Get off to a ‘Flying Start’ in Construction Skills - Level 1

Welcome to Flying Start with Exeter College.

Below, you’ll find questions to consider, tasks to complete and some background research you might want to

undertake before enrolment.

This is the first of two batches of Flying Start activity sheets we’ll be sending you. The second will be launched around

the May half term. Please read the instructions below and have a go at the activities.

If you get stuck at any point, please see the Frequently Asked Questions (FAQs) section at the bottom for help.

To get you started…

(Hover over the job roles to see specific information from the National Careers Service)

• Bricklayer

Mason, brickie

Bricklayers build houses, repair walls and chimneys, and refurbish decorative stonework. They also work on restoration projects.

• Carpenter

Joiner, bench joiner

Carpenters and joiners make and install wooden structures, fittings and furniture.

• Construction labourer

Construction operative, groundworker

Construction labourers prepare building and civil engineering sites and carry out manual jobs once work starts.

• Electrician

Electrical fitter, electrical technician, installation electrician

Electricians fit, service and fix electrical equipment, circuits, machinery and wiring.

• Painter and decorator

Painters and decorators prepare and apply paint, wallpaper and finishes to different surfaces.

• Plasterer

Plasterers prepare walls and ceilings for decoration and finishing.

• Plumber

Plumbers fit and service hot and cold-water systems, heating systems and drainage networks.

• Tiler

Wall tiler, floor tiler, ceramic tiler

Tilers tile walls and floors in kitchens, bathrooms, shops, hotels and restaurants.

Use the link below to find out more about the trades and professions mentioned above.

(National Careers Service)

https://nationalcareers.service.gov.uk/job-profiles/bricklayer

https://nationalcareers.service.gov.uk/job-profiles/carpenter

https://nationalcareers.service.gov.uk/job-profiles/construction-labourer

https://nationalcareers.service.gov.uk/job-profiles/electrician

https://nationalcareers.service.gov.uk/job-profiles/painter-and-decorator

https://nationalcareers.service.gov.uk/job-profiles/plasterer

https://nationalcareers.service.gov.uk/job-profiles/plumber

https://nationalcareers.service.gov.uk/job-profiles/tiler

College You can take the Level 1 Diploma in Construction Skills, which may help you to find a trainee position with a company. Entry Requirements 3 or more GCSE’s at grades 2 or above (E), including Maths and English. Progression Entry to other fulltime programmes is based on successful completion of the Level 1 programme to the required standard. Apprenticeship Entry Requirements You'll do on-the-job training and spend time in college.

• Some GCSEs, usually including English and maths, or equivalent, for an intermediate apprenticeship standard.

• 5 GCSEs at grades 9 to 4 (A* to C), or equivalent, including English and maths, for an advanced apprenticeship standard.

Skills and Knowledge required to become a trades person You’ll need:

• The ability to use, repair and maintain machines and tools.

• Knowledge of buildings and construction.

• Maths knowledge for understanding the technical plans.

• To be thorough and pay attention to detail.

• Problem – solving skills.

• The ability to use your own initiative.

• The ability to work well with your hands and use equipment safely.

• Customer service skills for working with colleagues and clients.

• To be able to carry out basic tasks on a computer or hand-held device.

• The ability to accept criticism and work well under pressure.

• Patience and the ability to remain calm in stressful situations.

• Thinking and reasoning skills

• Knowledge of public safety and security.

• Business management skills.

• The ability to work well with your hands.

• Sensitivity and understanding. The Gatsby Benchmarks are:

Gatsby believes that every young person needs high quality career guidance to make an informed decision about their future, and this is even more important with reforms to technical education on the horizon in 2020. Career guidance is also a vehicle for social justice: those young people without social capital or career support at home suffer most from poor career guidance.

They are: (Hover over each one to find out more about it) 1. A stable careers programme 2. Learning from career and labour market information 3. Addressing the needs of each pupil 4. Linking curriculum learning to careers 5. Encounters with employers and employees 6. Experiences of workplaces 7. Encounters with further and higher education 8. Personal guidance

Stressed? Here’s what to do…

Stress is your body’s response to things getting too much. Everyone feels it at one time or another. We can’t stop it happening, but we can understand it and know what to do about it.

What we feel when we’re stressed is primal, cave-man stuff – that fight, flight or freeze feeling, when we can’t handle a situation, or our brain perceives we’re in danger or under threat.

