Higher National Certificate/Diploma in Construction and the Built Environment. Programme Specification

Transcription

1 Higher National Certificate/Diploma in Construction and the Built Environment Programme Specification

2 Contents Programme Specification Rationale Aims of the Programme Distinctive features of the programmes Higher Level skills and abilities Professional Body Recognition/National Occupational Standards 5 Teaching, Learning and Assessment Strategies used 5 Methods used to indicate and evaluate quality and standards 5 Learning Support Provision 5 Descriptor for a higher education qualification at level : Higher National Certificate 6 Descriptor for a higher education qualification at level 5: Higher National Diploma 6 Programme Structure 7 Learning Support Provision Units 1 Individual Set Project Construction Technology Science & Materials 7 - Construction Practice and Management Legal and Statutory Responsibilities in Construction Construction Information (Drawing, Detailing, Specification) Surveying, Measuring & Setting Out Site Supervision & Operations 7 Assessment Methods Matrix 2

3 Programme Specification 1 Awarding body Pearson 2 Name of Teaching Institution Selby College 3 Award Higher National Diploma Title of Programme Construction and the Built Environment 5 Level of programme within the Framework for Higher Education (FHEQ) 6 Name of Programme Leader Andrew Wiggins 7 Mode of Study (full or part-time) P/T 8 Duration (total number of years) 2 years 9 Number of weeks per academic year Location of delivery (state if includes placement) Accrediting Professional / Statutory Body (if applicable) Selby College Pearson 12 UCAS Code (if applicable) 13 Admissions Criteria Level 3 or similar with vocational experience 1 Date of approval (through HE Quality and Standards Committee) 15 Date to be revised Link to Edexcel website: 3

4 16 Rationale Students completing their BTEC Higher Nationals in Construction and The Built Environment will be aiming to go on to employment or progress to a final year at university. Therefore, it was essential that we developed these qualifications in close collaboration with experts from Professional Bodies, vendors, businesses and universities, and with the providers who will be delivering the qualifications These qualifications are intended to prepare learners for a range of technical, professional and management careers in construction and the built environment by providing specialised studies which are directly related to individual occupations and professions. Learners will be already working in, or looking to seek employment in, construction enabling learners to make an immediate contribution in the Construction and the Built Environment sector. These qualifications will: Have a flexible approach to learning against nationally recognised standards Change educational needs relevant to Construction and the Built Environment sector Develop skills to enhance performance in the workplace Gain recognition by appropriate professional bodies Allow progression to degree programmes The BTEC Higher Nationals in Construction and the Built Environment have been developed to focus on: The education and training of engineers/technicians who are employed at a professional level in a variety of types of technical work, such as in design, manufacture, maintenance and building services areas of the construction industries Providing opportunities for engineers/technicians to achieve a nationally recognised Level or Level 5 vocationally specific qualification Providing opportunities for full-time learners to gain a nationally recognised vocationally specific qualification to enter employment as an engineer/technician or progress to higher education vocational qualifications such as a full or part-time degree in construction Providing opportunities for learners to focus on the development of the higher level skills in a technological and management context Providing opportunities for learners to develop a range of skills and techniques and attributes essential for successful performance in working life. 17 Aims of the qualification 18 This qualification meets the needs of the above rationale by: developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life and thereby enable learners to make an immediate contribution to employment at the appropriate professional level to provide preparation for a range of technical and management careers in construction and building services equipping individuals with knowledge, understanding and skills for success in employment in the construction and building services -based industry providing specialist studies relevant to individual vocations and professions in which learners are working or intend to seek employment in construction and building services and its related industries enabling progression to an undergraduate degree or further professional qualification in construction and building services or related area providing a significant educational base for progression to the Chartered Institute. Distinctive features of the programmes The programme is distinctive because The focus is on technical and work-related skills to improve employability and effectiveness at work. Vocational content is combined with high academic standards & thorough, broad-based discipline knowledge through flexible part-time and work-based learning.

