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BTEC Higher Nationals

Guidance and units

Edexcel Level 4

BTEC Higher Nationals in Civil Engineering August 2003



London Qualifications is one of the leading examining and awarding bodies in the UK and

throughout the world. It incorporates all the qualifications previously awarded under the

Edexcel and BTEC brand. We provide a wide range of qualifications including general

(academic), vocational, occupational and specific programmes for employers.

Through a network of UK and overseas offices, our centres receive the support they need to

help them deliver their education and training programmes to learners.

For further information please call Customer Services on 0870 240 9800, or visit our website at

www.edexcel.org.uk

References to third-party material made in this specification are made in good faith. London

Qualifications does not endorse, approve or accept responsibility for the content of materials,

which may be subject to change, or any opinions expressed therein. (Material may include

textbooks, journals, magazines and other publications and websites.)

Authorised by Peter Goff

Publications Code B013360

All the material in this publication is copyright

© London Qualifications Limited 2003



EDEXCEL LEVEL 4 BTEC HIGHERNATIONALS IN CIVIL ENGINEERING

BTEC Higher National Certificate in Civil Engineering

BTEC Higher National Diploma in Civil Engineering



Contents

Qualification titles covered by this specification 1

Edexcel qualifications in the National Qualifications

Framework 2

Introduction 3

Structure of the qualifications 3

BTEC Higher National Certificate 3

BTEC Higher National Diploma 3

Key features 6

Professional body recognition 7

Occupational Standards 8

Qualification Requirement 8

Higher level skills and abilities 9

BTEC Higher National Certificate 9

BTEC Higher National Diploma 10

Teaching, learning and assessment 11

Unit format 11

Learning and assessment 12

Grading Higher National units 13

Grade descriptors 14

Accreditation of Prior Learning (APL) 16

Quality assurance of BTEC Higher Nationals 16Centre and programme approval 16

Monitoring centres’ internal quality systems 17

Independent assessment: the role of the external examiner 17

Programme design and delivery 18

Mode of delivery 19

Resources 19

Delivery approach 20

Meeting local needs 20



Locally-devised specialist units 20

Limitations on variations from standard specifications 20

Access and recruitment 21

Balancing studies 21

Restrictions on learner entry 22

Learners with particular requirements 22

The wider curriculum 22

Useful publications 22

Professional body contact details 23

How to obtain CISC Occupational Standards and NVQ Standards 24

Professional development and training 24Further information 25

Core Units 27

Unit 1: Design Principles and Application 29

Unit 2: Science and Materials 35

Unit 3: Analytical Methods 41

Unit 4: Management Principles and Application 47

Unit 5: Group Project 55

Unit 6: Health, Safety and Welfare 61

Specialist Units 67

Unit 7: Geology and Soil Mechanics 69

Unit 8: Civil Engineering Construction A 77

Unit 9: Site Surveying Procedures 83

Unit 10: Structural Analysis and Design 91

Unit 11: Individual Student Project 97

Unit 12: Design and Production Computer Analysis 103

Unit 13: Engineering Mathematics 109

Unit 14: Civil Engineering Construction B 115

Unit 15: Fluids and Hydraulics 121

Unit 16: Project Management 129

Unit 17: Advanced Structural Analysis and Design 135

Unit 18: Transportation 141



Unit 19: Law and Contract 147

Unit 20: Tendering and Estimating 153

Unit 21: Contractual Procedures 159

Unit 22: Work-based Learning A 167

Unit 23: Work-based Learning B 173

Annex A 179

Qualification codes 179

QCA codes 179

Edexcel codes 179

QCA and Edexcel codes 179

Annex B 181Representation by Professional Bodies 181

Recognition 182

Annex C 184

Mapping of BTEC Nationals in Civil Engineering to CISC OccupationalStandards (based on 1998 CISC CD-Rom) 184

Annex D 189

Summary of Links between BTEC Higher Nationals in Civil Engineering

Units and the Evidence Requirements of Level 4 NVQs 189

Construction Industry Council Common Learning Outcomes 190

Annex E 193

BTEC Environmental Initiative – Guidance for the Incorporation of Environmental Components into BTEC programmes 193

Annex F 195

Higher level skills and abilities 195

Annex G 197The wider curriculum 197

Annex H 199

Qualification Requirement 199

Annex I 207

Engineering Council (UK) – Extract * 207

Annex J 211

Summary of support materials (all units) 211



B013360 – Guidance and units – Edexcel Level 4 BTEC Higher Nationals in Civil Engineering

– Issue 1 – August 2003

1

Qualification titles covered by this specification

Edexcel Level 4 BTEC Higher National Certificate in Civil Engineering

Edexcel Level 4 BTEC Higher National Diploma in Civil Engineering

These qualifications have been accredited to the National Qualifications Framework (NQF).The Qualification Accreditation Numbers (QANs) for these qualifications are listed in Annex A.

These qualification titles are as they will appear on the learner’s certificate. Learners need to be

made aware of this when they are recruited by the centre and registered with Edexcel.

Providing this happens, centres are able to describe the programme of study leading to the

award of the qualification in different ways to suit the medium and the target audience.



B013360 – Guidance and units 2

Edexcel qualifications in the National Qualifications Frame

NQF level

BTEC Professional Award, Certificate,

Diploma

Key skills level 5

BTEC Higher National Diploma

BTEC Higher National Certificate

BTEC Professional Award, Certificate,

Diploma

Key skills level 4

BTEC National Diploma

BTEC National Certificate

BTEC National Award

BTEC Diploma in Foundation Studies (Art

and Design)

BTEC Award, Certificate, Diploma

Key skills level 3 GCE A Level

GCE AS Level

VCE

AEA

BTEC First Diploma


Level 2 Certificate in

Adult Numeracy


Adult Literacy

Key skills level 2 GCSE (A* – C)

GCSE (Double

GCSE (Short C

Intermediate G

BTEC Introductory Certificate

BTEC Introductory Diploma



Adult Numeracy

Level 1 Certificate

in Adult Literacy

Key skills level 1

GCSE (D – G)

GCSE (Double

GCSE (Short C

Foundation GN

Entry Level Certificate in Skills for Working

Life

Entry Level Certificate in Personal Skills

Entry Level Certificate in

Adult Numeracy

Entry Level Certificate in

Adult Literacy

Entry Level Ce





3

Introduction

This document contains the units and associated guidance for the National Qualifications

Framework (NQF) Edexcel Level 4 BTEC Higher Nationals in Civil Engineering. Each unit

sets out the required outcomes and content and includes advice regarding appropriatedelivery and assessment strategies. The guidance contains further details of the teaching,

learning, 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.

Structure of the qualifications


The BTEC Higher National Certificate in Civil Engineering is a 10-unit qualification of

which six units are core units.

The BTEC Higher National Certificate programme must contain a minimum of five units

designated at H2 level.


The BTEC Higher National Diploma in Civil Engineering is a 16-unit qualification of which

six units are core units.

The BTEC Higher National Diploma programme must contain a minimum of eight units

designated at H2 level.





BTEC Higher Nationals in Civil Engineering – Qualification structures and routes for Occupati

Core units

Common to all

routes of HNC

and HND

H1

H1

H1

H2

H2

H2

Design Principles and Application

Science and Materials

Analytical Methods

Management Principles and Applications

Group Project

Health, Safety and Welfare

Specialist units: common to HNC programmes designed to meet JBM rec

HNC = 6 core +

4 specialist units

H1

H1

H2

H2

Geology and Soil Mechanics

Civil Engineering Construction A

Site Surveying Procedures

Structural Analysis and Design

Specialist units: a further six specialist units (building on HNC) to pr

Civil Engineering Structural Engineering

J B M A p p r o v e d Q u a l i f i c a t i o n S t r u c t u r e s

HND = 6 core +

4 specialist

unitscommon to the

HNC + 6 further

specialist units

H2

H1

H2

H2

H2

H2

H2

Individual Student Project

Design and Production Computer

Analysis

Engineering Mathematics

Civil Engineering Construction B

Fluids and Hydraulics

Project Management

Advanced Structural Analysis and

Design

H2

H1

H2

H2

H2

H2


Design and Production Computer

Analysis

Engineering Mathematics

Civil Engineering Construction B

Fluids and Hydraulics

Advanced Structural Analysis and

Design

H2

H1

H2

H2

H2

H2

Ind

De

An

En

Ci

Flu

Tr

Other specialist units

(to broaden study)

H1

H1

H2H2

H2

Law and Contract

Tendering and Estimating

Contractual ProceduresWork-based Learning A

Work-based Learning B

H1

H1

H2H2

H2

Law and Contract

Tendering and Estimating

Contractual ProceduresWork-based Learning A

Work-based Learning B

H1

H1

H2H2

H2

La

Te

CoW

W

JBM: Joint Board of Moderators (Higher Qualifications Panel) representing ICE, IStructE, and IHIE.

Programmes must have a minimum of 50% of units designated at H2 level.





6

Key features

The BTEC Higher Nationals are designed to provide a specialist vocational programme, linked

to professional body requirements and National Occupational Standards where appropriate,

with a strong work related emphasis. The qualifications provide a thorough grounding in the

key concepts and practical skills required in their sector and their national recognition byemployers allows progression direct into employment. The BTEC Higher Nationals offer a

strong emphasis on practical skills development alongside the development of requisite

knowledge and understanding in their sector. Learners are attracted to this strong vocational

programme of study that meets their individual progression needs whether this is into

employment or to further study on degree or professional courses.

A key progression route for BTEC Higher National Certificate and Diploma learners is to the

second or third year of a degree or honours degree programme, depending on the match of the

BTEC Higher National units to the degree programme in question.

The BTEC Higher Nationals in Civil Engineering have been developed to focus on:

national qualifications, with detailed common standards, learning outcomes and unitgrading recognisable to centres, learners, employers and professional bodies

recognition by appropriate professional bodies

a common core of study applicable to the whole industry

a choice of optional specialist curriculum studies appropriate to the main career disciplines

within civil engineering

a flexible approach to curriculum content within a nationally recognised framework

changing training and educational needs relevant to civil engineering disciplines

progression to degree programmes and progression to professional institution membership

a contribution to the skills, knowledge and understanding required to underpin relevant

occupational standards and NVQs at level 4

providing opportunities for learners to focus on the development of higher level skills in a

technological and management context

a focus on the development of learner’s practical knowledge, skills and understanding that

underpins performance in the workplace

preparation for employment and further training and professional development.

This qualification meets the needs of the above rationale by:

preparing learners for a range of technical, professional and management career disciplinesin civil engineering by providing specialised studies which are directly relevant to

individual occupations and professions in which learners are currently working or in which

they intend to seek employment

enabling learners to make an immediate contribution in employment in the civil engineering

sector

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

basis for progression to graduate and postgraduate studies

developing a range of skills and techniques, personal qualities and attitudes essential for

successful performance in working life





7

providing further study, career development and progression from a ‘Technical Certificate’

at level 3 within an Advanced Modern Apprenticeship (AMA)

providing a significant basis for progression to Incorporated Engineer level

providing a significant education base for progression to membership of professional

institutions in civil engineering.

Professional body recognition

The BTEC Higher Nationals in Civil Engineering have been developed with career progression

and recognition by professional bodies in mind. It is essential that learners gain the maximum

benefit from their programme of study. Consequently we have added value to the qualification

by acquiring recognition for these qualifications.

The following is an indication of relevant professional bodies who recognise or are likely to

recognise these BTEC Higher Nationals in Civil Engineering and their recommended unit

structure, as a qualification contributing towards their requirements and that also meet the

requirements of the Engineering Council (UK)’s — Standards for Professional Engineering

Competence: The Institution of Civil Engineering (ICE)

The Institution of Structural Engineers (IStructE)

The Institute of Highway Incorporated Engineers (IHIE).

In addition to individual recognition by the main professional bodies, the NQF BTEC Higher

Nationals in Civil Engineering have also been validated and approved by the Construction

Industry Council Standards Panel (CICSP) which represents all the main professional bodies,

NTOs (SSCs), employer bodies and key employers for higher level qualifications in the

Construction and Built Environment Sector.

Further details of professional body recognition and exemptions of BTEC Higher Nationals arecontained in the publication BTEC Professional Recognition which is available on Edexcel’s

website (www.edexcel.org.uk). See Annex B for details of professional bodies and recognition

arrangements. Also see Annex I for details of the Engineering Council (UK)’s requirements for

progression to Incorporated Engineer.





8

Occupational Standards

BTEC Higher Nationals in Civil Engineering are designed to relate to the Occupational

Standards in the civil engineering sector, which in turn form the basis of the Civil Engineering

National Vocational Qualifications (NVQs) at level 4. BTEC Higher Nationals do not purport

to deliver occupational competence in the sector, which should be demonstrated in a work

context. However, the qualifications provide underpinning knowledge for the OccupationalStandards, as well as developing practical skills in preparation for work and possible

achievement of NVQs in due course.

As part of the development process the content in these qualifications has been mapped to the

1998 Construction Industry Standing Conference (CISC) Occupational Standards (OS) and also

the relevant NVQ at level 4.

Through the study of the core units and specialist units, learners will cover much of the

underpinning knowledge, skills and understanding that will contribute to the evidence required

for the NVQ level 4 units in:

Civil and Structural Engineering Design

Construction Site Management

Construction Plant and Equipment Management

Highways Maintenance

Road Safety

Traffic Management and Systems Engineering.

See Annex D for a summary of the mapping links between the core units and the specialist units

and these NVQs.

There are good links between the curriculum content of the BTEC Higher Nationals in Civil

Engineering and the QAA Engineering threshold benchmark standards, albeit that the BTECHigher Nationals are normally only two year programmes and the QAA benchmark standards,

which are set at honours degree level, are normally three years of study. Where gaps exist,

these would need to be covered in any ‘enhanced further learning’ a learner undertakes in order

to progress to Incorporated Engineer level.

Qualification Requirement

Edexcel has published Qualification Requirements as a part of the revision of the BTEC Higher

Nationals. Qualification Requirements set out the aims and rationale of the qualifications and

provide the framework of curriculum content. They also identify the higher level skills

associated with the qualifications and any recognition by the relevant professional bodies. The

Qualification Requirement for BTEC Higher Nationals Civil Engineering is given in Annex H .

Edexcel standard specifications titles are developed from the Qualification Requirements.

Licensed centres comply with Qualification Requirements when developing BTEC Higher

Nationals under these standard titles.

Qualification Requirements provide consistent standards within the same vocational area and

clearly identify the skills and knowledge that can be expected of any holder of an identical

BTEC Higher National. This will allow higher education institutions, employers and

professional bodies to confidently provide progression opportunities to successful learners.





9

Higher level skills and abilities

Learners studying for the BTEC Higher Nationals in Civil Engineering will be expected to

develop the following higher level skills during the programme of study:

locate, extract, read and use appropriate literature drawn from multiple sources with a full

and critical understanding

design, plan, conduct and report investigations and research to solve problems and

communicate the results of their study accurately and reliably

seek solutions to routine and unfamiliar problems through the analysis and synthesis of a

range of concepts, knowledge and skills to formulate evidence-based arguments and

evaluate and summarise information critically

analyse and interpret data and present quantitative and qualitative information, together

with analysis, argument and commentary, in a form appropriate to the intended audience;

using appropriate quantitative techniques, relevant IT software and media

relate academic knowledge, skills and understanding to skills in the workplace and where

appropriate, demonstrate their integration through workplace experience and activities

think independently and apply complex theories to practical realistic work situations, some

requiring innovation and creativity

apply their subject-related and transferable skills in contexts where the scope of the task

and the criteria for decisions are generally well defined but where some personal

responsibility and initiative are required

recognise the moral and ethical issues of construction, sustainability, the environment,

scientific enquiry and experimentation

appreciate the need for ethical standards and professional codes of conduct and apply

insight and judgement in relation to the margins and consequences of error develop an understanding of the interdisciplinary nature of construction, and of the skills

required to work in non-adversarial integrated teams with other professions in construction

take responsibility to manage and direct their own and where appropriate, the activities of

others

identify and address their own learning needs within defined contexts, recognise their own

learning style and undertake further guided learning in new areas.

The Construction Industry Council has an agreed set of Common Learning Outcomes for all

sub-degree and degree level courses, these are summarised in Annex D.


The 10-unit BTEC Higher National Certificate in Civil Engineering provides a specialist work-

related programme of study that covers the key knowledge, understanding and practical skills

required in the civil engineering sector and also offers particular specialist emphasis through

the choice of specialist units.

BTEC Higher National Certificates provide a nationally recognised qualification offering

career progression and professional development for those already in employment and

opportunities to progress in higher education. The qualifications are mode free but they are

primarily undertaken by part-time learners studying over two years. In some sectors there are

opportunities for those wishing to complete an intensive programme of study in a shorter period

of time.





10

The specification provides centres with a framework to develop engaging programmes for

higher education learners who are clear about the area of employment that they wish to enter.

Their access to suitable civil engineering work situations may enable learners to gain evidence

towards an NVQ. See Annex D.

The BTEC Higher National Certificate in Civil Engineering provides three main discipline

progression routes: civil engineering; structural engineering; and highway engineering. Within

each of these three main discipline progression routes, there are specialist units that enable

programmes to be designed and focused on the needs of learners and employers.

The choice of appropriate specialist units should ensure adequate coverage of the technology

units required for the discipline progression route being followed. It should also provide a good

balance and integration of theory and practice to ensure that the qualification supports both

employer related and academic progression and the unit structures recognised by professional

bodies — see qualification structure.


The 16-unit BTEC Higher National Diploma provides greater breadth and specialisation than

the BTEC Higher National Certificate. BTEC Higher National Diplomas are mode free but arefollowed predominately by full-time learners. They allow progression into or within

employment in the civil engineering sector, either directly on achieving of the award or

following further study to degree level.

The BTEC Higher National Diploma in Civil Engineering also provides for an opportunity for

suitable work-experience in order for learners to apply their knowledge and practical skills in

the workplace during their study. Full-time learners have the opportunity to do this through

formal work placements or their part-time employment experience. Work-based learning units

are provided so that relevant work-based learning can be formally assessed.

The qualification prepares learners for employment in the civil engineering sector and will be

suitable for 18+ year olds who have already decided that they wish to enter this area of work.Some adult learners may wish to make the commitment required by this qualification in order

to enter a specialist area of employment in civil engineering or progress into higher education.

Other learners may want to extend the specialism that they followed on the BTEC Higher

National Certificate programme. Progression from this qualification may well be into or within

employment in civil engineering where learners may work towards membership of ICE;

IStructE; and IHIE, or other relevant professional body.

The BTEC Higher National Diploma in Civil Engineering provides three main discipline

progression routes: civil engineering; structural engineering; and highway engineering.

The choice of appropriate specialist units should ensure adequate coverage of the technology

units required for the discipline progression route being followed. It should also provide a good

balance and integration of theory and practice to ensure that the qualification supports bothemployer related and academic progression and the unit structures recognised by professional

bodies — see qualification structure.





11

Teaching, learning and assessment

Learners must pass all 10 units on their programme of learning to be awarded a BTEC Higher

National Certificate and all 16 units to be awarded a BTEC Higher National Diploma.

The assessment of BTEC Higher National qualifications is criterion-referenced and centres are

required to assess the learners’ evidence against published learning outcomes and assessment

criteria. All units will be individually graded as ‘pass’, ‘merit’ or ‘distinction’. To achieve a

pass grade for the unit learners must meet the assessment criteria set out in the specifications.

This gives transparency to the assessment process and provides for the establishment of

national standards for each qualification.

The units in BTEC Higher National qualifications all have a standard format which is designed

to provide clear guidance on the requirements of the qualification for learners, assessors and

those responsible for monitoring national standards.

Unit format

Each unit is set out in the following way.

Unit title, learning hours and NQF level

The unit title is accredited by QCA and this form of words will appear on the learner’s

Notification of Performance. In BTEC Higher National qualifications each unit consists of

60 guided learning hours.

Each unit is assigned a notional level indicator of H1 or H2, indicating the relative intellectual

demand, complexity and depth of study, and learner autonomy.

At H1 level the emphasis is on the application of knowledge, skills and understanding, use of

conventions in the field of study, use of analytical skills and selection and organisation of

information.At H2 level the emphasis is on application and evaluation of contrasting ideas, principles,

theories and practices, greater specialisation in the field of study, and an increasing

independence in systematic enquiry and analysis.

Description of unit

A brief description of the overall purpose of the unit is given, together with the key areas of

study associated with the unit.

Summary of learning outcomes

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

must achieve all the outcomes in order to pass the unit.

Content

This section picks up highlighted words from the outcomes and amplifies the content coverage

required when addressing the outcomes. The content section will often provide lists of topics.

Please note all aspects of the listed topics should be covered, except those that begin with ‘eg’,

where items listed are merely indicative.

Outcomes and assessment criteria

Each unit contains statements of the evidence that each learner should produce in order to

receive a pass.





12

Guidance

This section is not prescriptive but provides additional guidance and amplification related to the

unit to support teachers/deliverers and assessors. Its subsections are given below. Only those

subsections which apply to the unit will appear.

Delivery — offers guidance about possible approaches to delivery. This advice is based on

the more usual delivery modes and is not intended to rule out alternative approaches.

Assessment — provides advice about the nature and type of evidence that learners are likely

to need to produce. This subsection should be read in conjunction with the assessment

criteria and the generic grade descriptors.

Links — sets out the links between units. Provides opportunities for integration of learning,

delivery and assessment. Any links to the National Occupational Standards will be

highlighted here.

Resources — identifies the specialist resources likely to be needed to allow learners to

generate the evidence required by each unit. The centre will be asked to ensure that this

requirement is in place when it seeks approval from Edexcel to offer the qualification.

Support materials — identifies, where appropriate, textbooks, videos, magazines, journals,

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

Learning and assessment

The purpose of assessment is to ensure that effective learning of the content of each unit has

taken place. Evidence of this learning, or the application of the learning etc, is required for each

unit. The assessment of the evidence directly relates to the assessment criteria for each unit,

supported by the generic grade descriptors.

The process of assessment can aid effective learning by seeking and interpreting evidence to

decide the stage that learners have reached in their learning, what further learning needs to take

place and how best to do this. Therefore, the process of assessment should be part of theeffective planning of teaching and learning by providing opportunities for both the learner and

assessor to obtain information about progress towards learning goals. The assessor and learner

must be actively engaged in promoting a common understanding of the assessment criteria and

the grade descriptors (what it is they are trying to achieve and how well they achieve it) for

further learning to take place. Therefore, learners need constructive feedback and guidance

about how to improve, capitalising on strengths, with clear and constructive comments about

weaknesses and how these might be addressed.

Assessment instruments are constructed by centres. Assessment instruments should collectively

ensure coverage of all assessment criteria within each unit and should provide opportunities for

the evidencing of all the grade descriptors. It is advised that assessment criteria and

contextualised grade descriptors are clearly indicated on each assessment instrument to providea focus for learners (for transparency and to ensure that feedback is specific to the criteria) and

to assist with internal standardisation processes. Tasks/activities should enable learners to

produce evidence that relates directly to the assessment criteria and grade descriptors.

When centres are designing assessment instruments, they need to ensure that the instruments

are valid, reliable and fit for purpose, building on the application of the assessment criteria.

Centres are encouraged to place emphasis on practical application of the assessment criteria,

providing a realistic scenario for learners to adopt, making maximum use of work-related

practical experience and reflecting typical practice in the sector concerned. The creation of

assessment instruments that are fit for purpose is vital to achievement and their importance

cannot be over-emphasised.





13

Grading Higher National units

The assessment of BTEC Higher National qualifications will be at unit level and there will be

no overall grade for either the Certificate or the Diploma. This means that learners are able to

access the qualification through a unitised approach.

Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement

of all outcomes against the specified assessment criteria. Merit and distinction grades areawarded for higher-level achievement.

The generic merit and distinction grade descriptors listed on pages 14–15 are for grading the

total evidence produced for each unit and describe the learner’s performance over and above

that for a pass grade.

The merit and distinction grade descriptors can be achieved in a flexible way, eg in a sequential

or holistic mode, to reflect the nature of the sector concerned.

Each of the generic merit and distinction grade descriptors can be amplified by use of

indicative characteristics. These give a guide to the expected learner performance and support

the generic grade descriptors. The indicative characteristics should reflect the nature of a unit

and the context of the sector programme.

The indicative characteristics shown in the table for each of the generic grade descriptors are

not exhaustive. Consequently, centres should select from the list or may construct other

appropriate indicative characteristics for their sector programme which may be drawn from the

appropriate higher-level skills. It is important to note that each assessment activity does not

need to incorporate all the merit and/or distinction grade descriptors.

Contextualising the generic grade descriptors

The generic merit and distinction grade descriptors need to be viewed as a qualitative extension

of the assessment criteria for pass within each individual unit. The relevant generic grade

descriptors must be identified and specified within an assignment and the relevant indicative

characteristics should be used to place the required evidence in context.





14

Grade descriptors

Pass grade

A pass grade is achieved by meeting all the requirements defined in the assessment criteria for

pass for each unit.

Merit grade

Merit descriptors Indicative characteristics:

In order to achieve a merit

the learner must:

The learner’s evidence shows:

identify and apply

strategies to find

appropriate solutions

effective judgements have been made

complex problems with more than one variable have been

explored

an effective approach to study and research has been applied

select/design and apply

appropriate

methods/techniques

relevant theories and techniques have been applied

a range of methods and techniques have been applied

a range of sources of information has been used

the selection of methods and techniques/sources has been

justified

the design of methods/techniques has been justified

complex information/data has been synthesised and

processed

appropriate learning methods/techniques have been applied

present and

communicate

appropriate findings

appropriate structure and approach has been used

coherent, logical development of principles/concepts for the

intended audience

a range of methods of presentation have been used and

technical language has been accurately used

communication has taken place in familiar and unfamiliar

contexts

the communication is appropriate for familiar andunfamiliar audiences and appropriate media have been used





15

Distinction grade

Merit descriptors Indicative characteristics:

In order to achieve a

distinction the learner must:

The learner’s evidence shows:

use critical reflection toevaluate own work and

justify valid conclusions

conclusions have been arrived at through synthesis of ideasand have been justified

the validity of results has been evaluated using defined

criteria

self criticism of approach has taken place

realistic improvements have been proposed against defined

characteristics for success

take responsibility for

managing and organising

activities

autonomy/independence has been demonstrated

substantial activities, projects or investigations have been

planned, managed and organised

activities have been managed

the unforeseen has been accommodated

the importance of interdependence has been recognised and

achieved

demonstrate

convergent/lateral/

creative thinking

ideas have been generated and decisions taken

self evaluation has taken place

convergent and lateral thinking have been applied

problems have been solved

innovation and creative thought have been applied

receptiveness to new ideas is evident

effective thinking has taken place in unfamiliar contexts





16

Accreditation of Prior Learning (APL)

Edexcel encourages centres to recognise learners’ previous achievements and experience

through the Accreditation of Prior Learning. Learners may have evidence that has been

generated during previous study, in their previous or current employment or whilst undertaking

voluntary work that relates to one or more of the units in the qualification. Assessors should

assess this evidence against the Higher National standards in the specifications in the normalway. As with all evidence, assessors should be satisfied about the authenticity and currency of

the material when considering whether or not the outcomes of the unit have been met.

Full guidance about Edexcel’s policy on APL is provided on our website

(www.edexcel.org.uk).

Quality assurance of BTEC Higher Nationals

The quality assurance system for BTEC Higher National qualifications, as higher-level

vocational qualifications at Level 4 on the NQF, will comprise three main components.

approval process — a control measure to confirm that individual centres (and programme

teams) are appropriately resourced and competent to deliver a BTEC Level 4 programme of

study.

monitoring of centres — a method of monitoring centres’ internal quality systems to

ensure ongoing fulfilment of initial requirements and, where appropriate, enhancement of

those requirements to accommodate new qualifications.

independent assessment — a measure that provides independence within the assessment

process, so that the certificated outcomes for each learner are not reliant on determinations

by individuals or groups with a vested interest in the outcome. This measure should be

consistent and reliable over time, and should not create unnecessary barriers.