We feel it when there is an actual danger or threat, but also when there’s just too much to do, or we don’t feel able to do something. In this state, our bodies produce adrenaline and cortisol to help us get through the situation. And when this happens, the parts of our brain that help us think, shut down, so we can focus on survival. That’s why it’s impossible to concentrate, or think clearly, or learn, when we’re stressed.

If we experience too much stress, or we are in a constant state of underlying stress, it can cause further problems, like not being able to sleep, eating too much or too little, not being able to focus or feeling anxious all the time.

So, what can we do about it?

• Know the triggers: what kind of thing makes you stressed? Is there a pattern? Is there any way to avoid it, or approach it differently? Is there someone that could help you with it?

• Be realistic about what you can do: often stress is a result of feeling overwhelmed and this can be because we’ve over-committed or taken on a task that we don’t feel able to do. We can’t do anything well when we’re stressed, so it’s best to be realistic and ask for help or say no to things we can’t manage.

• Look after yourself: sometimes, all we need to do is get more sleep and/or eat better. Stress can make us eat more, or not eat enough. It can also make us crave the wrong kind of foods, like those high in sugar and fat, which end up making us feel worse. The healthier we are the better we are able to cope with stress.

• Get into your body, not your head! Endorphins, released by our bodies when we exercise, improve the quality of our sleep and reduce stress. We can even produce endorphins by breathing deeply, which is why relaxation and meditation can help too.

Your wellbeing 5-a-day Our wellbeing – our state-of-mind and our feelings – are vital to our overall health and to our learning. We know we should eat five portions of fruit and vegetables every day. But what can we do for our wellbeing? There are a few simple things that we can fit easily into every day, whatever we’re doing and whoever we are, that will make a big difference to how we feel about ourselves, our relationships and the rest of the world! Here they are:

https://www.youtube.com/watch?v=yF7Ou43Vj6c Connect: a problem shared is a problem halved! Talking to a friend often makes the problem seem less daunting.

Be active: as well as keeping us physically healthy, exercise helps us concentrate, feel and look better, and sleep better. Give: helping others is proven to activate the reward centre of the brain, reduce stress levels and even help us live longer! Keep Learning: learning something new can change our perspective and build confidence. Take Notice: slowing down and noticing what’s around us makes us feel more relaxed and puts things into perspective. What could you try today?

Go Construct is an industry-wide initiative that aims to attract, inform and retain a talented workforce for the Construction & Built Environment sector. Go Construct’s “Ultimate Quiz” Take our quiz to find out which construction personality type you are. It's awesome. https://www.goconstruct.org/learn-about-construction/find-the-role-for-you/ultimate-quiz/ Personality Types Each role listed in our Careers A - Z falls under one of ten construction personality types. These personality types all involve similar training, skills and knowledge. Take Go Construct's Ultimate Quiz to find out which personality type you are. https://www.goconstruct.org/learn-about-construction/find-the-role-for-you/personality-types/ Interactive Carers Map In our four interactive animations you can explore the different areas of construction to see the huge range of roles available - from building houses and public buildings to roads and railways. https://www.goconstruct.org/learn-about-construction/find-the-role-for-you/roles-in-construction/ Career Explorer Find the roles most suited to you based on your interests, skills and qualifications. https://www.goconstruct.org/learn-about-construction/find-the-role-for-you/career-explorer/qu

A Day in the Life What's it really like to have a construction job? Take a look at these stories from people working in construction jobs across the UK. Find out how they got into the industry, what they do, and tips on working in their fields. https://www.goconstruct.org/learn-about-construction/day-in-the-life/ Fun Facts: Size Did you know? https://www.goconstruct.org/learn-about-construction/size-fun-facts/ Fun Facts: Size and Length Did you Know? https://www.goconstruct.org/learn-about-construction/size-and-length-fun-facts/ Joining the Construction Industry The UK building industry is growing. Unemployment has fallen to its lowest level in a decade, and earnings are up. https://www.goconstruct.org/construction-today/diversity-in-construction/joining-the-uk-construction-industry/ Major Projects Throughout the UK, major construction projects are taking place that will improve millions of lives and create tens of thousands of construction jobs. https://www.goconstruct.org/construction-today/whats-new-in-construction/major-projects/ New and Emerging Skills Construction is big business and continues to grow. In the next five years we expect 232,000 jobs to be created within the industry. https://www.goconstruct.org/construction-today/whats-new-in-construction/new-emerging-skills/ Industry Placement – What is it? Industry Placement lets you find out about the different jobs in the construction and built environment sector. You could be helping out with office work or shadowing experienced tradespeople like carpenters or plumbers, depending on what you're interested in. https://www.goconstruct.org/routes-into-construction/experience-construction/work-experience/

