TABLE OF CONTENTS · Level 1 Certificate in Exploring a Career in Civil Engineering 9 3.5 Continuing Professional Development (CPD) Centres are expected to support their staff, ensuring

QUALIFICATION SPECIFICATION

NOCN Level 1 Certificate in Exploring a Career in Civil Engineering

Qualification No: 601/3759/9

Operational Start Date

1 August 2014

Version

2.1 – March 2019

To know more about NOCN:

Visit the NOCN website: www.nocn.org.uk Call the Customer Service Team: 0300 999 1177

http://www.nocn.org.uk/

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Level 1 Certificate in Exploring a Career in Civil Engineering

Introduction NOCN has been providing a qualification and accreditation service to providers across the UK for over 25 years and is justifiably proud of its reputation as, “…a provider of fully accessible, trusted and flexible qualification and accreditation services”. Over the years, NOCN has worked effectively with our centres for the benefit of learners across the country; with a mutual interest in providing a continuously improving service. NOCN, whilst retaining all the advantage of being a national body, has always provided a personal, bespoke service to its customers and prides itself on its local presence and expertise within communities. This handbook is a resource for NOCN centres who wish to offer the NOCN Level 1 ‘pre-apprenticeship’ Civil Engineering qualification which contains a number of pathways which learners can select from to explore in more detail. The qualification is relevant to providers working with learners wishing to progress into Civil Engineering careers. Civil Engineering is a notoriously difficult and heavy area of employment with considerable turnover of staff. The qualification has been designed to offer a progression route into the industry, enabling learners to gain an insight into the sector and thus prepare them for progression onto further training, including relevant apprenticeships. The specification provides guidance to the training provider on assessment criteria and evidence requirements.

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Contents

Introduction ...................................................................................................... 2

1. NOCN Level 1 Certificate in Exploring a Career in Civil Engineering .......... 4

1.1. Entry Requirements .............................................................................................................................................. 4

2. Qualification Details ..................................................................................... 5

2.1 Qualification Structure .......................................................................................................................................... 5

2.2 Total Qualification Time (TQT) .............................................................................................................................. 6

3. Centre Information ....................................................................................... 7

3.1 Offering the qualification ....................................................................................................................................... 7

3.2 External Verification .............................................................................................................................................. 7

3.3 Required Resources for Delivering the Qualification ............................................................................................. 7

3.4 Other required resources ...................................................................................................................................... 8

3.5 Continuing Professional Development (CPD) ........................................................................................................ 9

4. Unit Information ......................................................................................... 10

4.1 Mandatory Units ................................................................................................................................................. 11

4. Assessment and Evidence ........................................................................ 48

4.1 Fair and Equitable Assessment .......................................................................................................................... 48

4.2 Learners with Particular Requirements .............................................................................................................. 48

4.3 Recognised Prior Learning ................................................................................................................................. 49

4.4 Functional Skills .................................................................................................................................................. 49

4.5 Assessment and Evidence for the units .............................................................................................................. 50

Appendix 1 - Resource suggestions .............................................................. 51

Appendix 2 - Assessment Documentation ..................................................... 52

1. Learner Evidence Record Unit 1 ......................................................................................................................... 52

2. Learner Evidence Record Unit 2 ......................................................................................................................... 54

Appendix 3 – Feedback Sheet ....................................................................... 55

Feedback Sheet ........................................................................................................................................................ 55

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1. NOCN Level 1 Certificate in Exploring a Career in Civil Engineering This qualification is designed to provide an introduction to Civil Engineering careers and skills. Learners will gain knowledge about different careers within the industry and practical skills and knowledge regarding common areas such as Health and Safety and Sustainability in Construction. The qualification is suitable for learners aged 16 years or over. The qualification will provide learners with an opportunity to: Gain an introduction to the knowledge, skills and qualities required for a career in Civil

Engineering.

Gain an understanding of Teamwork, Communication and other general Skills for Employability relevant to the Civil Engineering/Construction sector.

Achieve a standalone qualification that offers preparation for progression into further

training and/or an Apprenticeship in Civil Engineering. Progress from Level 1 onto Apprenticeship qualifications such as the NOCN Level 2

Diploma in Steelfixing Occupations (Construction) and the NOCN Level 2 NVQ Diploma in Steelfixing Occupations (Construction).

The Level 2 ‘job specific’ units in the Level 1 qualification are mapped to industry NOS. The qualification has the support of Construction Skills. Completion of the qualification will not entitle learners to apply for a CSCS card.

1.1. Entry Requirements There are no formal entry requirements for learners undertaking these qualifications. None of the units contained in these qualifications require assessment to be carried out in a real work environment. If delivery or assessment is to be carried out in the work place, on a Construction site, learners will need to hold a valid CSCS/CPCS card, but this is not an Entry requirement for the qualification. For more information please see http://www.citb.co.uk/cards-testing/construction-plant-competence-scheme-cpcs/about-cpcs/

http://www.citb.co.uk/cards-testing/construction-plant-competence-scheme-cpcs/about-cpcs/

http://www.citb.co.uk/cards-testing/construction-plant-competence-scheme-cpcs/about-cpcs/

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2. Qualification Details

2.1 Qualification Structure The NOCN Level 1 Certificate in Exploring a Career in Civil Engineering is a 16 credit qualification with a Total Qualification Time (TQT) of 160, including 156 Guided Learning Hours (GLH). Learners must achieve 10 credits from the 4 mandatory units listed below:

Unit Title Level

Credit Value

Mandatory or Optional

Ofqual Unit Reference Number

Environmental awareness in construction 1 2

M R/504/2613

Problem Solving in the Workplace 1 2

M Y/505/0454

Health and Safety and Welfare in Construction

1 4 M D/502/3692

Introduction to Careers in Civil Engineering

1 2 M F/505/7768

Learners must achieve 6 credits from one of the optional units below

Unit Title Level

Credit Value

Mandatory or Optional

Ofqual Unit Reference Number

Basic Steel Fixing Skills 2 6 O R/505/7791

Prepare and operate a forward tipping dumper to receive and transport loads - wheeled or tracked

2 6 O L/503/4381

Construction Operations within Civil Engineering

2 6 O Y/506/1647

Basic Formwork Carpentry Skills 2 6 O H/506/2543

Carrying Out Basic Operations to Lift and Transfer Loads on a Construction Site

2 6 O F/506/5305

Prepare and Operate a Ride On Roller 2 6 O T/506/5141

Working as a Slinger/Signaller 2 6 O A/506/5142

https://rits.ofqual.gov.uk/Structures/LinkedUnits/Details/1735516


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2.2 Total Qualification Time (TQT)

Through consultation with users, TQT has been agreed by considering the total number of learning hours required for the average learner to achieve this qualification.

TQT is split into two areas:

Guided Learning Hours (GLH): o learning activity under the immediate guidance or supervision of a lecturer,

supervisor, tutor or other appropriate provider of education or training o includes the activity of being assessed if the assessment takes place under

the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training.

Other Learning Hours (OLH): o an estimate of the number of hours a learner will spend, as directed by (but

not under the immediate guidance or supervision of) a lecturer, supervisor, tutor or other appropriate provider of education or training, including:

preparatory work self-study or any other form of education or training, including assessment.