Centre and programme approval

Approval to offer the BTEC Higher National qualifications will vary depending on the status of

the centre. Centres that have a recent history of delivering BTEC Higher National qualifications

and have an acceptable quality profile in relation to their delivery will be able to gain approval

through an accelerated process. Centres that are new to the delivery of BTEC Higher National

qualifications will be required to submit evidence to demonstrate that they:

have the human and physical resources required for effective delivery and assessment

understand the implications for independent assessment and agree to abide by these have a robust internal assessment system supported by ‘fit for purpose’ assessment

documentation

have a system to internally verify assessment decisions to ensure standardised assessment

decisions are made across all assessors and sites.

Such applications have to be supported by the head of the centre (principal, chief executive,

etc).

We communicate all approvals in writing to the head of centre in the form of a qualification

approval letter. The approval letter will also contain a programme definition for each

qualification approved. The programme definition clearly states to the centre all units that

comprise the qualification for which the centre is approved.





17

Monitoring centres’ internal quality systems

Centres will be expected to demonstrate ongoing fulfilment of approval criteria across all

programme areas. This should include the consistent application of policies affecting learner

registrations and appeals, together with the effectiveness of internal examination and

standardisation processes.

Centres may opt for a review of their provision under the quality verifier/quality reviewer arrangements, which already apply to all further education centres. Alternatively, centres may

present evidence of their operation within a recognised code of practice, such as that of the

Quality Assurance Agency for Higher Education. Edexcel reserves the right to confirm

independently that these arrangements are operating to our satisfaction.

Independent assessment: the role of the external examiner

Supporting consistency and appropriateness of centre assessor decisions

For all BTEC Higher Nationals accredited at Level 4 on the NQF, Edexcel will appoint

appropriately qualified subject-specific external examiners to the programme in each centre.

Edexcel will define the selection, appointment and training process, together with the roles andresponsibilities of the external examiners and will communicate the details to centres in a

centre handbook.

The function of the external examiner will be to review and evaluate objectively the assessment

process and standards of learner attainment by independently reviewing, in the first year of the

programme, a sample of learner work (including the centre-designed assignments on which the

samples are based) selected by the external examiner, from across the programme.

When they visit centres, external examiners must be afforded reasonable access to the assessed

parts of the programme, including evidence of learner performance on placement. They are

required to:

verify that standards are appropriate for the award and its elements

assist institutions in the comparison of academic standards across similar awards nationally.

Should any disparity occur between the judgement of centre assessors and that of the external

examiner, this will be reported to the centre and to Edexcel by the external examiner. The

centre will be required to agree appropriate corrective action as a result of this report.

Independence in confirmation of certificated outcomes

In the final year of the programme, the external examiner will revisit the centre in order to

independently assess learner work and to evaluate centre assessor decisions on final outcomes.

This process of evaluation may focus upon work in units, selected by the external examiner,

that present the most appropriate evidence for this exercise. The work of all learners not already

sampled in the first year of the programme will be reviewed.

Resolution of assessments will normally be handled at the centre’s final programme review

board. The external examiner will be expected to endorse the outcomes of assessment before

certification can be authorised. Should the external examiner be unable to provide such

endorsement, certification will be withheld until appropriate corrective action has taken place.

(The senior subject examiner may become involved in such instances.)





18

The external examiner will be required to prepare a written report after each visit. The report

will include comments from the external examiner upon:

academic standards and programme specification

academic standards and learner performance

academic standards and assessment

the assessment process

assessment meetings

physical resources

comments of learners

meetings with staff

external examiner practice

issues arising from previous reports

details of sampling

general points, areas of good practice and major issues

action points.

The external examiner report provides the mechanism by which the external examiner

independently verifies learner ability, endorses the validity of the assessment process and

releases certification for a cohort.

The report is a confidential document between Edexcel, the appointed external examiner, and

the centre to use for internal/external quality assurance processes. It provides the centre with

feedback on the external examining process and on the judgements that determine the external

examiner’s decisions on endorsement, or otherwise, of learner outcomes.

Programme design and delivery

The qualifications consist of core units which are mandatory and specialist units. These

specialist units will be mostly optional and are designed to provide a specific focus to the

qualification. Some combination of specialist units may be required if recognition is being

sought from a professional body and these are set out in relation to each qualification in the

defined structures provided in this specification — see Annex B.

In BTEC Higher National qualifications each unit consists of 60 guided learning hours. Thedefinition 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.





19

Programmes should develop the learner’s knowledge, understanding, skills and awareness

necessary to provide them with the potential to progress to technical, supervisory and

managerial positions in construction and the built environment. Programmes should make

provision for:

sufficient time to achieve consistency of outcome standards and when coupled with

enchanced further learning, will enable learners to achieve the education base required for

an Incorporated Engineer

both breadth and depth of coverage to meet the needs of industry in technical and personal

skills

the foundation for subsequent study and developing a commitment to lifelong learning and

Career Professional Development (CPD).

Mode of delivery

Edexcel does not define the mode of study for BTEC Higher National qualifications. Centres

are free to offer the qualifications using any mode of delivery that meets the needs of their

learners. This may be through traditional classroom teaching, open learning, distance learningor a combination of these. Whatever mode of delivery is used, centres must ensure that learners

have appropriate access to the resources identified in the specifications and to the subject

specialists delivering the units. This is particularly important for learners studying for the

qualification through open or distance learning.

Full guidance on Edexcel’s policies on ‘distance assessment’ and ‘electronic assessment’ are

provided on our website.

Learners studying for the qualification on a part-time basis bring with them a wealth of

experience that should be utilised to maximum effect by tutors and assessors. Assessment

instruments based on the learners’ work environment should be encouraged. Those planning the

programme should aim to enhance the vocational nature of the BTEC Higher National

qualification by:

liaising with employers to ensure that the programme is relevant to the specific needs of the

learners

accessing and using non-confidential data and documents from learners’ workplaces

including sponsoring employers in the delivery of the programme and, where appropriate,

in the assessment

linking with company-based/workplace training programmes

making full use of the variety of experience of work and life that learners bring to the

programme

linking the assessment evidence for level 4 NVQs with the evidence requirements and

assessment of these qualifications.

Resources

BTEC Higher National qualifications are designed to prepare learners for employment in

specific sectors. Physical resources need to support the delivery of the programme and the

proper assessment of the outcomes and, therefore, should normally be of industry standard.

Staff delivering programmes and conducting the assessments should be fully familiar with

current practice and standards in the sector concerned. Centres will need to meet any specialist

resource requirements when they seek approval from Edexcel.





20

Specialist resources should generally include case study materials, real resources acquired from

commercial operations, videos and documented examples of current practice, eg reports from

the Civil Engineering industry. Please refer to the resources section of each unit for detailed

resource requirements.

Delivery approach

It is important that centres develop an approach to teaching and learning that supports the

specialist vocational nature of the BTEC Higher National qualifications. The specifications

contain a balance of practical skill development and knowledge requirements, some of which

can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made

between theory and practice and that the knowledge base is applied to the sector. This will

require the development of relevant and up-to-date teaching materials that allow learners to

apply their learning to actual events and activity within the sector. Maximum use should be

made of the learner’s experience.

Meeting local needs

Centres should note the qualifications set out in these specifications have been developed inconsultation with centres, employers and the JBM member institutions, the professional

representative for the civil engineering sector, together with support from the Sector Skills

Council for construction and civil engineering. The units are designed to meet the skill needs of

the sector and the specialist units allow coverage of the full range of employment. Centres

should make maximum use of the choice available to them within the specialist units in these

specifications to meet the needs of their learners, as well as the local skills and training needs

identified by organisations such as Regional Development Agencies and Local Learning and

Skills Councils.

Centres may not always be able to meet local needs using the units in this specification. In this

situation, centres may seek approval from Edexcel to make use of units from other standard

NQF BTEC Higher National specifications. Centres will need to justify the need for importingunits from other specifications and Edexcel will ensure that the vocational focus of the

qualification is not diluted.

Locally-devised specialist units

There may be exceptional circumstances where even the flexibility of importing units from

other specifications does not meet a particular local need. In this case, centres can seek

permission from Edexcel to develop a unit with us to meet this need. The cases where this will

be allowable will be very limited. Edexcel will ensure that the integrity of the qualification is

not reduced and that there is a minimum of overlap and duplication of content of existing units.

Centres will need strong evidence of the local need and the reasons why the existing standard

units are inappropriate. Edexcel will need to validate these units.

Limitations on variations from standard specifications

The flexibility to import standard units from other BTEC Higher National specifications and/or

develop unique locally devised specialist units is limited to a maximum of four units in a

BTEC Higher National Diploma qualification and a maximum of two units only in any

BTEC Higher National Certificate qualification. The use of any units cannot be at the

expense of the core units in any qualification.

In making such proposals, centres should also be cognisant of those units and programme

structures recommended/required to satisfy the professional institutions and progression

requirements. Learners must be advised of the value of any revised programmes and the progression opportunities they provide.





21

Access and recruitment

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

the qualifications should be available to everyone who is capable of reaching the required

standards

the qualifications should be free from any barriers that restrict access and progression

there should be equal opportunities for all wishing to access the qualifications.

Centres are required to recruit learners to BTEC qualifications with integrity. This will include

ensuring that applicants have appropriate information and advice about the qualifications and

that the qualification will meet their needs. Centres should take appropriate steps to assess each

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 within the centre during their programme of

study and any specific support that might be necessary to allow the learner to access the

assessment for the qualification. Centres should also show regard for 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 4 qualification. For

learners who have recently been in education, the entry profile is likely to include one of the

following:

a BTEC National Certificate or Diploma qualification in Civil Engineering or a related

vocational area

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

entrants)

an AVCE/Advanced GNVQ in Construction and the Built Environment or a relatedvocational area

a GCE Advanced level profile which demonstrates strong performance in a relevant subject

or an adequate performance in more than one GCE subject. This profile is likely to be

supported by GCSE grades at A * to C

related work experience

other related level 3 qualifications.

Mature learners may present a more varied profile of achievement that is likely to include

extensive work experience (paid and/or unpaid) and/or achievement of a range of professional

qualifications in their work sector. In these circumstances, a programme of ‘balancing studies’may be need to bring learners to the required standard for entry to a BTEC Higher National

programme.

Balancing studies

In preparation for any BTEC Higher National Civil Engineering programme, and particularly

for a BTEC Higher National Diploma, learners with a variety of background experience and

qualifications, such as a craft background, may need to be given support and access to learning.

Centres could use balancing studies, covering any necessary level 3 outcomes that would

normally have been covered in a GCE A level programme, an Advanced VCE in Construction

and the Built Environment or in a BTEC National in Civil Engineering programme, for example

Mathematics, Science and Materials, Technology, etc The BTEC National Award may providethe basis for these studies and may be supplemented by other appropriate specialist units from

the BTEC Nationals.





22

Restrictions on learner entry

The majority of BTEC Higher National qualifications are accredited on the NQF for learners

aged 16 years and over. Learners aged 15 and under cannot be registered for a BTEC Higher

National qualification.

Learners with particular requirements

Edexcel recognises that some learners, when studying vocationally-related qualifications, will

have coped with the learning demands of a course but may find the standard arrangements for

the assessment of their attainment presents an unfair barrier. This would apply to learners with

known and long-standing learning problems and to learners who are affected at, or near to, the

time of a time-constrained assessment.

Edexcel will seek to approve alternative arrangements that:

meet the needs of learners with particular requirements

do not confer advantage over other learners

are commensurate with the proper outcomes from the qualification.

Details of the allowable arrangements for such learners are given in Assessment of Vocationally

Related Qualification: Regulations and Guidance relating to Learners with Special

Requirements (Edexcel, 2002).

The wider curriculum

The study of the BTEC Higher Nationals in Civil Engineering provides opportunities for

learners to develop an understanding of spiritual, moral, ethical, social and cultural issues and

an awareness of environmental issues, health and safety considerations, and European

developments. These wider curriculum opportunities are integrated within in the units as

appropriate. Mapping of wider curriculum opportunities issues is provided in Annex G.

Useful publications

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

Edexcel Publications

AdamswayMansfield

Nottinghamshire NG18 4FN

Telephone: 01623 467 467

Fax: 01623 450 481

Email: [email protected]





23

Related publications include:

the current Edexcel publications catalogue and update catalogue

Edexcel publications concerning the quality assurance system and the internal and external

verification of vocationally-related programmes may be found on the Edexcel website and

in the Edexcel publications catalogue.

NB: Most of our publications are priced. There is also a charge for postage and packing. Please

check the cost when you order.

Professional body contact details

The Institution of Civil Engineers (ICE)

One Great George Street

Westminster

London

SW1P 3AA

Telephone: 020 7222 7722

Website: www.ice.org.uk Institute of Highways Incorporated Engineers (IHIE)

20 Queensberry Place

London

SW7 2DR

Telephone: 020 7823 9093

Fax: 020 7581 8087


Website: www.ihie.org.uk


11 Upper Belgrave Street

LondonSW1X 8BH

Telephone: 020 7235 4535

Fax: 020 7235 4294


Website: www.istructe.org.uk





24

How to obtain CISC Occupational Standards and NVQ Standards

Construction Industry Council (CIC)

26 Store Street

London

WC1E 7BT

Telephone: 020 7637 8692Email: [email protected]

Website: www.cic.org.uk

NVQ Standards for Civil Engineering NVQs, may be obtained from:

Edexcel Publications

Adamsway

Mansfield

Nottinghamshire

NG18 4FN

Telephone: 01623 467 467

Website: www.edexcel.org.uk

Please note that some NVQs are not awarded by Edexcel.

Professional development and training

Edexcel supports UK and International customers with training related to BTEC qualifications.

This support is available through a choice of training options offered in our published training

directory or through customised training at your centre.

The support we offer focuses on a range of issues including:

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building key skills into your programme

building in effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on the Edexcel website(www.edexcel.org.uk). You can request customised training through the website or by

contacting one of our advisers in the Professional Development and Training team on telephone

number 020 7758 5620 to discuss your training needs.

The training we provide:

is active — ideas are developed and applied

is designed to be supportive and thought provoking

builds on best practice.

Our training will also underpin many areas of the HESDA/FENTO standards for tutors and

lecturers working towards them.





25

Further information

For further information please call Customer Services on 0870 240 9800, or visit our website at

www.edexcel.org.uk.





26





27

Core





28





29

Unit 1: Design Principles and Application

Learning hours: 60

NQF level 4: BTEC Higher National – H1

Description of unit

This unit provides the learner with a fundamental understanding of the design process and of

how the planning and design phases are co-ordinated and managed.

This unit forms the design base for the study programme. The unit has been devised to enable

learners studying Construction, Civil Engineering or Building Services Engineering

programmes to demonstrate both knowledge and understanding of design considerations and

the design process. It is intended that this unit will help learners develop the ability to apply,

analyse and evaluate the design in terms of the production and cost implications for construction projects.

The content can be contextualised in terms of the discipline being followed so as to relate to a

particular building, civil engineering or building services project.


To achieve this unit a learner must:

1 Differentiate between the planning, design and production phases of the construction

process and describe the co-ordination and management of each phase

2 Analyse the various factors that affect the selection of materials, systems and equipment

and evaluate the environmental impact of energy and other constraints on the planning,

design and construction processes

3 Describe the roles, responsibilities and obligations (including liability for health, safety

and welfare) of all parties to a construction project

4 Describe how technology affects the design of a construction project and also the design

processes and procedures used in the production phase.





30

Content

1 Planning, design and production phases

Planning and design of a project : the client’s brief, aesthetics of the project and the

process, influence of shape, size and proportion, position, location and structural

considerations of a building, an engineering project or a plant system, content of the project

Land issues: effects of green/brown and reclaimed land on a project

Health, safety and welfare: issues in design, maintenance and demolition, Construction

Design and Management (CDM) regulations

Financial considerations: financial implications and sources of funding, financial planning

including the cost of building, the cost of commissioning, costs in use, life cycle costing,

cost modelling and facilities management

Planning and control considerations: legal restraints, town and country planning, building

regulations and European legislation

Design considerations: designing for planned use, designing for inclusivity, for change of

use, for versatility, designing for disability, relevant legislation

2 Selection of materials, systems and equipment, and environmental impact

Environmental planning : the selection of materials and the form(s) of construction, use of

new and renewable resources, use of recycled materials where appropriate

Energy efficiencies: production of materials, processing of materials and services within the

building or project

Services required : into and out of the building or project, disposal of waste materials from

the construction process, disposal of waste materials from the use of the building or project,

availability of services to a building or project, services used by a building or project

3 Roles, responsibilities and obligations

Construction team: their roles and responsibilities at various stages for planning and

development, design, surveying, construction, maintenance and facilities management. An

understanding of the roles of and activities undertaken by each party to the process

Obligations and responsibilities: of each party to the process, liabilities of each party to the process (including both corporate and personal responsibility for health, safety and welfare)

4 How technology affects the design

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

the time of design, how this affects the design and construction processes, development of

new materials, more advanced methods, more powerful construction plant, new systems

and services, Information and Communication Technology (ICT)





31


Outcomes Assessment criteria for pass

To achieve each outcome a learner must demonstrate

the ability to:

1 Differentiate between the

planning, design and

production phases of the

construction process and

describe the co-ordination and

management of each phase

identify the planning processes for each type of

project

compare and contrast the design process for

building, civil engineering and/or building services

projects

describe the main stages of the production phase of

the construction process

compare the co-ordination and management of each

phase of the design and construction process

2 Analyse the various factors

that affect the selection of

materials, systems and

equipment and evaluate the

environmental impact of

energy and other constraints

on the planning, design and

construction processes

interpret the client’s brief and the other factors that

may effect the selection of materials, systems and

equipment; analyse how these factors may effect the

aesthetics of a project

assess the need for services required for or by a

project and how these may be integrated into the

overall design

compare the financial implications of a project in

terms of sourcing, funding, planning and

maintenance costs

evaluate the need for environmental efficiencies and

in planning the selection, use and recycling of

materials

identify the environmentally safe methods for the

disposal of waste materials

assess the design factors that influence energy

saving measures

3 Describe the roles,

responsibilities and

obligations (including

liability for health, safety and

welfare) of all parties to a

construction project

describe the roles of all the parties involved in the

design and planning processes

identify the responsibilities of all the parties

involved in the design and planning processes

assess the particular responsibilities and liabilities

of all parties concerned in terms of health, safety

and welfare issues





32



the ability to:

4 Describe how technologyaffects the design of a

construction project and also

the design processes and

procedures used in the

production phase

analyse important technological advances inconstruction and evaluate the effect of developing

software applications and new ways of building

produce sketch plans and detailed drawings using

both manual and CAD packages





33

Guidance

Delivery

Since it is important that learners have a sound understanding of the principles that underpin

the planning and co-ordination of design of a construction project, this unit should be studied

early in the first year of a two-year programme in parallel with related technology.

Case studies should be used in order to develop a working knowledge of the design and

planning processes used in the construction industry. The unit might usefully involve

practitioners to deal with some aspects of the curriculum. Where appropriate, role-play should

be encouraged to develop a better understanding of the application and the difficulties that are

encountered in the design and the planning of a construction project. During a role-play,

learners should normally work in groups to present scenarios for discussion.

Learners may also be encouraged to provide oral presentations from their own studies or experiences.

Assessment

It is recommended that evidence for learning outcomes are achieved through well-planned

course work, assignments and projects. Assessment may be formative and summative and both

may feature as part of the process. Although assessments must be focused on the individual

achievement of each learner, group work and role-play activities may contribute to the

assessment. Integrative assignments and project work will help to link this unit with other

related units, particularly technology units.

Where available, evidence from the workplace can also be incorporated to enhance the learningoutcomes, provided that this evidence is appropriate and authenticated as the learner’s own

work. The volume of evidence required for each assessment should take into account the

overall number of assessments being contemplated within this unit and the design of the overall

teaching and assessment programme.

Appropriate attention must be given to health, safety and welfare arrangements and CDM

Regulations throughout the delivery of this unit.

In designing the assessment instruments, opportunities may also be included to generate

evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to

the outcomes of this unit, see Annex D and Annex F .

Links

This unit provides the learner with the basic knowledge and understanding of the design and

planning processes of a construction project. Attention should be paid in the delivery of this

unit to the syllabus content of the other units in the programme, particularly those related to the

technology units of the main discipline covered by the programme.

This unit links with the Unit 5: Group Project , Unit 8: Civil Engineering Construction A,

Unit 11: Individual Student Project , Unit 12: Design and Production Computer Analysis and

Unit 14: Civil Engineering Construction B.





34

The content of this unit has been designed and mapped against the 1998 CISC Occupational

Standards and current NVQs at level 4. The mapping links indicate that the achievement of the

learning outcomes of this unit will contribute skills, knowledge and understanding towards the

evidence requirements of the following NVQs:





Road Safety


See Annex D for summary of mapping information.

Resources

Learners should have access to a wide range of library resources, including textbooks and journals, government and industry wide publications, BRE Digests, professional journals, the

internet and other research materials.

Support materials

Textbooks

Ashworth, A — Pre-Contract Studies: Development Economics, Estimating and Tendering

— (Longman, 1996)

Everett, A — Materials 5th Edition — (Longman, 1994)

McMullan, R — Environmental Science in Building 5th Edition — (Palgrave, 2001)

Other publications

BRE Digests

Guidance notes on Town and Country Planning Act, Health and Safety at Work Act, CDM

Regulations, and other relevant legislation

Papers from ABE, ASHRAE, BRE, CIBSE, CIOB, ICE, RICS, RICS — BCIS, VALUER,

etc

Papers from BIAT, RIBA and RTPI

Papers from Cement and Concrete Association

Papers from TRADA





35

Unit 2: Science and Materials

Learning hours: 60


Description of unit

This unit provides the learner with an introduction to the scientific principles and a basic

knowledge of the properties of materials needed to successfully complete the other core and

specialist units.

The unit has been designed to enable learners studying Construction, Civil Engineering or

Building Services Engineering programmes to analyse, apply, investigate and evaluate

scientific principles and the properties and behaviour of materials in construction related

situations.

It is intended that the unit be contextualised for construction, civil engineering or building

services engineering and that the delivery and assessment be tailored to the particular

vocational needs of the individual learner.



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

services operations and determine comfort levels in the design and use of buildings

2 Investigate and evaluate the characteristics, properties and use of materials

3 Analyse the effects of structural behaviour on construction components

4 Use experimentation to model scientific problems and analyse results.





36

Content

1 Apply scientific principles and determine comfort levels

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

and heat gains, heating and ventilating, illumination (natural and artificial, sound

transmission, refrigeration and air conditioning, fluid flow (hydrostatics and fluid

dynamics)

Provision of services: water supply and distribution, gas supply and distribution, electrical

supply and distribution, chemicals, fluids and oil distribution, safe and effective disposal of

waste products, environmental issues relating to all of the above

2 Characteristics, properties and use of materials

Properties, design criteria, specifications and uses: concrete, metals and alloys including,

amongst others, iron, steel, zinc, copper, brass, aluminium and lead, timber and timber

products, clay products such as bricks and tiles, plastics and other man-made materials,

coatings and finishes including paints, insulation materials, vapour barriers and damp-

proofing barriers

Specification of materials: need for maintenance and eventual replacement, energy

efficiency, environmental issues, renewable resources and sustainable construction

3 Structural behaviour on construction components

Structural behaviour of materials: structural behaviour depending on use, loading and theinherent properties of the material. Good working knowledge of how materials are used in

terms of behaviour when formed in beams, columns, structural frames, pads and machine

bases, floors, timber, steel and concrete, bridging brackets, supports to equipment, tanking

and pressure vessels, machinery bases

4 Model scientific problems

Experiments: associated with scientific principles and services

Calculations: associated with these experiments and conclusions about the results





37




the ability to:

1 Investigate and apply

scientific principles to

construction, structural,

environmental and services

operations and determine

comfort levels in the design

and use of buildings

relate scientific principles to the specification of

construction components and services installations

having regard to factors affecting comfort levels

describe the control of components and services

installations in a variety of environments through

the selection of materials and construction

techniques

explain the effects that the provision of services and

the safe disposal of waste products have on the

structural design of a building

calculate and determine levels of thermal

transmission, heat loss, lighting and illumination,

sound transmission, heating and ventilation,

refrigeration and air-conditioning

2 Investigate and evaluate the

characteristics, properties

and use of materials

describe the properties of materials justifying the

reason for their selection and describing their effect

on the design of buildings and installations3 Analyse the effects of

structural behaviour on

construction components

apply standard methods to predict the structural

behaviour of materials

explain how the basic principles of structural

mechanics and fluid mechanics affect the design of

structural members and services installations

4 Use experimentation to

model scientific problems

and analyse results

perform a range of experiments associated with the

above scientific principles and services

record the results of the experiments

perform any necessary calculations associated withthe experiments

analyse the results of the experiments

justify conclusions from the experiments performed





38

Guidance

Delivery

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

and the industry, it is recommended that this unit should be studied with these subjects in the

first year. It is important that learners have access to a variety of materials and to adequate

laboratory facilities and that they use these where appropriate.

Case studies should be used extensively with a current working knowledge and practice of the

construction industry. The unit might usefully benefit from the involvement of practitioners in

some aspects of the curriculum.

Assessment

It is recommended that evidence for learning outcomes is achieved through well-planned course

work, practical laboratory work, assignments and projects. Assessment may be formative and

summative and both may feature as part of the process. Although assessments must be focused

on the individual achievement of each learner, group work or experiments may contribute to the


related units.

Where available, evidence from the workplace can also be incorporated to enhance the learning

outcomes, provided that this evidence is appropriate and authenticated as the learner’s own



teaching programme.

Appropriate attention must be given to health, safety and welfare arrangements throughout the

delivery of this unit.




Links

This unit provides the learner with an introduction to the knowledge needed to complete other

units in the programme, no matter which discipline learners are following.

Learners should be encouraged to use their wider knowledge and experience gained from other

units and/or from practice.







Highways Maintenance.






40





41

Unit 3: Analytical Methods

Learning hours: 60


Description of unit

This unit provides the learner with the fundamental mathematical knowledge and analytical

techniques needed to successfully complete the core and specialist optional units in this

qualification. This unit has been designed to enable learners to use fundamental mathematical

processes in the solution of Construction, Civil Engineering or Building Services Engineering

problems.

It is also intended as a base for further study of analytical methods and mathematics needed for

those engaged in the Civil Engineering and Building Services Engineering disciplines.



1 Apply analytical methods to the management and production of construction, civil

engineering or building services installation processes and operations

2 Apply analytical methods to surveying, testing and control problems in the

construction, civil engineering or building services engineering process

3 Analyse and solve problems using statistics and probability

4 Apply analytical methods to analyse structural, building or building services

engineering systems and provide appropriate solutions.





42

Content

The content comprises all the mathematics needed to achieve the outcomes. The various topic

areas should be addressed as and when they are needed to analyse problems in the discipline

the learner is following. There is therefore no requirement for the content to be covered in its

entirety and the content can be taken as a guide. For example, it is not necessary for

construction learners to use calculus to satisfy assessment requirements but those studying civil

engineering and building services engineering units should do so to ensure they meet the wider

needs of their programme.

