HN Civil Engineering Units

BTEC Higher Nationals
Guidance and units
Edexcel Level 4
BTEC Higher Nationals in Civil Engineering
August 2003
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Authorised by Peter Goff

Publications Code B013360
All the material in this publication is copyright
London Qualifications Limited 2003
EDEXCEL LEVEL 4 BTEC HIGHER

NATIONALS IN CIVIL ENGINEERING
BTEC Higher National Certificate in Civil Engineering

BTEC Higher National Diploma in Civil Engineering
Contents
Qualification titles covered by this specification
Edexcel qualifications in the National Qualifications

Framework
Introduction
Structure of the qualifications
BTEC Higher National Certificate
BTEC Higher National Diploma
Key features
Professional body recognition
Occupational Standards
Qualification Requirement
Higher level skills and abilities
Teaching, learning and assessment
10
11
Unit format
11
Learning and assessment
12
Grading Higher National units
13
Grade descriptors
14
Accreditation of Prior Learning (APL)
16
Quality assurance of BTEC Higher Nationals
16
Centre and programme approval
16
Monitoring centres internal quality systems
17
Independent assessment: the role of the external examiner
17
Programme design and delivery
18
Mode of delivery
19
Resources
19
Delivery approach
20
Meeting local needs
20
Locally-devised specialist units
20
Limitations on variations from standard specifications
20
Access and recruitment
21
Balancing studies
21
Restrictions on learner entry
22
Learners with particular requirements
22
The wider curriculum
22
Useful publications
22
Professional body contact details
23
How to obtain CISC Occupational Standards and NVQ Standards
24
Professional development and training
24
Further information
25
Core Units
27
Unit 1:
Design Principles and Application
29
Unit 2:
Science and Materials
35
Unit 3:
Analytical Methods
41
Unit 4:
Management Principles and Application
47
Unit 5:
Group Project
55
Unit 6:
Health, Safety and Welfare
61
Specialist Units
67
Unit 7:
Geology and Soil Mechanics
69
Unit 8:
Civil Engineering Construction A
77
Unit 9:
Site Surveying Procedures
83
Unit 10: Structural Analysis and Design
91
Unit 11: Individual Student Project
97
Unit 12: Design and Production Computer Analysis
103
Unit 13: Engineering Mathematics
109
Unit 14: Civil Engineering Construction B
115
Unit 15: Fluids and Hydraulics
121
Unit 16: Project Management
129
Unit 17: Advanced Structural Analysis and Design
135
Unit 18: Transportation
141
Unit 19: Law and Contract
147
Unit 20: Tendering and Estimating
153
Unit 21: Contractual Procedures
159
Unit 22: Work-based Learning A
167
Unit 23: Work-based Learning B
173
Annex A
179
Qualification codes
179
QCA codes
179
Edexcel codes
179
QCA and Edexcel codes
179
Annex B
181
Representation by Professional Bodies
181
Recognition
182
Annex C
Mapping of BTEC Nationals in Civil Engineering to CISC Occupational
Standards (based on 1998 CISC CD-Rom)
Annex D
184
184
189
Summary of Links between BTEC Higher Nationals in Civil Engineering

Units and the Evidence Requirements of Level 4 NVQs
189
Construction Industry Council Common Learning Outcomes
190
Annex E
BTEC Environmental Initiative Guidance for the Incorporation of
Environmental Components into BTEC programmes
Annex F
Annex G
Annex H
Annex I
Engineering Council (UK) Extract *
Annex J
Summary of support materials (all units)
193
193
195
195
197
197
199
199
207
207
211
211
Qualification titles covered by this specification

Edexcel Level 4 BTEC Higher National Certificate in Civil Engineering
Edexcel Level 4 BTEC Higher National Diploma in Civil Engineering
These qualifications have been accredited to the National Qualifications Framework (NQF).
The Qualification Accreditation Numbers (QANs) for these qualifications are listed in Annex A.
These qualification titles are as they will appear on the learners certificate. Learners need to be
made aware of this when they are recruited by the centre and registered with Edexcel.
Providing this happens, centres are able to describe the programme of study leading to the
award of the qualification in different ways to suit the medium and the target audience.
B013360 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Civil Engineering
Issue 1 August 2003
Edexcel qualifications in the National Qualifications Framework

NQF level
BTEC Professional Award, Certificate,
Diploma

BTEC Professional Award, Certificate,
Diploma
BTEC National Diploma
BTEC National Certificate
BTEC National Award
Key skills level 5
NVQ level 5
Key skills level 4
NVQ level 4
Key skills level 3
GCE A Level
GCE AS Level
VCE
AEA
NVQ level 3
Key skills level 2
GCSE (A* C)
GCSE (Double Awards) (A* A* CC)
GCSE (Short Courses) (A* C)
Intermediate GNVQ
NVQ level 2
BTEC Diploma in Foundation Studies (Art

and Design)
BTEC Award, Certificate, Diploma
BTEC First Diploma
BTEC Introductory Certificate

BTEC Introductory Diploma
Entry Level Certificate in Skills for Working
Life
Entry Level Certificate in Personal Skills
Level 2 Certificate in
Adult Numeracy
Adult Literacy
Adult Numeracy
Level 1 Certificate
in Adult Literacy
Entry Level Certificate in
Adult Numeracy
Entry Level Certificate in
Adult Literacy
Key skills level 1
GCSE (D G)
GCSE (Double Awards) (DD GG)
GCSE (Short Courses) (D G)
Foundation GNVQ
NVQ level 1
Entry Level Certificates
Issue 1 August 2003
Introduction
This document contains the units and associated guidance for the National Qualifications
Framework (NQF) Edexcel Level 4 BTEC Higher Nationals in Civil Engineering. Each unit
sets out the required outcomes and content and includes advice regarding appropriate
delivery and assessment strategies. The guidance contains further details of the teaching,
learning, assessment and quality assurance of these qualifications. It includes advice about
Edexcels policy regarding access to its qualifications, the design of programmes of study and
delivery modes.
Structure of the qualifications

The BTEC Higher National Certificate in Civil Engineering is a 10-unit qualification of
which six units are core units.
The BTEC Higher National Certificate programme must contain a minimum of five units
designated at H2 level.

The BTEC Higher National Diploma in Civil Engineering is a 16-unit qualification of which
six units are core units.
The BTEC Higher National Diploma programme must contain a minimum of eight units
designated at H2 level.
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Overall unit structure for suite of the BTEC Higher Nationals in the Construction and Built Environment Sector
Specialist units
Core
Construction*
*
**
H1
H1
H1
H2
H2
H2

Analytical Methods
Group Project
Civil Engineering
H1
H1
H1
H2
H2
H2

Analytical Methods
Group Project
H1 Geology and Soil Mechanics

H1 Technology A
H1 Civil Engineering Construction A
H2 Technology B
H2 Site Surveying Procedures
H1 Law and Contract
H2 Structural Analysis and Design
H1 Building Services Engineering Technology
H2 Individual Student Project
H2 Contractual Procedures
H1 Design and Production Computer Analysis
H2 Refurbishment and Adaptation
H2 Engineering Mathematics
H1 Environment
H2 Civil Engineering Construction B
H2 Construction Economics
H2 Fluids and Hydraulics
H2 Individual Student Project
H2 Project Management
H2 Production Management
H2 Advanced Structural Analysis and Design
H1 Tendering and Estimating
H2 Transportation
H2 Project Management
H1 Law and Contract
H1 Measurement A
H1 Tendering and Estimating
H2 Building Control and Inspection
H2 Contractual Procedures
H2 Supply Chain Management
H2 Work-based Learning A
H2 Technology C
H2 Work-based Learning B
H1 Specification and Contract Documentation
H1 Structural Behaviour and Detailing
H2 Measurement B
H1 Design Procedures
H2 Design Technology
H2 Materials Properties and Performance
H2 Site Surveying Procedures
H1 IT Applications General [0.5 unit]
H2 IT Applications Surveying and Measuring [0.5 unit]
H1 IT Applications Computer Aided Design [0.5 unit]
H2 IT Applications Project Management [0.5 unit]
H2 Work-based Learning A
H2 Work-based Learning B
Civil Engineering
}
Building Services Engineering
} Guidance and units contained within separate specifications
Building Services Engineering**

H1
H1
H1
H2
H2
H2

Services Science
Analytical Methods
Group Project
H2
H2
H1
H2
H2
H1
H1
H1
H2
H2
H1
H2
H2
H2
H1
H2
H2
H1
H1
H1
H2
H1
H2
H2
H2
H2
H2
H2
Services Project Management

Engineering Mathematics
Quality Assurance and Control
Individual Student Project
Thermofluids and Acoustic Criteria
Air Conditioning A
Heating A
Electricity and Lighting
Air Conditioning B
Heating B
Piped Distribution Services
Energy Utilisation and Efficiency
Plumbing Technology
Refrigeration Technology
Refrigeration Electrical Technology
Advanced Refrigeration Systems
Electrical Theory
Electrical and Electronics Control Principles [0.5 unit]
Electrical Installation A [0.5 unit]
Lighting Applications
Power Supplies to Buildings
Building Fire Protection and Security
Electrical Installation B
Building Management Systems
Refrigeration Applications
Refrigeration Design and Plant Selection
Work-based Learning A
Work-based Learning B
Issue 1 August 2003
BTEC Higher Nationals in Civil Engineering Qualification structures and routes for Occupational Disciplines
Core units
H1
H1
H1
H2
H2
H2
JBM Approved Qualification Structures
Common to all
routes of HNC
and HND

Analytical Methods
Management Principles and Applications
Group Project
Specialist units: common to HNC programmes designed to meet JBM recognised structure
H1
H1
H2
H2
HNC = 6 core +
4 specialist units

Structural Analysis and Design
Specialist units: a further six specialist units (building on HNC) to provide an HND
HND = 6 core +
4 specialist=units
common to the
HNC + 6 further
specialist=units
Other specialist units

(to broaden study)
H2
H1
H2
H2
H2
H2
H2
H1
H1
H2
H2
H2
Civil Engineering
Design and Production Computer
Analysis
Civil Engineering Construction B
Fluids and Hydraulics
Project Management
Advanced Structural Analysis and
Design
Law and Contract
Tendering and Estimating
Contractual Procedures
H2
H1
H2
H2
H2
H2
H1
H1
H2
H2
H2
Structural Engineering
Analysis
Design
Law and Contract
H2
H2
H2
H2
Highway Engineering
Analysis
Transportation
H1
H1
H2
H2
H2
Law and Contract

H2
H1
JBM: Joint Board of Moderators (Higher Qualifications Panel) representing ICE, IStructE, and IHIE.
Programmes must have a minimum of 50% of units designated at H2 level.
Issue 1 August 2003
Key features
The BTEC Higher Nationals are designed to provide a specialist vocational programme, linked
to professional body requirements and National Occupational Standards where appropriate,
with a strong work related emphasis. The qualifications provide a thorough grounding in the
key concepts and practical skills required in their sector and their national recognition by
employers allows progression direct into employment. The BTEC Higher Nationals offer a
strong emphasis on practical skills development alongside the development of requisite
knowledge and understanding in their sector. Learners are attracted to this strong vocational
programme of study that meets their individual progression needs whether this is into
employment or to further study on degree or professional courses.
A key progression route for BTEC Higher National Certificate and Diploma learners is to the
second or third year of a degree or honours degree programme, depending on the match of the
BTEC Higher National units to the degree programme in question.
The BTEC Higher Nationals in Civil Engineering have been developed to focus on:
national qualifications, with detailed common standards, learning outcomes and unit
grading recognisable to centres, learners, employers and professional bodies
recognition by appropriate professional bodies
a common core of study applicable to the whole industry
a choice of optional specialist curriculum studies appropriate to the main career disciplines
within civil engineering
a flexible approach to curriculum content within a nationally recognised framework
changing training and educational needs relevant to civil engineering disciplines
progression to degree programmes and progression to professional institution membership
a contribution to the skills, knowledge and understanding required to underpin relevant

occupational standards and NVQs at level 4
providing opportunities for learners to focus on the development of higher level skills in a
technological and management context
a focus on the development of learners practical knowledge, skills and understanding that
underpins performance in the workplace
preparation for employment and further training and professional development.
This qualification meets the needs of the above rationale by:
preparing learners for a range of technical, professional and management career disciplines
in civil engineering by providing specialised studies which are directly relevant to
individual occupations and professions in which learners are currently working or in which
they intend to seek employment
enabling learners to make an immediate contribution in employment in the civil engineering

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

basis for progression to graduate and postgraduate studies
developing a range of skills and techniques, personal qualities and attitudes essential for
successful performance in working life
Issue 1 August 2003
providing further study, career development and progression from a Technical Certificate
at level 3 within an Advanced Modern Apprenticeship (AMA)
providing a significant basis for progression to Incorporated Engineer level
providing a significant education base for progression to membership of professional

institutions in civil engineering.

The BTEC Higher Nationals in Civil Engineering have been developed with career progression
and recognition by professional bodies in mind. It is essential that learners gain the maximum
benefit from their programme of study. Consequently we have added value to the qualification
by acquiring recognition for these qualifications.
The following is an indication of relevant professional bodies who recognise or are likely to
recognise these BTEC Higher Nationals in Civil Engineering and their recommended unit
structure, as a qualification contributing towards their requirements and that also meet the
requirements of the Engineering Council (UK)s Standards for Professional Engineering
Competence:
The Institution of Civil Engineering (ICE)
The Institution of Structural Engineers (IStructE)
The Institute of Highway Incorporated Engineers (IHIE).
In addition to individual recognition by the main professional bodies, the NQF BTEC Higher
Nationals in Civil Engineering have also been validated and approved by the Construction
Industry Council Standards Panel (CICSP) which represents all the main professional bodies,
NTOs (SSCs), employer bodies and key employers for higher level qualifications in the
Construction and Built Environment Sector.
Further details of professional body recognition and exemptions of BTEC Higher Nationals are
contained in the publication BTEC Professional Recognition which is available on Edexcels
website (www.edexcel.org.uk). See Annex B for details of professional bodies and recognition
arrangements. Also see Annex I for details of the Engineering Council (UK)s requirements for
progression to Incorporated Engineer.
Issue 1 August 2003
Occupational Standards
BTEC Higher Nationals in Civil Engineering are designed to relate to the Occupational
Standards in the civil engineering sector, which in turn form the basis of the Civil Engineering
National Vocational Qualifications (NVQs) at level 4. BTEC Higher Nationals do not purport
to deliver occupational competence in the sector, which should be demonstrated in a work
context. However, the qualifications provide underpinning knowledge for the Occupational
Standards, as well as developing practical skills in preparation for work and possible
achievement of NVQs in due course.
As part of the development process the content in these qualifications has been mapped to the
1998 Construction Industry Standing Conference (CISC) Occupational Standards (OS) and also
the relevant NVQ at level 4.
Through the study of the core units and specialist units, learners will cover much of the
underpinning knowledge, skills and understanding that will contribute to the evidence required
for the NVQ level 4 units in:
Civil and Structural Engineering Design
Construction Site Management
Construction Plant and Equipment Management
Highways Maintenance
Road Safety
Traffic Management and Systems Engineering.
See Annex D for a summary of the mapping links between the core units and the specialist units
and these NVQs.
There are good links between the curriculum content of the BTEC Higher Nationals in Civil
Engineering and the QAA Engineering threshold benchmark standards, albeit that the BTEC
Higher Nationals are normally only two year programmes and the QAA benchmark standards,
which are set at honours degree level, are normally three years of study. Where gaps exist,
these would need to be covered in any enhanced further learning a learner undertakes in order
to progress to Incorporated Engineer level.
Edexcel has published Qualification Requirements as a part of the revision of the BTEC Higher
Nationals. Qualification Requirements set out the aims and rationale of the qualifications and
provide the framework of curriculum content. They also identify the higher level skills
associated with the qualifications and any recognition by the relevant professional bodies. The
Qualification Requirement for BTEC Higher Nationals Civil Engineering is given in Annex H.
Edexcel standard specifications titles are developed from the Qualification Requirements.
Licensed centres comply with Qualification Requirements when developing BTEC Higher
Nationals under these standard titles.
Qualification Requirements provide consistent standards within the same vocational area and
clearly identify the skills and knowledge that can be expected of any holder of an identical
BTEC Higher National. This will allow higher education institutions, employers and
professional bodies to confidently provide progression opportunities to successful learners.
Issue 1 August 2003

Learners studying for the BTEC Higher Nationals in Civil Engineering will be expected to
develop the following higher level skills during the programme of study:
locate, extract, read and use appropriate literature drawn from multiple sources with a full
and critical understanding
design, plan, conduct and report investigations and research to solve problems and
communicate the results of their study accurately and reliably
seek solutions to routine and unfamiliar problems through the analysis and synthesis of a
range of concepts, knowledge and skills to formulate evidence-based arguments and
evaluate and summarise information critically
analyse and interpret data and present quantitative and qualitative information, together
with analysis, argument and commentary, in a form appropriate to the intended audience;
using appropriate quantitative techniques, relevant IT software and media
relate academic knowledge, skills and understanding to skills in the workplace and where
appropriate, demonstrate their integration through workplace experience and activities
think independently and apply complex theories to practical realistic work situations, some
requiring innovation and creativity
apply their subject-related and transferable skills in contexts where the scope of the task
and the criteria for decisions are generally well defined but where some personal
responsibility and initiative are required
recognise the moral and ethical issues of construction, sustainability, the environment,
scientific enquiry and experimentation
appreciate the need for ethical standards and professional codes of conduct and apply
insight and judgement in relation to the margins and consequences of error
develop an understanding of the interdisciplinary nature of construction, and of the skills

required to work in non-adversarial integrated teams with other professions in construction
take responsibility to manage and direct their own and where appropriate, the activities of
others
identify and address their own learning needs within defined contexts, recognise their own
learning style and undertake further guided learning in new areas.
The Construction Industry Council has an agreed set of Common Learning Outcomes for all
sub-degree and degree level courses, these are summarised in Annex D.

The 10-unit BTEC Higher National Certificate in Civil Engineering provides a specialist workrelated programme of study that covers the key knowledge, understanding and practical skills
required in the civil engineering sector and also offers particular specialist emphasis through
the choice of specialist units.
BTEC Higher National Certificates provide a nationally recognised qualification offering
career progression and professional development for those already in employment and
opportunities to progress in higher education. The qualifications are mode free but they are
primarily undertaken by part-time learners studying over two years. In some sectors there are
opportunities for those wishing to complete an intensive programme of study in a shorter period
of time.
Issue 1 August 2003
The specification provides centres with a framework to develop engaging programmes for
higher education learners who are clear about the area of employment that they wish to enter.
Their access to suitable civil engineering work situations may enable learners to gain evidence
towards an NVQ. See Annex D.
The BTEC Higher National Certificate in Civil Engineering provides three main discipline
progression routes: civil engineering; structural engineering; and highway engineering. Within
each of these three main discipline progression routes, there are specialist units that enable
programmes to be designed and focused on the needs of learners and employers.
The choice of appropriate specialist units should ensure adequate coverage of the technology
units required for the discipline progression route being followed. It should also provide a good
balance and integration of theory and practice to ensure that the qualification supports both
employer related and academic progression and the unit structures recognised by professional
bodies see qualification structure.

The 16-unit BTEC Higher National Diploma provides greater breadth and specialisation than
the BTEC Higher National Certificate. BTEC Higher National Diplomas are mode free but are
followed predominately by full-time learners. They allow progression into or within
employment in the civil engineering sector, either directly on achieving of the award or
following further study to degree level.
The BTEC Higher National Diploma in Civil Engineering also provides for an opportunity for
suitable work-experience in order for learners to apply their knowledge and practical skills in
the workplace during their study. Full-time learners have the opportunity to do this through
formal work placements or their part-time employment experience. Work-based learning units
are provided so that relevant work-based learning can be formally assessed.
The qualification prepares learners for employment in the civil engineering sector and will be
suitable for 18+ year olds who have already decided that they wish to enter this area of work.
Some adult learners may wish to make the commitment required by this qualification in order
to enter a specialist area of employment in civil engineering or progress into higher education.
Other learners may want to extend the specialism that they followed on the BTEC Higher
National Certificate programme. Progression from this qualification may well be into or within
employment in civil engineering where learners may work towards membership of ICE;
IStructE; and IHIE, or other relevant professional body.
The BTEC Higher National Diploma in Civil Engineering provides three main discipline
progression routes: civil engineering; structural engineering; and highway engineering.
The choice of appropriate specialist units should ensure adequate coverage of the technology
units required for the discipline progression route being followed. It should also provide a good
balance and integration of theory and practice to ensure that the qualification supports both
employer related and academic progression and the unit structures recognised by professional
bodies see qualification structure.
10
Issue 1 August 2003
Teaching, learning and assessment

Learners must pass all 10 units on their programme of learning to be awarded a BTEC Higher
National Certificate and all 16 units to be awarded a BTEC Higher National Diploma.
The assessment of BTEC Higher National qualifications is criterion-referenced and centres are
required to assess the learners evidence against published learning outcomes and assessment
criteria. All units will be individually graded as pass, merit or distinction. To achieve a
pass grade for the unit learners must meet the assessment criteria set out in the specifications.
This gives transparency to the assessment process and provides for the establishment of
national standards for each qualification.
The units in BTEC Higher National qualifications all have a standard format which is designed
to provide clear guidance on the requirements of the qualification for learners, assessors and
those responsible for monitoring national standards.
Unit format
Each unit is set out in the following way.
Unit title, learning hours and NQF level
The unit title is accredited by QCA and this form of words will appear on the learners
Notification of Performance. In BTEC Higher National qualifications each unit consists of
60 guided learning hours.
Each unit is assigned a notional level indicator of H1 or H2, indicating the relative intellectual
demand, complexity and depth of study, and learner autonomy.
At H1 level the emphasis is on the application of knowledge, skills and understanding, use of
conventions in the field of study, use of analytical skills and selection and organisation of
information.
At H2 level the emphasis is on application and evaluation of contrasting ideas, principles,
theories and practices, greater specialisation in the field of study, and an increasing
independence in systematic enquiry and analysis.
Description of unit
A brief description of the overall purpose of the unit is given, together with the key areas of
study associated with the unit.
Summary of learning outcomes
The outcomes of the unit identify what each learner must do in order to pass the unit. Learners
must achieve all the outcomes in order to pass the unit.
Content
This section picks up highlighted words from the outcomes and amplifies the content coverage
required when addressing the outcomes. The content section will often provide lists of topics.
Please note all aspects of the listed topics should be covered, except those that begin with eg,
where items listed are merely indicative.
Outcomes and assessment criteria
Each unit contains statements of the evidence that each learner should produce in order to
receive a pass.
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11
Guidance
This section is not prescriptive but provides additional guidance and amplification related to the
unit to support teachers/deliverers and assessors. Its subsections are given below. Only those
subsections which apply to the unit will appear.
Delivery offers guidance about possible approaches to delivery. This advice is based on
the more usual delivery modes and is not intended to rule out alternative approaches.
Assessment provides advice about the nature and type of evidence that learners are likely
to need to produce. This subsection should be read in conjunction with the assessment
criteria and the generic grade descriptors.
Links sets out the links between units. Provides opportunities for integration of learning,
delivery and assessment. Any links to the National Occupational Standards will be
highlighted here.
Resources identifies the specialist resources likely to be needed to allow learners to

generate the evidence required by each unit. The centre will be asked to ensure that this
requirement is in place when it seeks approval from Edexcel to offer the qualification.
Support materials identifies, where appropriate, textbooks, videos, magazines, journals,

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

The purpose of assessment is to ensure that effective learning of the content of each unit has
taken place. Evidence of this learning, or the application of the learning etc, is required for each
unit. The assessment of the evidence directly relates to the assessment criteria for each unit,
supported by the generic grade descriptors.
The process of assessment can aid effective learning by seeking and interpreting evidence to
decide the stage that learners have reached in their learning, what further learning needs to take
place and how best to do this. Therefore, the process of assessment should be part of the
effective planning of teaching and learning by providing opportunities for both the learner and
assessor to obtain information about progress towards learning goals. The assessor and learner
must be actively engaged in promoting a common understanding of the assessment criteria and
the grade descriptors (what it is they are trying to achieve and how well they achieve it) for
further learning to take place. Therefore, learners need constructive feedback and guidance
about how to improve, capitalising on strengths, with clear and constructive comments about
weaknesses and how these might be addressed.
Assessment instruments are constructed by centres. Assessment instruments should collectively
ensure coverage of all assessment criteria within each unit and should provide opportunities for
the evidencing of all the grade descriptors. It is advised that assessment criteria and
contextualised grade descriptors are clearly indicated on each assessment instrument to provide
a focus for learners (for transparency and to ensure that feedback is specific to the criteria) and
to assist with internal standardisation processes. Tasks/activities should enable learners to
produce evidence that relates directly to the assessment criteria and grade descriptors.
When centres are designing assessment instruments, they need to ensure that the instruments
are valid, reliable and fit for purpose, building on the application of the assessment criteria.
Centres are encouraged to place emphasis on practical application of the assessment criteria,
providing a realistic scenario for learners to adopt, making maximum use of work-related
practical experience and reflecting typical practice in the sector concerned. The creation of
assessment instruments that are fit for purpose is vital to achievement and their importance
cannot be over-emphasised.
12
Issue 1 August 2003
Grading Higher National units

The assessment of BTEC Higher National qualifications will be at unit level and there will be
no overall grade for either the Certificate or the Diploma. This means that learners are able to
access the qualification through a unitised approach.
Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement
of all outcomes against the specified assessment criteria. Merit and distinction grades are
awarded for higher-level achievement.
The generic merit and distinction grade descriptors listed on pages 1415 are for grading the
total evidence produced for each unit and describe the learners performance over and above
that for a pass grade.
The merit and distinction grade descriptors can be achieved in a flexible way, eg in a sequential
or holistic mode, to reflect the nature of the sector concerned.
Each of the generic merit and distinction grade descriptors can be amplified by use of
indicative characteristics. These give a guide to the expected learner performance and support
the generic grade descriptors. The indicative characteristics should reflect the nature of a unit
and the context of the sector programme.
The indicative characteristics shown in the table for each of the generic grade descriptors are
not exhaustive. Consequently, centres should select from the list or may construct other
appropriate indicative characteristics for their sector programme which may be drawn from the
appropriate higher-level skills. It is important to note that each assessment activity does not
need to incorporate all the merit and/or distinction grade descriptors.
Contextualising the generic grade descriptors
The generic merit and distinction grade descriptors need to be viewed as a qualitative extension
of the assessment criteria for pass within each individual unit. The relevant generic grade
descriptors must be identified and specified within an assignment and the relevant indicative
characteristics should be used to place the required evidence in context.
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13
Grade descriptors
Pass grade
A pass grade is achieved by meeting all the requirements defined in the assessment criteria for
pass for each unit.
Merit grade
Merit descriptors
Indicative characteristics:
In order to achieve a merit

the learner must:
The learners evidence shows:
effective judgements have been made
complex problems with more than one variable have been

explored
an effective approach to study and research has been applied
relevant theories and techniques have been applied
a range of methods and techniques have been applied
a range of sources of information has been used
the selection of methods and techniques/sources has been

justified
the design of methods/techniques has been justified
complex information/data has been synthesised and

processed
appropriate learning methods/techniques have been applied
appropriate structure and approach has been used
coherent, logical development of principles/concepts for the

intended audience
a range of methods of presentation have been used and

technical language has been accurately used
communication has taken place in familiar and unfamiliar

contexts
the communication is appropriate for familiar and

unfamiliar audiences and appropriate media have been used
14
identify and apply

strategies to find
appropriate solutions
select/design and apply

appropriate
methods/techniques
present and
communicate
appropriate findings
Issue 1 August 2003
Distinction grade
Merit descriptors
Indicative characteristics:
In order to achieve a
distinction the learner must:
The learners evidence shows:
conclusions have been arrived at through synthesis of ideas

and have been justified
the validity of results has been evaluated using defined

criteria
self criticism of approach has taken place
realistic improvements have been proposed against defined

characteristics for success
use critical reflection to

evaluate own work and
justify valid conclusions
take responsibility for
managing and organising
activities
demonstrate
convergent/lateral/
creative thinking
autonomy/independence has been demonstrated

substantial activities, projects or investigations have been
planned, managed and organised
activities have been managed
the unforeseen has been accommodated
the importance of interdependence has been recognised and

achieved
ideas have been generated and decisions taken
self evaluation has taken place
convergent and lateral thinking have been applied
problems have been solved
innovation and creative thought have been applied
receptiveness to new ideas is evident
effective thinking has taken place in unfamiliar contexts
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15
Accreditation of Prior Learning (APL)