Examples of GLH activities include:

Classroom-based learning supervised by a teacher

Work-based learning supervised by a teacher

Live webinar or telephone tutorial with a teach in real time

E-learning supervised by a teacher in real time

All forms of assessment which take place under the immediate guidance or supervision of an appropriate provider of training

Exam time

Examples of OLH activities include:

Independent and unsupervised research/learning

Unsupervised compilation of a portfolio of work experience

Unsupervised e-learning

Unsupervised e-assessment

Unsupervised coursework

Watching a pre-recorded podcast or webinar

Unsupervised work-based learning

The agreed Total Qualification Time has been used to identify the qualification’s Credit Value.

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3. Centre Information

3.1 Offering the qualification Recognised Centres If you are already recognised to offer NOCN qualifications and would like more information about offering the NOCN Level 1 Exploring a Career in Civil Engineering qualification, please contact: [email protected]. If you are ready to add the qualification to your curriculum offer, please log in to the NOCN website, under Centres/Processes and Documents, and complete the ‘Additional Qualification Approval Request Form,’ which can then be returned to [email protected] for the attention of your Account and Sector Manager. New Centres

If you are interested in offering this qualification, but are not yet a NOCN Approved Centre and would like more information about becoming a NOCN centre and offering this qualification please see Become a Registered Centre on our website https://www.nocn.org.uk/customers/nocn-centres/ and click Become a Centre.

3.2 External Verification

Once recognised as a Centre, NOCN will allocate an External Quality Assurer. The External Quality Assurer will have ongoing responsibility for monitoring the Centre’s compliance with the requirements of centre recognised status.

The External Quality Assurer will make regular visits to all Centres. During these visits he/she will:

Monitor the Centre’s compliance with the Centre Recognition agreement by reviewing course documentation, meeting managers, tutors, internal quality assurers, learners and administrative staff.

Verify recommendations for achievement submitted by the centre via Quartzweb.

Refer to the NOCN Quality Assurance User Guide for further information on the External Quality Assurance process.

3.3 Required Resources for Delivering the Qualification

As part of the requirement to deliver the qualification there is an expectation that staff undertaking roles as part of the delivery and assessment of the qualification have a demonstrable level of expertise.

mailto:[email protected]



https://www.nocn.org.uk/customers/nocn-centres/

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Tutor/Assessor NOCN expects that Tutors/Assessors are able to demonstrate the following competencies: Be technically competent in Civil Engineering, and/or have experience of delivering

training within the area. The minimum expectation is that the level of experience should be at least at Level 2.

An occupational knowledge of Civil Engineering. The minimum expectation is that

the level of knowledge should be at least at Level 2.

Hold a recognised teaching qualification or, for new tutors, undertake and complete initial teacher training to a minimum Level 3 standard within 12 months of taking up the tutor role.

Centre staff may undertake more than one role, e.g. tutor and assessor or internal verifier, but they cannot carry out any verification on work that they have previously assessed.

Internal Verifier

Each centre must have internal verification policies and procedures in place to ensure that decisions made by assessors are appropriate, consistent, fair and transparent, and that they do not discriminate against any learner. The policies and procedures must be sufficient to secure the quality of the award, ensuring validity, reliability, and consistency.

NOCN expects that an Internal Verifier is able to demonstrate the following competencies: They should: Be technically competent in Civil Engineering and/or have experience of delivering

training within the area. The minimum expectation is that the level of experience should be at least at Level 2.

An occupational knowledge of Civil Engineering. The minimum expectation is that

the level of knowledge should be at least at Level 2.

NOCN supports and recognises Centres’ internal quality assurance systems which support the above; any system should encourage standardisation and sharing of good practice.

3.4 Other required resources

Centres offering these qualifications will need access to simulated work environments to the relevant civil engineering role.

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3.5 Continuing Professional Development (CPD)

Centres are expected to support their staff, ensuring that their subject knowledge remains current and that their members of staff are up to date with regards to best practice in delivery, assessment and verification.

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4. Unit Information The NOCN Level 1 Certificate in Exploring a Career in Civil Engineering consists of four mandatory units which are detailed below and then a number of optional units, from which the learner must achieve one. To achieve the qualification a learner must provide evidence of learning and achievement against all of the assessment criteria within each unit. However a number of assessment criteria can be taught and assessed through one activity. A copy of each of the units follows, with an indication of a scope of learning that would be required to cover the assessment criteria. This list is indicative, not exhaustive.

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4.1 Mandatory Units

Health and Safety and Welfare in Construction Unit Title Health and Safety and Welfare in Construction

Ofqual unit reference number (code)

D/502/3692

Unit Level One

Unit Credit Value 4

GLH 40

This unit has 5 learning outcomes.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know the causes of accidents in construction.

1.1. Describe the causes of accidents in construction.

2. Know about the hazards and safety signs in a construction environment.

2.1. Identify potential hazards in a construction environment.

2.2. Identify the safety signs used in a construction environment.

3. Know how to minimise the risk of hazards. 3.1. Identify and select methods used to minimise the risks of hazards.

3.2. Describe ways to reduce risks.

4. Know about the different types of fire extinguishers and when to use them.

4.1. List different types of fire extinguishers. 4.2. Describe when different types of fire

extinguishers should be used.

5. Know about the legislation HASAWA and COSHH.

5.1. Describe the purpose of HASAWA. 5.2. Describe the purpose of COSHH.

Scope of learning for the unit Learners should be directed to the Health and Safety Executive website for usable,

easy to understand information related to current legislation on health and safety issues. www.HSE.gov.uk

Learners should have an understanding of risk assessments and why they are required, e.g. to minimise the risk of accidents, injuries and fatalities. They should understand the implications of not taking account of potential risks and following procedures. Learners should have an understanding of the hazards and risks

http://www.hse.gov.uk/

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associated with working on a construction site. They should have an awareness of relevant legislation and guidance for example RIDDOR (2013).

They should know how to report accidents and near misses in the workplace or on a construction site.

They should have an awareness of their own and the company's responsibilities under current legislation for example the Lifting Operations and Lifting Equipment Regulations (1998) and the Health and Safety Act (1974).

Learners should understand the importance of working safely at height in the workplace. They should know common hazards and risks associated with working at height and how to mitigate the dangers of this. They should have an awareness of current regulations related to working at height (Working at Height Regulations 2005).

Learners should have an awareness of hazardous substances which can affect

their health whilst working within a construction environment. This must include the correct storage of combustibles and chemicals on site as well as an understanding of how using drugs and alcohol can impact on hazards and risks within the workplace. They should understand the implications of Control of Substances Hazardous to Health Regulations (2002) (COSHH) regulations on their work.

Learning should include information about how the risks related to asbestos waste

specifically focusing on the impact on health of workers exposed to asbestos. Further information may be found on the HSE website.

Learners should understand that personal protective equipment (PPE) is necessary

for all work on a construction site, but that specific equipment is required for specific activities including handling hazardous materials.

Learners should understand the importance of working around plant and equipment

safely. They should appreciate the hazards and risks related to the use of plant and equipment and the hazards and risks associated with moving machinery.

The learner should be able to identify key warning signs and symbols related to

hazards in conjunction with the use of plant and machinery.

