Pearson Edexcel Level 4 NVQ Diploma in Construction … Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) 7 5 Programme delivery 19 Elements of good

Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF)

Specification

NVQ qualification

First registration September 2014

Edexcel, BTEC and LCCI qualifications

Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification websites at www.edexcel.com, www.btec.co.uk or www.lcci.org.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus

About Pearson

Pearson is the world's leading learning company, with 40,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at: www.pearson.com/uk

References to third party material made in this specification are made in good faith. Pearson 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.)

All information in this specification is correct at time of publication.

ISBN 978 1 446 91389 5

All the material in this publication is copyright © Pearson Education Limited 2014

Contents

Purpose of this specification 1

1 Introducing Edexcel NVQ qualifications 2

What are NVQ qualifications? 2

2 Qualification summary and key information 3

3 Qualification rationale 5

Qualification objectives 5

Relationship with previous qualifications 5

Apprenticeships 5

Progression opportunities 6

Industry support and recognition 6

Relationship with National Occupational Standards 6

4 Qualification structure 7

Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) 7

5 Programme delivery 19

Elements of good practice 19

Learner recruitment, preparation and support 19

Training and assessment delivery 20

Employer engagement 21

6 Centre resource requirements 22

7 Access and recruitment 23

Prior knowledge, skills and understanding 23

Access to qualifications for learners with disabilities or specific needs 23

8 Assessment 24

Language of assessment 24

Internal assessment 24

Assessment strategy 25

Types of evidence 26

Appeals 27

Dealing with malpractice 27

Reasonable adjustments to assessment 27

Special consideration 28

Credit transfer 28

9 Centre recognition and approval 29

Centre recognition 29

Approvals agreement 29

10 Quality assurance of centres 30

11 Unit format 31

Unit title 31

Unit reference number 31

QCF level 31

Credit value 31

Guided learning hours 31

Unit summary 31

Unit assessment requirements/evidence requirements 31

Learning outcomes 32

Assessment criteria 32

Unit 1: Maintaining Systems for Health, Safety, Welfare and Environmental Protection in the Workplace 33

Unit 2: Assessing and Recommending Work Methods for Carrying Out Site Operations in the Workplace 38

Unit 3: Planning Activities and Resources to Meet Work Requirements in the Workplace 45

Unit 4: Co-ordinating and Organising the Control of Work in the Workplace 52

Unit 5: Controlling Work Progress Against Agreed Programmes in the Workplace 59

Unit 6: Allocating and Monitoring the Use of Plant, Equipment or Machinery in the Workplace 66

Unit 7: Developing and Maintaining good Occupational Working Relationships in the Workplace 73

Unit 8: Maintaining Supplies of Materials to Meet Project Requirements in the Workplace 78

Unit 9: Implementing Communication Systems for Construction Projects in the Workplace 82

Unit 10: Maintaining the Dimensional Accuracy of Work in the Workplace 87

Unit 11: Controlling Work Against Agreed Standards in the Workplace 91

Unit 12: Contributing to the Control of Work Quantities and Costs in the Workplace 97

Unit 13: Co-ordinating Preparation Work for Site or Lifting Operations in the Workplace 102

Unit 14: Allocating Work and Checking People’s Performance in the Workplace 110

Unit 15: Managing Personal Professional Development in the Workplace 114

Unit 16: Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace 119

Unit 17: Planning Highways Maintenance or Repair Activities in the Workplace 124

Unit 18: Supervising Highways Maintenance or Repair Activities in the Workplace 130

Unit 19: Contributing to the Identification of Work Teams in the Workplace 139

Unit 20: Providing and Monitoring Construction-related Customer Service in the Workplace 143

Unit 21: Handing Over Property to Recipients Following Construction or Maintenance Related Activities in the Workplace 150

Unit 22: Planning Historical Conservation/ Restoration Activities in the Workplace 155

Unit 23: Supervising Historical Conservation/ Restoration Activities in the Workplace 161

Unit 24: Planning Demolition Activities in the Workplace 167

Unit 25: Supervising Demolition Activities in the Workplace 173

Unit 26: Supervising Tunnelling Activities in the Workplace 180

12 Further information and useful publications 191

13 Professional development and training 192

14 Contact us 194

Annexe A: Assessment Strategy – CITB 195

Annexe B: Personal, Learning and Thinking Skills mapping 207

Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) – Specification – Issue 1 – October 2014 © Pearson Education Limited 2014

1

Purpose of this specification

This specification sets out:

● the objectives of the qualification

● any other qualification(s) that a learner must have completed before taking the qualification

● any prior knowledge, skills or understanding which the learner is required to have before taking the qualification

● the combination of units that a learner must have completed before the qualification will be awarded and any pathways

● any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded

● the knowledge, skills and understanding that will be assessed as part of the qualification

● the method of any assessment and any associated requirements relating to it

● the criteria against which a learner’s level of attainment will be measured (such as assessment criteria)

● assessment requirements and/or evidence requirements required as specified by the relevant Sector Skills Council/Standards Setting Body

● assessment requirements/strategy as published by the relevant Sector Skills Council/Standards Setting Body

● the Apprenticeship Framework in which the qualification is included, where appropriate.


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1 Introducing Edexcel NVQ qualifications

What are NVQ qualifications?

National Vocational Qualifications (NVQs) are work-based qualifications that give learners the opportunity to develop and demonstrate their competence in the area of work or job role to which the qualification relates.

NVQs are based on the National Occupational Standards (NOS) for the appropriate sector. NOS define what employees, or potential employees, must be able to do and know, and how well they should undertake work tasks and work roles. At Level 2 and above, these qualifications are recognised as the competence component of Apprenticeship Frameworks. Qualifications at Level 1 can be used in Traineeships, which are stepping-stones to Apprenticeship qualifications. NVQs can also be delivered as stand-alone for those who wish to take a work-based qualification.

NVQs are outcomes-based with no fixed learning programme – allowing flexible delivery that meets the individual learner’s needs. They are suitable for those in employment or for those who are studying at college and have a part-time job or access to a substantial work placement so that they are able to demonstrate the competencies that are required for work.

Most learners will work towards their qualification in the workplace or in settings that replicate the working environment as specified in the assessment requirements/strategy for the sector. Colleges, training centres and/or employers can offer these qualifications provided they have access to appropriate physical and human resources.

There are three sizes of NVQs in the QCF:

● Award (1 to 12 credits)

● Certificate (13 to 36 credits)

● Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit specifies the number of credits that will be awarded to a learner who has met the learning outcomes of the unit.

The credit value of a unit is based on:

● one credit for those learning outcomes achievable in 10 hours of learning

● learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.


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2 Qualification summary and key information

Qualification title Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF)

QCF Qualification Number (QN) 601/4232/7

Qualification framework Qualifications and Credit Framework (QCF)

Regulation start date 05/08/2014

Operational start date 01/09/2014

Approved age ranges England:

16–18

19+

Wales, Northern Ireland and Scotland:

14–19

19+

Please note that sector-specific requirements or regulations may prevent learners of a particular age from embarking on this qualification. Please refer to the assessment strategy in Annexe A.

Credit value 123–131 credits

Assessment Portfolio of Evidence (internal assessment)

Guided learning hours 390–437

Grading information The qualification and units are graded pass/fail.


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Qualification title Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF)

Entry requirements For details of entry requirements see below.

There are no specific prior entry requirements in terms of required qualifications, but learners need to have appropriate experience at work, including responsibilities for supervising work activities on-site and the opportunity to demonstrate the competence evidence required.

Centres must also follow the Pearson Access and Recruitment policy (see Section 7, Access and Recruitment).

Funding Details on funding approval will be available in the future on the Learning Aims Reference Service (LARS) database, which replaces the Learning Aim Reference Application (LARA). In the interim, the LARS Lite database is available to check funding approval.

Alternatively, the Skills Funding Agency’s simplified funding catalogues can be used to check funding approval.

Further information and guidance is available on the website: www.gov.uk

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, unit titles and QN will appear on each learner’s final certificate. Centres should tell learners this when recruiting them and registering them with Pearson. There is more information about certification in our UK Information Manual, available on our website at: www.edexcel.com.


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3 Qualification rationale

Qualification objectives

The Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) is for learners who work in, or who want to work, in the construction sector.

It gives learners the opportunity to:

● develop and demonstrate competence as a construction site worker with supervisory responsibilities for a specialist technical activity selected from building and civil engineering, highways and maintenance repair, residential development, conservation, demolition and tunnelling

● develop technical skills and knowledge and understanding related to the specified job roles in construction

● have existing skills recognised

● achieve a nationally-recognised Level 4 qualification

● develop their own personal growth and engagement in learning.

Relationship with previous qualifications

This qualification is a direct replacement for the Pearson Edexcel Level 3 NVQ Diploma in Construction Site Supervision (Construction) (QCF), which has expired. CITB, the Sector Skills Council (SSC) for Construction, in consultation with the industry, have changed the National Occupational Standards (NOS) so it is important that Pearson updates qualifications accordingly to ensure knowledge and skills continue to be relevant for learners and meet the requirements of the job role.

Apprenticeships

CITB includes the Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) as the competence component for the Construction Technical and Professional Apprenticeship Framework, in the Site Supervision pathway.


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Progression opportunities

Learners who achieve the Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF) can progress to one of a range of Pearson qualifications, including:

● Pearson Edexcel Level 4 NVQ Diploma in Construction and Building Services Management and Supervision (Sustainability) (QCF)

● Pearson BTEC Level 4 HNC Diploma in Construction and the Built Environment (QCF)

● Edexcel BTEC Level 5 HND Diploma in Construction and the Built Environment (QCF)

● Pearson Edexcel Level 5 NVQ Diploma in Construction Management (Sustainability) (QCF)

● Pearson Edexcel Level 6 NVQ Diploma in Construction Site Management (Construction) (QCF)

● Pearson Edexcel Level 6 NVQ Diploma in Construction Contracting Operations Management (QCF).

Learners can also progress to roles with supervisory or management responsibility in a chosen specialist technical activity, such as in building and civil engineering, highways and maintenance repair, residential development, conservation, demolition or tunnelling.

Industry support and recognition

This qualification is supported by CITB, the Sector Skills Council for construction and the built environment.

Relationship with National Occupational Standards

This qualification is based on the National Occupational Standards (NOS) in Construction Site Supervision, which were set and designed by CITB, the Sector Skills Council for the sector.


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4 Qualification structure

Pearson Edexcel Level 4 NVQ Diploma in Construction Site Supervision (Construction) (QCF)

The learner will need to meet the requirements outlined in the table below before the qualification can be awarded.

Learners must complete the six mandatory units from Group A, plus one of the six pathways. Learners must complete the requirements for the selected pathway, including the mandatory and, where offered, optional units.

Learners may take extra additional optional units that will not count towards the rules of combination.

Minimum number of credits that must be achieved 123

Minimum number of credits that must be achieved at Level 4 or above 85

Number of mandatory credits from Group A that must be achieved 61

Minimum number of credits that must be achieved from a selected pathway 62

Unit Unit reference number

Group A - Mandatory units Level Credit Guided learning hours

1 D/504/8544 Maintaining Systems for Health, Safety, Welfare and Environmental Protection in the Workplace

4 8 30

2 K/504/8546 Assessing and Recommending Work Methods for Carrying Out Site Operations in the Workplace

4 11 40

3 M/504/8547 Planning Activities and Resources to Meet Work Requirements in the Workplace

4 12 40

4 T/504/8548 Co-ordinating and Organising the Control of Work in the Workplace

4 12 40

5 A/504/8549 Controlling Work Progress Against Agreed Programmes in the Workplace

4 9 30

6 M/504/8550 Allocating and Monitoring the Use of Plant, Equipment or Machinery in the Workplace

4 9 30


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Pathway 1: Building and Civil Engineering

Minimum number of credits that must be achieved for this pathway, with the mandatory units from Group A

127

Minimum number of mandatory credits that must be achieved 66


Mandatory units Level Credit Guided learning hours

7 M/503/2915 Developing and Maintaining Good Occupational Working Relationships in the Workplace

5 8 27

8 D/600/7518 Maintaining Supplies of Materials to Meet Project Requirements in the Workplace

3 8 20

9 Y/600/7520 Implementing Communication Systems for Construction Projects in the Workplace

3 7 20

10 D/600/7521 Maintaining the Dimensional Accuracy of Work in the Workplace

3 8 30

11 T/504/8551 Controlling Work Against Agreed Standards in the Workplace

4 9 30

12 J/600/7531 Contributing to the Control of Work Quantities and Costs in the Workplace

3 9 30

13 H/600/7536 Co-ordinating Preparation Work for Site or Lifting Operations in the Workplace

3 8 20

14 Y/505/7680 Allocating Work and Checking People’s Performance in the Workplace

5 9 20


9

Pathway 2: Highways and Maintenance Repair


131

Number of mandatory credits that must be achieved 70

Minimum number of optional credits that must be achieved 15




3 8 20


4 9 30

15 M/600/7538 Managing Personal Professional Development in the Workplace

3 7 10

16 A/504/8552 Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace

4 7 20

17 M/600/7555 Planning Highways Maintenance or Repair Activities in the Workplace

6 12 30

18 T/600/7556 Supervising Highways Maintenance or Repair Activities in the Workplace

3 12 30


Optional units Learners must achieve TWO units to a minimum credit value of 15

Level Credit Guided learning hours

7 M/503/2915 Developing and Maintaining good Occupational Working Relationships in the Workplace

5 8 27


3 7 20


3 8 30


3 9 30


5 9 20


10




19 K/600/7554 Contributing to the Identification of Work Teams in the Workplace

5 8 20

20 F/600/7558 Providing and Monitoring Construction-related Customer Service in the Workplace

5 8 30


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Pathway 3: Residential Development


123






3 8 20


3 7 20


3 8 30


4 9 30


5 8 30

21 J/504/8554 Handing Over Property to Recipients Following Construction or Maintenance Related Activities in the Workplace

4 8 20





5 8 27


3 9 30


3 8 20


5 9 20


3 7 10


12





4 7 20


5 8 20


13

Pathway 4: Conservation


131






3 8 20


3 7 20


3 8 30


4 9 30

22 K/505/7683 Planning Historical Conservation/Restoration Activities in the Workplace

6 12 30

23 A/600/7560 Supervising Historical Conservation/Restoration Activities in the Workplace

3 12 30





5 8 27


3 9 30


3 8 20


5 9 20


3 7 10


14





4 7 20


5 8 20


5 8 30


4 8 20

24 F/600/7561 Planning Demolition Activities in the Workplace

6 12 50

25 L/600/7563 Supervising Demolition Activities in the Workplace

3 12 50


15

Pathway 5: Demolition


131






5 8 27


5 9 20


6 12 50


3 12 50


Optional units Learners must achieve FOUR units to a minimum credit value of 29



3 8 20


3 7 20


3 8 30


4 9 30


3 8 20


3 7 10


4 7 20


16


Optional units Learners must achieve FOUR units to a minimum credit value of 29



5 8 20


4 8 20


17

Pathway 6: Tunnelling

Minimum number of credits that must be achieved 130






5 8 27


3 8 20


4 9 30


3 9 30


5 9 20

26 T/503/0132 Supervising Tunnelling Activities in the Workplace

3 12 40





3 7 20


3 8 30


3 8 20


3 7 10


4 7 20


5 8 20


18

Additional optional units (not compulsory)

Credit value not applicable


Additional optional units Level Credit Guided learning hours


3 9 30


3 8 20


3 7 10


4 7 20

17 M/600/7555 Planning Highways Maintenance or Repair Activities in the Workplace

6 12 30

18 T/600/7556 Supervising Highways Maintenance or Repair Activities in the Workplace

3 12 30


5 8 20


5 8 30


4 8 20

22 K/505/7683 Planning Historical Conservation/Restoration Activities in the Workplace

6 12 30

23 A/600/7560 Supervising Historical Conservation/Restoration Activities in the Workplace

3 12 30


6 12 50


3 12 50

26 T/503/0132 Supervising Tunnelling Activities in the Workplace

3 12 40


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5 Programme delivery

Centres are free to offer these qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets learners’ needs. Learners must be in employment or working with a training provider on a programme so that they can develop and demonstrate the occupational competence required.

Whichever mode of delivery is used, centres must make sure that learners have access to specified resources and to the sector specialists delivering and assessing the units. Centres must adhere to the Pearson policies that apply to the different modes of delivery. Our policy on Collaborative arrangements for the delivery of vocational qualifications can be found on our website: www.edexcel.com/policies

There are various approaches to delivering a successful competence-based qualification. The section below outlines elements of good practice that centres can adopt in relation to learner recruitment, preparation and support, training and assessment delivery, and employer engagement.

Elements of good practice

Learner recruitment, preparation and support

Good practice in relation to learner recruitment, preparation and support include:

● providing initial advice and guidance, including work tasters, to potential learners to give them an insight into the relevant industry and the learning programme

● using a range of appropriate and rigorous selection methods to ensure that learners are matched to the programme best suited to their needs

● carrying out a thorough induction for learners to ensure that they completely understand the programme and what is expected of them. The induction should include, for example, the requirements of the programme, an initial assessment of current competency levels, assessment of individual learning styles, identification of training needs, an individual learning plan, details of training delivery and the assessment process. It is good practice to involve the employer in the induction process. This helps employers to understand what will be taking place during the programme and enables them to start building a relationship with the centre to support the effective delivery of the programme

● keeping in regular contact with the learner to keep them engaged and motivated, and ensuring that there are open lines of communication between the learner, the assessor, the employer and teaching staff.


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Training and assessment delivery

Good practice in relation to training and assessment delivery include:

● offering flexible delivery and assessment to meet the needs of the employer and learner, through the use of a range of approaches, for example virtual learning environments (VLEs), online lectures, video, printable online resources, virtual visits, webcams for distance training, e-portfolios

● planning opportunities for the development and practising of skills on the job. On-the-job training presents an excellent opportunity to develop the learner’s routine expertise, resourcefulness, craftspersonship and business-like attitude. It is therefore important that there is intentional structuring of practice and guidance to supplement the learning and development provided through engagement in everyday work activities. Learners need to have structured time to learn and practice their skills separate from their everyday work activities. Teaching and learning methods, such as coaching, mentoring, shadowing, reflective practice, collaboration and consultation, could be used in this structured on-the-job learning

● integrating the delivery and assessment of Personal, Learning and Thinking Skills (PLTS) and Employment Rights and Responsibilities (ERR) if the programme is being delivered as a part of an Apprenticeship. It is important that learners understand the relevance of these skills in the workplace and are aware of when and how they will be developing them. Please see Annexe C for mapping of PLTS to the units in this specification

● developing an holistic approach to assessment by matching evidence to different assessment criteria, learning outcomes and units as appropriate, thereby reducing the assessment burden on learners and assessors. It is good practice to draw up an assessment plan that aligns the units with the learning process and the acquisition of knowledge and skills, and that indicates how and when the units will be assessed

● discussing and agreeing with the learner and employer suitable times, dates and work areas where assessment will take place. Learners and employers should be given regular and relevant feedback on performance and progress.


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Employer engagement

Good practice in relation to employer engagement includes:

● communicating with employers at the start of the programme to understand their business context and requirements so that the programme can be tailored to meet their needs

● working with the employer to ensure that learners are allocated a mentor in the workplace to assist them in the day-to-day working environment and to act as a contact for the assessor/tutor

● helping the employer to better understand their role in the delivery of the programme. It is important that employers understand that sufficient and relevant work must be given to learners in order to provide a culture of learning and to ensure that they are given every opportunity to participate in aspects of continuous professional development (CPD).


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6 Centre resource requirements

As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification.

Centres must have the appropriate physical resources to support delivery and assessment of the qualification. For example a workplace in line with industry standards, or a Realistic Working Environment (RWE), where permitted, as specified in the assessment requirements/strategy for the sector, equipment, IT, learning materials, teaching rooms.

● Where RWE is permitted, it must offer the same conditions as the normal, day-to-day working environment, with a similar range of demands, pressures and requirements for cost-effective working.

● Centres must meet any specific human and physical resource requirements outlined in the assessment strategy in Annexe A. Staff assessing learners must meet the occupational competence requirements within the overarching assessment requirements/strategy for the sector.

● There must be systems in place to ensure continuing professional development for staff delivering the qualification.

● Centres must have appropriate health and safety policies, procedures and practices in place for the delivery and assessment of the qualification.

● Centres must deliver the qualification in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 7, Access and recruitment. For full details on the Equality Act 2010, please go to www.legislation.gov.uk


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7 Access and recruitment

Our policy on access to our qualifications is that:

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

● they should be free from barriers that restrict access and progression

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

Centres must ensure that their learner recruitment process is conducted with integrity. This includes ensuring that applicants have appropriate information and advice about the qualification to ensure that it will meet their needs.

Prior knowledge, skills and understanding

There are no specific prior entry requirements in terms of required qualifications, but learners need to have appropriate experience at work, including responsibilities for supervising work activities on-site and the opportunity to demonstrate the competence evidence required.

Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner.

We are committed to making sure that:

● learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

● all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

For learners with disabilities and specific needs, the assessment of their potential to achieve the qualification must identify, where appropriate, the support that will be made available to them during delivery and assessment of the qualification. Please see the information regarding reasonable adjustments and special consideration in Section 8, Assessment.


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8 Assessment

To achieve a pass for the full qualification, the learner must achieve all the units required in the stated qualification structure.

Language of assessment

Assessment of the internally assessed units may be in English, Welsh or Irish. If assessment is to be carried out in either Welsh or Irish then centres must inform Pearson at the point of learner registration.

A learner taking the qualification may be assessed in British or Irish Sign Language where it is permitted for the purpose of reasonable adjustment.

Further information on the use of language in qualifications is available in our policy document Use of Languages in Qualifications, available on our website at: www.edexcel.com

Further information on access arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational Qualifications. Both documents are on our website at: www.edexcel.com/policies

Internal assessment

The units in this qualification are assessed through an internally and externally quality assured Portfolio of Evidence made up of evidence gathered during the course of the learner’s work.

Each unit has specified learning outcomes and assessment criteria. To pass each unit the learner must:

● achieve all the specified learning outcomes

● satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion

● prove that the evidence is their own.

The learner must have an assessment record that identifies the assessment criteria that have been met. The assessment record should be cross-referenced to the evidence provided. The assessment record should include details of the type of evidence and the date of assessment. Suitable centre documentation should be used to form an assessment record.


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It is important that the evidence provided to meet the assessment criteria for the unit and learning outcomes is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards

Learners can provide evidence of occupational competence from:

● current practice – where evidence is generated from a current job role

● a programme of development – where evidence comes from assessment opportunities built into a learning programme. The evidence provided must meet the requirements of the Sector Skills Council’s assessment requirements/strategy

● the Recognition of Prior Learning (RPL) – where a learner can demonstrate that they can meet a unit’s assessment criteria through knowledge, understanding or skills they already possess without undertaking a course of development. They must submit sufficient, reliable, authentic and valid evidence for assessment. Evidence submitted that is based on RPL should give the centre confidence that the same level of skill, understanding and knowledge exists at the time of claim as existed at the time the evidence was produced. RPL is acceptable for accrediting a unit, several units, or a whole qualification.

Further guidance is available in our policy document Recognition of Prior Learning Policy and Process, available on our website at: www.edexcel.com/policies

● a combination of these.

Assessment strategy

The assessment strategy for this qualification is included in Annexe A. It sets out the overarching assessment principles and the framework for assessing the units to ensure that the qualification remains valid and reliable. It has been developed by CITB in partnership with employers, training providers, awarding organisations and the regulatory authorities.


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Types of evidence

To achieve a unit, the learner must gather evidence that shows that they have met the required standard specified in the assessment criteria, Pearson’s quality assurance arrangements (please see Section 10, Quality assurance of centres) and the requirements of the assessment strategy given in Annexe A.

In line with the assessment requirements/strategy, evidence for internally assessed units can take a variety of forms as indicated below:

● direct observation of the learner’s performance by their assessor (O)

● outcomes from oral or written questioning (Q&A)

● products of the learner’s work (P)

● personal statements and/or reflective accounts (RA)

● outcomes from simulation (S)

● professional discussion (PD)

● authentic statements/witness testimony (WT)

● expert witness testimony (EWT)

● evidence of Recognition of Prior Learning (RPL).

Learners can use the abbreviations in their portfolios for cross-referencing purposes.

Learners can also use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is not necessary for learners to have each assessment criterion assessed separately. They should be encouraged to reference evidence to the relevant assessment criteria. However, the evidence provided for each unit must be clearly reference the unit being assessed. Evidence must be available to the assessor, the internal verifier and the Pearson standards verifier.

Any specific evidence requirements for a unit are given in the Unit assessment requirements/evidence requirementssection of the unit.

Further guidance on the requirements for centre quality assurance and internal verification processes is available on our website at: www.edexcel.com. Please see Section 12, Further information and useful publications for details.


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Appeals

Centres must have a policy for dealing with appeals from learners. Appeals may relate to incorrect assessment decisions or unfairly conducted assessment. The first step in such a policy is a consideration of the evidence by a Lead Internal Verifier or other member of the programme team. The assessment plan should allow time for potential appeals after learners have been given assessment decisions.

Centres must document all learners’ appeals and their resolutions. Further information on the appeals process can be found in the policy document Enquiries and appeals about Pearson vocational qualifications, which is available on our website at: www.edexcel.com/policies

Dealing with malpractice

Centres must have a policy for dealing with malpractice by learners. This policy must follow the Pearson Assessment Malpractice Policy, which is available on our website at: www.edexcel.com/policies. Centres must report malpractice to Pearson, particularly if any units have been subject to quality assurance or certification.

Reasonable adjustments to assessment

Centres are able to make adjustments to assessments to take account of the needs of individual learners in line with the guidance given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units. In most instances, adjustments can be achieved by following the guidance; for example allowing the use of assistive technology or adjusting the format of the evidence. We can advise you if you are uncertain as to whether an adjustment is fair and reasonable. Any reasonable adjustment must reflect the normal learning or working practice of a learner in a centre or working within the occupational area.

Further information on access arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational Qualifications.

Both documents are on our website at: www.edexcel.com/policies


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Special consideration

Centres must operate special consideration in line with the guidance given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units. Special consideration may not be applicable in instances where:

● assessment requires the demonstration of practical competence

● criteria have to be met fully

● units/qualifications confer licence to practice.

Centres cannot apply their own special consideration; applications for special consideration must be made to Pearson and can be made only on a case-by-case basis. A separate application must be made for each learner and certification claims must not be made until the outcome of the application has been received.

Further information on special consideration can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational Qualifications.

Both of the documents mentioned above are on our website at: www.edexcel.com/policies

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement. Further information on credit transfer can be found in the policy document Credit accumulation and transfer (England), which is available on our website at: www.edexcel.com/policies


29

9 Centre recognition and approval

Centre recognition

Centres that have not previously offered Pearson vocational qualifications need to apply for, and be granted, centre recognition and approval as part of the process for approval to offer individual qualifications.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.

Guidance on seeking approval to deliver Pearson vocational qualifications is available at www.pearsonwbl.edexcel.com/qualifications-approval.

Approvals agreement

All centres are required to enter into an approval agreement, which is a formal commitment by the head or principal of a centre, to meet all the requirements of the specification and any associated codes, conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.

http://pearsonwbl.edexcel.com/Our-support/Pages/qualifications-approval.aspx�


30

10 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. Centres are required to declare their commitment to ensuring quality and to giving learners appropriate opportunities that lead to valid and accurate assessment outcomes.

Centres must follow quality assurance requirements for standardisation of assessors and internal verifiers and the monitoring and recording of assessment processes. Pearson uses external quality assurance procedures to check that all centres are working to national standards. It gives us the opportunity to identify and provide support to safeguard certification and quality standards. It also allows us to recognise and support good practice.

Centres offering competence-based qualifications will usually receive two standards verification visits per year (a total of two days per year). The exact frequency and duration of standards verifier visits will reflect the centre’s performance, taking account of the:

● number of assessment sites

● number and throughput of learners

● number and turnover of assessors

● number and turnover of internal verifiers.

For centres offering a full Pearson BTEC Apprenticeship (i.e. all elements of the Apprenticeship are delivered with Pearson through registration of learners on a BTEC Apprenticeship framework) a single standards verifier will normally be allocated to verify all elements of the BTEC Apprenticeship programme. Centres should make use of our one-click learner registration to access this facility. If a centre is also offering stand-alone NVQs/Competence-based qualifications in the same sector as a full BTEC Apprenticeship, the same standards verifier should be allocated. If a centre is also offering stand-alone BTEC qualifications in the same sector as a full BTEC Apprenticeship, a different quality assurance model applies.

In order for certification to be released, confirmation is required that the National Occupational Standards (NOS) for assessment and verification, and for the specific occupational sector are being met consistently.

For further details, please go to the NVQ Quality Assurance Centre Handbook, the BTEC Apprenticeships Quality Assurance Handbook and the Pearson Edexcel NVQs, SVQs and competence-based qualifications – Delivery Requirements and Quality Assurance Guidance on our website at www.pearsonwbl.edexcel.com


31

11 Unit format

Each unit has the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

All units have a credit value. When a learner achieves a unit, they gain the specified number of credits. The minimum credit value is 1 and credits can be awarded in whole numbers only.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition includes workplace guidance to support the development of practical job-related skills, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes the time spent by staff assessing learners’ achievements, for example in the assessment of competence for competence-based qualifications.

Unit summary

This summarises the purpose of the unit and the learning the unit offers.

Unit assessment requirements/evidence requirements

The SSC/B set the assessment/evidence requirements. Learners must provide evidence according to each of the requirements stated in this section.


32

Learning outcomes

The learning outcomes set out what a learner will know, understand or be able to do as the result of a process of learning.

Assessment criteria

Descriptions of the requirements a learner is expected to meet to demonstrate that a learning outcome has been achieved.


33

Unit 1: Maintaining Systems for Health, Safety, Welfare and Environmental Protection in the Workplace

Unit reference number: D/504/8544

QCF level: 4

Credit value: 8

Guided learning hours: 30

Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in maintaining systems for health, safety, welfare and environmental protection in the workplace within the relevant sector of industry.


This unit must be assessed in a work environment and in accordance with:

● the Additional Requirements for Qualifications using the title NVQ within the QCF

● the CITB’s Consolidated Assessment Strategy for Construction and the Built Environment (please see Annexe A).

Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.

Workplace evidence of skills cannot be simulated.

