Unit 12: The Construction Industry - Scheme of Work ...



Scheme of work

Guided learning hours (GLH): 30

Number of lessons: 30

Duration of lessons: 1 hour

Learners should spend lesson time and non-supervised time working on assignments.

|Lesson |Unit content* |Activities |Links to other units |

|1 |Unit introduction |Teacher/tutor presentation (approx. 10 minutes) – outline the nature of the learning aims | |

| |Details of the learning outcomes and what the content is against|and the number of assignments that learners will be expected to complete. | |

| |each |Divide group into pairs to discuss job roles. One of each pair should question the other on | |

| |Assessment methods and number of assignments |what job they would like to do, and then swap over. Each member of the group should then | |

| |Pass, Merit and Distinction criteria for the unit |briefly present their partner’s ambitions. | |

| |Timescales | | |

|Learning aim A: Examine the job roles and responsibilities in the construction industry |

|2 |Topic A.1: Construction career pathways |Teacher/tutor introduction to the construction industry and the different types of jobs and | |

| |Investigate the different types of careers, roles and |job roles that make up the built environment sector. Classification of roles: | |

| |responsibilities that are available |design – the architect, technologist, structural engineer, building services engineer | |

| |within the construction industry: |financial – the quantity surveyor, estimator, commercial cost surveyor | |

| |the design of buildings by professionals, i.e. architects, |management of its construction | |

| |architectural technologists, |maintenance of the building during its use and life cycle. | |

| |interior designers, architectural technicians, structural |Learner activity: take part in job roles discussion and mind map all those involved within a| |

| |engineers, consulting engineers, building service engineers |construction project. | |

| |the financial control and estimation by Quantity Surveyors, |Learner activity: given a list of roles and a corresponding list of responsibilities, match | |

| |estimators, and |each role to its related responsibility. | |

| |commercial cost surveyors. | | |

|3 |Investigate the different types of careers, roles and |Teacher/tutor input: how a construction project is managed when the design has been | |

| |responsibilities that are available within the construction |completed – the construction phase on site. | |

| |industry: |Individual activity: independent research to complete the job card for a chosen job role. | |

| |the management and supervision of the construction of buildings |Teacher/tutor input: build up collective table from learner investigations and research. | |

| |by site engineers, planners, site managers, site agents, | | |

| |construction managers, general forepersons, and gangers. | | |

|4 |Investigate the different types of careers, roles and |Teacher/tutor input: the types of operatives used to assemble a construction project. | |

| |responsibilities that are available within the construction |Outline of: | |

| |industry: |general operative | |

| |the construction of buildings by craftspeople and general |craftsperson | |

| |operatives, i.e. brickwork, carpentry and joinery, painting and |sub-contractor. | |

| |decorating, plastering, roofing, labourers, and ground workers. |Learner activity: list and describe the different skill levels of operatives and | |

| | |craftspeople. What are the different trades for crafts? | |

|5 |Investigate the different types of careers, roles and |Teacher/tutor input: the maintenance phase of a building’s life. What roles are required and|Unit 2: Construction and Design |

| |responsibilities that are available within the construction |why? The role of the estate agent – sales and valuations. The role of the facilities manager|Topic A.2 Retail units |

| |industry: |and all the associated maintenance team roles. What are contracted-out services? | |

| |the value, use and maintenance of buildings by estate agents, |Learner activity: consolidate understanding of the various roles and complete a matching | |

| |facilities managers, maintenance direct labour, contracted |task to match roles such as estate agent, facilities manager and building surveyor with | |

| |services and building surveyors. |their responsibilities. | |

|6 |Topic A.2: The professional pathways |Teacher/tutor explanation of a professional pathway, i.e. | |

| |Investigate the professional pathways, qualifications and |architecture | |

| |professional status for careers in construction: |structural engineering | |

| |the route, qualifications, training and experience to gain |construction management | |

| |professional status for a chosen career. |quantity surveying | |

| | |building services engineering. | |

| | |Learner activity: given some scenarios of people in each of the professional pathways given | |

| | |above, decide which professional institute would best suit each person. | |

|7 |Investigate the professional pathways, qualifications and |Teacher/tutor input: choose a professional institute and ask learners to explore what it | |

| |professional status for careers in construction: |provides for its members. | |

| |the function of the professional institutes including the |Learner activity: research the selected professional institute and then produce a simple | |

| |Chartered Institute of Building (CIOB), the Royal Institution of|two-sided postcard to be sent to potential members who might wish to join the association. | |

| |Chartered Surveyors (RICS), the Royal Institute of British |This postcard should include details such as the institute’s contact details, the services | |

| |Architects (RIBA), the Chartered Institute of Building Services |it provides for members, the types of membership available and a summary of its entry | |

| |Engineers (CIBSE), and the Institution of Civil Engineers (ICE).|requirements. | |

|8 |Topic A.3: Roles and responsibilities of personnel in the |Teacher/tutor input: on the design roles. Refer to the RIBA Plan of Work: link in the | |

| |construction industry |financial functions within the RIBA Plan of Work, the role of the financial manager in | |