1 Analytical methods to management and production

Algebra: linear, simultaneous and quadratic equations, laws of indices and logarithms,

common and Naperian logarithms, indicial equations, direct and inverse proportion,

inequalities, functional notation and manipulation of algebraic problems

Graphical representation: functions, points of intersection between two graphs, graph

sketching (straight line, polynomial, exponential and logarithmic), fit lines to experimental

data using least squares method

Space, time and motion: plot space/time and velocity/time diagrams, determine

displacement, velocity and acceleration. Laws of motion, momentum, impulse and

projectiles

Matrices: multiplication, transposition and inversion, applications

2 Analytical methods to surveying, testing and control problems

Trigonometry: basic trigonometric ratios and their inverses, trigonometric ratios for the four

quadrants, solution of triangles, calculation of areas and volumes of solids

Determine co-ordinates: in 2-D and 3-D geometry

Other functions: trapezoidal and Simpson’s rule

3 Statistics and probability

Tabular and graphical form: data collection methods, histograms, bar charts, line diagrams,

cumulative frequency diagrams, scatter plots

Central tendency and dispersion: introduction to the concept of central tendency andvariance measurement, mean, median, mode, standard deviation, variance and interquartile

range, application to construction, civil engineering, and building services engineering

Probability: interpretation of probability, probabilistic models, empirical variability, events

and sets, mutually exclusive events, independent events

4 Analytical methods to analyse structural, building, or building services engineering

systems

Trigonometric methods: to solve problems such as static forces, relative motion,

frameworks, metrology, friction torque, electrical and mechanical energy problems

Calculus: to differentiate and integrate simple equations and demonstrate applications of

calculus (refer to Delivery guidance on delivering calculus to construction disciplines)





43




the ability to:

1 Apply analytical methods to

the management and

production of construction,

civil engineering or building

services installation processes

and operations

determine manpower, materials and equipment

requirements on a day to day basis, and/or

produce appropriate long term plans and cost

analyses to meet particular situations, and/or

compare and contrast the effectiveness and

efficiency of solutions to construction situations interms of use of manpower, equipment, and materials


surveying, testing and

control problems in the

construction, civil

engineering or building

services engineering process

apply mathematical and trigonometrical functions to

surveying problems and evaluate results, and/or

represent construction/engineering data in tabular

and graphical form and analyse the results, and/or

use sinusoidal functions and radian measures to

solve construction/engineering problems, and/or

use trigonometric and hyperbolic identities to solve

trigonometric equations and to simplify complextrigonometric expressions

3 Analyse and model

construction situations using

statistics and probability

apply statistical techniques to issues of quality and

safety, and/or

apply probability techniques to issues of reliability

and quality in the construction/engineering process


analyse structural, building,

or building services

engineering systems and

supply appropriate designsolutions

use trigonometric functions to solve problems such

as static forces, relative motion, frameworks,

metrology, friction torque, electrical and mechanical

energy problems, and/or

use the principals of calculus to solve problems

appropriate to construction, civil engineering and

building services engineering





44

Guidance

Delivery

This unit may be delivered as a stand-alone unit, or partially integrated into other appropriate

units. Centres should contextualise the analytical methods in the content and design a teaching

process applicable to their programme. For those parts that are to be delivered in a completely

integrated way, care must be taken to provide tracking of evidence of outcomes.

The aim of this unit is to provide the minimum mathematical knowledge, skills and

understanding to successfully complete a BTEC Higher National programme of study. Some

disciplines require further study of mathematics to underpin particular areas of civil

engineering and building services engineering and this unit provides the learning that supports

this progression.

Assessment


work and/or assignments designed to apply the analytical methods to the modelling and

solution of realistic problems. Assessment may be either formative or summative and either

may feature as part of the process. Although assessments must be focused on the individual

achievement of each learner, group work activities may contribute to the assessment.

Integrative assignments and project work will help to link this unit with other related units.

Where available, evidence from the workplace may also be incorporated to enhance the

learning outcomes, provided that this evidence is appropriate and can be authenticated as the

learner’s own work. The volume of evidence required for each assessment should take into

account the overall number of assessments being contemplated within this unit and the design

of the overall teaching programme.




Links

This unit is intended to underpin and link with those units, which are analytical in nature. If

learners are to also study Unit 13: Engineering Mathematics, the delivery and assessment of

this unit should be planned to enable progression to Unit 13 and avoid any unnecessary

duplication. Entry requirements are at the discretion of the centre. However, it is strongly

advised that where learners cannot provide evidence of previous mathematical study sufficient

to successfully follow this unit, additional balancing studies should be incorporated in the

learner’s individual learning plan.





45










Resources

The use of mathematical software packages is strongly recommended, wherever appropriate, to

help learners understand and model scientific and engineering problems.

Support materials

Textbooks

Greer, A and Taylor, G — Mathematics for Technicians — (Stanley Thomas, 1994)

Stroud, K A — Engineering Mathematics 4th Edition — (Macmillan, 1995)





46





47

Unit 4: Management Principles and

Application

Learning hours: 60


Description of unit

This unit provides the learner with an introduction to the principles and application of

management as they relate to the technical and professional disciplines of Construction, Civil

Engineering or Building Services Engineering. It is also founded on the principles of the

‘Latham’ report, which advocates non-adversarial multi-discipline team working. It enables a

flexible approach to the delivery of the content that can take account of the prior knowledge of

the learners at entry and their choice of discipline being followed

Learners will gain an understanding of management principles and their relevance to the

processes of design, construction and maintenance of the built environment. They will also

learn how these principles may be applied to the management of construction, civil engineering

or building services engineering installation activity through the application of recognised

management techniques.



1 Develop an understanding of the principles of management, the work of pioneers andfounders of management, their evolution and application to modern day practice

2 Demonstrate knowledge and understanding of the Industry’s markets and activities, the

roles of the professions/disciplines in project teams and the management principles

appropriate to organisations within the industry

3 Demonstrate an understanding of the application of management techniques to

organisation, work planning, co-ordination, control of resources, cost control, quality,

communications and client/customer liaison involved in the design and construction

processes

4 Determine methods of procurement and contracting and their implications for risk,

performance, best practice, sustainability and the environment.





48

Content

1 Principles of management

Established definitions of management : a understanding of the principles and processes of

management, namely: forecasting, planning, organising, motivating, controlling, co-

ordinating and communicating

Management of human resources: individual and group motivational needs, leadership,

concepts of team behaviour

2 Markets and activities, roles of the professions/disciplines and management principles

Overview of the markets: activities and services provided by the Construction, Civil

Engineering and Building Services Engineering and the role of the professions that formthe project team/s

Principles of organisation structure: direct line, lateral, functional and staff relationships,

chain of command, span of control. Concepts of responsibility, duty, authority,

accountability and delegation. Mission, strategy, corporate planning, policy and objective.

Centralised versus decentralised organisation/s. Project based organisation. Job design,

team structures and team working

Influence of scale and size of contract/s: project/contract procurement and contractual

method and the role of the organisation, ie designer, main contractor, sub-contractor,

supplier, etc on the way an organisation is organised and managed

3 Application of management techniques

Organisation structure: charts, project organisation, layout and accommodation, method

statements and plan of work, links with CDM Safety Plan and risk assessments. Planning,

co-ordination, monitoring and control using Gantt charts, critical path arrow or precedence

diagrams, line of balance (manual and computer based) and other methods

Budget/cost control : related to estimated cost, planned performance cost, actual cost, and

cash flow

Procurement , scheduling and control : of materials, and plant, supply-chain management,

JIT, waste management, recycling and safe disposal of demolished or waste materials.

Scheduling, resourcing/utilisation of sub-contract and direct labour

Control of quality: audit and inspection, statutory liaison

Management of : liabilities, risks, security and insurance requirements

Other significant aspects that require managing : such as; recruitment, training and

assessment of competence of workforce, equal opportunities, information verification and

control, site meetings communications and reporting, client liaison, public liaison, ‘Respect

for People’ initiative





49

4 Methods of procurement and contracting

Types of procurement methods: management and operational structures used by clients and

to achieve project objectives. Traditional methods of tendering, ‘Partnering’ and PFI type

contracts

Law and contract : what constitutes a contract. Forms of a contract. Stages of a contract.

Obligations and rights of parties in relation to meeting contractual obligations of performance, in particular: time, cost and quality. Insurance and warranty arrangements

Construction team: concepts of multi-discipline non-adversarial working identified in the

‘Latham’ report, integrated teams

‘Best Practice’ : ‘Benchmarking’, ‘Performance Indicators’ (PIs), ‘Egan’ Report

‘Sustainability’ and environmental management : issues both statutory and ethical to a

project/organisation





50




the ability to:

1 Develop an understanding of

the principles of

management, the work of

pioneers and founders of

management, their evolution

and application to modern day

practice

define and attribute three established definitions of

management

explain the principles and processes of management:

forecasting, planning, organising, motivating,

controlling, co-ordinating and communicating

explain the motivational needs of individuals and

groups, leadership styles and concepts of teamworking

2 Demonstrate knowledge and

understanding of the

Industry’s markets and

activities, the roles of the

professions/disciplines in

project teams and the

management principles

appropriate to organisations

within the industry

describe in outline the main markets, activities and

services provided by the construction and built

environment sector

describe the roles of the different

professions/disciplines within the ‘design,

construction and installation team’ and the main

cycle of work activity

produce an organisation structure that incorporates

examples and explanations of direct line, lateral,functional and staff relationships and also explain

with examples, ‘span of control’, ‘chain of

command’ centralised versus decentralised, and job

design

compare project based organisational structures

define and explain the purpose of a mission

statement, strategy, corporate planning, policy and

objectives to the activities of a practice or firm

evaluate the influence of the scale and size of

contract, type of client, project/contract procurement method, and function of the

organisation, ie main contractor/sub-contractor,

designer, supplier, etc on the way business is

organised and managed





51



the ability to:

3 Demonstrate anunderstanding of the

application of management

techniques to organisation,

work planning, co-ordination,

control of resources, cost

control, quality,

communications and

client/customer liaison

involved in the design and

construction processes

describe how the techniques used to organise thelayout, resourcing and accommodation contribute to

the management of a project

describe, with examples, how methods of work

planning, monitoring and progress control using

Gantt charts, CPA and precedence networks, and

LOB techniques control progress

determine the difference between estimated cost and

actual cost, and explain the application of cost

planning, cost control, cash flow and monitoring of

construction and installation work

describe with examples the methods employed to

plan, schedule and manage the supply and utilisation

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

contractors

determine how quality standards and statutory

compliance are achieved

describe other aspects of communication and liaison

activity that need to be organised and managed in a

project

4 Determine methods of procurement and

contracting and their

implications for risk,

performance, best practice,

sustainability and the

environment

describe the main types of procurement methods andmanagement structures used by clients and

developers and evaluate different methods of

tendering

define what constitutes a contract and briefly

explain the rights and obligations of the main parties

in relation to performance, (time, cost and quality)

and stages of contract.

evaluate what is meant by multi-discipline non-

adversarial working in project teams, ‘Latham

Report’

evaluate the concept of sharing ‘Best Practice’ and

‘Benchmarking’ the performance of a practice/firms

activities

evaluate how ‘Sustainable Construction’ and

‘Environmental Management’/Conservation issues

impact on the organisation and operation of a

project/organisation





52

Guidance

Delivery

As a core unit, the depth of treatment required will depend on the background of the learners

entering the programme and the choice of units within it. Time given to this unit may need to be

increased for learners that have little or no prior knowledge of these subjects or where they will

have only limited opportunity to develop and apply their skills in specialised units later in their

programme.

It is appropriate for this unit to be delivered over the two years of the programme in order to

allow for co-teaching in parallel with other units and to combine assessment requirements with

project units or other specialised units.

Learners should be encouraged to read an appropriate range of textbooks and library/internet

source material relating to the content of this unit and the Industry’s activity. Case studymaterial should also be available to deliver and reinforce management concepts both for

formative and summative learning/assessment through group and individual work.

The content allows for a range of management ‘pioneers’ and ‘thinkers’ to be studied to

develop an understanding of the principles of management covered in this unit. Learners should

be encouraged to gain sufficient knowledge and understanding of recognised management

principles and ‘thinking’ to meet the assessment criteria and support the application of

techniques in this unit, and other related units in their programme.

This list of management ‘pioneers’ and ‘thinkers’ is not exhaustive but serves to cover the more

commonly recognised ones: Fayol, Taylor, Gantt, Gilbreth, Weber, Follett, Argyris, Mayo,

Mcgregor, Maslow, Herzberg, Drucker, Likert, Blake and Mouton, Adair, Peters, Handy,

Kanter, Belbin, Hammer, Denning, Juran, Recans, McClelland.

If learners are also undertaking related specialist units, their reading, study and assessment

activities can be integrated to increase the relevance and effectiveness of the learning process.

The Group Project can also provide a focus towards the end of the programme for the

application of the management techniques informed by input from design, technology and other

specialist units.

Assessment


work, assignments and projects. Assessment may be formative and summative and both may

feature as part of the process including analysis of application.

Although assessments must be focused on the individual achievement of each learner, group

work and role-play activities may contribute to the assessment. Integrative assignments and

project work will help to link this unit with other related units.





teaching programme.





53






Links

Management principles and application of management techniques can underpin and be closely

linked with specialised units such as Unit 16: Project Management , that provide more depth of

treatment and an opportunity for learners to actually apply techniques rather than simply learn

about their application. Both Unit 5: Group Project and Unit 11: Individual Student Project

will provide opportunities for learners to develop and apply management principles and

techniques to a project in a formative and summative context.









Road Safety



Resources

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

possible examples of actual organisations in various sectors of the Industry’s operations using

different types of contract/procurement arrangements.

Support materials

Textbooks

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

Cooke, B and Williams, P — Construction Planning, Programming and Control —

(Macmillan, 1997)

Fryer, B — The Practice of Construction Management — (Blackwell, 1997)

Harvey, R and Ashworth, A — The Construction Industry of Great Britain — (Oxford,

1997)

Lavendar, S — Management for the Construction Industry — (Addison Wesley Longman,

1996)

Oxley, R and Poskitt, J — Management Techniques Applied to the Construction Industry — (Blackwell Science, 1997)





54

Other publications

Egan, J — Rethinking Construction-A Consultation Paper by the Strategic Forum for

Construction — (DETR, 2002)

Egan, J — Rethinking Construction — (DETR, 1998)

Joint Contracts Tribunal — Joint Contracts Tribunal Forms of Contract

Latham, M — Constructing The Team and Working Group Reports — (The Stationary

Office Books, 1994)





55

Unit 5: Group Project

Learning hours: 60


Description of unit

This unit develops the learners’ ability to evaluate and resolve realistic practical problems and

work as part of a team.

The unit aims to apply the skills and knowledge developed in other units of the course (and

where possible experiences from work) within a major piece of work that reflects the type of

performance expected of construction technologists.

It is designed to bring small groups of learners together into teams so that they can co-ordinate

their individual skills and abilities. The scheme of work should allow the individual learner an

opportunity to take responsibility for his/her own contribution to the outcome and to

demonstrate his/her ability to work as part of a team. The brief will include an agreed timescale

for the staged development of the overall plan of work within given defined constraints, with

the team working towards an acceptable and viable solution to the agreed brief.



1 Select and agree the extent of the study and agree specifications and procedures and

initiate feasibility studies

2 Implement the scheme of work within the agreed procedures, to specification and to time

scale

3 Evaluate intermediate and final outcomes and the team’s performance in working to the

final solution

4 Present a project evaluation.

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





56

Content

1 Extent of the study, specifications and procedures

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

allocate priorities and roles within the team. Identify external constraints to be imposed on

the teams activities in terms of an appropriate design to meet client specification, materials

and components, environmental constraints, operational constraints, cost and time

constraints, legislation. British Standards and Codes of Practice, quality control, health and

safety

Feasibility: formulate an initial solution, appraise its feasibility in terms of the constraints

identified above, carry out an environmental impact analysis if this is applicable and a

critical analysis of the outline specifications. Agree the roles and responsibilities within the

team. Initiate a record log book and agree how the assessment criteria will be met at the

various stages of development by both the team and individuals

2 Implement the scheme of work

Initial stage: finalise an agreed approach to the project solution within the agreed

specifications and provide evidence on how decisions were reached within that process.

This could include drawings, statistical evidence, feasibility of design, estimated costs,

timescale and quality

Developmental stage: work towards the agreed final solution within the identified

constraints to meet pre-established limits. Produce documentary evidence of this

development. This could include recorded measurements, statistical data, drawings,graphical displays, records of meetings, ongoing cost control techniques and feasibility

analysis

Record : maintain log book entries and minute team meetings

3 Evaluate outcomes

Procedures: a method of measuring the feasibility of the solution at each stage of its

development is to be agreed against the specifications and records produced to identify this

process. Overall documentation of the development work needs to be maintained as well as

the presentation of the final solution

4 Present a project evaluation

Records and documentation: the records of developmental work as well as the final

documentation will be used for overall evaluation and assessment

Final presentation: to include written reports, minutes of meetings, individual log books,

drawings, technical reports, use of computer techniques

Oral presentation: the team should expect to give an oral presentation of their work and

should develop the final documentation to meet this requirement





57




the ability to:

1 Select and agree the extent of

the study and agree

specifications and

procedures and initiate

feasibility studies

record and establish specifications and other

constraints

determine possible solutions for given

construction/engineering schemes of work and carry

out feasibility studies

identify the factors that contribute to the process of

the selection of the agreed solution

2 Implement the scheme of

work within the agreed

procedures, to specification

and to time scale

select and implement the chosen option to meet the

agreed specification

record and collate relevant data

produce a final solution to the agreed scheme

working to specification and within agreed

constraints

maintain documentary evidence of the development

3 Evaluate intermediate and

final outcomes and theteam’s performance in

working to the final solution

determine the procedures to be adopted in order to

meet the required specification

describe and use appropriate evaluation techniques

justify the solution in terms of the original

specifications

4 Present a project evaluation present the solution of the project in a suitable

format, using a appropriate media

produce records of project development in the form

of log books, reports, minutes, calculations, initial

drawings and designs





58

Guidance

Delivery

It is recommended that this unit is delivered in the second year of the programme. Tutors

should ensure that the roles and responsibilities of the individuals within the group are

understood and agreed by the participants.

It is intended that this unit should reflect work/commercial practices and that the learners

should undertake schemes of work that use their experiences and individual knowledge base.

The tutors should ensure that while the activity has a proper practical application it should be

achievable within the unit time scale.

Once the initial brief has been clarified the tutors’ role is of a consulting rather than a directing

nature. CIC Common Learning Outcomes and higher level skills will feature strongly

throughout the development, implementation and presentation stages and the learners must beaware how and where these will be assessed. There should be a feedback or plenary session

after the final presentation so the learners can benefit from critical comment. The involvement

of practising professionals in this process would be of benefit. Centres should try to involve

industry organisations/projects to provide relevance and additional learner support when

required.

Assessment

Tutors should ensure that the assessment programme is understood by the team and that

assessment techniques are in place to measure the individual learner’s contribution as well as

team activities. Tutors should also ensure that the scope of work enables the individual

contribution of each learner in the team to generate sufficient evidence to meet the learning

outcomes and assessment criteria for this unit.

Evidence of outcomes should be available for scrutiny at each stage of development and may be

in a variety of forms eg written, graphical, computer based, log books, minutes of meetings and

trade literature.

There should be a final presentation of each team’s solution during which all members of the

team participate. It is recommended that fellow learners, tutors and outside professionals attend

this presentation and contribute to any further discussions.



work. The volume of evidence required for the Project should take into account the overallnumber of assessments being contemplated with in the design of the overall teaching

programme.


Regulations throughout the project work.








59

Links

This unit may be linked with the core unit Unit 1: Design Principles and Application. The unit

is intended to integrate knowledge and skills, which are developed in many of the other units

across the programme. CIC Common Learning Outcomes and higher level skills will feature

strongly throughout the development, implementation and presentation stages of the unit, and

learners should be made aware of the significance of knowledge and experience gained fromearlier work.








Highways Maintenance Road Safety



Resources

Learners should have access to library and IT resources and a wide variety of physical

resources provided either by the college or the learners’ work place. Use of computers should

be encouraged.

Suggested reading

Textbooks

Bland, J — Statistics for Construction Learners — (Construction Press, 1985)

Fink, A and Kosecoff, J — How to Conduct Surveys — (Sage, 1998)

Howard, K and Sharp, J — The Management of a Learner Research Project 3rd Edition —

(Gower Aldershot, 1996)

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

1994)Other publications

Engineering Council Project Guidelines





60





61

Unit 6: Health, Safety and Welfare

Learning hours: 60


Description of unit

This unit covers the knowledge and skills needed to identify hazards in the workplace, assess

the level of risk, make recommendations to control the risk and review the results. This must be

considered along with relevant safety legislation.

This unit is applicable to all learners studying the BTEC Higher National programmes,

although the forms of risk assessment and their technical bases will be different for each

programme. The unit will contribute to health and safety plans within project work and help

learners to formulate safety policy and the arrangements and carry out risk assessment in theworkplace.



1 Define the main health, safety and welfare legislation in the construction sector and the

implications of non-compliance

2 Explain the main requirements of an effective health and safety policy along with the

organisational arrangements necessary for its implementation

3 Demonstrate an understanding of hazard and risk identification in design and

construction

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

5 Review, revise and monitor assessments as required.





62

Content

1 Main health, safety and welfare legislation

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

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

Codes of Practice and guidance notes, legal duties for health, safety and welfare in the

workplace, responsibility for risk and other assessment as required by the Management of

Health and Safety at Work Regulations, penalties and implications of non compliance with

legislation

2 Policy and organisational arrangements

Health and safety policy: the associated arrangements required to implement policy, setting

objectives to ensure a healthy and safe workplace, development of procedures which meetlegal requirements, identification of individuals to whom accidents and safety risks must be

reported, measures used to check effectiveness of health and safety procedures,

identification of training needs to meet health and safety objectives, statutory requirements

for inspection of plant and equipment, recording of health and safety data to meet legal

requirements, methods of communicating procedures to all in the workplace

3 Hazard and risk identification

Hazards and risks: methods of hazard identification including direct observation,

examining records or conducting interviews, selection of a method to identify hazards

which is appropriate to the workplace, identification of hazards which might cause seriousharm, recording hazards in a way which meets legal requirements, identification of hazards

which cannot be eliminated, define clearly why and where risks assessment will be carried

out

4 Risk assessment and control measures

Risk assessment : identify those aspects of risk assessment where specialist knowledge is

required, identify possible outcomes from hazards that cannot be eliminated, consider

procedures which might minimise hazards, assess the effects of hazardous substances used,

assess the need for manual handling assessments, assess the likely severity and likelihood

of injury, use of risk rating systems, personal protective equipment as a control measure, produce a risk assessment in an appropriate format

5 Review, revise and monitor assessments

Review and revise: changes in legislation, changes in workplace practice, impact of

accidents and ill health and their subsequent investigations, feedback from employees on

unsafe conditions, dangerous occurrences or near misses, sources of further information

and advice, recording of revised risk and other assessments following a review, alerting

employees of the new procedures, monitoring the effectiveness of new procedures





63




the ability to:

1 Define the main health,

safety and welfare

legislation in the construction

sector and the implications of

non compliance

specify the legal responsibilities of the parties

involved in a given construction site situation

summarise and explain the main provisions of the

Management of Health and Safety at Work

Regulations 1999 and CDM Regulations

evaluate the penalties for non compliance with the

Health and Safety at Work Act 1974

specify responsibilities for providing welfare

facilities on site

2 Explain the main elements of

an effective health and safety

policy along with the

organisational

arrangements necessary for

its implementation

analyse typical organisational policy and procedure

documents and identify the roles of various

individuals

determine training needs from a range of supplied

risk assessments

describe methods of recording health and safety

inspections and data3 Demonstrate an

understanding of hazard and

risk identification in design

and construction

select a method of hazard identification using data

supplied

identify hazards by observing a construction process

record the hazards relating to a process and/or

environment in a suitable format

identify significant hazards that will require risk

assessments to be carried out

4 Undertake risk assessment

and formulate controlmeasures to prevent ill health

and injury

assess the likely harm relative to the identified

workplace hazards

evaluate the severity and likelihood ratings for

identified work processes and/or environments

select and formulate appropriate control measures

5 Review, revise and monitor

assessments as required review a risk assessment in the light of a change in

circumstances

implement a change in procedure or policy

monitor the effectiveness of implemented changes





64

Guidance

Delivery

Case studies and individual assignments are an essential part of the delivery.

Where possible standard formats for risk assessments should be encouraged. A range of policy

and arrangement documents could be critically analysed as part of an assignment and learners

encouraged to explore methods of communicating health and safety in organisations or various

sizes.

Assessment

The main focus of the assessment in this unit must be the ability to carry out credible risk

assessment and demonstrate how this is used in managing health and safety.



feature as part of the process. Although assessments must be focused on the individual



related units.

Performance evidence should include hazard identification at the workplace or through the

vehicle of Case Studies. Topics for hazard identification might include use of plant/equipment

or hazardous substances and working practices or workplace layout etc An assignment, which

involves carrying out a risk assessment, should be an essential part of performance assessment

with a review component due to changes in circumstances or working practice. Knowledgeevidence should mainly relate to legal provisions and the general structure of policy and

arrangement documents.

Part time learners may be able to submit a risk assessment carried out at the workplace

provided that this is verified and witnessed as their own work. Full time learners might wish to

use their work experience to form the basis of a risk assessment example.

The volume of evidence required for each assessment should take into account the overall

number of assessments being contemplated within this unit and the design of the overall

teaching programme.


evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate tothe outcomes of this unit, see Annex D and Annex F .

Valuable guidance is contained in the Association of Colleges ‘Best Practice Guide to

Incorporating Health and Safety into the Construction Curriculum’ and this should form the

basis of the teaching strategy adopted for health and safety in this unit and the qualification as a

whole.





65

Links

Learners may have already studied the Health, Safety and Welfare unit in the BTEC Nationals

and will therefore have a basic understanding of the hazards and their recognition. This unit

moves on to analyse and quantify the risks and deals with the mechanics of risk assessment.

It is important that learners have a good understanding of construction processes and their

potential to cause harm. Studying construction units either prior to or concurrently with thisunit is therefore desirable.

The technical knowledge required will vary between a learner on a Building Services

Engineering programmes to those on Civil Engineering or Construction programmes. It is vital

that safety thinking be integrated into other units and awareness of safety at design and

planning stages be emphasised.

Group integrative assignment work should, where possible, contain a health and safety task that

contributes to the overall assessment.



learning outcomes of this unit will contribute skills, knowledge and understanding towards theevidence requirements of the following NVQs:



Road Safety.


Resources

Videos of construction sites would help in identifying hazards and building up risk assessments. Learners should be encouraged to use CD-Rom packages to familiarise themselves

with safety legislation or use computers to store risk assessments in a standard format for later

use or review.

Support materials

Other publications

Health and Safety Commission — A Guide to the Health and Safety at Work Act 1974

Health and Safety Commission — Management of Health and Safety at Work Regulations

1992

Health and Safety Commission — Successful Health and Safety Management





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67





68





69

Unit 7: Geology and Soil Mechanics

Learning hours: 60


Description of unit

This unit provides the learner with an introduction to the engineering characteristics of

geological materials and the formation of rock and soils. It provides a basic understanding of

the use of rock and soils in construction.

The unit aims to provide the learner with an understanding both of the role played by the

description and classification of geological materials and of the significance of the ground

investigation element of site investigation. It also provides an understanding of soils testing

practice to current Codes of Practice and of the associated analysis of laboratory data.

It is anticipated that learners will gain a working understanding of the tests required to classify

soils and to establish their design parameters.