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

34

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

D

evel

op initia

tive

s w

hic

h e

nco

ura

ge

a hea

lth,

safe

ty,

wel

fare

culture

an

d c

onsi

der

atio

n f

or

the

envi

ronm

ent

1

Enco

ura

ge

a cu

lture

of

hea

lth,

safe

ty,

wel

fare

and

envi

ronm

enta

l aw

aren

ess

1.2

Exp

lain

the

various

met

hods

that

can

enco

ura

ge

a cu

lture

of

hea

lth,

safe

ty,

wel

fare

and c

onsi

der

atio

n f

or

the

envi

ronm

ent

2.1

M

ake

reco

mm

endat

ions

follo

win

g r

evie

ws

that

could

im

pro

ve h

ealth,

safe

ty o

r w

elfa

re o

n s

ite

or

for

spec

ific

oper

atio

ns

2.2

Exp

lain

how

to iden

tify

opport

unitie

s th

at w

ill im

pro

ve h

ealth,

safe

ty

and w

elfa

re f

or

peo

ple

on s

ite

or

for

spec

ific

oper

atio

ns

2

Iden

tify

and

reco

mm

end

opport

unitie

s fo

r im

pro

ving h

ealth,

safe

ty a

nd w

elfa

re

for

peo

ple

on s

ite

or

for

spec

ific

oper

atio

ns

2.3

D

escr

ibe

the

various

met

hods

to r

ecom

men

d im

pro

vem

ents

to h

ealth,

safe

ty a

nd w

elfa

re s

yste

ms

3.1

Im

ple

men

t a

syst

em o

f ch

ecks

to e

nsu

re t

hat

the

work

forc

e an

d

visi

tors

are

induct

ed

3.2

Exp

lain

the

various

met

hods

of en

suring t

hat

the

work

forc

e an

d

visi

tors

to t

he

site

or

spec

ific

oper

atio

nal

are

a ar

e in

duct

ed a

nd g

ive

reas

ons

why

this

is

import

ant

3.3

Car

ry o

ut

chec

ks t

o e

nsu

re t

hat

work

ers

they

are

res

ponsi

ble

for

are

com

pet

ent

for

the

rela

tive

tas

ks

3

Ensu

re t

he

work

forc

e an

d

visi

tors

to t

he

si

te o

r sp

ecific

oper

atio

ns

are

induct

ed a

nd c

hec

k th

e co

mpet

ence

of

those

they

are

re

sponsi

ble

for

3.4

Exp

lain

the

various

met

hods

of en

suring t

hat

work

ers

they

are

re

sponsi

ble

for

are

com

pet

ent

for

the

rela

tive

tas

ks a

nd g

ive

reas

ons

why

this

is

import

ant

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Ensu

re r

elev

ant

stat

uto

ry n

otice

s an

d h

azar

d w

arnin

gs

and c

lear

, le

gib

le a

nd c

onci

se

4

Mai

nta

in a

ccura

te

and a

ppro

priat

e st

atuto

ry n

otice

s an

d h

azar

d

war

nin

gs

4.2

D

escr

ibe

way

s of

mai

nta

inin

g s

tatu

tory

notice

s an

d h

azar

d w

arnin

gs

5.1

Car

ry o

ut

mai

nte

nan

ce c

hec

ks o

n a

t le

ast

five

of

the

follo

win

g h

ealth,

safe

ty,

wel

fare

and e

nvi

ronm

enta

l pro

tect

ion e

quip

men

t an

d

reso

urc

es:

●

pro

tect

ive

equip

men

t

●

pro

tect

ive

cloth

ing

●

firs

t ai

d f

acili

ties

and a

rran

gem

ents

●

wel

fare

fac

ilities

●

stora

ge

and s

ecurity

of m

ater

ials

and e

quip

men

t

●

acci

den

t an

d inci

den

t re

port

ing s

yste

ms

●

fire

fig

hting e

quip

men

t

●

pro

visi

on o

f hea

lth,

safe

ty a

nd w

elfa

re

5

Ensu

re t

he

serv

icea

bili

ty o

f hea

lth,

safe

ty,

wel

fare

and

envi

ronm

enta

l pro

tect

ion

equip

men

t an

d

reso

urc

es in o

rder

to

com

ply

with

curr

ent

legis

lation

5.2

Exp

lain

the

various

met

hods

of

conduct

ing a

nd r

ecord

ing m

ainte

nan

ce

chec

ks o

n h

ealth,

safe

ty,

wel

fare

and e

nvi

ronm

enta

l pro

tect

ion

equip

men

t an

d r

esourc

es t

hat

mee

t th

e pro

ject

, org

anis

atio

nal

an

d s

tatu

tory

req

uirem

ents

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

36

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

D

evel

op a

nd a

ctio

n a

sys

tem

that

iden

tifies

haz

ards

and r

educe

s risk

6.2

Exp

lain

the

various

met

hods

of im

ple

men

ting s

yste

ms

that

mee

t org

anis

atio

nal

and s

tatu

tory

req

uirem

ents

and w

hic

h iden

tifies

haz

ards

and r

educe

s risk

s

6.3

Exp

lain

the

various

met

hods

of im

ple

men

ting s

yste

ms

that

mee

ts

org

anis

atio

nal

and s

tatu

tory

req

uirem

ents

for

report

ing a

ccid

ents

an

d e

mer

gen

cies

, an

d o

per

ates

to p

reve

nt

recu

rren

ce

6

Imple

men

t sy

stem

s

whic

h m

eet

org

anis

atio

nal

an

d s

tatu

tory

re

quirem

ents

for

the

iden

tifica

tion o

f haz

ards

and

reduct

ion o

f risk

s;

report

ing a

ccid

ents

an

d e

mer

gen

cies

an

d p

reve

nting

recu

rren

ce

6.4

G

ive

reas

ons

for

imple

men

ting a

n e

ffec

tive

sys

tem

to iden

tify

haz

ards,

red

uce

ris

ks a

nd r

eport

acc

iden

ts

7.1

Conduct

reg

ula

r ch

ecks

to e

nsu

re c

om

plia

nce

with t

he

follo

win

g

org

anis

atio

nal

and s

tatu

tory

req

uirem

ents

:

●

const

ruct

ion s

pec

ific

hea

lth,

safe

ty,

wel

fare

and e

nvi

ronm

enta

l le

gis

lation

●

reco

gnis

ed indust

ry c

odes

of

pra

ctic

e

●

org

anis

atio

nal

pro

cedure

s

7.2

Exp

lain

the

met

hods

of

chec

king h

ealth,

safe

ty,

wel

fare

and

envi

ronm

enta

l pro

tect

ion s

yste

ms

7

Chec

k hea

lth,

safe

ty,

wel

fare

and

envi

ronm

enta

l pro

tect

ion s

yste

ms

regula

rly

in

acco

rdan

ce w

ith

org

anis

atio

nal

an

d s

tatu

tory

re

quirem

ents

7.3

Exp

lain

the

met

hods

of

ensu

ring t

hat

hea

lth,

safe

ty,

wel

fare

and

envi

ronm

enta

l pro

tect

ion c

om

plie

s w

ith o

rgan

isat

ional

and s

tatu

tory

re

quirem

ents

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

37

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

8.1

Rev

iew

and e

valu

ate

site

s or

oper

atio

ns

to iden

tify

spec

ial co

nditio

ns

and r

eport

conditio

ns

whic

h d

o n

ot

com

ply

with c

urr

ent

legis

lation

8

Iden

tify

and r

eport

an

y sp

ecia

l si

te

or

oper

atio

nal

co

nditio

ns

whic

h

do n

ot

com

ply

w

ith o

rgan

isat

ional

an

d s

tatu

tory

re

quirem

ents

8.2

Exp

lain

the

met

hods

of

iden

tify

ing a

nd r

eport

ing s

pec

ial si

te

conditio

ns

that

do n

ot

mee

t org

anis

atio

nal

and s

tatu

tory

req

uirem

ents

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


38

Unit 2: Assessing and Recommending Work Methods for Carrying Out Site Operations in the Workplace

Unit reference number: K/504/8546

QCF level: 4

Credit value: 11


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in assessing and recommending work methods for carrying out site operations in the workplace within the relevant sector of industry.







Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

39

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Iden

tify

and u

se

avai

lable

pro

ject

dat

a to

enab

le

dec

isio

ns

on w

ork

m

ethods

to b

e m

ade

1.1

Ass

ess

at lea

st f

our

of

the

follo

win

g p

roje

ct d

ata

on v

ario

us

pro

ject

s:

●

conditio

ns

of

contr

act

●

Bill

s of

quan

tities

or

met

hods

of

mea

sure

men

t

●

spec

ific

atio

ns

●

dra

win

gs

●

hea

lth,

safe

ty a

nd e

nvi

ronm

enta

l pla

ns

●

pro

gra

mm

es

●

org

anis

atio

nal

req

uirem

ents

●

inst

ruct

ions

and v

aria

tions

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

40

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.2

Tak

e in

to a

ccount

at lea

st t

hre

e of

the

follo

win

g w

hen

ass

essi

ng

various

work

met

hods:

●

sequen

cing a

nd inte

gra

tion o

f w

ork

oper

atio

ns

●

org

anis

atio

n o

f re

sourc

es (

peo

ple

, pla

nt,

mat

eria

ls a

nd f

inan

ces)

●

esta

blis

hed

const

ruct

ion t

echniq

ues

●

tem

pora

ry w

ork

s

●

pre

fabrica

tion a

nd s

tandar

dis

atio

n

●

work

ing c

onditio

ns

1.3

Exp

lain

diffe

rent

met

hods

of id

entify

ing p

roje

ct d

ata

1.4

Exp

lain

the

diffe

rent

way

s of

asse

ssin

g p

roje

ct d

ata

for

iden

tify

ing

work

met

hods

1.5

Exp

lain

the

fact

ors

that

influen

ce o

r def

ine

work

met

hods

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

41

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

O

bta

in a

dditio

nal

pro

ject

info

rmat

ion b

y co

nsu

ltin

g a

t le

ast

two o

f th

e fo

llow

ing s

ourc

es:

●

clie

nt,

cust

om

er o

r th

eir

repre

senta

tive

●

sub-c

ontr

acto

rs

●

supplie

rs

●

regula

tory

auth

orities

●

tech

nic

al liter

ature

●

trad

e lit

erat

ure

2.2

D

escr

ibe

way

s of

obta

inin

g a

dditio

nal

info

rmat

ion f

or

pro

ject

dat

a fr

om

a v

arie

ty o

f re

leva

nt

sourc

es

2

Obta

in m

ore

in

form

atio

n f

rom

oth

er s

ourc

es

wher

e av

aila

ble

pro

ject

dat

a is

in

suffic

ient

2.3

G

ive

poss

ible

rea

sons

why

pro

ject

dat

a m

ay b

e in

suff

icie

nt

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

42

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Eva

luat

e ch

ose

n w

ork

met

hods

agai

nst

at

leas

t se

ven o

f th

e fo

llow

ing

tech

nic

al w

ork

crite

ria:

●

mat

eria

ls p

erfo

rman

ce a

nd a

vaila

bili

ty

●

stru

ctura

l fo

rms

●

occ

upan

cy

●

hea

lth,

safe

ty a

nd w

elfa

re

●

fire

pro

tect

ion

●

acce

ss

●

pla

nt,

equip

men

t an

d p

eople

ava

ilabili

ty

●

tran

sport

logis

tics

●

envi

ronm

enta

l fa

ctors

●

was

te m

anag

emen

t

●

seas

onal

wea

ther

conditio

ns

●

sust

ainab

ility

●

innova

tive

mat

eria

ls,

tech

nolo

gie

s an

d p

roce

sses

●

site

conditio

ns

3.2

D

escr

ibe

typic

al c

rite

ria

that

det

erm

ine

work

met

hods

for

routine

types

of

pro

ject

s

3

Eva

luat

e w

ork

m

ethods

agai

nst

re

leva

nt

tech

nic

al

and p

roje

ct c

rite

ria

3.3

Exp

lain

diffe

rent

way

s of

eval

uat

ing w

ork

met

hods

agai

nst

a r

ange

of

tech

nic

al c

rite

ria

and r

elev

ant

pro

ject

crite

ria

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

43

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Advi

se a

nd r

ecom

men

d w

ork

met

hods

to d

ecis

ion m

aker

s

4.2

Exp

lain

diffe

rent

way

s of

sele

ctin

g a

ppro

priat

e w

ork

met

hods

on

rele

vant

pro

ject

s

4.3

Exp

lain

diffe

rent

way

s th

at w

ork

met

hods

can b

e re

com

men

ded

to

dec

isio

n m

aker

s

4

Com

munic

ate

work

m

ethods

to

dec

isio

n m

aker

s

4.4

O

utlin

e th

e diffe

rent

com

munic

atio

n m

ethods

that

could

be

use

d t

o

reco

mm

end w

ork

met

hods

5.1

Car

ry o

ut

an a

nal

ysis

of

sele

cted

work

met

hods

on a

ran

ge

of

pro

ject

s w

hic

h s

how

chec

ks o

n a

ctiv

ity

conte

nt

agai

nst

quan

tities

of

tim

e, c

ost

or

reso

urc

es

5.2

Exp

lain

diffe

rent

way

s of

anal

ysin

g s

elec

ted w

ork

met

hods

for

activi

ty

conte

nt

5.3

Exp

lain

way

s of

accu

rate

ly q

uan

tify

ing s

elec

ted w

ork

met

hods

5

Anal

yse

and

quan

tify

the

sele

cted

work

m

ethod f

or

its

activi

ty c

onte

nt

5.4

D

escr

ibe

the

implic

atio

ns

of

inac

cura

tely

anal

ysin

g a

nd q

uan

tify

ing

sele

cted

work

met

hods

6.1

Confirm

and a

ppro

ve v

ario

us

met

hod s

tate

men

ts p

rior

to r

elev

ant

work

tak

ing p

lace

6.2

Exp

lain

diffe

rent

way

s th

at c

an e

nsu

re m

ethod s

tate

men

ts h

ave

bee

n

suffic

iently

pre

par

ed

6

Ensu

re a

met

hod

stat

emen

t is

pre

par

ed a

nd

appro

ved p

rior

to

com

men

cem

ent

of

work

6.3

Exp

lain

the

implic

atio

ns,

fac

tors

and p

roce

sses

of

appro

ving m

ethod

stat

emen

ts p

rior

to c

om

men

cing w

ork

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

44

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


45

Unit 3: Planning Activities and Resources to Meet Work Requirements in the Workplace

Unit reference number: M/504/8547

QCF level: 4

Credit value: 12


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning activities and resources to meet work requirements in the workplace within the relevant sector of industry.







Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

46

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Pl

an a

nd im

ple

men

t w

ork

act

ivitie

s th

at e

ffic

iently

use

at

leas

t fo

ur

of

the

follo

win

g r

esourc

es:

●

peo

ple

●

pla

nt,

equip

men

t or

mac

hin

ery

●

mat

eria

ls a

nd c

om

ponen

ts

●

sub-c

ontr

acto

rs

●

info

rmat

ion

●

work

are

a an

d f

acili

ties

●

was

te m

anag

emen

t

●

utilit

y pro

vider

s

1.2

Exp

lain

diffe

rent

poss

ible

way

s of

org

anis

ing w

ork

act

ivitie

s th

at c

an

mak

e th

e bes

t use

of

reso

urc

es

1.3

G

ive

reas

ons

why

work

act

ivitie

s nee

d t

o b

e org

anis

ed t

o m

ake

the

bes

t use

of

reso

urc

es

1

Org

anis

e ac

tivi

ties

to

mak

e th

e m

ost

ef

fici

ent

use

of

the

avai

lable

res

ourc

es

1.4

Exp

lain

the

effe

cts

on w

ork

pro

gra

mm

es a

nd s

ched

ule

s if r

esourc

es

are

not

effe

ctiv

ely

org

anis

ed

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

47

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Ass

ess

and iden

tify

a v

arie

ty o

f ef

fect

ive

solu

tions

for

alte

rnat

ive

work

m

ethods,

res

ourc

es a

nd s

yste

ms

to m

eet

a ra

nge

of

pro

gra

mm

es,

oper

atio

ns

and s

ched

ule

s

2.2

Exp

lain

the

diffe

rent

way

s of ev

aluat

ing a

lter

nat

ive

reso

urc

es,

met

hods

and s

yste

ms

to m

eet

work

pro

gra

mm

es,

oper

atio

ns

and

sched

ule

s

2

Eva

luat

e al

tern

ativ

e m

ethods,

re

sourc

es a

nd

syst

ems

to s

elec

t th

e bes

t so

lution t

o

mee

t pro

gra

mm

es

and s

ched

ule

s 2.3

Exp

lain

the

diffe

rent

met

hods

of ev

aluat

ing info

rmat

ion in o

rder

to

sele

ct b

est

solu

tions

to m

eet

work

pro

gra

mm

es,

oper

atio

ns

and

sched

ule

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

48

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Req

ues

t an

d p

rocu

re a

dvi

ce o

r cl

arific

atio

n t

o d

eter

min

e re

quired

re

sourc

es f

rom

at

leas

t th

ree

of

the

follo

win

g:

●

clie

nt,

cust

om

er o

r th

eir

repre

senta

tive

●

consu

ltan

ts

●

lift

pla

nner

●

pro

ject

tea

m

●

pra

ctic

e re

sear

ch

●

tech

nic

al p

ublic

atio

ns

●

trad

e lit

erat

ure

●

oth

er t

eam

mem

ber

s

3.2

Exp

lain

met

hods

of

sele

ctin

g p

ote

ntial

sourc

es f

or

clar

ific

atio

n a

nd

advi

ce f

or

a ra

nge

of

work

pro

gra

mm

es

3.3

O

utlin

e th

e ty

pes

of

info

rmat

ion t

hat

could

be

gai

ned

fro

m v

ario

us

info

rmat

ion s

ourc

es

3

Obta

in c

larifica

tion

or

advi

ce f

rom

va

rious

sourc

es

wher

e th

e re

sourc

es n

eeded

ar

e not

avai

lable

3.4

Exp

lain

the

diffe

rent

met

hods

of

and r

easo

ns

for

obta

inin

g c

larifica

tion

and a

dvi

ce w

hen

the

reso

urc

es n

eeded

are

not

avai

lable

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

49

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Exa

min

e a

range

of

work

act

ivitie

s usi

ng a

pro

duct

ion s

tudy,

work

s st

udy

pro

duct

ion a

nal

ysis

agai

nst

thre

e of

the

follo

win

g e

xter

nal

fa

ctors

:

●

oth

er r

elat

ed p

rogra

mm

es

●

supply

lea

d t

imes

●

contingen

cies

●

spec

ial w

ork

ing c

onditio

ns

●

stat

uto

ry lim

itat

ions

●

site

conditio

ns

●

avai

labili

ty o

f re

sourc

es

4.2

Exp

lain

how

to iden

tify

res

ourc

es a

nd r

elat

ed info

rmat

ion a

gai

nst

pro

ject

or

oper

atio

nal

dat

a re

quirem

ents

4.3

D

escr

ibe

way

s in

whic

h e

xter

nal

fac

tors

can

affec

t a

pro

gra

mm

e,

oper

atio

n o

r sc

hed

ule

4.4

Exp

lain

the

diffe

rent

met

hods

of an

alys

ing w

ork

act

ivitie

s ag

ainst

pro

ject

dat

a, r

esourc

es,

rela

ted info

rmat

ion a

nd e

xter

nal

fac

tors

4.5

D

escr

ibe

the

effe

cts

exte

rnal

fac

tors

can

hav

e on p

rogra

mm

es a

nd

sched

ule

s

4

Anal

yse

activi

ties

ag

ainst

pro

ject

or

oper

atio

n d

ata

and

the

requirem

ents

of

exte

rnal

fac

tors

4.6

Exp

lain

the

diffe

rent

met

hods

of an

alys

ing w

ork

act

ivitie

s ag

ainst

re

sourc

es a

nd r

elat

ed info

rmat

ion

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

50

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Car

ry o

ut

updat

ing o

n a

t le

ast

two o

f th

e fo

llow

ing p

rogra

mm

es o

r sc

hed

ule

conte

nt:

●

bar

char

ts

●

critic

al a

nal

ysis

●

action lis

ts

●

met

hod s

tate

men

ts

5.2

In

form

dec

isio

n m

aker

s/per

sons

resp

onsi

ble

of

updat

es t

hat

should

be

mad

e on w

ork

s pro

gra

mm

es a

nd s

ched

ule

s

5.3

Exp

lain

diffe

rent

met

hods

of updat

ing e

xist

ing p

rogra

mm

es a

nd

sched

ule

s

5.4

D

escr

ibe

the

poss

ible

effec

ts o

n t

he

pro

ject

if

pro

gra

mm

es a

nd

sched

ule

s ar

e not

updat

ed w

hen

fac

tors

chan

ge

5

Updat

e ex

isting

pro

gra

mm

es a

nd

sched

ule

s of

pla

nned

act

ivitie

s an

d s

ugges

t th

em

to d

ecis

ion

mak

ers/

per

sons

resp

onsi

ble

5.5

D

escr

ibe

the

way

s an

d m

eans

of su

gges

ting u

pdat

es t

o e

xist

ing

pro

gra

mm

es a

nd s

ched

ule

s to

dec

isio

n m

aker

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

51

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

M

onitor

and r

ecord

work

s bei

ng u

nder

take

n a

gai

nst

giv

en

pro

gra

mm

es a

nd s

ched

ule

s fo

llow

ing o

rgan

isat

ional

pro

cedure

s

6.2

Colle

ct a

nd a

nal

yse

resu

lts

of m

onitoring p

rogra

mm

es a

gai

nst

giv

en

pro

gra

mm

es a

nd s

ched

ule

s

6.3

Id

entify

and r

ecord

are

as o

f fu

ture

im

pro

vem

ents

to p

roduct

ion a

nd

pla

nnin

g

6.4

D

escr

ibe

the

diffe

rent

syst

ems

that

could

be

avai

lable

for

monitoring

work

pro

gra

mm

es a

nd s

ched

ule

s

6.5

D

escr

ibe

diffe

rent

met

hods

of

imple

men

ting s

yste

ms

for

monitoring

and r

ecord

ing w

ork

s ag

ainst

pro

gra

mm

es a

nd s

ched

ule

s

6.6

G

ive

reas

ons

why

it is

nec

essa

ry t

o m

onitor

and r

ecord

the

resu

lts

of

work

s ag

ainst

pro

gra

mm

es a

nd s

ched

ule

s

6

Imple

men

t sy

stem

s to

m

onitor

and r

ecord

w

ork

s ag

ainst

pro

gra

mm

es a

nd

sched

ule

s, a

nd u

se

the

resu

lts

to

impro

ve f

utu

re

pro

duct

ion a

nd

pla

nnin

g

6.7

Exp

lain

the

poss

ible

met

hods

of

revi

ewin

g r

ecord

ed r

esults

of

work

s ag

ainst

pro

gra

mm

es a

nd s

ched

ule

s to

im

pro

ve f

utu

re p

roduct

ion a

nd

pla

nnin

g

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


52

Unit 4: Co-ordinating and Organising the Control of Work in the Workplace

Unit reference number: T/504/8548

QCF level: 4

Credit value: 12


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in coordinating and organising the control of work in the workplace within the relevant sector of industry.







Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

53

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Ass

ess

and e

valu

ate

thre

e of

the

follo

win

g info

rmat

ion s

ourc

es f

or

clar

ity

when

org

anis

ing t

he

contr

ol of

work

:

●

surv

eys

and r

eport

s

●

des

ign

●

contr

actu

al

●

stat

uto

ry c

onse

nts

●

contr

acto

r's

pre

-pla

nnin

g info

rmat

ion

●

hea

lth,

safe

ty a

nd e

nvi

ronm

enta

l pla

ns

●

risk

ass

essm

ents

and m

ethod s

tate

men

ts

●

pro

gra

mm

es

●

lift

pla

ns

●

com

pet

ent

peo

ple

●

sub-c

ontr

acto

r ar

rangem

ents

and a

tten

dan

ce

1.2

D

escr

ibe

diffe

rent

way

s of

pro

curing a

nd a

ssem

blin

g r

elev

ant

info

rmat

ion

1

Ass

emble

and

revi

ew r

elev

ant

info

rmat

ion u

sed

in t

he

pre

par

atio

n

of

pro

ject

or

oper

atio

nal

pla

ns

and c

larify

uncl

ear

info

rmat

ion

1.3

Exp

lain

poss

ible

met

hods

that

can

est

ablis

h w

het

her

info

rmat

ion is

suffic

iently

clea

r to

co-

ord

inat

e w

ork

contr

ol

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

54

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Li

aise

and c

om

munic

ate

with t

hose

under

taki

ng r

elev

ant

work

on a

va

riet

y of

pro

ject

s or

oper

atio

ns

2.2

G

ain a

ppro

val w

ith r

elev

ant

peo

ple

for

pro

gra

mm

es o

r oper

atio

ns,

m

ethods

and a

tten

dan

ce o

n s

pec

ifie

d p

roje

cts

2.3

Exp

lain

way

s of

agre

eing a

nd c

om

munic

atin

g w

ork

pro

gra

mm

es o

r oper

atio

ns,

met

hods

and a

tten

dan

ce d

etai

ls w

ith t

hose

doin

g t

he

work

2

Com

munic

ate

and

agre

e pro

gra

mm

es

or

oper

atio

nal

pla

ns,

met

hods

and a

tten

dan

ce

with t

he

peo

ple

doin

g t

he

work

2.4

D

escr

ibe

way

s of

inte

gra

ting c

onst

ruct

ion o

r oth

er w

ork

ing m

ethods

usi

ng p

rogra

mm

es o

r oper

atio

nal

pla

ns

that

incl

ude

met

hods

and

atte

ndan

ce

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

55

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Pr

ocu

re a

t le

ast

thre

e of

the

follo

win

g r

esourc

es w

hen

pla

nnin

g a

nd

obta

inin

g r

esourc

es t

o m

eet

pro

ject

or

oper

atio

nal

req

uirem

ents

and

tim

esca

les:

●

peo

ple

●

pla

nt,

equip

men

t or

mac

hin

ery

●

mat

eria

ls a

nd c

om

ponen

ts

●

sub-c

ontr

acto

rs

●

info

rmat

ion

●

work

are

a an

d f

acili

ties

●

was

te m

anag

emen

t

●

utilit

y pro

vider

s

3.2

Exp

lain

the

way

s, f

acto

rs a

nd m

ethods

of

pla

nnin

g a

nd o

bta

inin

g

suitab

le r

esourc

es a

nd a

tten

dan

ce t

o e

nsu

re p

roje

ct o

r oper

atio

nal

tim

esca

les

and r

equirem

ents

are

met

3

Plan

and o

bta

in

suffic

ient

reso

urc

es

and a

tten

dan

ce o

f th

e ap

pro

priat

e ty

pe

whic

h m

eets

pro

ject

or

oper

atio

nal

re

quirem

ents

an

d t

imes

cale

s

3.3

D

escr

ibe

the

outc

om

es o

n p

roje

cts

or

oper

atio

ns

if s

uffic

ient

reso

urc

es

are

not

pro

cure

d o

n t

ime

or

are

unsu

itab

le

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

56

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Im

ple

men

t an

d c

o-o

rdin

ate

work

are

as,

activi

ties

and r

esourc

es o

n

rele

vant

pro

ject

s or

on s

pec

ific

oper

atio

nal

are

as t

hat

allo

w s

ites

or

oper

atio

nal

are

as t

o b

e sa

fe a

nd t

idy

4.2

Co-o

rdin

ate

and im

pro

ve s

ite

or

spec

ific

oper

atio

ns

to p

rovi

de

a posi

tive

im

age

of

pro

ject

s an

d t

he

rele

vant

org

anis

atio

n

4.3

Exp

lain

diffe

rent

met

hods

of

org

anis

ing a

nd c

ontr

olli

ng t

ypic

al

reso

urc

es

4.4

Exp

lain

how

sites

or

work

are

as s

hould

be

effe

ctiv

ely

contr

olle

d a

nd

org

anis

ed t

o m

ainta

in a

nd e

nhan

ce s

ite

or

oper

atio

nal

saf

ety

and

tidin

ess

4.5

D

escr

ibe

the

fact

ors

and iss

ues

that

must

be

take

n into

acc

ount

to

ensu

re s

ites

or

oper

atio

nal

are

as a

re s

afe

and t

idy

for

work

ers

and

oth

er p

eople

4

Org

anis

e an

d

contr

ol si

tes

(or

spec

ific

oper

atio

nal

ar

eas)

and

reso

urc

es t

o

esta

blis

h s

afe

and

tidy

site

s/ar

eas,

cr

eating a

posi

tive

im

age

of

the

org

anis

atio

n

and p

roje

ct

4.6

G

ive

reas

ons

why

pro

ject

and o

rgan

isat

ional

im

age

is im

port

ant

and

des

crib

e th

e poss

ible

effec

ts o

f neg

ativ

e im

ages

on t

he

com

pan

y,

pro

ject

or

oper

atio

n

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

57

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Co-o

rdin

ate

work

act

ivitie

s an

d m

ainta

in c

ontr

ol w

hils

t ta

king into

ac

count

at lea

st t

hre

e of

the

follo

win

g a

reas

:

●

occ

upie

rs

●

nea

r nei

ghbours

●

public

acc

ess

●

site

conditio

ns

●

envi

ronm

enta

l co

nsi

der

atio

ns

●

vehic

ula

r ac

cess

(in

cludin

g a

ir a

nd w

ater

born

e cr

aft)

●

secu

rity

and t

resp

ass

●

public

utilit

ies

●

her

itag

e st

atus

5.2

D

escr

ibe

how

to o

rgan

ise

work

act

ivitie

s th

at t

ake

into

acc

ount

rele

vant

inte

rnal

and e

xter

nal

fac

tors

and influen

ces

5

Org

anis

e w

ork

ac

tivi

ties

and

imple

men

t w

ork

m

easu

res

that

ta

ke into

acc

ount

appro

priat

e fa

ctors

an

d influen

ces

5.3

O

utlin

e th

e m

easu

res

that

nee

d t

o b

e ta

ken into

acc

ount

to d

eal w

ith

inte

rnal

and e

xter

nal

fac

tors

and influen

ces

and e

xpla

in t

he

outc

om

es

and im

plic

atio

ns

if t

his

is

not

under

take

n e

ffec

tive

ly

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

58

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


59

Unit 5: Controlling Work Progress Against Agreed Programmes in the Workplace

Unit reference number: A/504/8549

QCF level: 4

Credit value: 9


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in controlling work progress against agreed programmes in the workplace within the relevant sector of industry.







Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

60

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

M

onitor

and r

ecord

the

pro

gre

ss o

f w

ork

by

imple

men

ting a

t le

ast

thre

e of

the

follo

win

g s

yste

ms:

●

visu

al insp

ections

●

reso

urc

e re

cord

s

●

site

insp

ection r

eport

s

●

contr

acto

r's

report

s

●

cert

ifie

d p

aym

ents

●

writt

en,

gra

phic

al a

nd e

lect

ronic

rec

ord

ing o

f ac

tual

work

agai

nst

pro

gra

mm

ed w

ork

●

site

mee

tings

●

org

anis

atio

nal

rep

ort

s

●

man

agem

ent

report

s

●

ben

chm

arks

●

com

par

ison w

ith p

roje

ct r

equirem

ents

1.2

D

escr

ibe

the

way

s an

d m

ethods

of

imple

men

ting s

yste

ms

that

m

onitor

and r

ecord

pro

gre

ss o

f w

ork

s ag

ainst

agre

ed p

rogra

mm

es

1

Imple

men

t sy

stem

s to

monitor

and r

ecord

pro

gre

ss o

f w

ork

ag

ainst

agre

ed

pro

gra

mm

es

1.3

Exp

lain

why

syst

ems

to m

onitor

and r

ecord

work

pro

gre

ss a

re n

eeded

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

61

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Est

ablis

h a

t le

ast

thre

e of

the

follo

win

g t

ypes

of

dev

iations

in

com

par

ison t

o r

elev

ant

work

pro

gra

mm

es a

nd s

ched

ule

s:

●

reso

urc

e sh

ort

ages

●

des

ign p

roble

ms

and c

onst

rain

ts

●

indust

rial

dis

pute

s

●

lack

of

esse

ntial

const

ruct

ion info

rmat

ion

●

const

ruct

ion e

rrors

●

wea

ther

conditio

ns

●

site

const

rain

ts

●

legal

dis

pute

s or

issu

es

●

soci

al d

ispute

s or

issu

es

●

hea

lth,

safe

ty a

nd e

nvi

ronm

enta

l is

sues

2.2

Exp

lain

diffe

rent

way

s of

iden

tify

ing d

evia

tions

from

pla

nned

work

pro

gre

ss

2

Iden

tify

any

dev

iations

from

pla

nned

pro

gre

ss

whic

h h

as o

r m

ay

occ

ur,

that

co

uld

dis

rupt

pro

gra

mm

es

and s

ched

ule

s

2.3

D

escr

ibe

how

to iden

tify

dev

iations

that

may

occ

ur

and c

ould

dis

rupt

work

pro

gra

mm

es a

nd s

ched

ule

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

62

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Id

entify

the

det

ail of

circ

um

stan

ces

lead

ing t

o d

evia

tions

in w

ork

pro

gra

mm

es a

nd/o

r sc

hed

ule

s

3.2

Im

ple

men

t at

lea

st o

ne

of

the

follo

win

g c

orr

ective

act

ions

follo

win

g

agre

emen

t w

ith r

elev

ant

peo

ple

:

●

rest

ore

pro

gre

ss in a

ccord

ance

with a

gre

ed p

rogra

mm

es

●

agre

e new

com

ple

tion d

ates

●

initia

te c

ontr

act

clai

ms

●

secu

re a

dditio

nal

res

ourc

es

●

alte

r pla

nned

work

3.3

D

escr

ibe

poss

ible

met

hods

of

inve

stig

atin

g d

evia

tions

from

pla

nned

w

ork

pro

gre

ss

3.4

Exp

lain

how

and w

hy

appro

priat

e co

rrec

tive

act

ions

nee

d t

o b

e ag

reed

3

Inve

stig

ate

circ

um

stan

ces

of

any

dev

iations

thoro

ughly

, an

d

agre

e an

d

imple

men

t ap

pro

priat

e co

rrec

tive

act

ions

3.5

Exp

lain

how

to im

ple

men

t ap

pro

priat

e co

rrec

tive

act

ions

for

dev

iations

from

pla

nned

pro

gre

ss

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

63

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Id

entify

a v

arie

ty o

f w

ork

options

whic

h m

ay m

inim

ise

incr

ease

s in

co

st a

nd t

ime

4.2

Pr

opose

iden

tified

work

options

to a

t le

ast

two o

f th

e fo

llow

ing p

eople

re

sponsi

ble

:

●

clie

nts

, cu

stom

ers

or

thei

r re

pre

senta

tive

●

contr

acto

rs

●

consu

ltan

ts

●

sub-c

ontr

acto

rs

●

supplie

rs

●

work

forc

e

●

inte

rnal

man

agem

ent

4.3

Exp

lain

poss

ible

options,

and h

ow

to iden

tify

them

, m

ost

lik

ely

to

min

imis

e in

crea

ses

in c

ost

and t

ime,

and h

elp w

ork

pro

gre

ss f

or

typic

al p

roje

cts

4

Rec

om

men

d

options

most

lik

ely

to m

inim

ise

incr

ease

s in

cost

an

d t

ime

to h

elp

work

pro

gre

ss,

an

d p

ass

onto

the

peo

ple

res

ponsi

ble

4.4

Exp

lain

diffe

rent

met

hods

and f

acto

rs o

f re

com

men

din

g iden

tified

options

to p

eople

res

ponsi

ble

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

64

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Id

entify

and c

om

munic

ate

info

rmat

ion o

n p

rogre

ss,

chan

ges

to

pro

gra

mm

es,

sched

ule

s an

d r

esourc

e nee

ds

to t

he

peo

ple

res

ponsi

ble

5.2

M

ake

reco

mm

endat

ions

on d

ecis

ions

and a

ctio

ns

that

should

be

take

n

to t

he

peo

ple

res

ponsi

ble

in o

rder

to m

ainta

in p

lanned

work

pro

gre

ss

5.3

G

ive

reas

ons

for,

and e

xpla

in h

ow

to k

eep r

esponsi

ble

peo

ple

re

gula

rly

info

rmed

about

work

pro

gre

ss,

chan

ges

to t

he

oper

atio

nal

pro

gra

mm

e an

d r

esourc

e nee

ds

5

Info

rm p

eople

re

sponsi

ble

re

gula

rly

about

pro

gre

ss,

chan

ges

to

oper

atio

nal

pro

gra

mm

es a

nd

reso

urc

e nee

ds,

an

d s

ugges

t dec

isio

ns

and

actions

that

nee

d

to b

e ta

ken

5.4

D

escr

ibe

the

met

hods

of

and r

easo

ns

for

reco

mm

endin

g d

ecis

ions

and

actions

that

nee

d t

o b

e ta

ken t

o t

he

peo

ple

res

ponsi

ble

to m

ainta

in

pla

nned

pro

gre

ss

6.1

Id

entify

, fr

om

rec

eive

d f

eedbac

k, p

oss

ible

im

pro

vem

ents

that

could

be

mad

e to

work

pro

gre

ss

6.2

Sugges

t im

pro

vem

ents

to t

he

peo

ple

res

ponsi

ble

bas

ed o

n r

ecei

ved

feed

bac

k

6.3

Exp

lain

diffe

rent

met

hods

and p

urp

ose

s of co

llect

ing,

colla

ting a

nd

anal

ysin

g f

eedbac

k on w

ork

pro

gre

ss a

gai

nst

agre

ed p

rogra

mm

es

6.4

D

escr

ibe

how

to iden

tify

poss

ible

im

pro

vem

ents

fro

m t

he

feed

bac

k re

ceiv

ed

6

Iden

tify

im

pro

vem

ents

fr

om

fee

dbac

k re

ceiv

ed a

nd

reco

mm

end t

o t

he

peo

ple

res

ponsi

ble

6.5

Exp

lain

diffe

rent

way

s of

reco

mm

endin

g iden

tified

im

pro

vem

ents

to

the

peo

ple

res

ponsi

ble

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

65

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


66

Unit 6: Allocating and Monitoring the Use of Plant, Equipment or Machinery in the Workplace


QCF level: 4

Credit value: 9


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in allocating and monitoring the use of plant, equipment or machinery in the workplace within the relevant sector of industry.







Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

67

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Req

ues

t at

lea

st f

our

of

the

follo

win

g t

ypes

of

pla

nt,

equip

men

t or

mac

hin

ery

as s

pec

ifie

d b

y pla

ns

or

pro

gra

mm

e re

quirem

ents

:

●

stat

ic

●

mobile

●

acce

ssories

●

consu

mab

les

●

hea

lth a

nd s

afet

y eq

uip

men

t

●

spec

ialis

ed h

and t

ools

●

stan

dar

d p

lant,

equip

men

t or

mac

hin

ery

●

non-s

tandar

d p

lant,

equip

men

t or

mac

hin

ery

1

Produce

cle

ar

reques

ts f

or

pla

nt,

eq

uip

men

t or

mac

hin

ery

whic

h

mee

ts t

he

nee

ds

of

pro

ject

s or

oper

atio

ns

1.2

D

escr

ibe

the

types

, fo

rmat

s an

d m

ethods

of

pro

duci

ng r

eques

ts f

or

pla

nt,

equip

men

t or

mac

hin

ery

that

will

mee

t th

e nee

ds

of

pro

ject

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

68

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Car

ry o

ut

chec

ks a

nd c

onfirm

that

rel

evan

t pla

nt,

equip

men

t or

mac

hin

ery

mee

ts o

per

atio

nal

and s

tatu

tory

req

uirem

ents

2.2

Rec

ord

, fo

llow

ing o

rgan

isat

ional

pro

cedure

s, t

hat

pla

nt,

equip

men

t or

mac

hin

ery

mee

ts o

per

atio

nal

and s

tatu

tory

req

uirem

ents

2.3

Id

entify

the

requirem

ents

for

rele

vant

oper

atio

ns

and a

ssig

n

appro

priat

e pla

nt,

equip

men

t or

mac

hin

ery

for

use

2.4

Exp

lain

the

way

s an

d m

ethods

of en

suring t

hat

pla

nt,

equip

men

t or

mac

hin

ery

mee

ts o

per

atio

nal

and s

tatu

tory

req

uirem

ents

prior

to u

se

2.5

Exp

lain

the

fact

ors

that

det

erm

ine

the

allo

cation o

f pla

nt,

equip

men

t or

mac

hin

ery

for

suitab

le o

per

atio

ns

2

Ensu

re a

nd r

ecord

th

at p

lant,

eq

uip

men

t or

mac

hin

ery

mee

ts

oper

atio

nal

and

stat

uto

ry

requirem

ents

prior

to u

se in t

he

work

pla

ce a

nd

allo

cate

to s

uitab

le

oper

atio

ns

2.6

D

escr

ibe

the

diffe

rent

way

s an

d f

orm

ats

for

reco

rdin

g c

hec

ks o

n t

he

suitab

ility

of

pla

nt,

equip

men

t or

mac

hin

ery

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

69

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Im

ple

men

t ac

tions

that

pro

tect

the

public

, w

ork

forc

e, v

isitors

and t

he

envi

ronm

ent

usi

ng a

t le

ast

thre

e of

the

follo

win

g m

easu

res:

●

met

hods

of

work

●

risk

ass

essm

ent

●

safe

use

and s

tora

ge

of

tools

●

safe

use

and s

tora

ge

of

mat

eria

ls

●

traf

fic

contr

olli

ng (

incl

udin

g a

ir a

nd w

ater

born

e cr

aft)

●

emer

gen

cy p

lans

3.2

Exp

lain

diffe

rent

way

s of

iden

tify

ing h

azar

ds

and a

sses

sing r

isks

fro

m

pla

nt,

equip

men

t or

mac

hin

ery

oper

atio

ns

3.3

D

escr

ibe

met

hods

of

imple

men

ting m

easu

res

that

pro

tect

all

peo

ple

an

d t

he

envi

ronm

ent

affe

cted

by

on-s

ite

pla

nt,

equip

men

t or

mac

hin

ery

oper

atio

ns

3

Iden

tify

haz

ards

and a

sses

s risk

s ar

isin

g f

rom

the

use

of

pla

nt,

eq

uip

men

t or

mac

hin

ery

and

imple

men

t m

easu

res

that

pro

tect

peo

ple

and

the

envi

ronm

ent

3.4

O

utlin

e w

ho m

ay b

e af

fect

ed b

y pla

nt,

equip

men

t or

mac

hin

ery

oper

atio

ns

rele

vant

to t

ypic

al p

roje

cts

4.1

Com

ple

te a

nd m

ainta

in r

ecord

s of

pla

nt,

equip

men

t or

mac

hin

ery

use

, w

hic

h f

ollo

w o

rgan

isat

ional

req

uirem

ents

4.2

D

escr

ibe

the

types

and w

ays

of

keep

ing r

ecord

s of

pla

nt,

equip

men

t or

mac

hin

ery

oper

atio

ns

4

Kee

p r

ecord

s of

th

e use

of

pla

nt,

eq

uip

men

t or

mac

hin

ery

4.3

G

ive

reas

ons

for

the

nee

d t

o k

eep r

ecord

s on p

lant,

equip

men

t or

mac

hin

ery

use

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

70

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Exa

min

e an

d a

nal

yse

pla

nt,

equip

men

t or

mac

hin

ery

use

and iden

tify

al

tern

ativ

e ty

pes

that

will

be

suitab

le f

or

the

inte

nded

work

5.2

Pro

vide

sugges

tions

to d

ecis

ion m

aker

s/re

sponsi

ble

peo

ple

for

alte

rnat

ive

types

of

pla

nt,

equip

men

t or

mac

hin

ery

5.3

Exp

lain

the

fact

ors

that

det

erm

ine

when

pla

nt,

equip

men

t or

mac

hin

ery

is u

nsu

itab

le f

or

inte

nded

oper

atio

ns

and h

ow

to iden

tify

unsu

itab

ility

5.4

D

escr

ibe

met

hods

and p

roce

sses

that

can

iden

tify

alter

nat

ive

pla

nt,

eq

uip

men

t or

mac

hin

ery

for

spec

ific

oper

atio

ns

5

Rec

om

men

d

alte

rnat

ive

types

of

pla

nt

or

equip

men

t to

dec

isio

n m

aker

s w

her

e ex

isting

pla

nt,

mac

hin

ery

or

equip

men

t is

dee

med

unsu

itab

le

for

allo

cate

d

oper

atio

ns

5.5

D

escr

ibe

the

way

s of

reco

mm

endin

g a

lter

nat

ive

pla

nt,

equip

men

t or

mac

hin

ery

to d

ecis

ion m

aker

s/peo

ple

res

ponsi

ble

6.1

Pr

ovi

de

guid

ance

to p

lant,

equip

men

t or

mac

hin

ery

oper

ators

, an

d

those

direc

tly

invo

lved

with t

he

oper

atio

n,

that

follo

w s

tatu

tory

and

man

ufa

cture

r's

requirem

ents

6

Issu

e in

stru

ctio

ns

for

the

use

of

pla

nt,

equip

men

t or

mac

hin

ery

to

oper

ators

and

oth

ers

direc

tly

invo

lved

6.2

Exp

lain

the

form

ats,

met

hods

and t

imes

cale

s of

issu

ing inst

ruct

ions

and g

uid

ance

to p

lant,

equip

men

t or

mac

hin

ery

oper

ators

, an

d o

ther

direc

tly

invo

lved

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

71

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Est

ablis

h t

hat

oper

ators

of

pla

nt,

equip

men

t or

mac

hin

ery

are

able

an

d a

uth

orise

d f

or

the

rele

vant

types

and o

per

atio

ns

7.2

Chec

k re

leva

nt

pla

nt

oper

atio

n a

ctiv

itie

s to

ensu

re t

hey

mee

t st

atuto

ry a

nd m

anufa

cture

r's

requirem

ents

7.3

Exp

lain

the

met

hods

and o

rgan

isat

ional

pro

cedure

s of

chec

king a

nd

confirm

ing a

bili

ties

and a

uth

orisa

tion o

f pla

nt,

equip

men

t or

mac

hin

ery

oper

ators

7

Chec

k an

d c

onfirm

th

at o

per

ators

of

pla

nt,

equip

men

t or

mac

hin

ery

are

trai

ned

, ce

rtific

ated

an

d a

uth

orise

d f

or

the

rele

vant

type,

an

d m

onitor

for

safe

work

ing

7.4

G

ive

reas

ons

why

pla

nt,

equip

men

t or

mac

hin

ery

oper

atio

ns

should

be

monitore

d a

nd d

escr

ibe

effe

ctiv

e m

ethods

on h

ow

this

can

be

done

8.1

Arr

ange

the

stora

ge,

ser

vici

ng a

nd m

ainte

nan

ce o

f pla

nt,

equip

men

t or

mac

hin

ery

8.2

Car

ry o

ut

chec

ks t

o e

nsu

re t

he

stora

ge,

ser

vice

abili

ty a

nd

mai

nte

nan

ce o

f pla

nt,

equip

men

t or

mac

hin

ery

mee

t at

lea

st t

hre

e of

the

follo

win

g o

per

atio

nal

or

stat

uto

ry r

equirem

ents

:

●

hea

lth,

safe

ty a

nd w

elfa

re o

f th

e w

ork

forc

e an

d o

ther

s

●

oper

atio

nal

effic

iency

●

secu

rity

of

reso

urc

es

●

oblig

atio

ns

to t

hird p

arties

●

regula

tory

auth

orities

●

contr

actu

al c

om

mitm

ents

8

Ensu

re t

he

appro

priat

e st

ora

ge,

ser

vici

ng

and m

ainte

nan

ce

of

pla

nt,

eq

uip

men

t or

mac

hin

ery

mee

ts

oper

atio

nal

and

stat

uto

ry

requirem

ents

8.3

Exp

lain

s diffe

rent

way

s of

ensu

ring,

and w

hy

it is

import

ant,

that

pla

nt,

equip

men

t or

mac

hin

ery

is s

tore

d,

serv

iced

and m

ainta

ined

in

acco

rdan

ce w

ith o

per

atio

nal

and s

tatu

tory

req

uirem

ents

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

72

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

9.1

Est

ablis

h t

hat

rel

evan

t pla

nt,

equip

men

t or

mac

hin

ery

has

com

ple

ted

the

inte

nded

work

and is

no longer

req

uired

9.2

N

otify

dec

isio

n m

aker

s/peo

ple

res

ponsi

ble

in w

riting t

hat

pla

nt,

eq

uip

men

t or

mac

hin

ery

work

has

bee

n c

om

ple

ted

9.3

D

escr

ibe

the

met

hods

and t

echniq

ues

for

info

rmin

g d

ecis

ion m

aker

s/

peo

ple

res

ponsi

ble

when

pla

nt,

equip

men

t or

mac

hin

ery

is n

o longer

re

quired

9

Info

rm d

ecis

ion

mak

ers/

peo

ple

re

sponsi

ble

when

pla

nt,

equip

men

t or

mac

hin

ery

is n

o

longer

req

uired

9.4

Exp

lain

why

dec

isio

n m

aker

s/peo

ple

res

ponsi

ble

nee

d t

o b

e in

form

ed

that

pla

nt,

equip

men

t or

mac

hin

ery

is n

o longer

req

uired

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


73

Unit 7: Developing and Maintaining good Occupational Working Relationships in the Workplace


QCF level: 5

Credit value: 8


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in developing and maintaining good occupational working relationships in the workplace within the relevant sector of industry.


This unit must be assessed in a work environment, in accordance with:



Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.


Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

74

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

G

ive

appro

priat

e ad

vice

and info

rmat

ion t

o r

elev

ant

peo

ple

about

the

occ

upat

ional

work

act

ivitie

s an

d/o

r as

soci

ated

occ

upat

ions

invo

lved

1.2

Apply

the

princi

ple

s of

equal

ity

and d

iver

sity

by

consi

der

ing t

he

nee

ds

of

indiv

idual

s w

hen

work

ing a

nd c

om

munic

atin

g w

ith o

ther

s

1.3

Exp

lain

the

met

hods

and t

echniq

ues

use

d a

nd p

erso

nal

att

ribute

s re

quired

to e

nco

ura

ge

and m

ainta

in w

ork

ing r

elat

ionsh

ips

that

pro

mote

goodw

ill a

nd t

rust

with r

elev

ant

peo

ple

1

Dev

elop,

mai

nta

in

and e

nco

ura

ge

work

ing

rela

tionsh

ips

to

pro

mote

good

will

and t

rust

1.4

Exp

lain

the

princi

ple

s of

equal

ity

and d

iver

sity

and h

ow

to a

pply

them

w

hen

work

ing a

nd c

om

munic

atin

g w

ith o

ther

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

75

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Com

munic

ate

on t

he

follo

win

g w

ork

act

ivity

info

rmat

ion t

o r

elev

ant

peo

ple

follo

win

g o

rgan

isat

ional

pro

cedure

s:

●

appro

priat

e tim

esca

les

●

hea

lth a

nd s

afet

y re

quirem

ents

●

co-o

rdin

atio

n o

f w

ork

pro

cedure

s

2.2

Exp

lain

the

diffe

rent

met

hods

and t

echniq

ues

use

d t

o info

rm r

elev

ant

peo

ple

about

work

act

ivitie

s

2.3

Exp

lain

the

effe

cts

of

not

info

rmin

g r

elev

ant

peo

ple

with t

he

expec

ted

leve

l of

urg

ency

2

Info

rm r

elev

ant

peo

ple

about

work

ac

tivi

ties

in a

n

appro

priat

e le

vel

of

det

ail, w

ith t

he

appro

priat

e le

vel

of

urg

ency

2.4

Exp

lain

the

diffe

rent

types

of

work

act

ivity

rela

ted info

rmat

ion a

nd t

o

what

lev

el o

f det

ail th

e fo

llow

ing p

eople

would

exp

ect

to r

ecei

ve:

●

colle

agues

●

emplo

yers

●

cust

om

ers

●

contr

acto

rs

●

supplie

rs o

f pro

duct

s an

d s

ervi

ces

●

oth

er p

eople

affec

ted b

y th

e w

ork

/pro

ject

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

76

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

G

ive

appro

priat

e ad

vice

and info

rmat

ion t

o r

elev

ant

peo

ple

about

the

diffe

rent

met

hods

of

carr

ying o

ut

occ

upat

ional

work

act

ivitie

s to

ac

hie

ve t

he

required

outc

om

e

3.2

Exp

lain

the

tech

niq

ues

of

enco

ura

gin

g q

ues

tions

and/o

r re

ques

ts f

or

clar

ific

atio

n a

nd c

om

men

ts

3

Offer

advi

ce a

nd

hel

p t

o r

elev

ant

peo

ple

about

work

ac

tivi

ties

and

enco

ura

ge

ques

tions/

reques

ts

for

clar

ific

atio

n a

nd

com

men

ts

3.3

Exp

lain

the

diffe

rent

way

s of

off

erin

g a

dvi

ce a

nd h

elp t

o d

iffe

rent

peo

ple

about

work

act

ivitie

s, in r

elat

ion t

o:

●

pro

gre

ss

●

resu

lts

●

achie

vem

ents

●

occ

upat

ional

pro

ble

ms

●

occ

upat

ional

opport

unitie

s

●

hea

lth a

nd s

afet

y re

quirem

ents

●

co-o

rdin

ated

work

4.1

Engag

e re

gula

r dis

cuss

ions

with r

elev

ant

peo

ple

about

the

occ

upat

ional

work

act

ivity

and/o

r oth

er o

ccupat

ions

invo

lved

4.2

Exp

lain

the

met

hods

of

clar

ifyi

ng a

lter

nat

ive

pro

posa

ls w

ith r

elev

ant

peo

ple

4

Cla

rify

pro

posa

ls

with r

elev

ant

peo

ple

and d

iscu

ss

alte

rnat

ive

sugges

tions

4.3

Exp

lain

the

met

hods

of

sugges

ting a

lter

nat

ive

pro

posa

ls

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

77

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Exa

min

e an

d a

gre

e th

e w

ork

act

ivitie

s th

at s

atis

fy a

ll peo

ple

invo

lved

an

d w

ill m

eet

the

required

outc

om

e of

the

pro

pose

d m

ethod o

f w

ork

5

Res

olv

e diffe

rence

s of

opin

ion in w

ays

that

min

imis

e offen

ce a

nd

mai

nta

in g

oodw

ill,

trust

and r

espec

t

5.2

Exp

lain

the

met

hods

and t

echniq

ues

use

d t

o r

esolv

e diffe

rence

s of

opin

ion in w

ays

whic

h m

inim

ise

off

ence

and m

ainta

in g

oodw

ill,

trust

an

d r

espec

t

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


78

Unit 8: Maintaining Supplies of Materials to Meet Project Requirements in the Workplace


QCF level: 3

Credit value: 8


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in maintaining supplies of materials to meet project requirements in the workplace within the relevant sector of industry.





Assessors for this unit must use a combination of the following assessment methods:

● observation of normal work activities within the workplace that clearly confirms the required skills

● questioning the learner on knowledge criteria that clearly confirms the required understanding

● review of other forms of evidence that can clearly confirm industry required skills, knowledge and understanding.

Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of maintaining supplies of materials to meet project requirements to be effective and reliable when confirming a learner’s competence.


Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

79

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Im

ple

men

t sy

stem

s th

at a

llow

the

safe

and e

ffic

ient

stora

ge

and

usa

ge

of

the

follo

win

g m

ater

ials

and c

om

ponen

ts:

●

raw

mat

eria

ls

●

man

ufa

cture

d m

ater

ials

●

com

ponen

ts

●

pre

fabrica

ted s

yste

ms

1.2

Ensu

re t

hat

mat

eria

ls a

nd c

om

ponen

ts a

re h

andle

d a

nd m

ove

d s

afel

y an

d e

ffic

iently,

and t

hat

was

tage

is m

inim

ised

1.3

Exp

lain

poss

ible

met

hods

and p

roce

dure

s fo

r su

per

visi

ng s

tora

ge

area

an

d f

acili

ties

for

mat

eria

l su

pplie

s to

be

effe

ctiv

e fo

r th

e pro

ject

1

Super

vise

the

stora

ge

and u

se

of

mat

eria

ls a

nd

com

ponen

ts s

o

that

mat

eria

l han

dlin

g a

nd

move

men

t is

ef

fici

ent

and

was

tage

min

imis

ed

1.4

D

escr

ibe

how

to m

inim

ise

mat

eria

l an

d c

om

ponen

t han

dlin

g,

move

men

t an

d w

asta

ge

2.1

M

ainta

in s

tock

contr

ol re

cord

s w

ith c

alcu

lations

and p

ass

onto

dec

isio

n m

aker

s usi

ng e

ither

man

ual

or

elec

tronic

mea

ns

2.2

D

escr

ibe

diffe

rent

met

hods

and t

echniq

ues

for

calc

ula

ting a

nd k

eepin

g

accu

rate

rec

ord

s of

del

iver

ies

and s

tock

posi

tion

2

Cal

cula

te a

nd k

eep

accu

rate

rec

ord

s

of

del

iver

ies

and

stock

posi

tion

and p

ass

the

info

rmat

ion o

n t

o

dec

isio

n m

aker

s 2.3

G

ive

reas

ons

why

accu

rate

rec

ord

s of

del

iver

ies,

cal

cula

tions

and

stock

posi

tion s

hould

be

mad

e, a

nd t

he

implic

atio

ns

if t

his

is

not

done

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

80

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Iden

tify

and r

ecord

pro

ble

ms

with

supply

, dis

cuss

the

info

rmat

ion w

ith

mat

eria

l su

pplie

rs

and p

ass

on t

o

dec

isio

n m

aker

s

3.1

Est

ablis

h a

nd d

ocu

men

t at

lea

st f

our

of

the

follo

win

g p

roble

ms

w

ith s

upply

:

●

price

●

quan

tity

●

qual

ity

●

avai

labili

ty

●

sched

ule

of

del

iver

y

●

life

expec

tancy

●

stora

ge

and h

andlin

g f

acili

ties

●

envi

ronm

enta

l is

sues

●

sust

ainab

ility

●

hea

lth,

safe

ty a

nd w

elfa

re iss

ues

●

tran

sport

atio

n

●

det

erio

ration o

r dam

age

●

loss

and t

hef

t

●

pay

men

t te

rms

●

cash

flo

w

●

contr

act

variat

ions

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

81

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.2

D

escr

ibe

diffe

rent

poss

ible

way

s of

iden

tify

ing p

roble

ms

with s

upplie

s

3.3

Exp

lain

met

hods

and t

echniq

ues

of

dis

cuss

ing m

ater

ial su

pply

pro

ble

ms

with s

upplie

rs

3.4

D

escr

ibe

way

s of

pas

sing o

n info

rmat

ion a

bout

supply

pro

ble

ms

to

dec

isio

n m

aker

s

4.1

Exa

min

e st

ock

rec

ord

and c

alcu

lations

use

d t

o iden

tify

sto

ck

repla

cem

ent

4.2

Exp

lain

and g

ive

exam

ple

s of

how

to c

alcu

late

sto

ck t

urn

ove

r fo

r a

pro

ject

4

Chec

k st

ock

re

cord

s re

gula

rly

and c

alcu

late

what

re

pla

cem

ent

stock

w

ill b

e nee

ded

. 4.3

D

escr

ibe

how

to c

hec

k org

anis

atio

nal

sto

ck r

ecord

s in

ord

er t

o

calc

ula

te r

epla

cem

ent

stock

5.1

M

ake

reco

mm

endat

ions

to d

ecis

ion m

aker

s th

at c

ould

im

pro

ve t

he

use

of

stock

and s

tock

turn

ove

r

5.2

Exp

lain

poss

ible

way

s an

d m

eans

of

iden

tify

ing o

pport

unitie

s fo

r im

pro

ving t

he

use

of

stock

and s

tock

turn

ove

r

5

Iden

tify

opport

unitie

s fo

r im

pro

ving t

he

use

of

stock

and s

tock

tu

rnove

r an

d

reco

mm

end

impro

vem

ents

to

dec

isio

n m

aker

s

5.3

D

escr

ibe

met

hods

and t

echniq

ues

to r

ecom

men

d im

pro

vem

ents

to

dec

isio

n m

aker

s

Lear

ner

nam

e:_______________________________________________

Dat

e:_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


82

Unit 9: Implementing Communication Systems for Construction Projects in the Workplace

Unit reference number: Y/600/7520

QCF level: 3

Credit value: 7


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in implementing communication systems for construction projects in the workplace within the relevant sector of industry.









Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of implementing communication systems for construction projects to be effective and reliable when confirming a learner’s competence.


Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

83

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

U

se o

rgan

isat

ional

sys

tem

s an

d c

om

ply

with o

rgan

isat

ional

re

quirem

ents

for

com

munic

atin

g w

ith,

or

for,

at

leas

t fo

ur

of

the

follo

win

g:

●

site

man

agem

ent

●

site

or

hea

d o

ffic

e in

terf

ace

●

contr

act

adm

inis

trat

ion

●

hea

lth,

safe

ty,

wel

fare

and e

nvi

ronm

ent

●

pro

ject

tea

m inte

rfac

es

●

shar

ing o

f pro

ject

dat

a

●

team

work

ing

●

clie

nts

, cu

stom

ers

or

thei

r re

pre

senta

tive

s

1

Imple

men

t org

anis

atio

nal

co

mm

unic

atio

n

syst

ems

for

pro

ject

s

1.2

D

escr

ibe

diffe

rent

met

hods,

fac

tors

to b

e co

nsi

der

ed a

nd t

echniq

ues

fo

r im

ple

men

ting o

rgan

isat

ional

com

munic

atio

n s

yste

ms

for

typic

al

pro

ject

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

84

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

M

ainta

in c

om

munic

atio

n s

yste

ms

that

confirm

s re

port

ing,

reco

rdin

g

and r

etriev

al o

f in

form

atio

n b

etw

een a

t le

ast

thre

e of

the

follo

win

g

peo

ple

or

org

anis

atio

ns:

●

clie

nts

, cu

stom

ers

or

thei

r re

pre

senta

tive

s

●

consu

ltan

ts

●

contr

acto

rs

●

sub-c

ontr

acto

rs

●

third p

arties

●

public

utilit

ies

●

emer

gen

cy s

ervi

ces

●

peo

ple

work

ing o

n s

ite

●

stat

uto

ry a

uth

orities

2.2

Exp

lain

met

hods

that

can

mai

nta

in c

om

munic

atio

n b

etw

een inte

rest

ed

peo

ple

and o

rgan

isat

ions

on t

ypic

al p

roje

cts

2.3

D

escr

ibe

the

various

met

hods

of

report

ing,

reco

rdin

g a

nd r

etriev

ing

various

form

s of

info

rmat

ion m

ethods

for

typic

al p

roje

cts

2

Mai

nta

in m

ethods

of

com

munic

atio

n,

report

ing,

reco

rdin

g a

nd

retr

ievi

ng

info

rmat

ion

bet

wee

n p

eople

an

d o

rgan

isat

ions,

th

at m

ay h

ave

an

inte

rest

, ap

pro

priat

e to

th

e nee

ds

of

th

e pro

ject

2.4

G

ive

reas

ons

why

met

hods

of co

mm

unic

atio

n b

etw

een inte

rest

ed

peo

ple

and o

rgan

isat

ions

nee

ds

to b

e m

ainta

ined

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

85

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

U

nder

take

reg

ula

r ch

ecks

to e

nsu

re o

rgan

isat

ional

com

munic

atio

n

syst

ems

are

effe

ctiv

e

3

Monitor

org

anis

atio

nal

co

mm

unic

atio

n

syst

ems

regula

rly

for

effe

ctiv

enes

s

3.2

D

escr

ibe

diffe

rent

met

hods

for

monitoring o

rgan

isat

ional

co

mm

unic

atio

n s

yste

ms

for

effe

ctiv

enes

s

4.1

Conduct

inve

stig

atio

ns

wher

e bre

akdow

n in c

om

munic

atio

n m

ay h

ave

occ

urr

ed u

sing a

t le

ast

two o

f th

e fo

llow

ing c

om

munic

atio

n m

ethods:

●

ora

l

●

writt

en

●

gra

phic

●

elec

tronic

4.2

Im

ple

men

t co

rrec

tive

act

ions

on s

yste

ms

wher

e bre

akdow

n o

f co

mm

unic

atio

n h

as o

ccurr

ed

4.3

Exp

lain

pro

cedure

s an

d t

echniq

ues

use

d t

o m

onitor

com

munic

atio

n

syst

ems

that

can

iden

tify

bre

akdow

ns

in c

om

munic

atio

n

4.4

Exp

lain

how

to t

ake

corr

ective

act

ions

wher

e ty

pic

al p

roje

ct

com

munic

atio

n s

yste

ms

hav

e bro

ken d

ow

n

4

Iden

tify

and

inve

stig

ate

bre

akdow

ns

in

com

munic

atio

n

and t

ake

action t

o

rest

ore

effec

tive

co

mm

unic

atio

n

4.5

D

escr

ibe

typic

al c

ause

s of

com

munic

atio

n b

reak

dow

ns

and w

ays

to

pre

vent

re-o

ccurr

ence

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

86

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Im

ple

men

t a

feed

bac

k an

d r

ecord

ing s

yste

m t

hat

allo

ws

impro

vem

ents

to c

om

munic

atio

n s

yste

ms

to b

e su

gges

ted

5.2

Exp

lain

poss

ible

met

hods

and t

echniq

ues

to c

olle

ct f

eedbac

k on

com

munic

atio

n s

yste

ms

5

Set

up s

yste

ms

to

reco

rd a

nd p

rovi

de

feed

bac

k on

way

s in

whic

h

com

munic

atio

n

can b

e im

pro

ved

5.3

D

escr

ibe

how

to u

se f

eedbac

k to

iden

tify

way

s to

im

pro

ve

com

munic

atio

n

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


87

Unit 10: Maintaining the Dimensional Accuracy of Work in the Workplace


QCF level: 3

Credit value: 8


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in maintaining the dimensional accuracy of work in the workplace within the relevant sector of industry.









Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of maintaining the dimensional accuracy of work to be effective and reliable when confirming a learner’s competence.


Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

88

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Est

ablis

h a

nd info

rm r

elev

ant

work

ers

of

spec

ific

dim

ensi

onal

in

form

atio

n o

n a

t le

ast

four

of

the

follo

win

g:

●

lines

(ca

n incl

ude

the

pla

cing o

f lo

ads)

●

leve

ls (

can incl

ude

load

lev

els)

●

angle

s (c

an incl

ude

lifting a

cces

sory

angle

s)

●

dis

tance

s

●

curv

es

●

posi

tions

●

sett

ing o

ut

poin

ts

●

load

s

●

centr

es o

f gra

vity

1.2

Exp

lain

met

hods

and t

echniq

ues

of

pro

vidin

g c

lear

and a

ccura

te

info

rmat

ion o

n d

imen

sional

contr

ols

1.3

D

escr

ibe

how

to e

nsu

re t

hat

dim

ensi

onal

info

rmat

ion is

suff

icie

nt

1

Ensu

re t

he

work

forc

e is

pro

vided

with

suffic

ient

clea

r

and a

ccura

te

info

rmat

ion t

o

enab

le t

hem

to

posi

tion,

alig

n

and/o

r le

vel th

e w

ork

or

load

s

1.4

G

ive

reas

ons

why

it is

import

ant

to p

rovi

de

clea

r in

form

atio

n a

nd

implic

atio

ns

for

typic

al p

roje

cts

or

oper

atio

ns

if t

his

is

not

done

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

89

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

U

nder

take

and c

onduct

chec

ks o

n w

ork

bei

ng c

arried

out

and

com

par

e to

the

qual

ity

stan

dar

ds

pro

vided

for

pro

ject

s or

oper

atio

ns

2.2

D

escr

ibe

diffe

rent

way

s of

obse

rvin

g a

nd c

hec

king d

imen

sional

co

ntr

ols

on d

iffe

rent

pro

ject

s or

oper

atio

ns

2

Obse

rve

and c

hec

k dim

ensi

onal

co

ntr

ols

and r

ecord

re

sults

to m

eet

qual

ity

stan

dar

ds

2.3

Exp

lain

met

hods

to r

ecord

res

ults

and w

ays

of

com

par

ing r

esults

agai

nst

giv

en q

ual

ity

stan

dar

ds

3.1

Est

ablis

h a

ny

dev

iations

from

giv

en s

tandar

ds

for

at lea

st o

ne

of

the

follo

win

g:

●

tran

sfer

of

lines

and lev

els

●

use

of

inco

rrec

t lin

es a

nd lev

els

●

calc

ula

tions

●

giv

en info

rmat

ion

3.2

U

nder

take

act

ions

to r

ectify

iden

tified

dev

iations

on w

ork

bei

ng

under

take

n

3.3

Exp

lain

met

hods

and t

echniq

ues

of

iden

tify

ing d

evia

tions

in

dim

ensi

onal

contr

ol on t

ypic

al p

roje

cts

or

oper

atio

ns

3

Iden

tify

any

dev

iations

in

posi

tions,

al

ignm

ents

or

leve

ls a

nd t

ake

mea

sure

s to

pro

mptly

corr

ect

them

3.4

G

ive

exam

ple

s of

and m

ethods

to c

orr

ect

dim

ensi

onal

dev

iations

found o

n t

ypic

al p

roje

cts

or

oper

atio

ns

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

90

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Sugges

t re

visi

ons

to w

ork

pra

ctic

es a

nd p

roce

dure

s af

ter

consi

der

ing

at lea

st o

ne

of

the

follo

win

g c

ircu

mst

ance

s an

d c

onditio

ns:

●

envi

ronm

enta

l

●

unfo

rese

en

●

pla

nned

4.2

Exp

lain

the

met

hods

and p

roce

dure

s th

at c

an b

e use

d t

o r

evis

e w

ork

pra

ctic

es

4.3

D

escr

ibe

diffe

rent

way

s an

d t

echniq

ues

of

reco

mm

endin

g r

evis

ed

pro

cedure

s fo

r w

ork

pra

ctic

es

4

Rec

om

men

d

revi

sed w

ork

pra

ctic

es a

nd

pro

cedure

s to

m

inim

ise

dev

iations

and t

o

allo

w f

or

diffe

rent

circ

um

stan

ces

and

conditio

ns

4.4

G

ive

reas

ons

why

work

pro

cedure

s sh

ould

be

revi

sed w

hen

dev

iation

are

found

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


91

Unit 11: Controlling Work Against Agreed Standards in the Workplace


QCF level: 4

Credit value: 9


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in controlling work against agreed standards in the workplace within the relevant sector of industry.







Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

92

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Ext

ract

qual

ity

info

rmat

ion f

rom

at

leas

t th

ree

of

the

follo

win

g

stan

dar

ds:

●

stat

uto

ry r

equirem

ents

●

British

sta

ndar

ds

●

inte

rnat

ional

sta

ndar

ds

●

codes

of

pra

ctic

e

●

org

anis

atio

nal

sta

ndar

ds

●

trad

e ad

viso

ry g

uid

ance

and b

est

pra

ctic

e

●

ben

chm

arks

and k

ey p

erfo

rman

ce indic

ators

1.2

Com

munic

ate

to t

hose

res

ponsi

ble

for

thei

r im

ple

men

tation,

the

required

qual

ity

stan

dar

ds

for

inte

nded

work

, prior

to t

he

com

men

cem

ent

of

work

1.3

Exp

lain

the

diffe

rent

way

s th

at q

ual

ity

stan

dar

ds

can b

e id

entified

1.4

Exp

lain

pro

cedure

s th

at c

an b

e use

d t

o e

nsu

re t

hat

peo

ple

res

ponsi

ble

re

ceiv

e ap

pro

priat

e in

form

atio

n o

n q

ual

ity

stan

dar

ds

prior

to t

he

com

men

cem

ent

of

work

1.5

Exp

lain

diffe

rent

way

s of

ensu

ring t

hat

peo

ple

res

ponsi

ble

im

ple

men

t ap

pro

priat

e qual

ity

stan

dar

ds

bef

ore

work

1

Iden

tify

qual

ity

stan

dar

ds

from

av

aila

ble

in

form

atio

n a

nd

pas

s onto

peo

ple

re

sponsi

ble

fo

r th

eir

imple

men

tation

bef

ore

work

sta

rts

1.6

O

utlin

e th

e ty

pes

of

peo

ple

res

ponsi

ble

for

pro

vidin

g,

imple

men

ting,

mai

nta

inin

g a

nd a

gre

eing q

ual

ity

stan

dar

ds

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

93

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Id

entify

rel

evan

t in

div

idual

s re

sponsi

ble

for

mai

nta

inin

g q

ual

ity

stan

dar

ds

for

rele

vant

work

2.2

In

form

rel

evan

t in

div

idual

s of

thei

r re

sponsi

bili

ties

in m

ainta

inin

g

qual

ity

stan

dar

ds

2

Com

munic

ate

the

resp

onsi

bili

ties

that

in

div

idual

s hav

e fo

r m

ainta

inin

g q

ual

ity

2.3

D

escr

ibe

met

hods

and t

echniq

ues

of

com

munic

atin

g indiv

idual

re

sponsi

bili

ties

for

mai

nta

inin

g q

ual

ity

stan

dar

ds

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

94

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Fo

llow

org

anis

atio

nal

sys

tem

s fo

r ex

amin

ing w

ork

by

under

taki

ng a

t le

ast

six

of

the

follo

win

g s

yste

ms:

●

visu

al insp

ections

●

chec

ks w

ith d

esig

n r

equirem

ents

●

chec

ks w

ith s

tandar

d d

ocu

men

tation

●

chec

ks w

ith m

anufa

cture

r's

docu

men

tation

●

chec

ks w

ith d

eliv

ery

note

s

●

sam

plin

g a

nd m

ock

-ups

●

test

ing

●

site

insp

ection r

eport

s

●

contr

acto

r's

report

s

●

site

mee

tings

●

dim

ensi

onal

chec

ks

●

han

dove

r ch

ecks

3.2

D

ocu

men

t findin

gs

of

insp

ections

follo

win

g o

rgan

isat

ional

pro

cedure

s an

d c

om

par

e w

ith a

gre

ed q

ual

ity

stan

dar

ds

for

the

work

3.3

Exp

lain

diffe

rent

way

s of

imple

men

ting s

yste

ms

that

contr

ol th

e qual

ity

of

work

3.4

Exp

lain

typ

ical

met

hods

of

chec

king t

he

qual

ity

of

work

agai

nst

ag

reed

qual

ity

stan

dar

ds

3.5

O

utlin

e diffe

rent

way

s of

reco

rdin

g f

indin

gs

obta

ined

fro

m q

ual

ity

insp

ections

3

Imple

men

t sy

stem

s to

insp

ect

and c

ontr

ol th

e qual

ity

of

work

an

d r

ecord

the

outc

om

es

3.6

G

ive

reas

ons

for

imple

men

ting s

yste

ms

that

contr

ol an

d r

ecord

the

qual

ity

of

work

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

95

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

U

nder

take

reg

ula

r ch

ecks

to e

nsu

re w

ork

confo

rms

to t

he

des

ign

requirem

ents

and a

gre

ed q

ual

ity

stan

dar

ds

4

Chec

k re

gula

rly

that

work

confo

rms

to t

he

des

ign

requirem

ents

and

the

spec

ifie

d

qual

ity

stan

dar

ds

4.2

D

escr

ibe

the

diffe

rent

met

hods

of

chec

king t

hat

work

confo

rms

to t

he

des

ign r

equirem

ents

and s

pec

ifie

d q

ual

ity

stan

dar

ds

5.1

Apply

corr

ective

act

ions

to f

aults

rela

ting t

o lea

st o

ne

of

the

follo

win

g

area

s:

●

mat

eria

ls a

nd c

om

ponen

ts a

nd t

hei

r use

●

met

hods

of

const

ruct

ion

5.2

Exp

lain

the

tech

niq

ues

that

allo

ws

work

whic

h f

ails

to m

eet

the

requirem

ents

and q

ual

ity

stan

dar

ds

to b

e id

entified

5

Iden

tify

work

w

hic

h f

ails

the

requirem

ents

and

spec

ifie

d q

ual

ity

stan

dar

ds

and

ensu

re c

orr

ective

ac

tion is

take

n

5.3

D

escr

ibe

mea

sure

s th

at s

hould

be

take

n t

o e

nsu

re c

orr

ective

act

ions

are

take

n w

hen

work

whic

h d

oes

not

mee

t th

e st

andar

ds

are

iden

tified

6.1

Com

munic

ate

with d

ecis

ion m

aker

s on iss

ues

with q

ual

ity

stan

dar

ds,

pro

gra

mm

e an

d s

afet

y im

plic

atio

ns

6.2

Id

entify

and p

ropose

solu

tions

to e

nab

le w

ork

to m

eet

agre

ed q

ual

ity

stan

dar

ds,

pro

gra

mm

e an

d s

afet

y re

quirem

ents

6.3

Exp

lain

when

and h

ow d

ecis

ion m

aker

s sh

ould

be

info

rmed

about

signific

ant

variat

ions

in q

ual

ity

stan

dar

ds,

pro

gra

mm

es a

nd p

oss

ible

sa

fety

im

plic

atio

ns

6

Info

rm d

ecis

ion

mak

ers

regula

rly

about

signific

ant

variat

ions

in

qual

ity

stan

dar

ds,

pro

gra

mm

e an

d

safe

ty im

plic

atio

ns,

an

d s

ugges

t im

pro

vem

ents

6.4

D

escr

ibe

tech

niq

ues

and m

ethods

of

sugges

ting im

pro

vem

ents

to

dec

isio

n m

aker

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

96

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Im

ple

men

t sy

stem

s th

at a

llow

fee

dbac

k on t

he

qual

ity

of

work

bei

ng

under

take

n a

nd iden

tify

solu

tions

that

can

be

mad

e

7.2

Com

munic

ate

sugges

tions

of

impro

vem

ents

that

can

be

mad

e on

rele

vant

work

to a

t le

ast

two o

f th

e fo

llow

ing p

eople

:

●

clie

nts

, cu

stom

ers

or

thei

r re

pre

senta

tive

s

●

contr

acto

rs

●

consu

ltan

ts

●

sub-c

ontr

acto

rs

●

supplie

rs

●

work

forc

e

●

inte

rnal

man

agem

ent

7

Iden

tify

im

pro

vem

ents

fr

om

fee

dbac

k re

ceiv

ed a

nd

reco

mm

end t

hem

to

peo

ple

re

sponsi

ble

7.3

Exp

lain

how

im

pro

vem

ents

in q

ual

ity

can b

e id

entified

and h

ow

to

mak

e re

com

men

dat

ions

for

impro

vem

ents

in q

ual

ity

to t

he

peo

ple

re

sponsi

ble

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


97

Unit 12: Contributing to the Control of Work Quantities and Costs in the Workplace

Unit reference number: J/600/7531

QCF level: 3

Credit value: 9


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in contributing to the control of work quantities and costs in the workplace within the relevant sector of industry.









Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of contributing to the control of work quantities and costs to be effective and reliable when confirming a learner’s competence.


Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

98

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Apply

one

of

the

follo

win

g w

ork

s quan

tities

and c

ost

contr

ol sy

stem

s on s

pec

ifie

d w

ork

act

ivitie

s:

●

contr

actu

al p

roce

dure

s an

d m

eetings

●

oper

atio

nal

pro

cedure

s an

d m

eetings

●

elec

tronic

rec

ord

ing

1.2

D

escr

ibe

various

way

s fo

r im

ple

men

ting w

ork

s quan

tities

and c

ost

co

ntr

ol sy

stem

s

1

Imple

men

t ap

pro

priat

e w

ork

s quan

tities

and c

ost

co

ntr

ol sy

stem

s ab

le t

o p

rovi

de

early

war

nin

gs

of

pro

ble

ms

1.3

Exp

lain

how

to u

se o

rgan

isat

ional

sys

tem

s th

at c

an p

rovi

de

early

war

nin

g o

f pro

ble

ms

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

99

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

D

ocu

men

t quan

tities

and c

ost

s fo

r sp

ecifie

d w

ork

act

ivitie

s re

lating t

o

at lea

st t

hre

e of

the

follo

win

g a

reas

:

●

mat

eria

ls

●

pla

nt

●

peo

ple

●

sub-c

ontr

acto

rs

●

day

work

s

●

pro

gra

mm

es a

nd s

ched

ule

s

2.2

Com

munic

ate

quan

tities

and c

ost

dat

a to

rel

evan

t peo

ple

and

follo

win

g o

rgan

isat

ional

pro

cedure

s

2.3

Exp

lain

met

hods

for

colle

ctin

g a

nd r

ecor

din

g q

uan

tities

and c

ost

dat

a

2.4

D

escr

ibe

met

hods

and t

echniq

ues

for

pas

sing o

n q

uan

tities

and c

ost

dat

a, t

o t

hose

nee

din

g t

o u

se t

he

dat

a, s

o it

can b

e use

d in t

ime

2

Reg

ula

rly

colle

ct

and r

ecord

quan

tities

and c

ost

dat

a, a

nd p

ass

on

in t

ime

to p

eople

w

ho n

eed t

o u

se

that

dat

a

2.5

G

ive

reas

ons

why

quan

tities

and c

ost

dat

a nee

ds

to b

e co

llect

ed a

nd

reco

rded

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

10

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

In

vest

igat

e an

d a

nal

yse

pote

ntial

cost

sav

ings

on g

iven

work

act

ivitie

s re

lating t

o a

t le

ast

two o

f th

e fo

llow

ing:

●

was

te r

educt

ion

●

applic

atio

ns

of

new

tec

hnolo

gie

s an

d m

ater

ials

●

ener

gy

and u

tilit

y m

anag

emen

t

●

recy

clab

le a

nd r

ecove

rable

mat

eria

ls

●

alte

rnat

ive

sourc

es a

nd t

ypes

of

mat

eria

ls

●

variat

ions

in q

ual

ity

●

stan

dar

dis

atio

n

●

reve

nue

gen

erat

ion

3.2

Com

munic

ate

and s

ugges

t co

st s

avin

gs

to t

he

rele

vant

peo

ple

re

sponsi

ble

3.3

Exp

lain

way

s of

iden

tify

ing o

pport

unitie

s fo

r co

st s

avin

gs

3

Iden

tify

opport

unitie

s fo

r co

st s

avin

gs

and

reco

mm

end

findin

gs

to p

eople

re

sponsi

ble

3.4

Exp

lain

the

met

hods

and t

echniq

ues

for

reco

mm

endin

g c

ost

sav

ing

opport

unitie

s to

the

peo

ple

res

ponsi

ble

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

10

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Exa

min

e re

leva

nt

work

act

ivitie

s to

iden

tify

var

iations

in q

uan

tities

an

d c

ost

s

4.2

Pu

t in

to p

lace

the

follo

win

g c

orr

ective

mea

sure

s, w

her

e va

riat

ions

hav

e bee

n f

ound,

follo

win

g a

ppro

val fr

om

the

peo

ple

res

ponsi

ble

:

●

rest

ora

tion o

f pro

gre

ss in a

ccor

dan

ce w

ith a

gre

ed p

rogra

mm

es

●

agre

emen

ts o

n n

ew c

om

ple

tion d

ates

●

initia

tions

on c

ontr

act

clai

ms

●

secu

ring o

f ad

ditio

nal

res

ourc

es

●

alte

ration o

f pla

nned

work

s

4.3

D

escr

ibe

diffe

rent

way

s of

inve

stig

atin

g v

aria

tions

in w

ork

s quan

tities

an

d c

ost

s

4

Inve

stig

ate

variat

ions

and

agre

e an

d

imple

men

t ap

pro

priat

e co

rrec

tive

act

ions

with t

he

peo

ple

re

sponsi

ble

4.4

Exp

lain

met

hods

and t

echniq

ues

for

agre

eing a

nd im

ple

men

ting

appro

priat

e co

rrec

tive

act

ions

with t

he

peo

ple

res

ponsi

ble

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


102

Unit 13: Co-ordinating Preparation Work for Site or Lifting Operations in the Workplace

Unit reference number: H/600/7536

QCF level: 3

Credit value: 8


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in coordinating preparation work for site or lifting operations in the workplace within the relevant sector of industry.









Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of coordinating preparation work for site or lifting operations to be effective and reliable when confirming a learner’s competence.


Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

10

3

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

In

terp

ret

and a

pply

, fo

r pro

duct

ion o

r oper

atio

nal

pla

nnin

g p

urp

ose

s,

at lea

st f

our

of

the

follo

win

g s

ourc

es o

f in

form

atio

n u

sed in p

repar

ing

pro

ject

or

lift

pla

ns:

●

surv

ey r

eport

s

●

des

ign d

ocu

men

ts

●

contr

actu

al d

ocu

men

ts

●

stat

uto

ry c

onse

nts

●

contr

acto

r’s

pre

-pla

nnin

g info

rmat

ion

●

hea

lth,

safe

ty a

nd e

nvi

ronm

enta

l pla

ns

●

risk

ass

essm

ents

and/o

r m

ethod s

tate

men

ts

●

pro

gra

mm

es

●

reco

rds

about

the

com

pet

ence

of

peo

ple

●

sub-c

ontr

acto

r ar

rangem

ents

and a

tten

dan

ce

●

safe

sys

tem

s of

work

1.2

See

k cl

arific

atio

n a

bout

uncl

ear

info

rmat

ion a

nd u

pdat

e pro

ject

or

lift

pla

ns

as n

eces

sary

to a

llow

eff

icie

nt

pro

duct

ion

1

Iden

tify

and

use

rel

evan

t in

form

atio

n u

sed t

o

pre

par

e th

e pro

ject

or

lift

pla

ns,

cla

rify

an

y uncl

ear

info

rmat

ion a

nd

updat

e fo

r pro

duct

ion o

r oper

atio

nal

pla

nnin

g p

urp

ose

s

1.3

Exp

lain

way

s of

iden

tify

ing a

nd u

sing r

elev

ant

info

rmat

ion r

elev

ant

to

pro

duct

ion o

r oper

atio

nal

pla

nnin

g

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

10

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.4

Exp

lain

the

poss

ible

met

hods

and t

echniq

ues

for

clar

ifyi

ng p

lannin

g

info

rmat

ion t

hat

is

not

clea

r

1.5

G

ive

reas

ons

why

info

rmat

ion f

or

pro

duct

ion o

r oper

atio

nal

pla

nnin

g

should

be

updat

ed,

and d

escr

ibe

way

s th

at t

his

can

be

done

2.1

In

vest

igat

e at

lea

st t

hre

e of

the

follo

win

g f

acto

rs t

o iden

tify

whet

her

th

ey c

an a

ffec

t pro

pose

d w

ork

s or

oper

atio

ns:

●

occ

upie

rs

●

nea

r nei

ghbours

●

public

acc

ess

●

site

conditio

ns

●

envi

ronm

enta

l co

nsi

der

atio

ns

●

vehic

ula

r ac

cess

●

secu

rity

and t

resp

ass

●

public

utilit

ies

●

her

itag

e st

atus

2.2

In

form

peo

ple

who m

ay b

e af

fect

ed,

issu

es t

hat

are

affec

ting w

ork

or

oper

atio

nal

pro

gra

mm

es u

sing a

sum

mar

ised

met

hod

2.3

Exp

lain

the

met

hods

and t

echniq

ues

of

iden

tify

ing f

acto

rs t

hat

may

af

fect

work

or

oper

atio

nal

pro

gra

mm

es

2.4

D

escr

ibe

way

s of

accu

rate

ly d

escr

ibin

g,

sum

mar

isin

g a

nd

com

munic

atin

g f

acto

rs a

bout

the

pro

pose

d w

ork

s or

oper

atio

ns

to

peo

ple

who m

ay b

e af

fect

ed

2

Iden

tify

fac

tors

w

hic

h m

ay a

ffec

t pro

pose

d w

ork

s

or

oper

atio

ns,

des

crib

e an

d

sum

mar

ise

accu

rate

ly a

nd

pas

s onto

peo

ple

w

ho m

ay b

e af

fect

ed

2.5

Exp

lain

the

conse

quen

ces

should

fac

tors

that

aff

ect

work

or

oper

atio

nal

pro

gra

mm

es n

ot

be

des

crib

ed o

r su

mm

aris

ed a

ccura

tely

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

10

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Car

ry o

ut

consu

ltat

ions

and iden

tify

saf

e ac

cess

poin

ts a

nd

segre

gat

ion a

reas

for

work

's t

raffic

and p

edes

tria

ns

for

work

s or

oper

atio

ns

3.2

Agre

e an

d c

onfirm

saf

e ac

cess

and s

egre

gat

ion p

oin

ts f

or

work

s tr

affic

and p

edes

tria

ns

that

will

mai

nta

in s

afet

y an

d m

inim

ise

dis

ruption f

or

pro

ject

s or

oper

atio

ns

3.3

Exp

lain

diffe

rent

way

s of

iden

tify

ing a

nd e

stab

lishin

g s

afe

acce

ss

poin

ts f

or

work

s tr

affic

and p

edes

tria

ns

for

various

pro

ject

s or

oper

atio

ns

3.4

Exp

lain

met

hods

of

confirm

ing a

nd a

gre

eing w

ork

s tr

affic

and

ped

estr

ian a

cces

s an

d s

egre

gat

ion p

oin

ts f

or

various

pro

ject

s or

oper

atio

ns

3

Confirm

acc

ess

poin

ts f

or

site

s

and w

ork

s or

oper

atio

ns

whic

h

are

safe

and

incl

ude

work

s tr

affic

and

ped

estr

ian

segre

gat

ion a

nd

min

imis

e dis

ruption

3.5

G

ive

reas

ons

for

segre

gat

ing w

ork

s tr

affic

and p

edes

tria

ns

and

expla

in w

hy

dis

ruption m

ust

be

min

imis

ed for

various

types

of

pro

ject

s or

oper

atio

ns

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

10

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Conduct

chec

ks a

nd c

onfirm

arr

angem

ents

for

site

saf

ety,

wel

fare

and

secu

rity

bef

ore

work

sta

rts

4.2

Conduct

chec

ks a

nd c

onfirm

arr

angem

ents

for

site

saf

ety,

wel

fare

and

secu

rity

during w

ork

4

Confirm

ar

rangem

ents

for

adeq

uat

e si

te

safe

ty,

wel

fare

and

secu

rity

bef

ore

w

ork

or

oper

atio

ns

star

t, a

nd w

hils

t w

ork

ing o

n s

ite

4.3

Exp

lain

the

diffe

rent

met

hods

and t

echniq

ues

for

confirm

ing

arra

ngem

ents

for

site

saf

ety,

wel

fare

and s

ecurity

bef

ore

work

sta

rts

and w

hils

t w

ork

ing o

n s

ite

5.1

Car

ry o

ut

chec

ks a

nd v

erify

at lea

st f

our

of

the

follo

win

g a

re c

orr

ect

and a

vaila

ble

for

rele

vant

pro

ject

s or

oper

atio

ns:

●

peo

ple

●

pla

nt,

equip

men

t or

mac

hin

ery

●

mat

eria

ls a

nd c

om

ponen

ts

●

sub-c

ontr

acto

rs

●

info

rmat

ion

●

work

are

a an

d f

acili

ties

●

was

te m

anag

emen

t

●

utilit

y pro

vider

s

5

Confirm

ava

ilable

re

sourc

es f

or

pro

ject

s or

oper

atio

ns

bef

ore

w

ork

sta

rts

5.2

Exp

lain

the

met

hods

that

can

confirm

that

res

ourc

es a

re a

vaila

ble

and

corr

ect

for

pro

ject

s or

oper

atio

ns

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

10

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Est

ablis

h t

he

layo

ut

of

site

s or

work

are

as t

o e

ffec

t oper

atio

ns

and

consi

der

at

leas

t fo

ur

of

the

follo

win

g:

●

stora

ge

●

tem

pora

ry a

ccom

modat

ion

●

work

are

as

●

pla

nt

●

tem

pora

ry s

ervi

ces

●

acce

ss a

nd e

gre

ss

●

secu

rity

●

continuin

g u

se o

f occ

upie

rs

●

was

te m

anag

emen

t

●

pollu

tion c

ontr

ol

●

pro

visi

on f

or

pre

-fab

rica

ted c

om

ponen

ts a

nd s

yste

ms

●

exis

ting f

abric

6.2

Com

munic

ate

info

rmat

ion a

bout

site

or

work

ing a

rea

lay

out

pla

ns

to

peo

ple

who w

ill b

e w

ork

ing o

n s

ite

or

on o

per

atio

ns

6.3

Exp

lain

way

s of

imple

men

ting s

ite

or

work

ing a

rea

layo

uts

for

oper

atio

nal

purp

ose

s

6

Imple

men

t th

e si

te

or

work

are

a la

yout

for

oper

atio

nal

purp

ose

s an

d p

ass

on info

rmat

ion

about

the

pla

ns

to

the

peo

ple

who w

ill

be

work

ing o

n s

ite

6.4

Exp

lain

diffe

rent

way

s of

com

munic

atin

g s

ite

or

work

ing a

rea

pla

n

info

rmat

ion t

o t

hose

work

ing o

n t

he

site

or

on o

per

atio

ns

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

10

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Im

ple

men

t sy

stem

s th

at a

llow

the

safe

and e

ffic

ient

stora

ge

and u

se

of

mat

eria

ls a

nd c

om

ponen

ts

7.2

Ensu

re t

hat

mat

eria

ls a

nd c

om

ponen

ts a

re h

andle

d a

nd m

ove

d s

afel

y an

d e

ffic

iently,

and t

hat

was

tage

is m

inim

ised

7.3

Exp

lain

poss

ible

met

hods

and p

roce

dure

s fo

r im

ple

men

ting e

ffec

tive

st

ora

ge

area

s an

d f

acili

ties

for

mat

eria

l su

pplie

s to

be

effe

ctiv

e fo

r va

rious

types

of

pro

ject

s or

oper

atio

ns

7

Imple

men

t th

e st

ora

ge

and u

se

of

mat

eria

ls a

nd

com

ponen

ts s

o

that

mat

eria

ls

han

dlin

g a

nd

move

men

t is

ef

fici

ent

and

was

tage

is

min

imis

ed

7.4

D

escr

ibe

how

to m

inim

ise

mat

eria

l an

d c

om

ponen

t han

dlin

g,

move

men

t an

d w

asta

ge

8.1

Po

sition a

ccura

te n

otice

s ab

out

the

work

or

oper

atio

ns

that

confo

rm

to s

tatu

tory

and s

ite

requirem

ents

8.2

M

ainta

in p

lace

d n

otice

s w

hils

t en

suring t

hat

they

are

rel

evan

t to

ongoin

g w

ork

pro

gra

mm

es o

r oper

atio

ns

8.3

D

escr

ibe

pla

cing p

osi

tions

for

an a

pplic

able

ran

ge

of

notice

s re

leva

nt

to t

ypic

al p

roje

cts

or

oper

atio

ns

8.4

Exp

lain

met

hods

that

ensu

re r

elev

ant

notice

s co

nfo

rm t

o s

tatu

tory

an

d s

ite

or

oper

atio

nal

req

uirem

ents

8

Plac

e an

d m

ainta

in

notice

s w

hic

h

pro

vide

accu

rate

in

form

atio

n a

bout

the

work

s or

oper

atio

ns

and

whic

h c

onfo

rm t

o

stat

uto

ry a

nd s

ite

requirem

ents

8.5

Exp

lain

diffe

rent

way

s of

mai

nta

inin

g n

otice

s an

d p

oss

ible

outc

om

es

should

notice

s not

be

mai

nta

ined

reg

ula

rly

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

10

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

9.1

In

form

peo

ple

affec

ted b

y pro

ject

work

s or

oper

atio

ns

about

when

w

ork

s or

oper

atio

ns

star

t, e

xpec

ted d

ura

tions

and p

lanned

fin

ishin

g o

r co

mple

tions

dat

es

9

Ensu

re n

otice

has

bee

n g

iven

to a

ll peo

ple

who w

ill b

e af

fect

ed b

y th

e w

ork

or

oper

atio

n,

about

when

it

star

ts,

for

how

long

it w

ill t

ake

and

when

it

finis

hes

9.2

Exp

lain

met

hods

and t

echniq

ues

on info

rmin

g r

elev

ant

peo

ple

about

tim

esca

les

of

the

work

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


110

Unit 14: Allocating Work and Checking People’s Performance in the Workplace

Unit reference number: Y/505/7680

QCF level: 5

Credit value: 9


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in allocating work and checking people’s performance in the workplace within the relevant sector of industry.









Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of allocating work and checking people’s performance to be effective and reliable when confirming a learner’s competence.


Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

11

1

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Id

entify

and e

valu

ate

the

priorities

and c

ritica

l ac

tivi

ties

in

pro

gra

mm

es o

r oper

atio

ns

and s

ched

ule

s, a

nd d

evis

e a

pla

n o

n h

ow

th

e w

ork

will

be

under

take

n

1.2

Exp

lain

how

to iden

tify

priorities

and c

ritica

l ac

tivi

ties

1.3

Exp

lain

met

hods

of

confirm

ing p

rogra

mm

es o

r oper

atio

ns

and

sched

ule

s

1

Confirm

the

pro

gra

mm

e or

oper

atio

ns

and

sched

ule

s, iden

tify

priorities

and

critic

al a

ctiv

itie

s,

and p

lan h

ow

the

work

will

be

under

take

n

1.4

D

escr

ibe

how

the

pla

nnin

g o

f w

ork

can

be

under

take

n

2.1

Eva

luat

e an

d a

ssig

n w

ork

to t

eam

mem

ber

s an

d c

arry

out

brief

ings

taki

ng into

acc

ount

thei

r:

●

skill

s

●

know

ledge

●

exper

ience

●

work

load

2.2

D

escr

ibe

how

to a

lloca

te w

ork

fai

rly

to t

eam

mem

ber

s w

hils

t ta

king

into

acc

ount

thei

r cu

rren

t ci

rcum

stan

ces

2

Allo

cate

work

to

team

mem

ber

s,

taki

ng into

acc

ount

thei

r cu

rren

t ci

rcum

stan

ces,

and

brief

them

on t

he

qual

ity

stan

dar

ds

or

leve

l ex

pec

ted

2.3

Exp

lain

the

met

hods

and t

echniq

ues

on b

rief

ing t

eam

mem

ber

s ab

out

qual

ity

of

stan

dar

ds

or

leve

ls e

xpec

ted

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

11

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Car

ry o

ut

chec

ks o

n t

he

pro

gre

ss a

nd q

ual

ity

of

work

bei

ng

under

take

n a

gai

nst

pro

gra

mm

es o

r oper

atio

ns

and s

ched

ule

s

3.2

Car

ry o

ut

chec

ks o

n t

he

qual

ity

of

work

bei

ng u

nder

take

n a

gai

nst

qual

ity

stan

dar

ds

3.3

Exp

lain

met

hods

of

chec

king t

he

pro

gre

ss o

f w

ork

agai

nst

pro

gra

mm

es o

r oper

atio

ns,

sch

edule

s an

d t

he

work

agai

nst

qual

ity

stan

dar

ds

3

Monitor

the

pro

gre

ss a

nd

qual

ity

of

the

work

an

d p

rovi

de

pro

mpt

and

const

ruct

ive

feed

bac

k

3.4

Pr

ovi

de

feed

bac

k to

tea

m m

ember

s on t

he

pro

gre

ss o

f w

ork

and

stan

dar

ds

of

qual

ity

4.1

Rev

iew

and s

upply

additio

nal

support

and/o

r re

sourc

es w

her

e re

ques

ted b

y te

am m

ember

s

4.2

Exp

lain

the

diffe

rent

way

s of

mot

ivat

ing t

eam

mem

ber

s to

com

ple

te

the

allo

cate

d w

ork

4

Motiva

te t

eam

m

ember

s to

co

mple

te t

he

work

th

ey h

ave

bee

n

allo

cate

d a

nd

pro

vide,

wher

e re

ques

ted a

nd

poss

ible

, an

y ad

ditio

nal

support

an

d/o

r re

sourc

es

4.3

Exp

lain

way

s of

pro

vidin

g a

dditio

nal

support

to t

eam

mem

ber

s an

d

way

s of

get

ting f

eedbac

k on a

dditio

nal

support

fro

m t

eam

mem

ber

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

11

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Eva

luat

e poor

or

unac

cepta

ble

per

form

ance

for

giv

en w

ork

act

ivitie

s

5.2

Im

ple

men

t m

ethods

that

can

im

pro

ve p

erfo

rman

ce o

f te

am m

ember

s

5.3

D

escr

ibe

the

various

met

hods

of id

entify

ing p

oor

or

unac

cepta

ble

per

form

ance

5

Iden

tify

unac

cepta

ble

or

poor

per

form

ance

, dis

cuss

the

cause

(s)

and a

gre

e w

ays

of

impro

ving

per

form

ance

with

team

mem

ber

s

5.4

Exp

lain

way

s of

dis

cuss

ing t

he

cause

s of

poor

per

form

ance

with t

eam

m

ember

s an

d h

ow

to g

et a

gre

emen

t on w

ays

of

impro

ving

per

form

ance

6.1

D

emonst

rate

way

s of

reco

gnis

ing s

ucc

ess

and p

rais

ing t

eam

mem

ber

s on s

ucc

essf

ul co

mple

tion o

f w

ork

6.2

Advi

se r

esponsi

ble

peo

ple

on s

ucc

essf

ul co

mple

tion o

f w

ork

6.3

D

escr

ibe

way

s of

reco

gnis

ing c

om

ple

tion o

f si

gnific

ant

pie

ces

of

work

or

work

act

ivitie

s

6

Rec

ognis

e su

cces

sful

com

ple

tion o

f si

gnific

ant

pie

ces

of

work

or

work

ac

tivi

ties

by

team

/tea

m

mem

ber

s, a

nd

advi

se r

esponsi

ble

peo

ple

6.4

Exp

lain

effec

tive

met

hods

of

advi

sing r

esponsi

ble

peo

ple

of

the

team

/tea

m m

ember

's s

ucc

esse

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


114

Unit 15: Managing Personal Professional Development in the Workplace


QCF level: 3

Credit value: 7


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in managing personal professional development in the workplace within the relevant sector of industry.









Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of managing personal professional development to be effective and reliable when confirming a learner’s competence.


Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

11

5

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Anal

yse

the

curr

ent

and f

utu

re s

kills

and k

now

ledge

requirem

ents

of

thei

r w

ork

role

s

1.2

Consi

der

thei

r w

ork

role

ski

lls a

nd k

now

ledge

requirem

ents

and t

akin

g

into

acc

ount

the

org

anis

atio

n’s

obje

ctiv

es

1.3

D

escr

ibe

fact

ors

that

can

iden

tify

curr

ent

and f

utu

re s

kills

and

know

ledge

requirem

ents

1.4

Exp

lain

met

hods

for

eval

uat

ing t

he

indiv

idual

work

role

s fo

r cu

rren

t an

d f

utu

re s

kills

and k

now

ledge

dev

elopm

ent

for

thei

r w

ork

role

1

Eva

luat

e th

e cu

rren

t an

d f

utu

re

skill

s an

d

know

ledge

requirem

ents

of

thei

r w

ork

role

, w

hils

t ta

king

acco

unt

of

the

org

anis

atio

n’s

obje

ctiv

es

1.5

Exp

lain

how

to t

ake

into

acc

ount

the

org

anis

atio

n's

obje

ctiv

es w

hen

ev

aluat

ing c

urr

ent

and f

utu

re s

kills

and k

now

ledge

requirem

ents

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

11

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

U

nder

take

dis

cuss

ions

with p

eople

res

ponsi

ble

to iden

tify

indiv

idual

fu

ture

ski

lls a

nd k

now

ledge

dev

elopm

ent

nee

ds

that

will

mee

t org

anis

atio

nal

req

uirem

ents

2.2

Pro

duce

and c

om

ple

te a

work

dev

elopm

ent

pla

n t

hat

ensu

res

skill

s an

d k

now

ledge

gap

s ar

e m

inim

ised

and m

eet

futu

re o

rgan

isat

ional

re

quirem

ents

2.3

Exp

lain

poss

ible

way

s th

at c

urr

ent

and f

utu

re s

kills

and k

now

ledge

nee

ds

can b

e dev

eloped

2.4

D

escr

ibe

the

met

hods

and t

echniq

ues

that

can

be

use

d t

o d

iscu

ss

skill

s an

d k

now

ledge

dev

elopm

ent

nee

ds

with p

eople

res

ponsi

ble

w

hen

const

ruct

ing a

dev

elopm

ent

pla

n

2.5

O

utlin

e th

e ty

pes

of

peo

ple

who s

hould

be

consu

lted

when

dra

win

g u

p

a dev

elopm

ent

pla

n

2

Iden

tify

dev

elopm

ent

nee

ds

bet

wee

n c

urr

ent

and f

utu

re s

kills

an

d k

now

ledge

requirem

ents

of

thei

r w

ork

role

an

d d

iscu

ss t

hem

w

ith t

he

peo

ple

re

sponsi

ble

to

assi

st in t

he

com

ple

tion o

f a

dev

elopm

ent

pla

n

2.6

Exp

lain

the

pro

cess

es a

nd m

ethods

of

const

ruct

ing a

nd c

om

ple

ting a

dev

elopm

ent

pla

n

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

11

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Car

ry o

ut

a ra

nge

of

giv

en w

ork

act

ivitie

s in

acc

ord

ance

with t

he

spec

ifie

d job r

ole

that

follo

ws

thei

r in

div

idual

dev

elopm

ent

pla

n

3.2

Ass

ess

the

contr

ibution m

ade

by

a ra

nge

of

com

ple

ted w

ork

act

ivitie

s to

thei

r dev

elopm

ent

per

form

ance

3

Under

take

ac

tivi

ties

to

mee

t cu

rren

t

and f

utu

re s

kills

an

d k

now

ledge

requirem

ents

id

entified

in a

dev

elopm

ent

pla

n,

and e

valu

ate

the

contr

ibution o

f th

e ac

tivi

ties

to t

hei

r per

form

ance

3.3

Exp

lain

the

met

hods,

pro

cess

es a

nd/o

r te

chniq

ues

of

eval

uat

ing t

he

contr

ibution o

f th

eir

per

form

ance

of

activi

ties

under

take

n t

o m

eet

curr

ent

and f

utu

re s

kill

and k

now

ledge

requirem

ents

4.1

Id

entify

and s

eek,

and/o

r ag

ree

the

peo

ple

who a

re a

ble

to p

rovi

de

feed

bac

k on t

hei

r in

div

idual

work

per

form

ance

4.2

D

iscu

ss w

ork

per

form

ance

with a

ppro

priat

e peo

ple

, an

d a

gre

e an

d

reco

rd indiv

idual

ski

ll an

d k

now

ledge

per

form

ance

bas

ed o

n o

bje

ctiv

e,

valid

fee

dbac

k

4.3

Exp

lain

consi

der

atio

ns

and m

ethod o

f id

entify

ing p

eople

res

ponsi

ble

w

ho a

re a

ble

to p

rovi

de

obje

ctiv

e, v

alid

fee

dbac

k to

thei

r w

ork

per

form

ance

4

Obta

in a

nd a

ccep

t fe

edbac

k fr

om

peo

ple

able

to

pro

vide

obje

ctiv

e an

d v

alid

co

mm

ents

about

thei

r per

form

ance

4.4

D

escr

ibe

the

tech

niq

ues

and m

ethods

of

acce

pting,

agre

eing a

nd

reco

rdin

g f

eedbac

k on w

ork

ski

lls a

nd k

now

ledge

per

form

ance

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

11

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Ass

ess

thei

r w

ork

per

form

ance

agai

nst

giv

en r

equirem

ents

5.2

Anal

yse

thei

r w

ork

per

form

ance

agai

nst

thei

r in

div

idual

dev

elopm

ent

pla

n

5.3

Exp

lain

how

the

requirem

ents

for

consi

sten

t per

form

ance

with t

he

peo

ple

res

ponsi

ble

can

be

agre

ed

5

Ensu

re t

hat

thei

r per

form

ance

co

nsi

sten

tly

mee

ts

or

exce

eds

agre

ed

requirem

ents

5.4

D

escr

ibe

way

s th

at c

an e

nsu

re t

hat

thei

r w

ork

per

form

ance

can

co

nsi

sten

tly

mee

t or

exce

ed a

gre

ed r

equirem

ents

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


119

Unit 16: Identifying and Enabling Learning Opportunities for Given Work Teams in the Workplace


QCF level: 4

Credit value: 7


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in identifying and enabling learning opportunities for given work teams in the workplace within the relevant sector of industry.







Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

12

0

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Anal

yse

indiv

idual

and c

olle

ctiv

e w

ork

per

form

ance

s of

team

mem

ber

s on v

ario

us

activi

ties

1.2

Reg

ula

rly

pro

vide

feed

bac

k on indiv

idual

and c

olle

ctiv

e w

ork

per

form

ance

s th

at is

fair a

nd e

nco

ura

ges

an indiv

idual

s' lea

rnin

g

within

thei

r te

am

1.3

Pro

vide

thei

r te

am m

ember

s w

ith c

olle

ctiv

e an

d indiv

idual

rea

sons

that

pro

mote

the

ben

efits

of

continual

lea

rnin

g

1.4

D

escr

ibe

the

diffe

rent

tech

niq

ues

that

can

be

use

d t

o p

rom

ote

ben

efits

of

lear

nin

g t

o in

div

idual

s an

d g

roups

1

Prom

ote

the

ben

efits

of

lear

nin

g

by

giv

ing f

air,

re

gula

r an

d u

sefu

l fe

edbac

k on t

hei

r te

am's

work

per

form

ance

1.5

Exp

lain

the

pro

cedure

s an

d m

ethods

that

should

be

use

d t

o g

ive

fair,

regula

r an

d u

sefu

l fe

edbac

k to

tea

ms

and indiv

idual

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

12

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Pl

an a

nd c

om

munic

ate

with indiv

idual

tea

m m

ember

s to

det

erm

ine

thei

r im

med

iate

lea

rnin

g r

equirem

ents

for

rele

vant

work

act

ivitie

s

2.2

O

bta

in lea

rnin

g info

rmat

ion f

or

indiv

idual

tea

m m

ember

s bas

ed o

n a

t le

ast

two o

f th

e fo

llow

ing lea

rnin

g a

ctiv

itie

s:

●

form

al

●

info

rmal

●

coac

hed

●

men

tore

d

●

voca

tional

ly q

ual

ifyi

ng

●

continuous

pro

fess

ional

dev

elopm

ent

●

pro

fess

ional

mem

ber

ship

2.3

Exp

lain

the

met

hods

and t

echniq

ues

of

work

ing e

ffec

tive

ly w

ith t

eam

s an

d indiv

idual

s in

ord

er t

o iden

tify

and p

rioritise

lea

rnin

g n

eeds

2

Work

with t

hei

r te

am t

o iden

tify

an

d p

rioritise

le

arnin

g n

eeds

and

iden

tify

and o

bta

in

info

rmat

ion o

n a

ra

nge

of

poss

ible

le

arnin

g a

ctiv

itie

s

2.4

O

utlin

e poss

ible

way

s of

obta

inin

g info

rmat

ion f

rom

a r

ange

of

lear

nin

g a

ctiv

itie

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

12

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

M

eet

with a

nd iden

tify

dev

elop

men

t nee

ds

for

team

mem

ber

s bas

ed

on t

he

follo

win

g a

reas

:

●

curr

ent

skill

s an

d k

now

ledge

●

lear

nin

g a

ctiv

itie

s under

take

n

●

lear

nin

g o

bje

ctiv

es t

o b

e ac

hie

ved

●

reso

urc

e re

quirem

ents

for

dev

elopm

ent

●

tim

esca

les

3

Dis

cuss

dev

elopm

ent

nee

ds

with t

eam

m

ember

s

3.2

Exp

lain

met

hods

and t

echniq

ues

of

dis

cuss

ing a

nd a

gre

e dev

elopm

ent

nee

ds

with t

eam

mem

ber

s

4.1

Pr

ovi

de

rele

vant

assi

stan

ce a

nd s

upport

to indiv

idual

s an

d t

he

team

w

hen

lea

rnin

g o

r updat

ing s

kills

and k

now

ledge

4.2

Id

entify

any

rele

vant

obst

acle

s to

an indiv

idual

's lea

rnin

g a

nd t

ake

actions

to r

emove

them

4.3

Exp

lain

pro

cedure

s th

at c

ould

be

imple

men

ted t

o a

llow

support

and

assi

stan

ce f

or

team

mem

ber

s w

ho a

re u

nder

taki

ng lea

rnin

g a

ctiv

itie

s

4.4

D

escr

ibe

the

types

and w

ays

of

iden

tify

ing o

bst

acle

s to

lea

rnin

g f

or

both

indiv

idual

s an

d t

eam

s

4

Support

tea

m

mem

ber

s in

under

taki

ng

lear

nin

g a

ctiv

itie

s by

mak

ing e

ffort

s to

rem

ove

any

obst

acle

s to

le

arnin

g

4.5

Exp

lain

how

obst

acle

s to

lea

rnin

g f

or

indiv

idual

s an

d t

eam

s ca

n b

e re

move

d

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

12

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Appra

ise

lear

nin

g a

ctiv

itie

s under

take

n b

y in

div

idual

s an

d t

he

team

on

com

ple

tion o

f le

arnin

g p

rogra

mm

es

5.2

M

ap t

he

lear

nin

g o

utc

om

es f

rom

com

ple

ted lea

rnin

g p

rogra

mm

es

agai

nst

tea

m indiv

idual

's p

re-i

den

tified

lea

rnin

g n

eeds

5.3

Exp

lain

how

to p

lan a

nd im

ple

men

t ev

aluat

ions

on lea

rnin

g a

ctiv

itie

s under

take

n b

y te

am m

ember

s

5

Eva

luat

e th

e le

arnin

g a

ctiv

ity

under

take

n w

ith

team

mem

ber

s to

en

sure

the

des

ired

outc

om

es h

ave

bee

n a

chie

ved

5.4

D

escr

ibe

met

hods

that

can

mea

sure

des

ired

outc

om

es f

rom

lea

rnin

g

activi

ties

, an

d w

ays

to e

nsu

re t

hat

they

hav

e bee

n a

chie

ved

6.1

Rev

iew

tea

m m

ember

s in

div

idual

dev

elopm

ent

pla

ns

and a

men

d t

he

pla

ns

follo

win

g c

om

ple

ted lea

rnin

g a

ctiv

itie

s an

d/o

r id

entified

lea

rnin

g

nee

ds

6

Updat

e dev

elopm

ent

pla

ns

with t

eam

m

ember

s 6.2

Exp

lain

the

pro

cedure

s th

at a

re o

r ca

n b

e use

d t

o u

pdat

e dev

elopm

ent

pla

ns

with t

eam

mem

ber

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


124

Unit 17: Planning Highways Maintenance or Repair Activities in the Workplace


QCF level: 6

Credit value: 12


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning highways maintenance or repair activities in the workplace within the relevant sector of industry.









Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of planning highways maintenance or repair activities to be effective and reliable when confirming a learner’s competence.


Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

12

5

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Confirm

the

work

re

quirem

ents

of

pla

nnin

g h

ighw

ay

mai

nte

nan

ce o

r re

pai

r ac

tivi

ties

1.1

Id

entify

and e

stab

lish a

t le

ast

two o

f th

e fo

llow

ing m

ainte

nan

ce

activi

ties

and a

t le

ast

five

of

the

follo

win

g r

epai

r ac

tivi

ties

on a

t le

ast

one

of

the

follo

win

g h

ighw

ays:

Mai

nte

nan

ce:

●

sched

ule

d a

nd p

reve

nta

tive

●

unsc

hed

ule

d a

nd c

orr

ective

●

emer

gen

cy

Rep

air:

●

stru

cture

●

surf

ace

●

mat

eria

ls

●

mar

kings

●

fitt

ings

●

pow

er a

nd lig

ht

●

dra

inag

e

●

tele

com

munic

atio

ns

●

spec

ial se

rvic

es a

nd e

quip

men

t

●

landsc

apin

g

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

12

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

●

traf

fic

contr

ols

●

fenci

ng

Hig

hw

ays:

●

dual

car

riag

eway

●

single

car

riag

eway

●

carr

iagew

ay w

ith f

ootw

ay

●

moto

rway

●

cycl

e w

ay

●

carr

iagew

ay w

ith h

ard s

hould

er

1.2

Exp

lain

how

work

req

uirem

ents

for

hig

hw

ays

and its

mai

nte

nan

ce o

r re

pai

r ca

n b

e co

nfirm

ed

1.3

Exp

lain

who n

eeds

to b

e co

nsu

lted

when

confirm

ing w

ork

re

quirem

ents

for

hig

hw

ays

mai

nte

nan

ce o

r re

pai

r

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

12

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Consi

der

at

leas

t th

ree

of

the

follo

win

g influen

cing f

acto

rs w

hen

pla

nnin

g h

ighw

ay m

ainte

nan

ce o

r re

pai

r ac

tivi

ties

:

●

org

anis

atio

nal

req

uirem

ents

●

contr

actu

al r

equirem

ents

●

stat

uto

ry r

equirem

ents

●

reso

urc

e al

loca

tion

●

work

ing r

equirem

ents

●

envi

ronm

enta

l co

nsi

der

atio

ns

●

wea

ther

conditio

ns

2.2

Exa

min

e at

lea

st t

wo o

f th

e fo

llow

ing g

uid

ance

mat

eria

ls w

hen

pla

nnin

g h

ighw

ay m

ainte

nan

ce o

r re

pai

r ac

tivi

ties

:

●

ow

ner

’s m

anual

s

●

logbooks

●

mai

nte

nan

ce s

ched

ule

s an

d m

anual

s

●

pra

ctic

e guid

es a

nd s

pec

ific

atio

ns

●

curr

ent

legis

lation a

nd o

ffic

ial guid

ance

2

Iden

tify

and r

evie

w

influen

cing f

acto

rs

and g

uid

ance

m

ater

ial ab

out

the

work

envi

ronm

ent

2.3

Exp

lain

how

influen

cing f

acto

rs a

nd g

uid

ance

mat

eria

ls c

an b

e id

entified

and w

hat

diffe

rent

met

hods

can b

e use

d t

o r

evie

w t

hem

w

hen

pla

nnin

g h

ighw

ay m

ainte

nan

ce o

r re

pai

r ac

tivi

ties

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

12

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Prioritise

mai

nte

nan

ce o

r re

pai

r ac

tivi

ties

whils

t co

nsi

der

ing

influen

cing f

acto

rs

3.2

D

escr

ibe

the

types

of

mai

nte

nan

ce a

ctiv

ity

that

are

applie

d t

o

hig

hw

ays

3.3

Exp

lain

met

hods

that

can

ass

ess

and a

ccount

for

influen

cing f

acto

rs

when

pla

nnin

g m

ainte

nan

ce a

nd r

epai

r ac

tivi

ties

3

Prio

ritise

m

ainte

nan

ce

activi

ties

by

asse

ssin

g a

nd

acco

unting f

or

all

the

influen

cing

fact

ors

3.4

Exp

lain

the

fact

ors

that

nee

d t

o b

e ta

ken into

acc

ount

when

prioritisi

ng m

ainte

nan

ce a

ctiv

itie

s

4.1

Rev

iew

and u

pdat

e pre

-det

erm

ined

mai

nte

nan

ce o

r re

pai

r priorities

by

taki

ng into

acc

ount

of

at lea

st f

our

of

the

follo

win

g c

han

gin

g

circ

um

stan

ces:

●

susc

eptibili

ty t

o d

amag

e

●

safe

ty r

equirem

ents

●

nee

d t

o inhib

it,

and r

espond t

o d

eter

iora

tion

●

com

pro

mis

ed o

per

atio

nal

effec

tive

nes

s

●

wea

ther

conditio

ns

●

use

or

chan

ge

of

use

●

curr

ent

legis

lation

●

reso

urc

es

●

secu

rity

thre

ats

4.2

Exp

lain

met

hods

that

allo

w p

riorities

to b

e am

ended

when

influen

cing

fact

ors

hav

e bee

n t

aken

into

acc

ount

4

Am

end p

riorities

to

tak

e ac

count

of

chan

gin

g

circ

um

stan

ces

whils

t m

ainta

inin

g

consi

sten

cy w

ith

the

influen

cing

fact

ors

4.3

Exp

lain

how

chan

gin

g c

ircu

mst

ance

s ca

n b

e ac

counte

d f

or

when

pla

nnin

g m

ainte

nan

ce a

nd r

epai

r ac

tivi

ties

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

12

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Id

entify

, an

alys

e an

d p

roduce

pla

ns

or

sched

ule

s fo

r at

lea

st t

hre

e of

the

follo

win

g m

ainte

nan

ce o

r re

pai

r ac

tivi

ties

:

●

regula

r pro

gra

mm

es

●

tender

ed w

ork

s

●

resp

onsi

ve w

ork

s

●

cost

est

imat

ed w

ork

s

●

win

ter

mai

nte

nan

ce

●

traf

fic

mai

nte

nan

ce (

signin

g,

lighting a

nd g

uar

din

g)

5.2

Exp

lain

how

pla

ns

and s

ched

ule

s ca

n b

e pre

par

ed f

or

mai

nte

nan

ce

activi

ties

5

Prep

are

pla

ns

or

sched

ule

s of

mai

nte

nan

ce

activi

ties

and

neg

otiat

e an

d

agre

e th

em w

ith

dec

isio

n m

aker

s

5.3

Exp

lain

met

hods

and t

echniq

ues

of

neg

otiat

ing a

nd a

gre

eing p

lans

and s

ched

ule

s w

ith d

ecis

ion m

aker

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


130

Unit 18: Supervising Highways Maintenance or Repair Activities in the Workplace


QCF level: 3

Credit value: 12


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in supervising highways maintenance or repair activities in the workplace within the relevant sector of industry.









Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of supervising highways maintenance or repair activities to be effective and reliable when confirming a learner’s competence.


Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

13

1

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Car

ry o

ut

pro

gra

mm

ed

mai

nte

nan

ce o

r re

pai

r w

hic

h w

ill

min

imis

e dis

ruption

and m

ainta

in

optim

um

per

form

ance

1.1

U

nder

take

super

visi

on d

uties

for

at lea

st t

wo o

f th

e fo

llow

ing

mai

nte

nan

ce a

ctiv

itie

s an

d a

t le

ast

five

of

the

follo

win

g r

epai

r ac

tivi

ties

for

at lea

st o

ne

of

the

follo

win

g h

ighw

ays:

Mai

nte

nan

ce:

●

sched

ule

d a

nd p

reve

nta

tive

●

unsc

hed

ule

d a

nd c

orr

ective

●

emer

gen

cy

Rep

air:

●

stru

cture

●

surf

ace

●

mat

eria

ls

●

mar

kings

●

fitt

ings

●

pow

er a

nd lig

ht

●

dra

inag

e

●

tele

com

munic

atio

ns

●

spec

ial se

rvic

es a

nd e

quip

men

t

●

landsc

apin

g

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

13

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

●

traf

fic

contr

ols

●

fenci

ng

Hig

hw

ays:

●

dual

car

riag

eway

●

single

car

riag

eway

●

carr

iagew

ay w

ith f

ootw

ay

●

moto

rway

●

cycl

e w

ay

●

carr

iagew

ay w

ith h

ard s

hould

er

1.2

Exp

lain

how

pro

gra

mm

ed h

ighw

ay m

ainte

nan

ce o

r re

pai

r sh

ould

be

super

vise

d a

nd c

arried

out

1.3

Exp

lain

how

dis

ruption t

o t

he

work

s an

d g

ener

al p

ublic

can

be

min

imis

ed d

uring m

ainte

nan

ce o

r re

pai

r ac

tivi

ties

on h

ighw

ays

1.4

D

escr

ibe

diffe

rent

met

hods

that

can

optim

ise

work

per

form

ance

during m

ainte

nan

ce o

r re

pai

r ac

tivi

ties

on h

ighw

ays

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

13

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Pr

ote

ct t

he

work

forc

e, t

he

gen

eral

public

, vi

sito

rs a

nd t

he

envi

ronm

ent

by

the

apply

ing info

rmat

ion f

rom

at

leas

t th

ree

of

th

e fo

llow

ing:

●

met

hods

of

work

●

risk

ass

essm

ent

●

safe

use

and s

tora

ge

of

tools

and m

ater

ials

●

traf

fic

man

agem

ent

●

emer

gen

cy p

lans

2

Obse

rve

curr

ent

legis

lation a

nd

offic

ial guid

ance

ap

pro

priat

e to

the

work

envi

ronm

ent

2.2

Li

st a

nd d

escr

ibe

the

curr

ent

legis

lation a

nd o

ffic

ial guid

ance

that

ap

plie

s direc

tly

to m

ainte

nan

ce o

r re

pai

r ac

tivi

ties

on h

ighw

ays

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

13

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

O

bse

rve

and e

valu

ate

pre

par

atio

n a

nd w

ork

act

ivitie

s ag

ainst

giv

en

requirem

ents

and m

ethods

of

work

to iden

tify

hig

hw

ay m

ainte

nan

ce

faults

and p

roble

ms

3.2

Apply

corr

ective

act

ions

that

follo

w s

afe

work

ing m

ethods

and

pra

ctic

es t

o lea

st t

hre

e of

the

follo

win

g h

ighw

ay m

ainte

nan

ce f

aults

and p

roble

ms:

●

limitat

ions

of

des

ign c

hoic

es

●

man

ufa

cturing a

nd c

onst

ruct

ion e

rrors

●

inst

alla

tion e

rrors

●

inco

rrec

t use

●

inco

rrec

t m

ainte

nan

ce

3.3

D

escr

ibe

types

of

com

mon f

aults

and p

roble

ms

that

can

occ

ur

on

hig

hw

ays

3.4

Exp

lain

met

hods

that

can

be

use

d t

o iden

tify

pote

ntial

fau

lts

and

pro

ble

ms

with h

ighw

ays

3.5

Exp

lain

tec

hniq

ues

and m

ethods

that

allo

w r

ecom

men

dat

ions

to b

e m

ade

and c

orr

ective

act

ions

applie

d o

n iden

tified

hig

hw

ay f

aults

and

pro

ble

ms

3

Iden

tify

and a

sses

s fa

ults

and

pro

ble

ms,

and

reco

mm

end a

nd

imple

men

t co

rrec

tive

act

ion

whic

h c

onfo

rms

to

safe

work

ing

met

hods

and

pra

ctic

es

3.6

Exp

lain

how

and w

hy

safe

work

ing m

ethods

and p

ract

ices

must

be

confo

rmed

to w

hen

im

ple

men

ting c

orr

ective

act

ions

for

faults

and

pro

ble

ms

with h

ighw

ays

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

13

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Am

end m

ainte

nan

ce r

ecord

ing s

yste

ms

whils

t fo

llow

ing o

rgan

isat

ional

pro

cedure

s fo

r at

lea

st o

ne

of

the

follo

win

g h

ighw

ay m

ainte

nan

ce

activi

ties

:

●

regula

r pro

gra

mm

es

●

tender

ed w

ork

s

●

resp

onsi

ve w

ork

s

●

win

ter

mai

nte

nan

ce

●

traf

fic

mai

nte

nan

ce (

signin

g,

lighting,

guar

din

g)

●

lum

p s

um

or

fixe

d p

rice

4.2

D

escr

ibe

the

types

and f

orm

ats

of

hig

hw

ay m

ainte

nan

ce r

ecord

sy

stem

s

4

Updat

e m

ainte

nan

ce

reco

rdin

g s

yste

ms,

im

ple

men

t th

em

and m

onitor

thei

r use

4.3

Exp

lain

how

mai

nte

nan

ce r

ecord

sys

tem

s ar

e updat

ed a

nd w

hy

they

nee

d t

o b

e updat

ed

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

13

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Car

ry o

ut

insp

ections

on a

t le

ast

one

of

the

follo

win

g d

uring

pre

par

atio

n w

ork

for

hig

hw

ay m

ainte

nan

ce o

r re

pai

r:

●

conditio

n

●

per

form

ance

●

hea

lth a

nd s

afet

y

5.2

Exp

lain

the

pro

cedure

s th

at c

an a

pply

when

conduct

ing p

re-w

ork

ch

ecks

to e

nsu

re c

om

plia

nce

with s

tatu

tory

req

uirem

ents

5

Conduct

pre

-work

ch

ecks

to m

eet

stat

uto

ry

requirem

ents

an

d m

ainta

in

per

form

ance

usi

ng

safe

work

ing

met

hods

and

pra

ctic

es

5.3

Exp

lain

how

per

form

ance

can

be

mai

nta

ined

and h

ow

saf

e w

ork

ing

pra

ctic

es a

re a

pplie

d w

hils

t co

nduct

ing insp

ections

on h

ighw

ays

6.1

Im

ple

men

t re

cord

ing s

yste

ms

follo

win

g o

rgan

isat

ional

pro

cedure

s th

at

iden

tifies

work

pro

gre

ss c

hec

ks,

faults,

pro

ble

ms

and q

uan

tities

in

volv

ed

6.2

Exp

lain

the

met

hods

that

can

be

use

d t

o k

eep a

ccura

te r

ecord

s of

work

pro

gre

ss w

hic

h c

an d

etai

l fa

ults

and p

roble

ms,

corr

ective

act

ions

and q

uan

tities

of

reso

urc

es invo

lved

6

Kee

p a

ccura

te

reco

rds

of

work

pro

gre

ss c

hec

ks,

faults,

pro

ble

ms,

co

rrec

tive

act

ion

and q

uan

tities

in

volv

ed

6.3

G

ive

reas

ons

why

accu

rate

rec

ord

s sh

ould

be

kept

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

13

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

Sel

ect

and/o

r ac

quire

and m

ainta

in a

t le

ast

two o

f th

e fo

llow

ing

reso

urc

es f

or

at lea

st t

wo o

f th

e fo

llow

ing a

ctiv

itie

s:

Res

ourc

es

●

peo

ple

●

pla

nt,

equip

men

t or

mac

hin

ery

●

mat

eria

ls a

nd c

om

ponen

ts

●

sub-c

ontr

acto

rs

●

info

rmat

ion

●

work

and f

acili

ties

●

was

te m

anag

emen

t

●

utilit

y pro

vider

s

Mai

nte

nan

ce a

ctiv

itie

s

●

regula

r pro

gra

mm

es

●

tender

ed w

ork

s

●

resp

onsi

ve w

ork

s

●

win

ter

mai

nte

nan

ce

●

traf

fic

man

agem

ent

(sig

nin

g,

lighting,

guar

din

g)

●

lum

p s

um

or

fixe

d p

rice

7.2

Exp

lain

diffe

rent

way

s th

at t

he

nec

essa

ry r

esourc

es f

or

hig

hw

ay

mai

nte

nan

ce o

r re

pai

r ac

tivi

ties

can

be

iden

tified

7

Iden

tify

, as

sess

an

d m

ainta

in

the

nec

essa

ry

reso

urc

es f

or

mai

nte

nan

ce

activi

ties

7.3

Exp

lain

how

res

ourc

es c

an b

e as

sess

ed f

or

qual

ity

and h

ow

to

mai

nta

in n

eces

sary

res

ourc

es f

or

hig

hw

ay m

ainte

nan

ce o

r re

pai

r ac

tivi

ties

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

13

8

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


139

Unit 19: Contributing to the Identification of Work Teams in the Workplace


QCF level: 5

Credit value: 8


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in contributing to the identification of work teams in the workplace within the relevant sector of industry.









Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of contributing to the identification of work teams to be effective and reliable when confirming a learner’s competence.


Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

14

0

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Exa

min

e an

d a

nal

yse

pro

ject

req

uirem

ents

and c

onsi

der

at

leas

t th

ree

of

the

follo

win

g s

ignific

ant

fact

ors

:

●

loca

tion

●

cost

●

tim

e

●

skill

s, e

xper

ience

and k

now

ledge

required

and a

vaila

ble

●

trai

nin

g a

nd d

evel

opm

ent

requirem

ents

●

curr

ent

legis

lation

1

Iden

tify

any

signific

ant

fact

ors

w

hic

h w

ill a

ffec

t th

e num

ber

, ty

pe

and a

vaila

bili

ty o

f peo

ple

and

serv

ices

1.2

Exp

lain

met

hods

that

can

iden

tify

sig

nific

ant

fact

ors

that

can

affec

t num

ber

s, t

ypes

and a

vaila

bili

ty o

f peo

ple

or

serv

ices

for

typic

al

pro

ject

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

14

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

U

nder

take

a s

elec

tion,

asse

ssm

ent

and r

ecord

ing p

roce

ss o

n a

t le

ast

two o

f th

e fo

llow

ing p

eople

or

serv

ices

to c

hec

k th

at t

hei

r w

ork

qual

ity

and r

elia

bili

ty m

eets

org

anis

atio

nal

req

uirem

ents

:

●

tech

nic

al s

taff

●

sub-c

ontr

acto

rs

●

spec

ialis

t se

rvic

es

●

oper

ativ

es

2.2

In

form

dec

isio

n m

aker

s of

the

outc

om

es o

f qual

ity

and r

elia

bili

ty

chec

ks m

ade

on r

elev

ant

peo

ple

or

serv

ices

2.3

D

escr

ibe

met

hods

that

can

eva

luat

e an

d r

ecord

the

qual

ity

and

pote

ntial

rel

iabili

ty o

f peo

ple

or

serv

ices

2

Eva

luat

e an

d

reco

rd t

he

qual

ity

and p

ote

ntial

re

liabili

ty o

f peo

ple

or

serv

ices

, an

d

circ

ula

te t

he

resu

lts

to d

ecis

ion-

mak

ers

2.4

Exp

lain

typ

ical

way

s an

d t

echniq

ues

of

circ

ula

ting r

esults

from

ev

aluat

ions

of

qual

ity

and p

ote

ntial

rel

iabili

ty t

o d

ecis

ion-m

aker

s

3.1

Consu

lt p

eople

or

serv

ice

pro

vider

s se

lect

ed a

s m

eeting p

rogra

mm

e re

quirem

ents

, an

d a

gre

e pro

posa

ls for

thei

r ef

fect

ive

par

tici

pat

ion

with r

elev

ant

pro

ject

s

3.2

Confirm

tea

m m

ember

s on r

elev

ant

pro

ject

s w

ith s

elec

ted p

eople

or

serv

ice

pro

vider

s

3.3

Exp

lain

fac

tors

that

allo

w p

roposa

ls t

o b

e m

ade

for

team

mem

ber

ship

fr

om

sel

ecte

d p

eople

or

serv

ice

pro

vider

s

3

Neg

otiat

e an

d

agre

e pro

posa

ls

whic

h a

re lik

ely

to

pro

duce

effec

tive

te

ams

3.4

Exp

lain

neg

otiat

ion m

ethods

that

can

be

use

d t

o g

et a

ppro

priat

e peo

ple

or

serv

ices

for

giv

en t

eam

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

14

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Id

entify

and a

pply

at

leas

t tw

o o

f th

e fo

llow

ing r

ule

s an

d f

orm

alitie

s w

hen

iden

tify

ing t

eam

mem

ber

s fo

r re

leva

nt

pro

gra

mm

es o

f w

ork

:

●

contr

actu

al

●

curr

ent

legis

lation

●

codes

of

pra

ctic

e

●

org

anis

atio

nal

pro

cedure

s

●

cert

ific

atio

n o

f co

mpet

ence

4.2

Exp

lain

how

to w

ork

within

curr

ent

rule

s an

d f

orm

alitie

s gove

rnin

g t

he

iden

tifica

tion o

f w

ork

tea

ms

4

Follo

w r

ule

s an

d

form

alitie

s fo

r obta

inin

g p

eople

an

d s

ervi

ces

4.3

G

ive

reas

ons

on w

hy

they

must

work

within

curr

ent

rule

s an

d

form

alitie

s w

hen

iden

tify

ing t

eam

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


143

Unit 20: Providing and Monitoring Construction-related Customer Service in the Workplace

Unit reference number: F/600/7558

QCF level: 5

Credit value: 8


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in providing and monitoring construction-related customer service in the workplace within the relevant sector of industry.









Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of providing and monitoring construction-related customer service to be effective and reliable when confirming a learner’s competence.


Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

14

4

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Apply

at

leas

t fo

ur

of

the

follo

win

g t

o c

ust

om

er s

ervi

ce s

yste

ms

or

pro

cedure

s:

●

curr

ent

legis

lation

●

offic

ial guid

ance

●

org

anis

atio

nal

pro

cedure

s

●

spec

ific

atio

ns

●

dra

win

g

●

inst

ruct

ions

and v

aria

tions

●

feed

bac

k pro

cess

es

1.2

See

k w

ays

of

impro

ving c

ust

om

er s

ervi

ce w

hils

t im

ple

men

ting

cust

om

er s

ervi

ce s

yste

ms

and p

roce

dure

s

1.3

D

escr

ibe

way

s th

at c

urr

ent

legis

lation

and o

ffic

ial guid

ance

rel

evan

t to

cu

stom

er s

ervi

ce c

an b

e id

entified

1.4

Exp

lain

how

iden

tified

info

rmat

ion c

an b

e use

d f

or

imple

men

ting

cust

om

er s

ervi

ce s

yste

ms

or

pro

cedure

s

1

Iden

tify

and u

se

curr

ent

legis

lation

and o

ffic

ial

guid

ance

to

imple

men

t sy

stem

s or

pro

cedure

s th

at

will

del

iver

and

impro

ve c

ust

om

er

serv

ice

1.5

Exp

lain

met

hods

that

can

effec

tive

ly d

eliv

er a

nd im

pro

ve c

ust

om

er

serv

ice

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

14

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Exa

min

e cu

rren

t cu

stom

er p

roce

dure

s an

d s

yste

ms

to iden

tify

if

they

pro

vide

consi

sten

t cu

stom

er s

ervi

ce

2.2

Im

ple

men

t an

d u

se s

yste

ms

or

pro

cedure

s th

at w

ill p

rovi

de

relia

ble

an

d c

onsi

sten

t se

rvic

e th

at p

rom

ote

s cu

stom

er’s

confiden

ce

2.3

Exp

lain

met

hods

that

can

pro

vide

consi

sten

t le

vels

of

cust

om

er

serv

ice

2

Prep

are

to d

eal

with c

ust

om

ers

in

ord

er t

o g

ive

consi

sten

t an

d

relia

ble

ser

vice

2.4

Exp

lain

how

sys

tem

s or

pro

cedure

s ca

n b

e use

d e

ffec

tive

ly t

o p

rovi

de

a re

liable

lev

el o

f cu

stom

er s

ervi

ce

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

14

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Id

entify

and f

ind s

olu

tions

to c

onst

ruct

ion-b

ased

cust

om

er p

roble

ms

3.2

Com

munic

ate

with c

ust

om

ers

whils

t re

solv

ing p

roble

ms

usi

ng a

t le

ast

two o

f th

e fo

llow

ing m

ediu

ms:

●

elec

tronic

●

verb

al

●

writt

en

●

via

a se

cond p

erso

n

●

feed

bac

k docu

men

ts

●

gro

up m

eetings

3.3

U

nder

take

at

leas

t tw

o o

f th

e fo

llow

ing a

ctio

ns

that

will

ensu

re t

hat

cu

stom

ers

are

satisf

ied t

hat

pro

ble

ms

are

or

will

be

solv

ed:

●

corr

ective

●

refe

rral

●

inve

stig

ativ

e

●

reac

tive

●

pro

active

3.4

Exp

lain

how

bes

t to

work

with o

ther

s w

hic

h c

an r

esolv

e cu

stom

er

serv

ice

pro

ble

ms

3.5

D

escr

ibe

diffe

rent

met

hods

and t

echniq

ues

of

com

munic

atin

g a

nd

dea

ling w

ith c

ust

om

ers

3

Work

with o

ther

s to

res

olv

e cu

stom

er

pro

ble

ms,

co

mm

unic

ate

with

cust

om

ers

and

chec

k th

at t

hey

are

sa

tisf

ied w

ith t

he

actions

take

n

3.6

Exp

lain

what

chec

ks c

an b

e under

take

n t

o e

nsu

re t

hat

cust

om

ers

are

satisf

ied w

ith a

ctio

ns

take

n

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

14

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

In

vest

igat

e an

d/o

r co

llate

info

rmat

ion o

n c

urr

ent

cust

om

er

pro

cedure

s an

d s

yste

ms

to iden

tify

pote

ntial

or

repea

t cu

stom

er

serv

ice

pro

ble

ms

4.2

Apply

rec

tifica

tion m

easu

res

to p

roce

dure

s an

d s

yste

ms

to e

limin

ate

or

reduce

iden

tified

pote

ntial

cust

om

er p

roble

ms

4.3

D

escr

ibe

way

s th

at p

roble

ms

can b

e id

entified

within

exi

stin

g s

yste

ms

or

pro

cedure

s th

at m

ay a

ffec

t cu

stom

ers

4

Solv

e pro

ble

ms

within

exi

stin

g

syst

ems

or

pro

cedure

s th

at

may

affec

t cu

stom

ers

bef

ore

th

e cu

stom

er

bec

om

es a

war

e

of

them

4.4

Exp

lain

how

and w

hy

pro

ble

ms

in s

yste

ms

or

pro

cedure

s sh

ould

be

solv

ed b

efore

cust

om

ers

bec

om

e aw

are

of

them

5.1

Id

entify

the

leve

l of

serv

ice

expec

ted b

y co

nst

ruct

ion-r

elat

ed

cust

om

ers

5.2

Com

munic

ate

with c

ust

om

ers

to c

hec

k th

at s

ervi

ce g

iven

has

met

th

eir

nee

ds

and e

xpec

tations

5

Confirm

that

the

serv

ice

giv

en

mee

ts t

he

cust

om

er’s

nee

ds

and e

xpec

tations

5.3

Exp

lain

way

s of

chec

king t

hat

cust

om

ers

are

satisf

ied w

ith t

he

giv

en

leve

l of

serv

ice

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

14

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Id

entify

rep

eat

pro

ble

ms

in c

ust

om

er s

ervi

ce,

and a

men

d c

ust

om

er

serv

ice

syst

ems

or

pro

cedure

s to

min

imis

e ch

ance

s of

pro

ble

ms

bei

ng

repea

ted

6.2

Com

munic

ate

with a

t le

ast

two o

f th

e fo

llow

ing p

eople

res

ponsi

ble

to

info

rm t

hem

that

sys

tem

s or

pro

cedure

s hav

e bee

n a

men

ded

:

●

the

clie

nt,

the

cust

om

er o

r th

eir

repre

senta

tive

●

contr

acto

rs

●

consu

ltan

ts

●

sub-c

ontr

acto

rs

●

supplie

rs

●

work

forc

e

●

inte

rnal

man

agem

ent

6.3

Exp

lain

the

mea

sure

s th

at c

ould

be

take

n t

o iden

tify

rep

eat

pro

ble

ms

with c

ust

om

er s

ervi

ce

6.4

Exp

lain

met

hods

that

allo

w c

han

ges

to c

ust

om

er s

ervi

ce s

yste

ms

or

pro

cedure

s w

hic

h c

an r

educe

the

chan

ce o

f pro

ble

ms

bei

ng r

epea

ted

6

Info

rm t

he

peo

ple

re

sponsi

ble

about

chan

ges

to

cust

om

er s

ervi

ce

syst

ems

or

pro

cedure

s th

at

will

red

uce

the

chan

ce o

f pro

ble

ms

bei

ng r

epea

ted

6.5

D

escr

ibe

how

to e

ffec

tive

ly info

rm p

eople

res

ponsi

ble

about

amen

dm

ents

to s

yste

ms

or

pro

cedure

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

14

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

7.1

In

form

and/o

r pas

s co

llate

d info

rmat

ion t

hat

will

mai

nta

in a

nd

impro

ve s

tandar

ds

of

serv

ice

del

iver

y

7.2

D

escr

ibe

way

s th

at s

tandar

ds

of se

rvic

e del

iver

y ca

n b

e m

ainta

ined

an

d im

pro

ved

7

Shar

e in

form

atio

n

with p

eople

re

sponsi

ble

to

mai

nta

in a

nd

impro

ve s

tandar

ds

of

serv

ice

del

iver

y 7.3

Exp

lain

how

info

rmat

ion w

ith p

eople

res

ponsi

ble

could

be

effe

ctiv

ely

shar

ed in o

rder

to m

ainta

in a

nd im

pro

ve s

tandar

ds

of

serv

ice

del

iver

.

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


150

Unit 21: Handing Over Property to Recipients Following Construction or Maintenance Related Activities in the Workplace

Unit reference number: J/504/8554

QCF level: 4

Credit value: 8


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in handing over property to recipients following construction- or maintenance-related activities in the workplace in the relevant sector of industry.







Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

15

1

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

Consu

lt w

ith t

he

peo

ple

res

ponsi

ble

for

the

imple

men

tation a

nd t

ime

of

the

han

d o

ver

to r

ecip

ients

for

pro

per

ty

1.2

Confirm

the

pro

cedure

s th

at n

eed t

o b

e fo

llow

ed w

hen

han

din

g o

ver

pro

per

ty t

o r

ecip

ients

1.3

O

utlin

e th

e ty

pes

of

reci

pie

nts

that

han

dove

rs o

f pro

per

ties

would

be

under

take

n w

ith

1.4

Exp

lain

met

hods

that

allo

w h

and o

ver

pro

cedure

s to

be

neg

otiat

ed

and c

onfirm

ed w

ith p

eople

res

ponsi

ble

1.5

D

escr

ibe

the

tech

niq

ues

for

neg

otiat

ing a

nd a

gre

eing h

andove

r tim

es

1

Neg

otiat

e an

d

confirm

pro

cedure

s an

d t

ime

for

han

din

g o

ver

the

pro

per

ty

1.6

G

ive

reas

ons

why

agre

ed h

andove

r pro

cedure

s sh

ould

be

follo

wed

an

d e

xpla

in p

oss

ible

conse

quen

ces

should

this

not

hap

pen

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

15

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

In

spec

t th

e finis

hed

work

on p

roper

ties

and c

om

par

e ag

ainst

the

pro

per

ty w

ork

spec

ific

atio

ns

2.2

N

ote

dis

crep

anci

es t

hat

are

evi

den

t bet

wee

n t

he

work

spec

ific

atio

ns

and t

he

finis

hed

work

2.3

Li

st t

he

types

of

const

ruct

ion-r

elat

ed w

ork

that

may

be

under

take

n o

n

pro

per

ties

wher

e han

d o

ver

pro

cedure

s ca

n o

ccur

2.4

Exp

lain

met

hods

that

allo

w t

he

anal

ysin

g o

f pro

per

ty s

pec

ific

atio

ns

in

ord

er t

o c

om

par

e det

ails

with c

om

ple

ted t

asks

or

work

2.5

Exp

lain

way

s th

at p

roper

ties

can

be

chec

ked a

gai

nst

the

spec

ific

atio

ns

and o

utlin

e th

e fo

rmat

s th

at r

esults

could

be

reco

rded

in

2.6

O

utlin

e th

e ty

pes

of

dis

crep

anci

es t

hat

could

occ

ur

bet

wee

n

spec

ific

atio

ns

and c

om

ple

ted w

ork

or

task

s

2

Anal

yse

com

ple

ted

work

agai

nst

pro

per

ty

spec

ific

atio

ns,

id

entify

and r

ecord

an

y dis

crep

anci

es

2.7

D

escr

ibe

way

s th

at d

iscr

epan

cies

bet

wee

n p

roper

ty s

pec

ific

atio

ns

and

com

ple

ted t

asks

or

work

could

be

iden

tified

3.1

Im

ple

men

t ac

tions

nee

ded

to r

esolv

e pro

ble

ms

iden

tified

during

pro

per

ty insp

ections

prior

to h

andove

r

3.2

D

escr

ibe

the

types

of

pro

ble

ms

that

could

be

evid

ent

when

insp

ecting

pro

per

ties

follo

win

g c

om

ple

ted w

ork

or

task

s

3.3

Exp

lain

how

pro

per

ties

can

be

insp

ecte

d t

o e

nsu

re w

ork

or

task

s ar

e co

mple

te p

rior

to h

andove

r

3

Tak

e ap

pro

priat

e ac

tion t

o r

esolv

e an

y pro

ble

ms

that

em

erge

from

an

insp

ection o

f th

e pro

per

ty

3.4

Exp

lain

poss

ible

act

ions

that

can

or

should

be

take

n t

o r

esolv

e pro

ble

ms

that

may

be

iden

tified

during p

roper

ty insp

ections

prior

to

han

dove

r

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

15

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

In

spec

t pro

per

ties

to a

scer

tain

cle

anlin

ess

and t

idin

ess

prior

to t

he

han

dove

r

4.2

Im

ple

men

t ac

tions

wher

e nec

essa

ry t

o e

nsu

re p

roper

ties

are

cle

an,

tidy

and f

ree

of

redundan

t m

ater

ials

4.3

Exp

lain

pro

cedure

s th

at c

an b

e use

d t

o e

nsu

re t

hat

pro

per

ties

are

cl

ean a

nd t

idy,

red

undan

t m

ater

ials

are

rem

ove

d,

and t

hat

pro

ble

ms

are

reso

lved

bef

ore

han

dove

r

4

Ensu

re t

he

pro

per

ty is

clea

n

and t

idy

and a

ll re

dundan

t m

ater

ials

are

re

move

d

4.4

G

ive

reas

ons

why

pro

per

ties

must

be

clea

n,

tidy

and r

edundan

t m

ater

ials

rem

ove

d b

efore

han

dove

r, a

nd e

xpla

in p

oss

ible

co

nse

quen

ces

should

pro

per

ties

not

be

in a

gre

ed s

tate

s of

clea

nlin

ess

5.1

Pr

ote

ct t

he

work

forc

e, t

he

gen

eral

public

, vi

sito

rs a

nd t

he

envi

ronm

ent

by

apply

ing info

rmat

ion f

rom

at

leas

t th

ree

of

the

follo

win

g:

●

met

hods

of

work

●

risk

ass

essm

ent

●

safe

use

and s

tora

ge

of

tools

●

safe

use

and s

tora

ge

of

mat

eria

ls

●

traf

fic

man

agem

ent

●

emer

gen

cy p

lans

5

Obse

rve

curr

ent

legis

lation a

nd

offic

ial guid

ance

ap

pro

priat

e to

the

work

envi

ronm

ent.

5.2

Exp

lain

what

curr

ent

legis

lation a

nd o

ffic

ial guid

ance

applie

s direc

tly

to t

he

han

din

g o

ver

of

pro

per

ty

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

15

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.1

Colla

te a

nd p

repar

e al

l re

leva

nt

docu

men

tation,

mat

eria

ls,

info

rmat

ion,

keys

or

acce

ss m

edia

rel

evan

t to

the

pro

per

ties

bei

ng

han

ded

ove

r

6.2

H

and o

ver

all re

leva

nt

info

rmat

ion a

nd e

quip

men

t fo

r th

e re

leva

nt

pro

per

ty

6.3

D

escr

ibe

the

types

of

info

rmat

ion t

hat

should

be

pro

vided

when

han

din

g o

ver

pro

per

ties

follo

win

g c

onst

ruct

ion-

or

mai

nte

nan

ce-

rela

ted w

ork

6.4

Exp

lain

how

to e

nsu

re t

hat

rel

evan

t in

form

atio

n f

or

pro

per

ties

is

avai

lable

for

the

reci

pie

nt

6

Provi

de

the

reci

pie

nt

with

all re

leva

nt

docu

men

ts,

mat

eria

ls,

info

rmat

ion a

nd

keys

or

acce

ss

med

ia

6.5

Exp

lain

met

hods

and f

orm

ats

that

req

uis

ite

docu

men

ts,

mat

eria

ls,

info

rmat

ion a

nd a

cces

s m

edia

can

be

pro

vided

to t

he

reci

pie

nt

on

han

dove

r

7.1

Pr

ovi

de

the

reci

pie

nt

with r

equis

ite

conta

ct a

nd p

roce

dura

l in

form

atio

n

rela

ting t

o s

ubse

quen

t pro

ble

ms

that

may

arise

follo

win

g h

andove

r

7

Advi

se t

he

reci

pie

nt

of

the

pro

cedure

for

conta

ctin

g t

he

appro

priat

e peo

ple

in

the

even

t of

any

pro

ble

ms

7.2

Exp

lain

met

hods

and f

orm

ats

that

rel

evan

t in

form

atio

n r

elat

ing t

o

conta

cts

and p

roble

ms

can b

e pro

vided

to t

he

reci

pie

nt

follo

win

g

han

dove

r

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


155

Unit 22: Planning Historical Conservation/ Restoration Activities in the Workplace


QCF level: 6

Credit value: 12


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning historical conservation/restoration activities in the workplace within the relevant sector of industry.









Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of planning historical conservation/restoration activities to be effective and reliable when confirming a learner’s competence.


Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

15

6

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Confirm

the

work

re

quirem

ents

ag

ainst

the

info

rmat

ion

supplie

d w

hen

pla

nnin

g h

isto

rica

l co

nse

rvat

ion/

rest

ora

tion

activi

ties

1.1

Id

entify

and e

stab

lish a

t le

ast

two o

f th

e fo

llow

ing h

isto

rica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s ag

ainst

at

leas

t five

of

the

follo

win

g

info

rmat

ion s

ourc

es:

Act

ivity:

●

roofing

●

lead

work

●

brick

layi

ng a

nd c

raft

mas

onry

●

eart

h w

allin

g

●

stonem

asonry

●

dec

ora

tion

●

pla

ster

ing

●

wal

l an

d f

loor

tilin

g

●

carp

entr

y an

d join

ery

●

spec

ialis

t her

itag

e ac

tivi

ties

Info

rmat

ion s

ourc

es:

●

surv

ey r

eport

s

●

dra

win

gs,

sch

edule

s an

d s

pec

ific

atio

ns

●

contr

actu

al

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

15

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

●

stat

uto

ry c

onse

nts

●

risk

ass

essm

ents

and m

ethod s

tate

men

ts

●

pro

gra

mm

es

●

reco

rds

about

the

com

pet

ence

of

peo

ple

●

sub-c

ontr

acto

r ar

rangem

ents

●

hea

lth,

safe

ty a

nd e

nvi

ronm

enta

l pla

n

●

arch

aeolo

gic

al w

atch

ing b

rief

●

mat

eria

l su

pplie

rs

●

his

torica

l co

nse

rvat

ion p

lans

1.2

Exp

lain

how

work

req

uirem

ents

for

his

torica

l co

nse

rvat

ion/r

esto

ration

work

can

be

confirm

ed

1.3

Exp

lain

who n

eeds

to b

e co

nsu

lted

when

confirm

ing w

ork

re

quirem

ents

for

his

torica

l co

nse

rvat

ion/r

esto

rations

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

15

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Consi

der

at

leas

t th

ree

of

the

follo

win

g influen

cing f

acto

rs w

hen

pla

nnin

g h

isto

rica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s:

●

org

anis

atio

nal

req

uirem

ents

●

contr

actu

al r

equirem

ents

●

stat

uto

ry r

equirem

ents

●

reso

urc

e al

loca

tion

●

work

ing r

equirem

ents

●

envi

ronm

enta

l co

nsi

der

atio

ns

●

wea

ther

conditio

ns

2.2

Exa

min

e at

lea

st t

wo o

f th

e fo

llow

ing g

uid

ance

mat

eria

ls w

hen

pla

nnin

g h

isto

rica

l co

nse

rvat

ion/

rest

ora

tion a

ctiv

itie

s:

●

ow

ner

’s m

anual

s

●

logbooks

●

mai

nte

nan

ce s

ched

ule

s an

d m

anual

s

●

pra

ctic

e guid

es a

nd s

pec

ific

atio

ns

●

curr

ent

legis

lation a

nd o

ffic

ial guid

ance

2.3

Exp

lain

how

influen

cing f

acto

rs a

nd g

uid

ance

mat

eria

ls c

an b

e id

entified

and w

hat

diffe

rent

met

hods

can b

e use

d t

o r

evie

w t

hem

2

Iden

tify

and r

evie

w

influen

cing f

acto

rs

and g

uid

ance

m

ater

ial ab

out

the

work

envi

ronm

ent

2.4

G

ive

reas

ons

why

influen

cing f

acto

rs s

hould

be

revi

ewed

agai

nst

guid

ance

mat

eria

ls

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

15

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Pr

ioritise

his

torica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s w

hils

t co

nsi

der

ing influen

cing f

acto

rs

3.2

Exp

lain

met

hods

that

can

ass

ess

and a

ccount

for

influen

cing f

acto

rs

when

pla

nnin

g h

isto

rica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s

3.3

Exp

lain

the

fact

ors

that

nee

d t

o b

e ta

ken into

acc

ount

when

prioritisi

ng h

isto

rica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s

3

Prio

ritise

act

ivitie

s by

asse

ssin

g a

nd

acco

unting f

or

all

the

influen

cing

fact

ors

3.4

G

ive

reas

ons

why

his

torica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s sh

ould

be

prioritise

d

4.1

Rev

iew

and u

pdat

e pre

-det

erm

ined

his

torica

l co

nse

rvat

ion/r

esto

ration

priorities

by

taki

ng into

acc

ount

at lea

st f

our

of

the

follo

win

g c

han

gin

g

circ

um

stan

ces:

●

susc

eptibili

ty t

o d

amag

e

●

safe

ty r

equirem

ents

●

nee

d t

o inhib

it a

nd r

espond t

o d

eter

iora

tion

●

com

pro

mis

ed o

per

atio

nal

effec

tive

nes

s

●

wea

ther

conditio

ns

●

use

or

chan

ge

of

use

●

mee

ting c

urr

ent

legis

lation

●

reso

urc

es

●

secu

rity

thre

ats

4.2

Exp

lain

met

hods

that

allo

w p

riorities

to b

e am

ended

when

influen

cing

fact

ors

hav

e bee

n t

aken

into

acc

ount

4

Am

end p

riorities

to

tak

e ac

count

of

chan

gin

g

circ

um

stan

ces

whils

t m

ainta

inin

g

consi

sten

cy w

ith

the

influen

cing

fact

ors

4.3

Exp

lain

how

chan

gin

g c

ircu

mst

ance

s ca

n b

e ac

counte

d f

or

when

pla

nnin

g h

isto

rica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

16

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Id

entify

, an

alys

e an

d p

roduce

pla

ns

or

sched

ule

s fo

r at

lea

st t

hre

e of

the

follo

win

g h

isto

rica

l co

nse

rvat

ion/

rest

ora

tion a

ctiv

itie

s:

●

roofing

●

lead

work

●

brick

layi

ng a

nd c

raft

mas

onry

●

eart

h w

allin

g

●

stonem

asonry

●

dec

ora

tion

●

pla

ster

ing

●

wal

l an

d f

loor

tilin

g

●

carp

entr

y an

d join

ery

●

spec

ialis

t her

itag

e ac

tivi

ties

5.2

Exp

lain

how

pla

ns

and s

ched

ule

s ca

n b

e pre

par

ed f

or

his

torica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s

5

Prep

are

pla

ns

or

sched

ule

s an

d

neg

otiat

e an

d

agre

e th

em w

ith

dec

isio

n m

aker

s

5.3

Exp

lain

met

hods

and t

echniq

ues

of

neg

otiat

ing a

nd a

gre

eing p

lans

and s

ched

ule

s w

ith d

ecis

ion m

aker

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


161

Unit 23: Supervising Historical Conservation/ Restoration Activities in the Workplace


QCF level: 3

Credit value: 12


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in supervising historical conservation/restoration activities in the workplace within the relevant sector of industry.









Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of supervising historical conservation/restoration activities to be effective and reliable when confirming a learner’s competence.


Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

16

2

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

U

nder

take

super

visi

on d

uties

for

at lea

st t

wo o

f th

e fo

llow

ing

his

torica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s:

●

roofing

●

lead

work

●

brick

layi

ng a

nd c

raft

mas

onry

●

eart

h w

allin

g

●

stonem

asonry

●

dec

ora

tion

●

pla

ster

ing

●

wal

l an

d f

loor

tilin

g

●

carp

entr

y an

d join

ery

●

spec

ialis

t her

itag

e ac

tivi

ties

1.2

Exp

lain

how

pro

gra

mm

ed h

isto

rica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s sh

ould

be

super

vise

d a

nd c

arried

out

1.3

Exp

lain

how

dis

ruption t

o t

he

work

s an

d g

ener

al p

ublic

can

be

min

imis

ed d

uring h

isto

rica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s

1

Car

ry o

ut

super

visi

on

activi

ties

of

his

torica

l co

nse

rvat

ion/

rest

ora

tion

activi

ties

whic

h w

ill

min

imis

e dis

ruption

and m

ainta

in

optim

um

per

form

ance

1.4

D

escr

ibe

diffe

rent

met

hods

that

can

optim

ise

work

per

form

ance

s during h

isto

rica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

16

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Pr

ote

ct t

he

work

forc

e, t

he

gen

eral

public

, vi

sito

rs a

nd t

he

envi

ronm

ent

by

apply

ing info

rmat

ion r

elat

ing t

o a

t le

ast

thre

e of

the

follo

win

g:

●

met

hods

of

work

●

risk

ass

essm

ent

●

safe

use

and s

tora

ge

of

tools

●

safe

use

and s

tora

ge

of

mat

eria

ls

●

traf

fic

man

agem

ent

●

emer

gen

cy p

lans

2

Obse

rve

curr

ent

legis

lation a

nd

offic

ial guid

ance

ap

pro

priat

e to

the

work

envi

ronm

ent

2.2

Li

st a

nd d

escr

ibe

the

curr

ent

legis

lation a

nd o

ffic

ial guid

ance

that

ap

plie

s direc

tly

to h

isto

rica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

16

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

O

bse

rve

and e

valu

ate

pre

par

atio

n a

nd w

ork

act

ivitie

s ag

ainst

giv

en

requirem

ents

and m

ethods

of

work

to iden

tify

his

torica

l co

nse

rvat

ion/

rest

ora

tion d

efec

ts a

nd p

roble

ms

3.2

Apply

corr

ective

act

ions

that

follo

w s

afe

work

ing m

ethods

and

pra

ctic

es t

o lea

st t

hre

e of

the

follo

win

g h

isto

rica

l co

nse

rvat

ion/r

esto

ration d

efec

ts a

nd p

roble

ms:

●

limitat

ions

of

des

ign c

hoic

es

●

const

ruct

ion e

rrors

●

iden

tifica

tion o

f fu

rther

utilit

ies

●

her

itag

e co

nce

rns

●

envi

ronm

enta

l co

nce

rns

●

inco

rrec

t m

ainte

nan

ce

●

iden

tifica

tion o

f haz

ardous

mat

eria

ls

●

bre

aches

of

secu

rity

3.3

D

escr

ibe

types

of

com

mon h

isto

rica

l co

nse

rvat

ion/r

esto

ration d

efec

ts

and p

roble

ms

3.4

Exp

lain

met

hods

that

can

be

use

d t

o iden

tify

pote

ntial

his

torica

l co

nse

rvat

ion/r

esto

ration d

efec

ts a

nd p

roble

ms

3

Iden

tify

and a

sses

s def

ects

and

pro

ble

ms,

and

reco

mm

end a

nd

imple

men

t co

rrec

tive

act

ion

whic

h c

onfo

rms

to

saf

e w

ork

ing

met

hods

and

pra

ctic

es

3.5

Exp

lain

tec

hniq

ues

and m

ethods

that

allo

ws

reco

mm

endat

ions

to

be

mad

e an

d c

orr

ective

act

ions

applie

d o

n iden

tified

his

torica

l co

nse

rvat

ion/r

esto

ration d

efec

ts a

nd p

roble

ms

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

16

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Im

ple

men

t re

cord

ing s

yste

ms

follo

win

g o

rgan

isat

ional

pro

cedure

s th

at

iden

tifies

work

pro

gre

ss c

hec

ks,

faults,

pro

ble

ms

and q

uan

tities

in

volv

ed

4.2

Exp

lain

the

met

hods

that

can

be

use

d t

o k

eep a

ccura

te r

ecord

s of

work

pro

gre

ss w

hic

h c

an d

etai

l fa

ults

and p

roble

ms,

corr

ective

act

ions

and q

uan

tities

of

reso

urc

es u

sed

4

Kee

p a

ccura

te

reco

rds

of

work

pro

gre

ss c

hec

ks,

def

ects

, pro

ble

ms,

co

rrec

tive

act

ion

and q

uan

tities

in

volv

ed

4.3

G

ive

reas

ons

why

accu

rate

rec

ord

s sh

ould

be

kept

5

Iden

tify

, as

sess

an

d m

ainta

in t

he

nec

essa

ry

reso

urc

es f

or

his

torica

l co

nse

rvat

ion/r

esto

rat

ion a

ctiv

itie

s

5.1

Sel

ect

and/o

r ac

quire

and m

ainta

in a

t le

ast

four

of

the

follo

win

g

reso

urc

es f

or

at lea

st t

hre

e of

the

follo

win

g h

isto

rica

l co

nse

rvat

ion/

rest

ora

tion a

ctiv

itie

s:

Res

ourc

es:

●

peo

ple

●

pla

nt,

equip

men

t or

mac

hin

ery

●

mat

eria

ls a

nd c

om

ponen

ts

●

sub-c

ontr

acto

rs

●

info

rmat

ion

●

work

and f

acili

ties

●

was

te m

anag

emen

t

●

utilit

y pro

vider

s

His

torica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s:

●

roofing

●

lead

work

●

brick

layi

ng a

nd c

raft

mas

onry

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

16

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

●

eart

h w

allin

g

●

stonem

asonry

●

dec

ora

tion

●

pla

ster

ing

●

wal

l an

d f

loor

tilin

g

●

carp

entr

y an

d join

ery

●

spec

ialis

t her

itag

e an

d h

isto

rica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s

5.2

Exp

lain

diffe

rent

way

s th

at t

he

nec

essa

ry r

esourc

es f

or

his

torica

l co

nse

rvat

ion/r

esto

ration a

ctiv

itie

s ca

n b

e id

entified

5.3

Exp

lain

how

res

ourc

es c

an b

e as

sess

ed f

or

qual

ity

and h

ow

to

mai

nta

in n

eces

sary

res

ourc

es f

or

his

torica

l co

nse

rvat

ion/r

esto

ration

activi

ties

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


167

Unit 24: Planning Demolition Activities in the Workplace

Unit reference number: F/600/7561

QCF level: 6

Credit value: 12


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in planning demolition activities in the workplace within the relevant sector of industry.









Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of planning demolition activities to be effective and reliable when confirming a learner’s competence.


Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

16

8

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Confirm

the

work

re

quirem

ents

when

pla

nnin

g d

emolit

ion

activi

ties

agai

nst

th

e in

form

atio

n

supplie

d

1.1

Id

entify

and e

stab

lish a

t le

ast

two o

f th

e fo

llow

ing d

emolit

ion

activi

ties

agai

nst

at

leas

t five

of

the

follo

win

g info

rmat

ion s

ourc

es:

Dem

olit

ion a

ctiv

ity:

●

soft

str

ip

●

mec

han

ical

dem

olit

ion

●

rem

ote

mec

han

ical

dem

olit

ion

●

explo

sive

dem

olit

ion

●

sele

ctiv

e dem

olit

ion

Info

rmat

ion s

ourc

es:

●

surv

ey r

eport

s

●

des

ign

●

contr

actu

al

●

stat

uto

ry c

onse

nts

●

risk

ass

essm

ents

and m

ethod s

tate

men

ts

●

pro

gra

mm

es

●

reco

rds

about

the

com

pet

ence

of

peo

ple

●

sub-c

ontr

acto

r ar

rangem

ents

●

hea

lth,

safe

ty a

nd e

nvi

ronm

enta

l pla

n

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

16

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

●

Typ

e 3 a

sbes

tos

surv

ey

●

serv

ice

dis

connec

tion c

ertifica

tes

●

utilit

ies

surv

ey r

eport

1.2

Exp

lain

how

work

req

uirem

ents

for

dem

olit

ion a

ctiv

itie

s ca

n b

e co

nfirm

ed a

gai

nst

info

rmat

ion s

ourc

es

1.3

Exp

lain

who n

eeds

to b

e co

nsu

lted

when

confirm

ing w

ork

re

quirem

ents

for

dem

olit

ion a

ctiv

itie

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

17

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Consi

der

at

leas

t th

ree

of

the

follo

win

g influen

cing f

acto

rs w

hen

pla

nnin

g d

emolit

ion a

ctiv

itie

s:

●

org

anis

atio

nal

req

uirem

ents

●

contr

actu

al r

equirem

ents

●

stat

uto

ry r

equirem

ents

●

reso

urc

e al

loca

tion

●

work

ing r

equirem

ents

●

envi

ronm

enta

l co

nsi

der

atio

ns

●

wea

ther

conditio

ns

2.2

Exa

min

e at

lea

st t

wo o

f th

e fo

llow

ing g

uid

ance

mat

eria

ls w

hen

pla

nnin

g d

emolit

ion a

ctiv

itie

s:

●

ow

ner

’s m

anual

s

●

logbooks

●

mai

nte

nan

ce s

ched

ule

s an

d m

anual

s

●

pra

ctic

e guid

es a

nd s

pec

ific

atio

ns

●

curr

ent

legis

lation a

nd o

ffic

ial guid

ance

2.3

Exp

lain

how

influen

cing f

acto

rs a

nd g

uid

ance

mat

eria

ls c

an b

e id

entified

and w

hat

diffe

rent

met

hods

can b

e use

d t

o r

evie

w t

hem

w

hen

pla

nnin

g d

emolit

ion a

ctiv

itie

2

Iden

tify

and r

evie

w

influen

cing f

acto

rs

and g

uid

ance

m

ater

ial ab

out

the

work

envi

ronm

ent

2.4

G

ive

reas

ons

why

influen

cing f

acto

rs s

hould

be

revi

ewed

agai

nst

guid

ance

mat

eria

l

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

17

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

Prioritisi

ng d

emolit

ion a

ctiv

itie

s w

hils

t co

nsi

der

ing influen

cing f

acto

rs

3.2

Exp

lain

met

hods

that

can

ass

ess

and a

ccount

for

influen

cing f

acto

rs

when

prioritisi

ng d

emolit

ion a

ctiv

itie

s

3.3

Exp

lain

the

fact

ors

that

nee

d t

o b

e ta

ken into

acc

ount

when

prioritisi

ng d

emolit

ion a

ctiv

itie

s

3

Prio

ritise

act

ivitie

s by

asse

ssin

g a

nd

acco

unting f

or

all

the

influen

cing

fact

ors

3.4

G

ive

reas

ons

why

dem

olit

ion a

ctiv

itie

s sh

ould

be

prioritise

d

4.1

Rev

iew

and u

pdat

e pre

-det

erm

ined

dem

olit

ion a

ctiv

ity

priorities

by

taki

ng a

ccount

of

at lea

st f

our

of

the

follo

win

g c

han

gin

g

circ

um

stan

ces:

●

susc

eptibili

ty t

o d

amag

e

●

safe

ty r

equirem

ents

●

nee

d t

o inhib

it a

nd r

espond t

o d

eter

iora

tion

●

com

pro

mis

ed o

per

atio

nal

effec

tive

nes

s

●

wea

ther

conditio

ns

●

use

or

chan

ge

of

use

●

mee

ting c

urr

ent

legis

lation

●

reso

urc

es

●

secu

rity

thre

ats

4.2

Exp

lain

met

hods

that

allo

w p

riorities

to b

e am

ended

when

influen

cing

fact

ors

hav

e bee

n t

aken

into

acc

ount

4

Am

end p

riorities

to

tak

e ac

count

of

chan

gin

g

circ

um

stan

ces

whils

t m

ainta

inin

g

consi

sten

cy w

ith

the

influen

cing

fact

ors

4.3

Exp

lain

how

chan

gin

g c

ircu

mst

ance

s ca

n b

e ac

counte

d f

or

when

pla

nnin

g d

emolit

ion a

ctiv

itie

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

17

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

Id

entify

, an

alys

e an

d p

roduce

pla

ns

or

sched

ule

s fo

r at

lea

st t

hre

e of

the

follo

win

g d

emolit

ion a

ctiv

itie

s:

●

soft

str

ip

●

mec

han

ical

dem

olit

ion

●

rem

ote

mec

han

ical

dem

olit

ion

●

explo

sive

dem

olit

ion

●

sele

ctiv

e dem

olit

ion

5.2

Exp

lain

how

pla

ns

and s

ched

ule

s ca

n b

e pre

par

ed f

or

dem

olit

ion

activi

ties

5

Prep

are

pla

ns

or

sched

ule

s an

d

neg

otiat

e an

d

agre

e th

em w

ith

dec

isio

n m

aker

s

5.3

Exp

lain

met

hods

and t

echniq

ues

of

neg

otiat

ing a

nd a

gre

eing p

lans

and s

ched

ule

s w

ith d

ecis

ion m

aker

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


173

Unit 25: Supervising Demolition Activities in the Workplace

Unit reference number: L/600/7563

QCF level: 3

Credit value: 12


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in supervising demolition activities in the workplace within the relevant sector of industry.









Assessors for this unit must have verifiable, current industry experience and a sufficient depth of occupational expertise and knowledge of supervising demolition activities to be effective and reliable when confirming a learner’s competence.


Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

17

4

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

U

nder

take

super

visi

on d

uties

for

at lea

st t

wo o

f th

e fo

llow

ing

dem

olit

ion a

ctiv

itie

s:

●

soft

str

ip

●

mec

han

ical

dem

olit

ion

●

rem

ote

mec

han

ical

dem

olit

ion

●

explo

sive

dem

olit

ion

●

sele

ctiv

e dem

olit

ion

1.2

Exp

lain

how

pro

gra

mm

ed d

emolit

ion a

ctiv

itie

s sh

ould

be

super

vise

d

and c

arried

out

1.3

Exp

lain

how

dis

ruption t

o t

he

work

s an

d g

ener

al p

ublic

can

be

min

imis

ed d

uring d

emolit

ion a

ctiv

itie

s

1

Car

ry o

ut

the

super

visi

on o

f dem

olit

ion s

ite

activi

ties

whic

h w

ill

min

imis

e dis

ruption

and m

ainta

in

optim

um

per

form

ance

1.4

D

escr

ibe

diffe

rent

met

hods

that

can

optim

ise

work

per

form

ance

during d

emolit

ion

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

17

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Pr

ote

ct t

he

work

forc

e, t

he

gen

eral

public

, vi

sito

rs a

nd t

he

envi

ronm

ent

by

apply

ing info

rmat

ion r

elat

ing t

o a

t le

ast

thre

e of

the

follo

win

g:

●

met

hods

of

work

●

risk

ass

essm

ent

●

safe

use

and s

tora

ge

of

tools

●

safe

use

and s

tora

ge

of

mat

eria

ls

●

traf

fic

man

agem

ent

●

emer

gen

cy p

lans

2

Obse

rve

curr

ent

legis

lation a

nd

offic

ial guid

ance

ap

pro

priat

e to

the

work

envi

ronm

ent

2.2

Li

st a

nd d

escr

ibe

the

curr

ent

legis

lation a

nd o

ffic

ial guid

ance

that

ap

plie

s direc

tly

to d

emolit

ion a

ctiv

itie

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

17

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

O

bse

rve

and e

valu

ate

pre

par

atio

n a

nd w

ork

act

ivitie

s ag

ainst

giv

en

requirem

ents

and m

ethods

of

work

to iden

tify

dem

olit

ion f

aults

and

pro

ble

ms

3.2

Apply

corr

ective

act

ions

that

follo

w s

afe

work

ing m

ethods

and

pra

ctic

es lea

st t

hre

e of

the

follo

win

g d

emolit

ion f

aults

and p

roble

ms:

●

limitat

ions

of

des

ign c

hoic

es

●

const

ruct

ion e

rrors

●

iden

tifica

tion o

f fu

rther

utilit

ies

●

her

itag

e co

nce

rns

●

envi

ronm

enta

l co

nce

rns

●

inco

rrec

t m

ainte

nan

ce

●

iden

tifica

tion o

f haz

ardous

mat

eria

ls

●

bre

aches

of

secu

rity

3.3

D

escr

ibe

types

of

com

mon f

aults

and p

roble

ms

that

can

occ

ur

with

dem

olit

ion a

ctiv

itie

s

3.4

Exp

lain

met

hods

that

can

be

use

d t

o iden

tify

pote

ntial

dem

olit

ion

faults

and p

roble

ms

3.5

Exp

lain

tec

hniq

ues

and m

ethods

that

allo

w r

ecom

men

dat

ions

to b

e m

ade

and c

orr

ective

act

ions

applie

d o

n iden

tified

dem

olit

ion f

aults

and p

roble

ms

3

Iden

tify

and

asse

ss f

aults

and

pro

ble

ms

and

reco

mm

end a

nd

imple

men

t co

rrec

tive

act

ion

whic

h c

onfo

rms

to

saf

e w

ork

ing

met

hods

and

pra

ctic

es

3.6

Li

st t

he

type

of

corr

ective

act

ions

that

can

be

mad

e during d

emolit

ion

activi

ties

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

17

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

4.1

Car

ry o

ut

chec

ks o

n a

t le

ast

one

of

the

follo

win

g d

uring p

repar

atio

n

work

for

dem

olit

ion a

ctiv

itie

s:

●

conditio

n

●

fit

for

purp

ose

●

hea

lth a

nd s

afet

y

4.2

Exp

lain

the

pro

cedure

s th

at c

an a

pply

when

conduct

ing p

re-w

ork

ch

ecks

to e

nsu

re c

om

plia

nce

with s

tatu

tory

req

uirem

ents

4.3

Exp

lain

met

hods

of

reco

rdin

g p

re-w

ork

chec

ks f

or

dem

olit

ion a

ctiv

itie

s

4

Conduct

pre

-work

ch

ecks

to m

eet

stat

uto

ry

requirem

ents

and

mai

nta

in s

afe

work

ing m

ethods

and p

ract

ices

4.4

G

ive

reas

ons

why

pre

-work

dem

olit

ion c

hec

ks s

hould

be

carr

ied o

ut

5.1

Im

ple

men

t re

cord

ing s

yste

ms

follo

win

g o

rgan

isat

ional

pro

cedure

s th

at

iden

tifies

work

pro

gre

ss c

hec

ks,

faults,

pro

ble

ms

and q

uan

tities

in

volv

ed

5.2

Exp

lain

the

met

hods

that

can

be

use

d t

o k

eep a

ccura

te r

ecord

s of

dem

olit

ion w

ork

pro

gre

ss w

hic

h c

an d

etai

l fa

ults

and p

roble

ms,

co

rrec

tive

act

ions

and q

uan

tities

of

reso

urc

es invo

lved

5

Kee

p a

ccura

te

reco

rds

of

work

pro

gre

ss c

hec

ks,

faults,

pro

ble

ms,

co

rrec

tive

act

ion

and q

uan

tities

in

volv

ed

5.3

G

ive

reas

ons

why

accu

rate

rec

ord

s sh

ould

be

kept

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

17

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6

Iden

tify

, as

sess

an

d m

ainta

in

the

nec

essa

ry

reso

urc

es f

or

dem

olit

ion

activi

ties

6.1

Sel

ect

and/o

r ac

quire

and m

ainta

in a

t le

ast

thre

e of

the

follo

win

g

reso

urc

es f

or

at lea

st t

wo o

f th

e fo

llow

ing d

emolit

ion a

ctiv

itie

s:

Res

ourc

es:

●

peo

ple

●

pla

nt,

equip

men

t or

mac

hin

ery

●

mat

eria

ls a

nd c

om

ponen

ts

●

sub-c

ontr

acto

rs

●

info

rmat

ion

●

work

and f

acili

ties

●

was

te m

anag

emen

t

●

utilit

y pro

vider

s

Dem

olit

ion a

ctiv

ity:

●

soft

str

ip

●

mec

han

ical

dem

olit

ion

●

rem

ote

mec

han

ical

dem

olit

ion

●

explo

sive

dem

olit

ion

●

sele

ctiv

e dem

olit

ion

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

17

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6.2

Exp

lain

diffe

rent

way

s th

at t

he

nec

essa

ry r

esourc

es f

or

dem

olit

ion

activi

ties

can

be

iden

tified

6.3

Exp

lain

how

res

ourc

es c

an b

e as

sess

ed f

or

qual

ity

and h

ow

to

mai

nta

in n

eces

sary

res

ourc

es f

or

dem

olit

ion a

ctiv

itie

s

Lear

ner

nam

e:_______________________________________________

D

ate:

_____________________________

Lear

ner

sig

nat

ure

:____________________________________________

D

ate:

_____________________________

Ass

esso

r si

gnat

ure

:___________________________________________

D

ate:

_____________________________

Inte

rnal

ver

ifie

r si

gnat

ure

:______________________________________

(i

f sa

mple

d)

Dat

e:_____________________________


180

Unit 26: Supervising Tunnelling Activities in the Workplace


QCF level: 3

Credit value: 12


Unit summary

The aim of this unit is to illustrate the skills, knowledge and understanding required to confirm competence in supervising tunnel activities in the workplace within the relevant sector of industry.


This unit must be assessed in a work environment, in accordance with:



Assessors for this unit must have verifiable, current industry experience and a sufficient depth of relevant occupational expertise and knowledge, and must use a combination of assessment methods as defined in the Consolidated Assessment Strategy.


Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

18

1

Learn

ing

ou

tco

mes

an

d a

ssess

men

t cr

iteri

a

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia o

utlin

e th

e re

quirem

ents

the

lear

ner

is

expec

ted t

o m

eet

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.1

U

nder

take

super

visi

on d

uties

to g

iven

work

ing inst

ruct

ions

for

two o

f th

e fo

llow

ing t

unnel

ling a

ctiv

itie

s:

●

mobile

pla

nt

and m

achin

ery

oper

atio

ns

●

bac

k up s

ervi

ces

inst

alla

tion,

oper

atio

n,

mai

nte

nan

ce o

r re

mova

l

●

spoil

rem

ova

l

●

acce

ss e

quip

men

t er

ection,

mai

nte

nan

ce o

r re

mova

l

●

pip

ejac

king o

per

atio

ns

●

mic

ro t

unnel

ling o

per

atio

ns

●

exca

vation a

nd inst

alla

tion o

f su

pport

s

●

shaf

t an

d t

unnel

const

ruct

ion

●

tunnel

tra

nsp

ort

●

spra

ying c

oncr

ete

linin

g

●

oper

atin

g s

epar

atio

n p

lant

●

tem

pora

ry w

ork

s

●

lifting load

s

1

Car

ry o

ut

super

visi

on

activi

ties

of

tunnel

ling a

ctiv

itie

s to

giv

en w

ork

ing

inst

ruct

ions

whic

h

will

min

imis

e dis

ruption a

nd

mai

nta

in o

ptim

um

per

form

ance

1.2

Exp

lain

how

pro

gra

mm

ed t

unnel

ling a

ctiv

itie

s sh

ould

be

super

vise

d

and c

arried

out

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

18

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1.3

Exp

lain

how

dis

ruption t

o o

ther

wor

ks a

nd t

he

follo

win

g p

eople

can

be

min

imis

ed d

uring t

unnel

ling a

ctiv

itie

s:

●

work

forc

e

●

oth

er p

erso

nnel

on s

ite

●

mem

ber

s of

the

public

●

occ

upie

rs

●

site

vis

itors

●

peo

ple

affec

ted b

y on-s

ite

oper

atio

ns

1.4

Exp

lain

diffe

rent

met

hods

that

can

eff

ective

ly o

ptim

ise

and m

ainta

in

work

per

form

ance

during t

unnel

ling

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

18

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.1

Pr

ote

ct t

he

work

forc

e, t

he

gen

eral

public

, vi

sito

rs a

nd t

he

envi

ronm

ent

by

the

apply

ing info

rmat

ion r

elat

ing t

o t

hre

e of

the

follo

win

g:

●

met

hods

of

work

●

tunnel

acc

ess

arra

ngem

ents

●

risk

ass

essm

ent

●

safe

use

and s

tora

ge

of

tools

●

safe

use

and s

tora

ge

of

mat

eria

ls

●

traf

fic

man

agem

ent

●

emer

gen

cy p

lans

2

Obse

rve

curr

ent

legis

lation a

nd

offic

ial guid

ance

ap

pro

priat

e to

the

work

envi

ronm

ent

for

pro

tect

ion a

nd

safe

ty

2.2

Exp

lain

the

curr

ent

legis

lation a

nd o

ffic

ial guid

ance

that

applie

s direc

tly

to t

unnel

ling a

ctiv

itie

s fo

r pro

tect

ion a

nd s

afet

y

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

18

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

O

bse

rve

and e

valu

ate

pre

par

atio

n a

nd w

ork

act

ivitie

s ag

ainst

giv

en

requirem

ents

and m

ethods

of

work

to iden

tify

tunnel

ling d

efec

ts a

nd

pro

ble

ms

3.2

Apply

corr

ective

act

ions

that

follo

w s

afe

work

ing m

ethods

and

pra

ctic

es t

o d

eal w

ith t

hre

e of

the

follo

win

g t

unnel

ling d

efec

ts a

nd

pro

ble

ms:

●

limitat

ions

of

des

ign c

hoic

es

●

const

ruct

ion e

rrors

●

iden

tifica

tion o

f fu

rther

utilit

ies

●

her

itag

e co

nce

rns

●

envi

ronm

enta

l co

nce

rns

●

inco

rrec

t m

ainte

nan

ce

●

iden

tifica

tion o

f haz

ardous

mat

eria

ls

●

bre

aches

of

secu

rity

●

chan

ges

in g

round c

onditio

ns

3.3

D

escr

ibe

types

of

com

mon d

efec

ts a

nd p

roble

ms

that

can

occ

ur

with

tunnel

ling a

ctiv

itie

s

3

Iden

tify

and a

sses

s def

ects

and

pro

ble

ms,

and

reco

mm

end a

nd

imple

men

t co

rrec

tive

act

ion

whic

h c

onfo

rms

to

saf

e w

ork

ing

met

hods

and

pra

ctic

es

3.4

Exp

lain

met

hods

that

can

be

use

d t

o a

sses

s an

d iden

tify

pote

ntial

tu

nnel

ling d

efec

ts a

nd p

roble

ms

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

18

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.5

Exp

lain

how

to m

ake

reco

mm

endat

ions

and im

ple

men

t th

e fo

llow

ing

corr

ective

act

ions,

in a

ccord

ance

with s

afe

work

ing m

ethods

and

pra

ctic

es,

for

iden

tified

tunnel

ling d

efec

ts a

nd p

roble

ms:

●

redes

ign

●

reco

nfigure

●

rest

rict

●

redirec

t

●

repai

r

●

repla

ce

4.1

Set

up r

ecord

ing s

yste

ms,

follo

win

g o

rgan

isat

ional

pro

cedure

s, t

hat

det

ail w

ork

pro

gre

ss c

hec

ks a

nd t

he

def

ects

and p

roble

ms,

corr

ective

ac

tions

take

n a

nd q

uan

tities

invo

lved

4.2

Exp

lain

the

met

hods

that

can

be

use

d t

o k

eep a

ccura

te r

ecord

s of

tunnel

ling w

ork

pro

gre

ss w

hic

h c

an d

etai

l th

e ch

ecks

mad

e, d

efec

ts

and p

roble

ms,

corr

ective

act

ions

take

n a

nd q

uan

tities

of

reso

urc

es

use

d

4

Kee

p a

ccura

te

reco

rds

of

work

pro

gre

ss a

nd

quan

tities

invo

lved

4.3

G

ive

reas

ons

why

accu

rate

rec

ord

s sh

ould

be

kept

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

18

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5

Iden

tify

, as

sess

an

d m

ainta

in

the

nec

essa

ry

reso

urc

es f

or

tunnel

ling a

ctiv

itie

s

5.1

Id

entify

the

nec

essa

ry r

esourc

es for

thre

e of

the

follo

win

g t

unnel

ling

activi

ties

:

●

mobile

pla

nt

and m

achin

ery

oper

atio

ns

●

bac

k up s

ervi

ces

inst

alla

tion,

oper

atio

n,

mai

nte

nan

ce o

r re

mova

l

●

spoil

rem

ova

l

●

acce

ss e

quip

men

t er

ection,

mai

nte

nan

ce o

r re

mova

l

●

pip

ejac

king o

per

atio

ns

●

mic

ro t

unnel

ling o

per

atio

ns

●

exca

vation a

nd inst

alla

tion o

f su

pport

s

●

tunnel

const

ruct

ion

●

shaf

t an

d t

unnel

const

ruct

ion

●

tunnel

tra

nsp

ort

●

spra

ying c

oncr

ete

linin

g

●

oper

atin

g s

epar

atio

n p

lant

●

tem

pora

ry w

ork

s

●

lifting load

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

18

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.2

Sel

ect

and/o

r ac

quire

and m

ainta

in f

our

of

the

follo

win

g r

esourc

es

asso

ciat

ed w

ith r

elev

ant

tunnel

ling a

ctiv

itie

s:

●

peo

ple

●

pla

nt,

equip

men

t or

mac

hin

ery

●

mat

eria

ls a

nd c

om

ponen

ts

●

sub-c

ontr

acto

rs

●

info

rmat

ion

●

work

are

a an

d f

acili

ties

●

was

te m

anag

emen

t

●

utilit

y pro

vider

s

5.3

Exp

lain

diffe

rent

way

s th

at t

he

nec

essa

ry r

esourc

es f

or

tunnel

ling

activi

ties

can

be

iden

tified

5.4

Exp

lain

how

res

ourc

es c

an b

e as

sess

ed f

or

qual

ity

and h

ow

to

mai

nta

in t

he

nec

essa

ry r

esourc

es f

or

tunnel

ling a

ctiv

itie

s

Pea

rson E

dex

cel Le

vel 4 N

VQ

Dip

lom

a in

Const

ruct

ion S

ite

Super

visi

on (

Const

ruct

ion)

(QCF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2014 ©

Pea

rson E

duca

tion L

imited

2014

18

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

6

Com

ply

with t

he

giv

en c

ontr

act

info

rmat

ion w

hen

su

per

visi

ng

tunnel

ling a

ctiv

itie

s to

car

ry o

ut

the

work

eff

icie

ntly

to

the

required

sp

ecific

atio

n

6.1

U

nder

take

super

visi

on d

uties

of

activi

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191

12 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

● Edexcel: www.edexcel.com/contactus

● BTEC: www.btec.co.uk/contactus

● Pearson Work Based Learning: www.edexcel.com/about-wbl/Pages/Contact-us.aspx

● books, software and online resources for UK schools and colleges: www.pearsonschoolsandfecolleges.co.uk

Key publications:

● Adjustments for candidates with disabilities and learning difficulties – Access and Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint Council for Qualifications (JCQ))

● Equality Policy (Pearson)

● Recognition of Prior Learning Policy and Process (Pearson)

● UK Information Manual (Pearson)

● UK Quality Vocational Assurance Handbook (Pearson).

All of these publications are available on our website.

Further information and publications on the delivery and quality assurance of NVQ/Competence-based qualifications are available at our website: www.edexcel.com/quals/NVQ-competence-based-qcf/Pages

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to the resources page of our website, www.edexcel.com

http://www.edexcel.com/quals/NVQ-competence-based-qcf/Pages�

http://www.edexcel.com/�


192

13 Professional development and training

Professional development and training

Pearson supports UK and international customers with training related to our qualifications. This support is available through a choice of training options offered on our website: www.edexcel.com/resources/Training.

The support we offer focuses on a range of issues, such as:

● 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 in effective and efficient quality assurance systems.

The national programme of training we offer is on our website at: www.edexcel.com/resources/Training. You can request centre-based training through the website or you can contact one of our advisers in the Training from Pearson UK team via Customer Services to discuss your training needs.

Training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We also host some regional network events to allow you to share your experiences, ideas and best practice with colleagues in your region.

Regional support: our team of Regional Quality Managers, based around the country, are responsible for providing quality assurance support and guidance to anyone managing and delivering NVQs/Competence-based qualifications. The Regional Quality Managers can support you at all stages of the standard verification process as well as in finding resolutions of actions and recommendations as required.

To get in touch with our dedicated support teams please visit our website at: www.edexcel.com/contactus

Online support: find the answers to your questions by browsing over 100 FAQs on our website or by submitting a query using our Work Based Learning Ask the Expert Service. You can search the database of commonly asked questions relating to all aspects of our qualifications in the work-based learning market. If you are unable to find the information you need, send us your query and our qualification or administrative experts will get back to you. The Ask the Expert service is available on our website at: www.pearsonwbl.edexcel.com/Our-support

http://pearsonwbl.edexcel.com/Our-support/Pages/default.aspx�


193

Online forum

Pearson Work Based Learning Communities is an online forum where employers, further education colleges and workplace training providers can seek advice and clarification about any aspect of our qualifications and services, and share knowledge and information with others. The forums are sector specific and cover business administration, customer service, health and social care, hospitality and catering and retail. The online forum is available on our website at: www.pearsonwbl.edexcel.com/Our-support


194

14 Contact us

We have a dedicated Account Support team, across the UK, to give you more personalised support and advice. To contact your Account Specialist:

Email: [email protected] Telephone: 0844 576 0045

If you are new to Pearson and would like to become an approved centre, please contact us by:

Email: [email protected] Telephone: 0844 576 0045

Complaints and feedback

We are working hard to give you excellent service. However, if any element of our service falls below your expectations, we want to understand why, so that we can prevent it from happening again. We will do all that we can to put things right.

If you would like to register a complaint with us, please email [email protected].

We will formally acknowledge your complaint within two working days of receipt and provide a full response within seven working days.


195

Annexe A: Assessment Strategy – CITB

This is the Assessment Strategy for CITB, the Sector Skills Council (SSC) for Construction and the Built Environment. The strategy contains a number of appendices and these are included.

Consolidated Assessment Strategy for Construction and the Built Environment – Craft, Supervisory, Technical, Managerial and Professional

Units and Qualifications with NVQ in the Qualification and Credit Framework (QCF) title and SVQs.

Introduction

This assessment strategy provides principles and guidance to awarding organisations so the assessment of units and qualifications with NVQ in the Qualifications and Credit Framework (QCF) title and SVQs is valid, effective and consistent, and has credibility across the Construction and Built Environment sector. This is a consolidated CITB Assessment Strategy covering construction and the built environment – craft, supervisory, technical, managerial and professional NVQ and SVQ units and qualifications. This assessment strategy is one of the strands of the CITB Construction Qualification Strategy.

These principles are in addition to the requirements that awarding organisations must meet for the delivery of NVQ and SVQ units and qualifications as required by the qualification regulators’ documentation.

This consolidated assessment strategy provides the overarching principles as systems may vary from one awarding organisation to another. Awarding organisations must consistently put these principles into practice.

Appendix B provides a list of sub appendices relevant to specific NVQ or SVQ qualifications and units, these sub appendices contain additional information for awarding organisations where National Working Groups or Awarding Body Fora have identified the need for specific clarification. Clarification may be about the terminology of the content of the unit (ref. section 2.1), or specific occupational expertise requirements for assessors and verifiers (ref. section 4).

Awarding organisations must make this strategy and the relevant appendices available to assessors, verifiers and candidates.


196

Principles

1. External quality control of assessment

1.1.1 Awarding organisations must use risk management for external quality control of assessment. They must evaluate all external verification reports and other data relating to assessment centres. Awarding organisations must address any risks relating to quality control, considering the sector assessment strategy requirements for:

● workplace evidence

● the use of simulation

● the occupational competence of assessors and verifiers.

1.1.2 The monitoring and standardisation of assessment decisions must be achieved by robust and strong internal and external verification systems that meet the requirements of the qualification regulators’ documentation.

1.1.3 Awarding organisations must be members of the sector’s Built Environment Awarding Body Forum, of which the qualification regulators are members. Members will be expected to provide feedback on National Occupational Standards (NOS), NVQ or SVQ units and qualifications, including aspects informing incremental change.

1.1.4 The Forum will, in respect of this strategy:

● build on the good relationships with awarding organisations

● provide opportunities to identify and address particular issues of external quality control

● contribute to improving quality and consistency

● support awarding organisations to monitor assessment centres’ performance to identify areas and levels of risk

● provide information and statistics about take-up and completion, as well as trends and developments that can be used by CITB and awarding organisations to identify any problem areas and agree remedial action

● discuss matters concerning quality assurance, as well as providing the opportunity to identify issues arising from implementation of NOS and related vocational qualifications

● inform the continuous improvement of NOS, and awards derived from them

● identify and share best practices to build a whole industry approach to pursue excellence in education and work-based learning and assessment process to achieve competence.

1.1.5 Awarding organisations and their partners, assessment centres, verifiers and assessors must maintain robust and transparent operational arrangements. They must preserve independence in assessment, certification and quality assurance processes. Awarding organisations must ensure clear separation of their NVQ/SVQ assessment responsibilities from their industry, training, membership, certification, accreditation and commercial interests and resolve any conflicts of interest.

1.1.6 Where e-assessment is used, it must meet the requirements of the qualification regulators’ documentation.


197

2 Aspects to be assessed through performance in the workplace

2.1 Direct evidence produced through normal performance in the workplace is the primary source for meeting the requirements. This includes naturally occurring documentary evidence (hard copy and electronic), direct observation of activities and witness testimony as relevant. CITB’ National Working Groups will specify any exceptions to this position (see section 3).

2.2 Workplace evidence must be supported by the required evidence of knowledge and understanding. This evidence may be identified by:

● questioning the candidate

● recognised industry education and training programme assessment or professional interview assessment that has been matched to NOS requirements

● performance evidence.

2.3 A holistic approach towards the collection of evidence should be encouraged. The focus should be on assessing activities generated by the whole work experience rather than focusing on specific tasks. This would show how evidence requirements could be met across the qualification to make the most efficient use of evidence. Appendix A suggests standard evidence notes for awarding organisations.

3 How simulated working conditions may be used to assess competence

3.1 Simulations (designed situations for producing artificially generated evidence) may only be used where candidates are prevented from gathering direct evidence from the workplace in the normal way because:

● there are hazards

● it is difficult to distinguish individual performance in team situations

● circumstances occur infrequently or long term results are involved

● confidentiality is important

● there are organisational constraints.

3.2 Any instances where simulation is considered to be acceptable as an alternative (to direct workplace evidence) means of generating evidence, will be determined by the relevant CITB National Working Group and stated in the unit. Appendix A suggests standard evidence notes for awarding organisations.

3.3 The CITB National Working Group will determine and specify on the required realistic working environment and context to be adopted. This could include appropriate:

● tools, equipment and instruments

● materials

● types of contingencies

● standards and quality specifications

● real timescales

● quantities of work

● physical conditions


198

● relationships with people

● types of interaction

● communication methods and media

● information and data.

3.4 Where simulated evidence is stated as acceptable in the unit, the circumstances and requirements for the simulation needs to be confirmed by discussions between the candidate and the assessor, and which are then agreed by the internal and external verifiers.

3.5 Where other Standard Setting Bodies’ units are imported into a CITB suite, the evidence requirements of the originating body will be adopted and specified.

4 Occupational expertise requirements for assessors and verifiers

4.1 Awarding organisations must ensure that assessors:

4.1.1 have sufficient, verifiable, relevant current industry experience, knowledge and understanding of the occupational working area at, or above, the level being assessed. This must be of sufficient depth to be effective and reliable when judging candidates’ competence. Assessors’ experience, knowledge and understanding could be verified by a combination of:

● curriculum vitae and employer endorsement

● references

● possession of a relevant NVQ/SVQ, or vocationally related qualification

● corporate membership of a relevant professional institution

● interview

(The verification process must be recorded and available for audit.)

4.1.2 have sufficient occupational expertise so they have up to date experience, knowledge and understanding of the particular aspects of work they are assessing. This could be verified by records of continuing professional development achievements

4.1.3 only assess in their acknowledged area of occupational competence

4.1.4 have a sound, in-depth knowledge of, and uphold the integrity of, the sector’s NOS and this Assessment Strategy (this document)

4.1.5 are prepared to participate in training activities for their continued professional development

4.1.6 hold, or are working towards, a qualification as listed within ‘Assessing and Assuring Quality of Assessment’, either in the Qualifications and Credit Framework (QCF), or the Scottish Credit and Qualifications Framework (SCQF):

● Level 3 Award in Assessing Competence in the Work Environment

● Level 3 Certificate in Assessing Vocational Achievement

● SVQ (SCQF level) Assessing Competence in the Work Environment

● SVQ (SCQF level) Assessing Vocational Achievement


199

or hold one of the following:

● A1 Assess candidates using a range of methods

● D32/33 Assess candidate performance, using differing sources of evidence.

Holders of A1 and D32/33 must assess to the reviewed National Occupational Standards (NOS) for Learning and Development.

In Scotland, approval for exemptions must be obtained from the Scottish Qualifications Authority.

4.2 Awarding organisations must ensure that internal verifiers:

4.2.1 have sufficient, verifiable, relevant up to date experience, knowledge and understanding of the occupational working area at, or above, the level being verified. This must be of sufficient depth to be effective and reliable when verifying judgements about assessors’ assessment processes and decisions. Internal verifiers’ experience, knowledge and understanding could be verified by a combination of:


● references



● interview


4.2.2 have expertise so they have up to date experience, knowledge and understanding of the particular aspects of work they are verifying. This could be verified by records of continuing professional development achievements

4.2.3 have a sound, in-depth knowledge of, and uphold the integrity of, the NOS and this Assessment Strategy (this document)


4.2.5 hold, or are working towards, a qualification as listed in ‘Assessing and Assuring Quality of Assessment’, either in the Qualifications and Credit Framework (QCF), or the Scottish Credit and Qualifications Framework (SCQF):

● Level 4 Award in the Internal Quality Assurance of the Assessment Process and Practice

● Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Process and Practice

● SVQ(SCQF level) in the Internal Quality Assurance of the Assessment Process and Practice

● SVQ (SCQF level) in Leading the Internal Quality Assurance of Assessment Process and Practice

or hold one of the following:

● VI Conduct internal quality assurance of the assessment process

● D34 Internal verify the assessment process.


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Holders of V1/D34 must quality assure to the reviewed National Occupational Standards (NOS) for Learning and Development.

It is strongly recommended that within the role of Internal Quality Assurance one of the following qualifications is held:





or one of the following:


● D32/33 Assess candidate performance, using differing sources of evidence.

4.3 Awarding organisations must ensure that external verifiers:

4.3.1 have sufficient, verifiable, relevant experience, knowledge and a broad understanding of the occupational working area at, or above, the level being verified. This must be of sufficient depth to be effective and reliable when verifying judgements about internal verification and assessment processes and decisions. External verifiers’ experience, knowledge and understanding could be verified by a combination of:


● references



● interview


4.3.2 have sufficient expertise so they have an up-to-date experience, knowledge and understanding of the particular aspects of work they are verifying. This could be verified by records of continuing professional development achievements

4.3.3 have a sound, in-depth knowledge of, and uphold the integrity of, the NOS and this Assessment Strategy (this document)


4.3.5 hold, or are working towards, a qualification as listed in ‘Assessing and Assuring Quality of Assessment’, either in the Qualifications and Credit Framework (QCF), or the Scottish Credit and Qualifications Framework (SCQF):

● Level 4 Award in the External Quality Assurance of the Assessment Process and Practice

● Level 4 Certificate in Leading the External Quality Assurance of Assessment

● SVQ (SCQF level) in the External Quality Assurance of the Assessment Process and Practice

● SVQ (SCQF) in Leading the External Quality Assurance of Assessment


201

or hold one of the following

● V2 Conduct external quality assurance of the assessment process

● D35 Externally verify the assessment process.

Holders of V2/D35 must quality assure to the reviewed National Occupational Standards (NOS) for Learning and Development.

It is strongly recommended that within the role of External Quality Assurance one of the following qualifications is held at Level 3 and Level 4.

Level 3:





or one of the following


● D32/33 Assess candidate performance, using differing sources of evidence

Level 4:

● Level 4 Award in the Internal Quality Assurance of the Assessment Process and

● Practice

● Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Process and Practice

● SVQ(SCQF level) in the Internal Quality Assurance of the Assessment Process and Practice

● SVQ (SCQF level) in Leading the Internal Quality Assurance of Assessment Process and Practice

● VI Conduct internal quality assurance of the assessment process

● D34 Internal verify the assessment process.

4.4 Selection and appointment of assessors and verifiers

All applicants should be advised that they may be interviewed. Applicants’ CVs should be profiled against the activities and range of the NVQ/SVQ(s) they will assess/verify to check that the applicant has the relevant current experience, knowledge and understanding of the occupational working area:

● at, or above, the level they will be assessing

● of sufficient depth to credibly verify judgements and assessments

● to uphold the integrity of the NOS and this Consolidated Assessment Strategy.

All assessors should have experience as well as, not in lieu of, qualifications.

Where there seem to be gaps in a potentially suitable applicant’s experience and knowledge, the applicant should be interviewed. Successful applicants’ CVs, profiling, reasons for not needing to interview and interview records should be available for audit.


202

Appendix B1 - Additional Information to the Consolidated Assessment Strategy from the National Working Group for Controlling Lifting Operations

Part A: Clarification and guidance notes

This additional information has been produced to ensure consistency in interpreting the occupational expertise requirements for assessors as described in paragraph 4.1 of the CITB Consolidated Assessment Strategy. This should help awarding organisations incorporate relevant parts of the assessment strategy principles’ requirements in their documentation for the Controlling Lifting Operations units and qualifications with NVQ in the QCF title and SVQs.

Additional requirements for assessors of planning and supervising lifting operations

Assessors must be competent and have an up-to-date working knowledge of the occupation and sector. Assessors must have had active involvement in lifting operations and on each endorsement for which they wish to assess. The awarding body must ensure that all assessors are competent on each endorsement for which they intend to assess.

Supplementary guidance

In order to meet contractual and regulative requirements, many sectors of industry require lift planners and supervisors to possess certification from recognised industry approved bodies. The awarding body should ideally encourage all assessors to hold appropriate registration cards or certificates to support industry initiatives for a qualified workforce.

Where lifting experience was gained within the armed forces, applicants for assessor status should ideally gain external work experience within industry, or be able to demonstrate knowledge of relevant industry working practices outside the armed forces.

Part B: Clarification on standards (NOS) content terminology

Various sectors of industry, supported by the Health and Safety Executive, requested national occupational standards for the safety critical occupations of lift planner and lift supervisor. Standards from the suite of National Occupational Standards for Construction Site Supervision and Construction Site Management were identified by the National Working Group (NWG) as conveniently defining the job roles of planner and supervisor.

Certain standards (NOS), however, use terminology particular to, or make reference to, the construction sector, limiting the scope of the standards. Clarification of NOS terminology has been produced (Appendix B1), by the NWG, for awarding organisations, which provides interpretation and meaning of selected words that are used in lifting operations within other industrial sectors. Provision of this clarification further avoids a proliferation of new standards.

Awarding organisations need to ensure that candidates, employers, assessment centres, assessors and those involved in the verification process for this qualification are informed of the clarification of NOS terminology for planning and supervising lifting operations.


203

Clarification of NOS terminology for controlling lifting operations

‘construction operations’ Includes lifting operations within other sectors of industry.

‘decision-makers’ This refers to the client, customer or their representative, senior/contracts manager, project team, consultants or in VR 705 the lift planner.

‘ensure notice has been given to all the people who will be affected’

This means as dictated by the lift plan.

‘lines’ ‘levels’, ‘angles’ This includes load levels, ground levels, lines for placing loads and lifting accessory angles.

‘near neighbours’ This can include other structures and a workforce in a different part of the project.

‘organise and control the site’ The lifting activity and the immediate surrounding area.

‘position, align and/or level the work’

This refers to items being moved and placed and the equipment used to attach and move the loads.

‘produce clear requests for plant, equipment or machinery’

This means those specified by the lift plan.

‘place and maintain notices’ This means ensuring that the correct notices (for the lifting activity) are in place prior to the commencement of the lifting activity, and checked throughout the duration of the activity.

‘plan how the work will be undertaken’

This means as dictated by the lift plan.

‘programmes and schedules’ This refers to either component parts of, or the complete lift plan.

‘project’ A lifting operation that is taking place within an overall contract, project or work activity.

‘project plan’ This refers to either component parts of, or the complete lift plan.

‘site’ A lifting operation that is taking place within an overall contract, project or work activity.

‘site plan’ This refers to either components part of, or the complete lift plan.

‘vehicular access’ This can comprise of all forms of transport, including waterborne and airborne craft.


204

Appendix B2

Additional Information to the Consolidated Assessment Strategy from the Awarding Body Forum for Plant Operations

Clarification and guidance notes

Aspects to be assessed through performance in the workplace

This additional information has been produced to ensure consistency in aspects to be assessed through performance in the workplace as described in paragraph 2.1 of the CITB Consolidated Assessment Strategy. This should help awarding organisations incorporate the guidance into their assessment methodology for Plant Operations units and qualifications with NVQ in the QCF title and SVQ in the SCQF.

Additional requirements for assessment in the workplace

Direct evidence produced through normal performance in the workplace is the primary source for meeting the requirements. This direct evidence must be met using a combination of the following methods.

● direct observation by the assessor

● witness testimony by an expert witness related to the occupational area

● professional discussion.

Workplace evidence must be supported by the required evidence of knowledge and understanding gained from at least three month’s work-based experience.

Occupational expertise requirements for assessors

This additional information has been produced to ensure consistency in interpreting the occupational expertise requirements for assessors as described in paragraph 4.1 of the CITB Consolidated Assessment Strategy. This should help awarding organisations incorporate relevant parts of the assessment strategy principles’ requirements in their documentation for Plant Operations units and qualifications with NVQ in the QCF title and SVQs.

Additional requirements for assessors of plant operations

Assessors must be competent and have an up-to-date working knowledge of the occupation and sector. Assessors must have had active involvement in plant operations and on each endorsement for which they wish to assess. The awarding organisation must ensure that all assessors are competent on each endorsement for which they intend to assess in accordance with requirements of the qualification regulators’ guidance for England, Northern Ireland, Scotland and Wales.

Supplementary guidance

In order to meet contractual and regulative requirements, many sectors of industry require operators of plant and equipment to possess certification from recognised industry approved bodies. The awarding organisation should ideally encourage all assessors to hold appropriate registration cards or certificates to support industry initiatives for a qualified workforce.

Where plant operating experience was gained within the armed forces, applicants for assessor status should ideally gain external work experience within industry, or be able to demonstrate knowledge of relevant industry working practices outside the armed forces.


205

Appendix C

Guidance on the use of simulation

Introduction

National Occupational Standards (NOS) are developed by Sector Skills Councils (SSCs) and describe the level of occupational competence required of a particular job role. NOS are then used to build National and Scottish Vocational Qualifications (N/SVQs) that are competence based qualifications and demand assessment in a workplace environment.

Assessment of N/SVQs through simulation is indicated where the achievement of valid and reliable assessment calls for evidence of performance under workplace conditions, but where it will be difficult to assess through normal working practice. This will usually apply as a result of one or more of the following constraints:

● activities which are inherently hazardous and where mistakes made in carrying them out would pose unacceptable risks to the candidate, other people, animals or property (e.g. electricity and gas sectors, fire service etc.)

● the costs incurred would be unacceptably high if mistakes were made during an activity and a candidate would therefore be required to ‘prove’ competence before progressing onto the actual work (e.g. handling rare or precious objects)

● situations where the qualities and outcomes of the candidate’s behaviour are almost impossible to distinguish from those of their peers or colleagues, making authenticity uncertain (e.g. in some teamwork contexts)

● activities or situations which are sufficiently rare (e.g. where processes, such as a ‘shut-down’, may only occur on an annual basis)

● when the collection and/or review of evidence of workplace performance would intrude unacceptably on personal privacy or confidentiality, or would significantly alter the nature of an interaction or relationship (e.g. in some health care settings)

● a requirement to work with new techniques and/or work practices which may not be available in all workplaces.

Where permitted, simulation can take one or a combination of the two following forms:

● the candidate is presented with an activity to perform using equipment and/or in a location which replicates that found in the workplace

● the candidate is presented with a situation to which they must respond; taking and playing the role they would expect to play in the workplace.

It is an SSC’s responsibility to define the acceptability of evidence from simulation in the context of National Occupational Standards (NOS) and National and Scottish Vocational Qualifications (N/SVQs). The CITB Consolidated Assessment Strategy provides this guidance.


206

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