| |Explore and understand the roles and responsibilities of the |construction, the estimator’s and quantity surveyor’s functions. | |

| |different personnel engaged in the construction industry, |Learner activity: look through the RIBA Plan of Work to understand the different stages | |

| |including: |involved in a complete project. | |

| |the designer – with regard to needs of the client and compliance| | |

| |with legislation | | |

| |the financial management team – from the initial cost estimates | | |

| |through to the final account for the completed project. | | |

|9 |Explore and understand the roles and responsibilities of the |Teacher/tutor input: look at the management of construction projects by: | |

| |different personnel engaged in the construction industry, |the contracts manager | |

| |including: |the site manager or agent | |

| |the construction manager responsible for the management of a |the general foreperson | |

| |building project, the |the ganger. | |

| |organisation of resources (including sub- contractors) and |Project planning of resources. | |

| |working to an agreed |Learner activity: imagine there is a ‘site’ to set up and manage. How would they do it? What| |

| |programme. |are the problems? How would they organise the resources? | |

| | | | |

|10 |Explore and understand the roles and responsibilities of the |Teacher/tutor input: explanation of what a facilities manager (FM) does for an organisation;| |

| |different personnel engaged in the construction industry, |roles and responsibilities of the FM. Look at a typical large building complex – analyse | |

| |including: |what could be managed within the facility. | |

| |the facilities or maintenance manager in maintaining a building |Learner activity: investigate a large building or retail complex and evaluate the facilities| |

| |or structure for its intended life cycle and considering its |within it that could be managed by FM processes and procedures. | |

| |life cycle costing, energy management and sustainable use. | | |

|11 |Topic A.4: Health and safety requirements |Teacher/tutor input: the requirements of the HASAWA 1974 with regard to employer and | |

| |Understand health and safety application to the construction |employee compliance requirements. What does an employer have to provide for a construction | |

| |industry, including: |site? | |

| |the health and safety role and responsibilities of employees in |Learner activity: investigate the content of the HASAWA 1974 and its application to a | |

| |different roles and employers in the construction industry |construction site through the employer’s requirements. | |

| |roles and responsibilities relating to current legislation | | |

| |including the Health and | | |

| |Safety at Work Act (HASAWA). | | |

|12 |Understand health and safety application to the construction |Teacher/tutor input: give learners a photograph of a construction site and a scenario | |

| |industry, including: |describing the work that will take place that day on site. Ask learners to discuss the | |

| |the safe management of a construction project in order to |control measures that they can already see on the site and any further control measures they| |

| |minimise accidents by |think would be necessary. Observe and intervene as required to generate discussion. | |

| |considering: |Small group activity: learners work in small groups/teams on the activity. Decide on the | |

| |all personnel responsibilities for hazards and risks and their |measures to put into place on the construction site to protect all personnel. Deliver their | |

| |control |answers to the rest of the group and debate. | |

| |method statements | | |

| |site inductions | | |

| |policy statements. | | |

|13 |Understand health and safety application to the construction |Teacher/tutor input: explanation of the CDM regulations – why they were introduced and what | |

| |industry, including: |they cover. | |

| |roles and responsibilities relating to current legislation |Learner activity: evaluate how the CDM regulations are applied to a construction site. | |

| |including Construction Design and Management Regulations (CDM). | | |

|14 |Understand health and safety application to the construction |Teacher/tutor input: give each group a construction-related product that would be used on a | |

| |industry, including: |site (e.g. cement). | |

| |roles and responsibilities relating to current legislation |Learner activity: investigate the given product and find out what precautions you would need| |

| |including Control of Substances Hazardous to Health Regulations |to take with it when using it on a construction site. | |

| |(COSHH), and Manual Handling Operations Regulations. | | |

|15-16 |Assignment 1 |Teacher/tutor input: run through assessment tasks and criteria. | |

| | |Learner activity: work on assignment. | |

|Lesson |Unit content* |Activities |Links to other units |

|Learning aim B: Explore approaches for gaining employment in the construction industry |

|17 |Topic B.1: Investigating sources of construction recruitment |Teacher/tutor input: the role of the CITB and Sector Skills Council in providing training | |

| |Identify sources of construction recruitment vacancies and their|opportunities, different types of modern Apprenticeships available, qualification routes and| |

| |relevance to the |frameworks, craft and technical routes. | |

| |learner’s chosen construction career destination, including: |Small group activity: learners work in small teams, each with an Apprenticeship to | |

| |the Sector Skills Council, CITB – Construction Skills, in |investigate. | |

| |support of the apprenticeship route into construction. |Learner activity: role play as an apprentice and how to get onto a programme. What entry | |

| | |qualifications do I need? What will I learn? | |

|18 |Identify sources of construction recruitment vacancies and their|Teacher/tutor input: on work experience school links and potential employment, links with | |

| |relevance to the learner’s chosen construction career |local careers guidance and direct links with employers. | |

| |destination, including: |Learner activity: investigate the facilities available for local careers guidance and | |

| |college and school links, local careers guidance services and |sources of advertised job vacancies. | |

| |other direct links with employers | | |

| |university recruitment. | | |

|19 |Identify sources of construction recruitment vacancies and their|Teacher/tutor input: on recruitment agencies and their role in providing suitably qualified | |