Assessment Guidance

Centres may use a variety of assessment methods to provide evidence of achievement of the unit. This may include case studies, task sheets, video evidence, photographic evidence, assessor observation reports and question-and-answer activities.

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Unit Title Environmental Awareness in Construction


R/504/2613

Unit Level One

Unit Credit Value 2

GLH 20

Assessment Guidance As awarding organisation guidance

This unit has 3 learning outcomes.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know regulations and recommendations relating to the environment.

1.1. List examples of the regulations and recommendations relating to the environment.

1.2. State why environmental awareness is important in the construction industry.

1.3. Identify examples of environmental issues within the construction industry.

2. Know renewable technologies and energy conservation methods in buildings.

2.1. List 4 examples of renewable technologies used in buildings.

2.2. State methods used to conserve energy in buildings.

3. Know the importance of good waste management.

3.1. List 4 examples of recyclable materials used in the construction industry.

3.2. State the importance of re-using and recycling materials.

Scope of learning for the unit

Learners should have an understanding of the Environment Protection Act (1995) http://www.wastecare.co.uk/regulations/environment-act-1995/ or http://www.legislation.gov.uk/ukpga/1995/25/contents and understand why environmental awareness is important in the construction industry.

Learners should have an awareness of renewable technologies for example solar, wind farms, ground heat resources which can be used in buildings. Learners should also be aware of how to conserve energy in buildings such as through the use of improved insulation. http://www.carbontrust.com/resources/guides/energy-efficiency/buildings-energy-efficiency has information related to energy efficiency within buildings.

http://www.wastecare.co.uk/regulations/environment-act-1995/

http://www.legislation.gov.uk/ukpga/1995/25/contents

http://www.carbontrust.com/resources/guides/energy-efficiency/buildings-energy-efficiency

http://www.carbontrust.com/resources/guides/energy-efficiency/buildings-energy-efficiency

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Learners should be able to give examples of materials that can be recycled and reused within the construction industry for example through using products incorporating recycled glass, plastic, wood, paper, aggregates, plasterboard or organic waste materials. The construction industry produces around a third of the whole of the U.K.'s total waste and is instrumental in looking for ways to recycle their waste products and to cut back on the amount of materials used within the construction process.

Learners aiming to work within the construction industry related to the nuclear

power stations should have an understanding of legislation related to construction within the nuclear industry. http://www.hse.gov.uk/nuclear/our-work.htm

Assessment Guidance

There are no specific evidence requirements for this unit. Learners may use a case study to explore some of the issues related to the unit. They may also research into environmental policies specific to large civil engineering employers and produce an information sheet to explore how these employers evidence their environmental policy in practice.

http://www.hse.gov.uk/nuclear/our-work.htm

http://www.hse.gov.uk/nuclear/our-work.htm

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Unit Title Problem Solving in the Workplace


Y/505/0454

Unit Level One

Unit Credit Value 2

GLH 18

This unit has 3 learning outcomes

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to identify problems that occur in the workplace.

1.1. Outline three problems that can occur in the workplace.

1.2. Give reasons why the identified problems may arise.

2. Be able to identify methods for solving problems in the workplace.

2.1. Outline methods for solving three specified problems.

2.2. Give examples of factors which may influence the choice of problem solving method.

2.3. Identify sources of information or support available for the methods described.

3. Know how to select a problem solving method.

3.1. Outline two sequences of action which could be taken to solve a specified problem.

3.2. State which is your preferred solution and why.

3.3. Identify the advantages and disadvantages of the preferred solution.

Scope of learning for the unit The workplace considered for this unit in the L1 Certificates in Exploring a Career

in Civil Engineering is likely to be, but not limited to, a Construction site.

‘Problems’ may include technical or equipment failures as well as communication difficulties and issues with colleagues and other day to day issues encountered at work.

Methods of solving problems may therefore also range from technical solutions, such as calling a manufacturer, reading an instruction manual, to discussions or negotiations with colleagues, trade associations or unions etc.

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Assessment Guidance

Although there is no specific evidence requirement for this unit, centres may wish to use actual problems occurring in the work place to provide evidence of achievement. Alternatively, particularly if the learner does not have access to a simulated or real workplace environment, case studies may be used to provide a real basis for the problem solving activities.

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Unit Title Introduction to Careers in Civil Engineering


F/505/7768

Unit Level One

Unit Credit Value 2

GLH 18


The learner will:

The learner can:

1. Know about career opportunities in civil engineering.

1.1. Outline different types of career opportunities in civil engineering.

1.2. Outline different types of organisations that offer career opportunities in construction in terms of: a) their size b) the nature of the work they undertake.

2. Understand how career choices can impact upon an individual’s lifestyle.

2.1. State how an individual’s lifestyle may be influenced by the career choices they make.

2.2. Outline how to make realistic career choices based upon information provided.

3. Be able to work responsibly with others.

3.1. Use good team working skills by working responsibly and co-operatively with others.

3.2. Follow instructions when working with others.

3.3. Communicate appropriately with others.

Scope of learning for the unit The purpose of this unit is to give the learners an understanding of the civil

engineering industry. Learners should understand and be able to outline a range of roles related to civil engineering for example steel fixer, plant operator, plant maintenance engineer, slinger/signaller, structural engineer, water resources operative or construction operative. They should be able to identify the different types of organisations for example large civil engineering contractors and small and medium-sized enterprises who offer opportunities within civil engineering. This should also be differentiated by the nature of the work they undertake, for example, large projects such as nuclear builds and large tunnelling projects as well as smaller enterprises such as highway maintenance and smaller structural builds.

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Learners should understand that a career within civil engineering may lead to international travel or extensive travel within the UK and be able to identify the implications for their home and family life. They should have the opportunity to explore realistic career choices based upon the information provided, for example, looking at job descriptions and the scope of work entailed by that particular opportunity.

They should have the opportunity to undertake a number of activities related to

civil engineering, evidencing working cooperatively with others as a team to complete a task. They should be able to follow instructions when working with others and communicate appropriately.

Assessment Guidance

Centres may choose to undertake a variety of tasks to evidence achievement of the unit; however evidence for Learning Outcome Three must be drawn from a practical activity. This may be observed by the assessor and an observation report completed.

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3.1 Optional Units

Unit Title Prepare and Operate a Forward Tipping Dumper to Receive

and Transport Loads – Wheeled or Tracked


L/503/4381

Unit Level Two

Unit Credit Value 6

GLH 60

Assessment Guidance Assessment of learners’ knowledge and understanding will be undertaken through practical assignment and questioning based activities undertaken in the training environment.

For the full training specification refer to the relevant SQA Training and Assessment Programme for this unit.


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know the forward tipping dumper required for receiving and transporting loads.

1.1. Identify the type of forward tipping dumper for the task.

1.2. Identify materials and resources required including consumables, lubricants, fuels, attachments and load coverings.

1.3. Identify hand tools, ancillary equipment and machinery for the task.

2. Know how to prepare and conduct pre-operational checks of the forward tipping dumper and work area.

2.1. Interpret the drawings and specification for the task.

2.2. Identify any potential hazards, including underground and overhead utilities apparatus, to avoid in the work area.

2.3. State how to check for obstructions, stability, safety and security of the work and surrounding area.

2.4. State procedures for preparing the forward tipping dumper to meet the requirements of the specification.

2.5. State how to check the forward tipping dumper is safe for operational use in line with manufacturers’ recommendations and guidance.

