritain.org.uk

Websites

www.cee.org.uk Council for Environmental Education

www.carymoor.org.uk environmental education centre suitable for learners at all levels

www.doingyourbit.org.uk what the individual can do to conserve environmental resources

www.environment-agency.gov.uk Environment agency

www.envirowise.gov.uk offers free publications on resource efficiency in the workplace

www.hse.gov.uk/workers Health and Safety Executive page, specifically for people in the workplace

www.troubleatwork.org.uk rights at work and laws in the workplace, from a health and social care perspective

www.worksmart.org.uk/rights/index.php straightforward guide to rights at work


Unit 6: Financial Management



Unit level: 1

Unit description

This unit is designed to provide you with the knowledge and confidence to manage your money by looking at how money is earned and developing personal budgeting skills.




1 Explore sources of income

2 Investigate managing personal finance

3 Understand how to produce a personal budget.



Information technology: IT1.1

You need to: Find, explore and develop information for two different purposes.


You need to: Present information for two different purposes. Your work must include at least one example of text, one example of images and one example of numbers.


Content

1 Sources of income

At work: for types of employment eg self-employed, freelance, employee; gross and net income, basic pay; payments added eg overtime, bonuses

Deductions: eg tax; national insurance contributions, income tax, pensions/superannuation, union subscriptions, charitable donations

Other: allowances and benefits eg housing, council tax benefit; interest from savings, inherited money, borrowed money

Out of work: benefits available eg Jobseekers’ Allowance, Income Support, Child Benefit, Housing Benefit, Working Families’ Tax Credit

2 Managing personal finance

Attitudes to work and money: spend or save, gambling, expectations, spending habits, money and lifestyles

Using banks, building societies, post offices: help provided, accounts, short and long term eg car, holiday, unexpected expenses; saving schemes eg ISAs, internet and telephone accounts; loans eg banks, family, loan-sharks

Running a bank or building society account: using a chequebook, credit, debit and cash cards, paying bills, remaining in credit

Personal finance records: checking up to date bank statements; checking credit and debit card accounts, eg store and Visa cards; home shopping, internet accounts

3 Produce a personal budget

Personal budgeting: planning income and expenditure over time to meet identified goals

Income: eg salary, wage, savings, tips, benefits

Expenditure: regular outgoings eg rent, gas, electricity, household bills, TV licence, travel fares; irregular outgoings eg holiday, leisure, unexpected bills


Assessment



Pass

P1 Investigate sources of income

P2 Explain how work income is made up

P3 Provide information to help manage personal finances

P4 Plan how you would manage your personal finances

P5 Discuss the importance of managing your personal finances

P6 Produce a personal budget over an agreed period of time



Delivery

This unit aims to provide learners with the skills and relevant knowledge to become more financially aware and to enable them to make realistic decisions when managing their money.

Expectations of what learners can investigate and understand will need to be realistic and should relate to discussion of their earnings potential and relate this to skills, experience and qualifications. One suggestion is to provide the group with a collection of leaflets from varying financial institutions for learners to access. Alternatively learners could gather and categorise their own materials from financial institutions. The important thing is that the information about services provided for the individual should be up-to-date and relevant.

One suggested way of teaching this unit would be to focus on the key skill of information technology and an example activity is included. However the information technology key skill unit must be assessed separately and the tutor should become familiar with the assessment requirements of the unit.

Alternatively each outcome could be looked at separately — this approach could be more appropriate with a less confident group of learners. In this case, the emphasis should be on varied and stimulating activity. For example, carry out a survey on the spending habits of a group of young people, prepare a presentation of findings on the connection between how much money people have and their attitude to budgeting. Group discussion should provide the learners with opportunities to develop their ability to communicate effectively, to listen to other people’s points of view, and to re-evaluate their opinions.

It is advisable to design a scheme of work and identify teaching and learning activities for the outcomes of this unit to be fully met. The activities and tasks used to investigate the skills involved in money management should make learners aware of the process they have gone through when making decisions and provide a framework which they can use when faced with having to make their own decisions.


This suggested activity gives you the opportunity to apply your key skills knowledge by presenting your findings of an investigation into:

a sources of income, and

b managing personal finance.

They should also produce a detailed personal budget for an appropriate job of their choice within the construction and built environment sector.

They could word-process a report of their findings showing the different sources of income available to people if they are, or are not, in work. The report should also discuss different places and methods of keeping money safe, the skills involved in handling money and also the importance of budgeting.

An example of a budget, using a spreadsheet and graphs/charts should be included as part of a word-processed report.

In order to achieve two different purposes, the learner would need to produce two different reports, one for the members of their group to show their findings on earnings in the sector and one to be a presentation for those who know nothing about job opportunities in the sector.


Activity checklist

• Plan your investigation

• Gather the relevant information

• Summarise your findings

• Produce the reports, (using text, number and images), to meet the objectives of the activity

• Review and suggest ways of improving your work.

Assessment


The way they achieve these requirements will normally be by gathering information for a portfolio from a planned teaching, learning and assessment scheme. The evidence should be from a variety of sources (eg presentation, video, audio, written reports, written statements, graphics).

It is suggested that the some elements of the Information Technology key skills unit at Level 1 could be covered in the teaching and learning of this unit. The achievement of these skills is not compulsory. If the centre decides to develop these skills and carry out an assessment as part of this unit, the specification and guidance published by QCA must be used. Learners need to gather evidence and would need to be registered separately.

For further information see the Assessment and grading section on page 5.

Links

This unit should be linked clearly to other units within the sector.

It is suggested that all of the information technology key skill unit (level 1) could be covered in the teaching and learning of this unit. However it is necessary to be familiar with the separate assessment requirements of this key skills unit in order to be able to recognise and record achievement.

Suggested resources

A wide range of resources is available from financial providers (eg information leaflets, money management activities designed to help learners to develop specific skills involved when dealing with personal finance). Financial providers sometimes provide specially trained staff to work with learners.

The following organisation provides a learning framework to support the planning of a personal finance programme. Included are case studies and a directory of resources that the tutor may find helpful.


Textbooks

The Basic Skills Agency — Making the Most of Your Money (The Basic Skills Agency)

The Basic Skills Agency — Work Out Pack (The Basic Skills Agency) ISBN: 1859900860

Hall A — Money for Life (Coronet, 2000) ISBN: 034079321X — straightforward advice on all aspects of personal finance

Hall A — Your Money or Your Life (Hodder & Stoughton, 2002) ISBN: 0340823194 — simply written guide to personal finance, linked to TV series

Websites

www.lifeoutlined.co.uk financial advice for different life stages and situations

www.moneysupermarket.com compare UK bank and building society accounts to choose the most suitable

www.pfeg.org Personal Finance Education Group (PFEG)

www.support4learning.org.uk/money/money_manage.htm straightforward information aimed at students


Unit 7: Developing Joinery Skills

Unit type: Certificate and Diploma Learning hours: 60 hours

Unit level: 1

Unit description

This unit introduces you to the commonly used hand tools, equipment and craft skills required to produce basic joinery items and to finish and prepare such joinery items to receive a suitable applied finish. Emphasis is placed on the correct selection and safe use of all hand tools, equipment and materials. You have the opportunity to develop an understanding of the principles, methods, and safe working practices involved in the setting out, assembly, and finishing of simple joinery items.

