Internal Programme Code: FT 5905 PT 5906 - … · Web viewBuilding Services Site Technician (Chartered Institution of Building Services Engineers): supervise the installation of mechanical

Plymouth University

Academic Partnerships

CORNWALL COLLEGE (St Austell)

Programme Quality Handbook

HNC Construction and the Built Environment

Academic Year 2017-2018

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If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 616256)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.

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PROGRAMME SPECIFICATION1

Programme Title: HNC Construction and the Built Environment (Construction Pathway)

Internal Programme Code: FT 5905 PT 5906

Partner Delivering Institution: Cornwall College, St Austell

Start Date: 2017-18

First Award Date: 2019-2020

Date(s) of Revision(s) to this Document:

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

ContentsPS1.Programme Details.........................................................................................................................5

PS2. Brief Description of the Programme..............................................................................................5

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)...................................6

PS4. Exceptions to Plymouth University Regulations.............................................................................6

PS5. Programme Aims...........................................................................................................................6

PS6. Programme Intended Learning Outcomes (ILO)............................................................................6

PS7. Distinctive Features.......................................................................................................................7

PS8. Student Numbers...........................................................................................................................8

PS9. Progression Route(s)......................................................................................................................8

PS10. Admissions Criteria......................................................................................................................9

PS11. Academic Standards and Quality Enhancement..........................................................................91 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28 th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.

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http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

PS12. Programme Structure................................................................................................................11

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......12

PS14. Work Based/ Related Learning..................................................................................................17

Appendix.............................................................................................................................................19

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PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Cornwall College, CamborneAccrediting Body: N/ALanguage of Study: EnglishMode of Study: Full- time and Part TimeFinal Award: Higher National Certificate (HNC) Construction

and the Built EnvironmentIntermediate Award: N/AProgramme Title: Higher National Certificate (HNC) Construction

and the Built EnvironmentUCAS Code: N/AJACS Code: K220Benchmarks: This programme has been produced in line with

the FHEQ and the Foundation Degree Characteristics. It has also been aligned to the QAA Benchmark covering Construction, Property and Surveying (2008)

Date of Programme Approval: 19 May 2016

PS2. Brief Description of the ProgrammeThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words)

The Higher National Certificate (HNC) in Construction and the Built Environment is an introductory higher education qualification which offers a focussed selection of traditional and contemporary construction and civil engineering subjects informed by the needs of industry.

The primary purpose of our HNC in Construction and the Built Environment is to train technologists for the construction industry by providing a high quality learning experience for both new entrants and those progressing from level 3 technician and craft courses. This course is targeted at people who are pursuing a career in, sustainable construction, building surveying, building control, quantity surveying, civil engineering, structural engineering and construction management. It is also applicable to anyone involved with the design, production or management of structures buildings and is a recommended pathway for progression from tradesperson to management and beyond.

The HNC in Construction and the Built Environment will cover a targeted range of contemporary vocational skills; for example utilising the latest equipment and techniques for surveying, setting out, construction drawing and the sustainable use of building materials; thus enabling students to make an immediate contribution when employed in the construction sector.

Completing the programme will make you more versatile, more employable, multi-skilled and professionally competent in your chosen career. A variety of different teaching styles enables you to learn in an effective manner, ensuring that you have the right knowledge and skills to excel in the

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workplace. The programme will also equip you with communication, team working and time management skills, making you a more effective student and employee.

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

A1. Preparation of learners for a range of technical, professional and management careers in construction and the built environment by providing specialised studies which are directly related to individual occupations and professions learners are currently working in or in which they intend to seek employment.

A2. Development of learners to make an immediate contribution in employment in the construction and built environment sector.

A3. The development of knowledge, understanding and a range of skills and techniques, personal qualities and attitudes essential for successful performance in working life and as a basis for progression to graduate and postgraduate studies.

A4. Further study, career development and progression from a Technical Certificate at level 3 within or following an Advanced Apprenticeship.

A5. A vehicle for delivering the higher level construction skills needed by business and industry in Cornwall, including the priority sectors identified by the Local Enterprise Partnership

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

LO1. Demonstrate an understanding of the Construction and Civil Engineering industries.

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https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

LO2. Prepare themselves for a range of technical, professional and management careers in construction and/or civil engineering, developing a positive attitude to a planned career development, based on a sound knowledge of the alternative routes available and a balanced view of their own abilities and opportunities for progression.

LO3. Develop an understanding of legislation, as applied to the Construction industry.

LO4. Develop their abilities to cope with the various constraints that might be imposed upon them in providing viable solutions to managerial, economic, and technical problems.

LO5. Demonstrate a knowledge and understanding of essential facts, concepts, theories and principles of construction disciplines and the underpinning science and mathematics and will have an appreciation of the wider multidisciplinary construction context and the underlying principles.

Recognise and develop their own employability and professional skills through opportunities to discuss and reflect upon individual and team tasks

PS7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

1. There are currently no alternative providers in Cornwall offering an HNC in Construction, therefore this programme will fill a gap in the education and skills market in Cornwall.

2. Available across the Cornwall College Group, this programme will make full use of our specialist facilities and awarding-winning links to local business for real-life case studies.

3. Developed as a direct response to local industry demands for technician and professional progression in the construction sector; the modules have been developed in consultation with employers and professional bodies for the construction sector

4. Cornwall College has long established success with Level-3 courses in Construction and Civil Engineering and this programme will provide an internal higher education progression route for these students.