5 It has been developed through a process of close co-operation and collaboration in response to input from employers and course participants. 19 Higher Level skills and abilities Learners will be expected to develop the following skills during the programme of study: analyse, synthesise and summarise information critically read and use appropriate literature with a full and critical understanding think independently, solve problems and devise innovative solutions take responsibility for their own learning and recognise their own learning style apply subject knowledge and understanding to address familiar and unfamiliar problems design, plan, conduct and report on investigations use their knowledge, understanding and skills to evaluate and formulate evidence-based arguments critically and identify solutions to clearly defined problems of a general routine nature communicate the results of their study and other work accurately and reliably using a range of specialist techniques identify and address their own major learning needs within defined contexts and to undertake guided further learning in new areas apply their subject-related and transferable skills in contexts where the scope of the task and the criteria for decisions are generally well defined but where some personal responsibility and initiative is required. 20 Professional Body Recognition/National Occupational Standards The Higher National qualifications in Construction have been developed with career progression and recognition by professional bodies in mind. It is essential that learners gain the maximum benefit from their programme of study. Thus this development has been informed by discussions/relevant publications from the Engineering Council (UK), Chartered Institute of Building (CIOB), Chartered Institute of Building Services Engineers (CIBSE). Higher Nationals in Construction are designed to relate to the National Occupational Standards in the process, manufacturing and engineering sector. Higher Nationals do not purport to deliver occupational competence in the sector, which should be demonstrated in a work context. However, the qualifications provide underpinning knowledge for the Construction National Occupational Standards, as well as developing practical skills in preparation for work and possible achievement of Professional Competence qualifications in due course. 21 Teaching, Learning and Assessment Strategies used Teaching and learning methods/strategies: Outcomes will be developed through a combination of face-to-face seminars and workshops work-based learning experience and guided activities online learning (using the virtual learning environment tutorial and mentor support online and face-to-face student-centred collaborative activities directed reading of texts, articles, policy documents, journals etc independent study and reflection negotiation and implementation of individual, work-based learning module assignments 5

6 22 Methods used to indicate and evaluate quality and standards Regular Programme Team meetings Annual Programme Team Review meeting Student consultation: staff/student committees, student module evaluation, annual programme evaluation (QDP), cross-college focus groups etc. Tracking of student achievement Monitoring of performance indicators e.g. retention, achievement Marking and Moderation activities Exam Boards and External Verifier reports Annual Programme Review and Quality Improvement Plan 23 Learning Support Provision All students complete an initial assessment. Students have access to both embedded and discrete support in developing academic study skills. This is coordinated by the HE Tutor. In addition the course provides: An induction programme to familiarise students with the learning environment and the virtual learning environment Student and module handbooks Induction to library and skill development in each year of the programme Detailed written guidance on academic writing and referencing conventions Regular tutorial sessions Programme Leader/HE Tutor available to advise on personal / course matters Tutors operating an open access policy Support from designated HE Tutor Additional support provided by College expert teams (e.g. dyslexia, visual or hearing impairment, communications or numeracy) Access to Selby college s support services (e.g. Counselling and Careers Guidance) addresses and office telephone numbers to be published in the student handbook for easy access and Virtual College support 2 Descriptor for a higher education qualification at level : Higher National Certificate Certificates of Higher Education are awarded to students who have demonstrated: knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. Typically, holders of the qualification will be able to: evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work communicate the results of their study/work accurately and reliably, and with structured and coherent arguments undertake further training and develop new skills within a structured and managed environment. And holders will have: the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility. 6

7 Holders of a Certificate of Higher Education will have a sound knowledge of the basic concepts of a subject, and will have learned how to take different approaches to solving problems. They will be able to communicate accurately and will have the qualities needed for employment requiring the exercise of some personal responsibility. The Certificate of Higher Education may be a first step towards obtaining higher level qualifications. 25 Descriptor for a higher education qualification at level 5: Higher National Diploma Higher National Diplomas are awarded to students who have demonstrated: knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge. Typically, holders of the qualification will be able to: use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations. And holders will have: the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making. Holders of qualifications at this level will have developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely. Through this, they will have learned to evaluate the appropriateness of different approaches to solving problems. Their studies may well have had a vocational orientation, for example HNDs, enabling them to perform effectively in their chosen field. Holders of qualifications at this level will have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making. 26 Programme structure Certificate Stage Edexcel Unit Number 1 (Pearson-set) Individual Project Title Level Credits Mandatory/ Specialist Workbased Long Thin/ Short Fat Semester (1/2) 15 Mandatory Long Thin 1 2 Construction Technology 15 Mandatory Long Thin 1 3 Science & Materials 15 Mandatory Long Thin 1 Construction Practice and Management 15 Mandatory Long Thin 1 7

8 Legal and Statutory Responsibilities in Construction Construction Information (Drawing, Detailing, Specification) Surveying, Measuring & Setting Out Site Supervision & Operations 15 Specialist Long Thin 1 15 Specialist Long Thin 1 15 Specialist Long Thin 1 15 Optional Unit Long Thin 1 8

