BTEC LEVEL 1/LEVEL 2 TECH AWARD DRAFT. Pearson BTEC Level 1/Level 2 Tech Award in Construction. Specification. First teaching September 2018 Draft 1

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1 Pearson BTEC Level 1/Level 2 Tech Award in Construction Specification First teaching September 2018 Draft 1

2 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus About Pearson Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com The Department for Education (DfE) is currently considering this qualification for inclusion in performance tables in England. This draft specification shows our proposed approach to the qualification content. During the DfE approval process, we may be asked to make changes to any aspect of the qualification including content, assessments or first teaching and assessment dates. When the DfE gives final approval for inclusion in performance tables in England, we will: confirm first teaching date confirm the first external assessment date issue the final version of the sample assessment materials. References to third-party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) ISBN All the material in this publication is copyright Pearson Education Limited 2018

3 Pearson BTEC Tech Awards introduction About the BTEC Tech Award suite They have been developed by Pearson to give learners at Key Stage 4 in England the opportunity to study one or more vocational areas as part of their curriculum. To ensure the qualifications will engage and prepare learners for either academic or vocational progression post-16, we have developed them in consultation with secondary school and further education representatives, and subject specialists. As part of a Key Stage 4 programme, learners will be studying a broad range of GCSEs, including English, mathematics and science. The BTEC Tech Award suite has been designed to allow learners to draw on the knowledge and skills acquired from these subjects where relevant. When studying for a BTEC, learners can use the knowledge and skills from GCSEs generally, giving them the opportunity to apply their academic knowledge to everyday and work contexts. The BTEC Tech Award suite is an introduction to vocational learning. The Awards give learners the opportunity to build skills that show an aptitude for further learning both in the sector and more widely. The approach to the suite is based on well-established BTEC assessment approaches that are proven to be successful in building skills and motivating learners to engage fully with challenging study. It does not limit progression options because the skills acquired are applicable to a range of post-16 study options. The BTEC Tech Award suite differs from BTECs designed to be taken post-16 as it offers a basis for further study rather than meeting all the vocational requirements needed to progress directly to a job role in a defined occupational area. The focus is on building skills to show aptitude and improving understanding of progression options so that learners who achieve one or more of the qualifications are equipped to go on to become work ready for an occupation post-16. About recognition as Department for Education technical awards The BTEC Tech Award suite has been designed to meet the Department for Education (DfE) requirements for qualifications to be offered as technical awards for year-olds. The DfE has set out characteristics for technical awards through which vocational qualifications can be recognised as part of performance measures in the open category of Progress 8. To be recognised as technical awards, it is expected that qualifications will focus on developing sectorspecific knowledge and technical skills in a practical learning environment. It is also expected that the qualifications form part of a Key Stage 4 learning programme that enables both academic and vocational progression. About the construction sector Construction is a large and important sector, contributing 90 bn to the UK economy, nearly 7% of the total output. It employs 2.9 million people and is growing, with 232,000 new construction jobs needed over the next five years. In the UK, the demand for construction skills means that career prospects in the sector are excellent, in particular to meet house-building targets and to complete major government-led infrastructure projects. There are opportunities for progression across the full range of job roles, from traditional skilled craft trades to technician, supervision and management. As new technology emerges, opportunities will grow in green technology, construction manufacturing and in the use of modern construction methods and techniques. Studying the BTEC Level 2 Tech Award in Construction and the Built Environment will complement GCSE study through applying knowledge and practical application to allow progression to vocational post-16 study in this sector.

4 Contents 1 Pearson BTEC Level 1/Level 2 Tech Award in Construction Purpose 1 Who is the qualification for? 1 What does the qualification cover? 1 What can the qualification lead to? 1 2 Structure 2 Total Qualification Time 2 Components 2 Assessment 3 Language of assessment 4 Grading of the qualification 4 3 Components 5 Understanding your components 5 Component 1: Exploring the Construction Industry and Low-rise Building Construction 7 Component 2: Construction Skills and Techniques 24 Component 3: Sustainability in Construction 43 4 Planning your programme 52 Is there a learner entry requirement? 52 What level of sector knowledge is needed to teach this qualification? 52 What resources are required to deliver this qualification? 52 How does this qualification contribute to Key Stage 4 learning? 52 What makes good vocational teaching? 52 5 Internal assessment 53 Principles of internal assessment 53 Operating internal assessment 53 Setting assignments 54 Making valid assessment decisions 55 6 Quality assurance 58 Centre and qualification approval 58 Continuing quality assurance and standards verification 58 7 External assessment 60 Role of external assessment for the BTEC Tech Award suite 60 External assessment 60 Timing of external assessment 60 Sample assessment materials 60 Conduct of external assessment 61 Pearson marking and awarding grades 61 8 Final grading and awarding 62

