Construction & Built Environment

8/8/2019 Construction & Built Environment

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Functional SkillsSupport Programme

Ctct dthe Blt Evet

This booklet has been produced orteachers o Principal Learning in theDiploma in Construction and the Built

Environment, at any level. It assumesthat, while you are not a unctional skillsspecialist, you have a basic knowledgeand understanding o unctional skillsand their central role in the Diploma.

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3appche t the delvef fctl ll

These are exciting times or the Construction and Built Environmentindustry, with a huge range o high-profle projects taking place

now and in the uture. It is essential that the industry attracts

the right people with the right skills to meet this challenge.The new unctional skills will ensure that young people are able

to apply the theory o mathematics, English and ICT to real

working situations. Their introduction into the 1419 curriculum

will be key to ensuring a larger, better prepared pool o recruits

or employers like ourselves to build Britains uture.Chris Simpson, Training Manager, Wates Group

Experience shows that the most eective approaches to teaching and

learning unctional skills involve some degree o embedding into wider

programmes o learning. Learners are motivated when they nd that

improving their unctional skills helps them to do better in the rest o theirprogramme. They learn that these skills are transerable to many situations.

It is helpul to think in terms o our possible approaches to embedding

unctional skills in the Diploma in Construction and the Built Environment.*

Discrete delivery o unctional skills deeats the object o developing learners

ability to apply unctional skills in purposeul contexts. It is thereore likely that,

in the early stages o delivering the Diploma, your approach will be in the range

rom Partly embedded to Mostly embedded. The aim is to move towards

Fully embedded while retaining the emphasis on learners being able to transer

their skills to a wide range o contexts in education, work, and lie in general.

Crucially, whatever approach is taken in your centre or consortium,

you will need to plan how the functional skills will be integrated into

Construction and the Built Environment Principal Learning. This will

mean working in a team with other teachers, especially functional

skills teachers, as shown in the diagram opposite, and will require

the full support of your senior management or leadership team.

The activities on pages 49 show how you can provide opportunities

or learners to practise and apply unctional skills in your vocational

context. They ocus on teaching and learning selected aspects

o unctional skills; they are not designed to demonstrate all theskills specied in the standards, nor to satisy the assessment

requirements o a Diploma unit. You should adapt them to the

needs o your particular learners, and develop other activities o

your own. The planning tool on page 10 will help you with this.

Discrete

Functional skills are

taught by specialists

separately rom other

areas o the Diploma.

Partly embedded


taught by specialists

and are fexibly

applied in a range o

Diploma contexts.

Mostly embedded


taught by specialists,

and are reinorced and

applied in a range o

purposeul contexts

within and across theDiploma programme.

Fully embedded


taught, developed

and applied by all

teachers across the

Diploma programme.

Learners use naturallyoccurring opportunities

or unctional skills

development.

*To nd out more about

these approaches and

how they might work

in your context, look

at Managing delivery

of functional skills

(LSIS, 2008).


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4

FM L1 Recognise that

a situation has aspectsthat can be represented

using mathematics

FE L1 Explore, using

eective questions

Dierentiation

Cooperative learning

PLTS teamworkers

FICT L1 Use ICT to

present ideas andto communicate and

exchange inormation

FE L1 Write a concise

report with appropriate

level o detail

PLTS creative thinkers

FM L1 Identiy and

obtain mathematicalinormation

Using e-learning

and technology

FICT L1 Select and useICT to present ideas and

to communicate and

exchange inormation

FE L1 Take ull part inormal and inormaldiscussions/exchanges

FM L1 Draw simple

conclusions and

give explanations

PLTS refective learners

idct ctvt:nbe ct Ctct d theBlt Evet

a

This activity will amiliarise learners

with unctional skills; in particular,

it will help them to identiy what

mathematics is needed to

tackle a particular problem in a

construction context. The ability

to make sense o situations andrepresent them mathematically

is an important process skill that

underpins unctional mathematics.

This problem-solving ability is

required throughout the Diploma

in Construction and the Built

Environment and in the workplace.

The intention is not that learners will

do maths, but that they will learn

to represent and analyse situations

by asking and discussing questionsthat encourage them to think

about the mathematics involved.

Lee wll:

become aware o and use1unctional skills in the context

o the Diploma in CBE

understand a situation and1choose a mathematical approach

to tackle the problem.

actvt 1

Suitable orFoundationDiploma

All units

Level 1

unctionalEnglish,mathematics,ICT.

The coloured text

shows some o the

opportunities todevelop unctional

skills and PLTS, anddraws attention

to the teaching

and learning

approaches that

are being usedin this activity.