1 Describe the common rock types, their mode of formation, geographical/geological

distribution and uses within construction

2 Investigate the engineering performance of rock materials and rock masses

3 Carry out the processes of soil description and classification and the determination of

basic soil properties

4 Explain the establishment of the primary design parameters for soils including the role

of ground investigation techniques

5 Analyse the results from common soil tests.





70

Content

1 Common rock types, their mode of formation, geographical/geological distribution

Identify the mode of formation of igneous, sedimentary and metamorphic rocks: review the

petrographic classification of igneous rocks and identify the common stable and unstable

minerals; review the diverse nature of sedimentary rocks, investigate the grades of

metamorphism

Evaluate the use of rocks as a construction material : establish the common usage of

geological materials for construction, examine the characteristics of the main rock and soil

deposits which make them suitable/unsuitable for construction use

2 Rock materials and rock masses

Investigate the differences between petrographic and engineering description/classification

of rocks: examine the engineering description of rocks to current Codes of Practice

Explain the discontinuous nature of rock mass: establish the differences between rock mass

and rock material in construction, review the type and nature of rock discontinuities;

establish the characteristics of discontinuities, which influence the engineering

performance of rock materials

3 Soil description and classification, basic soil properties

Identify the processes of soil description and classification: establish the differences

between description and classification, carry out classification tests to current Codes of Practice, investigate the used liquidity and consistency indices for fine grained soils

Determine fundamental soil properties: explain the particulate nature of soils and identify

three phase and two phase states, calculate soil density, moisture content, void ratio and

degree of saturation, examine the characteristics of fine grained soil responsible for the

development of apparent cohesion

Explain the principle of effective stress: investigate the controlling influence of effective

stress on the strength and deformation of soil, explain the differences between drained and

undrained behaviour; calculate total stress, pore water pressure and effective stress for

simple soil sequence under hydrostatic conditions, investigate the influence of seepage on

effective stress

4 Primary design parameters for soils

Identify the common tests for the determination of geotechnical design parameters:

investigate the common methods for the determination of strength, compressibility and

permeability to current Codes of Practice, explain the potential limitations associated with

the methods

Establish the role of ground investigation in the measurement of geotechnical parameters:

review the current techniques for the acquisition of soil samples for laboratory testing,

explain the impact of sample quality on measured parameters, review the common methods

of in-situ testing





71

5 Results from common soil tests

Analyse results from strength tests to determine shear strength parameters: process results

from shear box tests, investigate volumetric response to shear, process results from

unconsolidated undrained and consolidated undrained with pore pressure measurement

triaxial tests, investigate the determination of triaxial shear strength parameters by Mohr’s

Stress Circles and stress path methods Analyse results from permeability tests: process results from laboratory constant head and

falling head permeameters, process results from field, pumping tests in terms of coefficient

of permeability and radius of the cone of depression

Analyse results from one dimensional consolidation test : process results from oedometer

tests to determine coefficient of volume compressibility





72




the ability to:

1 Describe the common rock

types, their mode of

formation,

geographical/geological

distribution and uses within

construction

describe the mode of formation and classification of

commonly occurring rock types

identify the common rock forming minerals and

their susceptibility to weathering

evaluate the common usage of rock and un-

cemented sediments identifying characteristics,

which make them suitable or not suitable for construction use

2 Investigate the engineering

performance of rock

materials and rock masses

identify the discontinuous nature of rock mass and

explain the characteristics of discontinuities

responsible for rock mass performance

produce engineering description and classification

for rock within the region of the centre

3 Carry out the processes of soil

description and

classification and the

determination of basic soilproperties

produce soil descriptions for in-situ and sampled

materials

complete soil classification from laboratory resultsand visual descriptions

perform classification tests and related indices

explain the particulate nature of soil and the

relationship between the phases and undertake

calculations to determine fundamental soil

properties

produce tabulated calculations and graphs for total

stress, effective stress and hydrostatic pore water

pressure for differing ground profiles

4 Explain the establishment of

the primary design

parameters for soils

including the role of ground

investigation techniques

explain the measurement of shear strength under

undrained and drained conditions

describe the use and limitations of one dimensional

consolidation

describe the laboratory measurement of soil

permeability and its limitations

explain the methods of in-situ sample acquisition

and causes of sample disturbance

define methods of in-situ testing





73



the ability to:

5 Analyse the results fromcommon soil tests

obtain and process laboratory data for themeasurement of strength, compressibility and

permeability to current Codes of Practice

produce a laboratory report and interpret test results

obtained





74

Guidance

Delivery

Learners will in general work individually but group work may be beneficial for tutorials and

laboratory work. Emphasis should be placed on the drainage and volumetric response in soils’

characteristics and the concept that cohesion is a temporary undrained state. Laboratory work

should be centred on both the required practical skills for description and classification and the

analysis of test data. Clear consideration should be given to the role of site investigation for the

determination of geotechnical parameters. All procedures and test methods should comply with

current Codes of Practice.

Assessment

It is recommended that evidence for learning outcomes is achieved through well-planned coursework, assignments and projects. Assessment may be formative and summative and both may




related units.





teaching programme.

Appropriate attention must be given to health, safety and welfare arrangements and

Construction Design and Management (CDM) Regulations throughout the delivery of this unit.




Links

This unit may be linked to Unit 1: Design Principles and Application, Unit 2: Science and

Materials and Unit 8: Civil Engineering Construction A.

Entry requirements for this unit should be the prior or concurrent study of Unit 2: Science and Materials, Unit 3: Analytical Methods and Unit 8: Civil Engineering Construction A.














75

Resources

Learners should have access to appropriate laboratory resources including examples of the

common types of rock and soil. Centres should work closely with industrial organisations to

obtain suitable teaching materials. Learners will also require access to current Codes of

Practice and computer facilities for the analysis of test data.

Supporting materials

Textbooks

Barnes, G — Soil Mechanics Principles and Practice 2nd Edition — (Macmillan, 2000)

Bell, F — Engineering Geology — (Blackwell Science, 1993)

Clayton, C and Matthews, M et al — Site Investigation 2nd Edition — (Blackwell

Scientific, 1995)

Craig, R — Soil Mechanics 6th Edition — (E and FN Spon, 1997)

Head, K — Manual of Soil Laboratory Testing Volumes 1-3 — (Pentech Press, 1982-1992)

Prentice, L — Geology of Construction Materials — (Chapman and Hall, 1990)

Waltham, A — Foundations of Engineering Geology 2nd Edition — (Spon, 2002)

Whitlow, R — Basic Soil Mechanics 4th Edition — (Prentice Hall, 2000)

Other publications

BRE — Selecting Natural Building Stone — (BRE, 1997 Digest 420)

BRE — Site Investigation for Low-rise Building: Direct Investigations — (BRE, 1995

Digest 411)

BRE — Site Investigation for Low-rise Building: Soil Description — (BRE, 1993 Digest383)

BRE — Soils for Civil Engineering Purposes-Parts 1–9 — (BSI BS 1377, 1990)

Code of Practice for Site Investigations — (BSI BS 5930, 1999)

Stylith, M — Stone: Building Stone, Rock Fill and Armourstone in Construction

Geological Society Engineering, Geology Special Publication No 16 — (The Geological

Society, 1999)





76





77

Unit 8: Civil Engineering Construction A

Learning hours: 60


Description of unit

This unit provides the learner with an introduction to the acquisition of knowledge and

understanding of some of the most commonly utilised methods and resources used in some

major civil engineering construction activities.

Although there will be a strong theoretical underpinning to the study of this unit there will also

be considerable emphasis on enabling learners to become aware of the processes of selecting

appropriate methods and resources in a variety of realistic case studies.



1 Demonstrate knowledge and understanding of the methods and resources used in

earthworks activities

2 Describe the methods and resources used in substructure and some other below ground

activities

3 Describe the methods and resources used in the construction of superstructures

4 Demonstrate knowledge and understanding of the hazards arising from constructionactivities, provide an analysis of the associated risks and of the means of controlling them

5 Select appropriate methods and resources to solve problems arising from construction

activities having proper regard to safety, environmental, quality, technical and economic

considerations.





78

Content

1 Methods and resources — earthworks activities

Principles of undertaking earthworks activities: the formation of cuttings and

embankments, ensuring the stability of slopes, dealing with groundwater problems and

carrying out deep excavations and trenching works

2 Methods and resources — substructure

Principles of constructing foundations: associated piling works, undertaking drainage

works, constructing culverts/underpasses and carrying out works for utilities

3 Methods and resources — superstructures

Principles of constructing structures: bridges, commercial and industrial buildings and

structures and leisure facilities

4 Hazards arising from construction activities

Principles of identifying hazards: assessing risks and controlling safety arrangements for

activities at risk such as excavations, working in confined spaces, working on structures

and within temporary works

5 Solve problems arising from construction activities

Principles of effective and efficient management of construction activities: the inter-

relationships of safety, environmental, quality, technical and economic factors





79




the ability to:

1 Demonstrate knowledge and

understanding of the methods

and resources used in

earthworks activities

provide an overview of the types of earthmoving

equipment and of its efficient, effective and

economical usage

describe appropriate methods and resources to

ensure safe and productive operations particularly in

deep excavations and trenching

define types of temporary works particularly thoserequired to deal with stability and groundwater

problems

2 Describe the methods and

resources used in

substructure and some other

below ground activities

provide an overview of the types of plant and

equipment used in substructure and drainage

activities

describe techniques of installing piling systems and

ground stabilisation activities

detail methods and processes of constructing

foundations including a description of resources

used

describe methods and resources used in processes,

undertaking drainage works including culverts as

well as installing services

3 Describe the methods and

resources used in the

construction of

superstructures

provide an overview of the types of plant and

equipment used in the construction of

superstructures

describe appropriate methods and resources used in

undertaking the main forms of structural activities

including the use of concrete in its various forms as

well as the use of structural steelwork

explain the various methods of falsework and

formwork used in superstructure activities and

identify the processes of concrete production,

delivery and placement





80



the ability to:

4 Demonstrate knowledge andunderstanding of the hazards

arising from construction

activities, provide an analysis

of the associated risks and of

the means of controlling them

explain in broad terms the legal and ethicalframework for the provision of health, safety and

welfare requirements in the construction industry

define hazard and risk for construction activities and

develop a simple safety plan for a defined package

of activity

explain the main requirements of the CDM

regulations and the role of the planning supervisor

in relation to civil engineering works

5 Select appropriate methods

and resources to solveproblems arising from

construction activities

having proper regard to

safety, environmental,

quality, technical and

economic considerations

select and demonstrate appropriate methods and

resources, including plant and equipment, in arepresentative number of realistic, relevant case

studies

provide explanations for the selection processes

which optimise the decisions made in terms of the

primary considerations noted under ‘outcomes’





81

Guidance

Delivery

Lectures and problem solving sessions will be necessary to provide the basic knowledge of the

subject. Case studies should be undertaken in parallel with formal tuition such that practical

skills are readily developed and theoretical studies are quickly placed in context.

Although learners must be assessed individually for both knowledge and skills development,

additional depth may be obtained by undertaking case studies in small groups. Roles and tasks

may be allocated in rotation.

Assessment






related units.





teaching programme.

Appropriate attention must be given to health, safety and welfare arrangements and CDMRegulations throughout the delivery of this unit.



the outcomes of this unit, see Annex D and Annex F.

Links

This unit develops the studies in Unit 1: Design Principles and Application and in Unit 4:

Management Principles and Application. It precedes Unit 14: Civil Engineering

Construction B. It is expected the BTEC Higher National Certificate learners may have already

acquired skills and knowledge in this area, either through previous study or through theworkplace but may not be competent in all the areas covered by the content.







Construction Plant and Equipment Management.






82

Resources

The delivery of this module may be enhanced by site visits, videos of site operations, slides

and/or photographs. Access to current technical journals is desirable, in addition to the standard

textbooks and the internet. Case studies would be based on realistic documentation.

Support materials

Textbooks

Harris, F — Modern Construction and Ground Engineering Equipment and Methods 2nd

Edition — (Longman, 1994)

Holmes, R — Introduction to Civil Engineering Construction 3rd Edition — (College of

Estate Management, 1995)

Tomlinson, M — Foundation Design and Construction 6th Edition — (Addison-Wesley,

1995)

Warren, D — Civil Engineering Construction — (Palgrave Macmillan, 1996)

Other publications

Journals such as New Civil Engineer , Construction News and Contract Journal

In addition, the ICE (Institution of Civil Engineers) Works Construction Guides are useful,

if brief, summaries of various topics which they cover





83

Unit 9: Site Surveying Procedures

Learning hours: 60


Description of unit

This unit builds upon the theory and practice of surveying introduced in the BTEC Nationals in

Construction at the Level 3. It is designed to enhance the learner’s ability to use modern

surveying equipment to undertake a range of site surveying procedures typical of today’s

construction industry.

This unit provides an opportunity for the learner to undertake setting-out and control of

alignment of construction work and develops the knowledge needed to perform surveying

calculations. It is intended that both semi-manual and standard computer software be used in performing the procedures outlined in the specification. The skills required to produce

cartographic details from survey information using a manual approach is developed alongside

an exploration of the uses and benefits of computer-aided plotting.



1 Demonstrate the ability to use a range of instruments pertinent to the surveying and

setting out process

2 Demonstrate a detailed understanding of the principles of surveying and setting out

3 Calculate from raw data the information required for cartographic detailing and setting

out of construction works

4 Describe the use of electronic and laser instruments in the construction industry

5 Apply and evaluate computer software to calculate and produce surveying solutions.





84

Content

1 Range of instruments

The selection of appropriate instruments for a given job: linear measuring instruments such

as steel bands, sonic measuring devices and Electromagnetic Distance Measuring (EDM)

instruments

Levels: to include optical (automatic and tilting), water level, general construction laser,

pipe alignment laser, electronic/optical

Angular measuring instruments: optical and electronic theodolites, magnetic compasses

and compass attachments to theodolites. Combined theodolites and EDMs (Total Station

instruments). Vertical alignment instruments such as plumb bob, spirit level, optical plumb,

laser alignment

2 Principles of surveying and setting out

Linear measurement : errors in using steel tapes, corrections for tension, sag, temperature,

change of standard length. Semi-permanent adjustments to EDMs for temperature, pressure

and the curvature of the earth

Levelling : sources of errors in levelling and compensation methods adopted, reciprocal

levelling, flying levels, location of Ordnance Bench Mark (OBM), principle and practice of

setting up a Temporary Bench Mark (TBM), levelling large areas using grid and radial

methods, application of tachometric methods, direct and indirect methods of contouring

Angular measurement : sources of errors and methods for reducing errors, reduction of angular measurement, horizontal and vertical angles, computation of true horizontal length

from slope distance and angle of inclination

Distinction between open, link and closed traverse: use of traverse for area control, factors

affecting choice of traverse stations, bearings (whole circle and quadrant), distinction

between grid, true and magnetic north, co-ordinate system, Ordnance Survey (OS) grid

references, angular closing error and correction, Bowditch correction for misclosure errors

Setting out : principles, control of spread of error by working from the whole to the point,

procedure for co-ordinated setting out, appropriate accuracy, procedures and practices for

setting out ground works, upper floors, road construction, drainage and sewerage works,

embankments and cuttings

3 Cartographic detailing and setting out

Analysis of raw data and translation for cartographic detail and/or setting out procedures:

levelling, plotting contours by graphic interpolation, plotting of cross-sections from

contoured plans, area measurement by manual, mechanical/electronic methods,

computation of volumes from spot heights, ground sections and contours, calculations of

volumes of cut and fill on a straight road with transverse sloping ground

Angular measurement : correction to measured angles, distances, bearings and co-ordinates

for a closed traverse, manual and electronic plotting of traverse and building surveys,

survey symbols

Setting out : computation of deflection angles and distances for co-ordinated setting out,

computation of deflection angles and chord lengths for horizontal circular curves





85

4 Electronic and laser instruments

Application of modern surveying instruments and procedures: electronic reading levels,

electronic logging of field data, laser construction levels, laser alignment levels. EDMs,

Total Station instruments, Global Positioning Satellites (GPS), digital terrain modelling

5 Produce surveying solutions

Application of dedicated surveying computer software: software for capturing data in the

field, dedicated software for setting out information, built-in capabilities of Total Station

instruments, commercial software and programmed spreadsheets to facilitate repetitive

surveying calculations, Geographical Information Systems (GIS) and OS digital data





86




the ability to:

1 Demonstrate the ability to use

a range of instruments

pertinent to the surveying and

setting out process

set up, complete all temporary adjustments and use

the appropriate instrument including taking and

recording all necessary readings in accordance with

recognised surveying practice for a range of typical

surveying and setting out tasks

perform checks on each instrument to ensure that

they are in adjustment

select the appropriate instrument for a particular job

2 Demonstrate a detailed


principles of surveying and

setting out

use a variety of methods to set out and/or check

horizontal and vertical controls, including sight

rails, for level ground work and work at a gradient

explain the procedure for setting out and levelling of

foundations for steel framed and pre-cast concrete

buildings and check the verticality of the frame

describe the procedure and instrumentation for

transferring control points to upper floors of multi-

storey in-situ reinforced concrete frames

set out small radii horizontal curves using various

instruments and describe the procedure for larger

horizontal curves for road construction

record all readings necessary to produce a contoured

plan of an area

record all readings necessary to produce a traverse

survey of an area

3 Calculate from raw data the

information required for cartographic detailing and

setting out of construction

works

plot contours and ground sections for an area of

ground from raw survey data

calculate areas and/or volumes of cut and fill as

appropriate from contours, spot heights, ground

sections and co-ordinates

apply corrections and compute co-ordinates for

traverse stations from raw traverse data

calculate and tabulate setting out data for co-

ordinated points and for horizontal circular curves





87



the ability to:

4 Describe the use of electronicand laser instruments in the

construction industry

explain and compare the use of a variety of modernelectronic surveying instruments and their

application to construction and civil engineering

work

describe how a GPS system operates and how it can

be applied to construction and civil engineering

work

5 Apply and evaluate computer

software to calculate and

produce surveying solutions

use total station instrument’s built in programming

as an aid to setting out

use and evaluate the benefits of computer software

to solve typical surveying problems

extract and apply appropriate survey information

from digital mapping database





88

Guidance

Delivery

It is intended that this unit will consist of at least 50% practical work with 30% devoted to

calculation examples and 20% to descriptive work. Practical work should be completed in

groups of two or three as a maximum, with each individual learner having independent use of

instruments and related equipment and IT.

Assessment




achievement of each learner and group work activities may contribute to the assessment.Integrative assignments and project work will help to link this unit with other related units.





teaching programme.


Regulations throughout the delivery of this unit. This includes the use of Personal Protective

Equipment (PPE’s) when undertaking practical activities.

In designing the assessment instruments, opportunities may also be included to generateevidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to


Links

This unit may be linked to Unit 3: Analytical Methods and to the specialist unit Unit 12: Design

and Production Computer Analysis.

Entry requirement for this unit should ideally include knowledge of Mathematics at Level 3.






Civil Engineering Site Management







89

Resources

Learners should have access to a wide range of instruments and become familiar with the more

common instruments used on construction sites. Surveying software and spreadsheet programs

should be readily available to learners. Manual drawing and CAD should be an integrated part

of this unit. Access to ancillary equipment and carpenter’s workshops to aid the production of

sight rails and other setting out items should also be made available.

Support materials

Textbooks

Brighty, S revised by Stirling, D — Setting Out: A Guide for Site Engineers 2nd Edition —

(BSP Professional, 1989)

Irvine, W — Surveying for Construction 4th Edition — (McGraw-Hill, 1995)

Schofield, W — Engineering Surveying 5th Edition — (Butterworth-Heinemann, 1993)





90





91

Unit 10: Structural Analysis and Design

Learning hours: 60


Description of unit

This unit develops the learner’s ability to analyse structures and produce an appropriate design.

The unit builds on techniques and understanding of structural behaviour developed in Unit 2:

Science and Materials.

The unit aims to provide the learner with the analysis and design knowledge required to carry

out the design of common structural elements to the appropriate British Standard, Code of

Practice or European Code of Practice.

The learner is encouraged to work with simple real life examples and to gain the skills and

understanding to develop effective and economic designs.



1 Analyse bending moments and shear forces for simple structures

2 Explore bending deflections for simple structures

3 Explore the behaviour of elastic columns under axial loading

4 Analyse design methods for simply supported beams in steel, reinforced concrete and

timber

5 Analyse design methods for columns in steel, reinforced concrete, timber and masonry.





92

Content

1 Bending moments and shear forces

Analyse cantilevers and simply supported beams: evaluate cantilevers and simply supported

beams with a number of point loads and uniformly distributed loading, using superposition

techniques determine the bending moment diagrams and shear force diagrams for the beams

Analyse three pin frames: evaluate three pin frames with inclined, horizontal and vertical

members with a number of point loads and uniformly distributed loading, determine the

bending moment diagrams and shear force diagrams for the frames

2 Bending deflections

Bending deflections for cantilevers and simply supported beams: using Mohr’s Moment-area method, or Macauley’s method, determine the maximum deflection for cantilevers and

simply supported beams of uniform section carrying a point load or a uniformly distributed

load, explore the effect of different materials and beam section on bending deflection in

beams

3 Elastic columns

Behaviour of slender elastic columns under axial loading : investigate elastic buckling,

using Euler’s method determine the critical load for an elastic column, investigate the

concept of effective length

4 Design methods for simply supported beams

Produce valid designs for simply supported beams in steel : examine the concept of limit

state design as applied to steel, examine classification of sections, determine the suitability

of UB/UC sections regarding moment capacity, shear resistance and deflection

Produce valid designs for simply supported beams in reinforced concrete: examine the

concept of limit state design as applied to reinforced concrete, determine the reinforcing

requirements and the deflection performance of singly reinforced rectangular beams

Produce valid designs for simply supported beams in timber : examine the natural

characteristics of timber and evaluate how these affect the design methods, determine the

suitability of rectangular beams regarding moment capacity, shear capacity, bearing

capacity and deflection

5 Design methods for columns

Produce valid designs for columns in steel : examine the buckling characteristics of UC, UB

and SHS sections, determine the axial load capacity of slender axially loaded sections with

bending moments about the major axis

Produce valid designs for short columns in reinforced concrete: determine design status of

column, determine the reinforcing requirements of a short reinforced column under axial

load with bending moments about one axis





93

Produce valid designs for columns in timber : determine the axial load capacity of slender

rectangular timber sections

Produce valid designs for columns in masonry: determine the vertical load capacity of

square and rectangular masonry columns





94




the ability to:

1 Analyse bending moments

and shear forces for simple

structures

determine the bending moments and shear forces in

a simply supported beam with both point loading

and uniformly distributed loading and draw the

bending moment and shear force diagrams

determine the bending moments and shear forces in

a three pin frame with both point loading and

uniformly distributed loading and draw the bending

moment and shear force diagrams

2 Explore bending deflections

for simple structures calculate mid span bending deflection in a simply

supported beam with point loading and also in a

simply supported beam with uniformly distributed

loading

3 Explore the behaviour of

elastic columns under axial

loading

determine the axial load carrying capacity of

perfectly elastic columns with differing end

conditions and materials

4 Analyse design methods for

simply supported beams insteel, reinforced concrete and

timber

produce a valid design for a steel beam

produce a valid design for a reinforced concrete beam and determine reinforcing requirements

produce a valid design for a timber beam

describe the concept of limit state design

5 Analyse design methods for

columns in steel, reinforced

concrete, timber and masonry

produce a valid design for a steel section column

produce a valid design for a short reinforced

concrete column and determine reinforcing

requirements

produce a valid design for a timber column

produce a valid design for a masonry column





95

Guidance

Delivery

Learners will, in general, work individually, however some group work may be useful in

classroom situations. Emphasis should be placed on manual analysis techniques to determine

the values required for the subsequent design procedures. The designs of the structural elements

can be simple but should fully comply with the appropriate current standards. It is important

that the learners become familiar with current design practice of comparing capacity with load

rather than applied stress to allowable stress.

Assessment


work, assignments and projects. Assessment may be formative and summative and both mayfeature as part of the process. Although assessments must be focused on the individual



related units.





teaching programme.






Links

This unit may be linked with the more advanced specialist unit, Unit 17: Advanced Structural

Analysis and Design.

Minimum entry requirements for this unit are the concurrent study of the core units Unit 1:

Design Principles and Application, Unit 2: Science and Materials and Unit 3: Analytical Methods.







Road Safety







97

Unit 11: Individual Student Project

Learning hours: 60


Description of unit

This unit develops the learner’s ability to record activities, to collect, analyse and apply data,

find and use sources of information and to develop solutions.

The unit aims to apply the skills, knowledge and understanding developed in other units of the

course within a major piece of work that reflects the type of performance and level of ability

expected of professional project personnel.

It is intended that the learner will work individually on a project that meets the demands of the

programme within which the learner is working.



1 Select and determine the extent of the study and determine methods and procedures

2 Carry out practical activities and investigative work

3 Evaluate observations and results and determine the final outcome

4 Produce a final report for presentation and evaluation.





98

Content

1 Extent of the study

Investigate background information: identify relevant source materials and plan practical

activities. Establish a list of technical and non-technical sources of information, identify the

practical needs of the project, and produce a planned approach

Produce a plan: for the completion of the project, including the time scale for each stage,

resource requirements and required support links

2 Investigative work

Identify sources of information: background material and supporting information, support

the observational phase, development of the final conclusionsCarry out planned investigations: record observations in an acceptable method, systematic

interpretation and scrutiny

3 Observations and results

Interpretation of observations: identify the final conclusions and identify the method of

interpretation and reasoning behind conclusions

4 Report and presentation

Final report : summary of outcomes, analysis and record of the initial stage of project

development, analysis and record of the observational stage, interpretation of the results of

the study presented in an agreed form with stated conclusions





99




the ability to:

1 Select and determine the

extent of the study and

determine methods and

procedures

determine an overall plan for carrying out the

project including a schedule for completing the

various stages

determine an approach to carry out the various

stages of the project

identify the background and source material,

resource requirements and other support as requiredto achieve each stage of the project

2 Carry out practical activities

and investigative work

select and carry out appropriate

observational/collective techniques

record and present relevant data in a standard or

agreed format

3 Evaluate observations and

results and determine the

final outcome

describe and use appropriate evaluation techniques

interpret and justify the solution in terms of the

original specifications

4 Produce a final report forpresentation and evaluation

present the report in an agreed format

discuss the operation of the project and justify the

conclusions in front of peers and assessors





100

Guidance

Delivery

It is intended that the project could draw on areas to meet the demands of the subject matter

such as the learner’s work place, laboratory or ICT centre. The tutor should agree with the

learner the means by which the aims of the project are to be met and how assessment will be

undertaken. Evidence of outcomes should be available for scrutiny at each stage of

development and may be in a variety of forms.

Learners will in general work individually. It is imperative that the learner receives adequate

and appropriate support from tutors throughout the project’s process and programme.

It is recommended that the learner present his/her final report. Other learners, tutors and outside

professionals should attend this presentation and contribute to the process.

Assessment

The focus of the project should reflect the discipline that the learner is following and should be

designed to build on the learner’s academic and industrial experience. It should promote the

learner’s ability to research background source material, observe and record data and analyse

the results.

Information sources should reflect the area of study and could include published information,

textbooks, magazine articles, research and scientific papers. Professional institution

publications, British and relevant European Standards, trade information, library resources,

computer and internet sources of information should also be utilised. Industrial processes,

records and databases, health, safety and welfare, legal and environmental constraints andissues of quality control need to be incorporated in the project.

It is intended that the subject of the project will be drawn from a variety of aspects of the

construction environment eg project management, the use of materials, construction activities,

contractual applications, planning, costing and financial issues as well as incorporating issues

relevant to health, safety and welfare, CDM and sustainability and environmental

considerations.




Links

This unit may be linked with all other units in the learner’s chosen programme or with their

employment.

The unit is intended to integrate skills, knowledge and understanding that are developed in

many of the other units across the programme. CIC Common Learning Outcomes and higher

level skills will feature strongly throughout the development, implementation and presentation

stages of the unit. See Annex D and Annex F.

There are no direct mapping links to CISC Occupational Standards or NVQs.





101

Resources

Learners should have access to a wide variety of physical resources provided either by the

college or the learners’ work place. Use of computer applications should be encouraged.

Suggested reading

Textbooks





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

1994)

Other publications






102





103

Unit 12: Design and Production Computer

Analysis

Learning hours: 60


Description of unit

This unit provides the learners with a fundamental understanding of the growing importance

and application of Information Communication Technology (ICT) within Civil Engineering.

IT underpins many functions ranging from design to management and is starting to have an

integrating role within the overall industry. Its implications are far reaching and an

understanding of the power of the technology and the opportunities it offers is required by alllearners studying civil engineering subjects.


To achieve this unit the learner must:

1 Demonstrate an understanding of the available technology: PCs, CPUs, memory, data

storage and retrieval, input and output devices

2 Explore the use of hardware and software in various civil engineering functions

3 Demonstrate an understanding of electronic communications including IT, the use of

intranets and the internet

4 Demonstrate knowledge of appropriate security and control issues

5 Evaluate the implications for the industry arising from the growing use of new

technologies.





104

Content

1 Available technology

Various types of hardware: the constituent parts of a PC and the importance of the

specification versus performance issue. Processors, memory, hard disks, floppy disks, CD-

Rom, multimedia, screens (including appropriate resolution). Input and output devices

including voice, scanners, printers and plotters

2 Use of hardware and software

Use of various types of software commonly used in the civil engineering environment :

design and management. Operating systems

Office suites: word processors, spreadsheets, presentation packages and databases. CADand its importance as an integrating mechanism

Task specific software: surveying, structures, transportation planning and finite element

analysis

Use of spreadsheets and other software: the use of various general and specific packages,

advanced functions of a word processor, performing engineering calculations using a

spreadsheet. The use of various generic classes of engineering software (this element could

be linked with specific subjects (eg structures)

3 Electronic communications

The mechanisms for electronic communication: between people, offices, firms and sites.