| |relevance to the learner’s chosen construction career |staff, specialist recruitment agencies and job searches on company websites. | |

| |destination, including: |Learner activity: undertake a job search on company websites and investigate a recruitment | |

| |recruitment agencies, including their web-based job search |agency. | |

| |services | | |

| |website searches and advertisements, e.g. ‘vacancies’ link on | | |

| |company websites. | | |

|20 |Identify sources of construction recruitment vacancies and their|Teacher/tutor input: use of the trade and local and national press advertising. Show the | |

| |relevance to the learner’s chosen construction career |Construction News website and magazine, and Building magazine. | |

| |destination, including: |Learner activity: find three adverts for jobs from three press sources – compare and | |

| |press advertising: |contrast these sources. Look at benefits of directly applying to companies. | |

| |national | | |

| |regional | | |

| |local | | |

| |direct applications to companies. | | |

|21 |Topic B.2: Methods of application |Teacher/tutor input: a typical job application process in applying for a post in | |

| |For a suitable vacancy, investigate the vacancy requirements, |construction – the covering letter and what it contains, a CV and what it contains. | |

| |the skills and attributes the learner can offer the employer, |Learner activity: research some examples of how to apply for a post, covering letter | |

| |and identify the requirements of and prepare a ‘fit for purpose’|templates, CV templates and what makes you stand out. | |

| |covering letter and CV: | | |

| |the purpose of covering letters and CVs in recruitment | | |

| |identifying personal attributes, strengths and achievements | | |

| |relevant to the vacancy. | | |

|22 |For a suitable vacancy, investigate the vacancy requirements, |Teacher/tutor input: explain covering letters and ask learners to write a covering letter |Functional skills English – |

| |the skills and attributes the learner can offer the employer, |for a scenario post in construction. |writing a letter |

| |and identify the requirements of and prepare a ‘fit for purpose’|Learner activity: compile a covering letter for a position, using a word processing package.|Functional skills – ICT |

| |covering letter and CV: | | |

| |the layout and style of a covering letter. | | |

|23 |For a suitable vacancy, investigate the vacancy requirements, |Teacher/tutor input: on a letter of application and its content. |Functional skills English – |

| |the skills and attributes the learner can offer the employer, |Learner activity: write out a letter of application for a position. |writing a letter |

| |and identify the requirements of and prepare a ‘fit for purpose’| | |

| |covering letter and CV: | | |

| |the content of a letter of application. | | |

|24 |For a suitable vacancy, investigate the vacancy requirements, |Teacher/tutor input: demonstrate what a CV contains: typical examples, section headings, |Functional skills English – |

| |the skills and attributes the learner can offer the employer, |templates. |writing a CV |

| |and identify the requirements of and prepare a ‘fit for purpose’|Learner activity: devise their own CV for future employment applications. | |

| |covering letter and CV: | | |

| |the features and layout of a CV, e.g. | | |

| |personal details | | |

| |qualifications, training courses, professional memberships | | |

| |previous job roles or experience | | |

| |personal profile. | | |

|25 |CV writing workshop |Learner activity: compile and complete a CV. |Functional skills English – |

| | | |writing skills |

|26 |For a suitable vacancy, investigate the vacancy requirements, |Teacher/tutor input: prepare some examples of poor CVs and covering letters which learners |Functional skills English – |

| |the skills and attributes the learner can offer the employer, |need to proofread and correct. |proofreading |

| |and identify the requirements of and prepare a ‘fit for purpose’|Learner activity: proofread and correct documents provided. | |

| |covering letter and CV: | | |

| |proofreading covering letters and CVs, including how to use | | |

| |spellchecking software appropriately | | |

| |reviewing how suitable letters and CVs are to a specific job | | |

| |description. | | |

|27 |Topic B.3: Preparation for interview |Teacher/tutor input: issue each small group a company to research and prepare for an |Functional skills English – |

| |The preparation required to maximise success in a job interview:|interview with. Collective debate after a period of research. |speaking and listening skills |

| |research into the company/organisation |Small group activity: research the company and make suitable notes. | |

| |evaluating the strengths of the company/organisation. | | |

|28 |The preparation required to maximise success in a job interview:|Teacher/tutor input: give an analysis of learners’ strengths and weaknesses and typical | |

| |evaluating own strengths and areas for development |interview techniques and questions. | |

| |anticipating interview questions and preparing responses. |Learner activity: evaluate own strengths and areas for improvement. Compile a list of | |

| | |interview questions. | |

|29 |Assignment 2 |Teacher/tutor input: run through assessment tasks and criteria. | |

| | |Learner activity: complete assignment. | |

|30 |Assignment 2 |Learner activity: complete assignment. | |

| | |Teacher/tutor input: give final grades and feedback for Assignments 1 and 2. | |

|TOTAL: 30 hours |

*See the specification for full details of unit content.

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BTEC Level 3 National Children's Play, Learning and Development

Teaching and Assessment Pack

Unit X [TITLE]

BTEC First Construction and the Built Environment

Unit 12: The Construction Industry

BookTitle

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