FE

Functional English

FM

Functional

mathematics

FICT

Functional ICT

PLTS

Personal, learning

and thinking skills


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51Present learners with an image o a local iconic building. Ask small

groups to discuss: What mathematical questions could be asked

about the structure o this building? (eg What is the area o foor space?

What is the volume o the building?). Groups summarise their questions

on a fipchart, PowerPoint slide or interactive whiteboard (IWB), and

explain and justiy their ideas. Use discussion to encourage more

complex questions, asking: Who? What? When? Where? How? Why?

Note language used and complexity o mathematical

ideas. Consider how to use this inormation to dierentiate

the session, eg how to group learners, provide support or

mathematical concepts, language or question construction.

2Do it yoursel. In small groups, learners photograph a building or

structure o their choice. You will need to manage the context, as the

building might be on or o site. Enable groups to transer images rom

camera or phone to a computer (and/or to print copies). Ask groups toproduce a drat 100-word description o their building, noting eg age,

size, unction, condition, construction method, and materials used.

3Groups generate questions or scenarios about their building which,

in part, need mathematical answers. Focus on open questions, asking:

Who? What? When? Where? How? Why? Scenarios may range rom the

age o the building to its overall foor area. Encourage learners at Higher

and Advanced Level to create more complex questions or scenarios.

4Groups exchange their images, text and questions with others, who

respond by deciding the sort o inormation needed to answer the

questions and how they would get it. Questions and answers

can be exchanged on paper or using ICT (eg PowerPoint, IWB,

email, Moodle, instant messaging or Google group). It may be

possible to extract the building rom Google Maps and create a

3D representation. This is an opportunity or you to observe their

ICT capabilities. You may need to manage available options.

5Groups take turns to lead a plenary discussion, deciding i

enough ideas have been generated to answer their questions

adequately and inviting improvements where necessary.

6To conclude, ask learners to:

consider the unctional skills and personal, learning and thinking1skills they have used and identiy how these supported their learning

refect on what they have learned, how they learned it, where they might1

use the skills and knowledge again, and how they need to improve.

Ete de

1Working individually,

learners produce a concise,

illustrated description

o their building that

includes answers to the

questions and possible

mathematical solutions.

1To cover all the process

skills in unctional

mathematics (represent,

analyse, interpret), learners

could, working individually

or in groups, ollow up

some o their questions

and test the answers. This

will involve selecting the

mathematics to use, nding

results and solutions,and interpreting and

communicating the results.

This part o the activity will

need to be dierentiated

by level o unctional skill.

uefl teetece

Embedding mathematics

www.nrich.maths.org/public/index.php


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6

Co-operative learning

PLTS teamworkers

FM L2 Understand routine

and non-routine problems

PLTS independent enquirers

ICT L2Access, search

or, select and use ICT-

based inormation


FE L2 makesignicant contributions

to discussions, taking

a range o roles

ICT L2 Access, search or,select and use ICT-based

inormation and evaluate

its tness or purpose

FE L2 Compare, select,

read and understand

texts and use them togather inormation

ICT L2 Present inormation

in ways that are t orpurpose and audience

FE L2 make eective

presentations

PLTS eective participators

ICT L2 Bring togetherinormation to suit

content and purpose

Experiential learning


udetd jb led epblte Ctct d theBlt Evet

a

This activity will give learners some

insight into the design o a large

sports complex and the team

responsible or its development.

Co-operative learning is most

eective when learners take on

particular roles and responsibilitiesin their group and contribute to

the overall aims o the group.

This activity models eective

teamwork in the workplace.

Lee wll:

understand the roles and1responsibilities o the

members o a design team

identiy career and qualication1pathways in Construction

and the Built Environment.

actvt 2

Suitable orHigherDiplomaUnits 1, 3, 5

Adaptable orFoundationor Advanced

Level 2unctionalEnglish,mathematics,ICT.

The coloured text

shows some o the


skills and PLTS, and

draws attention

to the teaching

and learningapproaches that

are being used

in this activity.

FE

Functional English

FM

Functional

mathematics

FICT

Functional ICT

PLTS

Personal, learning

and thinking skills


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71Ask learners, working in small groups, to list the acilities they would

like in a sports complex, and to identiy the inormation that would be

needed about each acility to inorm a design brie. For example, a

pool needs a water supply, waste management acilities, heating and

ventilation, and maintenance. This part o the task could include:

a survey to nd out the most popular acilities1research, with each learner (or pair o learners) taking responsibility or1nding inormation about a particular acility on behal o their group.