It is assumed that you will either have successfully completed Unit 3: Developing Skills And Working Safely In Construction before starting this unit, or that you will be studying Unit 3 alongside this unit, using an integrated delivery and assessment approach.

In relation to health and safety, centres are advised to read the Delivery approach section of the guidance on page 11 and Annex D before delivering this unit.




1 Select appropriate tools and personal protective equipment to carry out simple joinery tasks

2 Apply safe working practices to the use of hand tools and equipment to produce simple joinery items

3 Apply safe working practices to the finish and preparation of joinery items to receive suitable applied finishes.



Problem solving:

PS1.1

You need to: Confirm your understanding of the given problem with an appropriate person and identify two options for solving it.

PS1.2

You need to: Plan and try out at least one option for solving the problem, using advice and support given by others.


Content

1 Tools and personal protective equipment

Hand tools: steel rule, tri-square, pencil, marking/mortice gauge, mallet, tenon saw, mortice/bevel-edged chisels, wheel brace, screwdrivers, smoothing plane, sandpaper and block

Personal protective equipment: safety footwear and other PPE as appropriate

2 Simple joinery items

Simple joints: housing, through/corner halving, mortice and tenon

Frames: simple frames made from ready-planed square sections to include the range of joints listed above, simple estimates of quantities of materials required

Health, safety, and welfare: maintenance of a clean and tidy work space, identification of any hazards associated with given tasks, use of safe practices to minimise risks from identified hazards

3 Suitable applied finishes

Finish with plane: use of cleaning-up board to plane up faces and edges

Finish with sandpaper: sandpaper to remove arrises and prepare for application of surface treatment


Assessment




P1 identify and select hand tools and PPE as appropriate

P2 identify any hazards associated with the work to be undertaken and work safely

P3 form simple joints in timber

P4 make and assemble simple frames incorporating a two or more different joints to a given specification

P5 finish assembled frames by planing and sanding to receive a paint finish


M1 make and assemble a frame incorporating four different joints to a given specification

M2 finish assembled frames to accept a smooth varnish finish

M3 use good practice to minimise health, safety and welfare risks


D1 demonstrate a systematic approach to the planning and production of the given tasks

D2 produce an approximate estimate of the quantity of materials required to carry out the tasks



Delivery

It is intended that this unit will provide learners with their first experience of the practical skills associated with the production of simple joints and frames in timber, together with any job knowledge required to underpin such practical skills. Learners must be allowed considerable opportunity to develop their knowledge and practical skills and this should be facilitated through extensive use of supervised practical workshop activities allied to group teaching and demonstrations of the theories, equipment and techniques involved.

Learners and tutors are encouraged to view the optional vocational units as ‘tasters’ in that they afford the learner an opportunity to experience the type of work involved in discrete vocational areas. Introductory qualifications are at level 1 in the National Qualifications Framework (NQF) and this influences both the breadth and depth of study. Also, the time recommended for delivery and assessment of the vocational units is limited to sixty hours. As a consequence, the range of skills learned is not comparable with the first year of an NVQ in any of the construction crafts and direct equivalence is neither implied nor should be assumed.


All construction craft tasks are in fact problems to be solved (often in three dimensions) in a given time, with available tools and within a given price range. The solutions to the problems are the conventional techniques, methods and procedures that craftspeople have developed to address the work they face on a daily basis. The learner will need to suggest at least two ways of addressing the task set, should discuss the selected options (materials, tools, techniques and so on) with a responsible and competent person and should respond positively to any advice given. He or she should then select a viable option, test that option and evaluate the success of the selected option.

Assessment


It is suggested that some of the problem solving key skills unit at Level 1 could be covered in the teaching and learning of this unit. The achievement of the skills is not compulsory. If the centre decides to develop these skills and/or carry out an assessment as part of this unit, the specification and guidance published by QCA must be used. Learners need to gather evidence and would need to be registered separately.

Achievement of the grading criteria may best be attained through contextualised, vocationally related, practical experience with tasks specifically designed with the grading criteria in mind.

Grade descriptions

Achievement of the pass grading criteria for this unit should include the correct identification and selection of commonly used hand tools and their related hazards. Learners should also be able to set out, cut, and form timber joints and frames to given specifications. It is anticipated that work will be to a reasonable standard and considerable guidance will be given to learners at this level.


To achieve the merit grade the learner must, in addition to meeting the pass grade criteria, demonstrate understanding and application of good health and safety practice. The work produced should be of an acceptable and consistent standard. A limited degree of guidance and supervision is expected at this level.

To achieve the distinction grade learners must achieve the merit grade criteria and demonstrate sound planning and a logical approach to the tasks at hand. It is anticipated that little or no guidance will have been given to the learner in performing the assessment.

Links




Suggested resources

The learners will require access to work benches, hand tools and materials of a nature and standard typical of a proper work environment.

The learning environment must be a safe place of work with adequate space for the safe construction of timber joints and frames, adequate washing facilities, access to first aid facilities and storage for PPE.

Textbooks

Brett P — Carpentry and Joinery for Building Craft Students 1 (Nelson Thornes, 1993) ISBN: 0748702873

Porter B — Carpentry and Joinery Volume 1 (Butterworth-Heinemann, 2001) ISBN: 0713134569


Unit 8: Developing Trowel Skills


Unit level: 1

Unit description

This unit introduces you to the commonly used hand tools, personal protective equipment and craft skills required to construct and maintain basic brickwork structures.

Emphasis is placed on the correct selection and safe use of the appropriate tools and equipment used to carry out simple brickwork processes.

There is an opportunity for you to develop an understanding of the principles, methods and safe work practices involved in the preparation and mixing of lime-based mortars for the application of new joint finishes to existing masonry structures.

It is assumed that you will either have successfully completed Unit 3: Developing Skills and Working Safely in Construction before starting this unit, or that you will be studying Unit 3 alongside this unit, using an integrated delivery and assessment approach.