Edexcel encourages centres to recognise learners previous achievements and experience
through the Accreditation of Prior Learning. Learners may have evidence that has been
generated during previous study, in their previous or current employment or whilst undertaking
voluntary work that relates to one or more of the units in the qualification. Assessors should
assess this evidence against the Higher National standards in the specifications in the normal
way. As with all evidence, assessors should be satisfied about the authenticity and currency of
the material when considering whether or not the outcomes of the unit have been met.
Full guidance about Edexcels policy on APL is provided on our website
(www.edexcel.org.uk).
Quality assurance of BTEC Higher Nationals

The quality assurance system for BTEC Higher National qualifications, as higher-level
vocational qualifications at Level 4 on the NQF, will comprise three main components.
approval process a control measure to confirm that individual centres (and programme
teams) are appropriately resourced and competent to deliver a BTEC Level 4 programme of
study.
monitoring of centres a method of monitoring centres internal quality systems to

ensure ongoing fulfilment of initial requirements and, where appropriate, enhancement of
those requirements to accommodate new qualifications.
independent assessment a measure that provides independence within the assessment

process, so that the certificated outcomes for each learner are not reliant on determinations
by individuals or groups with a vested interest in the outcome. This measure should be
consistent and reliable over time, and should not create unnecessary barriers.
Centre and programme approval

Approval to offer the BTEC Higher National qualifications will vary depending on the status of
the centre. Centres that have a recent history of delivering BTEC Higher National qualifications
and have an acceptable quality profile in relation to their delivery will be able to gain approval
through an accelerated process. Centres that are new to the delivery of BTEC Higher National
qualifications will be required to submit evidence to demonstrate that they:
have the human and physical resources required for effective delivery and assessment
understand the implications for independent assessment and agree to abide by these
have a robust internal assessment system supported by fit for purpose assessment
documentation
have a system to internally verify assessment decisions to ensure standardised assessment

decisions are made across all assessors and sites.
Such applications have to be supported by the head of the centre (principal, chief executive,
etc).
We communicate all approvals in writing to the head of centre in the form of a qualification
approval letter. The approval letter will also contain a programme definition for each
qualification approved. The programme definition clearly states to the centre all units that
comprise the qualification for which the centre is approved.
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Issue 1 August 2003
Monitoring centres internal quality systems

Centres will be expected to demonstrate ongoing fulfilment of approval criteria across all
programme areas. This should include the consistent application of policies affecting learner
registrations and appeals, together with the effectiveness of internal examination and
standardisation processes.
Centres may opt for a review of their provision under the quality verifier/quality reviewer
arrangements, which already apply to all further education centres. Alternatively, centres may
present evidence of their operation within a recognised code of practice, such as that of the
Quality Assurance Agency for Higher Education. Edexcel reserves the right to confirm
independently that these arrangements are operating to our satisfaction.
Independent assessment: the role of the external examiner

Supporting consistency and appropriateness of centre assessor decisions
For all BTEC Higher Nationals accredited at Level 4 on the NQF, Edexcel will appoint
appropriately qualified subject-specific external examiners to the programme in each centre.
Edexcel will define the selection, appointment and training process, together with the roles and
responsibilities of the external examiners and will communicate the details to centres in a
centre handbook.
The function of the external examiner will be to review and evaluate objectively the assessment
process and standards of learner attainment by independently reviewing, in the first year of the
programme, a sample of learner work (including the centre-designed assignments on which the
samples are based) selected by the external examiner, from across the programme.
When they visit centres, external examiners must be afforded reasonable access to the assessed
parts of the programme, including evidence of learner performance on placement. They are
required to:
verify that standards are appropriate for the award and its elements
assist institutions in the comparison of academic standards across similar awards nationally.
Should any disparity occur between the judgement of centre assessors and that of the external
examiner, this will be reported to the centre and to Edexcel by the external examiner. The
centre will be required to agree appropriate corrective action as a result of this report.
Independence in confirmation of certificated outcomes
In the final year of the programme, the external examiner will revisit the centre in order to
independently assess learner work and to evaluate centre assessor decisions on final outcomes.
This process of evaluation may focus upon work in units, selected by the external examiner,
that present the most appropriate evidence for this exercise. The work of all learners not already
sampled in the first year of the programme will be reviewed.
Resolution of assessments will normally be handled at the centres final programme review
board. The external examiner will be expected to endorse the outcomes of assessment before
certification can be authorised. Should the external examiner be unable to provide such
endorsement, certification will be withheld until appropriate corrective action has taken place.
(The senior subject examiner may become involved in such instances.)
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The external examiner will be required to prepare a written report after each visit. The report
will include comments from the external examiner upon:
academic standards and programme specification
academic standards and learner performance
academic standards and assessment
the assessment process
assessment meetings
physical resources
comments of learners
meetings with staff
external examiner practice
issues arising from previous reports
details of sampling
general points, areas of good practice and major issues
action points.
The external examiner report provides the mechanism by which the external examiner
independently verifies learner ability, endorses the validity of the assessment process and
releases certification for a cohort.
The report is a confidential document between Edexcel, the appointed external examiner, and
the centre to use for internal/external quality assurance processes. It provides the centre with
feedback on the external examining process and on the judgements that determine the external
examiners decisions on endorsement, or otherwise, of learner outcomes.
Programme design and delivery

The qualifications consist of core units which are mandatory and specialist units. These
specialist units will be mostly optional and are designed to provide a specific focus to the
qualification. Some combination of specialist units may be required if recognition is being
sought from a professional body and these are set out in relation to each qualification in the
defined structures provided in this specification see Annex B.
In BTEC Higher National qualifications each unit consists of 60 guided learning hours. The
definition of guided learning hours is a notional measure of the substance of a qualification. It
includes an estimate of time that might be allocated to direct teaching, instruction and
assessment, together with other structured learning time such as directed assignments or
supported individual study. It excludes learner-initiated private study. Centres are advised to
consider this definition when planning the programme of study associated with this
specification.
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Issue 1 August 2003
Programmes should develop the learners knowledge, understanding, skills and awareness
necessary to provide them with the potential to progress to technical, supervisory and
managerial positions in construction and the built environment. Programmes should make
provision for:
sufficient time to achieve consistency of outcome standards and when coupled with
enchanced further learning, will enable learners to achieve the education base required for
an Incorporated Engineer
both breadth and depth of coverage to meet the needs of industry in technical and personal
skills
the foundation for subsequent study and developing a commitment to lifelong learning and
Career Professional Development (CPD).
Mode of delivery
Edexcel does not define the mode of study for BTEC Higher National qualifications. Centres
are free to offer the qualifications using any mode of delivery that meets the needs of their
learners. This may be through traditional classroom teaching, open learning, distance learning
or a combination of these. Whatever mode of delivery is used, centres must ensure that learners
have appropriate access to the resources identified in the specifications and to the subject
specialists delivering the units. This is particularly important for learners studying for the
qualification through open or distance learning.
Full guidance on Edexcels policies on distance assessment and electronic assessment are
provided on our website.
Learners studying for the qualification on a part-time basis bring with them a wealth of
experience that should be utilised to maximum effect by tutors and assessors. Assessment
instruments based on the learners work environment should be encouraged. Those planning the
programme should aim to enhance the vocational nature of the BTEC Higher National
qualification by:
liaising with employers to ensure that the programme is relevant to the specific needs of the
learners
accessing and using non-confidential data and documents from learners workplaces
including sponsoring employers in the delivery of the programme and, where appropriate,
in the assessment
linking with company-based/workplace training programmes
making full use of the variety of experience of work and life that learners bring to the
programme
linking the assessment evidence for level 4 NVQs with the evidence requirements and
assessment of these qualifications.
Resources
BTEC Higher National qualifications are designed to prepare learners for employment in
specific sectors. Physical resources need to support the delivery of the programme and the
proper assessment of the outcomes and, therefore, should normally be of industry standard.
Staff delivering programmes and conducting the assessments should be fully familiar with
current practice and standards in the sector concerned. Centres will need to meet any specialist
resource requirements when they seek approval from Edexcel.
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19
Specialist resources should generally include case study materials, real resources acquired from
commercial operations, videos and documented examples of current practice, eg reports from
the Civil Engineering industry. Please refer to the resources section of each unit for detailed
resource requirements.
Delivery approach
It is important that centres develop an approach to teaching and learning that supports the
specialist vocational nature of the BTEC Higher National qualifications. The specifications
contain a balance of practical skill development and knowledge requirements, some of which
can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made
between theory and practice and that the knowledge base is applied to the sector. This will
require the development of relevant and up-to-date teaching materials that allow learners to
apply their learning to actual events and activity within the sector. Maximum use should be
made of the learners experience.
Meeting local needs

Centres should note the qualifications set out in these specifications have been developed in
consultation with centres, employers and the JBM member institutions, the professional
representative for the civil engineering sector, together with support from the Sector Skills
Council for construction and civil engineering. The units are designed to meet the skill needs of
the sector and the specialist units allow coverage of the full range of employment. Centres
should make maximum use of the choice available to them within the specialist units in these
specifications to meet the needs of their learners, as well as the local skills and training needs
identified by organisations such as Regional Development Agencies and Local Learning and
Skills Councils.
Centres may not always be able to meet local needs using the units in this specification. In this
situation, centres may seek approval from Edexcel to make use of units from other standard
NQF BTEC Higher National specifications. Centres will need to justify the need for importing
units from other specifications and Edexcel will ensure that the vocational focus of the
qualification is not diluted.
Locally-devised specialist units

There may be exceptional circumstances where even the flexibility of importing units from
other specifications does not meet a particular local need. In this case, centres can seek
permission from Edexcel to develop a unit with us to meet this need. The cases where this will
be allowable will be very limited. Edexcel will ensure that the integrity of the qualification is
not reduced and that there is a minimum of overlap and duplication of content of existing units.
Centres will need strong evidence of the local need and the reasons why the existing standard
units are inappropriate. Edexcel will need to validate these units.
Limitations on variations from standard specifications

The flexibility to import standard units from other BTEC Higher National specifications and/or
develop unique locally devised specialist units is limited to a maximum of four units in a
BTEC Higher National Diploma qualification and a maximum of two units only in any
BTEC Higher National Certificate qualification. The use of any units cannot be at the
expense of the core units in any qualification.
In making such proposals, centres should also be cognisant of those units and programme
structures recommended/required to satisfy the professional institutions and progression
requirements. Learners must be advised of the value of any revised programmes and the
progression opportunities they provide.
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Issue 1 August 2003
Access and recruitment

Edexcels policy regarding access to its qualifications is that:
the qualifications should be available to everyone who is capable of reaching the required
standards
the qualifications should be free from any barriers that restrict access and progression
there should be equal opportunities for all wishing to access the qualifications.
Centres are required to recruit learners to BTEC qualifications with integrity. This will include
ensuring that applicants have appropriate information and advice about the qualifications and
that the qualification will meet their needs. Centres should take appropriate steps to assess each
applicants potential and make a professional judgement about their ability to successfully
complete the programme of study and achieve the qualification. This assessment will need to
take account of the support available to the learner within the centre during their programme of
study and any specific support that might be necessary to allow the learner to access the
assessment for the qualification. Centres should also show regard for Edexcels policy on
learners with particular requirements.
Centres will need to review the profile of qualifications and/or experience held by applicants,
considering whether this profile shows an ability to progress to a Level 4 qualification. For
learners who have recently been in education, the entry profile is likely to include one of the
following:
a BTEC National Certificate or Diploma qualification in Civil Engineering or a related

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

entrants)
an AVCE/Advanced GNVQ in Construction and the Built Environment or a related

vocational area
a GCE Advanced level profile which demonstrates strong performance in a relevant subject
or an adequate performance in more than one GCE subject. This profile is likely to be
supported by GCSE grades at A * to C
related work experience
other related level 3 qualifications.
Mature learners may present a more varied profile of achievement that is likely to include
extensive work experience (paid and/or unpaid) and/or achievement of a range of professional
qualifications in their work sector. In these circumstances, a programme of balancing studies
may be need to bring learners to the required standard for entry to a BTEC Higher National
programme.
Balancing studies
In preparation for any BTEC Higher National Civil Engineering programme, and particularly
for a BTEC Higher National Diploma, learners with a variety of background experience and
qualifications, such as a craft background, may need to be given support and access to learning.
Centres could use balancing studies, covering any necessary level 3 outcomes that would
normally have been covered in a GCE A level programme, an Advanced VCE in Construction
and the Built Environment or in a BTEC National in Civil Engineering programme, for example
Mathematics, Science and Materials, Technology, etc The BTEC National Award may provide
the basis for these studies and may be supplemented by other appropriate specialist units from
the BTEC Nationals.
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21
Restrictions on learner entry

The majority of BTEC Higher National qualifications are accredited on the NQF for learners
aged 16 years and over. Learners aged 15 and under cannot be registered for a BTEC Higher
National qualification.
Learners with particular requirements

Edexcel recognises that some learners, when studying vocationally-related qualifications, will
have coped with the learning demands of a course but may find the standard arrangements for
the assessment of their attainment presents an unfair barrier. This would apply to learners with
known and long-standing learning problems and to learners who are affected at, or near to, the
time of a time-constrained assessment.
Edexcel will seek to approve alternative arrangements that:
meet the needs of learners with particular requirements
do not confer advantage over other learners
are commensurate with the proper outcomes from the qualification.
Details of the allowable arrangements for such learners are given in Assessment of Vocationally
Related Qualification: Regulations and Guidance relating to Learners with Special
Requirements (Edexcel, 2002).

The study of the BTEC Higher Nationals in Civil Engineering provides opportunities for
learners to develop an understanding of spiritual, moral, ethical, social and cultural issues and
an awareness of environmental issues, health and safety considerations, and European
developments. These wider curriculum opportunities are integrated within in the units as
appropriate. Mapping of wider curriculum opportunities issues is provided in Annex G.
Useful publications
Further copies of this document and related publications can be obtained from:
Edexcel Publications
Adamsway
Mansfield
Nottinghamshire NG18 4FN
Telephone:
01623 467 467
Fax:
01623 450 481
Email:
publications@linneydirect.com
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Issue 1 August 2003
Related publications include:
the current Edexcel publications catalogue and update catalogue
Edexcel publications concerning the quality assurance system and the internal and external
verification of vocationally-related programmes may be found on the Edexcel website and
in the Edexcel publications catalogue.
NB: Most of our publications are priced. There is also a charge for postage and packing. Please
check the cost when you order.
Professional body contact details

The Institution of Civil Engineers (ICE)
One Great George Street
Westminster
London
SW1P 3AA
Telephone: 020 7222 7722
Website:
www.ice.org.uk
Institute of Highways Incorporated Engineers (IHIE)
20 Queensberry Place
London
SW7 2DR
Telephone: 020 7823 9093
Fax:
020 7581 8087
Email:
secretary@ihie.org.uk
Website:
www.ihie.org.uk
11 Upper Belgrave Street
London
SW1X 8BH
Telephone: 020 7235 4535
Fax:
020 7235 4294
Email:
mail@istructe.org.uk
Website:
www.istructe.org.uk
Issue 1 August 2003
23
How to obtain CISC Occupational Standards and NVQ Standards

Construction Industry Council (CIC)
26 Store Street
London
WC1E 7BT
Telephone: 020 7637 8692
Email:
cic@cic.org.uk
Website:
www.cic.org.uk
NVQ Standards for Civil Engineering NVQs, may be obtained from:
Edexcel Publications
Adamsway
Mansfield
Nottinghamshire
NG18 4FN
Telephone: 01623 467 467
Website:
www.edexcel.org.uk
Please note that some NVQs are not awarded by Edexcel.
Professional development and training

Edexcel supports UK and International customers with training related to BTEC qualifications.
This support is available through a choice of training options offered in our published training
directory or through customised training at your centre.
The support we offer focuses on a range of issues including:
planning for the delivery of a new programme
planning for assessment and grading
developing effective assignments
building your team and teamwork skills
developing learner-centred learning and teaching approaches
building key skills into your programme
building in effective and efficient quality assurance systems.
The national programme of training we offer can be viewed on the Edexcel website
(www.edexcel.org.uk). You can request customised training through the website or by
contacting one of our advisers in the Professional Development and Training team on telephone
number 020 7758 5620 to discuss your training needs.
The training we provide:
is active ideas are developed and applied
is designed to be supportive and thought provoking
builds on best practice.
Our training will also underpin many areas of the HESDA/FENTO standards for tutors and
lecturers working towards them.
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Issue 1 August 2003
Further information
For further information please call Customer Services on 0870 240 9800, or visit our website at
www.edexcel.org.uk.
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Core
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27
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Issue 1 August 2003
Unit 1:
Learning hours:
60
NQF level 4:
BTEC Higher National H1
Description of unit
This unit provides the learner with a fundamental understanding of the design process and of
how the planning and design phases are co-ordinated and managed.
This unit forms the design base for the study programme. The unit has been devised to enable
learners studying Construction, Civil Engineering or Building Services Engineering
programmes to demonstrate both knowledge and understanding of design considerations and
the design process. It is intended that this unit will help learners develop the ability to apply,
analyse and evaluate the design in terms of the production and cost implications for
construction projects.
The content can be contextualised in terms of the discipline being followed so as to relate to a
particular building, civil engineering or building services project.

To achieve this unit a learner must:
1
Differentiate between the planning, design and production phases of the construction
process and describe the co-ordination and management of each phase
Analyse the various factors that affect the selection of materials, systems and equipment
and evaluate the environmental impact of energy and other constraints on the planning,
design and construction processes
Describe the roles, responsibilities and obligations (including liability for health, safety
and welfare) of all parties to a construction project
Describe how technology affects the design of a construction project and also the design
processes and procedures used in the production phase.
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29
Content
Planning, design and production phases

Planning and design of a project: the clients brief, aesthetics of the project and the
process, influence of shape, size and proportion, position, location and structural
considerations of a building, an engineering project or a plant system, content of the project
Land issues: effects of green/brown and reclaimed land on a project
Health, safety and welfare: issues in design, maintenance and demolition, Construction
Design and Management (CDM) regulations
Financial considerations: financial implications and sources of funding, financial planning
including the cost of building, the cost of commissioning, costs in use, life cycle costing,
cost modelling and facilities management
Planning and control considerations: legal restraints, town and country planning, building
regulations and European legislation
Design considerations: designing for planned use, designing for inclusivity, for change of
use, for versatility, designing for disability, relevant legislation
Selection of materials, systems and equipment, and environmental impact

Environmental planning: the selection of materials and the form(s) of construction, use of
new and renewable resources, use of recycled materials where appropriate
Energy efficiencies: production of materials, processing of materials and services within the
building or project
Services required: into and out of the building or project, disposal of waste materials from
the construction process, disposal of waste materials from the use of the building or project,
availability of services to a building or project, services used by a building or project
Roles, responsibilities and obligations

Construction team: their roles and responsibilities at various stages for planning and
development, design, surveying, construction, maintenance and facilities management. An
understanding of the roles of and activities undertaken by each party to the process
Obligations and responsibilities: of each party to the process, liabilities of each party to the
process (including both corporate and personal responsibility for health, safety and welfare)
How technology affects the design

Affect on design of technological advances in construction: level of technology available at
the time of design, how this affects the design and construction processes, development of
new materials, more advanced methods, more powerful construction plant, new systems
and services, Information and Communication Technology (ICT)
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Issue 1 August 2003
Outcomes
Assessment criteria for pass

To achieve each outcome a learner must demonstrate
the ability to:
Differentiate between the
planning, design and

production phases of the
construction process and

describe the co-ordination and
management of each phase
Analyse the various factors

that affect the selection of
materials, systems and
equipment and evaluate the
environmental impact of
energy and other constraints
on the planning, design and
construction processes
Describe the roles,

responsibilities and
obligations (including
liability for health, safety and
welfare) of all parties to a
construction project
identify the planning processes for each type of

project
compare and contrast the design process for
building, civil engineering and/or building services
projects
describe the main stages of the production phase of
the construction process
compare the co-ordination and management of each

phase of the design and construction process
interpret the clients brief and the other factors that

may effect the selection of materials, systems and
equipment; analyse how these factors may effect the
aesthetics of a project
assess the need for services required for or by a

project and how these may be integrated into the
overall design
compare the financial implications of a project in

terms of sourcing, funding, planning and
maintenance costs
evaluate the need for environmental efficiencies and

in planning the selection, use and recycling of
materials
identify the environmentally safe methods for the

disposal of waste materials
assess the design factors that influence energy

saving measures
describe the roles of all the parties involved in the

design and planning processes
identify the responsibilities of all the parties

involved in the design and planning processes
assess the particular responsibilities and liabilities

of all parties concerned in terms of health, safety
and welfare issues
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31
Outcomes

the ability to:
32
Describe how technology

affects the design of a
construction project and also
the design processes and
procedures used in the
production phase
analyse important technological advances in

construction and evaluate the effect of developing
software applications and new ways of building
produce sketch plans and detailed drawings using

both manual and CAD packages
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Guidance
Delivery
Since it is important that learners have a sound understanding of the principles that underpin
the planning and co-ordination of design of a construction project, this unit should be studied
early in the first year of a two-year programme in parallel with related technology.
Case studies should be used in order to develop a working knowledge of the design and
planning processes used in the construction industry. The unit might usefully involve
practitioners to deal with some aspects of the curriculum. Where appropriate, role-play should
be encouraged to develop a better understanding of the application and the difficulties that are
encountered in the design and the planning of a construction project. During a role-play,
learners should normally work in groups to present scenarios for discussion.
Learners may also be encouraged to provide oral presentations from their own studies or
experiences.
Assessment
It is recommended that evidence for learning outcomes are achieved through well-planned
course work, assignments and projects. Assessment may be formative and summative and both
may feature as part of the process. Although assessments must be focused on the individual
achievement of each learner, group work and role-play activities may contribute to the
assessment. Integrative assignments and project work will help to link this unit with other
related units, particularly technology units.
Where available, evidence from the workplace can also be incorporated to enhance the learning
outcomes, provided that this evidence is appropriate and authenticated as the learners own
work. The volume of evidence required for each assessment should take into account the
overall number of assessments being contemplated within this unit and the design of the overall
teaching and assessment programme.
Appropriate attention must be given to health, safety and welfare arrangements and CDM
Regulations throughout the delivery of this unit.
In designing the assessment instruments, opportunities may also be included to generate
evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to
the outcomes of this unit, see Annex D and Annex F.
Links
This unit provides the learner with the basic knowledge and understanding of the design and
planning processes of a construction project. Attention should be paid in the delivery of this
unit to the syllabus content of the other units in the programme, particularly those related to the
technology units of the main discipline covered by the programme.
This unit links with the Unit 5: Group Project, Unit 8: Civil Engineering Construction A,
Unit 11: Individual Student Project, Unit 12: Design and Production Computer Analysis and
Unit 14: Civil Engineering Construction B.
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33
The content of this unit has been designed and mapped against the 1998 CISC Occupational
Standards and current NVQs at level 4. The mapping links indicate that the achievement of the
learning outcomes of this unit will contribute skills, knowledge and understanding towards the
evidence requirements of the following NVQs:
Road Safety
See Annex D for summary of mapping information.

Resources
Learners should have access to a wide range of library resources, including textbooks and
journals, government and industry wide publications, BRE Digests, professional journals, the
internet and other research materials.
Support materials
Textbooks
Ashworth, A Pre-Contract Studies: Development Economics, Estimating and Tendering

(Longman, 1996)
Everett, A Materials 5th Edition (Longman, 1994)
McMullan, R Environmental Science in Building 5th Edition (Palgrave, 2001)
Other publications
BRE Digests
Guidance notes on Town and Country Planning Act, Health and Safety at Work Act, CDM
Regulations, and other relevant legislation
Papers from ABE, ASHRAE, BRE, CIBSE, CIOB, ICE, RICS, RICS BCIS, VALUER,
etc
Papers from BIAT, RIBA and RTPI
Papers from Cement and Concrete Association
Papers from TRADA
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Unit 2:
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with an introduction to the scientific principles and a basic
knowledge of the properties of materials needed to successfully complete the other core and
specialist units.
The unit has been designed to enable learners studying Construction, Civil Engineering or
Building Services Engineering programmes to analyse, apply, investigate and evaluate
scientific principles and the properties and behaviour of materials in construction related
situations.
It is intended that the unit be contextualised for construction, civil engineering or building
services engineering and that the delivery and assessment be tailored to the particular
vocational needs of the individual learner.

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

services operations and determine comfort levels in the design and use of buildings
Investigate and evaluate the characteristics, properties and use of materials
Analyse the effects of structural behaviour on construction components
Use experimentation to model scientific problems and analyse results.
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Content
Apply scientific principles and determine comfort levels

Principles and factors affecting comfort levels: thermal properties of materials, heat losses
and heat gains, heating and ventilating, illumination (natural and artificial, sound
transmission, refrigeration and air conditioning, fluid flow (hydrostatics and fluid
dynamics)
Provision of services: water supply and distribution, gas supply and distribution, electrical
supply and distribution, chemicals, fluids and oil distribution, safe and effective disposal of
waste products, environmental issues relating to all of the above
Characteristics, properties and use of materials

Properties, design criteria, specifications and uses: concrete, metals and alloys including,
amongst others, iron, steel, zinc, copper, brass, aluminium and lead, timber and timber
products, clay products such as bricks and tiles, plastics and other man-made materials,
coatings and finishes including paints, insulation materials, vapour barriers and dampproofing barriers
Specification of materials: need for maintenance and eventual replacement, energy
efficiency, environmental issues, renewable resources and sustainable construction
Structural behaviour on construction components

Structural behaviour of materials: structural behaviour depending on use, loading and the
inherent properties of the material. Good working knowledge of how materials are used in
terms of behaviour when formed in beams, columns, structural frames, pads and machine
bases, floors, timber, steel and concrete, bridging brackets, supports to equipment, tanking
and pressure vessels, machinery bases
Model scientific problems

Experiments: associated with scientific principles and services
Calculations: associated with these experiments and conclusions about the results
36
Issue 1 August 2003
Outcomes

the ability to:
Investigate and apply

scientific principles to
construction, structural,
environmental and services
operations and determine
comfort levels in the design
and use of buildings
relate scientific principles to the specification of

construction components and services installations
having regard to factors affecting comfort levels
describe the control of components and services

installations in a variety of environments through
the selection of materials and construction
techniques
explain the effects that the provision of services and

the safe disposal of waste products have on the
structural design of a building
calculate and determine levels of thermal

transmission, heat loss, lighting and illumination,
sound transmission, heating and ventilation,
refrigeration and air-conditioning
Investigate and evaluate the

characteristics, properties
and use of materials
describe the properties of materials justifying the

reason for their selection and describing their effect
on the design of buildings and installations
Analyse the effects of

structural behaviour on
construction components
apply standard methods to predict the structural

behaviour of materials
explain how the basic principles of structural

mechanics and fluid mechanics affect the design of
structural members and services installations
perform a range of experiments associated with the

above scientific principles and services
record the results of the experiments
perform any necessary calculations associated with

the experiments
analyse the results of the experiments
justify conclusions from the experiments performed
Use experimentation to
model scientific problems
and analyse results
Issue 1 August 2003
37
Guidance
Delivery
Since it is important that learners have a good understanding of the principles of construction
and the industry, it is recommended that this unit should be studied with these subjects in the
first year. It is important that learners have access to a variety of materials and to adequate
laboratory facilities and that they use these where appropriate.
Case studies should be used extensively with a current working knowledge and practice of the
construction industry. The unit might usefully benefit from the involvement of practitioners in
some aspects of the curriculum.
Assessment
It is recommended that evidence for learning outcomes is achieved through well-planned course
work, practical laboratory work, assignments and projects. Assessment may be formative and
summative and both may feature as part of the process. Although assessments must be focused
on the individual achievement of each learner, group work or experiments may contribute to the
related units.
teaching programme.
Appropriate attention must be given to health, safety and welfare arrangements throughout the
delivery of this unit.
Links
This unit provides the learner with an introduction to the knowledge needed to complete other
units in the programme, no matter which discipline learners are following.
Learners should be encouraged to use their wider knowledge and experience gained from other
units and/or from practice.
Highways Maintenance.
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Issue 1 August 2003
Resources
journals, government and industry wide publications, and relevant materials, as well as the use
of laboratories for experimentation purposes.
Support materials
Textbooks
Other publications
ASHRAE Guide
BRE Digests
British Refrigeration Association papers
Copper Development Association papers
Lead Development Association papers
Papers from TRADA
RIBA Plan of Work for Design Team Operation (RIBA, 1983)
Technical journals, professional journals and trade literature should be used where
appropriate
Issue 1 August 2003
39
40
Issue 1 August 2003
Unit 3:
Analytical Methods
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with the fundamental mathematical knowledge and analytical
techniques needed to successfully complete the core and specialist optional units in this
qualification. This unit has been designed to enable learners to use fundamental mathematical
processes in the solution of Construction, Civil Engineering or Building Services Engineering
problems.
It is also intended as a base for further study of analytical methods and mathematics needed for
those engaged in the Civil Engineering and Building Services Engineering disciplines.