2

Take eedback and prompt urther thought on the design and

development process by asking questions such as: What do we

need to nd out next?; Who do we need to speak to?; What will

be the key stages in the design and construction o the complex?.

Use the activity Wheel o design and development (rom http://

teachingandlearning.qia.org.uk/tlp/cbe/resource/index.html) to develop

learners understanding o the design and construction process.You will need to download and prepare cards in advance.

3

Next, help learners to identiy and consider the proessionals involved in the

design and development process. Ask each learner (or pair o learners

to research a particular role, such as architect, structural engineer, building

services engineer, project manager (on-site), civil engineer, landscape

architect, quantity surveyor, planning ocer, building control ocer

Learners should decide which roles they will research and identiy or each:

their responsibilities in the design and construction process1

and what they do

the stages in the design and construction process at which1they are most important

the skills and qualications required to carry out their role1which other proessionals they need to talk to.1

4

Learners could present their ndings as:

posters to orm a semi-permanent display, possibly using1basic desktop publishing

role-plays that describe the responsibilities, skills and1qualications o proessionals

PowerPoint presentations with embedded voice recordings1made on mobile phones.

At Advanced Level, learners might develop dialogues between

proessionals and explain why this communication is important.

5

To conclude, ask learners to:

consider the unctional skills and personal, learning and thinking1

skills they have used and identiy how these supported their learning

refect on what they have learned, how they learned it, where they might1use the skills and knowledge again, and how they need to improve.

Ete de

1 Explore the Teaching and

Learning Programme activity:

Roles and responsibilities

http://teachingandlearning.

qia.org.uk/tlp/cbe/

resource/index.html1 Plan a visit to a

sports complex to test

out design ideas.

1 Continue to develop a

design brie or the sports

complex, or example

by creating outline and

scale drawings and

researching construction

methods and materials.

1 At Advanced level, learnersmight research career

paths in major companies,

other job roles involved,

and the role and range o

proessional institutions.

uefl teetece

ConstructionSkills

Bconstructive

www.bconstructive.co.uk

Energy & Utility Skillswww.euskills.co.uk

Asset Skills

www.assetskills.org

Connexions

www.connexions-

direct.com/jobs4u

Teaching and Learning

Programme: The

personnel in CBE

http://teachingandlearning.qia.org.uk/tlp/cbe/

resource/index.html


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8

FE L1 Take ull part inormal and inormal

discussions/ exchanges


Dierentiation

FE L2 listen to

complex inormation

and give a relevant

cogent response

FE L1 Present inormation/

points o view clearly and

in appropriate language

FE L1 make relevant

contributions to

discussions, respondingappropriately to others

Co-operative learning

PLTS using e-learning

and technology

ICT L1 present

inormation in ways

that are t or purpose

and audience

ICT L1 Access, search or,

select and use ICT-based

inormation and evaluate

its tness or purpose

FE L1 Read and

understand arange o texts


Relating theory to practice


sptlht eplblt Ctct dthe Blt Evet

a

This activity will help learners

prepare to get the most out o

work experience or work-related

learning. It helps to build learners

expectations o the workplace

and their place in it. In order to

help learners to make links in theirlearning, the activity might be

integrated in project work or in

projects linked to work experience.

Lee wll:

identiy and prioritise the essential1attributes o employability

create personalised learning1targets or employability skills

during work experience.

actvt 3

Suitable orFoundationDiploma

All unitsAdaptableor Higher orAdvanced

Level 1unctionalEnglish, ICT.

The coloured text

shows some o the


skills and PLTS, and

draws attention

to the teaching

and learningapproaches that

are being used

in this activity.

FE

Functional English

FM

Functional

mathematics

FICT

Functional ICT

PLTS

Personal, learning

and thinking skills


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91Ask learners, working in small groups, to take the role o employers and

brainstorm at least ten important attributes or characteristics that employees

should have. Encourage learners to draw on their own and others experiences.

At Higher or Advanced levels, learners might group the attributes under the

headings skills, knowledge and attitudes. In discussion, develop learners

understanding o these concepts and agree denitions, such as:skill:1 the ability to do something

knowledge:1 inormation and skill acquired

attitude:1 a way o thinking or eeling.

2Combine the lists rom each group and, in discussion, agree a shortlist

o the 11 or 12 attributes that learners consider the most important,

and agree the wording or each. Learners must make a good case

or their shortlist. Make a card or each o the shortlisted attributes.