5. Extensive links with employers throughout Cornwall and beyond means that students learn how to solve real construction problems that are relevant to companies.

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PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 10

Target student numbers per stage = 20

Maximum student numbers per stage = 30

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

Upon successful completion of the HNC Construction and the Built Environment students will be able to progress to Stage 2 (Level 5) of the FdSc Construction and the Built Environment at Cornwall College.

The contribution of marks from prior levels of study to the progression award is governed by University regulations.

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PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

Level 2:

Literacy, numeracy and science (level 2)and/orMaths and English

- Key Skills requirement / Higher Level Diploma:

and/or

- GCSEs required at Grade C or above:

Level 3: at least one of the following:

- AS/A Levels120 points (to include at least 80 from A2)Maths/Science/Engineering/Design Technology or similar

- Advanced Level Diploma:

- BTEC National Certificate/Diploma: PM at BTEC Subsidiary Diploma in Construction- VDA: AGNVQ, AVCE, AVS: PPP at BTEC Extended Diploma in Construction

- Access to HE or Year 0 provision: Pass in a relevant subject area- International Baccalaureate: 24 point score

- Irish / Scottish Highers / Advanced Highers: Normally 120 points to include Higher or Advanced (considered on an individual basis)

Work Experience: Should be employed in an construction role

Other HE qualifications / non-standard awards or experiences:

Considered on an individual basis to include QCF Level 3 Trade qualifications or equivalent

APEL / APCL4 possibilities:Applications are considered on an individual basis in accordance with Plymouth University regulations.

Interview / Portfolio requirements: All candidates will be interviewed

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

No

PS11. Academic Standards and Quality EnhancementThe Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning

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Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Local constructions companies, 3rd Sector organisations and public/ Industry bodies consulted in the design of this programme, include MIDAS Construction, Gilbert & Goode, The Eden Project, Cornwall Council, The Isles of Scilly Local Enterprise Partnership and The Construction & Industry Training Board.

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PS12. Programme Structure5

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: HNC Construction and the Built Environment For: Part Time

P/T Route Year When in Year? (i.e. Autumn, Spring etc) Core or Option Module Credits Module

17/18 All Year Core 20 CORA147 - Health, Safety & Welfare for Construction & the Built Environment

17/18 All Year Core 20 CORA148 - An applied introduction to Site Surveying Procedures for Construction & the Built environment

17/18 All Year Core 20 CORA150 - Introduction to Project Planning & Development for Construction & the Built Environment

18/19 All Year Core 20 CORA144 - Applied mathematics for Construction and the Built Environment18/19 All Year Core 20 CORA 146 - Science & Materials for Construction and the Built Environment18/19 All Year Core 20 CORA145 - Design Principles and Application for Construction and the Built Environment

5.

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PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: 4

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:

For this programme the following has been informed by the QAA Foundation Degree Qualification Benchmark (2010), the QAA Subject Benchmark covering Construction, Property and Surveying (2008)

Learners will acquire knowledge and understanding of the essential concepts, theories and principles of their construction discipline across several of the following: Physical and financial appraisal of buildings; legal principles, economic theory and applied economics, design, construction,

Formative class exercises using materials science and mathematical principles.

Coursework applying Design Principles and site surveying procedures (CORA145), (CORA 148), (CORA150)

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FHEQ level: 4





performance of buildings, resource management; investment analysis, corporate real estate management and the application of business management theories.

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

Learners must demonstrate an ability to describe and key construction concepts, theories and principles.

Primary:Lectures, tutorials, exercises, case studies, researchSecondary/Supplementary:Tutor feedback, peer learning, independent learning, laboratory wok

1 & 2 1, 2 5

In class tests directed towards the solution of numerical construction problems. (CORA144), (CORA 146)

(CORA145)(CORA148)(CORA150)

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:The knowledge and understanding discussed is embedded throughout the curriculum in order to provide learners with the essential scientific and mathematical principles to solve construction problems and also how construction is applied in its broadest sense.Cognitive and Intellectual Skills:


Learners will acquire the cognitive and intellectual skills to systematically approach to task of making construction concepts become reality using innovative and sustainable methods and techniques.

By the end of this level of this programme the Primary: 1,2 & 5 1,2 & 5 Formative class / site (CORA148)

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FHEQ level: 4





students will be able to demonstrate for a threshold pass:

Learners must demonstrate the ability to synthesise and evaluate solutions to construction tasks and problems, make judgements on how best those solutions are implemented to create economic and social value.

Lectures, tutorials, exercises, case studies, research.Secondary/Supplementary:Tutor feedback, peer learning, independent learning

exercises using CAD software, & simple site surveying equipment, materials testing.

In laboratory practical on construction materials. (CORA146)

(CORA146))

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:The cognitive and intellectual skills discussed are embedded throughout the curriculum in order to challenge learners with the task of solving construction problems and thinking about how solutions are implemented.Key Transferable Skills:


Learners will develop a range of transferable skills covering critical analysis of information, problem solving, effective communication, formulate arguments, apply themselves within a business context in a socially valuable way.


Learners will demonstrate a basic understanding of

Primary:Lectures, tutorials,

Secondary/Supplementary:Peer feedback

3&4 4 & 6 Formative basic skills testing, research skills, class discussion.