Data transfer, common formats and conversion. EDI, intranets, WANs, LANs, and the

internet. The importance of digital lines, ISDN, bandwidth (broadband)

4 Security and control issues

Management of IT systems: issuers of security and control. Viruses. Health and Safety

VDU issues. Efficiency and effectiveness achieved with IT. Cost benefits of IT investment.

Ownership and copyright of data

5 Implications for new technologies

Effect on human resource levels: potential de-skilling versus need for understanding of

underlying processes. Integrated project databases. Providing also for currency and

updating. Potential shift of control and power (to or away from Engineers). The role of

expert and non-expert clients. Globalisation





105




the ability to:

1 Demonstrate an


available technology: PCs,

CPUs, memory, data storage

and retrieval, input and output

devices

explain the constitute parts of modern IT systems

and assess their importance in relation to

performance and cost

2 Explore the use of hardware

and software in various civil

engineering functions

describe the available software and its benefit to

Civil Engineering design and management

create documents using the advanced functions of a

common word processor

create spreadsheet applications capable of solving

civil engineering/technical problems

produce simple CAD drawings and apply task

specific software

3 Demonstrate an

understanding of electronic

communications includingIT, the use of intranets and

the internet

assess the potential of digital communications in

relation to civil engineering design and management

of site operations and improved performance

4 Demonstrate knowledge of

appropriate security and

control issues

describe the importance of effective management of

IT systems, particularly in relation to security and

control

5 Evaluate the implications for

the industry arising from the

growing use of new

technologies

evaluate the importance of IT systems to the

construction industry, their ownership implications,

accessibility and implementation





106

Guidance

Delivery

The elements of this unit aim to demonstrate an understanding of various aspects of information

technology and the implications of this technology on industry and society. It may be

undertaken individually or in groups; group work would be particularly appropriate being an

ideal vehicle for discussion and developing ideas. The hands-on elements should be carried out

individually and will require the dedicated use of a computer terminal for each learner.

Assessment



feature as part of the process. Although assessments must be focused on the individualachievement of each learner, group work and role-play activities may contribute to the


related units.





teaching programme.

Appropriate attention must be given to health, safety and welfare arrangements and VDU





Links

This unit may be linked with all other units in the learner’s chosen pathway or employment.

The unit is intended to develop the skills and knowledge obtained in the usage of IT equipment

and software and support the learning in other units.


Standards and current NVQs at level 4. The mapping links indicate that the achievement of thelearning outcomes of this unit will contribute skills, knowledge and understanding towards the




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107

Resources

Learners should have access to a wide variety of materials and facilities to enable group

discussions to take place. They will also need access to up-to-date computing facilities with

appropriate storage and output devices. Software required includes a word processor,

spreadsheets, CAD and certain specific engineering applications software.

Support materials

Textbooks

Cornick, T — Computer Integrated Building Design — (Spon, 1995)

Holtz, W — The CAD Rating Guide 4th Edition — (CICA, 1997)

Howard, R — Computing in Construction: Pioneers and the Future — (Butterworth-

Heinemann, 1998)

Paulson, B — Computer Applications in Construction — (McGraw Hill, 1995)

Other publications

Construction Industry Computing Association — Computing for Site Managers — (CICA,

1996)

Construction Industry Computing Association — IT Usage in the Construction Team —

(CICA, 1999)

Contact: Construction Industry Computing Association — Telephone: 01223 236336





108





109

Unit 13: Engineering Mathematics

Learning hours: 60


Description of unit

This unit provides the learner with the opportunity to acquire further knowledge of a range of

mathematical techniques and will develop his/her understanding of how these techniques can be

applied to solve engineering problems. Learners will also learn the value of mathematics as a

method of communicating results.

The knowledge and skills that learners acquire in this unit will underpin their study of most

other units of the BTEC Higher National programme.



1 Demonstrate a knowledge of the properties of trigonometric functions

2 Construct and solve algebraic equations representing engineering problems

3 Use techniques of calculus to determine maximum and minimum values and to

calculate areas and volumes

4 Define engineering problems using differential equations and solve these equations

using analytical and numerical methods

5 Analyse problems using probability and statistics.





110

Content

1 Properties of trigonometric functions

Graphs: sin x, cos x, tan x, sin2 x, cos2 x, etc Graph of Rsin(wt+a). Amplitude, phase,

frequency, period. Addition of waves (asin x + bcos x). Trigonometric identities

2 Algebraic equations representing engineering problems

Construct algebraic equations representing engineering problems: identify unknowns and

derive model equations

Solve algebraic equations: matrix form of simultaneous linear equations. Role of the

inverse matrix. Degenerate (singular) cases. Ill-conditioning. Gaussian elimination.

Bisection and Newton-Raphson methods for non-linear equationsConstruct and solve model equations

3 Calculus to determine maximum and minimum values and to calculate areas and

volumes

Techniques of calculus: to determine maximum and minimum values

Location and classification of stationary points of functions of one variable. Partial

differentiation. Location and classification of stationary points of functions of two variables

Techniques of calculus to calculate areas and volumes: integration by parts, substitution

and using partial fractions; calculation of areas and volumes

4 Engineering problems using differential equations

Differential equation models in engineering (eg beam equation). Analytical solution of

linear constant coefficient differential equations. Initial and boundary conditions. Basic

ideas of numerical solution of differential equations. Euler’s method. Solution of

differential equations using appropriate software

5 Probability and statistics

Probability distributions: discrete and continuous distributions; binomial, Poisson andnormal distributions, linear regression and confidence intervals, sampling, statistical quality

control





111




the ability to:

1 Demonstrate a knowledge of

the properties of

trigonometric functions

produce accurate sketch graphs of functions of the

form Rsin(wt +a)

include waves of the same frequency

use trigonometric identities

2 Construct and solve algebraic

equations representingengineering problems

solve simultaneous linear equations using inverse

matrices and Gaussian elimination select and use an appropriate method to solve a non-

linear equation

3 Use techniques of calculus to

determine maximum and

minimum values and to

calculate areas and volumes

identify and classify maximum and minimum values

of functions of one variable

determine partial derivatives of functions of many

variables

locate and classify stationary points of functions of

two variables

use appropriate techniques to determine integrals calculate areas and volumes using definite integrals

4 Define engineering

problems using differential

equations and solve these

equations using analytical and

numerical methods

select appropriate differential equation models for

engineering problems

solve linear constant coefficient initial and boundary

value problems

explain the difference between analytical and

numerical solutions

use mathematical software to solve numerically

differential equations

5 Analyse problems using

probability and statistics

explain the meaning of a probability distribution and

distinguish between discrete and continuous data

use standard distributions to analyse engineering

problems

determine the best straight line fit to a set of data

use simple statistical quality control





112

Guidance

Delivery

This unit should be planned and delivered to support the mathematics required for the other

specialist units in the programmes. Lectures, tutorials and problem solving sessions will be

necessary to provide the basic knowledge of the subject. Computer laboratory sessions will also

be needed to allow learners to develop the skills necessary to achieve parts of some of the

outcomes.

Assessment





related units.





teaching programme.






Links

This unit follows on from Unit 3: Analytical Methods and underpins most of the other units in a

BTEC Higher National programme. The techniques covered also have specific application in

some units. Importantly, this unit also provides the necessary mathematical skills to enable

learners to progress to higher studies.

The content of this unit has been designed and mapped against the 1998 CISC OccupationalStandards and current NVQs at level 4. The mapping links indicate that the achievement of the






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113

Resources

Learners should have access to an electronic calculator (ideally a graphical calculator). They

must also have access to appropriate computer facilities, software and library resources.

Support materials

Textbooks

Croft, A and Davison, R — Mathematics in Engineering: A Modern Interactive Approach

— (Addison Wesley Longman, 1999)

Stroud, K — Engineering Mathematics 4th Edition — (Macmillan, 1995)





114





115

Unit 14: Civil Engineering Construction B

Learning hours: 60


Description of unit

This unit provides the learner with the knowledge and understanding of some of the more

specialised methods and resources used in major and often specialised civil engineering

construction activities.

Although there will be a strong theoretical knowledge underpinning the study of this unit there

will also be considerable emphasis on enabling learners to become aware of the processes of

selection of appropriate methods and resources through a variety of realistic case studies.



1 Analyse the methods and resources used in tunnelling activities

2 Analyse the methods and resources used in the construction of hydraulic structures

3 Analyse the methods and resources used in the construction of marine works

4 Analyse the methods and resources used in highway construction and railway works

5 Select and evaluate appropriate methods and resources to solve problems arising from

construction activities involving tunnelling works, hydraulic structures, marine works,

highway and railway works having proper regard to safety, environmental, quality,

technical and economic considerations.





116

Content

1 Methods and resources — tunnelling activities

Principles of undertaking tunnelling activities: both in hard rock and soft ground including

methods of ground support; cut and cover tunnelling, pipejacking and mini-tunnelling as

well as the construction of shafts

2 Methods and resources — hydraulic structures

Principles of constructing dams: constructed of earth, rockfill and concrete; ancillary

works; canal and river works

3 Methods and resources — marine works

Principles of constructing : cofferdams, caissons, sea walls, harbour works and coastal

protection activities

4 Methods and resources — highway construction and railway works

Principles of constructing and maintaining carriageway works: rigid and flexible

pavements; undertaking railway works including the provision of new track and ancillary

structures

5 Solve problems arising from construction activities

Principles of effective and efficient management of construction activities: proper regard to

safety, environmental, quality, technical and economic considerations





117




the ability to:

1 Analyse the methods and

resources used in tunnelling

activities

explain the characteristics of tunnels and shafts in

terms of their end use

describe appropriate methods and resources used to

ensure safe and productive operations in hard and

soft ground conditions

contrast types and methods of temporary works

associated with forms of tunnelling, and with pipejacking and shaft construction



construction of hydraulic

structures

explain the characteristics of the forms of

construction of earthfill, rockfill and concrete dams

in terms of their end use


ensure the effective and efficient construction of

water retaining structures including dams,

reservoirs, canals, river works and ancillary

structures

contrast types and methods of temporary worksassociated with the construction of hydraulics

structures



construction of marine

works

explain and compare the characteristics of the forms

of construction of cofferdams and caissons


ensure the safe and productive activities of

constructing sea walls, harbour works and coastal

protection works


resources used in highway

construction and railway

works

explain and compare the characteristics of the forms

of construction of rigid and flexible carriageways

and ancillary works

determine appropriate methods and resources used

to ensure the safe and productive operations of

constructing carriageways

describe the construction requirements for the

upgrading of railways and ancillary works





118



the ability to:

5 Select and evaluateappropriate methods and

resources to solve problems

arising from construction

activities involving

tunnelling works, hydraulic

structures, marine works,

highway and railway works

having proper regard to

safety, environmental,

quality, technical and

economic considerations

select, evaluate and demonstrate appropriatemethods and resources, including plant and

equipment, in a representative number of realistic,

relevant case studies

provide explanations for the selection processes

which optimise the decisions made in terms of the

primary considerations (stated in Outcomes)





119

Guidance

Delivery

Lectures and problem solving classes will be necessary to provide the basic knowledge of the

subject. Case studies should be undertaken in parallel with formal tuition such that practical

skills are readily developed and theoretical studies are quickly placed in context.

Although learners must be assessed individually for both knowledge and skills development,

additional depth may be obtained by undertaking case studies in small groups. Roles and tasks

may be allocated in rotation.

Assessment






related units.





teaching programme.

Appropriate attention must be given to health, safety and welfare arrangements and CDMRegulations throughout the delivery of this unit.




Links

This unit develops the material studied in Unit 1: Design Principles and Application, Unit 4:

Management Principles and Application and Unit 8: Civil Engineering Construction A.

Particular emphasis may be placed on the use of methods and equipment. It is expected that

HNC learners may have already acquired knowledge and skills in this area, either through previous study or through the workplace but it is unlikely that they will be competent in all the

areas covered by the content.





120











Resources

The delivery of this module may be enhanced by site visits, videos of site operations, slides

and/or photographs. Access to current technical journals is desirable, in addition to the standardtextbooks. Case studies should be based on realistic documentation.

Support materials

Textbooks



Holmes, R — Introduction to Civil Engineering Construction 3rd Edition — (College of

Estate Management, 1995)

Illingworth, J — Construction Methods and Planning 2nd Edition — (Spon, 2000)

Tomlinson, M J — Foundation Design and Construction 6th Edition — (Addison-Wesley,

1995)


Other publications

In addition the ICE (Institution of Civil Engineers) Works Construction Guides are useful,

if brief, summaries of various topics which they cover

Journals such as New Civil Engineer, Construction News and Contract Journal





121

Unit 15: Fluids and Hydraulics

Learning hours: 60


Description of unit

This unit provides the learner with a sound understanding of the forces of equilibrium in fluids,

predominantly water, both at rest and in motion. It develops the knowledge and competency to

use measuring instrumentation in laboratory conditions. It develops the skills necessary to

record data, analyse it and present results in an appropriate format. A manual, semi-manual and

computer software approach is used.

Analysis of hydrostatic forces, concepts of buoyancy and stability of floating bodies are related

to civil engineering projects. Fluid kinetics and applications to the design of pipelines andchannels using charts/tables and computer software are investigated along with associated

energy losses. An appreciation of hydraulic machinery allows for the understanding of pump —

pipeline system problems and for the energy input to a system by turbines. Hydraulic structures

for measuring and controlling flow in channels are investigated both for steady and unsteady

flow.


To achieve this unit the learner must:

1 Demonstrate a knowledge and understanding of hydrostatic principles in relation to civil

engineering projects

2 Undertake experimental procedures in fluid kinetics with subsequent analysis and

presentation of results

3 Carry-out analysis of fluid flow in pipelines and channels to determine required pipe or

channel size for a given flow using both manual and automated methods

4 Select appropriate pump characteristics to suit a given hydraulic situation

5 Analyse hydraulic structures characteristics to determine channel flow.





122

Content

1 Demonstrate knowledge of hydrostatic principles

Hydrostatic pressure: distribution and hydrostatic forces acting on submerged bodies.

Centres of pressure on submerged plane, vertical and inclined surfaces and curved surfaces.

Hydrostatic buoyancy forces on submerged bodies and the stability of floating bodies.

Centre of buoyancy and metacentric height of floating bodies. Measurement of fluid

pressure and the devices and instruments used to measure fluid pressure and pressure

differentials, including electronic instrumentation

2 Experimental procedures in fluid kinetics

Use of laboratory equipment to investigate: fluid flow concepts for pipes and open

channels, including streamlines, velocity variations and velocity profile across pipe andchannel sections. Significance of Reynolds and Froude’s number. Laminar and turbulent

flow

Experimental procedures to demonstrate steady and unsteady flow in channels: investigate

flow through channel transitions and over weirs, flow profile through a venturi flume.

Formation of hydraulic jumps downstream of spillways, weir and gates. Investigate the

discharge characteristics of weirs, measure the velocity of approach, preparation of head-

discharge and coefficient of discharge — non-dimensional head graphs. Methods and

instrumentation for the measurement and construction of stage discharge and rating curves

Flow measurement in pipes and channels: pitot static tube, current meters, Venturi meter

and orifice meter, rectangular notch, V notch and combination weirs. Electromagnetic andultra sonic methods of flow measurement. Demonstrate energy losses at sudden transitions

in pipelines and channels. Demonstrate the effects of jets on turbines and pelton wheels

3 Analysis of fluid flow in pipelines and channels

Analysis of fluid flow: Frictional head loss in pipelines, laminar and turbulent flow.

Equations modelling head loss. Roughness of pipe walls. Solution of pipeline and channel

problems using manual methods, published tables/charts and computer software. Concept

of specific energy and specific force. Uniform flow through channels. Equations to

calculate discharge through and to design channels of, rectangular, trapezoidal and circular

sections

4 Select pump characteristics

Investigate pump characteristics: classification of hydraulic machines. Pumps and turbines.

Radial, axial and mixed flow machines. Impulse and reaction turbines. Energy and

hydraulic gradient across the machine and in pump-pipeline systems. Pumps in series and

parallel. Calculation of ‘net positive suction head’. Performance and characteristics of a

pump. Pump characteristics curves. Specific speed





123

5 Analyse hydraulic structures

Flow under sluice gates: relationship between discharge, critical depth and minimum

specific energy in a rectangular channel. Calculation of discharge through a venturi-flume.

Derivation of discharge-head equations for flow over broad crested and Crump weirs

Flow through channels: compound sections, eg flooded river channels

Flow from reservoirs and entry losses: planned energy losses at dam spillways and stilling

basins





124




the ability to:

1 Demonstrate a knowledge of

hydrostatic principles in

relation to civil engineering

projects

identify and calculate the magnitude and position of

hydrostatic pressures and forces acting on typical

civil engineering elements, eg water retaining

structures and gates

analyse the stability of floating bodies applicable to

civil engineering works and determine the

dimensions required to ensure works meet necessary

criteria, eg pontoons

describe the construction and application of

piezometers, manometers and other pressure

measuring devices including electrical and

mechanical pressure gauges

2 Undertake experimental

procedures in fluid kinetics

with subsequent analysis and

presentation of results

use laboratory equipment to demonstrate fluid

kinematics concepts and explain the principles

involved

apply experimental procedures to derive hydraulic

structures characteristics use instrumentation and devices to measure flow

and pressure in hydraulic systems

analyse the results of experimental procedures and

apply to hydraulic machines and structures used in

Civil Engineering practice

3 Carry out analysis of fluid

flow in pipelines and

channels to determine

required pipe or channel size

for a given flow using bothmanual and automated

methods

analyse and solve practical pipeline flow problems

and determine headloss/discharge/pipe size as

required using a variety of methods including

current computer software methods

design channels to convey known discharges withspecified design criteria, eg velocity of flow using a

variety of methods including current computer

software methods

4 Select appropriate pump

characteristics to suit a given

hydraulic situation

prepare diagrams showing hydraulic structures, pipe

fittings and measuring instruments for practical civil

engineering application eg pumping station

select appropriate pump/s, using manufacturer’s

published pump characteristics curves to suit a

given application





125



the ability to:

5 Analyse hydraulicstructures characteristics to

determine channel flow

analyse the hydraulic characteristics of variouschannel flow control devices/structures to determine

channel flow

describe the use and principles of dam spillways and

stilling basins





126

Guidance

Delivery

It is recommended that this unit will consist of at least 40% laboratory work with 40% devoted

to theory and 20% to descriptive work. Practical work should be completed in groups of three

or four as a maximum.

Assessment




achievement of each learner, group work activities may contribute to the assessment.

Integrative assignments and project work will help to link this unit with other related units.





teaching programme.






Links

Entry requirement for this unit should include knowledge of Mathematics and Environmental

Science at Level 3.










Resources

Laboratory facilities are essential for learners to undertake experimental work, on a hydraulic

bench/flume, in small groups and develop competence in using measuring instruments and

recording, analysing and presenting the results. Computer software, centre devised or commercially available, will be needed for some assignment work.





127

Support materials

Textbooks

Boxer G — Work Out Fluid Mechanics — (Palgrave, 1998)

Douglas J — Solving Problems in Fluid Mechanics Volumes 1 and 2 — (Longman

Scientific and Technical, 1986) Featherstone R and Nalluri C — Civil Engineering Hydraulics 4th Edition — (Blackwell

Science, 1995)

Linsley R and Franzini J et al — Water Resources Engineering 4th Edition — (McGraw-

Hill, 1992)





128





129

Unit 16: Project Management

Learning hours: 60


Description of unit

This unit is designed to provide knowledge and understanding of the principles and application

of project management in the construction industry.

It will enable learners studying higher national programmes in building or civil engineering to

demonstrate both knowledge and understanding of project management. Learners will have the

opportunity to apply, analyse and evaluate the effects of project management in the improved

management of resources and performance on a construction project.



1 Define and appraise the concepts and practice of project management

2 Evaluate the requirements of a project manager in the construction industry

3 Analyse the duties and responsibilities of a project manager

4 Evaluate how the client’s objectives of time, cost, quality and performance can be

improved

5 Describe how the project management process can manage a changing industry by adding

value to the project.





130

Content

1 Practice of project management

Concepts and practice: definition of project management, historical developments of

project management, comparison with project management in other industries. Advantages

and disadvantages of project management in practice, review of current literature and

research, identification of trends in Europe and the USA

2 Requirements of a project manager

Identification of key requirements: managerial skills, technical knowledge and abilities,

personality and psychological factors, leadership, delegation, negotiation, decision-making

and clarity of thinking, education and training for project managers, use of internal teams

and external consultants

3 Duties and responsibilities

Identification of the client’s main objectives: understanding the client’s brief, appointing

the design team, involvement with the main contractor, reports and recommendations

Design process management : co-ordination and control during construction on site

contractual relationships of the project manager, powers, responsibilities, authority and

accountability, fees

4 Client’s objectives

Objectives: the methods used to improve productivity and performance in terms of meeting

the client’s objectives in development and construction

Time: management and control

Cost : predictions, certainty and risk

Standards and quality: improving standards and achieving quality in building, getting it

right first time

Communication: information management and communication systems

Client influence: Client’s Charter and influence on performance, value for money and best

practice

5 Manage a changing industry by adding value

Change: factors that affect the ways in which the project management process can manage

a changing industry. Change management in the construction industry. Evaluating change

and developing best practices and Key Performance Indicators (KPIs), culture of

construction best practice, ‘Respect for People’

Performance indicators: benchmarking project management against other systems and

practices, use of KPIs, best practice projects

Added value: the importance of adding value to the construction product

Productivity: doing more for less





131




the ability to:

1 Define and appraise the

concepts and practice of

project management

describe project management within the


evaluate the role and work of a project manager

within the construction industry

compare role of project management in construction

with that in other industries and in other countries

2 Evaluate the requirements of

a project manager in the


describe the key characteristics of a project manager

explain the type of education, training and

occupational standards that are required for project

managers

compare the advantages and disadvantages of using

internal teams or external consultants as project

managers and evaluate the benefits to the ‘client’

3 Analyse the duties and

responsibilities of a project

manager

analyse the duties and responsibilities of project

managers

define the contractual implications of using projectmanagers

compare the relationships of project managers with

the design and production teams

4 Evaluate how the client’s

objectives of time, cost and

performance can be improved

describe the role of clients in the construction

process and the advantages of them using project

management to secure their aims and objectives

evaluate ways in which quality and standards are

improving in the construction industry and the

influence of clients in the process

5 Describe how the project

management process can

manage a changing industry

by adding value to the

project

describe the reasons why the construction industry

is changing and will continue to change in the

foreseeable future

explain the concept of best practice in project

management and its use to develop benchmarks and

KPIs for the construction industry

evaluate the ways in which a project manager is able

to add-value to the construction process and product





132

Guidance

Delivery

This unit is best studied in the second year where learners will already have gathered some

understanding of the nature of the construction industry and the general principles and

techniques of management. It is important that learners have access to current information from

industry regarding the use and development of project management in practice. Case studies

should be used extensively together with a current working knowledge of business practices in

the construction industry to identify best practices. The teaching of the unit would benefit from

the involvement of project manager/practitioners. Where appropriate, role-play should be

encouraged to develop an understanding of the application of management techniques and

difficulties that are encountered. Learners may also be required to provide oral presentations

from their own studies or experiences.

Assessment






related units.



work. The volume of evidence required for each assessment should take into account theoverall number of assessments being contemplated within this unit and the design of the overall

teaching programme.



In designing the assessment instrument, opportunities may also be included to generate



Links

This unit relies on a good knowledge and understanding of construction and civil engineering

technology and the construction industry. It links with Unit 4: Management Principles and

Application that should be studied prior to this unit. Learners should be encouraged to use the

knowledge and experience gained from earlier units and from practice.

A range of CIC Common Learning Outcomes and higher level skills will feature strongly

throughout the development and assessment phases.





133






Civil Engineering Site Management



Road Safety



Resources

Learners should have access to ICT applications and a range of library resources including theannual reports of construction companies, recent government publications and trade and

professional literature on which to base knowledge and case studies and to use for assignment

purposes.

Support materials

Textbooks

Ashworth, A and Hogg, K — Added Value in Design and Construction — (Longman,

2000)

Bennett, J — Construction Project Management — (Butterworths, 1985)

McGeorge, D and Palmer, A — Construction Management: New Directions — (Blackwell

Science, 1997)

Morris, P — The Management of Projects New Edition — (Thomas Telford, 1997)

Rougvie, A — Project Evaluation and Development — (Batsford, 1989)

Walker, A — Project Management in Construction 4th Edition — (Blackwell Science,

2000)

Other publications

Chartered Institute of Building — Project Management in Building — (CIOB, 1989)

Chartered Institute of Building — Code of Practice for Project Management for

Construction and Development — (CIOB, 1996)

Parsloe, C and Wild, L — Project Management Handbook for Building Services —

(BSIRA, 1998)





134





135

Unit 17: Advanced Structural Analysis and

Design

Learning hours: 60


Description of unit

This unit develops the learner’s ability to analyse complex structures and produce an

appropriate design. The unit builds on techniques and understanding of structural engineering

developed in Unit 10: Structural Analysis and Design.

The unit aims to provide the learner with the analysis and design knowledge required to carry

out the design of structural elements to the appropriate British Standard, Code of Practice or European Code of Practice Standard.

The learner is encouraged to work with real life examples and to gain the skills and

understanding to develop effective and economic designs. It is envisaged that computer analysis

and design methods will be used in conjunction with more traditional techniques.



1 Calculate forces and deflections for pin jointed indeterminate structures

2 Calculate bending moments and shear forces for indeterminate beams

3 Examine the structural behaviour of frames under various loading conditions

4 Examine design methods for continuous beams in steel and reinforced concrete

5 Examine design methods for simple connections for steel structures.





136

Content

1 Forces and deflections

Analyse simple indeterminate pin jointed frames: evaluate three element indeterminate pin

jointed frames using stiffness matrix methods to produce node deflections, forces in the

elements and the reactions

2 Bending moments and shear forces

Analyse indeterminate beams: evaluate two span beams with a variety of loading and end

conditions, using slope deflection, moment distribution and plastic analysis techniques to

determine the bending moment and shear force diagrams for the beams, examine the

concept of bending moment and shear force envelopes

3 Structural behaviour of frames

Examine the structural behaviour of frames: examine the relationship between the

deflected shape, the shape of the bending moment diagram and the pattern of loading for a

range of indeterminate and determinate frames; analyse basic sway frames using moment

distribution or slope deflection techniques; examine the collapse modes of steel portal

frames

4 Design methods for continuous beams

Produce valid designs for indeterminate beams: examine the concept of lateral torsional

instability as applied to steel, determine the suitability of UB/UC sections regarding

buckling resistance moment, shear resistance and deflection for beams with a variety of end

conditions and supports

Produce valid designs for indeterminate beams in reinforced concrete: determine the

reinforcing requirements and the deflection performance of doubly reinforced rectangular

beams with a variety of supports

5 Design methods for simple connections

Produce valid designs for bolted connections in steel : examine the various types of boltsavailable for bolted connections. Using black bolts, determine the load capacity of bolted

tension splices and determine the load capacity of double angle web cleat connections

Produce valid designs for welded connections in steel : examine the various types of welds

used for structural connections, using fillet welds, determine the load capacity of welded

tension splices and determine the load capacity of welded fin plate connections





137




the ability to:

1 Calculate forces and

deflections for pin jointed

indeterminate structures

calculate the node deflections, element forces and

reactions in a three element pin jointed frame using

stiffness matrix methods

2 Calculate bending moments

and shear force for

indeterminate beams

analyse two span beams with a mix of point loads

and uniformly distributed loads (UDLs) and fixed

and simple supports using slope deflection, moment

distribution and plastic analysis techniques draw shear force and bending moment envelopes for

an elastically analysed three span reinforced

concrete beam

3 Examine the structural

behaviour of frames under

various loading conditions

sketch the general shape of the bending moment

diagram and the deflected form for a range of

determinate and indeterminate frames with a mix of

point loads and UDLs

analyse basic sway frames using moment

distribution or slope deflection techniques

describe the modes of collapse of typical steel portalframes

4 Examine design methods for

continuous beams in steel

and reinforced concrete

produce a valid design for a laterally unrestrained

two span steel beam

produce a valid design for a doubly reinforced

concrete beam

5 Examine design methods for

simple connections for steel

structures

produce a valid design for a bolted steel section

tension splice and a bolted web cleat connection

produce a valid design for a welded steel section

tension splice and a fin plate connection





138

Guidance

Delivery

Learners will, in general, work individually. However some group work may be useful in

classroom situations. Emphasis should be placed on manual analysis techniques to determine

the values required for the subsequent design procedures. However, the learner should be

encouraged to verify manual designs by computer methods where appropriate. The design of

the structural elements should be realistic and should fully comply with the appropriate current

standards. It is important that the learners become familiar with current design practice of

comparing capacity with load rather than applied stress to allowable stress.