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

engineering or building services installation processes and operations
Apply analytical methods to surveying, testing and control problems in the

construction, civil engineering or building services engineering process
Analyse and solve problems using statistics and probability
Apply analytical methods to analyse structural, building or building services

engineering systems and provide appropriate solutions.
Issue 1 August 2003
41
Content
The content comprises all the mathematics needed to achieve the outcomes. The various topic
areas should be addressed as and when they are needed to analyse problems in the discipline
the learner is following. There is therefore no requirement for the content to be covered in its
entirety and the content can be taken as a guide. For example, it is not necessary for
construction learners to use calculus to satisfy assessment requirements but those studying civil
engineering and building services engineering units should do so to ensure they meet the wider
needs of their programme.
1
Analytical methods to management and production

Algebra: linear, simultaneous and quadratic equations, laws of indices and logarithms,
common and Naperian logarithms, indicial equations, direct and inverse proportion,
inequalities, functional notation and manipulation of algebraic problems
Graphical representation: functions, points of intersection between two graphs, graph
sketching (straight line, polynomial, exponential and logarithmic), fit lines to experimental
data using least squares method
Space, time and motion: plot space/time and velocity/time diagrams, determine
displacement, velocity and acceleration. Laws of motion, momentum, impulse and
projectiles
Matrices: multiplication, transposition and inversion, applications
Analytical methods to surveying, testing and control problems

Trigonometry: basic trigonometric ratios and their inverses, trigonometric ratios for the four
quadrants, solution of triangles, calculation of areas and volumes of solids
Determine co-ordinates: in 2-D and 3-D geometry
Other functions: trapezoidal and Simpsons rule
Statistics and probability

Tabular and graphical form: data collection methods, histograms, bar charts, line diagrams,
cumulative frequency diagrams, scatter plots
Central tendency and dispersion: introduction to the concept of central tendency and
variance measurement, mean, median, mode, standard deviation, variance and interquartile
range, application to construction, civil engineering, and building services engineering
Probability: interpretation of probability, probabilistic models, empirical variability, events
and sets, mutually exclusive events, independent events
Analytical methods to analyse structural, building, or building services engineering

systems
Trigonometric methods: to solve problems such as static forces, relative motion,
frameworks, metrology, friction torque, electrical and mechanical energy problems
Calculus: to differentiate and integrate simple equations and demonstrate applications of
calculus (refer to Delivery guidance on delivering calculus to construction disciplines)
42
Issue 1 August 2003
Outcomes

the ability to:
Apply analytical methods to

the management and
production of construction,
civil engineering or building
services installation processes
and operations

surveying, testing and
control problems in the
construction, civil
engineering or building
services engineering process
Analyse and model

construction situations using
statistics and probability

analyse structural, building,
or building services
engineering systems and
supply appropriate design
solutions
determine manpower, materials and equipment

requirements on a day to day basis, and/or
produce appropriate long term plans and cost

analyses to meet particular situations, and/or
compare and contrast the effectiveness and

efficiency of solutions to construction situations in
terms of use of manpower, equipment, and materials
apply mathematical and trigonometrical functions to

surveying problems and evaluate results, and/or
represent construction/engineering data in tabular

and graphical form and analyse the results, and/or
use sinusoidal functions and radian measures to

solve construction/engineering problems, and/or
use trigonometric and hyperbolic identities to solve

trigonometric equations and to simplify complex
trigonometric expressions
apply statistical techniques to issues of quality and

safety, and/or
apply probability techniques to issues of reliability

and quality in the construction/engineering process
use trigonometric functions to solve problems such

as static forces, relative motion, frameworks,
metrology, friction torque, electrical and mechanical
energy problems, and/or
use the principals of calculus to solve problems

appropriate to construction, civil engineering and
building services engineering
Issue 1 August 2003
43
Guidance
Delivery
This unit may be delivered as a stand-alone unit, or partially integrated into other appropriate
units. Centres should contextualise the analytical methods in the content and design a teaching
process applicable to their programme. For those parts that are to be delivered in a completely
integrated way, care must be taken to provide tracking of evidence of outcomes.
The aim of this unit is to provide the minimum mathematical knowledge, skills and
understanding to successfully complete a BTEC Higher National programme of study. Some
disciplines require further study of mathematics to underpin particular areas of civil
engineering and building services engineering and this unit provides the learning that supports
this progression.
Assessment
work and/or assignments designed to apply the analytical methods to the modelling and
solution of realistic problems. Assessment may be either formative or summative and either
may feature as part of the process. Although assessments must be focused on the individual
achievement of each learner, group work activities may contribute to the assessment.
Integrative assignments and project work will help to link this unit with other related units.
Where available, evidence from the workplace may also be incorporated to enhance the
learning outcomes, provided that this evidence is appropriate and can be authenticated as the
learners own work. The volume of evidence required for each assessment should take into
account the overall number of assessments being contemplated within this unit and the design
of the overall teaching programme.
Links
This unit is intended to underpin and link with those units, which are analytical in nature. If
learners are to also study Unit 13: Engineering Mathematics, the delivery and assessment of
this unit should be planned to enable progression to Unit 13 and avoid any unnecessary
duplication. Entry requirements are at the discretion of the centre. However, it is strongly
advised that where learners cannot provide evidence of previous mathematical study sufficient
to successfully follow this unit, additional balancing studies should be incorporated in the
learners individual learning plan.
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Issue 1 August 2003

Resources
The use of mathematical software packages is strongly recommended, wherever appropriate, to
help learners understand and model scientific and engineering problems.
Support materials
Textbooks
Greer, A and Taylor, G Mathematics for Technicians (Stanley Thomas, 1994)
Stroud, K A Engineering Mathematics 4th Edition (Macmillan, 1995)
Issue 1 August 2003
45
46
Issue 1 August 2003
Unit 4:
Management Principles and

Application
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with an introduction to the principles and application of
management as they relate to the technical and professional disciplines of Construction, Civil
Engineering or Building Services Engineering. It is also founded on the principles of the
Latham report, which advocates non-adversarial multi-discipline team working. It enables a
flexible approach to the delivery of the content that can take account of the prior knowledge of
the learners at entry and their choice of discipline being followed
Learners will gain an understanding of management principles and their relevance to the
processes of design, construction and maintenance of the built environment. They will also
learn how these principles may be applied to the management of construction, civil engineering
or building services engineering installation activity through the application of recognised
management techniques.

1
Develop an understanding of the principles of management, the work of pioneers and

founders of management, their evolution and application to modern day practice
Demonstrate knowledge and understanding of the Industrys markets and activities, the
roles of the professions/disciplines in project teams and the management principles
appropriate to organisations within the industry
Demonstrate an understanding of the application of management techniques to

organisation, work planning, co-ordination, control of resources, cost control, quality,
communications and client/customer liaison involved in the design and construction
processes
Determine methods of procurement and contracting and their implications for risk,
performance, best practice, sustainability and the environment.
Issue 1 August 2003
47
Content
Principles of management
Established definitions of management: a understanding of the principles and processes of
management, namely: forecasting, planning, organising, motivating, controlling, coordinating and communicating
Management of human resources: individual and group motivational needs, leadership,
concepts of team behaviour
Markets and activities, roles of the professions/disciplines and management principles

Overview of the markets: activities and services provided by the Construction, Civil
Engineering and Building Services Engineering and the role of the professions that form
the project team/s
Principles of organisation structure: direct line, lateral, functional and staff relationships,
chain of command, span of control. Concepts of responsibility, duty, authority,
accountability and delegation. Mission, strategy, corporate planning, policy and objective.
Centralised versus decentralised organisation/s. Project based organisation. Job design,
team structures and team working
Influence of scale and size of contract/s: project/contract procurement and contractual
method and the role of the organisation, ie designer, main contractor, sub-contractor,
supplier, etc on the way an organisation is organised and managed
Application of management techniques

Organisation structure: charts, project organisation, layout and accommodation, method
statements and plan of work, links with CDM Safety Plan and risk assessments. Planning,
co-ordination, monitoring and control using Gantt charts, critical path arrow or precedence
diagrams, line of balance (manual and computer based) and other methods
Budget/cost control: related to estimated cost, planned performance cost, actual cost, and
cash flow
Procurement, scheduling and control: of materials, and plant, supply-chain management,
JIT, waste management, recycling and safe disposal of demolished or waste materials.
Scheduling, resourcing/utilisation of sub-contract and direct labour
Control of quality: audit and inspection, statutory liaison
Management of: liabilities, risks, security and insurance requirements
Other significant aspects that require managing: such as; recruitment, training and
assessment of competence of workforce, equal opportunities, information verification and
control, site meetings communications and reporting, client liaison, public liaison, Respect
for People initiative
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Issue 1 August 2003
Methods of procurement and contracting

Types of procurement methods: management and operational structures used by clients and
to achieve project objectives. Traditional methods of tendering, Partnering and PFI type
contracts
Law and contract: what constitutes a contract. Forms of a contract. Stages of a contract.
Obligations and rights of parties in relation to meeting contractual obligations of
performance, in particular: time, cost and quality. Insurance and warranty arrangements
Construction team: concepts of multi-discipline non-adversarial working identified in the
Latham report, integrated teams
Best Practice: Benchmarking, Performance Indicators (PIs), Egan Report
Sustainability and environmental management: issues both statutory and ethical to a
project/organisation
Issue 1 August 2003
49
Outcomes

the ability to:
50
Develop an understanding of
the principles of
management, the work of
pioneers and founders of

management, their evolution
and application to modern day
practice
Demonstrate knowledge and

understanding of the
Industrys markets and
activities, the roles of the
professions/disciplines in
project teams and the
management principles
appropriate to organisations
within the industry
define and attribute three established definitions of

management
explain the principles and processes of management:
forecasting, planning, organising, motivating,
controlling, co-ordinating and communicating
explain the motivational needs of individuals and
groups, leadership styles and concepts of team
working
describe in outline the main markets, activities and

services provided by the construction and built
environment sector
describe the roles of the different

professions/disciplines within the design,
construction and installation team and the main
cycle of work activity
produce an organisation structure that incorporates

examples and explanations of direct line, lateral,
functional and staff relationships and also explain
with examples, span of control, chain of
command centralised versus decentralised, and job
design
compare project based organisational structures
define and explain the purpose of a mission

statement, strategy, corporate planning, policy and
objectives to the activities of a practice or firm
evaluate the influence of the scale and size of

contract, type of client, project/contract
procurement method, and function of the
organisation, ie main contractor/sub-contractor,
designer, supplier, etc on the way business is
organised and managed
Issue 1 August 2003
Outcomes

the ability to:
Demonstrate an
application of management
techniques to organisation,
work planning, co-ordination,
control of resources, cost
control, quality,
communications and
client/customer liaison
involved in the design and
construction processes
Determine methods of
procurement and
contracting and their
implications for risk,
performance, best practice,
sustainability and the
environment
describe how the techniques used to organise the

layout, resourcing and accommodation contribute to
the management of a project
describe, with examples, how methods of work

planning, monitoring and progress control using
Gantt charts, CPA and precedence networks, and
LOB techniques control progress
determine the difference between estimated cost and

actual cost, and explain the application of cost
planning, cost control, cash flow and monitoring of
construction and installation work
describe with examples the methods employed to

plan, schedule and manage the supply and utilisation
of resources, viz.: materials, plant and labour/subcontractors
determine how quality standards and statutory

compliance are achieved
describe other aspects of communication and liaison

activity that need to be organised and managed in a
project
describe the main types of procurement methods and

management structures used by clients and
developers and evaluate different methods of
tendering
define what constitutes a contract and briefly

explain the rights and obligations of the main parties
in relation to performance, (time, cost and quality)
and stages of contract.
evaluate what is meant by multi-discipline nonadversarial working in project teams, Latham

Report
evaluate the concept of sharing Best Practice and

Benchmarking the performance of a practice/firms
activities
evaluate how Sustainable Construction and

Environmental Management/Conservation issues
impact on the organisation and operation of a
project/organisation
Issue 1 August 2003
51
Guidance
Delivery
As a core unit, the depth of treatment required will depend on the background of the learners
entering the programme and the choice of units within it. Time given to this unit may need to be
increased for learners that have little or no prior knowledge of these subjects or where they will
have only limited opportunity to develop and apply their skills in specialised units later in their
programme.
It is appropriate for this unit to be delivered over the two years of the programme in order to
allow for co-teaching in parallel with other units and to combine assessment requirements with
project units or other specialised units.
Learners should be encouraged to read an appropriate range of textbooks and library/internet
source material relating to the content of this unit and the Industrys activity. Case study
material should also be available to deliver and reinforce management concepts both for
formative and summative learning/assessment through group and individual work.
The content allows for a range of management pioneers and thinkers to be studied to
develop an understanding of the principles of management covered in this unit. Learners should
be encouraged to gain sufficient knowledge and understanding of recognised management
principles and thinking to meet the assessment criteria and support the application of
techniques in this unit, and other related units in their programme.
This list of management pioneers and thinkers is not exhaustive but serves to cover the more
commonly recognised ones: Fayol, Taylor, Gantt, Gilbreth, Weber, Follett, Argyris, Mayo,
Mcgregor, Maslow, Herzberg, Drucker, Likert, Blake and Mouton, Adair, Peters, Handy,
Kanter, Belbin, Hammer, Denning, Juran, Recans, McClelland.
If learners are also undertaking related specialist units, their reading, study and assessment
activities can be integrated to increase the relevance and effectiveness of the learning process.
The Group Project can also provide a focus towards the end of the programme for the
application of the management techniques informed by input from design, technology and other
specialist units.
Assessment
work, assignments and projects. Assessment may be formative and summative and both may
feature as part of the process including analysis of application.
Although assessments must be focused on the individual achievement of each learner, group
work and role-play activities may contribute to the assessment. Integrative assignments and
project work will help to link this unit with other related units.
teaching programme.
52
Issue 1 August 2003
Links
Management principles and application of management techniques can underpin and be closely
linked with specialised units such as Unit 16: Project Management, that provide more depth of
treatment and an opportunity for learners to actually apply techniques rather than simply learn
about their application. Both Unit 5: Group Project and Unit 11: Individual Student Project
will provide opportunities for learners to develop and apply management principles and
techniques to a project in a formative and summative context.
Road Safety

Resources
Access to appropriate ICT, library and internet resources, case study material and where
possible examples of actual organisations in various sectors of the Industrys operations using
different types of contract/procurement arrangements.
Support materials
Textbooks
Ashworth, A Pre-Contract Studies: Development Economics, Tendering and Estimating

(Longman, 1996)
Cooke, B and Williams, P Construction Planning, Programming and Control

(Macmillan, 1997)
Fryer, B The Practice of Construction Management (Blackwell, 1997)
Harvey, R and Ashworth, A The Construction Industry of Great Britain (Oxford,

1997)
Lavendar, S Management for the Construction Industry (Addison Wesley Longman,

1996)
Oxley, R and Poskitt, J Management Techniques Applied to the Construction Industry

(Blackwell Science, 1997)
Issue 1 August 2003
53
Other publications
Egan, J Rethinking Construction-A Consultation Paper by the Strategic Forum for

Construction (DETR, 2002)
Egan, J Rethinking Construction (DETR, 1998)
Joint Contracts Tribunal Joint Contracts Tribunal Forms of Contract
Latham, M Constructing The Team and Working Group Reports (The Stationary
Office Books, 1994)
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Issue 1 August 2003
Unit 5:
Group Project
Learning hours:
60
NQF level 4:
Description of unit
This unit develops the learners ability to evaluate and resolve realistic practical problems and
work as part of a team.
The unit aims to apply the skills and knowledge developed in other units of the course (and
where possible experiences from work) within a major piece of work that reflects the type of
performance expected of construction technologists.
It is designed to bring small groups of learners together into teams so that they can co-ordinate
their individual skills and abilities. The scheme of work should allow the individual learner an
opportunity to take responsibility for his/her own contribution to the outcome and to
demonstrate his/her ability to work as part of a team. The brief will include an agreed timescale
for the staged development of the overall plan of work within given defined constraints, with
the team working towards an acceptable and viable solution to the agreed brief.

1
Select and agree the extent of the study and agree specifications and procedures and
initiate feasibility studies
Implement the scheme of work within the agreed procedures, to specification and to time
scale
Evaluate intermediate and final outcomes and the teams performance in working to the
final solution
Present a project evaluation.
Note: These outcomes will be achieved whilst working as a member of a team.
Issue 1 August 2003
55
Content
Extent of the study, specifications and procedures

Specification: establish a list of technical and non-technical specifications to be met and
allocate priorities and roles within the team. Identify external constraints to be imposed on
the teams activities in terms of an appropriate design to meet client specification, materials
and components, environmental constraints, operational constraints, cost and time
constraints, legislation. British Standards and Codes of Practice, quality control, health and
safety
Feasibility: formulate an initial solution, appraise its feasibility in terms of the constraints
identified above, carry out an environmental impact analysis if this is applicable and a
critical analysis of the outline specifications. Agree the roles and responsibilities within the
team. Initiate a record log book and agree how the assessment criteria will be met at the
various stages of development by both the team and individuals
Implement the scheme of work

Initial stage: finalise an agreed approach to the project solution within the agreed
specifications and provide evidence on how decisions were reached within that process.
This could include drawings, statistical evidence, feasibility of design, estimated costs,
timescale and quality
Developmental stage: work towards the agreed final solution within the identified
constraints to meet pre-established limits. Produce documentary evidence of this
development. This could include recorded measurements, statistical data, drawings,
graphical displays, records of meetings, ongoing cost control techniques and feasibility
analysis
Record: maintain log book entries and minute team meetings
Evaluate outcomes
Procedures: a method of measuring the feasibility of the solution at each stage of its
development is to be agreed against the specifications and records produced to identify this
process. Overall documentation of the development work needs to be maintained as well as
the presentation of the final solution
Present a project evaluation

Records and documentation: the records of developmental work as well as the final
documentation will be used for overall evaluation and assessment
Final presentation: to include written reports, minutes of meetings, individual log books,
drawings, technical reports, use of computer techniques
Oral presentation: the team should expect to give an oral presentation of their work and
should develop the final documentation to meet this requirement
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Issue 1 August 2003
Outcomes

the ability to:
Select and agree the extent of

the study and agree
specifications and
procedures and initiate
feasibility studies
Implement the scheme of

work within the agreed
procedures, to specification
and to time scale
Evaluate intermediate and

final outcomes and the
teams performance in
working to the final solution
Present a project evaluation
record and establish specifications and other

constraints
determine possible solutions for given

construction/engineering schemes of work and carry
out feasibility studies
identify the factors that contribute to the process of

the selection of the agreed solution
select and implement the chosen option to meet the

agreed specification
record and collate relevant data
produce a final solution to the agreed scheme

working to specification and within agreed
constraints
maintain documentary evidence of the development
determine the procedures to be adopted in order to

meet the required specification
describe and use appropriate evaluation techniques
justify the solution in terms of the original

specifications
present the solution of the project in a suitable

format, using a appropriate media
produce records of project development in the form

of log books, reports, minutes, calculations, initial
drawings and designs
Issue 1 August 2003
57
Guidance
Delivery
It is recommended that this unit is delivered in the second year of the programme. Tutors
should ensure that the roles and responsibilities of the individuals within the group are
understood and agreed by the participants.
It is intended that this unit should reflect work/commercial practices and that the learners
should undertake schemes of work that use their experiences and individual knowledge base.
The tutors should ensure that while the activity has a proper practical application it should be
achievable within the unit time scale.
Once the initial brief has been clarified the tutors role is of a consulting rather than a directing
nature. CIC Common Learning Outcomes and higher level skills will feature strongly
throughout the development, implementation and presentation stages and the learners must be
aware how and where these will be assessed. There should be a feedback or plenary session
after the final presentation so the learners can benefit from critical comment. The involvement
of practising professionals in this process would be of benefit. Centres should try to involve
industry organisations/projects to provide relevance and additional learner support when
required.
Assessment
Tutors should ensure that the assessment programme is understood by the team and that
assessment techniques are in place to measure the individual learners contribution as well as
team activities. Tutors should also ensure that the scope of work enables the individual
contribution of each learner in the team to generate sufficient evidence to meet the learning
outcomes and assessment criteria for this unit.
Evidence of outcomes should be available for scrutiny at each stage of development and may be
in a variety of forms eg written, graphical, computer based, log books, minutes of meetings and
trade literature.
There should be a final presentation of each teams solution during which all members of the
team participate. It is recommended that fellow learners, tutors and outside professionals attend
this presentation and contribute to any further discussions.
work. The volume of evidence required for the Project should take into account the overall
number of assessments being contemplated with in the design of the overall teaching
programme.
Regulations throughout the project work.
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Issue 1 August 2003
Links
This unit may be linked with the core unit Unit 1: Design Principles and Application. The unit
is intended to integrate knowledge and skills, which are developed in many of the other units
across the programme. CIC Common Learning Outcomes and higher level skills will feature
strongly throughout the development, implementation and presentation stages of the unit, and
learners should be made aware of the significance of knowledge and experience gained from
earlier work.
Road Safety

Resources
Learners should have access to library and IT resources and a wide variety of physical
resources provided either by the college or the learners work place. Use of computers should
be encouraged.
Suggested reading
Textbooks
Bland, J Statistics for Construction Learners (Construction Press, 1985)
Fink, A and Kosecoff, J How to Conduct Surveys (Sage, 1998)
Howard, K and Sharp, J The Management of a Learner Research Project 3rd Edition
(Gower Aldershot, 1996)
Norton, P and Allinson, L Asking Research Questions (University of Humberside,

1994)
Other publications
Engineering Council Project Guidelines
Issue 1 August 2003
59
60
Issue 1 August 2003
Unit 6:
Learning hours:
60
NQF level 4:
Description of unit
This unit covers the knowledge and skills needed to identify hazards in the workplace, assess
the level of risk, make recommendations to control the risk and review the results. This must be
considered along with relevant safety legislation.
This unit is applicable to all learners studying the BTEC Higher National programmes,
although the forms of risk assessment and their technical bases will be different for each
programme. The unit will contribute to health and safety plans within project work and help
learners to formulate safety policy and the arrangements and carry out risk assessment in the
workplace.

1
Define the main health, safety and welfare legislation in the construction sector and the
implications of non-compliance
Explain the main requirements of an effective health and safety policy along with the
organisational arrangements necessary for its implementation
Demonstrate an understanding of hazard and risk identification in design and

construction
Undertake risk assessment and formulate control measures to prevent ill health and injury
Review, revise and monitor assessments as required.
Issue 1 August 2003
61
Content
Main health, safety and welfare legislation

Health and Safety at Work Act 1974: legislation as it applies to construction work,
including the Construction Design and Management (CDM) Regulations, status and role of
Codes of Practice and guidance notes, legal duties for health, safety and welfare in the
workplace, responsibility for risk and other assessment as required by the Management of
Health and Safety at Work Regulations, penalties and implications of non compliance with
legislation
Policy and organisational arrangements

Health and safety policy: the associated arrangements required to implement policy, setting
objectives to ensure a healthy and safe workplace, development of procedures which meet
legal requirements, identification of individuals to whom accidents and safety risks must be
reported, measures used to check effectiveness of health and safety procedures,
identification of training needs to meet health and safety objectives, statutory requirements
for inspection of plant and equipment, recording of health and safety data to meet legal
requirements, methods of communicating procedures to all in the workplace
Hazard and risk identification

Hazards and risks: methods of hazard identification including direct observation,
examining records or conducting interviews, selection of a method to identify hazards
which is appropriate to the workplace, identification of hazards which might cause serious
harm, recording hazards in a way which meets legal requirements, identification of hazards
which cannot be eliminated, define clearly why and where risks assessment will be carried
out
Risk assessment and control measures

Risk assessment: identify those aspects of risk assessment where specialist knowledge is
required, identify possible outcomes from hazards that cannot be eliminated, consider
procedures which might minimise hazards, assess the effects of hazardous substances used,
assess the need for manual handling assessments, assess the likely severity and likelihood
of injury, use of risk rating systems, personal protective equipment as a control measure,
produce a risk assessment in an appropriate format
Review, revise and monitor assessments

Review and revise: changes in legislation, changes in workplace practice, impact of
accidents and ill health and their subsequent investigations, feedback from employees on
unsafe conditions, dangerous occurrences or near misses, sources of further information
and advice, recording of revised risk and other assessments following a review, alerting
employees of the new procedures, monitoring the effectiveness of new procedures
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Outcomes

the ability to:
Define the main health,

safety and welfare
legislation in the construction
sector and the implications of
non compliance
Explain the main elements of

an effective health and safety
policy along with the
organisational
arrangements necessary for
its implementation
Demonstrate an
understanding of hazard and
risk identification in design
and construction
Undertake risk assessment

and formulate control
measures to prevent ill health
and injury
Review, revise and monitor

assessments as required
specify the legal responsibilities of the parties

involved in a given construction site situation
summarise and explain the main provisions of the

Management of Health and Safety at Work
Regulations 1999 and CDM Regulations
evaluate the penalties for non compliance with the

Health and Safety at Work Act 1974
specify responsibilities for providing welfare

facilities on site
analyse typical organisational policy and procedure

documents and identify the roles of various
individuals
determine training needs from a range of supplied

risk assessments
describe methods of recording health and safety

inspections and data
select a method of hazard identification using data

supplied
identify hazards by observing a construction process
record the hazards relating to a process and/or

environment in a suitable format
identify significant hazards that will require risk

assessments to be carried out
assess the likely harm relative to the identified

workplace hazards
evaluate the severity and likelihood ratings for

identified work processes and/or environments
select and formulate appropriate control measures
review a risk assessment in the light of a change in

circumstances
implement a change in procedure or policy
monitor the effectiveness of implemented changes
Issue 1 August 2003
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Guidance
Delivery
Case studies and individual assignments are an essential part of the delivery.
Where possible standard formats for risk assessments should be encouraged. A range of policy
and arrangement documents could be critically analysed as part of an assignment and learners
encouraged to explore methods of communicating health and safety in organisations or various
sizes.
Assessment
The main focus of the assessment in this unit must be the ability to carry out credible risk
assessment and demonstrate how this is used in managing health and safety.
feature as part of the process. Although assessments must be focused on the individual
related units.
Performance evidence should include hazard identification at the workplace or through the
vehicle of Case Studies. Topics for hazard identification might include use of plant/equipment
or hazardous substances and working practices or workplace layout etc An assignment, which
involves carrying out a risk assessment, should be an essential part of performance assessment
with a review component due to changes in circumstances or working practice. Knowledge
evidence should mainly relate to legal provisions and the general structure of policy and
arrangement documents.
Part time learners may be able to submit a risk assessment carried out at the workplace
provided that this is verified and witnessed as their own work. Full time learners might wish to
use their work experience to form the basis of a risk assessment example.
The volume of evidence required for each assessment should take into account the overall
number of assessments being contemplated within this unit and the design of the overall
teaching programme.
Valuable guidance is contained in the Association of Colleges Best Practice Guide to
Incorporating Health and Safety into the Construction Curriculum and this should form the
basis of the teaching strategy adopted for health and safety in this unit and the qualification as a
whole.
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Issue 1 August 2003
Links
Learners may have already studied the Health, Safety and Welfare unit in the BTEC Nationals
and will therefore have a basic understanding of the hazards and their recognition. This unit
moves on to analyse and quantify the risks and deals with the mechanics of risk assessment.
It is important that learners have a good understanding of construction processes and their
potential to cause harm. Studying construction units either prior to or concurrently with this
unit is therefore desirable.
The technical knowledge required will vary between a learner on a Building Services
Engineering programmes to those on Civil Engineering or Construction programmes. It is vital
that safety thinking be integrated into other units and awareness of safety at design and
planning stages be emphasised.
Group integrative assignment work should, where possible, contain a health and safety task that
contributes to the overall assessment.
Road Safety.