Coursework producing

(CORA146)(CORA150)

(CORA147)

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FHEQ level: 4





the workings of business and other types of organisationSummarise and use a range of appropriate means of communication, including information technology for a particular topic or audience

3 construction risk assessments. (CORA147)

Introduction to CAD to support site surveying

Coursework developing production plans and materials testing. (CORA150) & (CORA146)

Coursework conducting personal skills audit and reflection on team task. (CORA150)

(CORA148)

(CORA150(CORA146)

(CORA150)

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:The transferable skills discussed here are embedded throughout the curriculum, providing learners with capabilities to be effective in their eventual position of employment or further study.Employment Related Skills:


Learners will develop a range of employment related skills that enable them to understand construction problems and identify appropriate

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FHEQ level: 4





solutions and explain to a technical or non-technical audience.


Identify methods for acquiring knowledge and appropriate research strategies and methods

Understand interpersonal relationships and understand and apply leadership, teamwork and self-development

Primary: Lectures, tutorials,

Secondary/Supplementary:Tutor, peer and employer feedback

4 & 5 2, 3 & 4 Formative case study analysis.

Coursework report on materials analysis and testing (CORA146)

(CORA145) (CORA150)

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:The employment related skills discussed here are embedded throughout the curriculum, providing learners with the opportunity to make themselves more effective as future employees.Practical Skills:


Learners will be able to successfully and pragmatically apply the knowledge and skills they have acquired in the workplace

By the end of this level of this programme the students will be able to demonstrate for a

Primary: Lectures, tutorials, workshops,

3, 4 & 5 2, 3 & 6 Formative exercise in site surveying, material testing

(CORA 146) (CORA144) (CORA 150)

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FHEQ level: 4





threshold pass:

Survey, map and test specified characteristics of the natural and built environment

Identify project requirements and the process for project development

Participate in teams in the context of effective professional practice

site surveying visits

Secondary/Supplementary:Independent study, work placement

Couse work and group discussion project planning and development for construction & the Built Environment

(CORA148)

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:The practical skills discussed here are embedded throughout the curriculum ensuring that learners have the capability to undertake a range of work related tasks in a competent and effective manner.

PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

Learners undertaking the HNC in the majority of instances will be employed in a construction role before commencing the course. If a learner does not possess employment in the construction sector a condition of entry will be the ability to evidence the availability of extensive work placement. The programme has been designed to enable the HNC in Construction & Built Environment (Part-time) to serve as a technical certificate within the Construction Technician Apprenticeship Standard (See Appendix 1) via being mapped to the equivalent HNC BTEC Construction & the Built Environment qualification in all mandatory construction units. In the event the HNC Construction and the Built Environment is delivered external to the construction technician Standard, Further WBL will take place during the curriculum, detailed as follows:

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FHEQ level: 4WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)Undertake site surveying techniques employing basic surveying equipment

Undertake relevant risk assessments pertinent to the employer or work experience provider

Undertake laboratory materials testing relevant to their employer or work experience provider

Students are briefed on the use of surveying equipment by a surveying company representative

Students are instructed on how to conduct a risk assessment visit before undertaking the task on-site or in the workplace or work experience provider

Learners inducted on how to undertake basic materials testing. Analysis conducted on materials relevant to the employer or work experience provider.

2,5

2,5

2,5

2,4

2,3 & 4

2,4

Formative tasks to survey a site

Coursework developing a risk assessment.

Formative exercise programming control hardware.

Practical laboratory assessment

Introduction to site Surveying Procedures

Health, Safety & Welfare for Construction & the Built Environment

Science & Materials for Construction and the Built Environment

An explanation of this map:The teaching, learning and assessment embeds WBL/WRL throughout the programme. Learners are taken through the theory, application practice cycle during lectures so that an appreciation develops around the practical useful of the curriculum. Tutors relate the topics covered to specific job roles in industry such as site manager, project

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manager, building surveyor, corporate real estate manager, building services manager, facilities manager, quantity surveyor, property developer etc. Additionally learners have the opportunity to undertake a WBL placement when they can see for themselves construction practised for real.

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Appendix 1 – Module Records

SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORA144MODULE TITLE:

Applied Mathematics for Construction and the Built Environment

CREDITS: 20 FHEQ Level: 4 JACS CODE: G160

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR:

This module provides learners with an understanding of analytical techniques and the mathematical skills needed to solve construction and engineering problems.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test)

SUBJECT ASSESSMENT PANEL Group to which module should be linked: St Austell - Construction

Professional body minimum pass mark requirement: N/A

MODULE AIMS:

This module provides learners with an opportunity to develop skills in using analytical methods and statistics to solve construction and engineering problems

ASSESSED LEARNING OUTCOMES: (additional guidance below)

At the end of the module the learner will be expected to be able to:

1. Apply analytical methods to construction problems

2. Apply analytical methods to surveying and setting out procedures20 | P a g e

3. Apply statistics to construction problems

4. Apply analytical methods to engineering problems.

Additional notes (for office use only):

DATE OF APPROVAL: 30 June 2016 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 Sep 2016 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE:

N/A TERM/SEMESTER: All Year

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 115

MODULE LEADER: Mr Justin Olosunde OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT

Analytical methods; Algebra; Graphical techniques; Laws of motion; Matrices; Application to construction problems; Trigonometry and trigonometrical techniques; Irregular areas and volumes; Applications to surveying and setting out procedures; Statistical methods; Table and graphs; Central tendency and dispersion; Distribution theory; Calculus.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities Hours Comments/Additional Information

Lecture 50 Core Material

Tutorial 10 Additional one to one support

Guided Independent Study 140Students are expected to put in additional time outside of taught sessions.