Assessment

It is recommended that evidence for learning outcomes is achieved through well-planned coursework, assignments and projects. Assessment may be formative and summative and both may




related units.





teaching programme.






Links

This unit may be linked with Unit 10: Structural Analysis and Design.

Minimum entry requirements for this unit should be the concurrent study of Unit 10: Structural

Analysis and Design and the successful completion of the core units Unit 1: Design Principlesand Application, Unit 2: Science and Materials and Unit 3: Analytical Methods.













139

Resources

Learners require access to extracts from the appropriate design standards and simple computer

structural analysis and design software.

Support materials

Textbooks

Coates, R and Kong, M et al — Structural Analysis 3rd Edition — (Textbook Physical,

1987)

Draycott, T — Structural Elements Design Manual — (Heinemann Professional, 1990)

Gere, J and Timoshenko, S — Mechanics of Materials 4th Edition — (Stanley Thomas,

1996)

Macingley, T and Ang, T — Structural Steelwork: Design to Limit State Theory 2nd

Edition — Butterworth-Heinemann, 1992)

McKenzie, W — Design of Structural Steelwork — (Macmillan, 1998)

Mosely, W and Hulse, R et al — Reinforced Concrete Design 5th Edition — (Macmillan,

1999)

Seward, D — Understanding Structures 2nd Edition — (Palgrave Macmillan, 1998)

Williams, M — Structures: Theory and Analysis — (Palgrave Macmillan, 1999)





140





141

Unit 18: Transportation

Learning hours: 60


Description of unit

This unit develops the learner’s ability to analyse and understand the principles and techniques

that underpin transport networks.

The unit aims to provide the learner with the critical skills necessary to appreciate the problems

and difficulties inherent in the field of transportation engineering and to carry out preliminary

design work in accordance with the appropriate standards.

In the more analytical areas it is envisaged that computer analysis and design methods will be

used in conjunction with traditional techniques.



1 Review and evaluate the modes of transport and transport networks

2 Examine travel demand and transport modelling

3 Examine link and junction design for all classes of road

4 Determine the safety implications of road traffic

5 Review and evaluate the environmental and economic effect of transport.





142

Content

1 Modes of transport and transport networks

Review modes of personal transport : air transport, fixed track systems, buses, water borne

transport, cars, cycles, review the provisions made for pedestrians

Review modes of freight transport : air transport, fixed track systems, water borne transport,

trucks

Review the operation of networks: transport networks internationally, nationally, regionally

and locally, review the operation of transportation interchanges

2 Travel demand and transport modelling

Examine the trends in the demand for travel : examine the growth in the demand for personal and freight travel and the composition of travel; review the factors relating to

travel demand; review growth forecasts for travel

Examine the methods of transport modelling : review methods of data collection and

processing; review types of transportation models; examine techniques of forecasting

growth

3 Link and junction design

Examine link design concepts and methods: examine the concept of a hierarchical network;

examine the concept of level of service; examine the concept of design speed; review the

national design standards for major roads

Examine junctions design methods: review the strengths and weaknesses of various types of

road junctions; examine design methods for priority junctions; examine design methods for

conventional roundabouts; examine design methods for simple traffic signal controlled

junctions

4 Safety implications of road traffic

Examine road safety: review the nature and scale of road accidents; examine the

contributory factors to road accidents; examine frequently occurring types of road accident;

review safety audit procedures Examine traffic calming measures: examine the relationship between pedestrians, cyclists

and vehicular traffic; examine the principles implementation of speed limits; review the

techniques of traffic calming

5 Environmental and economic effect of transport

Review the environmental effect of transportation: review agents of environmental impact

relating to transport; review techniques of minimising the environmental impact of

transport

Review economic effect of transportation: review the techniques of Cost Benefit Analysis;review the techniques of congestion charging and road pricing; review the techniques of

transport telematics





143




the ability to:

1 Review and evaluate the

modes of transport and

transport networks

contrast the modes of use of personal and freight

transport within the region of the centre and

examine the modal split

describe the transport network nationally and assess

the operation of a local transportation interchange

2 Examine travel demand and

transport modelling

determine the factors relating to personal and freight

travel demand and analyse growth trends in theseareas

describe the appropriate method of data collection

and transportation modelling required for a traffic

scheme based on the local network

3 Examine link and junction

design for all classes of road determine the hierarchical status of the local road

network

determine the design speeds of local link roads

determine the appropriate junction type for a traffic

scheme based on the local network 4 Determine the safety

implications of road traffic

describe the nature and underlying cause of local

traffic accidents

devise a valid traffic calming scheme based on a

section of the local road network

5 Review and evaluate the

environmental and

economic effect of transport

evaluate the environmental impact of transportation

in the local area

devise a valid environmental impact scheme based

on a section of the local transport network

devise a valid congestion charging scheme based onthe local urban area





144

Guidance

Delivery

Learners should be encouraged to engage in group work where appropriate. Emphasis should be

placed on the development of understanding of the underlying problems inherent in achieving

an integrated transportation network and the general solution of problems locally and

nationally. It is not intended that learners undertake detailed design work to industry standards,

however, where possible examples for study should be drawn from real life.

Assessment





related units.





teaching programme.






Links

Minimum entry requirements for this unit should be the concurrent study of the core units

Unit 1: Design Principles and Application, Unit 2: Science and Materials, and Unit 3:

Analytical Methods.


Standards and current NVQs at level 4. The mapping links indicate that the achievement of thelearning outcomes of this unit will contribute skills, knowledge and understanding towards the





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145

Resources

Learners require access to extracts from the appropriate design standards, both national and

local IT facilities, and the use of design and modelling computer software for demonstration

purposes.

Support materials

Textbooks

Bonnet, C — Practical Railway Engineering — (Imperial College Press, 1996)

Mackay, W — Transport in the Urban Environment — (The Institution of Highways and

Transportation, 1997)

Macpherson, G — Highway and Transportation Engineering and Planning — (Longman,

1993)

Salter, R and Hounsell, N — Highway Traffic Analysis and Design 3rd Edition —

(Macmillan, 1996)

Wood, D and Johnson, J — Contemporary Transportation 5th Edition — (Prentice Hall,

1995)





146





147

Unit 19: Law and Contract

Learning hours: 60


Description of unit

This unit is intended to provide learners with an introduction to the national legal system and

the Law of Contract.

It is also intended that learners will develop knowledge and understanding in those aspects of

contractual administration relating to the common types of contract used in the industry for

building or civil engineering works of various sizes.



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

procedures of law and legislation as applied to the construction process

2 Describe the liabilities and responsibilities of parties to a contract

3 Apply the principles and procedures of law to the effective organisation and practice of

a company

4 Explore the relevant legal principles and requirements when undertaking a construction

contract in Europe.





148

Content

1 Principles and procedures of law — construction process

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

English legal system, the court system, principles of arbitration, alternative dispute

resolution (ADR) and adjudication, Common Law, Industrial Tribunals, the nature of tort,

the law of tort and its significance to the construction industry, negligence, nuisance,

trespass, statutory duties, liability

2 Liabilities and responsibilities of parties

Contract is an enforceable agreement : identification of the main parties to a contract,

description of the responsibilities of the main parties, typical contractual liabilities of the

main parties

3 Principles and procedures of law — organisation and practice of a company

Law relating to the organisation and practice of a company: detailed understanding of the

English legal system, company law and legal status of companies, employment law, law of

land and property, sale, purchase and rental of goods, health, safety and welfare, employer

liability, subcontractor tax requirements

4 Legal principles and requirements in Europe

European legal requirements: principal requirements of the European legal systems, tort,

employment law, company law, contract law





149




the ability to:

1 Demonstrate an

understanding of the nature

and significance of the

principles and procedures

of law and legislation as

applied to the construction

process

describe the various elements of the national legal

system

describe the court system and its procedures

compare the methods of ADR and the Industrial

Tribunal process using case studies

describe the significance of common law within theconstruction process

describe the effect of the law of tort on the

construction industry using appropriate case studies

2 Describe the liabilities and

responsibilities of parties to

a contract

determine the main parties to a contract

describe the responsibilities of the main parties to

the contract

analyse typical contractual liabilities and

responsibilities

3 Apply the principles andprocedures of law to the

effective organisation and

practice of a company

define the prime requirements of company law andits effect on the legal status of companies in their

operation

describe, using case studies, how employment law,

health, safety and welfare, the sale, purchase and

rental of goods, and land law and property law relate

to the operation of a company in construction

4 Explore the relevant legal

principles and requirements

when undertaking a

construction contract in

Europe

describe, using examples and case studies, the effect

of the European legal systems on related

construction activities





150

Guidance

Delivery

Learners should have a good understanding of the construction process.

It is recommended that the unit be studied in the first year of the course. Case studies should be

used and where possible, should involve practitioners as visiting speakers. Learners will usually

work individually but role-play activities should be encouraged when relevant.

Assessment






related units.


outcomes provided that this evidence is appropriate and authenticated as the learner’s own



teaching programme.

Appropriate attention must be given to health, safety and welfare legislation and CDM


In designing the assessment instruments, opportunities may also be included to generateevidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to


Links

Consideration should be given to links with the outcomes covered in Unit 6: Health, Safety and

Welfare and other aspects of legislation in Unit 21: Contractual Procedures.









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151

Resources

Learners should have access to forms of contract, current legislation, publications, journals and

libraries including electronic search facilities for the internet.

Support materials

Textbooks

Dalby, J — EU Law for the Construction Industry — (Blackwell Science, 1998)

Owen, S — Law for the Construction Industry — (Longman, 1998)

Turner, D and Turner, A — Building Contract Claims and Disputes — (Longman, 1999)

Other publications

Current Forms of Standard Contracts

Current Legislation relevant to the construction industry

Technical and professional journals





152





153

Unit 20: Tendering and Estimating

Learning hours: 60


Description of unit

This unit provides the learner with a fundamental understanding and application of tendering

procedures and the principles and methods of estimating, which form an integral part of the

tendering process.

This unit will also enable learners to develop a commercial awareness of tendering and

estimating and to demonstrate knowledge and understanding of the commercial aspects of the

industry.



1 Describe the information required to produce a tender

2 Apply the principles and techniques of estimating

3 Analyse and apply methods of pricing to determine and formulate an estimate for

construction operations

4 Evaluate different tendering procedures and contractual arrangements in common use.





154

Content

1 Produce a tender

Collection of tendering information: the types of client for which tenders are required, the

client’s objectives and constraints, the scope of contract documentation required eg bill of

quantities, drawings, specifications, conditions of contract etc, an investigation of the

nature, source and validity of information provided, collection of additional data as and

when required

2 Techniques of estimating

Processes and procedures used to build up an estimate: characteristics of, factors affecting

prime costs, collection of data on labour and plant rates, costs of materials including terms

of supply, handling, wastage and conversion, method statements and their effect onestimating, use of standard reference documents or company data on output levels,

examination of coverage rules for a unit of work using SMM7 or CESMM, calculation of

unit rates

3 Formulate an estimate

Commercial and operational factors: effect on final estimate and tender price,

preliminaries consistent with tender documentation data, factors which might affect profit

margin, determination of on-costs and overheads, all items in the Bill of Quantities

incorporated, items required from the health and safety plan clearly shown, commercial

awareness of potential competition

4 Tendering procedures, contractual arrangements

Contractor’s activities associated with the preparation of a tender : considerations which

affect a contractor’s decision to tender, tender preparation strategy, types of contract used

including term, schedule of rates, lump sum, design and build etc, open and selective

tendering, procedures used to formulate select lists, procedures used in receiving and

opening tenders, DBFO schemes and their operation





155




the ability to:

1 Describe the information

required to produce a tender

specify typical clients for which tenders are required

explain the constraints which may apply to the

tender process

describe the scope of contractual documentation

required for tendering

2 Apply the principles andtechniques of estimating

collect data required to build up unit costs use standard data document and measurement

systems

produce a method statement suitable for building a

unit cost

calculate a unit cost for identified items

3 Analyse and apply methods of

pricing to determine and

formulate an estimate for

construction operations

demonstrate how the bill of quantities format may

be used to build up estimates

determine critical factors which might affect the

profit margin

evaluate the effect of health and safety plans on the

tender

calculate on-costs and overheads using data supplied

4 Evaluate different tendering

procedures and contractual

arrangements in common

use

determine the stages in both open and selective

tendering

specify the factors which are used to formulate

select lists

select forms of contract for a variety of construction

applications and evaluate their use





156

Guidance

Delivery

Benefit would be derived from the use of computer packages in the production of estimates.

Group work could be used where such an approach would be found in practice such as the

information gathering exercise leading to the preparation of the estimate.

Role-play and discussion may be considered in relation to planning procedures undertaken

during the tender period.

Assessment


work, assignments and projects. Assessment may be formative and summative and both mayfeature as part of the process. Although assessments must be focused on the individual



related units.





teaching programme.






Links

Group work during the in course assessment would help in developing and assessing CIC

Common Learning Outcomes and higher level skills particularly if integrative assignments are

used to link with other units such as Unit 21: Contractual Procedures.

The content of this unit has been designed and mapped against the 1998 CISC OccupationalStandards and current NVQs at level 4. The mapping links indicate that the achievement of the






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157

Resources

Learners should have access to a library, journals, digests and data base material as part of their

self directed study. Access to IT equipment is required for estimating packages.

Suggested reading

Other publications

Chartered Institute of Building Professional — CIOB Code of Estimating Practice —

(CIOB, 1983)





158





159

Unit 21: Contractual Procedures

Learning hours: 60


Description of unit

This unit aims to develop a working knowledge of the nature and purpose of legal requirements

and the type of procurement arrangements that are used in the construction industry.

The unit has been designed to assist learners studying BTEC Higher National Programmes in

Building, Civil Engineering or Building Services Engineering to demonstrate a knowledge,

understanding and application of the various arrangements, options and strategies that are

adopted in the procurement of projects. The varying procurement arrangements available will

be considered throughout the design and construction periods from inception to the completionof the contract.



1 Analyse the factors affecting the choice of different procurement and contractual

arrangements

2 Determine and apply current issues and best practice associated with the procurement of

projects through reference to government and industry sponsored reports and

recommendations

3 Examine the roles and activities of the parties and organisations involved

4 Analyse the forms of contract with particular reference to time, cost and quality

5 Evaluate the forms of contract in respect of supply-chain management.





160

Content

1 Procurement and contractual arrangements

Procurement and contractual arrangements: client’s requirements and priorities in project

development, methods of procurement for projects, variable factors associated with

procurement and contractual recommendations including time, cost, performance and risk,

relationship between variable factors and procurement arrangements, surveys of the current

use of procurement methods in practice

Selection of forms of building contracts and procurement arrangements: distinctions

between contract and non-contract documents, articles of agreement, conditions and

appendices to the different forms of contract. Introduction to the forms of contract used on

civil engineering projects

2 Current issues and best practice

Issues associated with the procurement of projects: current issues associated with

procurement and contractual arrangements, issues originating from government,

professional, trade and statutory bodies and contracting organisations. Comparisons with

practices in other similar industries. Recommendations from industry and government

sponsored reports, developments and trends in practice. Aspects of practice from Europe

and in other international markets

3 Parties and organisation

Roles and activities of the parties and organisations involved in: pre-contract and post-

contract activities, different project phases and the plan of work

Duties and responsibilities: different specialists involved, planning, programming and

progressing, on-site communications. Roles and contractual responsibilities of the different

parties involved in a project. Role and activities of professional bodies, trade associations,

government departments, statutory bodies

4 Time, cost and quality

Forms of contract : with reference to time, cost, quality: commencement, completion,

delays, extensions of time, postponement, phased completions, early commencement,optimum time scales, fast-tracking

Price competition and negotiations: fixed-price arrangements, price certainty, price

forecasting, contract sum, interim certificates, payments, cash flows, retention, cost

penalties, variations, dayworks, provisional and prime cost sums, subcontractors and

suppliers, claims, final costs, final certificate.

Quality of materials and goods: standards of workmanship, specification, statutory

obligations, CDM Regulations, methods of working, testing, removal of defective work,

quality assurance, other clauses from the forms of contract





161

5 Supply-chain management

Nominated and named subcontractors: contract conditions, tendering arrangements,

information requirements, main contract implications, forms and agreements

Other subcontractors: contract conditions, domestic, directly employed, tendering, criteria,

information requirements, main contract implications, forms and agreements

Suppliers: identify and compare contract conditions, nominated, named, direct, specialist





162




the ability to:

1 Analyse the factors affecting

the choice of different

procurement and

contractual arrangements

describe the needs of clients in both the public and

private sectors

analyse the different project variables relating them

to a range of case studies

analyse the choice of the different procurement

arrangements by using case studies

evaluate the main contractual arrangements betweensome of the common forms of contract

2 Determine and apply current

issues and best practice

associated with the

procurement of projects

through reference to

government and industry

sponsored reports and

recommendations

explain and evaluate the current issues associated

with procurement and contractual procedures

describe trends in procurement practices by

reference to current published research and

Construction Industry Board publications

differentiate international methods of procurement

drawing outlining their advantages and

disadvantages

3 Examine the roles andactivities of the parties and

organisations involved

determine the sequence of events of the design andconstruction process to meet the requirements of an

identified client

describe the roles and principal contractual

responsibilities of the parties involved in respect of

a typical contract

evaluate the purpose and activities of a number of

different organisations who are involved in the


4 Analyse the forms of contract

with particular reference totime, cost and quality

evaluate the implications of being ahead of the

programme or behind the scheduled time for completion

compare the project costs in the context of pre-

contract, tender and final account stages for a live

construction project

describe how quality is defined and the measures

that are available within a contract to ensure its

compliance

analyse a selection of other clauses making

reference to case law for their interpretation





163



the ability to:

5 Evaluate the forms of contractin respect of supply-chain

management

analyse the contractual differences betweennominated and named subcontractors and other

types of subcontractors

evaluate the forms of contracts in respect of the

requirements for suppliers





164

Guidance

Delivery

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

and the industry, it is recommended that this unit should be studied with these subjects in the

first year. It is important that learners have access to the main forms of building and

engineering contracts and to use these where appropriate. These should be current or include

amendments where necessary. Extracts from the forms should be provided where the unit

requires. The emphasis between one form of contract and another will depend upon whether the

learners are studying building, civil engineering or building services engineering.

Case studies should be used extensively together with a current working knowledge and

practice of the construction industry. The unit might usefully involve practitioners to deal with

some aspects of the curriculum. Where appropriate role play should be encouraged to develop

an understanding of the application and difficulties that are encountered in applying thecontractual and procurement procedures. During a role-play, learners would normally work

together in groups to present scenarios for discussion. Learners may also be required to provide

oral presentations from their own studies or experiences.

Assessment





assessment. Integrative assignments and project work will help to link this unit with other related units.





teaching programme.




evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate tothe outcomes of this unit, see Annex D and Annex F.

Links

This unit has links with Unit 6: Health, Safety and Welfare and Unit 19: Law and Contract and

relies on a good knowledge and understanding of the construction industry processes. Learners

should be encouraged to use their wider knowledge and experience gained from earlier units

and from practice. A range of CIC Common Learning Outcomes and higher level skills will

feature strongly throughout the development and assessment phases.





165








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Resources

Learners should have access to a wide range of library resources, including textbooks and

journals, government and industry wide publications and the different forms of constructioncontracts and associated documents.

Support materials

Textbooks

Ashworth, A — Civil Engineering Contractual Procedures — (Longman, 1998)

Ashworth, A — Contractual Procedures in the Construction Industry 4th Edition —

(Longman, 2001)

The Aqua Group — Contract Administration for the Building Team 8th Edition —

(Blackwell Science, 1996)

Other publications

Chartered Institute of Building — Constructing Success — (Thomas Telford, 1997)

Chartered Institute of Building — Partnering the Team — (Thomas Telford, 1997)

CIB Working Group 11 — Towards a 30% Productivity Improvement in Construction —

(Thomas Telford, 1996)




Joint Contracts Tribunal — JCT Forms of Contract (latest revisions/Editions)

Latham, M — Constructing the Team — (The Stationary Office Books, 1994)





166





167

Unit 22: Work-based Learning A

Learning hours: 60


Description of unit

This unit is one of two specialist work-based learning units included in these qualifications.

These two units serve a different purpose from the core Unit 5: Group Project and the

specialist unit, Unit 15: Individual Student Project .

This work-based learning unit is specifically designed to capture evidence of achievement

arising out of naturally occurring work-based learning and assessment opportunities. It is

therefore an assessed experiential learning tool. The onus is on the learner to identify and

capture appropriate learning and relevant assessment evidence to meet the outcomes of theunits. Centres will need to provide guidance, advice and support on the methodology and

structure of this process.

The health, safety and welfare of the learner must be considered before a learner embarks on

this unit.



1 Identify and describe naturally occurring relevant work-based learning opportunities

2 Select and describe work-based techniques, methods and procedures relevant to the

programme of learning

3 Perform work-based activities and gather appropriate evidence

4 Demonstrate continuous improvement in their work-based learning and performance

5 Present a portfolio of appropriate evidence for assessment using a variety of formats.





168

Content

1 Relevant work-based learning opportunities

Diversity of work : includes structural engineering, civil engineering, highway engineering,

permanent way (rail) engineering, design, tendering and estimating, planning, construction,

site engineering, surveying and maintenance

Range of work : includes earthworks, substructures, superstructures, tunnelling, dams,

marine works, highways and railways

Roles at work : includes design engineer, site engineer, resident engineer, structural

engineer, civil engineer, highway engineer etc

Knowledge, understanding and skills: learning outcomes, content of programme units,

personal skills audit, higher level skills

2 Techniques, methods and procedures

Selection: as appropriate to work-based learning and assessment opportunities

Specifications: technical and non-technical

Constraints: eg client’s requirements, timescale, components, materials, technical,

operational, legal, financial, environmental

Key issues: eg health, safety and welfare (including CDM Regulations), sustainability,

quality control, quality assurance, equal opportunities

Action plan: to address the content in 1 and 2, agreed with nominated parties in centre andworkplace

3 Work-based activities

Action: as appropriate to work-based learning assessment opportunities

Working relationships: with subordinates, colleagues, line managers, clients, sub-

contractors, main contractor as appropriate, development of higher level skills

4 Improvement in work-based learning and performance

Improvement in: personal development, career development, performance at work, skill

development, breadth of learning strategies

Enhanced skills in: communication, IT, research, negotiation, supervision, management,

self-appraisal, higher level skills

Techniques: target setting, action planning, progress monitoring, periodical reviews,

evaluation, reflective practices, rescheduling, contingency planning, daily review and work

log





169

5 Portfolio of appropriate evidence

Format : guidance on appropriate evidence, witness testimony, self-assessment, peer

assessment, tutor-marked assignments and projects, line manager input to process, portfolio

building, formal presentation

Competence: practical assessment of professional competence in the workplace





170




the ability to:

1 Identify and describe

naturally occurring relevant

work-based learning

opportunities

identify work-based learning opportunities relevant

to their roles and responsibilities in the workplace

describe the nature and extent of the knowledge,

understanding and skills that can be evidenced by

means of such assessment opportunities

complete an initial personal skills audit using the

learning outcomes and content of the programmeincluding higher level skills

2 Select and describe work-

based techniques, methods

and procedures relevant to

the programme of learning

select and describe the techniques, methods and

procedures to be used to produce the necessary

evidence for assessment

evaluate the constraints and key issues associated

with the selected techniques, methods and

procedures

formulate an agreed action plan in consultation with

tutors and work-based mentor(s) or line manager(s)

3 Perform work-based

activities and gather

appropriate evidence

perform a range of relevant and complex work-

based activities relating to knowledge,

understanding and skills gained on the programme

and gather appropriate evidence for assessment

work with others in a productive, professional and

non-adversarial manner, practice and demonstrate

higher level skills

4 Demonstrate continuous

improvement in their work -

based learning and

performance

identify and describe specific areas of personal,

managerial and technical expertise to be developed

generate evidence of improved performance

use techniques of self-appraisal and reflection to

inform further action

5 Present a portfolio of

appropriate evidence using a

variety of formats

produce evidence for assessment in a range of work-

based skills

use a variety of effective communication techniques

employ a variety of presentational formats

where relevant link evidence for this unit with the

assessment of an NVQ





171

Guidance

Delivery

It is recommended that this unit be undertaken towards the end of the first year or in the second

year of a two year programme. Once the initial brief has been agreed with the tutor and line

manager their primary role is to act as a mentor, advisor and counsellor. The tutor will need to

maintain periodic contact with the line manager when reviewing the learner’s progress and

achievement.

Assessment

Evidence of outcomes for assessment will be both formative and summative and should be

available for scrutiny at each stage of development and may be in a variety of forms eg written,

graphical, IT-based, logbooks, minutes of meetings, copies of emails, letters, faxes, taperecordings and videos.

The development of an interdisciplinary approach to the construction and built environment

process should be emphasised together with the need for a non-adversarial approach when

dealing with other construction professionals. The development of higher level skills should

also be a key feature of assessment.

The approach taken to generating evidence must recognise that work-based learning:

is not a subject for learning but a mechanism for learning

is primarily intended for learners in full-time employment or with access to a workplace for

a reasonable period of time

is about reflection on work practices and not merely about acquiring knowledge,

understanding and skills

arises from action and problem-solving within a work environment

is centred on the learner’s work, live projects and challenges to individuals and

organisations

implies the creation of knowledge as a shared and collective activity, the discussion of

ideas and the sharing of problems and solutions

assesses not only the products of learning but also the processes of learning such as

reflection and self-direction

requires the learner to address fundamental issues including their rationale for undertaking

the project, the benefit to their employers, what they personally hope to achieve and how

they will achieve their goals

requires the learner to exercise appropriate judgement in a number of complex planning,

design, technical, resource and management functions related to products, services,

operations and processes requires the learner to produce evidence of their ability to

communicate effectively with other members of the construction team in an appropriate and

professional manner.

In designing the assessment arrangement for this unit, opportunities should be taken to generate

evidence to meet the CIC Common Learning Outcomes and higher level skill appropriate the

work-based learning activities, see Annex D and Annex F .





172

Links

By definition, there are clear links with every other unit in these qualifications. Learners should

be made aware of the importance of using their prior experience and the knowledge, skills and

understanding gained in the other units of their programme to produce the required evidence.

CIC Common Learning Outcomes and higher level skills will feature strongly in this unit.

Links to CISC Occupational Standards and NVQs at level 4 will be determined by the work- based learning activities selected. Where assessment evidence is also linked to an NVQ, the

centre should map the learning outcomes and assessment criteria of the learner’s programme

against the assessment requirements of the NVQ and identify those areas that require common

evidence.

Resources

Given the work-based nature of this unit the other resources required are those available to the

learner in the workplace. Tutor support and guidance is essential and supported by the range of

services available to learners in the centre.

Support materials

Textbooks

Bell, J — Doing your Research Project 2nd Edition — (Open University, 1993)

Boud/Keogh and Walker — Reflection: Turning Experience into Learning — (Kogan Page,

1985)


Moon, J — Reflection in Learning and Professional Environment: Theory and Practice —

(Kogan Page, 1999) Norton, P and Allinson, L — Asking Research Questions — (University of Humberside,

1994)

Websites

www.experienceworks.ncl.ac.uk

www.prosper-group.ac.uk

www.graduatecareersonline.com/workexperience

www.feda.ac.uk/Pubssupport/LearningStyles.asp#Learningstyles

http://rapid.lboro.ac.uk/Centres wishing to use the RAPID Progress File as a possible means of recording learner’s

progress, should contact Alan Maddocks at Loughborough University for details of centre

licence arrangements, telephone 01509 227192.





173

Unit 23: Work-based Learning B

Learning hours: 60


Description of unit

This unit is one of two specialist work-based learning units included in these qualifications.

These two units serve a different purpose from the core Unit 5: Group Project and the

specialist Unit 15: Individual Student Project .