Resources
Videos of construction sites would help in identifying hazards and building up risk
assessments. Learners should be encouraged to use CD-Rom packages to familiarise themselves
with safety legislation or use computers to store risk assessments in a standard format for later
use or review.
Support materials
Other publications
Health and Safety Commission A Guide to the Health and Safety at Work Act 1974
Health and Safety Commission Management of Health and Safety at Work Regulations
1992
Health and Safety Commission Successful Health and Safety Management
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Issue 1 August 2003
Unit 7:
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with an introduction to the engineering characteristics of
geological materials and the formation of rock and soils. It provides a basic understanding of
the use of rock and soils in construction.
The unit aims to provide the learner with an understanding both of the role played by the
description and classification of geological materials and of the significance of the ground
investigation element of site investigation. It also provides an understanding of soils testing
practice to current Codes of Practice and of the associated analysis of laboratory data.
It is anticipated that learners will gain a working understanding of the tests required to classify
soils and to establish their design parameters.

1
Describe the common rock types, their mode of formation, geographical/geological

distribution and uses within construction
Investigate the engineering performance of rock materials and rock masses
Carry out the processes of soil description and classification and the determination of
basic soil properties
Explain the establishment of the primary design parameters for soils including the role
of ground investigation techniques
Analyse the results from common soil tests.
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69
Content
Common rock types, their mode of formation, geographical/geological distribution

Identify the mode of formation of igneous, sedimentary and metamorphic rocks: review the
petrographic classification of igneous rocks and identify the common stable and unstable
minerals; review the diverse nature of sedimentary rocks, investigate the grades of
metamorphism
Evaluate the use of rocks as a construction material: establish the common usage of
geological materials for construction, examine the characteristics of the main rock and soil
deposits which make them suitable/unsuitable for construction use
Rock materials and rock masses

Investigate the differences between petrographic and engineering description/classification
of rocks: examine the engineering description of rocks to current Codes of Practice
Explain the discontinuous nature of rock mass: establish the differences between rock mass
and rock material in construction, review the type and nature of rock discontinuities;
establish the characteristics of discontinuities, which influence the engineering
performance of rock materials
Soil description and classification, basic soil properties

Identify the processes of soil description and classification: establish the differences
between description and classification, carry out classification tests to current Codes of
Practice, investigate the used liquidity and consistency indices for fine grained soils
Determine fundamental soil properties: explain the particulate nature of soils and identify
three phase and two phase states, calculate soil density, moisture content, void ratio and
degree of saturation, examine the characteristics of fine grained soil responsible for the
development of apparent cohesion
Explain the principle of effective stress: investigate the controlling influence of effective
stress on the strength and deformation of soil, explain the differences between drained and
undrained behaviour; calculate total stress, pore water pressure and effective stress for
simple soil sequence under hydrostatic conditions, investigate the influence of seepage on
effective stress
Primary design parameters for soils

Identify the common tests for the determination of geotechnical design parameters:
investigate the common methods for the determination of strength, compressibility and
permeability to current Codes of Practice, explain the potential limitations associated with
the methods
Establish the role of ground investigation in the measurement of geotechnical parameters:
review the current techniques for the acquisition of soil samples for laboratory testing,
explain the impact of sample quality on measured parameters, review the common methods
of in-situ testing
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Issue 1 August 2003
Results from common soil tests

Analyse results from strength tests to determine shear strength parameters: process results
from shear box tests, investigate volumetric response to shear, process results from
unconsolidated undrained and consolidated undrained with pore pressure measurement
triaxial tests, investigate the determination of triaxial shear strength parameters by Mohrs
Stress Circles and stress path methods
Analyse results from permeability tests: process results from laboratory constant head and
falling head permeameters, process results from field, pumping tests in terms of coefficient
of permeability and radius of the cone of depression
Analyse results from one dimensional consolidation test: process results from oedometer
tests to determine coefficient of volume compressibility
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Outcomes

the ability to:
72
Describe the common rock

types, their mode of
formation,
geographical/geological
distribution and uses within
construction
Investigate the engineering

performance of rock
materials and rock masses
describe the mode of formation and classification of

commonly occurring rock types
identify the common rock forming minerals and

their susceptibility to weathering
evaluate the common usage of rock and uncemented sediments identifying characteristics,
which make them suitable or not suitable for
construction use
identify the discontinuous nature of rock mass and

explain the characteristics of discontinuities
responsible for rock mass performance
produce engineering description and classification

for rock within the region of the centre
Carry out the processes of soil

description and
classification and the
determination of basic soil

properties
Explain the establishment of

the primary design
parameters for soils
including the role of ground
investigation techniques
produce soil descriptions for in-situ and sampled

materials
complete soil classification from laboratory results
and visual descriptions
perform classification tests and related indices
explain the particulate nature of soil and the

relationship between the phases and undertake
calculations to determine fundamental soil
properties
produce tabulated calculations and graphs for total

stress, effective stress and hydrostatic pore water
pressure for differing ground profiles
explain the measurement of shear strength under

undrained and drained conditions
describe the use and limitations of one dimensional

consolidation
describe the laboratory measurement of soil

permeability and its limitations
explain the methods of in-situ sample acquisition

and causes of sample disturbance
define methods of in-situ testing
Issue 1 August 2003
Outcomes

the ability to:
Analyse the results from

common soil tests
obtain and process laboratory data for the

measurement of strength, compressibility and
permeability to current Codes of Practice
produce a laboratory report and interpret test results

obtained
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73
Guidance
Delivery
Learners will in general work individually but group work may be beneficial for tutorials and
laboratory work. Emphasis should be placed on the drainage and volumetric response in soils
characteristics and the concept that cohesion is a temporary undrained state. Laboratory work
should be centred on both the required practical skills for description and classification and the
analysis of test data. Clear consideration should be given to the role of site investigation for the
determination of geotechnical parameters. All procedures and test methods should comply with
current Codes of Practice.
Assessment
related units.
teaching programme.
Appropriate attention must be given to health, safety and welfare arrangements and
Construction Design and Management (CDM) Regulations throughout the delivery of this unit.
Links
This unit may be linked to Unit 1: Design Principles and Application, Unit 2: Science and
Materials and Unit 8: Civil Engineering Construction A.
Entry requirements for this unit should be the prior or concurrent study of Unit 2: Science and
Materials, Unit 3: Analytical Methods and Unit 8: Civil Engineering Construction A.
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Issue 1 August 2003
Resources
Learners should have access to appropriate laboratory resources including examples of the
common types of rock and soil. Centres should work closely with industrial organisations to
obtain suitable teaching materials. Learners will also require access to current Codes of
Practice and computer facilities for the analysis of test data.
Supporting materials
Textbooks
Barnes, G Soil Mechanics Principles and Practice 2nd Edition (Macmillan, 2000)
Bell, F Engineering Geology (Blackwell Science, 1993)
Clayton, C and Matthews, M et al Site Investigation 2nd Edition (Blackwell

Scientific, 1995)
Craig, R Soil Mechanics 6th Edition (E and FN Spon, 1997)
Head, K Manual of Soil Laboratory Testing Volumes 1-3 (Pentech Press, 1982-1992)
Prentice, L Geology of Construction Materials (Chapman and Hall, 1990)
Waltham, A Foundations of Engineering Geology 2nd Edition (Spon, 2002)
Whitlow, R Basic Soil Mechanics 4th Edition (Prentice Hall, 2000)
Other publications
BRE Selecting Natural Building Stone (BRE, 1997 Digest 420)
BRE Site Investigation for Low-rise Building: Direct Investigations (BRE, 1995
Digest 411)
BRE Site Investigation for Low-rise Building: Soil Description (BRE, 1993 Digest
383)
BRE Soils for Civil Engineering Purposes-Parts 19 (BSI BS 1377, 1990)
Code of Practice for Site Investigations (BSI BS 5930, 1999)
Stylith, M Stone: Building Stone, Rock Fill and Armourstone in Construction

Geological Society Engineering, Geology Special Publication No 16 (The Geological
Society, 1999)
Issue 1 August 2003
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Unit 8:
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with an introduction to the acquisition of knowledge and
understanding of some of the most commonly utilised methods and resources used in some
major civil engineering construction activities.
Although there will be a strong theoretical underpinning to the study of this unit there will also
be considerable emphasis on enabling learners to become aware of the processes of selecting
appropriate methods and resources in a variety of realistic case studies.

1
Demonstrate knowledge and understanding of the methods and resources used in

earthworks activities
Describe the methods and resources used in substructure and some other below ground
activities
Describe the methods and resources used in the construction of superstructures
Demonstrate knowledge and understanding of the hazards arising from construction

activities, provide an analysis of the associated risks and of the means of controlling them
Select appropriate methods and resources to solve problems arising from construction
activities having proper regard to safety, environmental, quality, technical and economic
considerations.
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77
Content
Methods and resources earthworks activities

Principles of undertaking earthworks activities: the formation of cuttings and
embankments, ensuring the stability of slopes, dealing with groundwater problems and
carrying out deep excavations and trenching works
Methods and resources substructure

Principles of constructing foundations: associated piling works, undertaking drainage
works, constructing culverts/underpasses and carrying out works for utilities
Methods and resources superstructures

Principles of constructing structures: bridges, commercial and industrial buildings and
structures and leisure facilities
Hazards arising from construction activities

Principles of identifying hazards: assessing risks and controlling safety arrangements for
activities at risk such as excavations, working in confined spaces, working on structures
and within temporary works
Solve problems arising from construction activities

Principles of effective and efficient management of construction activities: the interrelationships of safety, environmental, quality, technical and economic factors
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Issue 1 August 2003
Outcomes

the ability to:

understanding of the methods
and resources used in
earthworks activities
Describe the methods and

resources used in
substructure and some other
below ground activities
Describe the methods and

resources used in the
construction of
superstructures
provide an overview of the types of earthmoving

equipment and of its efficient, effective and
economical usage
describe appropriate methods and resources to

ensure safe and productive operations particularly in
deep excavations and trenching
define types of temporary works particularly those

required to deal with stability and groundwater
problems
provide an overview of the types of plant and

equipment used in substructure and drainage
activities
describe techniques of installing piling systems and

ground stabilisation activities
detail methods and processes of constructing

foundations including a description of resources
used
describe methods and resources used in processes,

undertaking drainage works including culverts as
well as installing services
provide an overview of the types of plant and

equipment used in the construction of
superstructures
describe appropriate methods and resources used in

undertaking the main forms of structural activities
including the use of concrete in its various forms as
well as the use of structural steelwork
explain the various methods of falsework and

formwork used in superstructure activities and
identify the processes of concrete production,
delivery and placement
Issue 1 August 2003
79
Outcomes

the ability to:
80

understanding of the hazards
arising from construction
activities, provide an analysis
of the associated risks and of
the means of controlling them
Select appropriate methods

and resources to solve
problems arising from
construction activities
having proper regard to
safety, environmental,
quality, technical and
economic considerations
explain in broad terms the legal and ethical

framework for the provision of health, safety and
welfare requirements in the construction industry
define hazard and risk for construction activities and

develop a simple safety plan for a defined package
of activity
explain the main requirements of the CDM

regulations and the role of the planning supervisor
in relation to civil engineering works
select and demonstrate appropriate methods and

resources, including plant and equipment, in a
representative number of realistic, relevant case
studies
provide explanations for the selection processes

which optimise the decisions made in terms of the
primary considerations noted under outcomes
Issue 1 August 2003
Guidance
Delivery
Lectures and problem solving sessions will be necessary to provide the basic knowledge of the
subject. Case studies should be undertaken in parallel with formal tuition such that practical
skills are readily developed and theoretical studies are quickly placed in context.
Although learners must be assessed individually for both knowledge and skills development,
additional depth may be obtained by undertaking case studies in small groups. Roles and tasks
may be allocated in rotation.
Assessment
related units.
teaching programme.
Links
This unit develops the studies in Unit 1: Design Principles and Application and in Unit 4:
Management Principles and Application. It precedes Unit 14: Civil Engineering
Construction B. It is expected the BTEC Higher National Certificate learners may have already
acquired skills and knowledge in this area, either through previous study or through the
workplace but may not be competent in all the areas covered by the content.
Construction Plant and Equipment Management.
Issue 1 August 2003
81
Resources
The delivery of this module may be enhanced by site visits, videos of site operations, slides
and/or photographs. Access to current technical journals is desirable, in addition to the standard
textbooks and the internet. Case studies would be based on realistic documentation.
Support materials
Textbooks
Harris, F Modern Construction and Ground Engineering Equipment and Methods 2nd
Edition (Longman, 1994)
Holmes, R Introduction to Civil Engineering Construction 3rd Edition (College of

Estate Management, 1995)
Tomlinson, M Foundation Design and Construction 6th Edition (Addison-Wesley,

1995)
Warren, D Civil Engineering Construction (Palgrave Macmillan, 1996)
Other publications
Journals such as New Civil Engineer, Construction News and Contract Journal
In addition, the ICE (Institution of Civil Engineers) Works Construction Guides are useful,
if brief, summaries of various topics which they cover
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Issue 1 August 2003
Unit 9:
Learning hours:
60
NQF level 4:
Description of unit
This unit builds upon the theory and practice of surveying introduced in the BTEC Nationals in
Construction at the Level 3. It is designed to enhance the learners ability to use modern
surveying equipment to undertake a range of site surveying procedures typical of todays
construction industry.
This unit provides an opportunity for the learner to undertake setting-out and control of
alignment of construction work and develops the knowledge needed to perform surveying
calculations. It is intended that both semi-manual and standard computer software be used in
performing the procedures outlined in the specification. The skills required to produce
cartographic details from survey information using a manual approach is developed alongside
an exploration of the uses and benefits of computer-aided plotting.

1
Demonstrate the ability to use a range of instruments pertinent to the surveying and
setting out process
Demonstrate a detailed understanding of the principles of surveying and setting out
Calculate from raw data the information required for cartographic detailing and setting
out of construction works
Describe the use of electronic and laser instruments in the construction industry
Apply and evaluate computer software to calculate and produce surveying solutions.
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Content
Range of instruments
The selection of appropriate instruments for a given job: linear measuring instruments such
as steel bands, sonic measuring devices and Electromagnetic Distance Measuring (EDM)
instruments
Levels: to include optical (automatic and tilting), water level, general construction laser,
pipe alignment laser, electronic/optical
Angular measuring instruments: optical and electronic theodolites, magnetic compasses
and compass attachments to theodolites. Combined theodolites and EDMs (Total Station
instruments). Vertical alignment instruments such as plumb bob, spirit level, optical plumb,
laser alignment
Principles of surveying and setting out

Linear measurement: errors in using steel tapes, corrections for tension, sag, temperature,
change of standard length. Semi-permanent adjustments to EDMs for temperature, pressure
and the curvature of the earth
Levelling: sources of errors in levelling and compensation methods adopted, reciprocal
levelling, flying levels, location of Ordnance Bench Mark (OBM), principle and practice of
setting up a Temporary Bench Mark (TBM), levelling large areas using grid and radial
methods, application of tachometric methods, direct and indirect methods of contouring
Angular measurement: sources of errors and methods for reducing errors, reduction of
angular measurement, horizontal and vertical angles, computation of true horizontal length
from slope distance and angle of inclination
Distinction between open, link and closed traverse: use of traverse for area control, factors
affecting choice of traverse stations, bearings (whole circle and quadrant), distinction
between grid, true and magnetic north, co-ordinate system, Ordnance Survey (OS) grid
references, angular closing error and correction, Bowditch correction for misclosure errors
Setting out: principles, control of spread of error by working from the whole to the point,
procedure for co-ordinated setting out, appropriate accuracy, procedures and practices for
setting out ground works, upper floors, road construction, drainage and sewerage works,
embankments and cuttings
Cartographic detailing and setting out

Analysis of raw data and translation for cartographic detail and/or setting out procedures:
levelling, plotting contours by graphic interpolation, plotting of cross-sections from
contoured plans, area measurement by manual, mechanical/electronic methods,
computation of volumes from spot heights, ground sections and contours, calculations of
volumes of cut and fill on a straight road with transverse sloping ground
Angular measurement: correction to measured angles, distances, bearings and co-ordinates
for a closed traverse, manual and electronic plotting of traverse and building surveys,
survey symbols
Setting out: computation of deflection angles and distances for co-ordinated setting out,
computation of deflection angles and chord lengths for horizontal circular curves
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Issue 1 August 2003
Electronic and laser instruments

Application of modern surveying instruments and procedures: electronic reading levels,
electronic logging of field data, laser construction levels, laser alignment levels. EDMs,
Total Station instruments, Global Positioning Satellites (GPS), digital terrain modelling
Produce surveying solutions

Application of dedicated surveying computer software: software for capturing data in the
field, dedicated software for setting out information, built-in capabilities of Total Station
instruments, commercial software and programmed spreadsheets to facilitate repetitive
surveying calculations, Geographical Information Systems (GIS) and OS digital data
Issue 1 August 2003
85
Outcomes

the ability to:
1 Demonstrate the ability to use

a range of instruments
pertinent to the surveying and
setting out process
2 Demonstrate a detailed
principles of surveying and
setting out
3 Calculate from raw data the

information required for
cartographic detailing and
setting out of construction
works
86
set up, complete all temporary adjustments and use

the appropriate instrument including taking and
recording all necessary readings in accordance with
recognised surveying practice for a range of typical
surveying and setting out tasks
perform checks on each instrument to ensure that

they are in adjustment
select the appropriate instrument for a particular job
use a variety of methods to set out and/or check

horizontal and vertical controls, including sight
rails, for level ground work and work at a gradient
explain the procedure for setting out and levelling of

foundations for steel framed and pre-cast concrete
buildings and check the verticality of the frame
describe the procedure and instrumentation for

transferring control points to upper floors of multistorey in-situ reinforced concrete frames
set out small radii horizontal curves using various

instruments and describe the procedure for larger
horizontal curves for road construction
record all readings necessary to produce a contoured

plan of an area
record all readings necessary to produce a traverse

survey of an area
plot contours and ground sections for an area of

ground from raw survey data
calculate areas and/or volumes of cut and fill as

appropriate from contours, spot heights, ground
sections and co-ordinates
apply corrections and compute co-ordinates for

traverse stations from raw traverse data
calculate and tabulate setting out data for coordinated points and for horizontal circular curves
Issue 1 August 2003
Outcomes

the ability to:
4 Describe the use of electronic

and laser instruments in the
construction industry
5 Apply and evaluate computer

software to calculate and
produce surveying solutions
explain and compare the use of a variety of modern

electronic surveying instruments and their
application to construction and civil engineering
work
describe how a GPS system operates and how it can

be applied to construction and civil engineering
work
use total station instruments built in programming

as an aid to setting out
use and evaluate the benefits of computer software

to solve typical surveying problems
extract and apply appropriate survey information

from digital mapping database
Issue 1 August 2003
87
Guidance
Delivery
It is intended that this unit will consist of at least 50% practical work with 30% devoted to
calculation examples and 20% to descriptive work. Practical work should be completed in
groups of two or three as a maximum, with each individual learner having independent use of
instruments and related equipment and IT.
Assessment
achievement of each learner and group work activities may contribute to the assessment.
teaching programme.
Regulations throughout the delivery of this unit. This includes the use of Personal Protective
Equipment (PPEs) when undertaking practical activities.
Links
This unit may be linked to Unit 3: Analytical Methods and to the specialist unit Unit 12: Design
and Production Computer Analysis.
Entry requirement for this unit should ideally include knowledge of Mathematics at Level 3.
Civil Engineering Site Management
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Issue 1 August 2003
Resources
Learners should have access to a wide range of instruments and become familiar with the more
common instruments used on construction sites. Surveying software and spreadsheet programs
should be readily available to learners. Manual drawing and CAD should be an integrated part
of this unit. Access to ancillary equipment and carpenters workshops to aid the production of
sight rails and other setting out items should also be made available.
Support materials
Textbooks
Brighty, S revised by Stirling, D Setting Out: A Guide for Site Engineers 2nd Edition
(BSP Professional, 1989)
Irvine, W Surveying for Construction 4th Edition (McGraw-Hill, 1995)
Schofield, W Engineering Surveying 5th Edition (Butterworth-Heinemann, 1993)
Issue 1 August 2003
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90
Issue 1 August 2003
Unit 10:
Learning hours:
60
NQF level 4:
Description of unit
This unit develops the learners ability to analyse structures and produce an appropriate design.
The unit builds on techniques and understanding of structural behaviour developed in Unit 2:
Science and Materials.
The unit aims to provide the learner with the analysis and design knowledge required to carry
out the design of common structural elements to the appropriate British Standard, Code of
Practice or European Code of Practice.
The learner is encouraged to work with simple real life examples and to gain the skills and
understanding to develop effective and economic designs.

1
Analyse bending moments and shear forces for simple structures
Explore bending deflections for simple structures
Explore the behaviour of elastic columns under axial loading
Analyse design methods for simply supported beams in steel, reinforced concrete and
timber
Analyse design methods for columns in steel, reinforced concrete, timber and masonry.
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91
Content
Bending moments and shear forces

Analyse cantilevers and simply supported beams: evaluate cantilevers and simply supported
beams with a number of point loads and uniformly distributed loading, using superposition
techniques determine the bending moment diagrams and shear force diagrams for the beams
Analyse three pin frames: evaluate three pin frames with inclined, horizontal and vertical
members with a number of point loads and uniformly distributed loading, determine the
bending moment diagrams and shear force diagrams for the frames
Bending deflections
Bending deflections for cantilevers and simply supported beams: using Mohrs Momentarea method, or Macauleys method, determine the maximum deflection for cantilevers and
simply supported beams of uniform section carrying a point load or a uniformly distributed
load, explore the effect of different materials and beam section on bending deflection in
beams
Elastic columns
Behaviour of slender elastic columns under axial loading: investigate elastic buckling,
using Eulers method determine the critical load for an elastic column, investigate the
concept of effective length
Design methods for simply supported beams

Produce valid designs for simply supported beams in steel: examine the concept of limit
state design as applied to steel, examine classification of sections, determine the suitability
of UB/UC sections regarding moment capacity, shear resistance and deflection
Produce valid designs for simply supported beams in reinforced concrete: examine the
concept of limit state design as applied to reinforced concrete, determine the reinforcing
requirements and the deflection performance of singly reinforced rectangular beams
Produce valid designs for simply supported beams in timber: examine the natural
characteristics of timber and evaluate how these affect the design methods, determine the
suitability of rectangular beams regarding moment capacity, shear capacity, bearing
capacity and deflection
Design methods for columns

Produce valid designs for columns in steel: examine the buckling characteristics of UC, UB
and SHS sections, determine the axial load capacity of slender axially loaded sections with
bending moments about the major axis
Produce valid designs for short columns in reinforced concrete: determine design status of
column, determine the reinforcing requirements of a short reinforced column under axial
load with bending moments about one axis
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Issue 1 August 2003
Produce valid designs for columns in timber: determine the axial load capacity of slender
rectangular timber sections
Produce valid designs for columns in masonry: determine the vertical load capacity of
square and rectangular masonry columns
Issue 1 August 2003
93
Outcomes

the ability to:
Analyse bending moments

and shear forces for simple
structures
determine the bending moments and shear forces in

a simply supported beam with both point loading
and uniformly distributed loading and draw the
bending moment and shear force diagrams
determine the bending moments and shear forces in

a three pin frame with both point loading and
uniformly distributed loading and draw the bending
moment and shear force diagrams
Explore bending deflections

for simple structures
calculate mid span bending deflection in a simply

supported beam with point loading and also in a
simply supported beam with uniformly distributed
loading
Explore the behaviour of

elastic columns under axial
loading
determine the axial load carrying capacity of

perfectly elastic columns with differing end
conditions and materials
Analyse design methods for

simply supported beams in
steel, reinforced concrete and
timber
produce a valid design for a steel beam
produce a valid design for a reinforced concrete

beam and determine reinforcing requirements
produce a valid design for a timber beam
describe the concept of limit state design
produce a valid design for a steel section column
produce a valid design for a short reinforced

concrete column and determine reinforcing
requirements
produce a valid design for a timber column
produce a valid design for a masonry column
94
Analyse design methods for

columns in steel, reinforced
concrete, timber and masonry
Issue 1 August 2003
Guidance
Delivery
Learners will, in general, work individually, however some group work may be useful in
classroom situations. Emphasis should be placed on manual analysis techniques to determine
the values required for the subsequent design procedures. The designs of the structural elements
can be simple but should fully comply with the appropriate current standards. It is important
that the learners become familiar with current design practice of comparing capacity with load
rather than applied stress to allowable stress.
Assessment
related units.
teaching programme.
Links
This unit may be linked with the more advanced specialist unit, Unit 17: Advanced Structural
Analysis and Design.
Minimum entry requirements for this unit are the concurrent study of the core units Unit 1:
Design Principles and Application, Unit 2: Science and Materials and Unit 3: Analytical
Methods.
Road Safety
Issue 1 August 2003
95
Resources
Learners require access to extracts from the appropriate design standards and simple computer
structural analysis software.
Support materials
Textbooks
Draycott, T Structural Elements Design Manual (Heinemann Professional, 1990)
Gere, J and Timoshenko, S Mechanics of Materials 4th Edition (Stanley Thomas,

1994)
Seward, D Understanding Structures 2nd Edition (Palgrave Macmillan, 1998)
Williams, M Structures: Theory and Analysis (Palgrave Macmillan, 1999)
96
Issue 1 August 2003
Unit 11:
Learning hours:
60
NQF level 4:
Description of unit
This unit develops the learners ability to record activities, to collect, analyse and apply data,
find and use sources of information and to develop solutions.
The unit aims to apply the skills, knowledge and understanding developed in other units of the
course within a major piece of work that reflects the type of performance and level of ability
expected of professional project personnel.
It is intended that the learner will work individually on a project that meets the demands of the
programme within which the learner is working.