1 Recognise and select the appropriate hand tools and personal protective equipment required to undertake simple brickwork tasks

2 Apply safe working practices to produce solid brick walling to straight lengths in stretcher bond

3 Apply safe working practices to the application of new joint finishes to existing masonry structures.



Problem solving:

PS1.1


PS1.2



Content

1 Hand tools and personal protective equipment

Hand tools: walling trowel, pointing trowel, jointing iron, spirit level, builders line and pins, tingle, corner blocks, club hammer, bolster chisel, brick hammer, hawk, soft brush

Personal protective equipment: eye protection, safety boots, hand barrier cream and other PPE as appropriate

2 Solid brick walling

Half-brick walling: to straight lengths in stretcher bond with stopped ends, ten courses high, simple estimates of quantities of materials required

Health, safety and welfare: maintenance of clean and tidy work space, identification of any hazards associated with given tasks, use of safe practices to minimise risks from identified hazards

3 New joint finishes

Mortar preparation: methods of gauging and mixing lime based mortar for new joint applications, simple estimates of quantities of materials required

Joint application: new joint finishes to include flush, recessed, weather-struck, struck and half-round tooled finishes



Assessment




P1 identify and select hand tools and personal protective equipment as appropriate


P3 identify the bonding arrangement used in stretcher bond walling

P4 identify a range of basic joint finishes

P5 produce mortar to given specifications using appropriate methods for gauging

P6 use hand tools to lay bricks in stretcher bond and form new joint applications to a given specification


M1 produce finished brickwork in stretcher bond with plumb stop ends to a given specification

M2 produce joint applications showing neatness and weather resistance







Delivery

It is intended that this unit will provide learners with their first experience of the practical skills associated with the production of brickwork, mortar preparation and joint application together with any job knowledge required to underpin such practical skills. Learners must be allowed considerable opportunity to develop their knowledge and practical skills and this should be facilitated through extensive use of supervised practical workshop activities allied to group teaching and demonstrations of the theories, equipment and techniques involved.

Learners and tutors are encouraged to view the optional vocational units as ‘tasters’, in that they afford the learner an opportunity to experience the type of work involved in discrete vocational areas. Introductory qualifications are at level 1 in the National Qualifications Framework (NQF) and this influences both the breadth and depth of study. Also, the time recommended for delivery and assessment of the vocational units is limited to sixty hours. As a consequence, the range of skills learned is not comparable with the first year of an NVQ in any of the construction crafts and direct equivalence is neither implied nor should be assumed.


All construction craft tasks are, in fact, problems to be solved (often in three dimensions) in a given time, with available tools and within a given price range. The solutions to the problems are the conventional techniques, methods and procedures that craftspeople have developed to address the work they face on a daily basis. The learner will need to suggest at least two ways of addressing the task set, should discuss the selected options (materials, tools, techniques and so on) with a responsible and competent person and should respond positively to any advice given. He or she should then select a viable option, test that option and evaluate the success of the selected option.

Assessment




Grade descriptions

Achievement of the pass grading criteria for this level should include the completion of requisition orders for tools and equipment, a basic understanding of construction drawings and specifications and the completion of practical activity task sheets. These tasks should demonstrate the learner’s knowledge and understanding of basic brickwork operations and the craft skills needed to construct solid walls, the preparation of mortar and application of new joint finishes. It is anticipated that work will be of a reasonable standard and considerable guidance will be given to learners at this level.


To achieve the merit grade the learner must apply the knowledge, understanding and skills demonstrated in achieving the pass grade criteria to the preparation of mortar, produce walling details to an acceptable and consistent standard as specified with both ends finished to a reasonably plumb stop end, and apply new joint finishes to a consistent standard as specified. A limited degree of guidance and supervision is expected at this level.

To achieve the distinction grade the learner must apply the knowledge, understanding and skills demonstrated in achieving the merit grade criteria and must also demonstrate a systematic approach to the tasks performed, an ability to evaluate their own performance and make suggestions for improvement. They must also understand how to estimate the quantities of materials required. It is anticipated that little or no guidance will have been given to the learner in performing the assessment.

Links




Suggested resources

The learners will require access to hand tools and materials of a nature and standard typical of a proper work environment.

The learning environment must be a safe place of work with adequate space for spot boards and the safe construction of brickwork exercises, adequate washing facilities for the removal of mortar from exposed skin, access to first aid facilities and storage of PPE.

Textbooks

Brett P — Nelson Thornes Construction NVQ Building Craft Foundation (Nelson Thornes, 2002) ISBN: 074876531X

BDA — Brick Development Association — Guide to Successful Brickwork (Butterworth-Heinemann, 2000) ISBN: 0340758996

Nelson T and Nash W G — Brickwork 1 (Nelson Thornes, 1983) ISBN: 0748702660


Unit 9: Developing Painting and Decorating Skills


Unit level: 1

Unit description This unit introduces you to the commonly used hand tools, equipment and craft skills required to perform basic painting and decorating operations. Such operations will include the application of paint to either new or previously painted surfaces and the application of either preparatory or non-patterned wallpapers to walls. Emphasis will be placed on the correct selection and safe use of all relevant hand tools, materials and low-level access equipment. It is assumed that you will either have successfully completed Unit 3: Developing Skills and Working Safely in Construction before starting this unit, or that you will be studying Unit 3 alongside this unit, using an integrated delivery and assessment approach. In relation to health and safety, centres are advised to read the Delivery approach section on page 11 and Annex D before delivering this unit.




1 Recognise and select appropriate hand tools, materials and personal protective equipment to carry out simple painting and decorating tasks.

2 Apply safe working practices to the use of hand tools and equipment to apply either water-based or solvent-based paints to new or previously painted surfaces.

3 Apply safe working practices to apply either preparatory or non-patterned wallpapers to walls.



Problem solving:

PS1.1


PS1.2



Content

1 Hand tools, materials and personal protective equipment

Hand tools: scrapers, filling knives, paint kettles, paintbrushes, paint rollers and paint roller trays

Materials: matt, soft sheen and silk emulsion paints, solvent-based primers, undercoats and finish coats

Personal protective equipment: safety boots, bib and brace overalls, hand barrier cream and other PPE as appropriate

2 Water-based or solvent-based paints

Water based: vinyl matt, vinyl soft-sheen and vinyl silk emulsion, simple estimates of quantities required

Solvent based: wood primer, undercoat, eggshell and gloss finish, simple estimates of quantities required


Access equipment: erect, use, dismantle and store stepladders and trestle working platforms as appropriate

3 Preparatory or non-patterned wallpapers

Wallpaper: lining paper and blown-vinyl paper, simple estimates of quantities required

Pastes: all purpose paste, simple estimates of quantities required




Assessment




P1 select a range of basic hand tools used for simple painting and decorating tasks

P2 identify a range of solvent and water-based paints

P3 identify a range of personal protective equipment required for simple painting and decorating tasks

P4 use brushes and rollers to apply solvent or water-based paints to a reasonable standard

P5 use hand tools to hang lining paper or blown-vinyl paper to straight walls

P6 clean the work area, all tools and access equipment and return same to storage


M1 carry out decorative activities with cutting-in reasonably neat and paper hung with no bubbles, no wrinkles and no significant gaps or overlaps


M3 use good practice to erect, use, dismantle and store stepladders and trestle working platforms safely and efficiently






Delivery

It is intended that this unit will provide learners with their first experience of the practical skills associated with the application of water-based and solvent-based paints and non-patterned wallpapers, together with any job knowledge required to underpin such practical skills. Learners must be allowed considerable opportunity to develop their knowledge and practical skills and this should be facilitated through extensive use of supervised practical workshop activities allied to group teaching and demonstrations of the theories, equipment and techniques involved.