This work-based learning unit is specifically designed to capture evidence of relevant work-

based training and development that the learner has (or will) successfully complete during their

programme, but which is not assessed and does not lead to a formally accredited qualification.

Examples of such events include:

company in-house training programmes (learning at work)

work placement and work-shadowing (that can formally be recorded)

continuing professional development (CPD) organised by professional bodies

seminars and courses offered by commercial training organisations (where attendance can

be evidenced)

product-based and service-based training offered by vendors and suppliers of systems,

components, hardware, software, materials and/or tools (where attendance can be

evidenced).

This unit is designed to provide both a structure and an assessment regime that will enable

learners to gain recognition for such training and development within the context of a BTEC

Higher National qualification. This will enhance the learner’s overall experiences of training

and development and bring added benefit to the learner’s programme of study.

It is expected that learners will undertake at least 60 hours of relevant training and development

in order to meet the outcomes of this unit.



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

associated with their workplace

2 Review the associated learning outcomes and describe the knowledge, understanding and

skills required to achieve them

3 Examine the assessment criteria and justify how this is met by their training and

development

4 Evaluate the benefits of the training and development undertaken

5 Demonstrate continuous improvement in their work-based learning and performance.





174

Content

1 Relevant training and development opportunities

Personal goals: eg enhanced career opportunities, salary and job satisfaction; maintenance

of up-to-date skills base; regular feedback on performance; opportunities for reflection,

assumption of responsibility for own development

Organisational goals: eg improved staff knowledge, understanding and skills; increased

staff motivation and retention; analysis of future needs, perception of company as ‘learning

organisation’, diagnosis of staff strengths and weaknesses; coherent policies on

recruitment, selection, training and development of staff

Range of teaching and development opportunities: including personal development in terms

of time management and self-management; higher-level skills; business skills in finance,

marketing, teamwork and negotiation; technical skills including IT and CAD; training innew techniques, new procedures and new legislation; health, safety and welfare,

environmental and sustainability issues

2 Learning outcomes

Outcomes: what the learner is able to do after training and development

Content : the knowledge, understanding and skills required to achieve the outcomes of their

programme (this may only focus on certain units or parts of the programme relevant to the

training and development)

Evidence: the essential aspects of performance that were assessed to decide whether theoutcomes have been achieved

3 Assessment criteria and justify how this is met

Assessment and grading criteria: the standard of evidential response required to achieve a

given assessment grade

Scope: of the techniques, methods and procedures used to produce the relevant evidence

Evidence: the material produced during training and development that was (or will be) used

to demonstrate achievement of the grading criteria, confirmation of attendance

4 Benefits

Personal : eg improved knowledge and understanding; enhanced practical, cognitive

transferable and intellectual skills; higher level skills; increased confidence and job

satisfaction; awareness of future training and development needs

Organisational : work-based evidence demonstrating how training and development has

translated into improved performance at work, awareness of learner’s (employee’s) future

training and development needs





175

5 Improvement in work-based learning and performance

Improvement in: eg personal development, career development, performance at work, skill

development, breadth of learning strategies

Enhanced skills in: eg communication, IT, research, negotiation, supervision, management,

self-appraisal

Techniques: eg target setting, action planning, progress monitoring, periodical reviews,

portfolio building, evaluation, reflective practices, rescheduling, contingency planning





176




the ability to:

1 Identify and describe a range

of relevant training and

development opportunities

associated with the workplace

identify and describe their personal training and

development needs

identify and describe training and development

needs in relation to the organisation

compile a portfolio of training and development

opportunities accessed through work

2 Review the associated

learning outcomes and

describe the knowledge,

understanding and skills

required to achieve them

identify the learning outcomes associated with

training and development opportunities accessed

through work

describe the knowledge, understanding and skills

used to achieve the identified learning outcomes

evaluate the evidence requirements used to assess

whether the learning outcomes have been achieved

3 Examine the assessment

criteria and justify how this

is met by their training anddevelopment

identify and describe the assessment criteria used

present the evidence from training and development

to demonstrate achievement of the assessmentcriteria

justify the techniques, methods and procedures used

to

produce the required evidence

4 Evaluate the benefits of the

training and development

undertaken

differentiate between personal and organisational

benefits

explain the personal benefits derived from their

training and development

produce work-based material that demonstrates how

their training and development has benefited the

organisation

5 Demonstrate continuous

improvement in their work -

based learning and

performance

identify and describe specific areas of personal,

managerial and technical expertise under

development

generate evidence of improved performance

use techniques of self-appraisal and reflection for

inform further action





177

Guidance

Delivery

It is expected that learners will undertake at least 60 hours of relevant training and development

in order to meet the outcomes of this unit.

It is recommended that this unit be delivered throughout a two year programme. The selection

of the training and development to be used in the portfolio of evidence required by this unit

should be agreed with the learner’s tutor and with their line manager/supervisor at work. The

former can help with the interpretation of the learning outcomes and the assessment criteria

implied by the training and development events. The latter can act as a mentor and advisor and

should also be very well-placed to provide witness testimony regarding the actual work-based

benefits to the learner and the organisation.

Assessment

The evidence required to achieve this unit will mainly be achieved by the learners attendance at

training and development events and by their completion of the associated work required for

assessment. These events will tend to be non-accredited and may be non-assessed. There may

be no clear or explicit learning outcomes or assessment criteria. However, each unit of a BTEC

Higher National qualification requires that evidence be provided for assessment against the

outcomes and assessment criteria.

Therefore, the important issues for the learner are:

the training and development opportunities selected for inclusion in the portfolio of

evidence must address learning outcomes and assessment criteria at a level equivalent tothe Level 4 BTEC Higher National

there must be authentic, valid and reliable evidence to support attendance at, and successful

completion of the selected training and development opportunities

the learning outcomes of such events must be clearly stated where explicit, or must be

extracted from the delivery and assessment of the content where they are either absent, or

merely implied

the assessment grading criteria associated with such events must be clearly stated where

explicit, or must be extracted from the delivery and assessment of the content where they

are either absent, or merely implied

work-based learners have access to regular feedback on their progress and achievements to

inform self-appraisal and reflection.

Assessors will need to be satisfied that they can assess the evidence provided by the learner

against the outcomes and assessment criteria and be able to apply the generic merit and

distinction grade descriptors where applicable.

In agreeing the evidence for the assessment of this unit, opportunities should be taken to also

identify evidence to meet the CIC Common Learning Outcomes and the higher level skills in

Annex D and Annex F .





178

Links

By definition, there are clear links with every other unit in these qualifications. Learners should

be made aware of the importance of using each and every accessible and relevant training and

development event, and the knowledge, skills and understanding gained therein, to produce the

required evidence. CIC Common Learning Outcomes and Higher Level Skills will feature

strongly in this unit.Links to CISC Occupational Standards and NVQs at level 4 will be determined by the work-

based learning activities selected. Where assessment evidence is also linked to an NVQ, the

centre should map the learning outcomes and assessment criteria of the learner’s programme

against the assessment requirements of the NVQ and identify those areas that require common

evidence.

Resources

Given the work-based nature of this unit, the majority of resources will be those available to the

learner in the workplace. Tutor support and guidance are essential and must be supported by a

range of other services and facilities necessary for the learner to achieve the outcomes of thisunit.

Support materials

Textbooks

Boud/Keogh and Walker — Reflection: Turning Experience into Learning — (Kogan Page,

1985)

Doherty, M — Writing for Excellence — (McGraw-Hill, 1992)

Howard, K and Sharp, J et al — The Management of a Learner Research Project 3rd

Edition — (Gower Aldershot, 2002)

Moon, J — Reflection in Learning and Professional Environment: Theory and Practice —

(Kogan Page, 1999)

Schon, D — The Reflective Practitioner: How Professionals Think in Action — (Aldershot,

1991)

Websites

www.experienceworks.ncl.ac.uk

www.prosper-group.ac.uk

www.graduatecareersonline.com/workexperience www.feda.ac.uk/Pubssupport/LearningStyles.asp#Learningstyles





179

Annex A

Qualification codes

Each qualification title, or suite of qualification titles with endorsements, is allocated two

codes, as are the individual units within a qualification.

QCA codes

The QCA National Qualifications Framework (NQF) code is known as a Qualification

Accreditation Number (QAN). Each unit within a qualification will also have a QCA NQF unit

code.

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

documentation.

The QANs for qualifications in this publication are:

100/3050/5 Edexcel Level 4 BTEC Higher National Certificate in Civil Engineering

100/3051/7 Edexcel Level 4 BTEC Higher National Diploma in Civil Engineering.

Edexcel codes

The Edexcel codes enable approval, registration, assessment and certification, they will appear

on documentation such as the Student Report Form (SRF) and the programme definition. The

Edexcel codes are not provided in this publication. The Edexcel codes will link automatically to

the QCA codes for certification purposes.

QCA and Edexcel codes

All QCA and Edexcel qualification and unit codes will be published in a booklet, which will be

made available on the Edexcel website. It will provide a comprehensive catalogue of all the

qualifications and units available to centres. It will be useful for centres when making future

decisions about centre choice units.





180





181

Annex B

Representation by Professional Bodies

BTEC Higher Nationals in Construction and The Built Environment Sector

Edexcel Planning/Steering Group Representation

The following bodies had appointed representation on the Edexcel Planning/Steering Group.

This enabled a continuous process of consultation by members of the Group as the structure

and content of the new BTEC Higher Nationals was designed, developed and agreed by the

employers, NTOs and professional bodies.

British Association of Construction Heads (BACH)

British Institute of Architectural Technologists (BIAT)

British Plumbing Employers Council (Training) Ltd (BPEC)The Building Services Engineering Training Alliance (SUMMIT)

The Chartered Institute of Building (CIOB)

The Chartered Institute of Building Services Engineering (CIBSE)

Construction Confederation (CC)

The Construction Industry Council Standards Committee (CICSC)

Construction Industry Training Board (CITB)

Council of Professors of Building Engineering and Management (CPBEandM)

Engineering Services Training Trust Ltd (ESTTL)

Heating and Ventilation Contractors’ Association (HVCA)

The Institute of Highway Incorporated Engineers (IHIE)


The Institution of Structural Engineers (ISE)

Joint Accreditation Panel (JAP) — [now Joint Board of Moderators (JBM) Higher

Qualifications Panel]

National Electrotechnical Training (NET)

Qualifications and Curriculum Authority (QCA)Royal Institution of Chartered Surveyors (RICS)

Training of Professionals in Construction (TOPIC)

In addition to the above, these BTEC Higher Nationals in Civil Engineering have been

validated and approved by the Construction Industry Council Standards Panel (CICSP) on

behalf of the Construction Industry’s NTOs, SSCs and professional bodies.





182

BTEC Higher National Certificate and Diploma in Civil Engineering

Recognition

The unit structures for the BTEC Higher National Certificate and Diploma in Civil Engineering

(page 4) are recognised by those institutions within JBM. Centres and learners should refer tothe appropriate institution for details of their entry requirements and recognition of these

qualifications.


One Great George Street

Westminster

London

SW1P 3AA

Telephone: 020 7222 7722

Website: www.ice.org.uk

The Institute of Highways Incorporated Engineers (IHIE)

20 Queensberry PlaceLondon

SW7 2DR

Telephone: 020 7823 9093

Website: www.ihie.org.uk


11 Upper Belgrave Street

London

SW1X 8BH

Telephone: 020 7235 4535

Website: www.istructe.org.uk





183





184

Annex C

Mapping of BTEC Nationals in Civil Engineering to CISC OccupationalStandards (based on 1998 CISC CD-Rom)

Core units Specialist units* C I S C r e

f ( n ow C I C )

L i nk s

D e si gnP r i n ci pl e s an d A p pl i c a t i on

S ci en c e an d M a t er i al s

An al y t i c al M e

t h o d s

M an a g em en t

P r i n ci pl e s an d A p pl i c a t i on

Gr o u pP r o j e c

t

H e al t h , S af e t y an d W el f ar e

G e ol o g y an d

S oi l M e ch ani c s

C i vi l E n gi n e e

r i n g C on s t r u c t i onA

S i t e S ur v e yi n

gP r o c e d ur e s

S t r u c t ur al An

al y si s an d D e si gn

I n d i vi d u al S t u d en t P r o j e c t

D e si gn an d P

r o d u c t i on C om p u t er An al y si s

E n gi n e er i n gM a t h em a t i c s

C i vi l E n gi n e e

r i n g C on s t r u c t i onB

F l ui d s an d H y d r a ul i c s

P r o j e c t M an a

g em en t

A d v an c e d S t r u c t ur al An al y si s an d D e si gn

T r an s p or t a t i o

n

L aw an d C on

t r a c t

T en d er i n g an

d E s t i m a t i n g

C on t r a c t u al P

r o c e d ur e s

A11 1

A12 1

A21 2

A22 1

A23 2

A31 1

A32 1

B1 2

B5 1

B11 5

B12 3

B13 2

B14 3

B21 4

B22 4

B23 2

B24 1

B25 5

B26 5

B31 5

B32 2

B33 2

B42 3

B43 2

B51 6

B52 6

B53 8

B54 1

B61 1

B62 7

B63 1

B64 2

D2 1

D3 1

D4 1

D11 1

D12 1

* See Index for key to Occupational Standards links on following pages





185

Core units Specialist units

* C I S C r ef ( n o

w C I C )

L i nk s

D e si gnP r i n ci pl e s an d A p pl i c a t i on

S ci en c e an d M a t er i al s

An al y t i c al M e t h o d s

M an a g em en t P r i n ci pl e s an d

A p pl i c a t i on

Gr o u pP r o j e c t

H e al t h , S af e t y an d W el f ar e

G e ol o g y an d S oi l M e ch ani c s

C i vi l E n gi n e er i n g C on s t r u c t i onA

S i t e S ur v e yi n gP r o c e d ur e s

S t r u c t ur al An al y si s an d D e si gn

I n d i vi d u al S t u d en t P r o j e c t

D e si gn an d P r o d u c t i on C

om p u t er

An al y si s

E n gi n e er i n gM a t h em a t i c s

C i vi l E n gi n e er i n g C on s t r u c t i onB

F l ui d s an d H y d r a ul i c s

P r o j e c t M an a g em en t

A d v an c e d S t r u c t ur al An a

l y si s an d

D e si gn

T r an s p or t a t i on

L aw an d C on t r a c t

T en d er i n g an d E s t i m a t i n

g

C on t r a c t u al P r o c e d ur e s

D13 3

D14 3

D15 3

D21 6

D22 2

D23 1

D24 2

D25 4

D26 1

D31 3

D32 2

D41 3

D43 1

D44 1

E33 1

E42 3

F1 1

F2 1

F3 1

F4 1

F5 1

F6 1

F7 1

F8 1

F11 2

F15 2

F16 2

F17 2

F18 2

F21 3

F22 1

F26 1

F27 1

F28 1

F41 1

F42 1

F43 2

F44 1

F46 1

F47 1

F48 1

F49 1

Total Links 18 2 4 8 12 9 7 9 4 6 3 8 5 9 7 13 4 9 10 3 12

* See Index for key to Occupational Standards links on following pages





186

CISC Occupational Standards Index for Civil Engineering Mapping (where

links exist)

See mapping on previous pages

Unit A11 Establish mechanisms for monitoring and reviewing changes and needs in the

environment

Unit A12 Monitor and review changes and needs in the environmentUnit A22 Implement and monitor policies and proposals

Unit A23 Monitor the implementation and impact of policies and proposals

Unit A31 Develop procedures to support policy implementation

Unit A32 Maintain compliance with statutory and policy requirements

Unit B1 Identify and agree project requirements and coordinate design development

Unit B3 Investigate factors affecting potential developments

Unit B5 Develop, present and agree project designs

Unit B11 Identify and agree client, user and community requirements

Unit B12 Establish client requirements for project procurement

Unit B13 Negotiate and agree a brief and design programme

Unit B14 Coordinate the design development process

Unit B21 Select, plan and commission surveying methods

Unit B22 Collect, analyse and present survey data

Unit B23 Select, plan and commission mapping methods

Unit B24 Assess and present mapping data

Unit B25 Select, plan and commission test methods

Unit B26 Test and report on physical characteristics

Unit B31 Investigate development factors

Unit B32 Investigate and assess regulatory factors affecting potential developmentsUnit B33 Investigate and assess legal factors affecting potential developments

Unit B42 Assess, plan and control proposed capital costs

Unit B43 Assess and recommend options for capital funding

Unit B51 Develop and test project design solutions

Unit B52 Recommend and advise on the selection of a project design

Unit B53 Recommend and advise on the selection of a detailed project design

Unit B54 Comply with statutory controls

Unit B61 Specify, integrate and control procurement, contract and production documents

Unit B62 Prepare drawings and schedules

Unit B63 Prepare specificationsUnit B64 Prepare bills of quantities

Unit D11 Prepare procurement programmes and schedules of work

Unit D13 Prepare and process estimate, bid and tender enquiries

Unit D14 Prepare and submit estimates, bids and tenders

Unit D21 Plan work methods, resources and systems to meet construction and installation

project requirements

Unit D22 Establish current and future requirements for materials supply

Unit D23 Select and procure plant and equipment for construction and installation operations





187

CISC Occupational Standards Index for Civil Engineering Mapping (where

links exist) contd.

See mapping on previous pages

Unit D24 Deploy plant and equipment for construction and installation operations

Unit D25 Implement works to meet construction and installation project requirements

Unit D26 Establish and maintain the dimensional control of construction and installationcontracts

Unit D31 Control contract quality, progress and costs

Unit D32 Prepare and agree contract accounts and claims

Unit D41 Contribute to the resolution of disputes

Unit D42 Prepare and present evidence on disputes

Unit D43 Adjudicate disputes

Unit E11 Appraise and value property

Unit E12 Assess the condition of property

Unit E21 Progress property disposals

Unit E22 Process property acquisitions

Unit E31 Develop and implement property management plans

Unit E32 Establish client requirements for project procurement

Unit E33 Control property use

Unit E41 Commission engineering products after installation

Unit E42 Assess and minimise risks from engineering products and processes

Unit F15 Establish, maintain and improve health, safety and welfare policies and systems

Unit F16 Develop, maintain and enhance working relationships

Unit F17 Implement and monitor research projects

Unit F18 Interpret, evaluate and present research findingsUnit F21 Provide solutions to and advice on, complex, indeterminate problems within an

ethical framework

Unit F26 Establish and operate technical information systems

Unit F27 Use information to make critical decisions

Unit F32 Implement and monitor research projects

Unit F33 Interpret, evaluate and present research findings

Unit F43 Enhance your own practice and performance





188





189

Annex D

Summary of Links between BTEC Higher Nationals in Civil Engineering

Units and the Evidence Requirements of Level 4 NVQs

Unit ref Unit title CSED CSM CPEM HM RS TMSE

1 Design Principles and Applications

2 Science and Materials

3 Analytical Methods

4 Management Principles and Application

5 Group Project

6 Health, Safety and Welfare

7 Geology and Soil Mechanics

8 Civil Engineering Construction A

9 Site Surveying Procedures

10 Structural Analysis and Design

11 Individual Student Project

12 Design and Production Computer

Analysis

13 Engineering Mathematics

14 Civil Engineering Construction B

15 Fluids and Hydraulics

16 Project Management

17 Advanced Structural Analysis and

Design

18 Transportation

19 Law and Contract

20 Tendering and Estimating

21 Contractual Procedures

22 Work-based Learning A23 Work-based Learning B

Key to NVQ titles

CSED Civil and Structural Engineering Design

CSM Construction Site Management

CPEM Construction Plant and Equipment Management

HM Highways Maintenance

RS Road SafetyTMSE Traffic Management and Systems Engineering





190

Construction Industry Council Common Learning Outcomes

Mapping links with to Higher Nationals units

Intent To provide a common set of outcomes in all programmes of study

at degree and sub-degree level which meet the educational standards for access to professional body status among the

professions which form the CIC.

These outcomes will provide the basis upon which the

recommendations of ‘Constructing the Team’ can be delivered

during the careers of construction professionals.

Delivery These outcomes are independent of mode or method of delivery.

The providers of education and training will only need to provide

evidence and testimony that these outcomes have been achieved

at least once during the programme of study.

It is recognised that each programme of study will place variable

emphases on these outcomes, and therefore they represent a

minimum menu independent of time allocation, academic

importance and worth, and frequency of achievement.

Extracted from: CIB paper ‘Educating the Professional Team’.

Required outcomes Main mapping links

(other links exist)

Communication

Requiring the candidates to:

prepare and present a writtenreport

Group Project

prepare and make an oral

presentation

Group Project

participate in a forum where

their own views are subjected

to peer group criticism


Group Project

engage in an activity requiring

manipulation of numbers

Analytical Methods


prepare and make a

presentation involvinggraphical description

Group Project

engage in an activity requiring

use of information technology

Group Project

Group dynamics


negotiate and progress the

resolution of a dispute

attain set goals while working

within a group


Group Project





191

Required outcomes Main mapping links

(other links exist)

Group dynamics


perform a set role within agroup setting

Design Principles and ApplicationGroup Project

achieve set goals while chairing

a group


Group Project

identify and codify the roles of

individuals in a group at work


Management Principles and Application

Professional awareness


engage in an activity where the

ethical standards are central tothe problem


Civil Engineering Construction A and B

engage in an activity where

issues of protection and/or care

of the natural and the built

environment are central to the

problem




engage in an activity where

issues of energy management

and energy conservation are

central to the problem



perform a task which illustrates

the differences in interpretation

of the idea of quality in

construction


Project Management

perform a task which illustrates

the essential components of the

legislative framework within

which construction activity

takes place



Structural Analysis and Design

Advanced Structural Analysis and Design

Law and Contract


perform a task where theconcept of value for money is

illustrated

Design Principles and ApplicationGroup Project


perform a task where design

imperatives are in conflict with

the cost of solution and resolve

the conflict


Group Project


perform a task where health

and safety are major issues in

the brief and the solution.


Group Project


Note: Unit 22: Work-based Learning A and, Unit 23: Work-based Learning B may generateevidence towards many of the Common Learning Outcomes.





192





193

Annex E

BTEC Environmental Initiative – Guidance for the Incorporation of Environmental Components into BTEC programmes

Environmental

responsibility

Explain the principles of sustainability

Justify her/his own environmental values and attributes

Appreciate in general terms, global and local environmental

interconnections

Recognise the environmental implication of her/his personal behaviour

Make personal decisions which take account of the environment

Science and

technology

Explain the scientific principles and processes which influence the

accumulation and dispersal of pollutants and wastes and the implications

for control measures

Explain the complexity of the energy environment debate

Articulate her/his own views on the role of science and technology

towards environmental solutions

Make future work decisions, in the science and technology field, whichtake account of the environment

Resource

management

Explore the characteristics of the resource/s to be managed and its/their

value to people

Explain the environmental implications of the uncontrolled use of the

resources to be managed

Identify when the use of a resource needs to be stopped, limited or when

it requires protection

Propose alternative ways of meeting the human wants and needs met by

resources which are being over-exploited or degraded

Plan and recommend resource management decisions which take account

of the environment

Policy and control Identify the process of environmental policy making

Explore her/his own view on the contribution of voluntary control

towards environmental solutions and explain how to encourage this type

of active citizenship

Explain the need for the integration of an environmental ethic into a

wide range of policy making processes

Assess and evaluate the extent to which environmental policy and

voluntary control is adequate in her/his area of interest

Plan and contribute to the development of policy and control

mechanisms for sustainability

Business practice

Explain her/his own view on the role of business towards environmentalsolutions

Explain the environmental impacts and responsibilities of a selected

business in her/his area of interest

Identify the need for systematic environmental management

Plan and recommend business decisions which take account of the

environment

Environmental

investigation

Appropriate topic for investigation is identified

Ways in which data can be collected and processed into information and

the factors influencing the choice of methods are considered

Appropriate investigation method(s) are identified

Appropriate data analysis and interpretation methods are identified





194





195

Annex F


Learners will be expected to develop the following higher level skills during the programme of

study the ability to:









with analysis, argument and commentary, in a form appropriate to the intended audience;using appropriate quantitative techniques, relevant IT software and media











insight and judgement in relation to the margins and consequences of error

develop an understanding of the interdisciplinary nature of construction, and of the skills



others







196





197

Annex G

The wider curriculum

Spiritual, moral, ethical, social and cultural issues

Some of these issues are covered in the following units:




Transportation

Environmental issues

Learners are led to appreciate the importance of environmental issues in the following units:




Health, Safety and Welfare Civil Engineering Construction A and B

Transportation

European developments

Much of the content of these BTEC Higher Nationals relate to legislation founded upon

European Directives. The following units cover both international and European aspects:


Law and Contract

Project Management

Health and safety issues

These BTEC Higher Nationals are practically based and so health and safety issues are

encountered throughout a programme. Learners will develop awareness of the safety of others

as well as themselves in all practical activities. Learners will also study health and safety issues

in the context of science and materials, the environment and technology in the following units:



Transportation

Equal opportunities issues

Equal opportunities issues are implicit throughout these BTEC Higher Nationals and are

covered specifically in:






198





199

Annex H

Qualification Requirement

BTEC Higher Nationals in Civil Engineering

This Qualification Requirement will be read in conjunction with overarching guidance from

Edexcel in line with any overarching annex agreed with QCA.

Rationale

The NQF BTEC Higher National Certificate and Diploma in Civil Engineering have been

developed to focus on:

national qualifications, with detailed common standards, learning outcomes and unit

grading recognisable to centres, learners, employers and professional bodies

recognition by appropriate professional bodies

a common core of study applicable to the whole industry

a choice of optional specialist curriculum studies appropriate to the main career disciplines

within civil engineering

a flexible approach to curriculum content within a nationally recognised framework

changing training and educational needs relevant to civil engineering disciplines

progression to degree programmes and progression to professional institution membership

a contribution to the skills, knowledge and understanding required to underpin relevant

occupational standards and NVQs at level 4

providing opportunities for learners to focus on the development of higher level skills in a

technological and management context

a focus on the development of learners practical knowledge, skills and understanding that

underpins performance in the workplace

preparation for employment and further training and professional development.

Aims of the qualification

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

engineering by providing specialised studies which are directly relevant to individual

occupations and professions in which learners are currently working or in which they

intend to seek employment

enabling learners to make an immediate contribution in employment in the civil engineering

sector

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

basis for progression to graduate and postgraduate studies





200

developing a range of skills and techniques, personal qualities and attitudes essential for

successful performance in working life

providing further study, career development and progression from a Technician ‘Technical

Certificate’ at level 3 within or following an Advanced Modern Apprenticeship (AMA)

providing a significant education base for progression to Incorporated Engineer level.

BTEC Higher National course structures and curriculum content

The content of the programmes and courses should be constructed around the core curriculum

that supports the appropriate specialist content for a discipline or disciplines within civil

engineering.

Programmes and courses should develop the learner’s knowledge, understanding, skills and

awareness necessary to provide them with the potential to progress to technical, supervisory

and managerial positions in civil engineering. Programmes should make provision for:

sufficient time to achieve consistency of outcome standards and when coupled with

enhanced further learning, will enable learners to achieve the educational base required for an Incorporated Engineer

both breadth and depth of coverage to meet the needs of industry in technical and personal

skills

the development of higher level skills

the foundation for subsequent study and developing a commitment to lifelong learning.

All courses should include the development of learner’s skills in managing and developing

themselves, working with others and being part of a team, communicating, managing tasks,

solving problems, applying numeracy, IT, design and creativity. An understanding of health,

safety, environment and sustainability issues and the need to design, install and maintain

through safe systems of work is essential for practising civil engineers and courses shouldexpose learners to these issues, hazard and risk assessment, CDM, environmental and the legal

requirements.

Mandatory curriculum content

Design Principles and Application: planning, design and production phases of the

construction and civil engineering process and the co-ordination and management of each

phase; factors that affect the selection of materials, systems and equipment, environmental

impact of energy and other constraints on the planning, design and construction processes;

roles, responsibilities and obligations (including liability for health, safety and welfare) of all

parties to a project; cost implications and how technology affects the design of a construction project and the design processes and procedures used for the production phase.

Science and Materials: scientific principles and a knowledge of the properties of and use of

materials needed to successfully complete the other core and specialist content; analyse, apply,

investigate and evaluate scientific principles, properties and behaviour of materials and

components and their effects on structural design, construction and civil engineering

operations; determine comfort levels in the design and use of buildings; experimentation and

modelling of scientific principles.