2.6. Identify the person/s responsible for approving safety checks.

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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

2.7. State procedures for workplace safety and dealing with accidents, emergencies and problems.

2.8. State legislative requirements for disposing of waste.

3. Conduct pre-operational checks of a forward tipping dumper.

3.1. Prepare a forward tipping dumper to meet operational requirements in line with manufacturer’s recommendations and guidance.

3.2. Check safety of components and controls in line with manufacturer’s recommendations and guidance.

3.3. Confirm the forward tipping dumper is safe for operational use.

3.4. Confirm with line management all checks have taken place before use.

3.5. Complete appropriate documentation to confirm operational checks have taken place.

4. Operate a forward tipping dumper to receive, transport and discharge the specified load.

4.1. Identify the key characteristics of the load to be transported including type and volume.

4.2. Select personal protective equipment (PPE) for the task in accordance with the specification.

4.3. Operate the forward tipping dumper in accordance with manufacturer’s guidelines and the operator’s handbook.

4.4. Receive, secure and balance loads for transport.

4.5. Transport and deposit loads in the designated area.

4.6. Park, shut down and secure the forward tipping dumper on completion.

4.7. Operate hand tools and ancillary equipment as required.

4.8. Comply with all current workplace safety and legislative requirements.

4.9. Dispose of waste in accordance with legislative requirements.

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Scope of learning for the unit Learners must have an awareness of the behaviours, safety, operational checks

required alongside employers’ and manufacturers’ procedures related to preparing and operating a forward tipping dumper. These include both wheeled and tracked machines of various sizes.

They should be able to identify materials and resources, including hand tools and equipment, required to prepare the dumper truck.

They must be able to identify parts of the engine, for example, mechanical parts

and hydraulic parts from drawings and specifications. They should be to identify potential hazards including those related to underground and overhead utilities’ apparatus and be able to take steps to avoid them.

They must be able to identify and conduct regular daily checks following

manufacturers’ and site procedures including both common sites and the additional specific processes for specialist sites. Learners must be able to identify relevant people who will approve the safety checks and confirm that all checks have been completed before use as well as stating relevant procedures for workplace safety.

Learners should have a good understanding of the EU Waste Framework Directive

which provides the legislative framework for the collection, transport, recovery and disposal of waste, and includes a common definition of waste. Information can be found at https://www.gov.uk/waste-legislation-and-regulations

Learners should understand that personal protective equipment may vary between tasks and should select the correct personal protective equipment for the task in accordance with the specification for the job.

Assessment Guidance

This unit requires learners to undertake practical assessments within a simulated environment including preparing and operating a forward tipping dumper to receive and transport loads. Additional evidence may be collated through task sheets, observation of performance, case studies, photographic or video evidence. If the assessments take place on a construction site, learners must hold a valid CSCS card. It may be appropriate to undertake the CPCS test when operating a dumper on a site.

https://www.gov.uk/waste-legislation-and-regulations

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Unit Title Basic Steel Fixing Skills


R/505/7791

Unit Level Two

Unit Credit Value 6

GLH 56


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know the requirements for fixing reinforcing steel.

1.1. Interpret relative to task, basic: a) drawings b) schedules c) specifications d) other key information including:

risk assessments

method statements

quality documentation

manufacturer’s information. 1.2. Define the organisation’s procedures for

clarifying information, errors or discrepancies where required.

1.3. Describe current: a) Health and Safety legislation, b) statutory regulations, c) official guidance d) organisational procedures for:

the identification and mitigation of hazards

producing safe methods of work

dealing with accidents, and emergencies

dealing with problems and issues.

2. Know how to prepare for fixing reinforced steel for the work being carried out.

2.1. Select the correct Personal Protective Equipment (PPE) appropriate to the task being carried out in accordance with: a) legislation b) official guidance c) risk assessment d) method statement e) the specification.

2.2. Select the correct: a) hand tools

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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

b) portable power tools c) other equipment required for the type of work being carried out in accordance with the a) risk assessment b) method statement c) specification.

2.3. Describe the manufacturer’s recommendations for: a) use b) inspection c) care d) maintenance of the tools and equipment relevant to the specific task being carried out including:

nips

hammers

tapes

disc cutters

grinders

string line

bolt croppers

chalk

levels

cranking bars

tressals

reelfix reels

belts. 2.4. Describe the organisation’s procedure for

reporting problems associated with the resources, tools and equipment.

2.5. Describe how these are applied.

3. Be able to select the required quantity and quality of materials, components, fixings and resource for the method of work to fix reinforcing steel.

3.1. Interpret the: a) simple reinforced concrete detail

drawings b) specification c) manufacturer’s information for the fixing of typical reinforcement elements.

3.2. For the fixing of typical reinforcement elements, identify the correct:

types of materials

components

fixings. 3.3. Select the correct common types of

materials, components and fixings in

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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

accordance with the drawing, specification and manufacturers information for the fixing of typical reinforcement elements including: a) basic matt b) wall panel c) beam cage for: a) pre-cut and bent components b) reinforcement grades c) tying wire d) spacer blocks e) reinforcement couplers – threaded and

MBT. 3.4. Describe the:

a) characteristics b) quality c) uses d) limitations e) common causes of damage or defects

associated with the materials, components, fixings and resources listed in AC 3.3.

3.5. Define the typical hazards associated with using the materials, components, fixings and resources listed in AC 3.3.

3.6. Describe how the typical hazards can be mitigated by applying appropriate: a) risk control measures b) safe methods of work.

3.5. Describe the safe use, storage and handling of materials, components and fixings for the fixings of typical reinforcement.

4. Be able to comply with the given information to fix reinforcing steel to specific working instructions, agreed quality criteria and tolerances in accordance with the drawings, schedules and specification.

4.1. Use the work skills to: a) sort b) measure c) mark out d) fit e) position f) secure reinforcing steel in accordance with the drawings, schedules and specifications.

4.2. Install reinforcement steel to: a) given working instructions b) agreed quality criteria

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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

c) tolerances in accordance with the given working instructions and the specification to form all of the following concrete structures: basic mat reinforcement basic beam cage reinforcement basic mesh slab basic column basic lift shaft.

5. Be able to operate safe working practices when fixing reinforcing steel in order to avoid risk.

5.1. Apply compliance with the appropriate risk assessment, method statement and task sheet for the specific steel fixing activity being carried out.

5.2. Use safe working practices, when carrying out the following: manual handling of reinforcement,

materials, components and fixings identifying and following installation

sequences for reinforcement preparing mesh and steel bar for

installation installing mesh, steel bar, spacers,

cover block and ties in situ securing reinforcement steel in situ lifting, moving and positioning steel sorting, storing and protecting steel,

components and fixings using hand tools, power tools and

equipment working at height safe means of access and safe use of

access equipment. 5.3. Apply safe working practices for the use

and storage of materials, hand tools, portable power tools and ancillary equipment.

5.4. Describe the organisation’s procedure for reporting problems associated with safe methods of work.

5.5. Describe who has the authority to rectify them.

6. Be able to minimise the risk of damage to the work and surrounding area when fixing reinforcing steel.

6.1. Describe the common causes and types of damage that can occur to the work and surrounding areas when fixing reinforcing steel.