5 Awarding and reporting for the qualification 62 Eligibility for an award 62 Calculation of the qualification grade 62 Examples of grade calculations based on table applicable to registrations from September Administrative arrangements 65 Introduction 65 Learner registration and entry 65 Access to assessment 65 Administrative arrangements for internal assessment 65 Administrative arrangements for external assessment 66 Additional documents to support centre administration Resources and support 70 Support for setting up your course and preparing to teach 70 Support for teaching and learning 70 Support for assessment 70 Training and support from Pearson 71 Appendix 1 72 Glossary of terms used for internally-assessed components 72

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7 1 Pearson BTEC Level 1/Level 2 Tech Award in Construction Purpose Who is the qualification for? The Pearson BTEC Level 1/Level 2 Tech Award in Construction (Qualification Number: 603/3064/8), is for learners who wish to acquire knowledge and technical skills through vocational contexts by construction as part of their Key Stage 4 learning. The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. The qualification will broaden the learners experience and understanding of the varied progression options available to them. What does the qualification cover? The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover the: knowledge of sustainability and how construction has a key role in provide a sustainable future for all knowledge that underpins effective use of skills, process and attitudes in the sector such as roles, responsibilities and the role construction has in society. development of practical skills that allow you develop skills valued by the construction industry process of construction that include groundworks, substructures, superstructures and the materials that form the basis of construction projects This Award complements the learning in GCSE programmes such as the GCSE Design Technology by broadening experience and skills in different type of activities, with the opportunity to apply your knowledge and skills practically. What can the qualification lead to? Study of the qualification as part of Key Stage 4 learning will help learners to make more informed choices for further learning either generally or in this sector. The choices that learners can make post-16 will depend on their overall level of attainment and their performance in the qualification. Learners who generally achieve at Level 2 across their Key Stage 4 learning might consider progression to: A Levels as preparation for entry to higher education in a range of subjects study of a vocational qualification at Level 3, such as a BTEC National in Construction and the Built Environment, which prepares learners to enter employment or an Apprenticeship or to move on to higher education by studying a degree in the construction, building services engineering and civil engineering areas. Learners who generally achieve at Level 1 across their Key Stage 4 learning might consider progression to: study at Level 2 post-16 in a range of technical routes designed to lead to work, to progression to employment, an Apprenticeship or to further study at Level 3. For these learners, the attitudes and the reflective and communication skills covered in the qualification will help them achieve study of construction post-16 through the study of a BTEC First. Learners who perform strongly in this qualification compared to their overall performance should strongly consider this progression route as it can lead to employment in the construction sector. 1

8 2 Structure Total Qualification Time For all regulated qualifications, Pearson specifies a total number of hours that it is estimated learners will require to complete and show achievement for the qualification: this is the Total Qualification Time (TQT). Within TQT, Pearson identifies the number of Guided Learning Hours (GLH) that we estimate a centre delivering the qualification might provide. Guided learning means activities such as lessons, tutorials, online instruction, supervised study and giving feedback on performance that directly involve teachers and assessors in teaching, supervising and invigilating learners. Guided learning includes the time required for learners to complete external assessment under examination or supervised conditions. In addition to guided learning, other required learning directed by teachers or assessors will include private study, preparation for assessment and undertaking assessment when not under supervision, such as preparatory reading, revision and independent research. The Pearson BTEC Level 1/Level 2 Tech Award in Construction has: Total Qualification Time: 150 hours Guided Learning Hours: 120 hours. Centres should take note of these hours in planning their programme but should also use their professional judgement to determine the provision of guided learning and study time across the components. Components Learners are required to complete and achieve all the components included in the qualification. Pearson BTEC Level 1/Level 2 Tech Award in Construction Component number Component title GLH Level How assessed 1 Exploring the Construction Industry and Low-rise Building Construction 36 1/2 Internal 2 Construction Skills and Techniques 36 1/2 Internal 3 Sustainability in Construction 48 1/2 Synoptic External The qualification has three components that focus on the assessment of knowledge, skills and practices. These are all essential to developing a basis for progression and therefore learners need to demonstrate attainment across all components in order to achieve the qualification. The components are strongly interrelated and they are best seen as part of an integrated whole rather than totally distinct study areas. Normally, learners will take this qualification over a two-year period or longer. This means that they must be given the opportunity to build their confidence in understanding the sector, vocational contexts and vocational attributes over a long period during the course of study before they are assessed. As the interrelated components are not linked to occupational roles, certification is not available at component level. 2