1
Select and determine the extent of the study and determine methods and procedures
Carry out practical activities and investigative work
Evaluate observations and results and determine the final outcome
Produce a final report for presentation and evaluation.
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97
Content
Extent of the study

Investigate background information: identify relevant source materials and plan practical
activities. Establish a list of technical and non-technical sources of information, identify the
practical needs of the project, and produce a planned approach
Produce a plan: for the completion of the project, including the time scale for each stage,
resource requirements and required support links
Investigative work
Identify sources of information: background material and supporting information, support
the observational phase, development of the final conclusions
Carry out planned investigations: record observations in an acceptable method, systematic
interpretation and scrutiny
Observations and results

Interpretation of observations: identify the final conclusions and identify the method of
interpretation and reasoning behind conclusions
Report and presentation

Final report: summary of outcomes, analysis and record of the initial stage of project
development, analysis and record of the observational stage, interpretation of the results of
the study presented in an agreed form with stated conclusions
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Issue 1 August 2003
Outcomes

the ability to:
Select and determine the

extent of the study and
determine methods and
procedures
Carry out practical activities

and investigative work
Evaluate observations and

results and determine the
final outcome
Produce a final report for
presentation and evaluation
determine an overall plan for carrying out the

project including a schedule for completing the
various stages
determine an approach to carry out the various

stages of the project
identify the background and source material,

resource requirements and other support as required
to achieve each stage of the project
select and carry out appropriate

observational/collective techniques
record and present relevant data in a standard or

agreed format
describe and use appropriate evaluation techniques
interpret and justify the solution in terms of the

original specifications
present the report in an agreed format
discuss the operation of the project and justify the

conclusions in front of peers and assessors
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Guidance
Delivery
It is intended that the project could draw on areas to meet the demands of the subject matter
such as the learners work place, laboratory or ICT centre. The tutor should agree with the
learner the means by which the aims of the project are to be met and how assessment will be
undertaken. Evidence of outcomes should be available for scrutiny at each stage of
development and may be in a variety of forms.
Learners will in general work individually. It is imperative that the learner receives adequate
and appropriate support from tutors throughout the projects process and programme.
It is recommended that the learner present his/her final report. Other learners, tutors and outside
professionals should attend this presentation and contribute to the process.
Assessment
The focus of the project should reflect the discipline that the learner is following and should be
designed to build on the learners academic and industrial experience. It should promote the
learners ability to research background source material, observe and record data and analyse
the results.
Information sources should reflect the area of study and could include published information,
textbooks, magazine articles, research and scientific papers. Professional institution
publications, British and relevant European Standards, trade information, library resources,
computer and internet sources of information should also be utilised. Industrial processes,
records and databases, health, safety and welfare, legal and environmental constraints and
issues of quality control need to be incorporated in the project.
It is intended that the subject of the project will be drawn from a variety of aspects of the
construction environment eg project management, the use of materials, construction activities,
contractual applications, planning, costing and financial issues as well as incorporating issues
relevant to health, safety and welfare, CDM and sustainability and environmental
considerations.
Links
This unit may be linked with all other units in the learners chosen programme or with their
employment.
The unit is intended to integrate skills, knowledge and understanding that are developed in
many of the other units across the programme. CIC Common Learning Outcomes and higher
level skills will feature strongly throughout the development, implementation and presentation
stages of the unit. See Annex D and Annex F.
There are no direct mapping links to CISC Occupational Standards or NVQs.
100
Issue 1 August 2003
Resources
Learners should have access to a wide variety of physical resources provided either by the
college or the learners work place. Use of computer applications should be encouraged.
Suggested reading
Textbooks

1994)
Other publications
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101
102
Issue 1 August 2003
Unit 12:

Analysis
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learners with a fundamental understanding of the growing importance
and application of Information Communication Technology (ICT) within Civil Engineering.
IT underpins many functions ranging from design to management and is starting to have an
integrating role within the overall industry. Its implications are far reaching and an
understanding of the power of the technology and the opportunities it offers is required by all
learners studying civil engineering subjects.

To achieve this unit the learner must:
1
Demonstrate an understanding of the available technology: PCs, CPUs, memory, data

storage and retrieval, input and output devices
Explore the use of hardware and software in various civil engineering functions
Demonstrate an understanding of electronic communications including IT, the use of

intranets and the internet
Demonstrate knowledge of appropriate security and control issues
Evaluate the implications for the industry arising from the growing use of new
technologies.
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Content
Available technology
Various types of hardware: the constituent parts of a PC and the importance of the
specification versus performance issue. Processors, memory, hard disks, floppy disks, CDRom, multimedia, screens (including appropriate resolution). Input and output devices
including voice, scanners, printers and plotters
Use of hardware and software

Use of various types of software commonly used in the civil engineering environment:
design and management. Operating systems
Office suites: word processors, spreadsheets, presentation packages and databases. CAD
and its importance as an integrating mechanism
Task specific software: surveying, structures, transportation planning and finite element
analysis
Use of spreadsheets and other software: the use of various general and specific packages,
advanced functions of a word processor, performing engineering calculations using a
spreadsheet. The use of various generic classes of engineering software (this element could
be linked with specific subjects (eg structures)
Electronic communications
The mechanisms for electronic communication: between people, offices, firms and sites.
Data transfer, common formats and conversion. EDI, intranets, WANs, LANs, and the
internet. The importance of digital lines, ISDN, bandwidth (broadband)
Security and control issues

Management of IT systems: issuers of security and control. Viruses. Health and Safety
VDU issues. Efficiency and effectiveness achieved with IT. Cost benefits of IT investment.
Ownership and copyright of data
Implications for new technologies

Effect on human resource levels: potential de-skilling versus need for understanding of
underlying processes. Integrated project databases. Providing also for currency and
updating. Potential shift of control and power (to or away from Engineers). The role of
expert and non-expert clients. Globalisation
104
Issue 1 August 2003
Outcomes

the ability to:
Demonstrate an
available technology: PCs,
CPUs, memory, data storage
and retrieval, input and output
devices
explain the constitute parts of modern IT systems

and assess their importance in relation to
performance and cost
Explore the use of hardware

and software in various civil
engineering functions
describe the available software and its benefit to

Civil Engineering design and management
create documents using the advanced functions of a

common word processor
create spreadsheet applications capable of solving

civil engineering/technical problems
produce simple CAD drawings and apply task

specific software
Demonstrate an
understanding of electronic
communications including
IT, the use of intranets and
the internet
assess the potential of digital communications in

relation to civil engineering design and management
of site operations and improved performance
Demonstrate knowledge of
appropriate security and
control issues
describe the importance of effective management of

IT systems, particularly in relation to security and
control
Evaluate the implications for

the industry arising from the
growing use of new
technologies
evaluate the importance of IT systems to the

construction industry, their ownership implications,
accessibility and implementation
Issue 1 August 2003
105
Guidance
Delivery
The elements of this unit aim to demonstrate an understanding of various aspects of information
technology and the implications of this technology on industry and society. It may be
undertaken individually or in groups; group work would be particularly appropriate being an
ideal vehicle for discussion and developing ideas. The hands-on elements should be carried out
individually and will require the dedicated use of a computer terminal for each learner.
Assessment
related units.
teaching programme.
Appropriate attention must be given to health, safety and welfare arrangements and VDU
Links
This unit may be linked with all other units in the learners chosen pathway or employment.
The unit is intended to develop the skills and knowledge obtained in the usage of IT equipment
and software and support the learning in other units.
Road Safety
106
Issue 1 August 2003
Resources
Learners should have access to a wide variety of materials and facilities to enable group
discussions to take place. They will also need access to up-to-date computing facilities with
appropriate storage and output devices. Software required includes a word processor,
spreadsheets, CAD and certain specific engineering applications software.
Support materials
Textbooks
Cornick, T Computer Integrated Building Design (Spon, 1995)
Holtz, W The CAD Rating Guide 4th Edition (CICA, 1997)
Howard, R Computing in Construction: Pioneers and the Future (ButterworthHeinemann, 1998)
Paulson, B Computer Applications in Construction (McGraw Hill, 1995)
Other publications
Construction Industry Computing Association Computing for Site Managers (CICA,

1996)
Construction Industry Computing Association IT Usage in the Construction Team

(CICA, 1999)
Contact: Construction Industry Computing Association Telephone: 01223 236336
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108
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Unit 13:
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with the opportunity to acquire further knowledge of a range of
mathematical techniques and will develop his/her understanding of how these techniques can be
applied to solve engineering problems. Learners will also learn the value of mathematics as a
method of communicating results.
The knowledge and skills that learners acquire in this unit will underpin their study of most
other units of the BTEC Higher National programme.

1
Demonstrate a knowledge of the properties of trigonometric functions
Construct and solve algebraic equations representing engineering problems
Use techniques of calculus to determine maximum and minimum values and to

calculate areas and volumes
Define engineering problems using differential equations and solve these equations
using analytical and numerical methods
Analyse problems using probability and statistics.
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109
Content
Properties of trigonometric functions

Graphs: sinx, cosx, tanx, sin2x, cos2x, etc Graph of Rsin(wt+a). Amplitude, phase,
frequency, period. Addition of waves (asinx + bcosx). Trigonometric identities
Algebraic equations representing engineering problems

Construct algebraic equations representing engineering problems: identify unknowns and
derive model equations
Solve algebraic equations: matrix form of simultaneous linear equations. Role of the
inverse matrix. Degenerate (singular) cases. Ill-conditioning. Gaussian elimination.
Bisection and Newton-Raphson methods for non-linear equations
Construct and solve model equations
Calculus to determine maximum and minimum values and to calculate areas and
volumes
Techniques of calculus: to determine maximum and minimum values
Location and classification of stationary points of functions of one variable. Partial
differentiation. Location and classification of stationary points of functions of two variables
Techniques of calculus to calculate areas and volumes: integration by parts, substitution
and using partial fractions; calculation of areas and volumes
Engineering problems using differential equations

Differential equation models in engineering (eg beam equation). Analytical solution of
linear constant coefficient differential equations. Initial and boundary conditions. Basic
ideas of numerical solution of differential equations. Eulers method. Solution of
differential equations using appropriate software
Probability and statistics

Probability distributions: discrete and continuous distributions; binomial, Poisson and
normal distributions, linear regression and confidence intervals, sampling, statistical quality
control
110
Issue 1 August 2003
Outcomes

the ability to:
Demonstrate a knowledge of
the properties of
trigonometric functions
produce accurate sketch graphs of functions of the

form Rsin(wt+a)
include waves of the same frequency
use trigonometric identities
Construct and solve algebraic

equations representing
engineering problems
Use techniques of calculus to

determine maximum and
minimum values and to
calculate areas and volumes
Define engineering
problems using differential
equations and solve these
equations using analytical and
numerical methods
Analyse problems using

probability and statistics
solve simultaneous linear equations using inverse

matrices and Gaussian elimination
select and use an appropriate method to solve a nonlinear equation
identify and classify maximum and minimum values

of functions of one variable
determine partial derivatives of functions of many

variables
locate and classify stationary points of functions of

two variables
use appropriate techniques to determine integrals
calculate areas and volumes using definite integrals
select appropriate differential equation models for

engineering problems
solve linear constant coefficient initial and boundary

value problems
explain the difference between analytical and

numerical solutions
use mathematical software to solve numerically

differential equations
explain the meaning of a probability distribution and

distinguish between discrete and continuous data
use standard distributions to analyse engineering

problems
determine the best straight line fit to a set of data
use simple statistical quality control
Issue 1 August 2003
111
Guidance
Delivery
This unit should be planned and delivered to support the mathematics required for the other
specialist units in the programmes. Lectures, tutorials and problem solving sessions will be
necessary to provide the basic knowledge of the subject. Computer laboratory sessions will also
be needed to allow learners to develop the skills necessary to achieve parts of some of the
outcomes.
Assessment
related units.
teaching programme.
Links
This unit follows on from Unit 3: Analytical Methods and underpins most of the other units in a
BTEC Higher National programme. The techniques covered also have specific application in
some units. Importantly, this unit also provides the necessary mathematical skills to enable
learners to progress to higher studies.
Road Safety
112
Issue 1 August 2003
Resources
Learners should have access to an electronic calculator (ideally a graphical calculator). They
must also have access to appropriate computer facilities, software and library resources.
Support materials
Textbooks
Croft, A and Davison, R Mathematics in Engineering: A Modern Interactive Approach

(Addison Wesley Longman, 1999)
Stroud, K Engineering Mathematics 4th Edition (Macmillan, 1995)
Issue 1 August 2003
113
114
Issue 1 August 2003
Unit 14:
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with the knowledge and understanding of some of the more
specialised methods and resources used in major and often specialised civil engineering
construction activities.
Although there will be a strong theoretical knowledge underpinning the study of this unit there
will also be considerable emphasis on enabling learners to become aware of the processes of
selection of appropriate methods and resources through a variety of realistic case studies.

1
Analyse the methods and resources used in tunnelling activities
Analyse the methods and resources used in the construction of hydraulic structures
Analyse the methods and resources used in the construction of marine works
Analyse the methods and resources used in highway construction and railway works
Select and evaluate appropriate methods and resources to solve problems arising from
construction activities involving tunnelling works, hydraulic structures, marine works,
highway and railway works having proper regard to safety, environmental, quality,
technical and economic considerations.
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115
Content
Methods and resources tunnelling activities

Principles of undertaking tunnelling activities: both in hard rock and soft ground including
methods of ground support; cut and cover tunnelling, pipejacking and mini-tunnelling as
well as the construction of shafts
Methods and resources hydraulic structures

Principles of constructing dams: constructed of earth, rockfill and concrete; ancillary
works; canal and river works
Methods and resources marine works

Principles of constructing: cofferdams, caissons, sea walls, harbour works and coastal
protection activities
Methods and resources highway construction and railway works

Principles of constructing and maintaining carriageway works: rigid and flexible
pavements; undertaking railway works including the provision of new track and ancillary
structures
Solve problems arising from construction activities

Principles of effective and efficient management of construction activities: proper regard to
safety, environmental, quality, technical and economic considerations
116
Issue 1 August 2003
Outcomes

the ability to:
Analyse the methods and

resources used in tunnelling
activities

construction of hydraulic
structures

construction of marine
works

resources used in highway
construction and railway
works
explain the characteristics of tunnels and shafts in

terms of their end use
describe appropriate methods and resources used to

ensure safe and productive operations in hard and
soft ground conditions
contrast types and methods of temporary works

associated with forms of tunnelling, and with
pipejacking and shaft construction
explain the characteristics of the forms of

construction of earthfill, rockfill and concrete dams
in terms of their end use

ensure the effective and efficient construction of
water retaining structures including dams,
reservoirs, canals, river works and ancillary
structures
contrast types and methods of temporary works

associated with the construction of hydraulics
structures
explain and compare the characteristics of the forms

of construction of cofferdams and caissons

ensure the safe and productive activities of
constructing sea walls, harbour works and coastal
protection works
explain and compare the characteristics of the forms

of construction of rigid and flexible carriageways
and ancillary works
determine appropriate methods and resources used

to ensure the safe and productive operations of
constructing carriageways
describe the construction requirements for the

upgrading of railways and ancillary works
Issue 1 August 2003
117
Outcomes

the ability to:
118
Select and evaluate

appropriate methods and
resources to solve problems
arising from construction
activities involving
tunnelling works, hydraulic
structures, marine works,
highway and railway works
having proper regard to
safety, environmental,
quality, technical and
economic considerations
select, evaluate and demonstrate appropriate

methods and resources, including plant and
equipment, in a representative number of realistic,
relevant case studies
provide explanations for the selection processes

which optimise the decisions made in terms of the
primary considerations (stated in Outcomes)
Issue 1 August 2003
Guidance
Delivery
Lectures and problem solving classes will be necessary to provide the basic knowledge of the
subject. Case studies should be undertaken in parallel with formal tuition such that practical
skills are readily developed and theoretical studies are quickly placed in context.
Although learners must be assessed individually for both knowledge and skills development,
additional depth may be obtained by undertaking case studies in small groups. Roles and tasks
may be allocated in rotation.
Assessment
related units.
teaching programme.
Links
This unit develops the material studied in Unit 1: Design Principles and Application, Unit 4:
Management Principles and Application and Unit 8: Civil Engineering Construction A.
Particular emphasis may be placed on the use of methods and equipment. It is expected that
HNC learners may have already acquired knowledge and skills in this area, either through
previous study or through the workplace but it is unlikely that they will be competent in all the
areas covered by the content.
Issue 1 August 2003
119

Resources
The delivery of this module may be enhanced by site visits, videos of site operations, slides
and/or photographs. Access to current technical journals is desirable, in addition to the standard
textbooks. Case studies should be based on realistic documentation.
Support materials
Textbooks
Holmes, R Introduction to Civil Engineering Construction 3rd Edition (College of

Estate Management, 1995)
Illingworth, J Construction Methods and Planning 2nd Edition (Spon, 2000)
Tomlinson, M J Foundation Design and Construction 6th Edition (Addison-Wesley,

1995)
Other publications
In addition the ICE (Institution of Civil Engineers) Works Construction Guides are useful,
if brief, summaries of various topics which they cover
120
Issue 1 August 2003
Unit 15:
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with a sound understanding of the forces of equilibrium in fluids,
predominantly water, both at rest and in motion. It develops the knowledge and competency to
use measuring instrumentation in laboratory conditions. It develops the skills necessary to
record data, analyse it and present results in an appropriate format. A manual, semi-manual and
computer software approach is used.
Analysis of hydrostatic forces, concepts of buoyancy and stability of floating bodies are related
to civil engineering projects. Fluid kinetics and applications to the design of pipelines and
channels using charts/tables and computer software are investigated along with associated
energy losses. An appreciation of hydraulic machinery allows for the understanding of pump
pipeline system problems and for the energy input to a system by turbines. Hydraulic structures
for measuring and controlling flow in channels are investigated both for steady and unsteady
flow.

To achieve this unit the learner must:
1
Demonstrate a knowledge and understanding of hydrostatic principles in relation to civil

engineering projects
Undertake experimental procedures in fluid kinetics with subsequent analysis and

presentation of results
Carry-out analysis of fluid flow in pipelines and channels to determine required pipe or
channel size for a given flow using both manual and automated methods
Select appropriate pump characteristics to suit a given hydraulic situation
Analyse hydraulic structures characteristics to determine channel flow.
Issue 1 August 2003
121
Content
Demonstrate knowledge of hydrostatic principles

Hydrostatic pressure: distribution and hydrostatic forces acting on submerged bodies.
Centres of pressure on submerged plane, vertical and inclined surfaces and curved surfaces.
Hydrostatic buoyancy forces on submerged bodies and the stability of floating bodies.
Centre of buoyancy and metacentric height of floating bodies. Measurement of fluid
pressure and the devices and instruments used to measure fluid pressure and pressure
differentials, including electronic instrumentation
Experimental procedures in fluid kinetics

Use of laboratory equipment to investigate: fluid flow concepts for pipes and open
channels, including streamlines, velocity variations and velocity profile across pipe and
channel sections. Significance of Reynolds and Froudes number. Laminar and turbulent
flow
Experimental procedures to demonstrate steady and unsteady flow in channels: investigate
flow through channel transitions and over weirs, flow profile through a venturi flume.
Formation of hydraulic jumps downstream of spillways, weir and gates. Investigate the
discharge characteristics of weirs, measure the velocity of approach, preparation of headdischarge and coefficient of discharge non-dimensional head graphs. Methods and
instrumentation for the measurement and construction of stage discharge and rating curves
Flow measurement in pipes and channels: pitot static tube, current meters, Venturi meter
and orifice meter, rectangular notch, V notch and combination weirs. Electromagnetic and
ultra sonic methods of flow measurement. Demonstrate energy losses at sudden transitions
in pipelines and channels. Demonstrate the effects of jets on turbines and pelton wheels
Analysis of fluid flow in pipelines and channels

Analysis of fluid flow: Frictional head loss in pipelines, laminar and turbulent flow.
Equations modelling head loss. Roughness of pipe walls. Solution of pipeline and channel
problems using manual methods, published tables/charts and computer software. Concept
of specific energy and specific force. Uniform flow through channels. Equations to
calculate discharge through and to design channels of, rectangular, trapezoidal and circular
sections
Select pump characteristics

Investigate pump characteristics: classification of hydraulic machines. Pumps and turbines.
Radial, axial and mixed flow machines. Impulse and reaction turbines. Energy and
hydraulic gradient across the machine and in pump-pipeline systems. Pumps in series and
parallel. Calculation of net positive suction head. Performance and characteristics of a
pump. Pump characteristics curves. Specific speed
122
Issue 1 August 2003
Analyse hydraulic structures

Flow under sluice gates: relationship between discharge, critical depth and minimum
specific energy in a rectangular channel. Calculation of discharge through a venturi-flume.
Derivation of discharge-head equations for flow over broad crested and Crump weirs
Flow through channels: compound sections, eg flooded river channels
Flow from reservoirs and entry losses: planned energy losses at dam spillways and stilling
basins
Issue 1 August 2003
123
Outcomes

the ability to:
124
Demonstrate a knowledge of
hydrostatic principles in
relation to civil engineering
projects
Undertake experimental
procedures in fluid kinetics
with subsequent analysis and
presentation of results
Carry out analysis of fluid

flow in pipelines and
channels to determine
required pipe or channel size
for a given flow using both
manual and automated
methods
Select appropriate pump
characteristics to suit a given
hydraulic situation
identify and calculate the magnitude and position of

hydrostatic pressures and forces acting on typical
civil engineering elements, eg water retaining
structures and gates
analyse the stability of floating bodies applicable to

civil engineering works and determine the
dimensions required to ensure works meet necessary
criteria, eg pontoons
describe the construction and application of

piezometers, manometers and other pressure
measuring devices including electrical and
mechanical pressure gauges
use laboratory equipment to demonstrate fluid

kinematics concepts and explain the principles
involved
apply experimental procedures to derive hydraulic

structures characteristics
use instrumentation and devices to measure flow

and pressure in hydraulic systems
analyse the results of experimental procedures and

apply to hydraulic machines and structures used in
Civil Engineering practice
analyse and solve practical pipeline flow problems

and determine headloss/discharge/pipe size as
required using a variety of methods including
current computer software methods
design channels to convey known discharges with

specified design criteria, eg velocity of flow using a
variety of methods including current computer
software methods
prepare diagrams showing hydraulic structures, pipe

fittings and measuring instruments for practical civil
engineering application eg pumping station
select appropriate pump/s, using manufacturers

published pump characteristics curves to suit a
given application
Issue 1 August 2003
Outcomes

the ability to:
Analyse hydraulic
structures characteristics to
determine channel flow
analyse the hydraulic characteristics of various

channel flow control devices/structures to determine
channel flow
describe the use and principles of dam spillways and

stilling basins
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125
Guidance
Delivery
It is recommended that this unit will consist of at least 40% laboratory work with 40% devoted
to theory and 20% to descriptive work. Practical work should be completed in groups of three
or four as a maximum.
Assessment
achievement of each learner, group work activities may contribute to the assessment.
teaching programme.
Links
Entry requirement for this unit should include knowledge of Mathematics and Environmental
Science at Level 3.

Resources
Laboratory facilities are essential for learners to undertake experimental work, on a hydraulic
bench/flume, in small groups and develop competence in using measuring instruments and
recording, analysing and presenting the results. Computer software, centre devised or
commercially available, will be needed for some assignment work.
126
Issue 1 August 2003
Support materials
Textbooks
Boxer G Work Out Fluid Mechanics (Palgrave, 1998)
Douglas J Solving Problems in Fluid Mechanics Volumes 1 and 2 (Longman

Scientific and Technical, 1986)
Featherstone R and Nalluri C Civil Engineering Hydraulics 4th Edition (Blackwell

Science, 1995)
Linsley R and Franzini J et al Water Resources Engineering 4th Edition (McGrawHill, 1992)
Issue 1 August 2003
127
128
Issue 1 August 2003
Unit 16:
Project Management
Learning hours:
60
NQF level 4:
Description of unit
This unit is designed to provide knowledge and understanding of the principles and application
of project management in the construction industry.
It will enable learners studying higher national programmes in building or civil engineering to
demonstrate both knowledge and understanding of project management. Learners will have the
opportunity to apply, analyse and evaluate the effects of project management in the improved
management of resources and performance on a construction project.

1
Define and appraise the concepts and practice of project management
Evaluate the requirements of a project manager in the construction industry
Analyse the duties and responsibilities of a project manager
Evaluate how the clients objectives of time, cost, quality and performance can be
improved
Describe how the project management process can manage a changing industry by adding
value to the project.
Issue 1 August 2003
129
Content
Practice of project management

Concepts and practice: definition of project management, historical developments of
project management, comparison with project management in other industries. Advantages
and disadvantages of project management in practice, review of current literature and
research, identification of trends in Europe and the USA
Requirements of a project manager

Identification of key requirements: managerial skills, technical knowledge and abilities,
personality and psychological factors, leadership, delegation, negotiation, decision-making
and clarity of thinking, education and training for project managers, use of internal teams
and external consultants
Duties and responsibilities

Identification of the clients main objectives: understanding the clients brief, appointing
the design team, involvement with the main contractor, reports and recommendations
Design process management: co-ordination and control during construction on site
contractual relationships of the project manager, powers, responsibilities, authority and
accountability, fees
Clients objectives
Objectives: the methods used to improve productivity and performance in terms of meeting
the clients objectives in development and construction
Time: management and control
Cost: predictions, certainty and risk
Standards and quality: improving standards and achieving quality in building, getting it
right first time
Communication: information management and communication systems
Client influence: Clients Charter and influence on performance, value for money and best
practice
Manage a changing industry by adding value

Change: factors that affect the ways in which the project management process can manage
a changing industry. Change management in the construction industry. Evaluating change
and developing best practices and Key Performance Indicators (KPIs), culture of
construction best practice, Respect for People
Performance indicators: benchmarking project management against other systems and
practices, use of KPIs, best practice projects
Added value: the importance of adding value to the construction product
Productivity: doing more for less
130
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Outcomes

the ability to:
Define and appraise the

concepts and practice of
project management
Evaluate the requirements of

a project manager in the
Analyse the duties and

responsibilities of a project
manager
Evaluate how the clients

objectives of time, cost and
performance can be improved
Describe how the project

management process can
manage a changing industry
by adding value to the
project
describe project management within the

evaluate the role and work of a project manager

within the construction industry
compare role of project management in construction

with that in other industries and in other countries
describe the key characteristics of a project manager
explain the type of education, training and

occupational standards that are required for project
managers
compare the advantages and disadvantages of using

internal teams or external consultants as project
managers and evaluate the benefits to the client
analyse the duties and responsibilities of project

managers
define the contractual implications of using project

managers
compare the relationships of project managers with

the design and production teams
describe the role of clients in the construction

process and the advantages of them using project
management to secure their aims and objectives
evaluate ways in which quality and standards are

improving in the construction industry and the
influence of clients in the process
describe the reasons why the construction industry

is changing and will continue to change in the
foreseeable future
explain the concept of best practice in project

management and its use to develop benchmarks and
KPIs for the construction industry
evaluate the ways in which a project manager is able

to add-value to the construction process and product
Issue 1 August 2003
131
Guidance
Delivery
This unit is best studied in the second year where learners will already have gathered some
understanding of the nature of the construction industry and the general principles and
techniques of management. It is important that learners have access to current information from
industry regarding the use and development of project management in practice. Case studies
should be used extensively together with a current working knowledge of business practices in
the construction industry to identify best practices. The teaching of the unit would benefit from
the involvement of project manager/practitioners. Where appropriate, role-play should be
encouraged to develop an understanding of the application of management techniques and
difficulties that are encountered. Learners may also be required to provide oral presentations
from their own studies or experiences.
Assessment
related units.
teaching programme.
In designing the assessment instrument, opportunities may also be included to generate
Links
This unit relies on a good knowledge and understanding of construction and civil engineering
technology and the construction industry. It links with Unit 4: Management Principles and
Application that should be studied prior to this unit. Learners should be encouraged to use the
knowledge and experience gained from earlier units and from practice.
A range of CIC Common Learning Outcomes and higher level skills will feature strongly
throughout the development and assessment phases.
132
Issue 1 August 2003
Civil Engineering Site Management
Road Safety

Resources
Learners should have access to ICT applications and a range of library resources including the
annual reports of construction companies, recent government publications and trade and
professional literature on which to base knowledge and case studies and to use for assignment
purposes.
Support materials
Textbooks
Ashworth, A and Hogg, K Added Value in Design and Construction (Longman,

2000)
Bennett, J Construction Project Management (Butterworths, 1985)
McGeorge, D and Palmer, A Construction Management: New Directions (Blackwell

Science, 1997)
Morris, P The Management of Projects New Edition (Thomas Telford, 1997)
Rougvie, A Project Evaluation and Development (Batsford, 1989)
Walker, A Project Management in Construction 4th Edition (Blackwell Science,

2000)
Other publications
Chartered Institute of Building Project Management in Building (CIOB, 1989)
Chartered Institute of Building Code of Practice for Project Management for

Construction and Development (CIOB, 1996)
Parsloe, C and Wild, L Project Management Handbook for Building Services

(BSIRA, 1998)
Issue 1 August 2003
133
134
Issue 1 August 2003
Unit 17:

Design
Learning hours:
60
NQF level 4:
Description of unit
This unit develops the learners ability to analyse complex structures and produce an
appropriate design. The unit builds on techniques and understanding of structural engineering
developed in Unit 10: Structural Analysis and Design.
The unit aims to provide the learner with the analysis and design knowledge required to carry
out the design of structural elements to the appropriate British Standard, Code of Practice or
European Code of Practice Standard.
The learner is encouraged to work with real life examples and to gain the skills and
understanding to develop effective and economic designs. It is envisaged that computer analysis
and design methods will be used in conjunction with more traditional techniques.