All construction craft tasks are, in fact, problems to be solved (often in three dimensions) in a given time, with available tools and within a given price range. The solutions to the problems are the conventional techniques, methods and procedures that craftspeople have developed to address the problems they face on a daily basis. The learner will need to suggest at least two ways of addressing the task set, should discuss the selected options (materials, tools, techniques and so on) with a responsible and competent person and should respond positively to any advice given. He or she should then select a viable option, test that option and evaluate the success of the selected option.

Assessment


It is suggested that some of the problem solving key skills unit at Level 1 could be covered in the teaching and learning of this unit. The achievement of the skills is not compulsory. If the centre decides to develop these skills and/or carry out an assessment as part of this unit, the specification and guidance published by QCA must be used. Learners need to gather evidence and would need to be registered separately. Achievement of the grading criteria may best be attained through contextualised, vocationally related, practical experience with tasks specifically designed with the grading criteria in mind.


Grade descriptions

Achievement of the pass grading criteria for this level should include the correct identification and selection of commonly used hand tools and their related hazards. Learners should also be able to identify and select a range of personal protective equipment. In addition to this learners will need to demonstrate the use of brushes, rollers and hand tools to apply paints and wallpapers to straight walls to a reasonable standard. It is anticipated that considerable guidance will be given to learners at this level.

To achieve the merit grade the learner must, in addition to meeting the pass grade criteria, demonstrate understanding and application of good health and safety practice. Paint and wallpaper application must be demonstrated to an acceptable and consistent standard. The learner will also need to erect, use, dismantle and store low-level access equipment in a safe and efficient manner. A limited degree of guidance and supervision is expected at this level.

To achieve the distinction grade learners must demonstrate sound planning and a systematic approach to the tasks at hand. In addition to this the learner will need to demonstrate the ability to estimate material quantities for given tasks. It is anticipated that little or no guidance will have been given to the learner in performing the assessment.

Links




Suggested resources

The learners will require access to hand tools, materials and low-level access equipment of a nature and standard typical of a proper work environment.

The learning environment must be a safe place of work with adequate space, adequate ventilation, adequate washing facilities, access to first aid facilities and storage for PPE.

Learners will also require access to a technical library with current texts on construction and the built environment. Internet access will give learners the opportunity to develop skills in e-learning but this will need careful management by the teacher.

Textbooks

Fulcher A — Painting & Decorating: An Information Manual (Blackwell Science, 1998) ISBN: 0632041595


Unit 10: Developing Building Service Skills


Unit level: 1

Unit description

This unit introduces you to the commonly used hand tools, equipment, components and craft skills required to perform basic building services operations. You will have the opportunity to position and secure plumbing, ductwork and electrical components and to connect and test such components under supervision.


Emphasis is placed on the correct selection and safe use of all hand tools, equipment and materials. In relation to health and safety, centres are advised to read the Delivery approach section on page 11 and Annex D before delivering this unit.




1 Recognise and select appropriate tools, materials and personal protective equipment to carry out simple building services operations.

2 Apply safe working practices to the use of hand tools and equipment to perform basic mechanical services operations.

3 Apply safe working practices to the use of hand tools and equipment to perform basic electrical operations.



Problem solving:

PS1.1


PS1.2



Content

1 Tools, materials and personal protective equipment

Tools: hacksaw, wheel cutter, file, wire wool, wrench, grips, spanner, bending spring, blow-torch, electrician’s screwdriver, spanner, craft knife, pliers with insulated handles, wire strippers, tin snips, sheet metal formers

Materials: copper pipe, PVC tubing, jointing paste, flux, PVC insulated flex

Components: PVC traps (P or S outlets), conventional or modern pillar taps, 13A fused sockets, light fittings, 60W light bulbs, 3A and 13A cartridge fuses

Personal Protective Equipment: safety gloves, goggles, safety boots/shoes, other PPE as appropriate

2 Basic mechanical services operations

Tasks: construction of pipe rig from copper tube with minimum two capillary joints, two compression joints including one Tee junction and three 90° bends; connection of hot and cold water taps and tubular swivel trap to sink; testing of both tasks under supervision, simple estimates of quantities of materials required; form a section of ductwork/trunking from sheet metal to be incorporated into electrical installation


3 Basic electrical operations

Tasks: wiring a simple lighting rig with minimum of four light fittings in parallel; wiring a simple ring main with minimum four 13A fused and earthed sockets; testing of both tasks under supervision, simple estimates of quantities of materials required

Health, safety and welfare: maintenance of clean and tidy work space, isolation of supply, identification of any hazards associated with given tasks, use of safe practices to minimise risks from identified hazards


Assessment




P1 identify and select hand tools and personal protective equipment as appropriate


P3 describe the correct way to perform each of the mechanical tasks specified

P4 describe the correct way to perform each of the electrical circuits specified

P5 use hand tools to perform simple mechanical and electrical tasks to a given specification


M1 produce finished mechanical services work with watertight joints, straight pipe and ductwork runs and angles

M2 produce finished electrical work with all connections safe and correct and light fittings and sockets securely mounted in a regular arrangement







Delivery

It is intended that this unit will provide the learners with their first experience of the practical skills associated with mechanical services and electrical systems related to the area of building services. Tasks will include the installation, fabrication and testing of components but this must be underpinned by the basic knowledge required to perform each practical application. Learners must be allowed to develop their knowledge and practical skills and this should be facilitated through supervised practical workshop activities in conjunction with tutor demonstration, peer group sessions supported with related theories, equipment and techniques required to carry out the tasks.

Health, safety and welfare issues are of the greatest importance in this unit. Risk assessments for practical work should take account of the particular hazards associated with mechanical services and electrical work and the competence, experience and maturity of the learners. This is particularly relevant to younger learners because of their lack of awareness of potential risks and their comparative immaturity. Testing of simple electrical circuits should be done at low voltage under strict supervision with the work checked by experienced tutors prior to testing. Tutors and assessors must have a good working knowledge of the IEE (Institution of Electrical Engineers) 16th Edition Wiring Regulations.

Learners and tutors are encouraged to view the optional vocational units as ‘tasters’ in that they afford the learner an opportunity to experience the type of work involved in discrete vocational areas. Introductory qualifications are at level 1 in the National Qualifications Framework (NQF) and this influences both the breadth and depth of study. Also, the time recommended for delivery and assessment of the vocational units is limited to 60 hours. As a consequence, the range of skills learned is not comparable with the first year of an NVQ in any of the construction crafts and direct equivalence is neither implied nor should be assumed.