26


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

6.2. Describe what recommended practices should be put in place to avoid damage occurring to the work and surrounding areas as a result of: a) general workplace activities b) other occupations c) adverse weather conditions when fixing reinforcing steel.

6.3. Apply recommended good practice for the specific task being carried out to: a) minimise damage b) maintain a clean work space.

6.4. Describe how: a) environmental legislation b) COSHH legislation relate to the disposal of waste on site.

6.5. Describe the correct disposal procedures for common waste materials associated with fixing and prefabricated reinforcing steel.

6.6. Describe why it is important to follow the correct disposal procedures for common waste associated with steelfixing.

6.7. Describe the organisation’s security procedures for protecting the site, workplace and the operative including partially complete or completed work, plant, tools and equipment.

6.8. Describe how the procedures are implemented.

6.9. Describe the organisation’s procedures for reporting breaches of security to the relevant authorities.

7. Be able to complete work to agreed quality criteria in accordance with the requirements of the specification.

7.1. Apply compliance with agreed quality criteria as stated in the specification.

7.2. Extract quality criteria from the specification.

7.3. Identify types and grades of steel and other materials associated with fixing reinforcing steel.

7.4. Work to given tolerances.

8. Understand the importance of working with other occupations when fixing reinforcing steel.

8.1. Describe the needs of other occupations in relation to fixing reinforcing steel.

8.2. Use communication with other occupations.

27


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

8.3. Describe the importance of teamwork when fixing reinforcing steel.

8.4. Make a constructive contribution to teamwork when: a) fixing reinforcing steel b) installing prefabricated reinforcement

sections.


Cutting and bending reinforcing steel to shape is one of the main practical skills required by steelfixers. Cutting and bending reinforcing steel to shape is a practical, “hands on” trade that cannot be taught through structured classroom learning alone and as such, this unit has been designed to be assessed through the learners spending a significant amount of time during the course completing practical exercises. The exercises must be designed to be realistic representations of typical cutting and bending situations that the

learners are likely to encounter on most construction sites and they will be delivered in a

realistic simulated environment that mirrors the conditions that they are likely to encounter on a typical construction site. The practical exercises combined with the structured learning of basic steel fixing skills at the start of the course will prepare the learner with demonstrable work skills, which, combined with the realistic nature of the training environment, are easily transferred to carrying out typical cutting and bending reinforcing steel to shape tasks on most construction sites. Assessment and Evidence Learners must provide evidence against all of the assessment criteria; the evidence for this unit will come from two main sources; direct evidence produced by the learner demonstrating knowledge and skills when completing cutting and bending reinforcing steel to shape exercises, and underpinning knowledge and understanding which can be demonstrated through a variety of assessment methods. The direct evidence includes naturally occurring documentary evidence (hard copy and electronic), and direct observation of activities that can be evidenced through either digital recordings, assessor observation reports, witness statements, etc. Underpinning knowledge and understanding can be evidenced through a variety of assessment methods including; multiple choices testing and question and answer exercises (electronic or paper-based). Scope of assessment tasks

28


To complete this unit, the learner will need to demonstrate that they have met the learning outcomes and assessment criteria of the unit with reference to the specifications and documents listed below: Drawings

General arrangement drawings (Plans, Sections and Elevations etc) where relevant to the cutting and bending of reinforcement or the manufacture of a prefabricated element within the cutting and bending facility.

Reinforced concrete drawings.

Cast-in item and embedment drawings where relevant to the cutting and bending of reinforcement or the manufacture of a prefabricated element within the cutting and bending facility.

Installation sequence drawings where relevant to the cutting and bending of reinforcement or the manufacture of a prefabricated element within the cutting and bending facility.

Temporary Works drawings where relevant to the cutting and bending of reinforcement or the manufacture of a prefabricated element within the cutting and bending facility.

Specifications

British Standard BS8666:2005 - Scheduling, dimensioning, bending and cutting of steel reinforcement for concrete.

Schedules

Schedules required specifically for the manufacture of prefabricated elements within the cutting and bending facility itself.

Component / Embedded items schedules.

Programme schedules – In particular typical targets in terms of production hours and rates (kg/man hour) for standard bar diameters.

Bending Schedule

Standard formats of bending schedules.

Standard Shape Codes in accordance with BS 8666:2005.

Other Documentation

Work plans.

Written Work Instructions.

Risk assessments, method statements and task sheets.

Manufacturer’s information.

29


Unit Title Basic Formwork Carpentry Skills


H/506/2543

Unit Level Two

Unit Credit Value 6

GLH 48

Assessment Guidance This unit may be assessed in a simulated work environment.


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know how to erect formwork to support concrete columns, walls, slab edge and kickers.

1.1. Identify where formwork should be positioned to meet specifications.

1.2. Identify potential hazards when erecting formwork.

1.3. Identify potential faults when erecting formwork.

1.4. Identify joining methods required to erect formwork.

1.5. Identify fixings used to erect formwork. 1.6. Identify supports required to secure

formwork.

2. Know how to strike formwork.

2.1. Identify checks that must be carried out before striking formwork.

2.2. Describe how to remove formwork safely. 2.3. Describe formwork cleaning methods. 2.4. Describe how to store formwork safely.

3. Be able to manufacture formwork components.

3.1. Select tools and equipment needed to carry out the work, including hand tools, power tools and materials.

3.2. Select the correct type and grade of timber and plywood for formwork.

3.3. Assemble formwork to correct size required.

3.4. Construct kickers, stop ends and timber soldiers.

3.5. Erect formwork in accordance with the given working instructions, agreed quality criteria and specification to form the following:

Formwork column shutters

Formwork wall shutters

30


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

Slab edge shutters

Column and wall kickers.

4. Understand the risk of damage to the work and surrounding area when erecting and striking formwork.

4.1. Describe the common types of damage that can occur to the work and surrounding areas when erecting and striking formwork, explaining how it may occur.

4.2. Identify recommended practices that should be put in place when erecting and striking formwork to avoid damage occurring to the work and surrounding areas as a result of:

General workplace activities

Other occupations’ activities

Adverse weather conditions. 4.3. Describe the organisation’s procedure for

reporting problems related to safe methods of work.

4.4. Identify who has the authority to rectify problems related to safe methods of work.

4.5. Describe the organisation’s security procedures for protecting the site, workplace and the operative, including partially complete or completed work, plant, tools and equipment.

4.6. Describe the organisation’s procedures for reporting breaches of security to the relevant authorities.

5. Be able to avoid risk to self and others by operating safe working practices when erecting and striking formwork.

5.1. Comply with the appropriate risk assessment, method statement and task sheet for the specific formwork activity being carried out.

5.2. Use safe working practices when installing formwork.

5.3. Minimise damage to the work and surrounding areas when erecting and striking formwork.

5.4. Use safe working practices when using and storing materials and equipment, including hand tools, portable power tools and ancilliary equipment.

5.5. Maintain a clean work space.

6. Know how to dispose of waste correctly when erecting and striking formwork.

6.1. Describe how legislation relates to the correct disposal of waste on site including:

31


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

Environmental legislation

COSHH legislation. 6.2. Describe the correct disposal procedures

for common waste material associated with erecting and striking formwork.