Total 200(NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

SUMMATIVE ASSESSMENT

Cate

gory

Elem

ent

Com

pone

nt

Nam

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Com

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nt

Wei

ghtin

g

Com

men

ts

incl

ude

links

to

lear

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ob

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ves

Written exam

E_ Total = 100%

TTotal = 100%

Coursework C1Coursework 100%

Total = 100%

Split into two sections of worked examples solving algebraic and trigonometric problems, calculus and graphical problems

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REFERRAL ASSESSMENT

Assessed Module Learning Outcomes

Element Category

Component Name Component Weighting

LO1, LO2, LO3,LO4Written exam 100%

In-class test 100%

Coursework (in lieu of the original assessment)

New worked examples split into two sections:

Section (1) LO1 , LO2

Section (2) LO3, LO4

100%

Total =100%

Coursework 100%

Practical 100%

Updated by:

Justin Olosunde

Date:

14/08/17

Approved by:

HE Operations

Date:

15/12/17

Recommended Texts and Sources:

BIRD, J.O. (2017) Engineering mathematics. 8th edn. Abingdon: Routledge.

BIRD, J. (2010) Engineering mathematics. 6th edn. Aberdeen: Aberdeen University Press. [eBook] Available at: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.cornwall.ac.uk/shibboleth-idp&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780080965635BIRD, J. (2017) Higher engineering mathematics. 8th edn. London: Routledge.

STROUD, K.A. and BOOTH, D.J. (2013) Engineering mathematics. 7th edn. Basingstoke: Palgrave Macmillan.

VIRDI, S., BAKER, R. and VIRDI, N.K. (2014) Construction mathematics. 2nd edn. Abingdon: Routledge.

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https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.cornwall.ac.uk/shibboleth-idp&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780080965635




MODULE CODE: CORA145 MODULE TITLE:Design Principles and Application for Construction and the Built Environment

CREDITS: 20 FHEQ Level: 4 JACS CODE: K200



This module enables learners to gain an underpinning knowledge of design considerations and the design process. Learners will develop their ability to evaluate the planning and design phases and consider the environmental impact of construction projects. Learners will explore the roles and legal responsibilities of parties involved in construction projects. Learners will gain an understanding of how emerging technologies (BIM) affect the design and production phases of construction projects






T1 (Test)

SUBJECT ASSESSMENT PANEL Group to which module should be linked: St Austell – Construction


MODULE AIMS:

This module provides learners with an ability to understand the planning and design phases of the construction process and the factors that affect the specification of materials and building services

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Describe the planning and design phase of construction projects within the contextual requirement for BIM Level 2

2. Explain how the planning and design phases are coordinated and managed3. Examine the factors that affect the specification of materials and building services

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4. Explain the financial implications of specifying materials and building services


DATE OF IMPLEMENTATION: 01 Sept 2016 SCHOOL/PARTNER: Cornwall College





MODULE LEADER: Mr Carl Moyle OTHER MODULE STAFF: None


The planning and design phase factors: client requirements; constraints; financial implications

The contextual requirement for BIM Level 2 and its connection to the Government Construction Strategy and Industrial Strategy 2025

Specification of materials Specification of building services Environmental factors Roles and responsibilities Technologies



Lecture 50

Core material delivery. These assignments will require practical work. The college will support practical work opportunities and arranged facilities for practical work with the learner.

Tutorial 10The final assessment for each module will include an interview with the individual learner and Personal Tutor.

Guided Independent Study 140Students are expected to carry out research and development activities outside taught sessions


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Cate

gory

Elem

ent

Com

pone

nt

Nam

e

Com

pone

nt

Wei

ghtin

g

Com

men

ts

incl

ude

links

to

lear

ning

ob

jecti

ves

Written exam

E_ Total = 100%

T_ Total = 100%

Coursework C1Assignments/ Reports 100%

Total = 100%

Integrated assignments (maximum 2) within a student project work will help to link this to other modules.

Practical P_%

Total = 100%

REFERRAL ASSESSMENT


Element Category


Written exam 100%

In-class test 100%


100%

Coursework

Re-submission of integrated assignment pertaining to original student project

100%

Total = 100%

Practical 100%

Updated by:

Justin Olosunde

Date:

14/08/17

Approved by:

HE Operations

Date:

14/08/17

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ASHWORTH, A. (2008) Pre-contract studies: development economics, tendering, and estimating. 3rd edn. Oxford: Blackwell.

BUXTON, P. (ed.) (2015) Metric handbook: planning and design data. 5th edn. Abingdon: Routledge.

CHING, F. (2014) Building construction illustrated. 5th edn. Hoboken: John Wiley & Sons Inc.

CHUDLEY, R. and GREENO, R. (2016) Building construction handbook. 11th edn. London: Routledge.

CHUDLEY, R. and GREENO, R. (2014) Building construction handbook. 10th edition Abingdon: Butterworth-Heinemann.

CHUDLEY, R., GREENO, R., HURST, M. and TOPLISS, S. (2011) Construction technology. 5th edn. Harlow: Pearson Education Limited.

EVANS, H.M.A. (2015) Guide to the building regulations. 3rd edn. London: RIBA Enterprises.

EVERETT, A. (1994) Materials. 5th edn. Longman Scientific & Technical. (Mitchell's building).