1
Calculate forces and deflections for pin jointed indeterminate structures
Calculate bending moments and shear forces for indeterminate beams
Examine the structural behaviour of frames under various loading conditions
Examine design methods for continuous beams in steel and reinforced concrete
Examine design methods for simple connections for steel structures.
Issue 1 August 2003
135
Content
Forces and deflections

Analyse simple indeterminate pin jointed frames: evaluate three element indeterminate pin
jointed frames using stiffness matrix methods to produce node deflections, forces in the
elements and the reactions
Bending moments and shear forces

Analyse indeterminate beams: evaluate two span beams with a variety of loading and end
conditions, using slope deflection, moment distribution and plastic analysis techniques to
determine the bending moment and shear force diagrams for the beams, examine the
concept of bending moment and shear force envelopes
Structural behaviour of frames

Examine the structural behaviour of frames: examine the relationship between the
deflected shape, the shape of the bending moment diagram and the pattern of loading for a
range of indeterminate and determinate frames; analyse basic sway frames using moment
distribution or slope deflection techniques; examine the collapse modes of steel portal
frames
Design methods for continuous beams

Produce valid designs for indeterminate beams: examine the concept of lateral torsional
instability as applied to steel, determine the suitability of UB/UC sections regarding
buckling resistance moment, shear resistance and deflection for beams with a variety of end
conditions and supports
Produce valid designs for indeterminate beams in reinforced concrete: determine the
reinforcing requirements and the deflection performance of doubly reinforced rectangular
beams with a variety of supports
Design methods for simple connections

Produce valid designs for bolted connections in steel: examine the various types of bolts
available for bolted connections. Using black bolts, determine the load capacity of bolted
tension splices and determine the load capacity of double angle web cleat connections
Produce valid designs for welded connections in steel: examine the various types of welds
used for structural connections, using fillet welds, determine the load capacity of welded
tension splices and determine the load capacity of welded fin plate connections
136
Issue 1 August 2003
Outcomes

the ability to:
Calculate forces and

deflections for pin jointed
indeterminate structures
calculate the node deflections, element forces and

reactions in a three element pin jointed frame using
stiffness matrix methods
Calculate bending moments

and shear force for
indeterminate beams
analyse two span beams with a mix of point loads

and uniformly distributed loads (UDLs) and fixed
and simple supports using slope deflection, moment
distribution and plastic analysis techniques
draw shear force and bending moment envelopes for

an elastically analysed three span reinforced
concrete beam
sketch the general shape of the bending moment

diagram and the deflected form for a range of
determinate and indeterminate frames with a mix of
point loads and UDLs
analyse basic sway frames using moment

distribution or slope deflection techniques
describe the modes of collapse of typical steel portal

frames
produce a valid design for a laterally unrestrained

two span steel beam
produce a valid design for a doubly reinforced

concrete beam
produce a valid design for a bolted steel section

tension splice and a bolted web cleat connection
produce a valid design for a welded steel section

tension splice and a fin plate connection
Examine the structural

behaviour of frames under
various loading conditions
Examine design methods for

continuous beams in steel
and reinforced concrete
Examine design methods for
simple connections for steel
structures
Issue 1 August 2003
137
Guidance
Delivery
Learners will, in general, work individually. However some group work may be useful in
classroom situations. Emphasis should be placed on manual analysis techniques to determine
the values required for the subsequent design procedures. However, the learner should be
encouraged to verify manual designs by computer methods where appropriate. The design of
the structural elements should be realistic and should fully comply with the appropriate current
standards. It is important that the learners become familiar with current design practice of
comparing capacity with load rather than applied stress to allowable stress.
Assessment
related units.
teaching programme.
Links
This unit may be linked with Unit 10: Structural Analysis and Design.
Minimum entry requirements for this unit should be the concurrent study of Unit 10: Structural
Analysis and Design and the successful completion of the core units Unit 1: Design Principles
and Application, Unit 2: Science and Materials and Unit 3: Analytical Methods.
138
Issue 1 August 2003
Resources
Learners require access to extracts from the appropriate design standards and simple computer
structural analysis and design software.
Support materials
Textbooks
Coates, R and Kong, M et al Structural Analysis 3rd Edition (Textbook Physical,

1987)
Gere, J and Timoshenko, S Mechanics of Materials 4th Edition (Stanley Thomas,

1996)
Macingley, T and Ang, T Structural Steelwork: Design to Limit State Theory 2nd
Edition Butterworth-Heinemann, 1992)
McKenzie, W Design of Structural Steelwork (Macmillan, 1998)
Mosely, W and Hulse, R et al Reinforced Concrete Design 5th Edition (Macmillan,

1999)
Issue 1 August 2003
139
140
Issue 1 August 2003
Unit 18:
Transportation
Learning hours:
60
NQF level 4:
Description of unit
This unit develops the learners ability to analyse and understand the principles and techniques
that underpin transport networks.
The unit aims to provide the learner with the critical skills necessary to appreciate the problems
and difficulties inherent in the field of transportation engineering and to carry out preliminary
design work in accordance with the appropriate standards.
In the more analytical areas it is envisaged that computer analysis and design methods will be
used in conjunction with traditional techniques.

1
Review and evaluate the modes of transport and transport networks
Examine travel demand and transport modelling
Examine link and junction design for all classes of road
Determine the safety implications of road traffic
Review and evaluate the environmental and economic effect of transport.
Issue 1 August 2003
141
Content
Modes of transport and transport networks

Review modes of personal transport: air transport, fixed track systems, buses, water borne
transport, cars, cycles, review the provisions made for pedestrians
Review modes of freight transport: air transport, fixed track systems, water borne transport,
trucks
Review the operation of networks: transport networks internationally, nationally, regionally
and locally, review the operation of transportation interchanges
Travel demand and transport modelling

Examine the trends in the demand for travel: examine the growth in the demand for
personal and freight travel and the composition of travel; review the factors relating to
travel demand; review growth forecasts for travel
Examine the methods of transport modelling: review methods of data collection and
processing; review types of transportation models; examine techniques of forecasting
growth
Link and junction design

Examine link design concepts and methods: examine the concept of a hierarchical network;
examine the concept of level of service; examine the concept of design speed; review the
national design standards for major roads
Examine junctions design methods: review the strengths and weaknesses of various types of
road junctions; examine design methods for priority junctions; examine design methods for
conventional roundabouts; examine design methods for simple traffic signal controlled
junctions
Safety implications of road traffic

Examine road safety: review the nature and scale of road accidents; examine the
contributory factors to road accidents; examine frequently occurring types of road accident;
review safety audit procedures
Examine traffic calming measures: examine the relationship between pedestrians, cyclists
and vehicular traffic; examine the principles implementation of speed limits; review the
techniques of traffic calming
Environmental and economic effect of transport

Review the environmental effect of transportation: review agents of environmental impact
relating to transport; review techniques of minimising the environmental impact of
transport
Review economic effect of transportation: review the techniques of Cost Benefit Analysis;
review the techniques of congestion charging and road pricing; review the techniques of
transport telematics
142
Issue 1 August 2003
Outcomes

the ability to:
Review and evaluate the

modes of transport and
transport networks
Examine travel demand and

transport modelling
Examine link and junction

design for all classes of road
Determine the safety

implications of road traffic
Review and evaluate the

environmental and
economic effect of transport
contrast the modes of use of personal and freight

transport within the region of the centre and
examine the modal split
describe the transport network nationally and assess

the operation of a local transportation interchange
determine the factors relating to personal and freight

travel demand and analyse growth trends in these
areas
describe the appropriate method of data collection

and transportation modelling required for a traffic
scheme based on the local network
determine the hierarchical status of the local road

network
determine the design speeds of local link roads
determine the appropriate junction type for a traffic

scheme based on the local network
describe the nature and underlying cause of local

traffic accidents
devise a valid traffic calming scheme based on a

section of the local road network
evaluate the environmental impact of transportation

in the local area
devise a valid environmental impact scheme based

on a section of the local transport network
devise a valid congestion charging scheme based on

the local urban area
Issue 1 August 2003
143
Guidance
Delivery
Learners should be encouraged to engage in group work where appropriate. Emphasis should be
placed on the development of understanding of the underlying problems inherent in achieving
an integrated transportation network and the general solution of problems locally and
nationally. It is not intended that learners undertake detailed design work to industry standards,
however, where possible examples for study should be drawn from real life.
Assessment
related units.
teaching programme.
Links
Minimum entry requirements for this unit should be the concurrent study of the core units
Unit 1: Design Principles and Application, Unit 2: Science and Materials, and Unit 3:
Analytical Methods.
Road Safety
144
Issue 1 August 2003
Resources
Learners require access to extracts from the appropriate design standards, both national and
local IT facilities, and the use of design and modelling computer software for demonstration
purposes.
Support materials
Textbooks
Bonnet, C Practical Railway Engineering (Imperial College Press, 1996)
Mackay, W Transport in the Urban Environment (The Institution of Highways and

Transportation, 1997)
Macpherson, G Highway and Transportation Engineering and Planning (Longman,

1993)
Salter, R and Hounsell, N Highway Traffic Analysis and Design 3rd Edition
(Macmillan, 1996)
Wood, D and Johnson, J Contemporary Transportation 5th Edition (Prentice Hall,

1995)
Issue 1 August 2003
145
146
Issue 1 August 2003
Unit 19:
Law and Contract
Learning hours:
60
NQF level 4:
Description of unit
This unit is intended to provide learners with an introduction to the national legal system and
the Law of Contract.
It is also intended that learners will develop knowledge and understanding in those aspects of
contractual administration relating to the common types of contract used in the industry for
building or civil engineering works of various sizes.

1
Demonstrate an understanding of the nature and significance of the principles and

procedures of law and legislation as applied to the construction process
Describe the liabilities and responsibilities of parties to a contract
Apply the principles and procedures of law to the effective organisation and practice of
a company
Explore the relevant legal principles and requirements when undertaking a construction
contract in Europe.
Issue 1 August 2003
147
Content
Principles and procedures of law construction process

Law relating to the construction process: broad understanding of the workings of the
English legal system, the court system, principles of arbitration, alternative dispute
resolution (ADR) and adjudication, Common Law, Industrial Tribunals, the nature of tort,
the law of tort and its significance to the construction industry, negligence, nuisance,
trespass, statutory duties, liability
Liabilities and responsibilities of parties

Contract is an enforceable agreement: identification of the main parties to a contract,
description of the responsibilities of the main parties, typical contractual liabilities of the
main parties
Principles and procedures of law organisation and practice of a company

Law relating to the organisation and practice of a company: detailed understanding of the
English legal system, company law and legal status of companies, employment law, law of
land and property, sale, purchase and rental of goods, health, safety and welfare, employer
liability, subcontractor tax requirements
Legal principles and requirements in Europe

European legal requirements: principal requirements of the European legal systems, tort,
employment law, company law, contract law
148
Issue 1 August 2003
Outcomes

the ability to:
Demonstrate an
understanding of the nature
and significance of the
principles and procedures
of law and legislation as
applied to the construction
process
Describe the liabilities and

responsibilities of parties to
a contract
Apply the principles and

procedures of law to the
effective organisation and
practice of a company
Explore the relevant legal

principles and requirements
when undertaking a
construction contract in
Europe
describe the various elements of the national legal

system
describe the court system and its procedures
compare the methods of ADR and the Industrial

Tribunal process using case studies
describe the significance of common law within the

construction process
describe the effect of the law of tort on the

construction industry using appropriate case studies
determine the main parties to a contract
describe the responsibilities of the main parties to

the contract
analyse typical contractual liabilities and

responsibilities
define the prime requirements of company law and

its effect on the legal status of companies in their
operation
describe, using case studies, how employment law,

health, safety and welfare, the sale, purchase and
rental of goods, and land law and property law relate
to the operation of a company in construction
describe, using examples and case studies, the effect

of the European legal systems on related
construction activities
Issue 1 August 2003
149
Guidance
Delivery
Learners should have a good understanding of the construction process.
It is recommended that the unit be studied in the first year of the course. Case studies should be
used and where possible, should involve practitioners as visiting speakers. Learners will usually
work individually but role-play activities should be encouraged when relevant.
Assessment
related units.
outcomes provided that this evidence is appropriate and authenticated as the learners own
teaching programme.
Appropriate attention must be given to health, safety and welfare legislation and CDM
Links
Consideration should be given to links with the outcomes covered in Unit 6: Health, Safety and
Welfare and other aspects of legislation in Unit 21: Contractual Procedures.
Road Safety
150
Issue 1 August 2003
Resources
Learners should have access to forms of contract, current legislation, publications, journals and
libraries including electronic search facilities for the internet.
Support materials
Textbooks
Dalby, J EU Law for the Construction Industry (Blackwell Science, 1998)
Owen, S Law for the Construction Industry (Longman, 1998)
Turner, D and Turner, A Building Contract Claims and Disputes (Longman, 1999)
Other publications
Current Forms of Standard Contracts
Current Legislation relevant to the construction industry
Technical and professional journals
Issue 1 August 2003
151
152
Issue 1 August 2003
Unit 20:
Learning hours:
60
NQF level 4:
Description of unit
This unit provides the learner with a fundamental understanding and application of tendering
procedures and the principles and methods of estimating, which form an integral part of the
tendering process.
This unit will also enable learners to develop a commercial awareness of tendering and
estimating and to demonstrate knowledge and understanding of the commercial aspects of the
industry.

1
Describe the information required to produce a tender
Apply the principles and techniques of estimating
Analyse and apply methods of pricing to determine and formulate an estimate for
construction operations
Evaluate different tendering procedures and contractual arrangements in common use.
Issue 1 August 2003
153
Content
Produce a tender
Collection of tendering information: the types of client for which tenders are required, the
clients objectives and constraints, the scope of contract documentation required eg bill of
quantities, drawings, specifications, conditions of contract etc, an investigation of the
nature, source and validity of information provided, collection of additional data as and
when required
Techniques of estimating
Processes and procedures used to build up an estimate: characteristics of, factors affecting
prime costs, collection of data on labour and plant rates, costs of materials including terms
of supply, handling, wastage and conversion, method statements and their effect on
estimating, use of standard reference documents or company data on output levels,
examination of coverage rules for a unit of work using SMM7 or CESMM, calculation of
unit rates
Formulate an estimate
Commercial and operational factors: effect on final estimate and tender price,
preliminaries consistent with tender documentation data, factors which might affect profit
margin, determination of on-costs and overheads, all items in the Bill of Quantities
incorporated, items required from the health and safety plan clearly shown, commercial
awareness of potential competition
Tendering procedures, contractual arrangements

Contractors activities associated with the preparation of a tender: considerations which
affect a contractors decision to tender, tender preparation strategy, types of contract used
including term, schedule of rates, lump sum, design and build etc, open and selective
tendering, procedures used to formulate select lists, procedures used in receiving and
opening tenders, DBFO schemes and their operation
154
Issue 1 August 2003
Outcomes

the ability to:
Describe the information

required to produce a tender
Apply the principles and

techniques of estimating
specify typical clients for which tenders are required
explain the constraints which may apply to the

tender process
describe the scope of contractual documentation

required for tendering
collect data required to build up unit costs
use standard data document and measurement

systems
produce a method statement suitable for building a

unit cost
calculate a unit cost for identified items
Analyse and apply methods of

pricing to determine and
formulate an estimate for
construction operations
Evaluate different tendering

procedures and contractual
arrangements in common
use
demonstrate how the bill of quantities format may

be used to build up estimates
determine critical factors which might affect the
profit margin
evaluate the effect of health and safety plans on the

tender
calculate on-costs and overheads using data supplied
determine the stages in both open and selective

tendering
specify the factors which are used to formulate

select lists
select forms of contract for a variety of construction

applications and evaluate their use
Issue 1 August 2003
155
Guidance
Delivery
Benefit would be derived from the use of computer packages in the production of estimates.
Group work could be used where such an approach would be found in practice such as the
information gathering exercise leading to the preparation of the estimate.
Role-play and discussion may be considered in relation to planning procedures undertaken
during the tender period.
Assessment
related units.
teaching programme.
Links
Group work during the in course assessment would help in developing and assessing CIC
Common Learning Outcomes and higher level skills particularly if integrative assignments are
used to link with other units such as Unit 21: Contractual Procedures.
Road Safety
156
Issue 1 August 2003
Resources
Learners should have access to a library, journals, digests and data base material as part of their
self directed study. Access to IT equipment is required for estimating packages.
Suggested reading
Other publications
Chartered Institute of Building Professional CIOB Code of Estimating Practice

(CIOB, 1983)
Issue 1 August 2003
157
158
Issue 1 August 2003
Unit 21:
Learning hours:
60
NQF level 4:
Description of unit
This unit aims to develop a working knowledge of the nature and purpose of legal requirements
and the type of procurement arrangements that are used in the construction industry.
The unit has been designed to assist learners studying BTEC Higher National Programmes in
Building, Civil Engineering or Building Services Engineering to demonstrate a knowledge,
understanding and application of the various arrangements, options and strategies that are
adopted in the procurement of projects. The varying procurement arrangements available will
be considered throughout the design and construction periods from inception to the completion
of the contract.

1
Analyse the factors affecting the choice of different procurement and contractual
arrangements
Determine and apply current issues and best practice associated with the procurement of
projects through reference to government and industry sponsored reports and
recommendations
Examine the roles and activities of the parties and organisations involved
Analyse the forms of contract with particular reference to time, cost and quality
Evaluate the forms of contract in respect of supply-chain management.
Issue 1 August 2003
159
Content
Procurement and contractual arrangements

Procurement and contractual arrangements: clients requirements and priorities in project
development, methods of procurement for projects, variable factors associated with
procurement and contractual recommendations including time, cost, performance and risk,
relationship between variable factors and procurement arrangements, surveys of the current
use of procurement methods in practice
Selection of forms of building contracts and procurement arrangements: distinctions
between contract and non-contract documents, articles of agreement, conditions and
appendices to the different forms of contract. Introduction to the forms of contract used on
civil engineering projects
Current issues and best practice

Issues associated with the procurement of projects: current issues associated with
procurement and contractual arrangements, issues originating from government,
professional, trade and statutory bodies and contracting organisations. Comparisons with
practices in other similar industries. Recommendations from industry and government
sponsored reports, developments and trends in practice. Aspects of practice from Europe
and in other international markets
Parties and organisation

Roles and activities of the parties and organisations involved in: pre-contract and postcontract activities, different project phases and the plan of work
Duties and responsibilities: different specialists involved, planning, programming and
progressing, on-site communications. Roles and contractual responsibilities of the different
parties involved in a project. Role and activities of professional bodies, trade associations,
government departments, statutory bodies
Time, cost and quality

Forms of contract: with reference to time, cost, quality: commencement, completion,
delays, extensions of time, postponement, phased completions, early commencement,
optimum time scales, fast-tracking
Price competition and negotiations: fixed-price arrangements, price certainty, price
forecasting, contract sum, interim certificates, payments, cash flows, retention, cost
penalties, variations, dayworks, provisional and prime cost sums, subcontractors and
suppliers, claims, final costs, final certificate.
Quality of materials and goods: standards of workmanship, specification, statutory
obligations, CDM Regulations, methods of working, testing, removal of defective work,
quality assurance, other clauses from the forms of contract
160
Issue 1 August 2003
Supply-chain management
Nominated and named subcontractors: contract conditions, tendering arrangements,
information requirements, main contract implications, forms and agreements
Other subcontractors: contract conditions, domestic, directly employed, tendering, criteria,
information requirements, main contract implications, forms and agreements
Suppliers: identify and compare contract conditions, nominated, named, direct, specialist
Issue 1 August 2003
161
Outcomes

the ability to:
162
Analyse the factors affecting

the choice of different
procurement and
contractual arrangements
Determine and apply current

issues and best practice
associated with the
procurement of projects
through reference to
government and industry
sponsored reports and
recommendations
Examine the roles and
activities of the parties and
organisations involved
Analyse the forms of contract

with particular reference to
time, cost and quality
describe the needs of clients in both the public and

private sectors
analyse the different project variables relating them

to a range of case studies
analyse the choice of the different procurement

arrangements by using case studies
evaluate the main contractual arrangements between

some of the common forms of contract
explain and evaluate the current issues associated

with procurement and contractual procedures
describe trends in procurement practices by

reference to current published research and
Construction Industry Board publications
differentiate international methods of procurement

drawing outlining their advantages and
disadvantages
determine the sequence of events of the design and

construction process to meet the requirements of an
identified client
describe the roles and principal contractual

responsibilities of the parties involved in respect of
a typical contract
evaluate the purpose and activities of a number of

different organisations who are involved in the
evaluate the implications of being ahead of the

programme or behind the scheduled time for
completion
compare the project costs in the context of precontract, tender and final account stages for a live
construction project
describe how quality is defined and the measures

that are available within a contract to ensure its
compliance
analyse a selection of other clauses making

reference to case law for their interpretation
Issue 1 August 2003
Outcomes

the ability to:
Evaluate the forms of contract

in respect of supply-chain
management
analyse the contractual differences between

nominated and named subcontractors and other
types of subcontractors
evaluate the forms of contracts in respect of the

requirements for suppliers
Issue 1 August 2003
163
Guidance
Delivery
Since it is important that learners have a good understanding of the principles of construction
and the industry, it is recommended that this unit should be studied with these subjects in the
first year. It is important that learners have access to the main forms of building and
engineering contracts and to use these where appropriate. These should be current or include
amendments where necessary. Extracts from the forms should be provided where the unit
requires. The emphasis between one form of contract and another will depend upon whether the
learners are studying building, civil engineering or building services engineering.
Case studies should be used extensively together with a current working knowledge and
practice of the construction industry. The unit might usefully involve practitioners to deal with
some aspects of the curriculum. Where appropriate role play should be encouraged to develop
an understanding of the application and difficulties that are encountered in applying the
contractual and procurement procedures. During a role-play, learners would normally work
together in groups to present scenarios for discussion. Learners may also be required to provide
oral presentations from their own studies or experiences.
Assessment
related units.
teaching programme.
Links
This unit has links with Unit 6: Health, Safety and Welfare and Unit 19: Law and Contract and
relies on a good knowledge and understanding of the construction industry processes. Learners
should be encouraged to use their wider knowledge and experience gained from earlier units
and from practice. A range of CIC Common Learning Outcomes and higher level skills will
feature strongly throughout the development and assessment phases.
164
Issue 1 August 2003
Road Safety

Resources
journals, government and industry wide publications and the different forms of construction
contracts and associated documents.
Support materials
Textbooks
Ashworth, A Civil Engineering Contractual Procedures (Longman, 1998)
Ashworth, A Contractual Procedures in the Construction Industry 4th Edition

(Longman, 2001)
The Aqua Group Contract Administration for the Building Team 8th Edition
Other publications
Chartered Institute of Building Constructing Success (Thomas Telford, 1997)
Chartered Institute of Building Partnering the Team (Thomas Telford, 1997)
CIB Working Group 11 Towards a 30% Productivity Improvement in Construction

(Thomas Telford, 1996)

Joint Contracts Tribunal JCT Forms of Contract (latest revisions/Editions)
Latham, M Constructing the Team (The Stationary Office Books, 1994)
Issue 1 August 2003
165
166
Issue 1 August 2003
Unit 22:
Learning hours:
60
NQF level 4:
Description of unit
This unit is one of two specialist work-based learning units included in these qualifications.
These two units serve a different purpose from the core Unit 5: Group Project and the
specialist unit, Unit 15: Individual Student Project.
This work-based learning unit is specifically designed to capture evidence of achievement
arising out of naturally occurring work-based learning and assessment opportunities. It is
therefore an assessed experiential learning tool. The onus is on the learner to identify and
capture appropriate learning and relevant assessment evidence to meet the outcomes of the
units. Centres will need to provide guidance, advice and support on the methodology and
structure of this process.
The health, safety and welfare of the learner must be considered before a learner embarks on
this unit.