6.3. Explain why it is important to follow the correct disposal procedures for common waste associated with formwork.

7. Be able to work with other occupations when erecting and striking formwork.

7.1. Describe the needs of other occupations in relation to erecting and striking formwork.

7.2. Use communication effectively when working with other occupations when fixing and striking formwork.

7.3. Describe the importance of teamwork when fixing and striking formwork.

7.4. Make a constructive contribution to teamwork when:

Manufacturing formwork

Striking formwork.

Scope of learning for the unit This unit gives the learner an understanding of the role of the formworker and the opportunity to develop both practical skills and an understanding of the health and safety aspects of the role. Learners will also take part in activities with other occupations to demonstrate an understanding of how their role impacts on others on the site. Learners should:

Have a good understanding of potential hazards and health and safety risks related to working with formwork, including organisational procedures, safe methods of working and how to minimise the risks to self and others. Be able to work to risk assessments, method statements and task sheets to

complete an activity. Have the opportunity to erect formwork for a number of purposes including:

concrete columns, walls, slab edge and kickers and be able to strike formwork safely.

Have an awareness of hazards that could occur when erecting and striking

formwork and when storing formwork and tools/equipment.

32


Know about current relevant legislation including Environmental and COSHH legislation. This will also cover how to dispose of waste products and the importance of doing this correctly.

Be able to manufacture a number of formwork components including: kickers,

stop ends and timber soldiers and then erect the following:

Formwork column shutters

Formwork wall shutters

Slab edge shutters

Column and wall kickers.

Be able to demonstrate that they can work as a team, including using appropriate communication skills when working with other occupations, understanding the importance of effective communication skills when erecting formwork.

Assessment and Evidence

Learners must provide evidence against all of the assessment criteria; the evidence for this unit will come from two main sources; direct evidence produced by the learner demonstrating knowledge and skills when completing activities related to erecting formwork and underpinning knowledge and understanding which can be demonstrated through a variety of assessment methods.

The direct evidence includes naturally occurring documentary evidence (hard

copy and electronic), and direct observation of activities that can be evidenced through digital recordings, assessor observation reports, witness statements, etc.

Underpinning knowledge and understanding can be evidenced through a variety

of assessment methods including; multiple choices testing and question and answer exercises (electronic or paper-based).

33


Unit Title Construction Operations within Civil Engineering


Y/506/1647

Unit Level Two

Unit Credit Value 6

GLH 48


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know how to comply with relevant Health and Safety legislation, statutory regulations, official guidance, organisational procedures and manufacturer’s information whilst working as a construction operative.

1.1. State the current Health and Safety legislation, statutory regulations, official guidance and organisational procedures that apply whilst working in the following situations:

General workplace

Installing site drainage systems

Installing deep drainage systems

With tools and equipment

With materials and substances

With the movement and storage of materials by manual handling and mechanical lifting.

1.2. State typical safety hazards associated with working as a construction operative on a site, explaining how these can be mitigated by applying appropriate risk control measures.

1.3. Correctly name and locate the persons responsible for health and safety within the specific area of work to which they have been allocated.

34


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

2. Be able to use safe manual handling techniques whilst working as a construction operative.

2.1. Demonstrate safe manual handling practices when carrying out the following:

Installation of site drainage systems

Excavating

Laying kerbs and path edging

Laying concrete slabs. 2.2. Identify safe access and egress points,

including the route to take to complete the task safely.

2.3. Identify when lifting equipment must be used.

2.4. Explain procedures for reporting accidents and near misses including who has a duty to report them.

2.5. Identify suitable personal protective equipment appropriate to the task being carried out in accordance with legislation, official guidance, the risk assessment and method statement and the specification.

3. Be able to use a disk cutter safely in the work environment.

3.1. Demonstrate the correct use of personal protective equipment appropriate to the task being carried out in accordance with legislation, official guidance and the risk assessment and method statement when using a disk cutter.

3.2. Demonstrate the correct inspection, care and maintenance of disk cutting equipment.

3.3. Select the appropriate disk to use for the task.

3.4. Demonstrate the correct use of the disk cutter to manufacturer’s guidance to cut:

Plastic pipes

Steel mesh

Concrete kerbs. 3.5. Demonstrate how to change disks safely.

4. Be able to select and use tools safely when working as a construction operative.

4.1. Demonstrate the correct selection of tools for specific tasks including:

Installing site drainage systems

Excavations

Kerb laying

Concrete slab laying. 4.2. Demonstrate the correct inspection, care

and maintenance of tools.

35


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

4.3. Store tools safely after use.

5. Understand what is required when setting up a new site.

5.1. Identify machines used in a new site set up, using drawings or specifications.

5.2. Specify materials used in a new site set up, including access roads.

5.3. Identify personnel required for a new site set up.

6. Be able to install site drainage. 6.1. Demonstrate how to read a drawing to identify the requirements for a specific installation which includes both foul and storm water drainage systems.

6.2. Complete checks for services below ground.

6.3. Use specifications and drawings to install foul and storm water drainage systems to line and level.

6.4. Demonstrate the use of testing equipment to detect leaks.

7. Know how to comply with health and safety legislation related to the installation of deep drainage systems.

7.1. Explain the use of health and safety equipment used in the installation of deep drainage systems:

Manhole boxes

Sheet piles

Drag box

Personal protective equipment. 7.2. Identify the key requirements of legislation

related to working within confined spaces.

8. Be able to lay kerbs to specification safely. 8.1. Demonstrate preparation of the ground for kerb laying to line and level, including the use of road forms.

8.2. Lay kerbs to line and level following specifications and drawings.

8.3. Demonstrate the use of safe lifting techniques, including the use of machinery, when laying kerbs.

9. Be able to lay concrete slabs to specification safely.

9.1. Demonstrate the preparation of the ground for laying concrete slabs.

9.2. Lay concrete slabs to specifications and drawings.

9.3. Demonstrate the application of finishing techniques when laying concrete slabs.

9.4. Demonstrate the use of safe lifting techniques when laying concrete slabs.

36


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:


Health and safety legislation should cover: Provision of Use of Work Equipment Regulations 1998, Health and Safety at Work Act 1974, COSHH as a minimum. In addition, learners should understand the importance of site regulations and manufacturers’ information when working on site and with equipment.

Learners must know about safe manual handling techniques, including when to use lifting equipment (including the correct lifting equipment and accessories for the task).

Types of cutting equipment and the correct ones to use for different tasks.

Learners should be able to select the correct personal protective equipment when using disk cutters and other tools and equipment.

Learners should know what materials and resources will be needed if setting up

a site. This includes plant, such as excavators and dumpers, and other materials required including for the completion of access roads. This will include for example, stone, membrane, timber, kerbs, path edgings, drainage, concrete gulleys, concrete manholes, sand, cement, bricks and blocks.

Although there is no requirement in this unit to construct deep drainage

systems, learners must gain awareness of the important aspects of health and safety related to the construction of these systems.

Learners must be able to read drawings and specifications to identify the

requirements for specific drainage installations including the materials required, e.g. pipe bedding, pipes, manholes, bends, lubricants, tools, equipment, e.g. 360 excavators and forward tipping dumpers as well as personnel.