MCMULLAN, R. (2012) Environmental science in building. 7th edn. Basingstoke: Palgrave Macmillan.

MCMULLAN, R. (2007) Environmental science in building. 6th edn. Basingstoke: Palgrave Macmillan. (Building and surveying series).

PELSMAKERS, S. (2014) The environmental design pocketbook. 2nd edn. RIBA Enterprises.

Other publications

BRE DigestsGuidance notes on Town and Country Planning Act, Health and Safety at Work Act, CDM Regulations, and other relevant legislationPapers from ABE, ASHRAE, BRE, CIBSE, CIOB, ICE, RICS, BCIS, VALUERPapers from BIAT, RIBA and RTPIPapers from Cement and Concrete AssociationPapers from TRADA Architects JournalWeb Based Resourceshttp://www.bimtaskgroup.org/wp-content/uploads/2012/03/BIS-BIM-strategy-Report.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/61152/Government-Construction-Strategy_0.pdf

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https://www.thenbs.com/knowledge/nbs-national-bim-report-2014


MODULE CODE: CORA146 MODULE TITLE:Science and Materials for Construction and the Built Environment




This module introduces scientific principles relevant to the study of construction and civil engineering and provides students with a fundamental understanding of the properties and use of construction materials. It has been designed to enable students to explore scientific principles and the behaviour of materials used in the civil engineering and built environment sector.



E1 (Examination) % C1 (Coursework) 50% P1 (Practical) 50%



%

T1 (Test)



MODULE AIMS:

This module aims to provide students with an understanding of the properties, structural behaviour and use of construction materials, and develops the skills needed to use scientific principles to solve construction problems.



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1. Describe the properties and use of construction materials whilst explaining the structural behaviour of construction materials

2. Apply scientific principles to the design and use of buildings3. Solve scientific problems in construction and civil engineering

DATE OF APPROVAL: FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: SCHOOL/PARTNER: Cornwall College


TERM/SEMESTER: All Year



MODULE LEADER: Dr Michael Hunt OTHER MODULE STAFF: None


• Properties and use of construction materials

• Structural behaviour of construction materials

• Design and use of buildings

• Factors affecting human comfort

• Building services

• Thermal performance levels

• Scientific problems



Lecture 40 Core material delivery.

Tutorial 20 Workshop and laboratory work

Guided Independent Study 140Students are expected to carry out research and development activities outside taught sessions

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits =

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100 hours, etc)


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Written exam

E_ Total = 100%

T_ Total = 100%

Coursework C1Assignments/ Reports 100%

Total = 100%

Assignment on properties and use of construction materials and their impact on building performance

Practical P1Lab Practical Graded

Total = 100%

Laboratory assessment report

REFERRAL ASSESSMENT


Element Category


Written exam 100%

In-class test 100%


New assignment on properties and use of construction materials and their impact on building performance

100%

Total = 100%

Coursework 100%

PracticalRe-submission of laboratory assessment report

100%

Total = 100%

Updated by: Date: Approved by: Date:

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Justin Olosunde 14/08/17 HE Operations 15/12/17


AHMED, A. and STURGES, J. (2015). Materials science in construction. Abingdon: Routledge.

ANDERSON, J., SHIERS, D. and SINCLAIR, M. (2002) The green guide to specification: an environmental profiling system for building materials and components. 3rd edn. Oxford: Blackwell Science. [eBook] Available at: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.cornwall.ac.uk/shibboleth-idp&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780470680391

ANDERSON, J., SHIERS, D. and STEELE, K. (2009) The green guide to specification. 4th edn. Oxford: Blackwell Publishing.

ASHBY, M. and JONES, D.R.H (2012). Engineering materials 1: an introduction to properties, applications and design. 4 edn. Oxford: Butterworth-Heinemann.ASHBY, M.F. and JONES, D.R.H. (2013) Engineering materials 2. 4th edn. Kidlington: Butterworth-Heinemann.

BUXTON, P. (ed.) (2015) Metric handbook: planning and design data. 5th edn. Abingdon: Routledge.

CALKINS, M. (2009) Materials for sustainable sites: a complete guide to the evaluation, selection, and use of sustainable construction materials. New Jersey: John Wiley & Sons, Inc.

CALKINS, M. (2008) Materials for sustainable sites: a complete guide to the evaluation, selection and use of sustainable construction materials. Chichester: John Wiley. [eBook] Available at: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.cornwall.ac.uk/shibboleth-idp&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780470418925

DOMONE, P. and SOUTAS, M. (2017). Construction Materials Their Nature and Behaviour. 5th edn. London: Productivity Press.

DUGGAL, S.K. (2009) Building Materials. 4th edn. New Delhi: New Age International Pvt Ltd Publishers.

GOODHEW, S. (2016.). Sustainable construction processes. Chichester: Wiley-Blackwell [eBook]

HALL, K. (2008) The green building bible: volume 1. 4th edn. Penrith: Institute for Outdoor Learning.

MCMULLAN, R. (2012) Environmental science in building. 7th edn. Basingstoke: Palgrave Macmillan.

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MCMULLAN, R. (2007) Environmental science in building. 6th edn. Basingstoke: Palgrave Macmillan. (Building and surveying series).

NICHOLLS, R. and HALL, K. (ed.) (2008) The green building bible: volume 2. 4th edn. Llandysul, Swansea: Green Building Press.

TAYLOR, G.D. (2001) Materials in construction: principles practice & performance. 2nd edn. Harlow: Pearson Education.