9 Assessment The qualification consists of three components that give learners the opportunity to develop broad knowledge and understanding of the construction industry and specialist skills and techniques at Levels 1 and 2. Internal assessment Components 1 and 2 are assessed through internal assessment. Internal assessment for these components has been designed to relate to achievement of application of the conceptual underpinning for the sector through realistic tasks and activities. This style of assessment promotes deep learning through ensuring the connection between knowledge and practice. The components focus on: the development of core knowledge and understanding of a range of construction skills, and the key features that contribute to them, such as health and safety and sustainability the development and application of skills, such as bricklaying, carpentry, painting and decorating, electrical operations and plumbing operations, through practical workshops, projects and classes reflective practice through the development of skills and techniques that allow learners to respond to feedback and identify areas for improvement. Internal assessment is through assignments that are subject to external standards verification. For setting assignments, we provide authorised assignment briefs and guidance in each component. This means that you can adapt materials to your local contexts and assess assignments that provide the valid and rigorous final summative assessment for each component. You will make grading decisions based on the requirements and supporting guidance given in the components. For further information on using and assessing through assignments, including resubmissions, see Section 5. Synoptic external assessment Component 3: Sustainability in construction requires students to draw on knowledge and understanding developed across all three components to answer questions dealing with sustainability. Scenarios are presented on both new construction developments and on existing buildings, which allow questioning on sustainability considering factors from components 1 and 2 including planning, sequencing, health and safety considerations of work, to the economic and social impact, material choices and specific processes used in the construction phase of the projects presented. The design of this external assessment ensures that there is sufficient stretch and challenge, enabling the assessment of knowledge and understanding at the end of the learning period. The external assessment is taken under supervised conditions and is then marked and a grade awarded by Pearson. Learners are permitted to resit the external assessment once during their programme by taking a new assessment. The external assessment comprises 40 per cent of the qualification and is weighted accordingly in the calculation of the qualification grade. 3

10 Component Description of Assessment Availability Component 3: Sustainability in Construction Language of assessment External assessment set and marked by Pearson, completed under supervised conditions. The assessment must be completed in 1 hour 30 minutes. 60 marks. January/February and May/June from 2020 onwards Assessment of the internal and external components for these qualifications will be available in English. All learner work must be in English. A learner taking the qualifications may be assessed in British Sign Language where it is permitted for the purpose of reasonable adjustment. For information on reasonable adjustments see Section 9. Grading of the qualification This qualification has a grading scale that fully encompasses achievement at Levels 1 and 2 of the Regulated Qualifications Framework. This enables learners of all abilities to receive appropriate recognition of their achievement and will motivate them to improve and progress during their period of learning and formative assessment. This grading scale also gives clearer information for progression providers on the capability of learners to succeed in post-16 study programmes. Internally-assessed components are assessed using a grading scale ranging from Level 1 Pass to Level 2 Distinction. Centres report outcomes at five grade points. Please see Section 5 for guidance on how to assess. Each component has detailed information on how to assess across the grades. The externally-assessed component is marked and awarded on a continuum using grading descriptors set at Level 1 Pass, Level 2 Pass and Level 2 Distinction. The outcome is reported at six grade points from Level 1 Pass to Level 2 Distinction. Learners will also receive a points score. The difference in the grade scale for internal and external components reflects how the final component discriminates performance more fully. This is because of the synoptic nature of the assessment in which a Level 1 Distinction grade is one where there is evidence at Level 2 in part but does not draw consistently on content across the breadth of the qualification. The qualification is graded over seven grades from Level 1 Pass to Level 2 Distinction*. Learners must achieve all components at Level 1 Pass or above in order to be awarded a qualification. The overall grade is a direct aggregation of performance across individual components, with each component weighted according to GLH. Please see Section 8 for more information on the approach we are using to grade qualifications. The relationship between qualification grading scales and component grades will be subject to regular review as part of Pearson s standards monitoring processes. Reviews are carried out on the basis of learner performance and in consultation with key users of the qualification. 4