Getting a Job Finding a job can sometimes feel like a job in itself! So, we've created a go-to guide for all the information that you need to land your career in construction. https://www.goconstruct.org/routes-into-construction/getting-a-job/

Help with Applying for a Job

Applying for jobs in the construction industry or training opportunities can be tricky and

sometimes feels like a full-time job in itself.

We’ve put together some top tips to make the process run smoothly and help you make

sure your application is successful.

You can also explore all the different construction careers available with our Roles In

Construction Animation https://www.goconstruct.org/routes-into-construction/getting-a-job/help-with-applying/ Employability Skills

Standing out from the crowd: how your everyday skills can impress employers

When you're applying for construction jobs or a place on a course, it helps to stand out.

Construction qualifications like NVQs/SVQs and work experience are important but general

skills picked up in your own time can also give you an edge when it comes to applications

and interviews. These are called employability skills. https://www.goconstruct.org/routes-into-construction/getting-a-job/employability-skills/ Building your Skills It's important to keep your skills up-to-date in any job. Things are always changing in construction and if you're not learning new skills it can be harder to build your career or move into a new job. https://www.goconstruct.org/routes-into-construction/getting-a-job/upskillingcrossskilling-information/

Health and safety abbreviations

Health and safety legislation, people and organisations are often referred to by abbreviations or initials. As a member of the construction industry, you should be able to recognise and understand them. Complete the table below with the full name for each of these abbreviations concerned with health and safety.

Abbreviation Full name

HASAWA

HSE

RIDDOR

COSHH

CDM

PPER

PUWER

MHO

RoSPA

RSPH

CSCS

Accident and emergency procedures

It is most important that all accidents, incidents, emergencies and near misses in the workplace are reported, not only to comply with health and safety legislation but also to help prevent reoccurrences. Review the following words and choose the most suitable to complete the blank spaces in the statements below. Note: there are more words than spaces, so only use the most relevant ones.

hospital dentist diseases five death dangerous

three amputations infections hits bellyache home

public work taken workforce hand-arm removed

misses injury accident foot-leg major minor

Under the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR), employers, self-employed people and others in control of work premises have a legal duty to inform the Health and Safety Executive (HSE) of the following events (reportable incidents).

◼ A __________________ arising out of or in connection with work.

◼ __________________ injuries, which include most fractures, __________________, loss of sight,

loss of consciousness, acute illness requiring medical treatment or any other injury involving a

stay in __________________.

◼ Over-__________________-day injuries where a person is away from __________________ or

unable to perform their normal work role for more than three consecutive days.

◼ Injuries to members of the __________________ or people not at work where they are

__________________ away from the scene of an __________________ to hospital.

◼ Work-related __________________, which include poisonings, skin diseases, lung diseases,

__________________, musculoskeletal disorders and vibration syndrome.

◼ __________________ occurrences, which include the collapse of a crane, hoist, scaffolding or

building, an explosion or fire, or the escape of any substance that is liable to cause a health

hazard or major injury to any person.

◼ Certain near __________________, where something happens that does not result in an

__________________ but it could have done, may be classified as dangerous occurrences.

Hazards on construction sites

Construction sites can be very dangerous places, with many hazards that workers and visitors should be aware of. Look at the following headings and statements concerning potential hazards. Insert a number in the brackets alongside each statement to link them to the correct heading.

(1) Slipping or tripping (2) Being hit by falling material (3) Fires

(4) Electricity (5) Burns (6) Noise and vibration

(7) Manual handling (8) Falls from heights (9) Chemical spills

( ) The single largest cause of workplace fatalities in the UK and one of the main causes of major injuries. People fall either because of inadequate access to and from the workplace, or because the workplace itself is not safe.

( ) People may be hit by material falling from loads being lifted or material and equipment that rolls or is kicked off scaffolds and other working platforms; others can be hit or buried by falling materials in the event of collapsing excavations, structures or buildings.