VIRDI, S.S. (2017) Construction science and materials. 2nd edn. Chichester: Wiley Blackwell.

Also available as an eBook:VIRDI, S.S. (2017) Construction science and materials. 2nd edn. Chichester: Wiley Blackwell. [eBook] Available at: http://www.vlebooks.com/vleweb/product/openreader?id=cornwall&accid=0627554&ISBN=9781119245087

WATERS, J.R. (2003) Energy conservation in buildings: a guide to Part L of the building regulations. Oxford: Blackwell Publishing.

Also available as eBook:WATERS, J.R. (2003) Energy conservation in buildings: a guide to Part L of the Building Regulations. Oxford: Blackwell Publishing. [eBook] Available at: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.cornwall.ac.uk/shibboleth-idp&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781405151870

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MODULE CODE: CORA147 MODULE TITLE:Health, Safety & Welfare for Construction and the Built Environment

CREDITS: 20 FHEQ Level: 4 JACS CODE: H123

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y


This module covers current health, safety and welfare legislation applicable to the construction and civil engineering sectors including the main requirements of an effective health and safety policy and its successful implementation in the workplace. Students will gain an understanding of how to identify and record hazards, assess risks and select appropriate control measures to prevent or mitigate ill health and injuries on site.






%

T1 (Test) 50%



MODULE AIMS:

To enable students to develop an understanding of health, safety and welfare legislation and effective health and safety policies.

To develop the skills needed to undertake risk assessments

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Describe the health, safety and welfare legislation applicable to the construction and civil engineering sectors

2. Explain the main requirements of an effective health and safety policy3. Illustrate the hazards and the risk identification in design and construction, highlighting the

need to review, revise and monitor risk assessments, including the production of relevant risk assessments

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MODULE LEADER: Andrew Price OTHER MODULE STAFF: Mr Sean Stribley


Current relevant legislation and codes of practice; Implications of legislation; Health and safety policy statement; Health and safety organisation and arrangements; Hazard identification; Hazard ratings; Recording of hazards and risks; Chronic occupational health risks; Reasons to review, revise and monitor risk assessments; Recording and implementation of reviews, revisions and monitoring; Types of risk assessment; Assessment of specific risks; Undertaking of risk assessment; Reviewing preventative and protective measures



Lecture 60 Core developmental work

Guided independent Study 140

Students are expected to carry out research and development activities outside taught sessions. These assignments will require practical work in the form of the production of risk assessments



Cate

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Written exam

E_ %

Total = 100%

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T1

In class tests 100%

Total = 100%

Understanding the various Health, Safety and welfare legislation; Hazard identification

Coursework C1Assignments 100%

Total = 100%

Method statements and risk assessment for differing scenarios

Practical P_%

Total = 100%

REFERRAL ASSESSMENT


Element Category


Written exam 100%

In-class testNew in-class test 100%

Total = 100%


100%

Coursework

Re-submission of method statements and risk assessment for differing scenarios

100%

Total = 100%

Practical 100%

Updated by:

Justin Olosunde

Date:

14/08/17

Approved by:

HE Operations

Date:

15/12/17


THE MANAGAGEMENT OF CONSTRUCTION HEALTH AND SAFETY RISK (N.D.). 4th edn. RMS Publishing.

BILLINGTON, M.J., BRIGHT, K.T., CROOKs, A. and WATERS, J.R. (2017) The building regulations explained and illustrated. 14th edn. Chichester: Wiley-Blackwell

CONSTRUCTION INDUSTRY RESEARCH AND INFORMATION ASSOCIATION (2002) A simple guide to

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controlling risk. London: CIRIA. (CIRIA).

HEALTH AND SAFETY EXECUTIVE (2015) Managing health & safety in construction: Construction (Design and Management) Regulations 2015. Liverpool: HSE Books.

BRE Digests

Guidance notes on Town and Country Planning Act, Health and Safety at Work Act, CDM Regulations, and other relevant legislation

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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MODULE CODE: CORA148 MODULE TITLE:An Applied Introduction to Site Surveying Procedures for Construction and the Built Environment

CREDITS: 20 FHEQ Level: 4 JACS CODE: H242



This module develops an understanding of the principles of site surveying and cartographic detailing of construction works and the skills to use site surveying instruments, alongside an understanding of the software available.






%

T1 (Test) %


Professional body minimum pass mark requirement: Not Applicable

MODULE AIMS:

To develop an understanding of the principles of site surveying and cartographic detailing of construction works and the skills to use site surveying instruments, alongside an understanding of the software available.



1. Understand the principles of site surveying2. Be able to use site surveying instruments3. Understand cartographic detailing of construction works4. Understand the software available for site surveying

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DATE OF APPROVAL:30 June

2016FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION:01 Sept

2016SCHOOL/PARTNER: Cornwall College





MODULE LEADER: Mr Bob Harris OTHER MODULE STAFF: Mr Andrew Price


Principles of site surveying – Linear measurement; levelling; angular; distinction between open, link and closed traverse; setting out

Introduction to site surveying instruments – Appropriate instruments; Levels; Electronic and laser instruments

Cartographic detailing – Raw data and translation for cartographic detail/setting out; Angular measurement; Setting out

Introduction to surveying computer software



Demonstration 10 Use of core equipment

Fieldwork 20

The college will support practical work opportunities and arrange facilities for practical work with the learner. The college has industry recognised surveying equipment which will be used with the learners to demonstrate surveying knowledge, skill and competence in application.