All construction craft tasks are in fact problems to be solved (often in three dimensions) in a given time, with available tools and within a given price range. The solutions to the problems are the conventional techniques, methods and procedures that craftspersons have developed to address the work they face on a daily basis. The learner will need to suggest at least two ways of addressing the task set, should discuss the selected options (materials, tools, techniques and so on) with a responsible and competent person and should respond positively to any advice given. He or she should then select a viable option, test that option and evaluate the success of the selected option.

Assessment

This unit is assessed internally. It is assessed by the centre and is subject to external verification by Edexcel through the National Standards Sampling (NSS) system.




Grade descriptions

Achievement of the pass grading criteria for this level should include the completion of requisition orders for tools and equipment, a basic understanding of services drawings and specifications and the completion of practical activity task sheets. These tasks should demonstrate the learner’s knowledge and understanding of basic mechanical services and electrical operations and the craft skills needed to construct simple pipe rigs, ductwork/trunking and wire simple circuits to a reasonable standard. It is anticipated that considerable guidance will be given to the learners at this level.

To achieve the merit grade the learner must, in addition to meeting the pass grade criteria, demonstrate understanding and application of good health and safety practice. The work produced should be of an acceptable and consistent standard with minimal distortion to pipe work, trunking and cabling, all plumbing joints free from excess solder and electrical connections fully insulated with no bare cables exposed. A limited degree of guidance and supervision is expected at this level. To achieve the distinction grade the learner must apply the knowledge, understanding and skills demonstrated in achieving the merit grade criteria and must also demonstrate a systematic approach to the tasks performed, an ability to evaluate their own performance and make suggestions for improvement. They must also understand how to estimate the quantities of materials required. It is anticipated that little or no guidance will have been given to the learner in performing the assessment.

Links




Suggested resources

The learners will require access to work benches, hand tools and materials of a nature and standard typical of a proper work environment.

The learning environment must be a safe place of work to carry out the mechanical and electrical tasks with appropriate work areas and storage for tools, equipment and PPE.

Learners will also require access to a technical library with current texts on construction and the built environment. Internet access will give the learners an opportunity to develop skills in e-learning but this will need careful management by the tutor.


Textbooks

Basic Plumbing Protips and Simple Steps (Meredith Corporation, 2002) ISBN: 0696213206

Greeno R and Hall F — Building Services Handbook 2nd Edition (Butterworth–Heinemann, 2003) ISBN: 0750661437

Scaddan B — Electrical Wiring: Domestic (Newness, 2003) ISBN: 0750659157 Scaddan B — IIE 16th Ed Wiring Regs: Explained and Illustrated (Butterworth–Heinemann, 2001) ISBN: 0750654694 Treloar R D — Plumbing Heating and Gas Installations 2nd Edition (Blackwell Science, 2000) ISBN: 0632053321


Unit 11: Exploring the Built Environment


Unit level: 1

Unit description

This unit extends the learning in Unit 1: Starting Work in Construction covering the nature of employment in the construction industry and the ways in which the construction industry and the built environment have changed over time. You have the opportunity to investigate a range of construction techniques, methods and materials, both traditional and modern, and to explore how these have been affected by technological change and developments in transport. Emphasis is placed on the importance of using the world’s natural resources in a sustainable manner, recycling, re-use and sourcing of materials.




1 Explore a range of employment opportunities in the construction industry and compare the roles and responsibilities of those involved

2 Explore how construction methods and materials have changed over time

3 Describe the consequences of uncontrolled use of resources and the benefits of recycling materials and local sourcing of construction materials.



Communications: C1.2









Content

1 Employment opportunities in the construction industry

Structure of employment: broad categories of occupations grouped by role as either professional, technical, supervisory, management, craft or operative; comparison of such groups in terms of general roles, responsibilities, contribution towards the work of the construction ‘team’

Scope of employment: types of work and client/customer, to include building, civil engineering, building services, housing, property and development, maintenance, facilities management

2 Construction methods and materials

Elements of a building: substructure, superstructure, services, finishes, external works

Traditional methods of construction: (for low rise buildings only), basic methods and techniques from a variety of historical periods, factors such as predominantly manual operations, hand tools, on-site manufacture, very labour intensive

Traditional materials: (for low rise buildings only), materials from a variety of historical periods, naturally occurring, locally sourced materials

Modern methods of construction: (for low rise buildings only), factors such as increasing use of mechanical plant and power tools, manufactured components, off-site production techniques, less labour intensive

Modern materials: (for low rise buildings only), processed materials, manufactured materials and components, sourced locally, nationally and internationally

3 Use of resources

Need for resources: increasing population, changing nature of households, drive for more homes, age of housing stock in the UK

Sustainability of resources: limited shelf life of fossil fuels, shortage of non-renewable resources and their increasing cost

Consequences of overuse: increased pressure on resources, increased pollution, financial and aesthetic issues, over-extraction by mining, quarrying and drilling for oil and gas, deforestation, loss of habitat, decline in wildlife, reduced biodiversity and unsustainable environment

Techniques for promoting sustainability of resources in design and use: eg solar energy, recycling water, recycling and/or reusing construction materials and components, specification of locally sourced renewable materials


Assessment




P1 describe the way the construction industry is structured in terms of employment opportunities

P2 describe a variety of different job roles at different levels in the construction industry

P3 identify and describe the major elements of a building

P4 produce examples of traditional and modern construction methods and materials used in low rise buildings

P5 identify a range of resources in common use in the construction industry and describe the environmental implications created by this usage


M1 compare the job roles of different occupations employed in the construction industry in terms of responsibility, training and reward

M2 explain why traditional construction methods depended upon the technology available at the time

M3 describe the consequences of failing to control and manage the natural resources used in the construction industry


D1 evaluate the differences between traditional and modern methods and materials in terms of manpower requirements and the sourcing of materials

D2 assess the advantages and disadvantages of recycling and reusing construction materials and components



Delivery

It is important that this unit is delivered at the appropriate level and that it extends the learning in Unit 1: Starting Work in Construction. The content of this unit is designed to be taught in 60 guided learning hours and centres should design teaching, learning and assessment activities with this in mind. The emphasis should be on breadth of content rather than depth. The qualification is at level 1 of the National Qualifications Framework and this should be at the forefront of teachers’ minds. However, although it is deemed appropriate in unit 1 to explore employment opportunities in the industry by consideration of the broad nature of the role (technician, craftsperson, whatever) rather than by the individual job description (architect, structural engineer, bricklayer, joiner, labourer whatever), the delivery associated with this unit should be more detailed than that used for the similar content in Unit 1 and should address specific job roles and responsibilities.

It is however sufficient to compare traditional and modern construction methods in terms of the broad principles involved. The influence of technology on the methods used and the influence of the growth in transport infrastructure on the materials specified is important, but detailed descriptions of construction methods from every period in our history would be too much. The same logic applies throughout the unit. Simple sketches produced by learners are always helpful, especially when annotated and supported by notes, these support learning and assessment, but there is no requirement in this unit for the learner to develop formal drawing skills. Drawing is always popular with learners, and any skills gained are never wasted, but there must be careful consideration of the time available for delivery before this becomes a priority.