201

Analytical Methods: mathematical knowledge and application of analytical techniques needed

to successfully complete the core and specialist content to include algebra, graphical

representation, space, time and motion, matrices, trigonometry, calculus, statistics and

probability, to the management and production; surveying; testing and control; structural,

construction, civil engineering and building services systems.

Management Principles and Applications: principles of management, the work of pioneers

and founders of management, their evolution and application to modern day practice.

Construction Industry’s markets and activities, the roles of the professions/disciplines in project

teams and the management principles appropriate to organisations within the industry;

application of management techniques to organisation, work planning, co-ordination, control of

resources, cost control, quality, communications and client/customer liaison involved in the

design and construction processes; methods of procurement and contracting; partnering and

supply-chain management.

Note: The content of management principles and application should be founded on the

principles of the ‘Latham’ and ‘Egan’ reports, which advocate non-adversarial multi-discipline

team working and partnering. The agenda advocated in ‘Accelerating Change’ 2002 is

particularly relevant.

Project Team Working Skills: evaluate and resolve realistic practical problems by working as

part of a team within a major piece of work or project that reflects the type of performance

expected of construction technologists in a civil engineering discipline; this work should

involve, interpreting an agreed brief that contains an agreed timescale for the staged

development of an overall ‘plan of work’ and be within given defined constraints with the team

working towards an acceptable and viable solution; enabling learners to demonstrate the

application of individual high level skills and CIC common learning outcomes in managing self,

working as a member of a team and presenting technical solutions.

Health, Safety and Welfare: main health, safety and welfare legislation and codes of practice

applicable to construction and civil engineering, including CDM; the main requirements of an

effective health & safety policy, procedures and the organisational arrangements necessary for its implementation; hazard and risk identification; risk assessment and review; control measures

to prevent ill health and injury, monitoring effectiveness of policies and procedures.

Optional specialist curriculum content

Optional specialist curriculum can be developed to address three main progression routes:

Civil Engineering

Structural Engineering

Highway Engineering.

*Geology and Soil Mechanics: engineering characteristics of geological materials and the

formation of rock and soils; description and classification of geological materials; common

rock types, their mode of formation, geographical/geological distribution and uses within

construction and civil engineering; engineering performance of rock materials and rock masses;

determination of basic soil properties; classify soils to establish their design parameters.;

primary design parameters for soils including the role of ground investigation techniques;

significance of ground investigation to site investigation; soils testing practice and of the

associated analysis of laboratory data.





202

*Civil Engineering Construction: methods of construction and resources used in earthworks;

substructures and below ground activities; superstructures; tunnelling activities; hydraulic

structures; marine works; highway construction and railway works; hazards arising from

construction activities, risk assessment and control; solving problems arising from civil

engineering and construction activities having proper regard to safety, environmental,

sustainability, quality, technical, and economic considerations.

*Site Surveying Procedures: range of instruments used for surveying and setting-out

processes; principles of surveying and setting-out; calculate from raw data the information

required for cartographic detailing and setting-out of construction and civil engineering work;

surveying controls; use of electronic and laser instruments; GPS systems; total station

instruments and the application of computer software to calculate and produce surveying

solutions.

*Structural Analysis and Design: analysis and calculation for the design of common

structural elements to the appropriate British Standard, Code of Practice or European Code of

Practice; bending moments and shear forces for simple structures; bending deflections for

simple structures; the behaviour of elastic columns under axial loading; design methods for

simply supported beams in steel, reinforced concrete and timber; design methods for columns

in steel, reinforced concrete, timber and masonry; forces and deflections for pin jointed

indeterminate structures; bending moments and shear forces for indeterminate beams; structural

behaviour of frames under various loading conditions; design methods for continuous beams in

steel and reinforced concrete; design methods for simple connections for steel structures.

Individual Project Related Skills: applying individual skills, knowledge and understanding,

including higher level skills, within a major piece of work that reflects the type of performance

and level of ability expected of professional project personnel in a civil engineering discipline;

recording activities, collecting, analysing and applying data, finding and using sources of

information and developing solutions; communicating and presenting a project.

Design and Production Computer Analysis: available technology: PCs, CPUs, memory, data

storage and retrieval, input and output devices; analysis and application of hardware andsoftware in civil engineering design and management; electronic communications; use of

intranets and the internet; security and control issues; implications for the industry arising from

the growing use of new technologies.

Engineering Mathematics: properties of trigonometric functions; algebraic equations

representing engineering problems; techniques of calculus to determine maximum and

minimum values and to calculate areas and volumes; solve engineering problems and

communicate results using differential equations; probability and statistics.

Fluids and Hydraulics: forces of equilibrium in fluids, predominantly water, both at rest and

in motion; analysis of hydrostatic forces, concepts of buoyancy and stability of floating bodies

related to civil engineering works; of hydrostatic principles in relation to civil engineering

works; experimental procedures in fluid kinetics and subsequent analysis and presentation of

results; analysis of fluid flow in pipelines and channels to determine required pipe or channel

size for a given flow using both manual and computer methods; selection of appropriate pump

characteristics to suit a given hydraulic situation; analysis of hydraulic structures characteristics

to determine channel flow.

Project Management: concepts and practice of project management; identify and evaluate the

requirements of a project manager in the construction and civil engineering; analyse their duties

and responsibilities; achieving the Client’s objectives of time, cost, quality and performance;

contribution of project management process in adding value to the management and

performance of a project; relationship with best practice and key performance indicators.





203

Transportation: principles and techniques that underpin transport networks; modes of

transport and transport networks; travel demand and transport modelling; link and junction

design for all classes of road; safety implications of road traffic; traffic calming; environmental

impact and economic effect of transport; cost benefit analysis; computer analysis and design

methods; problems and difficulties inherent in the field of transportation engineering and

preliminary design work in accordance with the appropriate standards.

Law and Contract: introduction to the national legal system and the law of contract;

contractual administration relating to the common types of contract used for building or civil

engineering works of various sizes; nature and significance of the principles and procedures of

law and legislation as applied to the construction and civil engineering; liabilities and

responsibilities of parties to a contract; application of the principles and procedures of law to

the effective organisation and practice of a company or partnership; relevant legal principles

and requirements when undertaking a construction contract in Europe.

Tendering and Estimating: application of tendering procedures; principles and methods of

estimating as an integral part of the tendering process; commercial awareness of tendering and

estimating; commercial aspects of construction and civil engineering work; information

required to produce a tender; use of SMM and CESMM; application of the principles and

techniques of estimating; methods of pricing to determine and formulate an estimate; evaluation

of different tendering procedures and contractual arrangements in common use.

Contract Procedures: purpose of legal requirements and contracts; types of procurement

arrangements used for the construction and civil engineering works; factors affecting the choice

of different procurement and contractual arrangements; application of current issues and best

practice associated with the procurement of projects through reference to government and

industry sponsored reports and recommendations; roles and activities of the parties and

organisations involved in contracts; analysis of the forms of contract with particular reference

to time, cost, quality and performance; evaluation of the forms of contract in respect of supply-

chain management.

Professional body recognition

The NQF BTEC Higher Nationals in Civil Engineering have been developed with career

progression and recognition by professional bodies in mind. It is essential that learners gain the

maximum benefit from their programme of study. The following is an indication of relevant

professional bodies who recognise or are likely to recognise these BTEC Higher Nationals in

Civil Engineering and their recommended unit structure, as a qualifications contributing

towards their requirements and that also meet the requirements of the Engineering Council

(UK)’s Standards for Professional Engineering Competence:

ICE

IStructE

IHIE.

The recommended programme structures that have been recognised by professional bodies,

NTOs/SSCs and industry may be found in the full specification (refer publication code:

B013360).

*In addition to the core curriculum content, the areas of optional specialist curriculum content

asterisked above are necessary for BTEC Higher National Certificate programmes designed to

the standard NQF BTEC Higher National Certificate in Civil Engineering Specification





204

In addition to individual recognition by the main professional bodies, the NQF BTEC Higher

Nationals in Civil Engineering have also been validated and approved by the Construction

Industry Council Standards Panel (CICSP) which represents all the main professional bodies,

NTOs (SSCs), employer bodies and key employers for higher level qualifications in the

Construction and Built Environment Sector.

Links to National Standards

As part of the development process the curriculum content in this qualification requirement has

been mapped to the 1998 Construction Industry Standing Conference (CISC) Occupational

Standards (OS) and also the relevant NVQ at level 4.

Through the study of the core and relevant option curriculum content, learners will cover much

of the underpinning knowledge, skills and understanding for the relevant NVQ level 4 units in:



Construction Plant and Equipment Management Highways Maintenance

Road Safety


There are good links between the curriculum content of the BTEC Higher Nationals in Civil

Engineering and the QAA Engineering threshold benchmark standards, albeit that the BTEC

Higher Nationals are normally only two year programmes and the QAA benchmark standards,

which are set at honours degree level, are normally three years of study. Where gaps exist, these

would need to be covered in any ‘enhanced further learning’ a learner undertakes in order to

progress to Incorporated Engineer level.

Entry prerequisites

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

the qualifications should be available to everyone who is capable of reaching the required

standards

the qualifications should be free from any barriers that restrict access and progression

there should be equal opportunities for all wishing to access the qualifications.

Centres are required to recruit learners to BTEC qualifications with integrity. This will include

ensuring that applicants have appropriate information and advice about the qualifications andthat 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 within the centre during their programme of

study and any specific support that might be necessary to allow the learner to access the

assessment for the qualification. Centres should also show regard for Edexcel’s policy on

learners with particular requirements.





205

Centres will need to review the profile of qualifications and/or experience held by applicants,

considering whether this profile shows an ability to progress to a Level 4 qualification. For

learners who have recently been in education, the entry profile is likely to include one of the

following:

a BTEC National Certificate or Diploma qualification in Civil Engineering or a related

vocational area

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

entrants)

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

vocational area

a GCE Advanced level profile which demonstrates strong performance in a relevant subject

or an adequate performance in more than one GCE subject. This profile is likely to be

supported by GCSE grades at A * to C

related work experience

other related Level 3 qualifications.

Mature learners may present a more varied profile of achievement that is likely to include

extensive work experience (paid and/or unpaid) and/or achievement of a range of professional

qualifications in their work sector.


Learners will be expected to develop the following higher level skills during the programme of

study, the ability to:









with analysis, argument and commentary, in a form appropriate to the intended audience;

using appropriate quantitative techniques, relevant IT software and media














206


insight and judgement in relation to the margins and consequences of error

develop an understanding of the interdisciplinary nature of construction, and of the skills



others



The Construction Industry Council has an agreed set of Common Learning Outcomes for all

sub-degree and degree level courses. These should also be incorporated into all programmes

developed from this curriculum content.





207

Annex I

Engineering Council (UK) – Extract *

A Specification for Standards for Registration as a Professional Engineer (June 2003)

Professional engineering competence

1 The document sets out proposed standards of competence and commitment that have to be

demonstrated by anyone who wishes to be registered by the Engineering Council (UK) as a

professional engineer. A separate document sets out the proposed standards for registration

as a professional Engineering Technician. The documents also briefly describe the process

of education, training and development (known collectively as formation) likely to be

required to attain the necessary standards.

Registration irrespective of route

2 Registration as a professional engineer or technician is open to everyone who can

demonstrate the competence to perform professional work to the necessary standards, and a

commitment to:

maintain that competence

work within professional codes, and

participate actively within the profession.

Two categories of professional engineer

3 Careful consideration has been given to the number of registration categories, their

nomenclature, and the relationship between them. The present categories, and titles, of Chartered Engineer (CEng) and Incorporated Engineer (IEng) will be retained. Although

there have been some difficulties in securing for Incorporated Engineer the same degree of

recognition which the Chartered Engineer title has secured, there is good evidence that, in

the majority of industries, the two categories are recognised and the differences between

them are understood. They will also continue to be described by competence statements

associated with mature professionals. While it is important that everything is done to ensure

that those who are competent to be registered at an early age are able to register, this is best

secured by other means than a manipulation of registration categories. Incorporated

Engineer registration will not therefore be defined in terms which make it a staging post en

route to Chartered Engineer. It is important, however, that there are clear mechanisms for

those who wish to do so to move from one registration category to another, and these will

be developed.

4 The role of the Chartered Engineer may be stated as:

Chartered Engineers are characterised by their ability to develop appropriate

solutions to engineering problems, using new or existing technologies, through

innovation, creativity and change. They may develop and apply new technologies,

promote advanced designs and design methods, introduce new and more efficient

production techniques and marketing and construction concepts, and pioneer new

engineering services and management methods. They may be involved with the

management and direction of high-risk and resource-intensive projects. Professional

judgement is a key feature of their role, allied to the assumption of responsibility for

the direction of important tasks, including the profitable management of industrial andcommercial enterprises.





208

5 The role of the Incorporated Engineer may be stated as:

Incorporated Engineers act as exponents of today’s technology and, to this end, they

maintain and manage applications of current and developing technology. They require a

detailed understanding of a recognised field of technology so they can exercise

independent professional technical judgement and management in that field.

6 The detailed generic competence standards for Chartered Engineer and IncorporatedEngineer registration are set out at the end of this document. These have widespread

support and it is proposed that they are used as the basis for future standards, but are

reviewed fully, including against the latest occupational standards, to determine whether

any change is necessary. Although the standards cover the whole engineering profession,

the professional engineering institutions that are licensed by the Engineering Council (UK)

to assess candidates for registration will contextualise them to their own disciplines or

sectors of professional activity. In doing so they may make use for example of the generic

Occupational Standards for Engineering maintained by the Occupational Standards Council

for Engineering, and of National Occupational Standards and National or Scottish

Vocational Qualifications derived from these and developed by a number of Sector Skills

Councils and other relevant bodies.

7 Competence includes the knowledge, understanding and skills that underpin performance. It

is attained through a mixture of education, training and development, traditionally known

as the formation process for engineers. The different elements of this process are described

below. Competence will ultimately be assessed through a Professional Review, against the

specified standards.

Educational requirements

8 Educational qualifications are an indicator of possession of the required level of

underpinning knowledge and understanding (but do not preclude other means of

demonstrating these). This document describes the exemplifying educational qualifications

proposed for the two categories of registration, CEng and IEng. Candidates possessing

these exemplifying qualifications will automatically be deemed to have met the educational

requirements.

9 Where a candidate does not hold the benchmark academic qualification for CEng or IEng

there will be a unified approach to assessment based on a career appraisal and technical

report. The same methodology could also be used as a bridge from IEng to CEng. Work has

been undertaken in Engineering Council (UK)’s Registration Standards Committee to

develop this approach from a methodology which has been trialled with some success over

the last 12 months. Candidates will have to submit a technical report or dissertation, based

upon work done as part of their employment. They will be interviewed on this report, and

the interview will provide a rigorous assessment of the candidate’s knowledge and

understanding against the required output standard.

10 For Chartered Engineers and Incorporated Engineers respectively, part or all of the

academic base will be exemplified by completion of a Bachelors degree with Honours

programme in engineering or technology, accredited by one of the professional engineering

institutions licensed by the Engineering Council (UK). One of the criteria for accreditation

will be that the programme meets defined output standards. Engineering Council (UK)

intends to work with the Quality Assurance Agency (QAA) and the Engineering Professors

Council on the revision of the QAA’s generic benchmark statements for engineering

degrees to ensure that the revised generic benchmarks can be used by the profession. These

generic standards will then be developed into discipline-based outcomes by Institutions in

such a way as to indicate minimally constraining core content for accredited programmes,

so that accreditation does not constrain innovation and diversity.





209

11 For Chartered Engineers, the second part of the academic base will be exemplified by an

appropriate Masters degree, undertaken either on a full- or part-time basis, which accords

with the Quality Assurance Agency’s descriptor for a Masters degree. For Incorporated

Engineers, part of the academic base may be exemplified by an appropriate HND or

Foundation degree. This would need to be enhanced by further learning, for example a

BTEC Professional Diploma (1). The Engineering Council examinations will also offer a

means for candidates for CEng and it is hoped IEng to demonstrate the required knowledgeand understanding.

12 MEng degree programmes, which meet the Quality Assurance Agency’s descriptor for

Masters degrees and have been accredited by a professional engineering institution, will

continue to provide a fast-track route for high ability candidates to satisfy the academic

requirements for Chartered Engineer. There will be defined output standards for these

programmes, developed through the review of benchmarks referred to above. It will no

longer be a condition of accreditation for either Bachelors or MEng programmes that a

specified proportion of each entry cohort meets defined entry standard requirements.

However accrediting Institutions will continue to have regard to entry standards when

accrediting courses, and Engineering Council (UK) will work with Institutions and

Universities to monitor entry standards nationally, and issue indicative guidance whenappropriate.

13 Graduates in cognate disciplines such as physics, or geology, may satisfy the academic

requirements for Chartered Engineer, either by completing an appropriate Masters degree

as described in paragraph 11, or through the technical report process outlined in paragraph

9. For registration as an Incorporated Engineer, they may also need to submit a technical

report.

14 The following diagram illustrates the formation process

Registration Formation Professional review

CEng

Education

MEng

B(Hons) Degree plus Masters

B(Hons) Degree plus

further learning

Professional Development

IEng

Education

HNC/HND/FD plus further

learning

Bachelors

Degree


Demonstration of

competence, knowledge

and understanding.

For those withoutexemplifying

qualifications, may

require submission of

technical report





210

15 Although some of the educational base for practice is likely to be laid before beginning

full-time work as an engineer, the two elements of formation may also be undertaken

concurrently, as the above diagram indicates.


16 Professional development builds upon, and in some cases contributes to, the educational

process. Initial Professional Development is necessary to acquire the competence anddemonstrate the professional commitment necessary for registration. Continuing

Professional Development ensures the development of the profile of competence in new job

roles.

17 The variety of patterns of employment now prevalent mean that it is not at all appropriate to

prescribe a particular model for the professional development element of formation. While

many large companies do maintain graduate training schemes that are likely to provide the

necessary further training and experience, many future registrants will not be working in

such organisations. They will need to develop profiles of competence and professional

activity to help them prepare for registration. In some cases employers will make use of

occupational standards in determining job descriptions and for general staff development,

even without a formal training programme, and these will assist. More generally,individuals will need access to advice and guidance. Professional institutions and Sector

Skills Councils will be sources for this.

Revalidation

18 It is not proposed to introduce a requirement for regular revalidation of competence and

registration. Professional commitment brings obligations to maintain competence, which in

a changing world means developing and renewing knowledge, understanding and skills.

There is also a commitment not to undertake work for which one is not competent. The

obligation to undertake continuing professional development will therefore remain material

to maintenance of registration. The guidance that has been given to the profession on this

issue remains valid and will be updated as appropriate. Independently of the development

of these standards, consideration will be given to introducing a voluntary system of revalidation of competence and re-registration for those desiring it.

(1) A BTEC Professional Diploma is currently being developed to provide ‘enhanced further

learning’ and is planned to be available by September 2004.

* This extract has been reproduced with permission of the Engineering Council (UK). It is

extracted from ‘United Kingdom Standards for Professional Engineering Competence —

Professional Engineers’, published in June 2003. The full text can be accessed on the

Engineering Council (UK) website: www.engc.org.uk





211

Annex J

Summary of support materials (all units)

Other publications/textbooks

ASHRAE Guide

Ashworth, A — Civil Engineering Contractual Procedures — (Longman, 1998)

Ashworth, A — Contractual Procedures in the Construction Industry 4th Edition —

(Longman, 2001)

Ashworth, A — Cost Studies of Building s 3rd Edition — (Longman, 1999)

Ashworth, A — Pre-Contract Studies: Development Economics, Estimating and Tendering —

(Longman, 1996)

Ashworth, A and Hogg, K — Added Value in Design and Construction — (Longman, 2000)

Author unknown — SMM7 Building Price Book 7th Edition — (Wessex Electronic Publishing,2001)

Barnes, G — Soil Mechanics Principles and Practice 2nd Edition — (Macmillan, 2000)

Bell, F — Engineering Geology — (Blackwell Scientific, 1993)

Bennett, J — Construction Project Management — (Butterworths, 1985)


Bonnet, C — Practical Railway Engineering — (Imperial College Press, 1996)

Boxer, G — Work out Fluid Mechanics — (Palgrave, 1998)

BRE DigestsBRE — Selecting Natural Building Stone — (BRE, 1997 Digest 420)

BRE — Site investigation for Low-rise Building: Direct Investigations — (BRE, 1995

Digest 411)

BRE — Site investigation for Low-rise Building: Soil Description — (BRE, 1993 Digest 383)

BSE — Soils for Civil Engineering Purposes-Parts 1–9 — (BSI BS 1377, 1990)

Brighty, S revised by Stirling, D — Setting Out: A Guide for Site Engineers 2nd Edition —

(BSP Professional, 1989)

British Refrigeration Association papers

CIB Working Group 11 — Towards a 30% Productivity Improvement in Construction —

(Thomas Telford, 1996)


1996)

Construction Industry Computing Association — IT Usage in the Construction Team —

(CICA, 1999)

Chartered Institute of Building — Code of Practice for Project Management for Construction

and Development — (CIOB, 1996)

Chartered Institute of Building — Constructing Success — (Thomas Telford, 1997)

Chartered Institute of Building — Partnering the Team — (Thomas Telford, 1997)





212

Chartered Institute of Building — Project Management in Building — (CIOB, 1989)

Chartered Institute of Building Professional — CIOB Code of Estimating Practice — (CIOB,

1983)

Clarke, H — Knight’s Building Control Law — (Tolley, 1995)

Clayton, C and Matthews, M et al — Site Investigation 2nd Edition — (Blackwell Scientific,

1995)

Coates, R and Kong, M et al — Structural Analysis 3rd Edition — (Textbook Physical, 1987)

Code of Practice for Site Investigations — (BSI BS 5930, 1999)


1996)

Cooke, B and Williams, P — Construction Planning , Programming and Control —

(Macmillan, 1997)

Copper Development Association papers

Cornick, T — Computer Integrated Building Design — (Spon, 1995)Craig, R — Soil Mechanics 6th Edition — (E and FN Spon, 1997)

Croft, A and Davison, R — Mathematics in Engineering: A Modern Interactive Approach —

(Addison Wesley Longman, 1999)

Current Forms of Standard Contracts

Current Legislation relevant to the construction industry

Dalby, J — EU Law for the Construction Industry — (Blackwell Science, 1998)

Davis/Langdon and Everest — Spon’s Architects’ and Builder’s Price Book 2000 125th Edition

— (Taylor Francis Books, 1999)

Davis, L — Guide to the Building Regulations 1991 for England and Wales — (Butterworth -

Heinemann, 1992)

Douglas, J — Solving Problems in Fluid Mechanics Volumes 1 and 2 — (Longman Scientific

and Technical, 1986)

Draycott, T — Structural Elements Design Manual — (Heinemann Professional, 1990)





Everett, A — Materials 5th Edition — (Longman, 1994)

Featherstone, R and Nalluri, C — Civil Engineering Hydraulics 4th Edition — (Blackwell

Science, 1995)


Fryer, B — The Practice of Construction Management — (Blackwell, 1997)

Gere, J and Timoshenko, S — Mechanics of Materials 4th Edition — (Thomson Learning,

1996)

Greer, A and Taylor, G — Mathematics for Technicians — (Stanley Thomas, 1994)

Guidance notes on Town and Country Planning Act, Health and Safety at Work Act, CDMRegulations, and other relevant legislation





213



Harvey, R and Ashworth, A — The Construction Industry of Great Britain — (Oxford, 1997)

Head, K — Manual of Soil Laboratory Testing Volumes 1-3 — (Pentech Press, 1982-1992)

Health and Safety Commission — A Guide to the Health and Safety at Work Act 1974

Health and Safety Commission — Management of Health and Safety at Work Regulations 1992

Health and Safety Commission — Successful Health and Safety Management

Holmes, R — Introduction to Civil Engineering Construction 3rd Edition — (College of Estate

Management, 1995)

Holtz, W — The CAD Rating Guide 4th Edition — (ZEM Press, 1994)



Howard, R — Computing in Construction: Pioneers and the Future — (Butterworth-

Heinemann, 1998)Illingworth, J — Construction Methods and Planning 2nd Edition — (Spon, 2000)

Irvine, W — Surveying for Construction 4th Edition — (McGraw-Hill, 1995)

Joint Contracts Tribunal — Joint Contracts Tribunal Forms of Contract

Journals such as New Civil Engineer , Construction News and Contract Journal

Latham, M — Constructing The Team and Working Group Reports — (The Stationary Office

Books, 1994)

Lavendar, S — Management for the Construction Industry — (Addison Wesley Longman,

1996)

Lead Development Association papers

Linsley, R and Franzini, J et al — Water Resources Engineering 4th Edition — (McGraw-Hill,

1992)

Macingley, T and Ang, T — Structural Steelwork: Design to Limit State Theory 2nd Edition —

(Butterworth-Heinemann, 1992)

Mackay, W — Transport in the Urban Environment — (The Institution of Highways and

Transportation, 1997)

Macpherson, G — Highway and Transportation Engineering and Planning — (Longman,

1993)

McGeorge, D and Palmer, A — Construction Management: New Directions — (BlackwellScience, 1997)

McKenzie, W — Design of Structural Steelwork — (Macmillan, 1998)

McMullan, R — Environmental Science in Building 5th Edition — (Palgrave, 2001)

Morris, P — The Management of Projects New Edition — (Thomas Telford, 1997)

Mosely, W and Hulse, R et al — Reinforced Concrete Design 5th Edition — (Macmillan, 1999)

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

Owen, S — Law for the Construction Industry 2nd Edition — (Longman, 1998)





214

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

(Blackwell Science, 1996)

Papers from ABE, ASHRAE, BRE, CIBSE, CIOB, ICE, RICS, RICS — BCIS, VALUER, etc

Papers from BIAT, RIBA and RTPI

Papers from Cement and Concrete Association

Papers from TRADA

Parsloe, C and Wild, L — Project Management Handbook for Building Services — (BSIRA,

1998)

Paulson, B — Computer Applications in Construction — (McGraw Hill, 1995)

Prentice, J — Geology of Construction Materials — (Chapman and Hall, 1990)

RIBA — Plan of Work for Design Team Operation — (RIBA, 1983)

Rougvie, A — Project Evaluation and Development — (Batsford, 1989)

Salter, R and Hounsell, N — Highway Traffic Analysis and Design 3rd Edition — (Macmillan,

1996)

Schofield, W — Engineering Surveying 5th Edition — (Butterworth-Heinemann, 2001)

BRE — Selecting Natural Building Stone — (BRE, 1997 Digest 420)

Seward, D — Understanding Structures 2nd Edition — (Palgrave Macmillan, 1998)

Sher, W — Computer-Aided Estimating — (Longman, 1996)

Site Investigation for Low-rise Building, Soil Description — (BRE, 1993 Digest 383)

Smith, R — Estimating and Tendering for Building Work — (Longman, 1986)

Stephenson, J — The Building Regulations Explained 6th Edition — (E and FN Spon, 2000)

Stroud, K — Engineering Mathematics 4th Edition — (Macmillan, 1995)

Stylith, M — Stone: Building Stone, Rock Fill and Armourstone in Construction Geological

Society Engineering, Geology Special Publication No 16 — (The Geological Society, 1999)

The Aqua Group — Contract Administration for the Building Team — (Blackwell Science,

1996)

Tomlinson, M — Foundation Design and Construction 6th Edition — (Addison-Wesley, 1995)

Turner, D and Turner, A — Building Contract Claims and Disputes 2nd Edition — (Longman,

1999)

Walker, A — Project Management in Construction 4th Edition — (Blackwell Science, 2000)

Waltham, A — Foundations of Engineering Geology 2nd Edition — (Spon, 2002)


Whitlow, R — Basic Soil Mechanics 4th Edition — (Prentice Hall, 2000)

Williams, M — Structures: Theory and Analysis — (Palgrave Macmillan, 1999)

Wood, D and Johnson, J — Contemporary Transportation 5th Edition — (Prentice Hall, 1995)

ma140803LT\PD\LEVELS 1-4 2003\B013360 HN IN CIVIL ENGINEERING.DOC.1-225/3

172983 hn civil engineering units

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