Lectures 30 Introduction to the CAD suite

Guided independent Study

140Students are expected to carry out research and development activities outside taught sessions.


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SUMMATIVE ASSESSMENTCa

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Coursework C1

Assignment / Report 100%

Total = 100%

Using given examples produce and interpret technical information to an industry level

In a report critically evaluate the process of a building survey

Practical P1

Site work Graded

Total = 100%

Demonstrate a clear understanding of surveying methods and calculations. Using a basic given example, demonstrate surveying practice

REFERRAL ASSESSMENT


Element Category


Written exam 100%

In-class test 100%


100%

CourseworkRe-submission of report

100%

Total =100%

PracticalRe-submission of site work practical calculations

100%

Total =100%

Updated by:

Justin Olosunde

Date:

14/08/17

Approved by:

HE Operations

Date:

15/12/17

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CLANCY, J. (1991) Site surveying & levelling. 2nd edn. London: Edward Arnold.

IRVINE, W. and MACLENNAN, F. (2006) Surveying for construction. 5th edn. Maidenhead: McGraw-Hill.

MUSKETT, J. (1995) Site surveying. 2nd edn. Oxford: Blackwell Science.

SADGROVE, B.M. (2007) Setting out procedures for the modern built environment. London: CIRIA.

UREN, J. and PRICE, B. (2010) Surveying for engineers. 5th edn. Basingstoke: Palgrave Macmillan.

PERIODICALS

Architects’ Journal

Surveyor

ELECTRONIC RESOURCES

http:www.ajplus.co.uk Architects’ Journal on-line

Chudley and Greeno Building Construction Handbook

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MODULE CODE: CORA150 MODULE TITLE:Introduction to Project Planning and Development for Construction and the Built Environment




This module introduces learners to the principles and application of management as they relate to the technical and professional disciplines of construction. It is based on the principles of the Latham Report of 1994, which advocated non-adversarial, multi-disciplinary team-working. The module contextualizes the principles and application of management with respect to a learners own personal and professional practice within a group project scenario setting.






%

T1 (Test) %


Professional body minimum pass mark requirement: Not Applicable

MODULE AIMS:

To provide students with an understanding of management principles and their practical application to the construction and built environment sector.

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At the end of the module the learner will be expected to be able to:1. Identify and explain the evolution of management principles and scope their application in a

group project scenario and implement in a scheme of work2. Apply understanding of concepts relating to personal employability skills and work related

skills and reflect upon how these relate to personal and professional practice within the group project setting

3. Evaluate and present a group project on an agreed project scenario







MODULE LEADER: Mr Justin Olosunde OTHER MODULE STAFF: Mr Bob Harris,

Mr Andrew Price


Principles of management; Human resources management; Structure and activities; Organisational structures and approaches; Influence of size and scale of contracts; Planning ( Project scoping); Procurement scheduling and control; Quality control; Risk management; Procurement methods; Contracts; Practice of procurement



Lectures 40 Core delivery

Tutorial 20Professional discussion and role play activities to review the role of management in project planning and development

Guided independent Study 140 Students are expected to carry out research and development activities outside taught sessions to enable them to present their findings for

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academic and peer review.



Cate

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Written exam

E_%

Total = 100%

T_ Total = 100%

Coursework C1

Assignment

100%

Total = 100%

Management principles and application - Performance within this module will be assessed throughout the programme, through a combination of coursework (project scoping) and group work culminating in an assessed group presentation.

Practical P1Graded

Total = 100%

Assessed Group presentation to peers

REFERRAL ASSESSMENT


Element Category


Written exam 100%

In-class test 100%


Management principles and application assignment

100%

Total =100%

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Coursework 100%

Practical

1:1 presentation of group work to tutor or coursework set in lieu of original assessment

100%

Total =100%

Updated by:

Justin Olosunde

Date:

14/08/17

Approved by:

HE Operations

Date:

15/12/17


ADRIAANSE, J. (2016) Construction contract law : the essentials. 4th edn. Basingstoke: Palgrave Macmillan.

AQUA Group Guide to Procurement, Tendering and Contract Administration. (2016). Malden, MA: Wiley-Blackwell.

ASHWORTH, A. (2012) Contractual procedures in the construction industry. 6th edn. Harlow: Pearson.

ASHWORTH, A. and PERERA, S. (2015) Cost studies of buildings. 6th edn. London: Routledge.

ASHWORTH, A. (2008) Pre-contract studies : development economics, tendering, and estimating. 3rd edn. Oxford: Blackwell.

BADEN-POWELL, C., HETREED, J. and ROSS, A. (2011) Architect's pocket book. 4th edn. Oxford: Architectural Press.

BUXTON, P. (ed.) (2015) Metric handbook : planning and design data. 5th edn. Abingdon: Routledge.

CHADDERTON, D.V. (2013) Building services engineering. 6th edn. Abingdon: Routledge.

CHUDLEY, R. and GREENO, R. (2016) Building construction handbook. 11th edn. London: Routledge.

CHUDLEY, R. and GREENO, R. (2014) Building construction handbook. 10th edition Abingdon: Butterworth-Heinemann.