11 3 Components Understanding your components The components in this specification set out details of all the knowledge and skills a learner must acquire and the assessment requirements that will support you in preparing your learners. The components help you to undertake assessment and quality assurance effectively. The tables here explain the key terms used for the internal and external components. It is important that all teachers, assessors, internal verifiers and other staff responsible for the programme read and digest this section. Internal components Section Component in brief Component introduction Learning aims Teaching content Suggestions for delivery Essential information for setting assignments Assessment criteria Essential information for assessment decisions Resource requirements Explanation A brief description of the content of the component. Can be used in summary documents, brochures, etc. This is designed with learners in mind. It indicates why the component is important and how learning is structured, and might be applied when progressing to further study. Learning aims define the scope of the knowledge and skills that a learner will acquire in the component. This states the knowledge and skills that must be taught. All content is mandatory and includes some examples, denoted as e.g., of what must be delivered. This gives you guidance on how you may choose to approach delivery of the components in the qualification. This gives you information on how full assignments can be developed for each learning aim. Assessment criteria state the levels of achievement that a learner must demonstrate in their assessment to meet the learning aims. Assessment criteria are used by assessors to determine grading levels for an assessment. This section gives guidance on the evidence the learner is expected to provide to reach the Level 1 Pass, Merit and Level 2 Pass, Merit and Distinction standards. It also gives examples and clarification. Any specific resources that you need to be able to teach and assess are listed in this section. For information on support resources see Section 10. 5

12 External components Section Component in brief Component introduction Summary of assessment Assessment outcomes Essential content Grade descriptors Explanation A brief description of the content of the component. Can be used in summary documents, brochures, etc. Designed with learners in mind. It indicates why the component is important and how learning is structured and might be applied when progressing to further study. Sets out the type of external assessment used and the way it is used to assess achievement. These show the hierarchy of knowledge, understanding, skills and behaviours assessed. This gives the content that must be taught for the external assessment. Content will be sampled through the external assessment over time. We use grade descriptors when making judgements on grade boundaries. You can use them to understand what we expect to see from learners at particular grades. 6

13 Component 1: Exploring the Construction Industry and Low-rise Building Construction Levels: 1/2 Assessment type: Internal Guided learning hours: 36 Component in brief This component looks at the construction industry and how it impacts on society. It examines the forms of construction that can be used for low-rise (up to 5.2 metres in height) domestic dwelling construction. Introduction On completing this component, you will explore the construction industry and its impact on society. This will include the different types of construction activities that take place in the industry, the contribution that construction makes to the UK economy and the design and construction personnel involved in the design and build of building projects. You will examine the key performance requirements and sustainable methods of construction. Sub-structure works are an important part of a project as they have to support the superstructure of the building safely. You will investigate how soil and water are removed safely from excavations, the methods of support and the methods used in constructing the foundation. The superstructure sits above the sub-structure and you will learn about the construction associated with the superstructure of a building and what needs to be done to stop damp rising. This superstructure has to be aesthetically pleasing, keep out weather elements and ensure that occupants are at a comfortable temperature. This component will help you to progress to further vocational or academic qualifications. It will also enable you to develop your understanding of low-rise construction that can be used across all areas of study and employment. Learning aims A Explore how the construction industry operates in low-rise construction B Investigate how low-rise domestic building sub-structures are constructed C Investigate the construction of low-rise domestic building superstructures 7

14 Teaching content Learning aim A: Explore how the construction industry operates in low-rise construction A1 The construction industry Learners will understand the following features of the construction industry. Construction activities, design and construction of buildings and structures, refurbishment of existing buildings, repairs and maintenance of building, end of lifecycle (demolition and recycling). Project design team: client, architect, structural engineer, building services engineer, architectural technician, landscape architect, quantity surveyor. Production team: manager, site manager, quantity surveyor, site engineer, planner Members of the building team: management, planner, buyer, estimator, quantity surveyor, general foreperson, labourer, craft operatives, e.g. carpenter and joiner, bricklayer, plasterer, electrician, plumber, painter and decorator. A2 The role of the construction industry in society Learners will understand how the construction industry impacts on society and the need to design for the wider community. Design of low-rise construction to support society. Designing for occupancy. Designing for the community. Designing for public safety. Structures and buildings that are aesthetically pleasing, to make the built environment pleasant to live in: o appearance and aesthetics o functionality. Local economy and infrastructure: o job opportunities, construction and local amenities o economic stimulation of local economy o residential private housing, apartments, sheltered housing, social housing o retail shops, retail shopping parks o health hospitals, clinics, health centres, doctors surgeries o education schools, colleges, universities, training centres o leisure and recreation leisure centres, cinemas, swimming pools, stadiums, facilities. sports 8