1
Identify and describe naturally occurring relevant work-based learning opportunities
Select and describe work-based techniques, methods and procedures relevant to the
programme of learning
Perform work-based activities and gather appropriate evidence
Demonstrate continuous improvement in their work-based learning and performance
Present a portfolio of appropriate evidence for assessment using a variety of formats.
Issue 1 August 2003
167
Content
Relevant work-based learning opportunities

Diversity of work: includes structural engineering, civil engineering, highway engineering,
permanent way (rail) engineering, design, tendering and estimating, planning, construction,
site engineering, surveying and maintenance
Range of work: includes earthworks, substructures, superstructures, tunnelling, dams,
marine works, highways and railways
Roles at work: includes design engineer, site engineer, resident engineer, structural
engineer, civil engineer, highway engineer etc
Knowledge, understanding and skills: learning outcomes, content of programme units,
personal skills audit, higher level skills
Techniques, methods and procedures

Selection: as appropriate to work-based learning and assessment opportunities
Specifications: technical and non-technical
Constraints: eg clients requirements, timescale, components, materials, technical,
operational, legal, financial, environmental
Key issues: eg health, safety and welfare (including CDM Regulations), sustainability,
quality control, quality assurance, equal opportunities
Action plan: to address the content in 1 and 2, agreed with nominated parties in centre and
workplace
Work-based activities
Action: as appropriate to work-based learning assessment opportunities
Working relationships: with subordinates, colleagues, line managers, clients, subcontractors, main contractor as appropriate, development of higher level skills
Improvement in work-based learning and performance

Improvement in: personal development, career development, performance at work, skill
development, breadth of learning strategies
Enhanced skills in: communication, IT, research, negotiation, supervision, management,
self-appraisal, higher level skills
Techniques: target setting, action planning, progress monitoring, periodical reviews,
evaluation, reflective practices, rescheduling, contingency planning, daily review and work
log
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Issue 1 August 2003
Portfolio of appropriate evidence

Format: guidance on appropriate evidence, witness testimony, self-assessment, peer
assessment, tutor-marked assignments and projects, line manager input to process, portfolio
building, formal presentation
Competence: practical assessment of professional competence in the workplace
Issue 1 August 2003
169
Outcomes

the ability to:
170
Identify and describe

naturally occurring relevant
work-based learning
opportunities
Select and describe workbased techniques, methods

and procedures relevant to
the programme of learning
Perform work-based
activities and gather
appropriate evidence
Demonstrate continuous
improvement in their workbased learning and
performance
Present a portfolio of
appropriate evidence using a
variety of formats
identify work-based learning opportunities relevant

to their roles and responsibilities in the workplace
describe the nature and extent of the knowledge,

understanding and skills that can be evidenced by
means of such assessment opportunities
complete an initial personal skills audit using the

learning outcomes and content of the programme
including higher level skills
select and describe the techniques, methods and

procedures to be used to produce the necessary
evidence for assessment
evaluate the constraints and key issues associated

with the selected techniques, methods and
procedures
formulate an agreed action plan in consultation with

tutors and work-based mentor(s) or line manager(s)
perform a range of relevant and complex workbased activities relating to knowledge,

understanding and skills gained on the programme
and gather appropriate evidence for assessment
work with others in a productive, professional and

non-adversarial manner, practice and demonstrate
higher level skills
identify and describe specific areas of personal,

managerial and technical expertise to be developed
generate evidence of improved performance
use techniques of self-appraisal and reflection to

inform further action
produce evidence for assessment in a range of workbased skills
use a variety of effective communication techniques
employ a variety of presentational formats
where relevant link evidence for this unit with the

assessment of an NVQ
Issue 1 August 2003
Guidance
Delivery
It is recommended that this unit be undertaken towards the end of the first year or in the second
year of a two year programme. Once the initial brief has been agreed with the tutor and line
manager their primary role is to act as a mentor, advisor and counsellor. The tutor will need to
maintain periodic contact with the line manager when reviewing the learners progress and
achievement.
Assessment
Evidence of outcomes for assessment will be both formative and summative and should be
available for scrutiny at each stage of development and may be in a variety of forms eg written,
graphical, IT-based, logbooks, minutes of meetings, copies of emails, letters, faxes, tape
recordings and videos.
The development of an interdisciplinary approach to the construction and built environment
process should be emphasised together with the need for a non-adversarial approach when
dealing with other construction professionals. The development of higher level skills should
also be a key feature of assessment.
The approach taken to generating evidence must recognise that work-based learning:
is not a subject for learning but a mechanism for learning
is primarily intended for learners in full-time employment or with access to a workplace for
a reasonable period of time
is about reflection on work practices and not merely about acquiring knowledge,
understanding and skills
arises from action and problem-solving within a work environment
is centred on the learners work, live projects and challenges to individuals and
organisations
implies the creation of knowledge as a shared and collective activity, the discussion of
ideas and the sharing of problems and solutions
assesses not only the products of learning but also the processes of learning such as
reflection and self-direction
requires the learner to address fundamental issues including their rationale for undertaking
the project, the benefit to their employers, what they personally hope to achieve and how
they will achieve their goals
requires the learner to exercise appropriate judgement in a number of complex planning,

design, technical, resource and management functions related to products, services,
operations and processes requires the learner to produce evidence of their ability to
communicate effectively with other members of the construction team in an appropriate and
professional manner.
In designing the assessment arrangement for this unit, opportunities should be taken to generate
evidence to meet the CIC Common Learning Outcomes and higher level skill appropriate the
work-based learning activities, see Annex D and Annex F.
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171
Links
By definition, there are clear links with every other unit in these qualifications. Learners should
be made aware of the importance of using their prior experience and the knowledge, skills and
understanding gained in the other units of their programme to produce the required evidence.
CIC Common Learning Outcomes and higher level skills will feature strongly in this unit.
Links to CISC Occupational Standards and NVQs at level 4 will be determined by the workbased learning activities selected. Where assessment evidence is also linked to an NVQ, the
centre should map the learning outcomes and assessment criteria of the learners programme
against the assessment requirements of the NVQ and identify those areas that require common
evidence.
Resources
Given the work-based nature of this unit the other resources required are those available to the
learner in the workplace. Tutor support and guidance is essential and supported by the range of
services available to learners in the centre.
Support materials
Textbooks
Bell, J Doing your Research Project 2nd Edition (Open University, 1993)
Boud/Keogh and Walker Reflection: Turning Experience into Learning (Kogan Page,
1985)
Moon, J Reflection in Learning and Professional Environment: Theory and Practice

(Kogan Page, 1999)

1994)
Websites
www.experienceworks.ncl.ac.uk
www.prosper-group.ac.uk
www.graduatecareersonline.com/workexperience
www.feda.ac.uk/Pubssupport/LearningStyles.asp#Learningstyles
http://rapid.lboro.ac.uk/
Centres wishing to use the RAPID Progress File as a possible means of recording learners
progress, should contact Alan Maddocks at Loughborough University for details of centre
licence arrangements, telephone 01509 227192.
172
Issue 1 August 2003
Unit 23:
Learning hours:
60
NQF level 4:
Description of unit
This unit is one of two specialist work-based learning units included in these qualifications.
These two units serve a different purpose from the core Unit 5: Group Project and the
specialist Unit 15: Individual Student Project.
This work-based learning unit is specifically designed to capture evidence of relevant workbased training and development that the learner has (or will) successfully complete during their
programme, but which is not assessed and does not lead to a formally accredited qualification.
Examples of such events include:
company in-house training programmes (learning at work)
work placement and work-shadowing (that can formally be recorded)
continuing professional development (CPD) organised by professional bodies
seminars and courses offered by commercial training organisations (where attendance can
be evidenced)
product-based and service-based training offered by vendors and suppliers of systems,

components, hardware, software, materials and/or tools (where attendance can be
evidenced).
This unit is designed to provide both a structure and an assessment regime that will enable
learners to gain recognition for such training and development within the context of a BTEC
Higher National qualification. This will enhance the learners overall experiences of training
and development and bring added benefit to the learners programme of study.
It is expected that learners will undertake at least 60 hours of relevant training and development
in order to meet the outcomes of this unit.

1
Identify and describe a range of relevant training and development opportunities

associated with their workplace
Review the associated learning outcomes and describe the knowledge, understanding and
skills required to achieve them
Examine the assessment criteria and justify how this is met by their training and
development
Evaluate the benefits of the training and development undertaken
Demonstrate continuous improvement in their work-based learning and performance.
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173
Content
Relevant training and development opportunities

Personal goals: eg enhanced career opportunities, salary and job satisfaction; maintenance
of up-to-date skills base; regular feedback on performance; opportunities for reflection,
assumption of responsibility for own development
Organisational goals: eg improved staff knowledge, understanding and skills; increased
staff motivation and retention; analysis of future needs, perception of company as learning
organisation, diagnosis of staff strengths and weaknesses; coherent policies on
recruitment, selection, training and development of staff
Range of teaching and development opportunities: including personal development in terms
of time management and self-management; higher-level skills; business skills in finance,
marketing, teamwork and negotiation; technical skills including IT and CAD; training in
new techniques, new procedures and new legislation; health, safety and welfare,
environmental and sustainability issues
Learning outcomes
Outcomes: what the learner is able to do after training and development
Content: the knowledge, understanding and skills required to achieve the outcomes of their
programme (this may only focus on certain units or parts of the programme relevant to the
training and development)
Evidence: the essential aspects of performance that were assessed to decide whether the
outcomes have been achieved
Assessment criteria and justify how this is met

Assessment and grading criteria: the standard of evidential response required to achieve a
given assessment grade
Scope: of the techniques, methods and procedures used to produce the relevant evidence
Evidence: the material produced during training and development that was (or will be) used
to demonstrate achievement of the grading criteria, confirmation of attendance
Benefits
Personal: eg improved knowledge and understanding; enhanced practical, cognitive
transferable and intellectual skills; higher level skills; increased confidence and job
satisfaction; awareness of future training and development needs
Organisational: work-based evidence demonstrating how training and development has
translated into improved performance at work, awareness of learners (employees) future
training and development needs
174
Issue 1 August 2003
Improvement in work-based learning and performance

Improvement in: eg personal development, career development, performance at work, skill
development, breadth of learning strategies
Enhanced skills in: eg communication, IT, research, negotiation, supervision, management,
self-appraisal
Techniques: eg target setting, action planning, progress monitoring, periodical reviews,
portfolio building, evaluation, reflective practices, rescheduling, contingency planning
Issue 1 August 2003
175
Outcomes

the ability to:
176
Identify and describe a range

of relevant training and
development opportunities
associated with the workplace
Review the associated

learning outcomes and
describe the knowledge,
understanding and skills
required to achieve them
Examine the assessment

criteria and justify how this
is met by their training and
development
Evaluate the benefits of the

training and development
undertaken
Demonstrate continuous
improvement in their workbased learning and
performance
identify and describe their personal training and

development needs
identify and describe training and development

needs in relation to the organisation
compile a portfolio of training and development

opportunities accessed through work
identify the learning outcomes associated with

training and development opportunities accessed
through work
describe the knowledge, understanding and skills

used to achieve the identified learning outcomes
evaluate the evidence requirements used to assess

whether the learning outcomes have been achieved
identify and describe the assessment criteria used
present the evidence from training and development

to demonstrate achievement of the assessment
criteria
justify the techniques, methods and procedures used

to
produce the required evidence
differentiate between personal and organisational

benefits
explain the personal benefits derived from their

training and development
produce work-based material that demonstrates how

their training and development has benefited the
organisation
identify and describe specific areas of personal,

managerial and technical expertise under
development
generate evidence of improved performance
use techniques of self-appraisal and reflection for

inform further action
Issue 1 August 2003
Guidance
Delivery
It is expected that learners will undertake at least 60 hours of relevant training and development
in order to meet the outcomes of this unit.
It is recommended that this unit be delivered throughout a two year programme. The selection
of the training and development to be used in the portfolio of evidence required by this unit
should be agreed with the learners tutor and with their line manager/supervisor at work. The
former can help with the interpretation of the learning outcomes and the assessment criteria
implied by the training and development events. The latter can act as a mentor and advisor and
should also be very well-placed to provide witness testimony regarding the actual work-based
benefits to the learner and the organisation.
Assessment
The evidence required to achieve this unit will mainly be achieved by the learners attendance at
training and development events and by their completion of the associated work required for
assessment. These events will tend to be non-accredited and may be non-assessed. There may
be no clear or explicit learning outcomes or assessment criteria. However, each unit of a BTEC
Higher National qualification requires that evidence be provided for assessment against the
outcomes and assessment criteria.
Therefore, the important issues for the learner are:
the training and development opportunities selected for inclusion in the portfolio of
evidence must address learning outcomes and assessment criteria at a level equivalent to
the Level 4 BTEC Higher National
there must be authentic, valid and reliable evidence to support attendance at, and successful
completion of the selected training and development opportunities
the learning outcomes of such events must be clearly stated where explicit, or must be
extracted from the delivery and assessment of the content where they are either absent, or
merely implied
the assessment grading criteria associated with such events must be clearly stated where
explicit, or must be extracted from the delivery and assessment of the content where they
are either absent, or merely implied
work-based learners have access to regular feedback on their progress and achievements to
inform self-appraisal and reflection.
Assessors will need to be satisfied that they can assess the evidence provided by the learner
against the outcomes and assessment criteria and be able to apply the generic merit and
distinction grade descriptors where applicable.
In agreeing the evidence for the assessment of this unit, opportunities should be taken to also
identify evidence to meet the CIC Common Learning Outcomes and the higher level skills in
Annex D and Annex F.
Issue 1 August 2003
177
Links
By definition, there are clear links with every other unit in these qualifications. Learners should
be made aware of the importance of using each and every accessible and relevant training and
development event, and the knowledge, skills and understanding gained therein, to produce the
required evidence. CIC Common Learning Outcomes and Higher Level Skills will feature
strongly in this unit.
Links to CISC Occupational Standards and NVQs at level 4 will be determined by the workbased learning activities selected. Where assessment evidence is also linked to an NVQ, the
centre should map the learning outcomes and assessment criteria of the learners programme
against the assessment requirements of the NVQ and identify those areas that require common
evidence.
Resources
Given the work-based nature of this unit, the majority of resources will be those available to the
learner in the workplace. Tutor support and guidance are essential and must be supported by a
range of other services and facilities necessary for the learner to achieve the outcomes of this
unit.
Support materials
Textbooks
Boud/Keogh and Walker Reflection: Turning Experience into Learning (Kogan Page,
1985)
Doherty, M Writing for Excellence (McGraw-Hill, 1992)
Howard, K and Sharp, J et al The Management of a Learner Research Project 3rd

Edition (Gower Aldershot, 2002)
Moon, J Reflection in Learning and Professional Environment: Theory and Practice

(Kogan Page, 1999)
Schon, D The Reflective Practitioner: How Professionals Think in Action (Aldershot,

1991)
Websites
www.experienceworks.ncl.ac.uk
www.prosper-group.ac.uk
www.graduatecareersonline.com/workexperience
www.feda.ac.uk/Pubssupport/LearningStyles.asp#Learningstyles
178
Issue 1 August 2003
Annex A
Qualification codes
Each qualification title, or suite of qualification titles with endorsements, is allocated two
codes, as are the individual units within a qualification.
QCA codes
The QCA National Qualifications Framework (NQF) code is known as a Qualification
Accreditation Number (QAN). Each unit within a qualification will also have a QCA NQF unit
code.
The QCA qualification and unit codes will appear on the learners final certification
documentation.
The QANs for qualifications in this publication are:
100/3050/5
Edexcel Level 4 BTEC Higher National Certificate in Civil Engineering
100/3051/7
Edexcel Level 4 BTEC Higher National Diploma in Civil Engineering.
Edexcel codes
The Edexcel codes enable approval, registration, assessment and certification, they will appear
on documentation such as the Student Report Form (SRF) and the programme definition. The
Edexcel codes are not provided in this publication. The Edexcel codes will link automatically to
the QCA codes for certification purposes.
QCA and Edexcel codes

All QCA and Edexcel qualification and unit codes will be published in a booklet, which will be
made available on the Edexcel website. It will provide a comprehensive catalogue of all the
qualifications and units available to centres. It will be useful for centres when making future
decisions about centre choice units.
Issue 1 August 2003
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180
Issue 1 August 2003
Annex B
Representation by Professional Bodies
BTEC Higher Nationals in Construction and The Built Environment Sector
Edexcel Planning/Steering Group Representation
The following bodies had appointed representation on the Edexcel Planning/Steering Group.
This enabled a continuous process of consultation by members of the Group as the structure
and content of the new BTEC Higher Nationals was designed, developed and agreed by the
employers, NTOs and professional bodies.
British Association of Construction Heads (BACH)
British Institute of Architectural Technologists (BIAT)
British Plumbing Employers Council (Training) Ltd (BPEC)
The Building Services Engineering Training Alliance (SUMMIT)
The Chartered Institute of Building (CIOB)
The Chartered Institute of Building Services Engineering (CIBSE)
Construction Confederation (CC)
The Construction Industry Council Standards Committee (CICSC)
Construction Industry Training Board (CITB)
Council of Professors of Building Engineering and Management (CPBEandM)
Engineering Services Training Trust Ltd (ESTTL)
Heating and Ventilation Contractors Association (HVCA)
The Institute of Highway Incorporated Engineers (IHIE)
The Institution of Structural Engineers (ISE)
Joint Accreditation Panel (JAP) [now Joint Board of Moderators (JBM) Higher
Qualifications Panel]
National Electrotechnical Training (NET)
Qualifications and Curriculum Authority (QCA)
Royal Institution of Chartered Surveyors (RICS)
Training of Professionals in Construction (TOPIC)
In addition to the above, these BTEC Higher Nationals in Civil Engineering have been
validated and approved by the Construction Industry Council Standards Panel (CICSP) on
behalf of the Construction Industrys NTOs, SSCs and professional bodies.
Issue 1 August 2003
181
BTEC Higher National Certificate and Diploma in Civil Engineering

Recognition
The unit structures for the BTEC Higher National Certificate and Diploma in Civil Engineering
(page 4) are recognised by those institutions within JBM. Centres and learners should refer to
the appropriate institution for details of their entry requirements and recognition of these
qualifications.
One Great George Street
Westminster
London
SW1P 3AA
Telephone:
020 7222 7722
Website:
www.ice.org.uk
The Institute of Highways Incorporated Engineers (IHIE)
20 Queensberry Place
London
SW7 2DR
Telephone:
020 7823 9093
Website:
www.ihie.org.uk
11 Upper Belgrave Street
London
SW1X 8BH
Telephone:
020 7235 4535
Website:
www.istructe.org.uk
182
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Issue 1 August 2003
183
Annex C
Mapping of BTEC Nationals in Civil Engineering to CISC Occupational

Standards (based on 1998 CISC CD-Rom)
B42
B43
B51
B52
B53
B54
B61
B62
B63
B64
D2
D3
D4
D11
D12
1
A12
A21
A22
A23
A31
A32
B1
Issue 1 August 2003
184
B33
Law and Contract
B32
Transportation
Advanced Structural Analysis and Design
B31
Project Management
B26
B25
B24
Design and Production Computer Analysis
B23
B22
B21
B14
B13
Group Project
B12
Analytical Methods
B5
B11
Links
*CISC ref (now CIC)
A11
Specialist units
Core units
* See Index for key to Occupational Standards links on following pages
F41
F42
F43
F44
F46
F47
F48
F49
Total Links
F28
F27
Law and Contract
Transportation
F26

Design
F22
Project Management
F21
F18
F17

Analysis
F16
F15
F11
F8
F7
Group Project
F6
Management Principles and

Application
Analytical Methods
F5
F4

Links
*CISC ref (now CIC)
F3
12
1
F2
3
F1
10
3
9
1
E42
4
1
E33
13
1
D44
7
3
D43
9
2
D41
5
D32
8
3
3
1
D31
6
4
D26
4
2
D25
9
1
D24
7
D23
9
2
12
6
D22
8
3
D21
4
3
D15
2
3
D14
18
D13
Specialist units
Core units
* See Index for key to Occupational Standards links on following pages
185
Issue 1 August 2003
CISC Occupational Standards Index for Civil Engineering Mapping (where

links exist)
See mapping on previous pages
Unit A11
Unit A12
Unit A22
Unit A23
Unit A31
Unit A32
Unit B1
Unit B3
Unit B5
Unit B11
Unit B12
Unit B13
Unit B14
Unit B21
Unit B22
Unit B23
Unit B24
Unit B25
Unit B26
Unit B31
Unit B32
Unit B33
Unit B42
Unit B43
Unit B51
Unit B52
Unit B53
Unit B54
Unit B61
Unit B62
Unit B63
Unit B64
Unit D11
Unit D13
Unit D14
Unit D21
Unit D22
Unit D23
186
Establish mechanisms for monitoring and reviewing changes and needs in the
environment
Monitor and review changes and needs in the environment
Implement and monitor policies and proposals
Monitor the implementation and impact of policies and proposals
Develop procedures to support policy implementation
Maintain compliance with statutory and policy requirements
Identify and agree project requirements and coordinate design development
Investigate factors affecting potential developments
Develop, present and agree project designs
Identify and agree client, user and community requirements
Establish client requirements for project procurement
Negotiate and agree a brief and design programme
Coordinate the design development process
Select, plan and commission surveying methods
Collect, analyse and present survey data
Select, plan and commission mapping methods
Assess and present mapping data
Select, plan and commission test methods
Test and report on physical characteristics
Investigate development factors
Investigate and assess regulatory factors affecting potential developments
Investigate and assess legal factors affecting potential developments
Assess, plan and control proposed capital costs
Assess and recommend options for capital funding
Develop and test project design solutions
Recommend and advise on the selection of a project design
Recommend and advise on the selection of a detailed project design
Comply with statutory controls
Specify, integrate and control procurement, contract and production documents
Prepare drawings and schedules
Prepare specifications
Prepare bills of quantities
Prepare procurement programmes and schedules of work
Prepare and process estimate, bid and tender enquiries
Prepare and submit estimates, bids and tenders
Plan work methods, resources and systems to meet construction and installation
project requirements
Establish current and future requirements for materials supply
Select and procure plant and equipment for construction and installation operations
Issue 1 August 2003
CISC Occupational Standards Index for Civil Engineering Mapping (where

links exist) contd.
See mapping on previous pages
Unit D24
Unit D25
Unit D26
Unit D31
Unit D32
Unit D41
Unit D42
Unit D43
Unit E11
Unit E12
Unit E21
Unit E22
Unit E31
Unit E32
Unit E33
Unit E41
Unit E42
Unit F15
Unit F16
Unit F17
Unit F18
Unit F21
Unit F26
Unit F27
Unit F32
Unit F33
Unit F43
Deploy plant and equipment for construction and installation operations

Implement works to meet construction and installation project requirements
Establish and maintain the dimensional control of construction and installation
contracts
Control contract quality, progress and costs
Prepare and agree contract accounts and claims
Contribute to the resolution of disputes
Prepare and present evidence on disputes
Adjudicate disputes
Appraise and value property
Assess the condition of property
Progress property disposals
Process property acquisitions
Develop and implement property management plans
Establish client requirements for project procurement
Control property use
Commission engineering products after installation
Assess and minimise risks from engineering products and processes
Establish, maintain and improve health, safety and welfare policies and systems
Develop, maintain and enhance working relationships
Implement and monitor research projects
Interpret, evaluate and present research findings
Provide solutions to and advice on, complex, indeterminate problems within an
ethical framework
Establish and operate technical information systems
Use information to make critical decisions
Implement and monitor research projects
Interpret, evaluate and present research findings
Enhance your own practice and performance
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188
Issue 1 August 2003
Annex D
Summary of Links between BTEC Higher Nationals in Civil Engineering
Units and the Evidence Requirements of Level 4 NVQs
Unit ref
Unit title
Design Principles and Applications
Analytical Methods
Group Project
10
11
12

Analysis
13
14
15
16
Project Management
17

Design
18
Transportation
19
Law and Contract
20
21
22
23
CSED CSM
CPEM HM
RS
TMSE
Key to NVQ titles

CSED
CSM
CPEM
HM
RS
Road Safety
TMSE
Traffic Management and Systems Engineering
Issue 1 August 2003
189
Construction Industry Council Common Learning Outcomes

Mapping links with to Higher Nationals units
Intent
To provide a common set of outcomes in all programmes of study

at degree and sub-degree level which meet the educational
standards for access to professional body status among the
professions which form the CIC.
These outcomes will provide the basis upon which the
recommendations of Constructing the Team can be delivered
during the careers of construction professionals.
Delivery
These outcomes are independent of mode or method of delivery.

The providers of education and training will only need to provide
evidence and testimony that these outcomes have been achieved
at least once during the programme of study.
It is recognised that each programme of study will place variable
emphases on these outcomes, and therefore they represent a
minimum menu independent of time allocation, academic
importance and worth, and frequency of achievement.
Extracted from: CIB paper Educating the Professional Team.
Required outcomes
Main mapping links

(other links exist)
Communication
Requiring the candidates to:
prepare and present a written

report
Group Project
prepare and make an oral

presentation
Group Project
participate in a forum where

their own views are subjected
to peer group criticism

Group Project
engage in an activity requiring

manipulation of numbers
Analytical Methods
prepare and make a

presentation involving
graphical description
Group Project
engage in an activity requiring

use of information technology
Group Project
Group dynamics
negotiate and progress the

resolution of a dispute
attain set goals while working

within a group
190

Group Project
Issue 1 August 2003
Required outcomes
Main mapping links

(other links exist)
Group dynamics
Group Project
perform a set role within a

group setting
achieve set goals while chairing Design Principles and Application

Group Project
a group
identify and codify the roles of

individuals in a group at work

Professional awareness
engage in an activity where the

ethical standards are central to
the problem

Civil Engineering Construction A and B
engage in an activity where

issues of protection and/or care
of the natural and the built
environment are central to the
problem

engage in an activity where

issues of energy management
and energy conservation are
central to the problem

perform a task which illustrates

the differences in interpretation
of the idea of quality in
construction

Project Management
perform a task which illustrates

the essential components of the
legislative framework within
which construction activity
takes place

Advanced Structural Analysis and Design
Law and Contract
perform a task where the

concept of value for money is
illustrated

Group Project
perform a task where design

imperatives are in conflict with
the cost of solution and resolve
the conflict

Group Project
perform a task where health

and safety are major issues in
the brief and the solution.

Group Project
Note: Unit 22: Work-based Learning A and, Unit 23: Work-based Learning B may generate
evidence towards many of the Common Learning Outcomes.
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Annex E
BTEC Environmental Initiative Guidance for the Incorporation of
Environmental Components into BTEC programmes
Environmental
responsibility
Science and
technology
Resource
management
Policy and control
Business practice
Environmental
investigation
Explain the principles of sustainability

Justify her/his own environmental values and attributes
Appreciate in general terms, global and local environmental
interconnections
Recognise the environmental implication of her/his personal behaviour
Make personal decisions which take account of the environment
Explain the scientific principles and processes which influence the
accumulation and dispersal of pollutants and wastes and the implications
for control measures
Explain the complexity of the energy environment debate
Articulate her/his own views on the role of science and technology
towards environmental solutions
Make future work decisions, in the science and technology field, which
take account of the environment
Explore the characteristics of the resource/s to be managed and its/their
value to people
Explain the environmental implications of the uncontrolled use of the
resources to be managed
Identify when the use of a resource needs to be stopped, limited or when
it requires protection
Propose alternative ways of meeting the human wants and needs met by
resources which are being over-exploited or degraded
Plan and recommend resource management decisions which take account
of the environment
Identify the process of environmental policy making
Explore her/his own view on the contribution of voluntary control
towards environmental solutions and explain how to encourage this type
of active citizenship
Explain the need for the integration of an environmental ethic into a
wide range of policy making processes
Assess and evaluate the extent to which environmental policy and
voluntary control is adequate in her/his area of interest
Plan and contribute to the development of policy and control
mechanisms for sustainability
Explain her/his own view on the role of business towards environmental
solutions
Explain the environmental impacts and responsibilities of a selected
business in her/his area of interest
Identify the need for systematic environmental management
Plan and recommend business decisions which take account of the
environment
Appropriate topic for investigation is identified
Ways in which data can be collected and processed into information and
the factors influencing the choice of methods are considered
Appropriate investigation method(s) are identified
Appropriate data analysis and interpretation methods are identified
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Annex F
Learners will be expected to develop the following higher level skills during the programme of
study the ability to:

others
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Annex G
Spiritual, moral, ethical, social and cultural issues
Some of these issues are covered in the following units:
Transportation
Environmental issues
Learners are led to appreciate the importance of environmental issues in the following units:
Transportation
European developments
Much of the content of these BTEC Higher Nationals relate to legislation founded upon
European Directives. The following units cover both international and European aspects:
Law and Contract
Project Management
Health and safety issues
These BTEC Higher Nationals are practically based and so health and safety issues are
encountered throughout a programme. Learners will develop awareness of the safety of others
as well as themselves in all practical activities. Learners will also study health and safety issues
in the context of science and materials, the environment and technology in the following units:
Transportation
Equal opportunities issues
Equal opportunities issues are implicit throughout these BTEC Higher Nationals and are
covered specifically in:
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Annex H
BTEC Higher Nationals in Civil Engineering
This Qualification Requirement will be read in conjunction with overarching guidance from
Edexcel in line with any overarching annex agreed with QCA.
Rationale
The NQF BTEC Higher National Certificate and Diploma in Civil Engineering have been
developed to focus on:
national qualifications, with detailed common standards, learning outcomes and unit
grading recognisable to centres, learners, employers and professional bodies
recognition by appropriate professional bodies
a common core of study applicable to the whole industry
a choice of optional specialist curriculum studies appropriate to the main career disciplines
within civil engineering
a flexible approach to curriculum content within a nationally recognised framework
changing training and educational needs relevant to civil engineering disciplines
progression to degree programmes and progression to professional institution membership
a contribution to the skills, knowledge and understanding required to underpin relevant

occupational standards and NVQs at level 4
providing opportunities for learners to focus on the development of higher level skills in a
technological and management context
a focus on the development of learners practical knowledge, skills and understanding that
underpins performance in the workplace
preparation for employment and further training and professional development.
Aims of the qualification

These qualifications meet the needs of the above rationale by:
preparing learners for a range of technical, professional and management careers in civil
engineering by providing specialised studies which are directly relevant to individual
occupations and professions in which learners are currently working or in which they
intend to seek employment
enabling learners to make an immediate contribution in employment in the civil engineering

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

basis for progression to graduate and postgraduate studies
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developing a range of skills and techniques, personal qualities and attitudes essential for
successful performance in working life
providing further study, career development and progression from a Technician Technical
Certificate at level 3 within or following an Advanced Modern Apprenticeship (AMA)
providing a significant education base for progression to Incorporated Engineer level.
BTEC Higher National course structures and curriculum content