( ) The most common causes of reported injuries on construction sites in the UK. People slip

or trip in the main due to poor housekeeping. Most of these accidents can be easily avoided by ensuring that the entire workplace, especially the access routes such as corridors, stairwells and footpaths, are kept clean, tidy and free from offcuts and other debris at all times.

( ) A cause of slipping hazards, environmental hazards as well as the risk of burns and skin

problems. Prompt action is required, particularly with hazardous chemicals, to contain them and clean them up to minimise their potentially harmful effects.

( ) Causing burns, breathing problems due to smoke inhalation as well as damage to

materials, temporary accommodation and the building under construction. ( ) Apart from the obvious injuries, which are due to contact with a fire or another source of

heat, materials containing chemicals such as cement and solvents, as well as contact with electricity, can result in burn injuries.

( ) People can suffer shock and burns when they use unsafe equipment or when they come

into contact live wires, overhead power lines and buried cables. ( ) The lifting of heavy or awkward loads can result in back and other musculoskeletal

injuries. An injury can result from a single lift, but more commonly long-term injuries develop from repeated minor injuries due to repetitive lifting.

( ) High levels can cause hearing loss and the repeated use of vibrating equipment can result

in hand-arm vibration syndrome (HAVS) due to nerve and blood vessel damage.

Health problems associated with construction

The use of chemicals and other hazardous substances is a major risk to people’s health on construction sites and in other workplaces. Draw a line between the appropriate boxes to connect the health problems associated with construction with the appropriate clue.

Problems Clues

Minor cuts and abrasions For example, dermatitis resulting from exposure to chemicals, paint, bitumen, asphalt, cement and other hazardous chemicals.

Skin cancer This is caused by factors such as work pressures, excessive workload, job insecurity and the more risky nature of construction work in general.

Skin diseases For example, back pain and pulled

muscles, usually resulting from excessive manual handling.

Musculoskeletal disorders For example, leptospirosis resulting

from exposure to bacteria and other microorganisms.

Biological infections If left untreated, these can result in

infections and diseases.

Occupational stress This dangerous illness can result from

over-exposure to sunlight.

Waste segregation

The segregation of waste into different types can aid recycling, help to minimise the cost of waste disposal and reduce the environmental impact of waste. Waste containers and skips should be labelled with standard signs to encourage and improve the segregation of waste. Complete the last column in the table below to give an explanation of the type of waste that can be put into each container or skip.

Label on container or skip Type of waste

Student worksheet: Health and safety at work

The 10 questions in this worksheet refer to the Video: Health and safety at work.

1 What should be a person’s top priority when working on a construction site?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2 What were the THREE main hazards on the site?

a ____________________________________________________________________

b ____________________________________________________________________

c ____________________________________________________________________

3 What does the abbreviation ‘PPE’ stand for and what FOUR items had to be used at all times?

PPE: __________________________________________________________________ a ____________________________________________________________________

b ____________________________________________________________________

c ____________________________________________________________________

d ____________________________________________________________________

4 What additional PPE is required when dust or fumes are present and state why?

What: _________________________________________________________________

Why: __________________________________________________________________

5 Why and when is it important to wear hearing protection in the construction industry?

Why: _________________________________________________________________

When: ________________________________________________________________

6 Name THREE operations that were carried out from a scaffold.

a ____________________________________________________________________

b ____________________________________________________________________

c ____________________________________________________________________

7 What additional access equipment was used on the site and why?

What: _________________________________________________________________

Why: __________________________________________________________________

8 What is the main hazard when working at height?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

9 What were the TWO means that were used to reduce the risk of injury when working at height?

a ____________________________________________________________________

b ____________________________________________________________________

10 What additional PPE was used when shot-firing nails into the concrete floor and state why?

What: _________________________________________________________________

Why: __________________________________________________________________

Building methods and construction technology

Activity 1: Answer the following questions

1 Explain why piling sticks or cross-bearers are used when stacking timber.

…………………………………………………………………………………………………..

2 State the effect that storage in high temperatures may have on adhesives, paints, putty and mastics.

………………………………………………………………………………………………….

………………………………………………………………………………………………….

3 It is recommended that bagged cement should not be stacked more than six to eight bags high. State what is likely to happen to the contents of lower bags in a stack, if this recommendation is exceeded.

………………………………………………………………………………………………….

………………………………………………………………………………………………….

4 Explain the term ‘first in, first out’ when applied to short shelf-life materials.

………………………………………………………………………………………………….