15 A.3 Performance requirements of low-rise construction Learners will understand the characteristics, properties, features and applications required to ensure low-rise domestic buildings are designed and built safely, economically and sustainably. Along with the advantages and disadvantages in the selection of materials, sustainable construction methods and structural forms. Strength and stability Loading conditions: self-weight, use, snow, wind. Specification of materials: British Standards, strength classifications of concrete, bricks, blocks, mortar, timber. Cavity wall: building regulation requirements for buildings not exceeding 12 m high, including wall-tie spacing, height restrictions. Lateral and vertical restraint: internal walls, floor and roof-tie positions. Transfer of loads: roof to walls, floors to walls, walls to foundations. Thermal insulation Types of insulation: sheep s wool, mineral wool, glass fibre, cellulose, foam. Types of thermally-resistant materials: aerated lightweight concrete blocks, timber, lightweight screeds. Location of thermal insulation: cavity insulation, wall insulation, roofing insulation, flooring insulation, double glazing, draught strips. Sound insulation Types of sound insulation: double/triple glazing, high density blockwork, sound insulation quilt, plasterboard layers, flooring mats, carpeting, acoustic ceilings. Location of sound insulation: floor, wall and ceiling construction between adjacent rooms and flats, party walls, internal partition walls, windows, doors. Methods: adding material density, utilisation of robust design details, sound isolation of structures. Weatherproof considerations Materials: selection of waterproof and impervious materials, double glazing, weather seals and sealants, flashings, soffits. Location: guttering, window and door openings, external walls, ventilation ducts, roof finishes, overhanging eaves. Fireproof considerations Fire-resistant materials: plasterboard, concrete, blockwork, intumescent paint. Fire compartments and fire barriers (separating building design requirements walls, separating floors, door closes, fire-resistant doors), fire escapes, refuge areas, cavity fire barriers, fire alarm systems, smoke detection, sprinkler system. Sustainability methods Building orientation for light and heat in the UK. Reduction in the use of greenfield sites. Brownfield re-use of sites. Recycling waste materials into new products. Low-embodied energy materials. Green renewable natural materials. suppliers. Using local 9

16 Prefabrication of elements. Reduction in construction wastage. A.4 Common structural forms for low-rise domestic construction dwellings Learners will understand the application, characteristics, use, methods of load transfer, differences in construction methods, advantages and limitations of the following forms of lowrise domestic construction. Traditional cavity wall construction: o load-bearing elements o brickwork and blockwork o blockwork outer and blockwork inner with external rendered finishes (hemp, colour render, sand and cement render, tyrolean, pebbledash and brickwork). Timber-framed construction: o position of insulation, vapour/moisture barriers including damp-proof membranes, position of plywood on panels, connection binder details, external brick cladding o methods of tying external finish to supporting panel, formation of openings panel/secondary finishes (brickwork, blockwork and render, insulation and timber cladding, rendering, tiling) o structural insulated panels (SIPS) o panel function (panel design to support load). Cross-wall construction: o load-bearing cross-wall element o relationships of connecting floors o prefabricated concrete cross wall o use of cross-wall construction in accommodation units. Learning aim B: Investigate how low-rise domestic building sub-structures are constructed B.1 Preconstruction work Learners will investigate the preconstruction activities for a low-rise domestic building developments. Desk-based preconstruction Planning: o producing a programme of work or scheduling of activities or resources o purchasing of resources o organising safety signs o statutory notices, including footpath closures o road crossings o traffic management o scaled site-layout plan, indicating site accommodation o welfare facilities o storage accommodation o compounds o temporary roads and hard standing o fixed plant o fire-precaution measures. 10

17 Construction calculations in relation to estimation of: o perimeter o area o volume o quantities used in the planning phase. Site-based preconstruction Demolition and clearance of existing structures. Recycling of materials reclaimed from demolitions. Tree removal, general site clearance of vegetation. Enabling work: protection of existing services (water, gas, electricity), formation of access and egress routes, installation of temporary roads. Site set-up: fencing, gates and security of the site, temporary lighting. Decontamination works, installation of site accommodation and associated services, signage, creation of storage compounds and hard standing, temporary works required to construct and support. B.2 Groundworks Learners will investigate the hazards and safe methods of working associated with groundworks. Hazards associated with groundworks: o gas and electrical services o collapse of the sides of the excavation o movement of ground water o confined space o access and egress o overburden, likelihood of collapse due to type of soil. Control of water: o temporary control of sub-soil and surface water during excavation (simple sump pumping) o permanent control of sub-soil water (land drainage). Earthwork methods of support to the sides of the excavation: o steel trench sheets o timbering/planking and strutting o hydraulic trench supports o trench boxes o battening sides of excavation. B.3 Sub-structure Learners will explore the application, characteristics, sub-structure detailing and advantages and disadvantages that affect the choice of foundations and ground-floor selection for low-rise domestic buildings. Foundation types: o strip and wide strip o trench/mass fill o raft o short bored piles and ground beam. floors: Ground 11