This unit lends itself to directed research on the part of the learner with appropriate support from the teacher. This directed research could be via the internet, reinforced by video presentations.

Input from members of the local construction community will give learners a first hand opportunity to understand the roles and responsibilities of those employed in the industry. Visits to building sites will give the learner the opportunity to set their learning in context and visits to old listed buildings and museums will give the learner the opportunity to investigate, at first-hand, the changes in construction methods and materials.


As indicated above, the unit lends itself to directed research. Use of the internet is recommended, as are external inputs to the delivery, site visits and the like. The learner will have the opportunity to collect, collate, read, use and develop a wide range of input to the assessment instruments, both formative and summative, that they will have to undertake. Use of the internet and presentation of the project in an IT format will help address the suggested key skills in a more than adequate manner.

Assessment



It is suggested that some of the communication and information technology key skills units at Level 1 could be covered in the teaching and learning of this unit. The achievement of the skills is not compulsory. If the centre decides to develop these skills and/or carry out an assessment as part of this unit, the specification and guidance published by QCA must be used. Learners need to gather evidence and would need to be registered separately.


Evidence from site visits should be integrated wherever possible into formative assessments. Simple drawing and sketching is encouraged but is not a formal requirement. Internet access should be used as a directed form of learning.

Grade descriptions

Achievement of the criteria for a pass grade requires the learner to demonstrate the following: an understanding of the wide range of different levels of employment within the industry, knowledge of traditional and modern construction methods and materials in terms of the elements of low-rise building, and an understanding of how resource pressures impact upon the environment. Comprehensive coverage of the issues is not expected at this level and this grade. It is anticipated that considerable guidance will be given to learners at this level.

To achieve the merit grade the learner must apply the knowledge, understanding and skills demonstrated in achieving the pass grade criteria to compare the different levels of employment in the industry, explain the link between construction methods and available technology and describe the effect of unrestrained resource extraction upon the environment. A limited degree of guidance and supervision is expected at this level.

To achieve the distinction grade the learner must apply the knowledge, understanding and skills demonstrated in achieving the merit grade criteria and must also demonstrate how changes within the industry have impacted upon manpower requirements and material sourcing and how the rate of resource extraction can, in part, be controlled and managed by recycling and local sourcing of materials. It is anticipated that little or no guidance will have been given to the learner in performing the assessment.

Links


• Unit 1: Starting Work in Construction

• Unit 2: Working in Construction.

Suggested resources

In addition to local visits to building sites and old buildings, learners will require access to a technical library with current textbooks and reference material on construction and the built environment. Internet access will give learners the opportunity to develop skills in e-learning but this will need careful management by the teacher.

Video

Building Images – Careers Video (Construction Industry Council)


Textbooks

Chudley R — Construction Technology (Longman, 1999) ISBN: 0582316162

Chudley R — Building Construction Handbook (Butterworth-Heinemann, 2000) ISBN: 0434902365

Everett A — Materials (Longman, 1994) ISBN: 058221923X


Reid E — Understanding Buildings (Longman, 1988) ISBN: 0582009715

Various — Construction & Built Environment (Longman, 1998) ISBN: 0582315654


Unit 12: Basic Building Maintenance


Unit level: 1

Unit description

This unit introduces you to the principles and practices of basic building maintenance. You have the opportunity to explore how the absence of adequate maintenance can lead to deterioration of the materials used and an increase in building defects which will affect the function and use of the building. The importance of good design and workmanship is stressed throughout. You will also have the opportunity to perform a range of basic building maintenance tasks typical of those performed on a regular basis in homes all over the country. This will help you develop simple practical skills that you can use in everyday life. Emphasis is placed on the correct selection and safe use of hand tools, equipment, materials, personal protective equipment and low level access equipment.






1 Explore the need for building maintenance and the importance of good design and workmanship

2 Identify and describe a range of common building defects

3 Apply safe working practices to undertake basic building maintenance operations.


Content

1 Need for building maintenance

Factors: technical, legal and environmental issues, sustainability, health and safety, cost implications, security, legislation

Control costs by: good design, appropriate specification, good workmanship, planned maintenance

2 Common building defects

Factors that cause defects and deterioration: importance of eliminating cause if possible: eg exposure, storm damage, vandalism, neglect, age, normal wear and tear, planned obsolescence, poor design, inappropriate specification, poor workmanship, corrosion

Typical building defects: eg sticking doors, draughty doors and windows, broken hinges, loose floorboards, gaps in floorboards, damaged skirting boards, rotten timber floors, doors and windows, cracks in brickwork and plaster, damaged pointing and rendering, damage to plastered ceilings and walls, broken windows and tiles, failures of paintwork and decorative work

Typical services defects: eg air locks in pumps and radiators; blocked drains, basins, lavatories and gulleys; failed washers, ball valves and diaphragms; leaking capillary joints and compression joints; faulty thermostats, fuses (wire and cartridge), switches, sockets, plugs, ceiling roses

3 Basic building maintenance operations

Maintenance operations: range of home maintenance tasks selected from eg brickwork, plastering, carpentry and joinery, painting and decorating, mechanical services and electrical work; menu of operations to address a range of the typical defects listed above, selection and safe use of appropriate hand tools, equipment, and materials, simple estimates of quantities of materials required

Health, safety and welfare: maintenance of clean and tidy work space, working to the requirements of centre’s PUWER and COSHH risk assessments, identification of any hazards associated with given tasks, use of safe practices and PPEs to minimise risks from identified hazards.



Assessment




P1 explain the need for the regular maintenance of buildings

P2 give examples of the factors that must be considered when planning building maintenance

P3 identify and describe a range of common basic building defects

P4 identify and describe the main causes of such basic building defects

P5 select appropriate tools, equipment and PPE and undertake a range of basic maintenance tasks to a given specification

P6 protect adjacent areas from possible damage resulting from maintenance tasks and clean-up work area when tasks are completed


M1 relate good design and workmanship to the level of maintenance required

M2 perform a range of basic maintenance tasks to an acceptable standard



D1 demonstrate a systematic approach to the planning and performance of the given tasks




Delivery

There has been a tendency in the past to regard maintenance as an ‘after care’ service to be done on an ‘as and when’ basis. Learners should be encouraged to recognise that good design and planned maintenance will reduce the need for ‘as and when’ maintenance. This is particularly important given the current tendency for planners to favour the refurbishment and maintenance of existing structures over newbuild, because of listing and the pressure on land and resources.