9 Diploma stage Edexcel Unit Number Title Level Credits Mandatory/ Specialist Workbased Long Thin/ Short Fat Semester (1/2) Distinction Descriptors Descriptors In order to achieve a distinction the learner must: Characteristics The learner s evidence shows for example Units 1 Critically evaluate an estimating technique to its accuracy in the production of a quantities. Produce an accurate bill of quantities work section from final design drawings. Evaluate estimating techniques used for the different stages of a project s lifecycle. Evaluate how the functional characteristics and design selection criteria impact on the eventual design solution Prepare a design report identifying superstructure, substructure and civil engineering structures necessary for a given building construction project. Explain the legal status of different types of building companies. 1 Explore different sources of finance available to a construction company and strategies used to manage finance. Evaluate forms of company organisation within the 1 contemporary construction industry. Illustrate the different strategies used by a construction company to manage resources. Explain the terminology used in construction technology. 2 Describe the different techniques used to construct a range of substructures and superstructures, including their function and design selection criteria

10 Appraise how the distribution of the primary services impact on the overall design of the building. Discuss how multiple regulations and legislation would apply to a given site activity, highlighting how to plan and manage for safe handling and use. Illustrate how the use of sustainable practices and considerations for material choice can improve the environmental rating of the completed building Evaluate how the use of passive or active strategies can minimise energy, materials, water, and land use. Critically evaluate how construction companies have developed their structure and business ethos. Compare the main factors which differentiate between construction companies, contracts and tendering. Provide a detailed analysis of how the construction industry has evolved in terms of innovative construction methods and contracts. Evaluate the impact of health & safety legislation, how it has evolved the drivers for it, and its advantages or weaknesses within construction. Evaluate the impact of planning systems and building regulations agencies in managing the development of land and buildings. Identify the different types of civil engineering/infrastructure technology used in support of buildings. Illustrate the supply and distribution of a range of building services and how they are accommodated within the building. Review health and safety regulations and legislation associated with the storage, handling and use of materials on a construction site. Discuss the environmental and sustainability factors which can impact on and influence the material choices for a construction project. Present material choices for a given building using performance properties, experimental data, sustainability and environmental consideration. Evaluate the performance of a given building in respect of its human comfort requirements Describe the construction industry with reference to company structures and other activities. Explain different types of construction companies in the market and their relationships within the tendering process. Discuss the key stages in a construction project, and how Building Information Modelling informs the different stages. Analyse how the construction industry has developed suitable collaboration strategies in support of greater recognition of health & safety. Examine the process used to obtain planning permission for the construction and alteration of buildings. Design a detailed Discuss the processes and regulations used to control design

11 plan for a contractor to reduce the legal impacts of a large urban construction project. Present a strategy to address the legal and statutory issues associated with the sale of a large urban construction site. Assess the impact of land law and property law in the development and disposal of a large urban construction project. Justify the use of specific types of construction information in support of a given project. Propose corrections to construction drawings and specifications using industry standard forms of notation Assess the accuracy of a network in the production of a topographic survey Analyse both the accuracy achieved and the techniques used during the practical exercise. Analyse the techniques used to improve accuracy, including the implication of setting out errors and the application of industry standard technology/ software. Review construction information and schedules of defects to ascertain patent defects and the implication for defects liability. Give examples of methods for promoting a positive approach to health & safety for a construction team. Analyse the relationship between performance management and health & safety legislation. and to ensure safe buildings. Assess the laws used to ensure that construction sites operate safely and consider adjoining land-users. Analyse how the law of contract and land law are used to sell and lease land and buildings. Evaluate different types of construction information in the context of diverse project types. Develop construction drawings, details, schedules and specifications in support of a given construction project. Interpret different types of construction information in order to explain a construction project. Assess ways in which construction professionals collaborate in the production of construction information. Undertake a survey to establish a station network for horizontal and vertical control. Explain the process of undertaking a topographic survey. 7 Apply industry standard techniques in the production, transferring and staking out of co-ordinates of multiple construction elements. Prepare a report on the causes of errors and techniques to improve accuracy, including the use of digital data. Evaluate construction information to determine quality requirements. Prepare a report on defects and recommended remedial actions. Assess a pre-construction health & safety plan for a given construction project, in relation to local and national regulations. Discuss methods for evaluating and improving the performance of site staff

12 HNC Assessment Methods Matrix HNC Unit Individual Project Construction Technology Science & Materials Construction Practice and Management Legal and Statutory Responsibilities in Construction Construction Information Surveying, Measuring & Setting Out Site Supervision & Operations Assessment Method Level Level Essay Assignments Group Projects Independent projects Problem Solving Exercises Oral Presentations