The content of the programmes and courses should be constructed around the core curriculum
that supports the appropriate specialist content for a discipline or disciplines within civil
engineering.
Programmes and courses should develop the learners knowledge, understanding, skills and
awareness necessary to provide them with the potential to progress to technical, supervisory
and managerial positions in civil engineering. Programmes should make provision for:
sufficient time to achieve consistency of outcome standards and when coupled with
enhanced further learning, will enable learners to achieve the educational base required for
an Incorporated Engineer
both breadth and depth of coverage to meet the needs of industry in technical and personal
skills
the development of higher level skills
the foundation for subsequent study and developing a commitment to lifelong learning.
All courses should include the development of learners skills in managing and developing
themselves, working with others and being part of a team, communicating, managing tasks,
solving problems, applying numeracy, IT, design and creativity. An understanding of health,
safety, environment and sustainability issues and the need to design, install and maintain
through safe systems of work is essential for practising civil engineers and courses should
expose learners to these issues, hazard and risk assessment, CDM, environmental and the legal
requirements.
Mandatory curriculum content
Design Principles and Application: planning, design and production phases of the
construction and civil engineering process and the co-ordination and management of each
phase; factors that affect the selection of materials, systems and equipment, environmental
impact of energy and other constraints on the planning, design and construction processes;
roles, responsibilities and obligations (including liability for health, safety and welfare) of all
parties to a project; cost implications and how technology affects the design of a construction
project and the design processes and procedures used for the production phase.
Science and Materials: scientific principles and a knowledge of the properties of and use of
materials needed to successfully complete the other core and specialist content; analyse, apply,
investigate and evaluate scientific principles, properties and behaviour of materials and
components and their effects on structural design, construction and civil engineering
operations; determine comfort levels in the design and use of buildings; experimentation and
modelling of scientific principles.
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Analytical Methods: mathematical knowledge and application of analytical techniques needed

to successfully complete the core and specialist content to include algebra, graphical
representation, space, time and motion, matrices, trigonometry, calculus, statistics and
probability, to the management and production; surveying; testing and control; structural,
construction, civil engineering and building services systems.
Management Principles and Applications: principles of management, the work of pioneers
and founders of management, their evolution and application to modern day practice.
Construction Industrys markets and activities, the roles of the professions/disciplines in project
teams and the management principles appropriate to organisations within the industry;
application of management techniques to organisation, work planning, co-ordination, control of
resources, cost control, quality, communications and client/customer liaison involved in the
design and construction processes; methods of procurement and contracting; partnering and
supply-chain management.
Note: The content of management principles and application should be founded on the
principles of the Latham and Egan reports, which advocate non-adversarial multi-discipline
team working and partnering. The agenda advocated in Accelerating Change 2002 is
particularly relevant.
Project Team Working Skills: evaluate and resolve realistic practical problems by working as
part of a team within a major piece of work or project that reflects the type of performance
expected of construction technologists in a civil engineering discipline; this work should
involve, interpreting an agreed brief that contains an agreed timescale for the staged
development of an overall plan of work and be within given defined constraints with the team
working towards an acceptable and viable solution; enabling learners to demonstrate the
application of individual high level skills and CIC common learning outcomes in managing self,
working as a member of a team and presenting technical solutions.
Health, Safety and Welfare: main health, safety and welfare legislation and codes of practice
applicable to construction and civil engineering, including CDM; the main requirements of an
effective health & safety policy, procedures and the organisational arrangements necessary for
its implementation; hazard and risk identification; risk assessment and review; control measures
to prevent ill health and injury, monitoring effectiveness of policies and procedures.
Optional specialist curriculum content
Optional specialist curriculum can be developed to address three main progression routes:
Civil Engineering
Structural Engineering
Highway Engineering.
*Geology and Soil Mechanics: engineering characteristics of geological materials and the
formation of rock and soils; description and classification of geological materials; common
rock types, their mode of formation, geographical/geological distribution and uses within
construction and civil engineering; engineering performance of rock materials and rock masses;
determination of basic soil properties; classify soils to establish their design parameters.;
primary design parameters for soils including the role of ground investigation techniques;
significance of ground investigation to site investigation; soils testing practice and of the
associated analysis of laboratory data.
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*Civil Engineering Construction: methods of construction and resources used in earthworks;

substructures and below ground activities; superstructures; tunnelling activities; hydraulic
structures; marine works; highway construction and railway works; hazards arising from
construction activities, risk assessment and control; solving problems arising from civil
engineering and construction activities having proper regard to safety, environmental,
sustainability, quality, technical, and economic considerations.
*Site Surveying Procedures: range of instruments used for surveying and setting-out
processes; principles of surveying and setting-out; calculate from raw data the information
required for cartographic detailing and setting-out of construction and civil engineering work;
surveying controls; use of electronic and laser instruments; GPS systems; total station
instruments and the application of computer software to calculate and produce surveying
solutions.
*Structural Analysis and Design: analysis and calculation for the design of common
structural elements to the appropriate British Standard, Code of Practice or European Code of
Practice; bending moments and shear forces for simple structures; bending deflections for
simple structures; the behaviour of elastic columns under axial loading; design methods for
simply supported beams in steel, reinforced concrete and timber; design methods for columns
in steel, reinforced concrete, timber and masonry; forces and deflections for pin jointed
indeterminate structures; bending moments and shear forces for indeterminate beams; structural
behaviour of frames under various loading conditions; design methods for continuous beams in
steel and reinforced concrete; design methods for simple connections for steel structures.
Individual Project Related Skills: applying individual skills, knowledge and understanding,
including higher level skills, within a major piece of work that reflects the type of performance
and level of ability expected of professional project personnel in a civil engineering discipline;
recording activities, collecting, analysing and applying data, finding and using sources of
information and developing solutions; communicating and presenting a project.
Design and Production Computer Analysis: available technology: PCs, CPUs, memory, data
storage and retrieval, input and output devices; analysis and application of hardware and
software in civil engineering design and management; electronic communications; use of
intranets and the internet; security and control issues; implications for the industry arising from
the growing use of new technologies.
Engineering Mathematics: properties of trigonometric functions; algebraic equations
representing engineering problems; techniques of calculus to determine maximum and
minimum values and to calculate areas and volumes; solve engineering problems and
communicate results using differential equations; probability and statistics.
Fluids and Hydraulics: forces of equilibrium in fluids, predominantly water, both at rest and
in motion; analysis of hydrostatic forces, concepts of buoyancy and stability of floating bodies
related to civil engineering works; of hydrostatic principles in relation to civil engineering
works; experimental procedures in fluid kinetics and subsequent analysis and presentation of
results; analysis of fluid flow in pipelines and channels to determine required pipe or channel
size for a given flow using both manual and computer methods; selection of appropriate pump
characteristics to suit a given hydraulic situation; analysis of hydraulic structures characteristics
to determine channel flow.
Project Management: concepts and practice of project management; identify and evaluate the
requirements of a project manager in the construction and civil engineering; analyse their duties
and responsibilities; achieving the Clients objectives of time, cost, quality and performance;
contribution of project management process in adding value to the management and
performance of a project; relationship with best practice and key performance indicators.
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Transportation: principles and techniques that underpin transport networks; modes of

transport and transport networks; travel demand and transport modelling; link and junction
design for all classes of road; safety implications of road traffic; traffic calming; environmental
impact and economic effect of transport; cost benefit analysis; computer analysis and design
methods; problems and difficulties inherent in the field of transportation engineering and
preliminary design work in accordance with the appropriate standards.
Law and Contract: introduction to the national legal system and the law of contract;
contractual administration relating to the common types of contract used for building or civil
engineering works of various sizes; nature and significance of the principles and procedures of
law and legislation as applied to the construction and civil engineering; liabilities and
responsibilities of parties to a contract; application of the principles and procedures of law to
the effective organisation and practice of a company or partnership; relevant legal principles
and requirements when undertaking a construction contract in Europe.
Tendering and Estimating: application of tendering procedures; principles and methods of
estimating as an integral part of the tendering process; commercial awareness of tendering and
estimating; commercial aspects of construction and civil engineering work; information
required to produce a tender; use of SMM and CESMM; application of the principles and
techniques of estimating; methods of pricing to determine and formulate an estimate; evaluation
of different tendering procedures and contractual arrangements in common use.
Contract Procedures: purpose of legal requirements and contracts; types of procurement
arrangements used for the construction and civil engineering works; factors affecting the choice
of different procurement and contractual arrangements; application of current issues and best
practice associated with the procurement of projects through reference to government and
industry sponsored reports and recommendations; roles and activities of the parties and
organisations involved in contracts; analysis of the forms of contract with particular reference
to time, cost, quality and performance; evaluation of the forms of contract in respect of supplychain management.
The NQF BTEC Higher Nationals in Civil Engineering have been developed with career
progression and recognition by professional bodies in mind. It is essential that learners gain the
maximum benefit from their programme of study. The following is an indication of relevant
professional bodies who recognise or are likely to recognise these BTEC Higher Nationals in
Civil Engineering and their recommended unit structure, as a qualifications contributing
towards their requirements and that also meet the requirements of the Engineering Council
(UK)s Standards for Professional Engineering Competence:
ICE
IStructE
IHIE.
The recommended programme structures that have been recognised by professional bodies,
NTOs/SSCs and industry may be found in the full specification (refer publication code:
B013360).
*In addition to the core curriculum content, the areas of optional specialist curriculum content
asterisked above are necessary for BTEC Higher National Certificate programmes designed to
the standard NQF BTEC Higher National Certificate in Civil Engineering Specification
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203
In addition to individual recognition by the main professional bodies, the NQF BTEC Higher
Nationals in Civil Engineering have also been validated and approved by the Construction
Industry Council Standards Panel (CICSP) which represents all the main professional bodies,
NTOs (SSCs), employer bodies and key employers for higher level qualifications in the
Construction and Built Environment Sector.
Links to National Standards
As part of the development process the curriculum content in this qualification requirement has
been mapped to the 1998 Construction Industry Standing Conference (CISC) Occupational
Standards (OS) and also the relevant NVQ at level 4.
Through the study of the core and relevant option curriculum content, learners will cover much
of the underpinning knowledge, skills and understanding for the relevant NVQ level 4 units in:
Road Safety
There are good links between the curriculum content of the BTEC Higher Nationals in Civil
Engineering and the QAA Engineering threshold benchmark standards, albeit that the BTEC
Higher Nationals are normally only two year programmes and the QAA benchmark standards,
which are set at honours degree level, are normally three years of study. Where gaps exist, these
would need to be covered in any enhanced further learning a learner undertakes in order to
progress to Incorporated Engineer level.
Entry prerequisites
Edexcels policy regarding access to its qualifications is that:
the qualifications should be available to everyone who is capable of reaching the required
standards
the qualifications should be free from any barriers that restrict access and progression
there should be equal opportunities for all wishing to access the qualifications.
Centres are required to recruit learners to BTEC qualifications with integrity. This will include
ensuring that applicants have appropriate information and advice about the qualifications and
that the qualification will meet their needs. Centres should take appropriate steps to assess each
applicants potential and make a professional judgement about their ability to successfully
complete the programme of study and achieve the qualification. This assessment will need to
take account of the support available to the learner within the centre during their programme of
study and any specific support that might be necessary to allow the learner to access the
assessment for the qualification. Centres should also show regard for Edexcels policy on
learners with particular requirements.
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Centres will need to review the profile of qualifications and/or experience held by applicants,
considering whether this profile shows an ability to progress to a Level 4 qualification. For
learners who have recently been in education, the entry profile is likely to include one of the
following:
a BTEC National Certificate or Diploma qualification in Civil Engineering or a related

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

entrants)
an AVCE/Advanced GNVQ in Construction and the Built Environment or a related

vocational area
a GCE Advanced level profile which demonstrates strong performance in a relevant subject
or an adequate performance in more than one GCE subject. This profile is likely to be
supported by GCSE grades at A * to C
related work experience
other related Level 3 qualifications.
Mature learners may present a more varied profile of achievement that is likely to include
extensive work experience (paid and/or unpaid) and/or achievement of a range of professional
qualifications in their work sector.
Learners will be expected to develop the following higher level skills during the programme of
study, the ability to:
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205

others
The Construction Industry Council has an agreed set of Common Learning Outcomes for all
sub-degree and degree level courses. These should also be incorporated into all programmes
developed from this curriculum content.
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Annex I
Engineering Council (UK) Extract *
A Specification for Standards for Registration as a Professional Engineer
(June 2003)
Professional engineering competence
1
The document sets out proposed standards of competence and commitment that have to be
demonstrated by anyone who wishes to be registered by the Engineering Council (UK) as a
professional engineer. A separate document sets out the proposed standards for registration
as a professional Engineering Technician. The documents also briefly describe the process
of education, training and development (known collectively as formation) likely to be
required to attain the necessary standards.
Registration irrespective of route

2
Registration as a professional engineer or technician is open to everyone who can

demonstrate the competence to perform professional work to the necessary standards, and a
commitment to:
maintain that competence
work within professional codes, and
participate actively within the profession.
Two categories of professional engineer

3
Careful consideration has been given to the number of registration categories, their
nomenclature, and the relationship between them. The present categories, and titles, of
Chartered Engineer (CEng) and Incorporated Engineer (IEng) will be retained. Although
there have been some difficulties in securing for Incorporated Engineer the same degree of
recognition which the Chartered Engineer title has secured, there is good evidence that, in
the majority of industries, the two categories are recognised and the differences between
them are understood. They will also continue to be described by competence statements
associated with mature professionals. While it is important that everything is done to ensure
that those who are competent to be registered at an early age are able to register, this is best
secured by other means than a manipulation of registration categories. Incorporated
Engineer registration will not therefore be defined in terms which make it a staging post en
route to Chartered Engineer. It is important, however, that there are clear mechanisms for
those who wish to do so to move from one registration category to another, and these will
be developed.
The role of the Chartered Engineer may be stated as:
Chartered Engineers are characterised by their ability to develop appropriate

solutions to engineering problems, using new or existing technologies, through
innovation, creativity and change. They may develop and apply new technologies,
promote advanced designs and design methods, introduce new and more efficient
production techniques and marketing and construction concepts, and pioneer new
engineering services and management methods. They may be involved with the
management and direction of high-risk and resource-intensive projects. Professional
judgement is a key feature of their role, allied to the assumption of responsibility for
the direction of important tasks, including the profitable management of industrial and
commercial enterprises.
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The role of the Incorporated Engineer may be stated as:
Incorporated Engineers act as exponents of todays technology and, to this end, they
maintain and manage applications of current and developing technology. They require a
detailed understanding of a recognised field of technology so they can exercise
independent professional technical judgement and management in that field.
The detailed generic competence standards for Chartered Engineer and Incorporated
Engineer registration are set out at the end of this document. These have widespread
support and it is proposed that they are used as the basis for future standards, but are
reviewed fully, including against the latest occupational standards, to determine whether
any change is necessary. Although the standards cover the whole engineering profession,
the professional engineering institutions that are licensed by the Engineering Council (UK)
to assess candidates for registration will contextualise them to their own disciplines or
sectors of professional activity. In doing so they may make use for example of the generic
Occupational Standards for Engineering maintained by the Occupational Standards Council
for Engineering, and of National Occupational Standards and National or Scottish
Vocational Qualifications derived from these and developed by a number of Sector Skills
Councils and other relevant bodies.
Competence includes the knowledge, understanding and skills that underpin performance. It
is attained through a mixture of education, training and development, traditionally known
as the formation process for engineers. The different elements of this process are described
below. Competence will ultimately be assessed through a Professional Review, against the
specified standards.
Educational requirements
8
Educational qualifications are an indicator of possession of the required level of

underpinning knowledge and understanding (but do not preclude other means of
demonstrating these). This document describes the exemplifying educational qualifications
proposed for the two categories of registration, CEng and IEng. Candidates possessing
these exemplifying qualifications will automatically be deemed to have met the educational
requirements.
Where a candidate does not hold the benchmark academic qualification for CEng or IEng
there will be a unified approach to assessment based on a career appraisal and technical
report. The same methodology could also be used as a bridge from IEng to CEng. Work has
been undertaken in Engineering Council (UK)s Registration Standards Committee to
develop this approach from a methodology which has been trialled with some success over
the last 12 months. Candidates will have to submit a technical report or dissertation, based
upon work done as part of their employment. They will be interviewed on this report, and
the interview will provide a rigorous assessment of the candidates knowledge and
understanding against the required output standard.
10 For Chartered Engineers and Incorporated Engineers respectively, part or all of the
academic base will be exemplified by completion of a Bachelors degree with Honours
programme in engineering or technology, accredited by one of the professional engineering
institutions licensed by the Engineering Council (UK). One of the criteria for accreditation
will be that the programme meets defined output standards. Engineering Council (UK)
intends to work with the Quality Assurance Agency (QAA) and the Engineering Professors
Council on the revision of the QAAs generic benchmark statements for engineering
degrees to ensure that the revised generic benchmarks can be used by the profession. These
generic standards will then be developed into discipline-based outcomes by Institutions in
such a way as to indicate minimally constraining core content for accredited programmes,
so that accreditation does not constrain innovation and diversity.
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11 For Chartered Engineers, the second part of the academic base will be exemplified by an
appropriate Masters degree, undertaken either on a full- or part-time basis, which accords
with the Quality Assurance Agencys descriptor for a Masters degree. For Incorporated
Engineers, part of the academic base may be exemplified by an appropriate HND or
Foundation degree. This would need to be enhanced by further learning, for example a
BTEC Professional Diploma (1). The Engineering Council examinations will also offer a
means for candidates for CEng and it is hoped IEng to demonstrate the required knowledge
and understanding.
12 MEng degree programmes, which meet the Quality Assurance Agencys descriptor for
Masters degrees and have been accredited by a professional engineering institution, will
continue to provide a fast-track route for high ability candidates to satisfy the academic
requirements for Chartered Engineer. There will be defined output standards for these
programmes, developed through the review of benchmarks referred to above. It will no
longer be a condition of accreditation for either Bachelors or MEng programmes that a
specified proportion of each entry cohort meets defined entry standard requirements.
However accrediting Institutions will continue to have regard to entry standards when
accrediting courses, and Engineering Council (UK) will work with Institutions and
Universities to monitor entry standards nationally, and issue indicative guidance when
appropriate.
13 Graduates in cognate disciplines such as physics, or geology, may satisfy the academic
requirements for Chartered Engineer, either by completing an appropriate Masters degree
as described in paragraph 11, or through the technical report process outlined in paragraph
9. For registration as an Incorporated Engineer, they may also need to submit a technical
report.
14 The following diagram illustrates the formation process
Registration
Formation
Professional review
Education
MEng
B(Hons) Degree plus Masters
B(Hons) Degree plus
further learning
CEng
Demonstration of
competence, knowledge
and understanding.
Professional Development
Education
IEng
For those without

exemplifying
qualifications, may
require submission of
technical report
HNC/HND/FD plus further

learning
Bachelors
Degree
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209
15 Although some of the educational base for practice is likely to be laid before beginning
full-time work as an engineer, the two elements of formation may also be undertaken
concurrently, as the above diagram indicates.
16 Professional development builds upon, and in some cases contributes to, the educational
process. Initial Professional Development is necessary to acquire the competence and
demonstrate the professional commitment necessary for registration. Continuing
Professional Development ensures the development of the profile of competence in new job
roles.
17 The variety of patterns of employment now prevalent mean that it is not at all appropriate to
prescribe a particular model for the professional development element of formation. While
many large companies do maintain graduate training schemes that are likely to provide the
necessary further training and experience, many future registrants will not be working in
such organisations. They will need to develop profiles of competence and professional
activity to help them prepare for registration. In some cases employers will make use of
occupational standards in determining job descriptions and for general staff development,
even without a formal training programme, and these will assist. More generally,
individuals will need access to advice and guidance. Professional institutions and Sector
Skills Councils will be sources for this.
Revalidation
18 It is not proposed to introduce a requirement for regular revalidation of competence and
registration. Professional commitment brings obligations to maintain competence, which in
a changing world means developing and renewing knowledge, understanding and skills.
There is also a commitment not to undertake work for which one is not competent. The
obligation to undertake continuing professional development will therefore remain material
to maintenance of registration. The guidance that has been given to the profession on this
issue remains valid and will be updated as appropriate. Independently of the development
of these standards, consideration will be given to introducing a voluntary system of
revalidation of competence and re-registration for those desiring it.
(1)
A BTEC Professional Diploma is currently being developed to provide enhanced further

learning and is planned to be available by September 2004.
This extract has been reproduced with permission of the Engineering Council (UK). It is
extracted from United Kingdom Standards for Professional Engineering Competence
Professional Engineers, published in June 2003. The full text can be accessed on the
Engineering Council (UK) website: www.engc.org.uk
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Annex J
Summary of support materials (all units)
Other publications/textbooks
ASHRAE Guide
Ashworth, A Civil Engineering Contractual Procedures (Longman, 1998)
Ashworth, A Contractual Procedures in the Construction Industry 4th Edition
(Longman, 2001)
Ashworth, A Cost Studies of Buildings 3rd Edition (Longman, 1999)
Ashworth, A Pre-Contract Studies: Development Economics, Estimating and Tendering
(Longman, 1996)
Ashworth, A and Hogg, K Added Value in Design and Construction (Longman, 2000)
Author unknown SMM7 Building Price Book 7th Edition (Wessex Electronic Publishing,
2001)
Barnes, G Soil Mechanics Principles and Practice 2nd Edition (Macmillan, 2000)
Bell, F Engineering Geology (Blackwell Scientific, 1993)
Bennett, J Construction Project Management (Butterworths, 1985)
Bonnet, C Practical Railway Engineering (Imperial College Press, 1996)
Boxer, G Work out Fluid Mechanics (Palgrave, 1998)
BRE Digests
BRE Site investigation for Low-rise Building: Direct Investigations (BRE, 1995
Digest 411)
BRE Site investigation for Low-rise Building: Soil Description (BRE, 1993 Digest 383)
BSE Soils for Civil Engineering Purposes-Parts 19 (BSI BS 1377, 1990)
Brighty, S revised by Stirling, D Setting Out: A Guide for Site Engineers 2nd Edition
(BSP Professional, 1989)
British Refrigeration Association papers
CIB Working Group 11 Towards a 30% Productivity Improvement in Construction
(Thomas Telford, 1996)
1996)
Construction Industry Computing Association IT Usage in the Construction Team
(CICA, 1999)
Chartered Institute of Building Code of Practice for Project Management for Construction
and Development (CIOB, 1996)
Chartered Institute of Building Constructing Success (Thomas Telford, 1997)
Chartered Institute of Building Partnering the Team (Thomas Telford, 1997)
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211
Chartered Institute of Building Project Management in Building (CIOB, 1989)

Chartered Institute of Building Professional CIOB Code of Estimating Practice (CIOB,
1983)
Clarke, H Knights Building Control Law (Tolley, 1995)
Clayton, C and Matthews, M et al Site Investigation 2nd Edition (Blackwell Scientific,
1995)
Coates, R and Kong, M et al Structural Analysis 3rd Edition (Textbook Physical, 1987)
Code of Practice for Site Investigations (BSI BS 5930, 1999)
1996)
Cooke, B and Williams, P Construction Planning, Programming and Control
(Macmillan, 1997)
Copper Development Association papers
Cornick, T Computer Integrated Building Design (Spon, 1995)
Craig, R Soil Mechanics 6th Edition (E and FN Spon, 1997)
Croft, A and Davison, R Mathematics in Engineering: A Modern Interactive Approach
(Addison Wesley Longman, 1999)
Current Forms of Standard Contracts
Current Legislation relevant to the construction industry
Dalby, J EU Law for the Construction Industry (Blackwell Science, 1998)
Davis/Langdon and Everest Spons Architects and Builders Price Book 2000 125th Edition
(Taylor Francis Books, 1999)
Davis, L Guide to the Building Regulations 1991 for England and Wales (Butterworth Heinemann, 1992)
Douglas, J Solving Problems in Fluid Mechanics Volumes 1 and 2 (Longman Scientific
and Technical, 1986)
Featherstone, R and Nalluri, C Civil Engineering Hydraulics 4th Edition (Blackwell
Science, 1995)
Fryer, B The Practice of Construction Management (Blackwell, 1997)
Gere, J and Timoshenko, S Mechanics of Materials 4th Edition (Thomson Learning,
1996)
Greer, A and Taylor, G Mathematics for Technicians (Stanley Thomas, 1994)
Guidance notes on Town and Country Planning Act, Health and Safety at Work Act, CDM
Regulations, and other relevant legislation
212
Issue 1 August 2003
Harvey, R and Ashworth, A The Construction Industry of Great Britain (Oxford, 1997)
Head, K Manual of Soil Laboratory Testing Volumes 1-3 (Pentech Press, 1982-1992)
Health and Safety Commission A Guide to the Health and Safety at Work Act 1974
Health and Safety Commission Management of Health and Safety at Work Regulations 1992
Health and Safety Commission Successful Health and Safety Management
Holmes, R Introduction to Civil Engineering Construction 3rd Edition (College of Estate
Management, 1995)
Holtz, W The CAD Rating Guide 4th Edition (ZEM Press, 1994)
Howard, R Computing in Construction: Pioneers and the Future (ButterworthHeinemann, 1998)
Illingworth, J Construction Methods and Planning 2nd Edition (Spon, 2000)
Irvine, W Surveying for Construction 4th Edition (McGraw-Hill, 1995)
Joint Contracts Tribunal Joint Contracts Tribunal Forms of Contract
Latham, M Constructing The Team and Working Group Reports (The Stationary Office
Books, 1994)
Lavendar, S Management for the Construction Industry (Addison Wesley Longman,
1996)
Lead Development Association papers
Linsley, R and Franzini, J et al Water Resources Engineering 4th Edition (McGraw-Hill,
1992)
Macingley, T and Ang, T Structural Steelwork: Design to Limit State Theory 2nd Edition
(Butterworth-Heinemann, 1992)
Mackay, W Transport in the Urban Environment (The Institution of Highways and
Transportation, 1997)
Macpherson, G Highway and Transportation Engineering and Planning (Longman,
1993)
McGeorge, D and Palmer, A Construction Management: New Directions (Blackwell
Science, 1997)
McKenzie, W Design of Structural Steelwork (Macmillan, 1998)
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Owen, S Law for the Construction Industry 2nd Edition (Longman, 1998)
Issue 1 August 2003
213
Oxley, R and Poskitt, J Management Techniques Applied to the Construction Industry

Papers from ABE, ASHRAE, BRE, CIBSE, CIOB, ICE, RICS, RICS BCIS, VALUER, etc
Papers from BIAT, RIBA and RTPI
Papers from TRADA
Parsloe, C and Wild, L Project Management Handbook for Building Services (BSIRA,
1998)
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1996)
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Sher, W Computer-Aided Estimating (Longman, 1996)
Site Investigation for Low-rise Building, Soil Description (BRE, 1993 Digest 383)
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Wood, D and Johnson, J Contemporary Transportation 5th Edition (Prentice Hall, 1995)
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BTEC Higher Nationals

Guidance and units

Authorised by Peter Goff

EDEXCEL LEVEL 4 BTEC HIGHER

BTEC Higher National Certificate in Civil Engineering

Qualification titles covered by this specification

Edexcel qualifications in the National Qualifications

Structure of the qualifications

BTEC Higher National Certificate

BTEC Higher National Diploma

Professional body recognition

Higher level skills and abilities

BTEC Higher National Certificate

BTEC Higher National Diploma

Teaching, learning and assessment

Learning and assessment

Grading Higher National units

Accreditation of Prior Learning (APL)

Quality assurance of BTEC Higher Nationals

Centre and programme approval

Monitoring centres internal quality systems

Independent assessment: the role of the external examiner

Programme design and delivery

Meeting local needs

Locally-devised specialist units

Limitations on variations from standard specifications

Access and recruitment

Restrictions on learner entry

Learners with particular requirements

The wider curriculum

Professional body contact details

How to obtain CISC Occupational Standards and NVQ Standards

Professional development and training

Design Principles and Application

Science and Materials

Management Principles and Application

Health, Safety and Welfare

Geology and Soil Mechanics

Civil Engineering Construction A

Site Surveying Procedures

Unit 10: Structural Analysis and Design

Unit 11: Individual Student Project

Unit 12: Design and Production Computer Analysis

Unit 13: Engineering Mathematics

Unit 14: Civil Engineering Construction B

Unit 15: Fluids and Hydraulics

Unit 16: Project Management

Unit 17: Advanced Structural Analysis and Design

Unit 18: Transportation

Unit 19: Law and Contract

Unit 20: Tendering and Estimating

Unit 21: Contractual Procedures

Unit 22: Work-based Learning A

Unit 23: Work-based Learning B

QCA and Edexcel codes

Representation by Professional Bodies

Summary of Links between BTEC Higher Nationals in Civil Engineering

Construction Industry Council Common Learning Outcomes

Qualification titles covered by this specification

Edexcel qualifications in the National Qualifications Framework

BTEC Higher National Diploma

Key skills level 5

Key skills level 4