Learners should be allowed considerable opportunity to develop their knowledge and practical skills and this should be facilitated through extensive use of supervised practical workshop activities allied to group teaching and demonstrations of the theories, equipment and techniques involved. The tasks set should be performed safely and to a reasonable standard as a minimum, but the learner is not required to demonstrate skills to a level appropriate to the vocational units in trowel occupations, building services and so forth. Also, the learner does not have to undertake all of the basic maintenance tasks listed in the content. Five to six tasks will be sufficient and the choice of the tasks to be assessed should be negotiated between the learner and the tutor, although the tasks should be as varied as possible.

The non-practical parts of the unit lend themselves to directed research on the part of the learner with appropriate support from the teacher. This directed research could be via the internet, reinforced by video presentations and suitable visits.



As indicated above the unit lends itself to directed research. Use of the internet is recommended, as are external inputs to the delivery, site visits and the like. The learner will have the opportunity to collect, collate, read, use and develop a wide range of input to the assessment instruments, both formative and summative, that they will have to undertake. Use of the internet and presentation of the project in an IT format will help address the suggested skills in a more than adequate manner.


Assessment


It is suggested that some of the communication and information technology key skills units at Level 1 could be covered in the teaching and learning of this unit. The achievement of the skills is not compulsory. If the centre decides to develop these skills and/or carry out an assessment as part of this unit, the specification and guidance published by QCA must be used. Learners need to gather evidence and would need to be registered separately.


Grade descriptions

Achievement of the pass grading criteria for this level should include an understanding of why it is sensible and necessary to maintain buildings on a regular basis, the ability to recognise common building defects, an understanding of what causes such defects and the ability to make basic health, safety and welfare decisions. It is anticipated that considerable guidance will be given to learners at this level. To achieve the merit grade the learner must apply the knowledge, understanding and skills demonstrated in achieving the pass grade criteria to the safe performance of a range of basic building tasks as specified. The learner is also expected to comment upon the relationship between good design, good workmanship and the level of maintenance required. A limited degree of guidance and supervision is expected at this level. To achieve the distinction grade the learner must apply the knowledge, understanding and skills demonstrated in achieving the merit grade criteria and must also demonstrate a systematic approach to the tasks performed, an ability to evaluate their own performance and make suggestions for improvement and an understanding of how to estimate the quantities of materials required. It is anticipated that little or no guidance will have been given to the learner in performing the assessment.

Links



• Unit 7: Developing Joinery Skills

• Unit 8: Developing Trowel Skills

• Unit 9: Developing Painting and Decorating Skills

• Unit 10: Developing Building Services Skills.

Suggested resources

The learners will require access to low-level access equipment, hand tools and materials of a nature and standard typical of a proper work environment.

The learning environment and maintenance tasks must be undertaken a safe place of work with adequate space, adequate ventilation, adequate washing facilities available and access to first aid facilities and storage for PPE.


Learners will also require access to a technical library with current textbooks and reference material on construction and the built environment. Internet access will give learners the opportunity to develop skills in e-learning but this will need careful management by the teacher.

Textbooks


Reader’s Digest — Complete Do-it-yourself Manual (RDAL, 2003) ISBN: 0276428048

Seeley I H — Building Maintenance (Palgrave Macmillan, 1987) ISBN: 0333457013


Annex A

QCA codes

The QCA National Qualifications Framework (NQF) code is known as a Qualification Accreditation Number (QAN). This is the code that features in the DfES Funding Schedule — Section 96 and is to be used for all qualification funding purposes. Each unit within a qualification will also have a QCA NQF unit code.

The QCA qualification and unit codes will appear on the learner’s final certification documentation.

The QANs for qualifications in this publication are:

100/3774/3 Edexcel Level 1 BTEC Introductory Certificate in Construction

100/3775/5 Edexcel Level 1 BTEC Introductory Diploma in Construction


Annex B

Skills mapping

Adult Basic Skills Key skills Wider key skills

Unit No Unit title

A

dult

Lite

racy

A

dult

Num

erac

y

Com

mun

icat

ion

A

pplic

atio

n of

nu

mbe

r

In

form

atio

n te

chno

logy

Im

prov

ing

own

lear

ning

and

pe

rfor

man

ce

Pr

oble

m so

lvin

g

W

orki

ng w

ith

othe

rs

1 Starting Work in Construction Speaking and Listening

C1.1

2 Working in Construction Reading

Writing

C1.2

C1.3

3 Developing Skills and Working Safely in Construction

LP1.1

LP1.2

LP1.3

4 Personal Effectiveness IT1.1

IT1.2 (part)

LP1.1

LP1.2

LP1.3

5 Social Responsibility at Work LP1.1

LP1.2

LP1.3


Adult Basic Skills Key skills Wider key skills

Unit No Unit title

A

dult

Lite

racy

A

dult

Num

erac

y

Com

mun

icat

ion

A

pplic

atio

n of

nu

mbe

r

In

form

atio

n te

chno

logy

Im

prov

ing

own

lear

ning

and

pe

rfor

man

ce

Pr

oble

m so

lvin

g

W

orki

ng w

ith

othe

rs

6 Financial Management IT1.1

IT1.2

7 Developing Joinery Skills PS1.1

PS1.2

8 Developing Trowel Skills PS1.1

PS1.2

9 Developing Painting and Decorating Skills

PS1.1

PS1.2

10 Developing Building Services Skills

PS1.1

PS1.2

11 Exploring the Built Environment

C1.2

C1.3

IT1.1

IT1.2

12 Basic Building Maintenance C1.2

C1.3

IT1.1

IT1.2


Annex C

Book list

Basic Plumbing Protips and Simple Steps (Meredith Corporation, 2002) ISBN: 0696213206

BDA — Brick Development Association — Guide to Successful Brickwork (Butterworth-Heinemann, 2000) ISBN: 0340758996

Brett P — Carpentry and Joinery for Building Craft Students 1 (Nelson Thornes, 1993) ISBN: 0748702873

Brett P — Nelson Thornes Construction NVQ Building Craft Foundation (Nelson Thornes, 2002) ISBN: 074876531X

Chudley R — Building Construction Handbook (Butterworth-Heinemann, 2000) ISBN: 0434902365

Chudley R — Construction Technology (Longman, 1999) ISBN: 0582316162

Everett A — Materials (Longman, 1994) ISBN: 058221923X

Freeman R — How to Study Effectively (NEC, 1999) ISBN: 1853568163

Fulcher A — Painting & Decorating: An Information Manual (Blackwell Science, 1998) ISBN: 0632041595

Greeno R and Hall F — Building Services Handbook 2nd Edition (Butterworth–Heinemann, 2003) ISBN: 0750661437

Hall A — Your Money or Your Life (Hodder & Stoughton, 2002) ISBN: 0340823194

Hall A — Money for Life (Coronet, 2000) ISBN: 034079321X

Hitchin P — Getting Your First Job (How To Books, 1996) ISBN: 1857033000

HSE — Essentials of Health & Safety at Work (HSE, 1994) ISBN: 071760716X

Johnson J — Writing Successful Job Applications (NEC, 1994) ISBN: 1853564885

Nelson T and Nash W G — Brickwork 1 (Nelson Thornes, 1983) ISBN: 0748702660

Osbourn D — Micthell’s Introduction to Building (Longman, 1997) ISBN: 0582302005

Page A — Your First Job: Choosing, Getting and Keeping It (Kogan Page, 1997) ISBN: 0749421509