18 o suspended timber o beam and block o solid concrete. Learning aim C: Investigate the construction of low-rise domestic building superstructures C.1 Superstructures walls Learners will investigate construction methods and techniques, materials used, stability, detailing, external and internal finishes, performance requirements, advantages and disadvantages of the following wall elements. External cavity walls: o traditional brickwork and blockwork o blockwork with external skin rendered o timber frame o structural insulated panels. Internal walls and partitions: o blockwork partitions o timber stud partitions o metal stud partitions. Prefabricated timber frame construction: o external wall details cladding options, including brickwork o internal wall details. Materials used: o thin joint masonry o lightweight thermal blockwork o types of mortar and quality. Types of wall finish: o rendered blockwork o facing brickwork (including pointing e.g. bucket handle/tooled, recessed, weathered, flush) o plaster o plasterboard o ceramic tiles o panelling. Openings in walls: o lintel o sill and threshold o jamb detailing o windows o doors o damp-proof course o cavity trays o cavity closers weepholesḍraft o 12

19 C.2 Superstructures floors Learners will investigate construction methods and techniques, materials used, support, detailing, finishes, performance requirements, advantages and disadvantages of the following floor types and elements. Intermediate floors: o solid concrete o beam and block o timber. Openings and stairs: o forming openings o timber stairs. Materials: o stress-graded timber joists o beam and block o eco-joists o engineered timber joists o concrete. Floor finishes: o screeded o chipboard o tongue and grooved softwood floorboards o skirting. C.3 Superstructures roofing Learners will investigate construction methods and techniques, materials and components used, support, detailing, finishes, performance requirements, advantages and disadvantages of the following roof types. Pitched: o trussed rafter construction o traditional timber roofing. Flat: o warm deck o cold deck. Components of a roof: o types of rafter common, jack, cripple jack o wall plates o roof trusses o purlins o binders o diagonal wind bracing o ridgeboard o fascia o eaves o valley o soffit o gable o hip 13

20 o dormer window. Types of roof finish and materials employed for each type of roof: o felt and tile battens o three-layer felt construction o breather membrane o sarking o underfelt o tile battens o roof tiles (slate, shingle, concrete, clay) o bitumen felt o rubber roof. 14

21 Suggestions for delivery Successful delivery of this component will allow learners to develop their knowledge and understanding of the performance requirements and the construction of groundwork, sub-structure and superstructure activities required to be considered for low-rise domestic building construction. You may choose to deliver this component alongside component number 2. Assignments can focus on each learning aim or you can combine them within or across components. Essential information for setting assignments The recommended structure for setting assignments is one for each learning aim, however you may combine learning aims within or across components. Suggested examples of how assignments may be set are outlined here. You should also refer to the authorised assignment briefs on our website. See Section 5 for more information. Learning aim A: Explore how the construction industry operates in low-rise construction Description Learners will be given an assignment using a scenario containing information about a new domestic building projects. Learners will need to demonstrate their understanding of the roles within the industry and the structural performance considerations required for a low-rise domestic building construction project. Example task From an assignment brief concerning the development of a new domestic building project learners will: identify and describe the key performance requirements ow-rise construction identify links between identified performance requirements and materials that could be included in the building design consider sustainability methods that could be incorporated into the new building design consider the different types of structural form for the design of the new building project review key performance requirements, sustainability methods and structural forms, and make recommendations for the new domestic building project. Evidence Evidence must fully meet the requirements of the assessment criteria and could include: a presentation with supporting notes a written report that includes design proposals for a building project. 15

22 Learning aim B: Investigate how low-rise domestic building sub-structures are constructed Description Learners will be given an assignment using a scenario containing information about a new domestic building project. Learners will need to demonstrate their understanding of the structural performance considerations required for a low-rise domestic building construction project. Learners could use the same contexts as learning aim A. Example task From an assignment brief concerning the development of a new domestic building project: identify and describe preconstruction activities associated with the proposed building design complete calculations to determine the perimeter, area and volume quantities that could be considered in the preconstruction/design stage of the building project consider the hazards and control measures associated with groundwork activities consider the types of foundation that could be included in the new building design consider the types of ground floor construction form that could be included in the new building design review foundation- and ground-floor construction forms, and make recommendations linked to the proposed building project. Evidence Learners could produce a written report or other similar evidence, demonstrating their understanding of the structural performance considerations required for a low-rise domestic building construction project. Evidence must fully meet the requirements of the assessment criteria and could include a written report that includes design proposals for a building project. Learning aim C: Investigate the construction of low-rise domestic building superstructures Description Learners will be given an assignment using a scenario containing information about a new domestic building projects. Learners will need to demonstrate their understanding of the structural performance considerations required for a low-rise domestic building construction project. Example task From an assignment brief concerning the development of a new domestic building project: consider the different forms of wall construction that could be included in the building project design consider the different forms of floor construction that could be included in the building project design consider the different forms of roof construction that could be included in the building project design review the forms of superstructure and make recommendations linked to the proposed building project. Evidence Learners could produce a written report or other similar evidence, demonstrating their understanding of the structural performance considerations required for a low-rise domestic building construction project. Evidence must fully meet the requirements of the assessment criteria and could include a written report that includes design proposals for a building project. 16