DALLAS, M. (2006) Value and risk management: a guide to best practice. Oxford: Blackwell Publishing. [eBook] Available at: http://bit.ly/ll4Ez0

Egan, J. (2002). Accelerating Change. [ebook] London: Rethinking Construction. Available at: http://constructingexcellence.org.uk/wp-content/uploads/2014/10/accelerating_change.pdf

Egan, J. (1998) Rethinking Construction. [online] Available at http://constructingexcellence.org.uk/wp-content/uploads/2014/10/rethinking_construction_report.pdf

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http://constructingexcellence.org.uk/wp-content/uploads/2014/10/rethinking_construction_report.pdf

http://constructingexcellence.org.uk/wp-content/uploads/2014/10/rethinking_construction_report.pdf

http://constructingexcellence.org.uk/wp-content/uploads/2014/10/accelerating_change.pdf

http://bit.ly/ll4Ez0

FRYER, B.G. (2004) The practice of construction management, people and business performance. 4th edn. Oxford: Blackwell Publishing.

HALL, F. (2017) Building services handbook. 9th edn. London: Routledge.

HUGHES, K. (2012). Understanding the NEC3 ECC Contract. Hoboken: Taylor and Francis

HUGHES, K. (2013) Understanding the NEC3 ECC contract: a practical handbook. London: Routledge. [eBook]

ILLINGWORTH, J.R.R. (2000) Construction methods and planning. 2nd edn. Abingdon: E & FN Spon.

LEE, S.J. and WILLIS, A. (2014) Willis's elements of quantity surveying. 12th edn. Chichester: Wiley

LOCK, D. (2004) Project management in construction. Aldershot: Gower Publishing Limited. (Leading Construction series) [eBook] Available at: https://www.dawsonera.com/abstract/9780754683070

MORLEDGE, R. and SMITH, A. (2013) Building procurement. 2nd edn. London: Wiley-Blackwell.

MORTON, R. and ROSS, A. (2008) Construction UK: introduction to the industry. 2nd edn. Oxford: Blackwell.

OSTROWSKI, Sean (2013) Guide to measurement using the new rules of measurement Chichester: Wiley

SEARS, S.K. et al. (2015) Construction project management: a practical guide to field construction management. 6th edn. Chichester: John Wiley & Sones.

SMITH, N.J., MERNA, T. and JOBLING, P. (2014) Managing risk in construction projects. 3rd edn. Chichester: Wiley Blackwell.

SMITH, N.J., MERNA, T. and JOBLING, P. (2006) Managing risk in construction projects. 2nd edn. Oxford: Blackwell Publishing. [eBook] Available at: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.cornwall.ac.uk/shibboleth-idp&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781405172745

TOMLINSON, M.J. and BOORMAN, R. (Contributor.) (2001) Foundation design and construction. 7th edn. Harlow: Pearson Education Limited.

UK (2011). Government Construction Strategy - Publications - GOV.UK. [online] Gov.uk. Available at: https://www.gov.uk/government/publications/government-construction-strategy

Other publications

Joint Contracts Tribunal.

Joint Contracts Tribunal Forms of Contract

Latham, M. Constructing the Team. (The Stationary Office Books, 1994)

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https://www.gov.uk/government/publications/government-construction-strategy




https://www.dawsonera.com/abstract/9780754683070

1Appendix 2

1.1 CONSTRUCTION TECHNICIAN Trailblazer Apprenticeship Standard

July 2014

1. Occupation(s)

The occupations covered by this standard are associated with the control of construction projects. They are based on sites or in offices and have the following options (professional body in brackets):

Construction Site Supervisor (Chartered Institute of Building): supervise specialist contractors working on a construction site.

Construction Site Engineer (Institution of Civil Engineers): control dimensions of construction activities and assist in engineering solutions

Quantity Surveying Technician (Royal Institution of Chartered Surveyors): assist with financial control of spending on a construction project

Building Services Site Technician (Chartered Institution of Building Services Engineers): supervise the installation of mechanical and electrical services in a construction project

Construction Design Co-ordinator (Chartered Institute of Architectural Technicians): assist with control of design information and electronic data on a construction project

2. Occupational profile

The main duties and tasks of a Construction Technician are:

To assist with implementing safe systems of work and supervising operatives on their site

To monitor progress so that the project is completed on time

To inspect and record end products to contribute to the quality demanded by the client

To measure and cost construction activity against financial plans

To measure and record environmental impact of construction projects

To assist in communicating progress and activities

Each optional occupation will have duties associated with their professional body requirements.

3. Requirements: Knowledge, Skills (and behaviours) Knowledge

What is required

Health and Safety Understand risk assessment of activities and the importance of behaviours in safety-critical environments

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Sustainability Understand the sustainability issues in projects across economic, social and environmental aspects

Construction Management Understand management principles and the project management lifecycle

Construction Technology Understand different construction techniques and materials

Planning and Organising Work Understand the importance of project planning and resourcing and be able to analyse different techniques

Monitor Quality Define the level of quality required on finished construction project.

Monitor financial and legal issues Understand financial and legal constraints for all stakeholders in construction projects

Skills What is required

Health and Safety Identify risk of activities and encourage all employees to demonstrate safety-conscious behaviours

Sustainability Assess, identify and record the environmental impact of projects

Construction Management Use effective management principles and be able to supervise construction workers

Construction Technology Assist in the implementation of the most appropriate solutions for construction projects

Planning and Organising Work Understand overall plan for project and measure and record progress against plan.

Monitor Quality Assess and report on quality standards of finished construction projects

Monitor financial and legal issues Understand financial and legal constraints and measure and record progress against budget.

© Crown copyright 2014 You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence

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