Porter B — Carpentry and Joinery Volume 1 (Butterworth–Heinemann, 2001) ISBN: 0713134569

Reader’s Digest — Complete Do-it-yourself Manual (RDAL, 2003) ISBN: 0276428048

Reid E — Understanding Buildings (Longman, 1988) ISBN: 0582009715

Scaddan B — IIE 16th Ed Wiring Regs: Explained and Illustrate (Butterworth–Heinemann, 2001) ISBN: 0750654694

Scaddan B — Electrical Wiring: Domestic (Newness, 2003) ISBN: 0750659157

Seeley I H — Building Maintenance (Palgrave Macmillan, 1987) ISBN: 0333457013

Surridge M — Applied Business for GCSE (Collins, 2002) ISBN: 0007138083 (pages 118–121)


The Basic Skills Agency — Citizen 2000 Pack (The Basic Skills Agency, 2000) ISBN: 1859900984

The Basic Skills Agency — Making the Most of Your Money (The Basic Skills Agency)

The Basic Skills Agency — Work Out Pack (The Basic Skills Agency) ISBN: 1859900860

Treloar R D — Plumbing Heating and Gas Installations 2nd Edition (Blackwell Science, 2000) ISBN: 0632053321

Various — Construction & Built Environment (Longman, 1998) ISBN: 0582315654


Annex D

Provision and Use of Work Equipment Regulations 1998

The HSC publication ‘Safe use of work equipment, Approved Code of Practice and Guidance’ is aimed at employers and employees across all industries and gives new guidance on the Provision and Use of Work Equipment Regulations 1998.

It addresses many issues including ‘Training for young people’ and centres must comply with the following guidance when developing delivery and assessment strategies that involve the use of hand-held power tools. For the purposes of these qualifications, the centre must assume the responsibilities incumbent upon the ‘employer’ with learners being deemed equivalent to ‘employees’ and/or ‘workers’.

38 You have a duty under health and safety law to ensure, as far as is reasonably practicable, the health, safety and welfare of your employees. When carrying out an assessment of the risk to their health and safety, you should identify groups of workers that might be particularly at risk such as young or disabled people. The outcome of your risk assessment will be helpful in meeting your duty to provide information, instruction, training and supervision necessary to ensure the health and safety of your employees. You will want to take account of factors such as their competence, experience, maturity etc.

77 If you are an employer, you have a duty to ensure that items of work equipment provided for your employees and the self-employed working for you comply with PUWER 1998.

189 Training and proper supervision of young people is particularly important because of their relative immaturity and unfamiliarity with the working environment. Induction training is of particular importance. There are no general age restrictions in legislation relating to the use of work equipment although there is some ACOP material in the relevant publications dealing with lifting, power presses and wood working; all employees should be competent to use work equipment with due regard to health and safety regardless of their age.

190 The Management Regulations contain specific requirements relating to the employment of young people under the age of 18. These require employers to assess risks to young people before they start work, taking into account their inexperience, lack of awareness of potential risks and their immaturity. Employers must provide information to parents of school-age children (for example when they are on work experience) about the risks and the control measures introduced and take account of the risk assessment in determining whether the young person should undertake certain work activities.


Annex E

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

Environmental responsibility

1 Explain the principles of sustainability 2 Justify their own environmental values and attributes 3 Appreciate in general terms, global and local environmental interconnections 4 Recognise the environmental implication of their personal behaviour 5 Make personal decisions which take account of the environment

Science and technology

1 Explain the scientific principles and processes which influence the accumulation and dispersal of pollutants and wastes and the implications for control measures 2 Explain the complexity of the energy environment debate 3 Articulate their own views on the role of science and technology towards environmental solutions 4 Make future work decision, in the science and technology field, which take account of the environment

Resource management

1 Explore the characteristics of the resource/s to be managed and its/their value to people 2 Explain the environmental implications of the uncontrolled use of the resources to be managed 3 Identify when the use of a resource needs to be stopped, limited or when it requires protection 4 Propose alternative ways of meeting the human wants and needs met by resources which are being over-exploited or degraded 5 Plan and recommend resource management decisions which take account of the environment

Policy and control

1 Identify and process of environmental policy making 2 Explore their own view on the contribution of voluntary control towards environmental solutions and explain how to encourage this type of active citizenship 3 Explain the need for the integration of an environmental ethic into a wide range of policy making processes 4 Assess and evaluate the extent to which environmental policy and voluntary control is adequate in their area of interest 5 Plan and contribute to the development of policy and control mechanisms for sustainability account of the environment


Business practice 1 Explain their own view on the role of business towards environmental solutions

2 Explain the environmental impacts and responsibilities of a selected business in there area of interest 3 Identify the need for systematic environmental management 4 Plan and recommend business decisions which take account of the environment

Environmental investigation

1 Appropriate topic for investigation is identified 2 Ways in which data can be collected and processed into information and the factors influencing the choice of methods are considered 3 Appropriate investigation method(s) are identified 4 Appropriate data analysis and interpretation methods are identified


Annex F

Wider Curriculum Mapping

Unit No Unit title

Spir

itual

Mor

al

Eth

ical

Soci

al

Cul

tura

l

Env

iron

men

tal

Hea

lth a

nd

Safe

ty

Eur

opea

n

1 Starting Work in Construction 3 3 3 3 3 3 3

2 Working in Construction 3 3 3 3 3 3 3

3 Developing Skills and Working Safely in Construction 3 3 3 3 3 3 3

4 Personal Effectiveness 3 3 3 3 3 3

5 Social Responsibility at Work 3 3 3 3 3 3 3 3

6 Financial Management 3 3 3 3 3

7 Developing Joinery Skills 3 3 3

8 Developing Trowel Skills 3 3 3

9 Developing Painting and Decorating Skills 3 3 3

10 Developing Building Services Skills 3 3 3

11 Exploring the Built Environment 3 3 3 3 3 3 3 3

12 Basic Building Maintenance 3 3 3 3 3 3 3 3


European developments, consistent with relevant international agreements: Nearly all units contain regulatory construction and health and safety legislation which is founded on EU Directive, eg The Management of Health and Safety and PUWER.

608rp180205\LT\PD\Intro Quals\B015482 INTRO CD IN CONSTRUCTION L1.DOC.1-110/3

Further copies of this publication are available from Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN Telephone: 01623 467467 Fax: 01623 450481 Email: [email protected] Publications Code B015482 February 2005 For more information on Edexcel and BTEC qualifications please contact Customer Services on 0870 240 9800 or http://enquiries.edexcel.org.uk or visit our website: www.edexcel.org.uk Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH

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