23 Assessment criteria The assessment criteria determine the standard required to achieve the component. BTEC LEVEL 1/LEVEL 2 TECH AWARD Level 1 Pass Level 1 Merit Level 2 Pass Level 2 Merit Level 2 Distinction Learning aim A: Explore how the construction industry operates in low-rise construction A.1P1 Identify construction activities, job roles and main impacts on society. A.1P2 Identify the types of structural form used in the construction of low-rise domestic buildings. A.1M1 Outline construction activities, job roles and main impacts on society. A.1M2 Outline the types of structural form used in the construction of low-rise domestic buildings. A.2P1 Explain how the job roles in construction contribute to developments and how the industry impact on society A.2P2 Explain the structural performance requirements of low-rise domestic buildings. A.2M1 Compare the structural performance requirements of low-rise domestic buildings and how these developments impact on society. A.2D1 Analyse how the structural performance requirements affect the structural form of low-rise domestic buildings and how these developments impact on society. 17

24 18 Learning aim B: Investigate how low-rise domestic building sub-structures are constructed B.1P3 Identify the different activities in the pre-construction phase for the construction of a low-rise domestic building. B.1P4 Identify the different methods of groundwork and sub-structure activities for the construction of a low-rise domestic building. B.1M3 Outline the different activities in the pre-construction phase for the construction of a low-rise domestic building. B.1M4 Outline the different methods of groundwork and sub-structure activities for the construction of a low-rise domestic building. B.2P3 Explain the different activities in the pre-construction phase for the construction of a low-rise domestic building. B.2P4 Explain the different methods of working for ground work and sub-structure activities for the construction of a low-rise domestic building. BTEC LEVEL 1/LEVEL 2 TECH AWARD B.2M2 Compare the different methods used in pre-construction, groundwork and sub-structures for different foundation types. Learning aim C: Investigate the construction of low-rise domestic building superstructures C.1P5 Identify the superstructure methods in the construction of low-rise domestic buildings. C.1M5 Outline the superstructure methods in the construction of low-rise domestic buildings. C.2P5 Explain the different methods of construction used in the superstructure phase for the construction of a lowrise domestic building. C.2M3 Compare the different methods of construction used in the superstructure phase of a low-rise domestic building. B.2D2 Justify the appropriateness of the methods used in groundwork and sub-structure for different foundation types. C.2D3 Justify the methods of construction used in the superstructure phase of a low-rise domestic building.

25 BTEC LEVEL 1/LEVEL 2 TECH AWARD Level 1 Pass Level 1 Merit Level 2 Pass Level 2 Merit Level 2 Distinction Overall component grade Learner evidence satisfies all Level 1 Pass criteria Learner evidence satisfies either: all Level 1 Merit criteria or all Level 1 Pass criteria and C.2P6 Learner evidence satisfies all Level 2 Pass criteria Learner evidence satisfies either: all Level 2 Merit criteria or all Level 2 Pass criteria and C.2D3 Learner evidence satisfies all Level 2 Distinction criteria To be given a unit grade, a learner must complete assignments for all learning aims. Please refer to Section 5 for further guidance on internal assessment including how to apply criteria to evidence at Level 1 and Level 2. 19

26 Essential information for assessment decisions Assessors must take account of these definitions and examples in reaching assessment decisions. Learning aim A: Explore how the construction industry operates in lowrise construction Evidence for the assignment: learners could produce either a written report or a presentation supported by notes or other similar evidence, demonstrating their understanding of the structural performance considerations required for low-rise domestic building construction. Presentations should be supported with assessor observation records. For Level 2 Distinction: learners will analyse how structural performance considerations affect the structural form of a building project. Learners will present a detailed analysis of the performance requirements of a building project making recommendations on materials to be adopted. Learners will show a detailed understanding of sustainability methods available as applied to the building project. Learners will present detailed reasons for the selection of a chosen structural form for a given project, explaining why other types of structural form were rejected. Learners will analyse how the local economy and infrastructure are affected by construction, for different low-rise domestic developments. For Level 2 Merit: learners will be able to compare traditional cavity wall and timber-framed methods of construction. Learners will present valid reasons for their materials selection and sustainability methods that could be adopted for a given building project. Learners will also be able to compare structural forms and their relevance to a given building project. Learners will present mostly accurate explanations and use correct subject specific construction terminology. Learners will compare how the local economy and infrastructure are affected by construction, for different low-rise domestic developments. For Level 2 Pass: learners will explain how the local economy and infrastructure are affected by construction work. Learners will explain the performance requirements used in the construction of low-rise domestic buildings. The explanation will include the differences between traditional cavity-wall and timber-framed construction forms. Learners evidence will include a relevant level of detail, with mostly accurate use of subject-specific terminology. For Level 1 Merit: learners will outline three construction activities and three job roles commonly associated with those activities. They will outline how construction impacts on local economy and infrastructure. They will also outline two common structural forms required to be considered for the design of a low-rise domestic building project. They will use basic examples to outline construction activities, job roles and common structural forms. Some expansion of subject-specific terminology will be demonstrated. 20