3Ask learners, working in pairs, to arrange nine o the attributes as a

Diamond nine * with the most important at the top, the least important

at the bottom. It cannot be completed unless learners are condent

o their own understanding and the rationale or their decisions.

4Learners can use ICT to create a sel-assessment checklist o these

attributes as they prepare or work experience. Using a scale o 15

or each attribute, ask: How condent am I now?; How do I know?;

What is the evidence?.

This helps learners to identiy the attributes they need to work on

during work experience.

5Next, learners can develop learning targets in their individual

education/learning plan, including clear strategies or reaching them.

This might require some research, eg about employment legislation

and employees responsibilities and rights in the workplace.

6On their return rom work experience, learners can use their

sel-assessment checklist as a ormative assessment tool and

as a measure o increasing condence and competence.

7To conclude, ask learners to:

consider the unctional skills and personal, learning and thinking skills1they have used, and identiy how these supported their learning

refect on what they have learned, how they learned it, where they might1use the skills and knowledge again, and how they need to improve.

Ete de

When preparing or work

experience, learners

might invite an employer

to visit their centre.

They could use their

employability checklist to:

1 check employers

expectations

1 think o questions thatthey want to ask about

the workplace and the

skills, knowledge and

attitudes that employers

will expect o them.

* A Diamond nine

looks like this:

uefl teetece

Employabilitywww.lsneducation.

org.uk/les/

EmployabilityWriteUp.ppt

Employment

responsibilities

and rights

http://teachingandlearning.

qia.org.uk/

teachingandlearning


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10 Fctl ll the Dpl Ctct d the Blt Evetple pl tl

The planning tool below provides a structure or planning a Diploma activity that

integrates unctional skills (FS). Note that it starts rom the Diploma activity and

that the unctional skills are naturally required to complete the activity. It is a

mistake to distort a Diploma activity simply to ensure that it includes unctional

skills. As shown in the example completed below, the tool enables you to:

speciy the Diploma activity and evidence requirements1

identiy the unctional skills needed to carry out the activity1

decide which aspects o unctional skills you will ocus on1

identiy the resources, including support rom colleagues, that you will need1

identiy the teaching and learning activities and any materials that1you will need.

Activity:

Understanding job roles and responsibilities

in Construction and the Built Environment

Diploma: Construction and the Built Environment

Level: Higher PL units: 1, 3 and 5

Functional skill level: Level 2

Learning

outcomes

FS required FS focus FS support/

resources

Teaching and

learning activities;

materials

Demonstrate

understanding

o basic design

process or acomplex structure

and the roles

o the team o

proessionals

responsible.

English

Take part1in inormal

discussionsin a group.

Communicate1ndings through

role play and

posters.

Mathematics

Take1measurements

and create scale

drawings.

ICT

Use ICT to1select, access

and interpret

inormation

about job roles.

For small group

work, learners

need to understand

that discussioninvolves:

respecting1others points

o view

taking turns1to speak

moving the1discussion

orward by making

constructive

suggestions.

FS English

specialist to plan

skill-building

activities inpreparation or

small group work,

with a ocus on

the skills required

or taking part

in discussions.

Survey o1preerred options

or sports acilities.

Research the1requirements

o acilities.

Teaching1and Learning

Programmes

sequencing activity:

Wheel o design

and development.

Allocate jobs1and research job

roles o members

o design and

development team.

The aspects oeach FS neededto achieve the PL

unit outcomes

Problem-based

activities relevant

to the PL unit topractise and apply

the FS needed

FS specialist

support/

resources needed

to reinforce FS

development

What the

learner must

produce as the

outcome of the

PL unit

Aspects o

FS development

needing particular

support (based

on initial/early

assessment o

learners)


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CIMS 090001GR

ISBN 9781845727871

Crown copyright 2009

Version 2

Produced by the Department

or Children, Schools and

Families (www.dcs.gov.uk).

Extracts rom this document

may be reproduced or

non-commercial research,

education or training purposes

on the condition that the

source is acknowledged

as Crown copyright, the

publication title is specied,

it is reproduced accurately

and not used in a misleading

context. The permission to

reproduce Crown copyright

protected material does

not extend to any material

in this publication whichis identied as being the

copyright o a third party.

The Learning and Skills ImprovementService (LSIS) and the National Strategies(Secondary) are jointly managing theFunctional Skills Support Programme(FSSP), on behal o the Department orChildren, Schools and Families (DCSF).The Programme provides materials,

training and advice or sta in centresinvolved in the unctional skills pilot.For urther inormation, please contact theunctional skills helpline on 0870 872 8081or [email protected]

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Construction & Built Environment