5 Identify the materials from the following descriptions:

a) A walling unit component having a standard format size including a 10 mm mortar allowance of 225 × 112.5 × 75 mm.

………………………………………………………………………………………………….

b) A paint used to form a protective coat against moisture and corrosion, or to act as a barrier between dissimilar materials.

………………………………………………………………………………………………….

c) A sheet material that is formed by being floated onto the surface of liquid tin.

………………………………………………………………………………………………….

Activity 2: Word square search

Hidden in the word square are the following 20 words associated with materials. You may find the words written forwards, backwards, up, down or diagonally.

1 Handling

2 Aggregate

3 Security

4 Bearers

5 Bricks

6 Emulsion

7 Timber

8 Paint

9 Protection

10 Tarpaulin

11 Mortar

12 Plaster

13 Banded

14 Vitreous

15 Tile

16 Ironmongery

17 Flammable

18 Hazardous

19 Lintel

20 Plasterboard

Activity 3: Complete the paragraph

Complete this paragraph about foundations. Choose the appropriate word from the ones offered in the list below. The ________________ are the part of the ________________ that transfers the dead and

imposed loads safely onto the ground. Narrow ________________ foundations are

commonly used for ________________ and other ________________ solid structures;

________________ foundations may be used in sloping ground to reduce the amount of

________________; deep strip foundations saves bricklaying well below

________________ level. ________________ foundations are normally used for concrete

or steel ________________ structures, but can also be used in conjunction with a

________________ for ________________ structures. In circumstances where the subsoil

is of a poor, unstable quality, ________________ foundations, which ‘float’ on the

________________, or ________________ foundations, which transfer the loads deeper

into the ________________, are more suitable.

1 stepped strip

2 dwellings

3 structure

4 excavation

5 low-rise

6 foundations

7 ground

8 strip

9 solid

10 subsoil

11 pad

12 framed

13 surface

14 ring beam

15 raft

16 pile

Activity 4: Practical activity

Using the following specifications, produce a sketch in the space below to show the cross-section through a two-storey domestic house. Label all the parts.

Specification

Foundations Concrete strip

External walls Cavity wall, comprising brick outer leaf, blockwork inner leaf, cavity wall insulation, DPC and gypsum plaster to inner surfaces.

Ground floor Solid construction, comprising hardcore, blinding, DPM, concrete over-site, insulation and cement screed.

Upper floor Suspended timber construction, comprising timber joists supported on hangers, herringbone strutting, T&G floor boarding and plasterboard ceiling.

Roof Pitched construction with overhang eaves, comprising trussed rafters supported on wall plates, concrete roof tiles and ridge capping, tiling battens on sarking felt and plasterboard ceiling.

Activity 5: Complete the paragraph

Complete this paragraph about structural parts and loads. Choose the appropriate word from the ones offered in the list below. All ________________ consist of a substructure and a superstructure. The

________________ comprises all of the structure below ________________ and that up to

and including the ground ________________ and ________________ course. Its purpose is

to receive the ________________ from the main building ________________ and its

contents and transfer them safely down to a suitable ________________ layer of ground.

The ________________ comprises all of the structure above the ________________, both

internally and externally. Its purpose is to enclose and ________________ and transfer

________________ safely onto the substructure. The parts of a ________________ that

carry or transfer any dead or ________________ load are termed as ________________

bearing, whereas parts that do not carry or transfer loads are termed as

________________bearing.

1 superstructure

2 loads

3 substructure

4 floor slab

5 buildings

6 damp-proof

7 ground

8 non-load-

9 load-

10 substructure

11 imposed

12 divide space

13 superstructure

14 loads

15 structure

16 load-bearing

For those who want a bit more…

There will be additional tasks set later on to support your future studies on this programme.

FAQs Q: Do I have to do it? A: Flying Start isn’t compulsory, but many students find it useful for getting them used to thinking about subjects at the next level. Early classroom sessions will also reflect on some of the Flying Start activities. Q: Will this work be marked and when is it due? A: This work won’t be formally marked but will be discussed during your first classes with us in September. You should aim to bring along what you have completed with Flying Start along with you to your first timetabled sessions with us in September. Q: I am not sure if I have got the answers right, what should I do? A: Don’t worry, just have a go at getting something down and bring it along to the lesson where we can talk it through. There is no need to get anxious about the tasks, we are not expecting you to know everything before you arrive but are interested in your ideas and what you have found easy or difficult as it helps us support you right from the beginning.