Assessment Guidance

It is advised that learners undertake abrasive wheels training before completing this unit as disk cutters must be used in Learning Outcome 5.

Although the unit may be assessed in a simulated work environment, if the

assessment takes place on site, learners must gain a CSCS card.

Site drainage should include 10 metres of plastic pipe including foul and storm water drains.

37


The preparation of ground can be completed using sand rather than cement. There is an expectation that when laying kerbs, the learner much produce 10 metres of straight kerbing with 7 radius curves. There must be 10 metres of path edgings.

For Learning Outcome 9, 10 metres of slabs must be laid in a straight line.

These slabs could be laid within the kerbing structure rather than as a separate project.

Learners must provide evidence against all of the assessment criteria; the

evidence for this unit will come from two main sources; direct evidence produced by the learner demonstrating knowledge and skills when completing activities related to working as a construction operative and underpinning knowledge and understanding which can be demonstrated through a variety of assessment methods.





38


Unit Title Carrying Out Basic Operations to Lift and Transfer Loads on a Construction Site


F/506/5305

Unit Level Two

Unit Credit Value 6

GLH 48

Assessment Guidance This unit must be assessed in a construction environment, which may be a simulated work environment.


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know how to comply with relevant Health and Safety legislation, statutory regulations, official guidance, organisational procedures and manufacturer’s information whilst operating lifting accessories or equipment.

1.1. State the current Health and Safety legislation, statutory regulations, official guidance and organisational procedures that apply for lifting equipment or accessories whilst: (a) Preparing the equipment or

accessories for work (b) Operating equipment or accessories.

1.2. State typical safety hazards associated with operating lifting equipment or accessories, explaining how these can be mitigated by applying appropriate risk control measures.


2. Be able to prepare the work area for lifting and loading activities.

2.1. Ensure that the work area is suitable for the work activities to be undertaken.

2.2. Ensure that safety arrangements are in place to protect other workers from lifting and loading activities.

2.3. Identify potential straightforward problems, resolving them or reporting those which cannot be resolved.

3. Be able to prepare a load before carrying out basic lifting operations.

3.1. Confirm the maximum weight that can be lifted by the equipment or accessories.

3.2. Identify the centre of gravity of the load to be lifted.

3.3. Secure loads before moving operations commence.

39


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

3.4. Identify the route to be taken to move the load, minimising risk to people and property.

3.5. Position the moving equipment to ensure that the load is evenly distributed.

4. Be able to carry out basic lifting and loading operations.

4.1. Set up equipment and accessories to lift and transfer loads.

4.2. Operate the equipment safely: a) near hazards b) near underground services c) near overhead services.

5. Be able to undertake specified tasks using

lifting equipment or accessories. 5.1. Lift loads up to the safe maximum working

height of the equipment. 5.2. Remove loads up to the safe maximum

working height of the equipment. 5.3. Place loads in the correct sequence on

the vehicle bed. 5.4. Retrieve loads in the correct sequence

from the vehicle bed. 5.5. Stack loads correctly.

5.6. De-stack to make the loads safe.

6. Be able to secure and store the equipment or accessories correctly.

6.1. Use the correct procedures to secure the equipment or accessories.

6.2. Store equipment or accessories safely.

Scope of learning for the unit There is no specific requirement about the type of lifting equipment and accessories to be used when completing this unit, however learners should have the opportunity to use a range of lifting equipment and accessories as part of the learning for the unit.

There is a strong emphasis on health and safety and the avoidance of risk and the minimisation of hazards when operating lifting equipment and accessories. Learners should gain a thorough understanding of relevant health and safety legislation, be able to read and understand manufacturers’ information and site regulations related to health and safety. This will include Health and Safety at Work Act 1974, Provision of Use of Work Equipment Regulations 1998 and COSHH.

40


Learners must understand the importance of ensuring that the work area is suitable for the task and should assure the safety of the other workers in the area.

Learners should be able to identify potential problems and should be able to

identify solutions to the problems and know when to escalate. The following points must always be considered:

Where loads are to be picked up

Where loads are to be placed

What areas are to be passed over

Proximity of other people

Any obstructions in the way

How the load is to be slung

How slings are to be removed and access to them

How the crane driver will be directed

The weight of the load

The radius of the lift

Any loads from a crane or outriggers and the capacity of the ground or slab to support them

Weather conditions and light. Learners should be able to prepare a load, including knowing the centre of

gravity of a load and the maximum safe weight that can be lifted by the specific equipment.

Learners must be able to complete a number of tasks using safe working

methods. These may be observed by an assessor and the assessor’s evidence used to demonstrate achievement of the relevant assessment criteria.

Learners should understand the storage and care of lifting accessories: Lifting

accessories include slings, shackles, eye bolts, spreader beams etc. All types of lifting accessories are highly stressed in service and their condition must be monitored to ensure that they will not fail when loaded.

Thorough examinations of all lifting accessories must be undertaken every six

months and a record issued. Visual inspections must be carried out by the slinger/signaller at least daily. If any damage is seen, the item must not be used until checked.

Webbing slings, or any sling made from synthetic fibres, should be examined

before and after every lift as they are extremely vulnerable to being cut by sharp edges. If there is any sign of a cut or fraying in the fabric, they should be taken out of use and checked.

Slings should be stored in dry conditions, preferably hanging on a rack where

they will not get tangled, wet or contaminated by dirt, grease, cement, concrete

41


etc. They must not be left hanging on the lifting hook where they could pose a hazard if blown about by the wind.

Assessment Guidance

Although the unit may be assessed in a simulated work environment, if the

assessment takes place on site, learners must gain a CSCS and/or CPCS card. Learners must provide evidence against all of the assessment criteria; the

evidence for this unit will come from two main sources; direct evidence produced by the learner demonstrating knowledge and skills when completing activities related to lifting and transferring loads and underpinning knowledge and understanding which can be demonstrated through a variety of assessment methods.





Assessment of learners’ knowledge and understanding will be undertaken

through practical assignments and questioning based activities undertaken in the training or workbased environment. All drawings and specifications used should be attached at the end of the workbook.

42


Unit Title Prepare and Operate a Ride on Roller


T/506/5141

Unit Level Two

Unit Credit Value 6

GLH 48



LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know how to comply with relevant Health and Safety legislation, statutory regulations, official guidance, organisational procedures and manufacturer’s information whilst operating a ride on roller.

1.1. State the current Health and Safety legislation, statutory regulations, official guidance and organisational procedures that apply for a ride on roller whilst:

a) Preparing the ride on roller for work b) Operating a ride on roller.

1.2. State typical safety hazards associated with operating a ride on roller, explaining how these can be mitigated by applying appropriate risk control measures.


2. Be able to prepare a ride on roller for work.

2.1. Carry out pre-use checks for a ride on roller.

2.2. Carry out functional and operational checks for a ride on roller.

3. Be able to drive the ride on roller. 3.1. Configure and set up the machine for site travel.

3.2. Travel over different surfaces: a) rough ground b) undulating ground c) substantial inclines d) level surfaces.

3.3. Manoeuvre the machine in restricted areas.

4. Be able to set up the ride on roller for work.

4.1. Configure and set up the ride on roller for compacting duties.

4.2. Operate the ride on roller safely:

43


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

a) near hazards b) near underground services c) near overhead services.