27 For Level 1 Pass: learners will identify three construction activities and three job roles commonly associated with those activities. They will identify how construction impacts on local economy and infrastructure. They will also identify two common structural forms required to be considered for the design of a low-rise domestic building project. They will use limited examples to identify construction activities, job roles and common structural forms. Learners evidence will lack detail and may be presented in lists or bullet points. Limited use of subject-specific terminology will be demonstrated. Learning aim B: Investigate how low-rise domestic building substructures are constructed Evidence for the assignment: learners could produce either a written report or other similar evidence, demonstrating their understanding of how sub-structures are constructed for low-rise domestic building construction. For Level 2 Distinction: learners will justify how sub-structures are constructed for a building project making recommendations on methods to be adopted. Learners will justify: two desk-based and two site-based preconstruction activities for a given building project the methods used to reduce hazards and risks associated with groundwork activities a chosen type of ground floor for a given building project a chosen type of foundation for a given building project. Learners will present detailed reasons for the selection of their chosen methods for a given project, explaining why other forms of groundwork and sub-structure activities were rejected. For Level 2 Merit: learners will compare the different methods used in the pre-construction, groundwork and substructure phases of a construction project. Learners will show an understanding of: two desk-based and two site-based preconstruction activities and include examples of each form of preconstruction activity two different methods used to reduce hazards and risks associated with groundwork activities two different types of foundation two different types of ground floor. Learners will also be able to compare how sub-structures are constructed for a given building project. Learners will present mostly accurate explanations and use correct subject specific construction terminology. For Level 2 Pass: learners will explain how sub-structures are constructed for the construction of low-rise domestic buildings. Learners will be able to explain: three different desk-based and three site-based preconstruction activities two hazards associated with groundworks and methods to reduce the risk of accidents three different types foundation two different types of ground floor. Learners evidence will include a relevant level of detail, with mostly accurate use of subject-specific terminology. Learners may include the use of section details to indicate how individual sub-structure activities are formed. 21

28 For Level 1 Merit: learners will outline: three desk-based and three site-based pre-construction activities required to be considered in the design of a low-rise domestic building project three hazards associated with groundwork activities three types of different foundation and two types of ground floor. Learners evidence will include some detail and may be presented as expanded lists. Some use of subject-specific terminology will be demonstrated. There can be some inaccuracies in the outlines. For Level 1 Pass: learners will identify: three desk-based and three site-based pre-construction activities required to be considered in the design of a low-rise domestic building project three hazards associated with groundwork activities three types of different foundation and two types of ground floor. Learners evidence will lack detail and may be presented in lists or as bullet points. Limited use of subject-specific terminology will be demonstrated. Learning aim C: Investigate the construction of low-rise domestic building superstructures Evidence for the assignment: learners will produce a written report or other similar evidence, demonstrating their understanding of the superstructure elements of a low-rise domestic building project. For Level 2 Distinction: learners will present a detailed justification of the different superstructure alternatives for a building project, making recommendations on forms of superstructure and materials to be used. Learners will show a detailed understanding of the wall-, floor- and roof superstructure methods available as applied to a building project. Learners will present detailed reasons for the selection of chosen wall-, floor- and roof forms for a given project, explaining why other forms of superstructure were rejected. For Level 2 Merit: learners will compare two superstructure forms of: two different wall types two different types of floor and floor finishes pitched compared to flat roofs. Learners will present mostly accurate comparisons and use correct subject-specific construction terminology. Learners may use annotated section details to indicate individual superstructures and their components. For Level 2 Pass: learners will explain the two superstructure forms of: wall types and their components, and associated finish floor types and their components roof types and their components. Learners evidence will include a relevant level of detail, with mostly accurate use of subject-specific terminology. Learners may use some section details to indicate individual superstructure make up. 22