5. Be able to undertake specified tasks using a ride on roller.

5.1. Compact loose granular materials to specification.

5.2. Compact in straight lines and around radii. 5.3. Compact supported and unsupported

edges.

6. Be able to shut down the ride on roller correctly.

6.1. Shut down the ride on roller using the correct procedures.


There is a strong emphasis on health and safety and the avoidance of risk and the minimisation of hazards when operating a ride on roller. Learners should gain a thorough understanding of relevant health and safety legislation, be able to read and understand manufacturers’ information and site regulations related to health and safety. This will include Health and Safety at Work Act 1974, Provision of Use of Work Equipment Regulations 1998 and COSHH.

Learners must be able to undertake a range of tasks using a ride on roller

including travelling on different surfaces. They should be aware of the potential challenges of operating a ride on roller on different surfaces, e.g. tipping, slipping off the road surface and even the driver being dislodged and pinned under the machine. Learners should be taught safe working methods and should use seat belts and PPE as relevant to the equipment and task.

Learners should have the opportunity to manoeuvre the roller in restricted areas (e.g. small areas of space) and should be able to check and configure the machine for a variety of tasks.

Assessment Guidance

Although the unit may be assessed in a simulated work environment, if the assessment takes place on site, learners must gain a CSCS and/or CPCS card.


evidence for this unit will come from two main sources; direct evidence produced by the learner demonstrating knowledge and skills when completing activities related to working as a construction operative and underpinning

44


knowledge and understanding which can be demonstrated through a variety of assessment methods.


copy and electronic), and direct observation of activities that can be evidenced through either digital recordings, assessor observation reports, witness statements, etc.



45


Unit Title Working as a Slinger/Signaller


A/506/5142

Unit Level Two

Unit Credit Value 6

GLH 48



LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Know how to comply with relevant Health and Safety legislation, statutory regulations, official guidance, organisational procedures and manufacturer’s information whilst working as a slinger/signaller.

1.1. State the current Health and Safety legislation, statutory regulations, official guidance and organisational procedures that apply when working as a slinger/signaller.

1.2. State typical safety hazards associated with working as a slinger/signaller, explaining how these can be mitigated by applying appropriate risk control measures.


1.4. Explain all pre-use checks on non-specialist lifting accessories.

1.5. Identify non-serviceable items. 1.6. Explain the procedures for placing non-

serviceable items out-of-service.

2. Be able to set up and prepare the work area.

2.1. Prepare lifting accessories for work activities.

2.2. Set up and prepare the work area for lifting duties.

2.3. Select the correct lifting accessories for the given load.

2.4. Carry out checks related to: a) work hazards b) underground services c) overhead services.

3. Be able to complete specified tasks as a slinger/signaller.

3.1. Secure loads to a lifting hook, using the relevant lifting accessory and procedures.

3.2. Ensure that loads are correctly balanced and secure.

46


LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

3.3. Communicate effectively with others when working as a slinger/signaller.

3.4. Direct and guide the movement of loads. 3.5. Place loads accurately in the appropriate

location. 3.6. Maintain safe working situations at all

times.


There is a strong emphasis on health and safety and the avoidance of risk and the minimisation of hazards when working as a slinger/signaller. Learners should gain a thorough understanding of relevant health and safety legislation, be able to read and understand manufacturers’ information and site regulations related to health and safety. This will include Health and Safety at Work Act 1974, Provision of Use of Work Equipment Regulations 1998 and COSHH.

Learners should be able to identify potential problems such as size of the working area, potential overhead and underground hazards, obstructions, potential tippages, overloading and should be able to identify solutions to the problems and know when to escalate. Learners should be taught about risk assessments and their use in mitigating risks on site.

Learners should be able to check and configure non-specialist lifting accessories before use for a variety of tasks.

Learners should be able to prepare a load, including knowing the centre of gravity of a load and the maximum safe weight that can be lifted by the specific equipment.

Learners must be able to complete a number of tasks using safe working methods. These may be observed by an assessor and the assessor’s evidence used to demonstrate achievement of the relevant assessment criteria.

Learners must be taught relevant signals in use on a site to ensure that loads are moved and placed safely.

Learners should be aware of both radio and electronic signals. If using radio signals, all instructions must be repeated continuously, for example “LOWER, LOWER, LOWER….” until the movement is complete. If instructions stop getting through, the crane operator must immediately bring the load to a halt to guard against failure of the radio system.

47


Learners must ensure that clear messages are sent to each piece of lifting equipment if they are manoeuvring more than one load at a time.

If hand signals are chosen, learners must ensure that:

There is always a line of sight between signaller and crane operator

If the line of sight is broken, there are intermediate signallers allocated

There is no confusion as to which slinger / signaller is controlling the crane as there may be more than one signaller in the vicinity of the lift

The signaller faces the crane operator whenever signalling

Hand signals must include: operations start, stop and cease, emergency stop, hoist, lower (slowly), travel to/from me as a minimum.

Assessment Guidance

Although the unit may be assessed in a simulated work environment, if the assessment takes place on site, learners must gain a CSCS and/or CPCS card.


evidence for this unit will come from two main sources; direct evidence produced by the learner demonstrating knowledge and skills when completing activities related to working as a construction operative and underpinning knowledge and understanding which can be demonstrated through a variety of assessment methods.


copy and electronic), and direct observation of activities that can be evidenced through either digital recordings, assessor observation reports, witness statements, etc.

Underpinning knowledge and understanding can be evidenced through a variety of assessment methods including; multiple choices testing and question and answer exercises (electronic or paper-based).

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4. Assessment and Evidence The NOCN Level 1 in Exploring a Career in Civil Engineering qualification is an internally assessed qualification. Learners must provide evidence of learning and achievement against all of the assessment criteria specified within each unit. The qualification is a vocationally based qualification. The units offer the opportunity for learners to achieve a balance of practical skill and knowledge. Centres must ensure that knowledge based learning is substantive, and relevant to the work or events likely to be encountered in the course of a relevant career in civil engineering. The centre must ensure that the assessment activities are: Valid The assessment activity must be fit for purpose which means that the

assessment tasks measure the intended outcomes of the unit. They should afford the learner an opportunity to provide sufficient evidence of learning to meet the assessment criteria at the appropriate level.

Sufficient The assessment activities afford the learner an opportunity to provide

sufficient evidence of learning to meet the assessment criteria.

Reliable Assessment activities must generate clear and consistent outcomes across all assessors.

Although the activities may be applied to differing scenarios and in different contexts, with different learners, the evidence sought by the activity must be assessed with a universal standard to ensure that the resulting assessment decisions are consistent across all assessors and centres offering the qualification.

Authentic Evidence presented must be the learner’s own work. 4.1 Fair and Equitable Assessment Assessment within the qualification is designed to be accessible and inclusive. The assessment methodology is appropriate for individual assessment or for groups of learners.

4.2 Learners with Particular Requirements If you are a NOCN Recognised Centre and have learners with particular requirements, please see the NOCN Reasonable Adjustments Policy and Procedure found on the NOCN website at www.nocn.org.uk


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This policy gives clear guidance on the reasonable adjustments and arrangements that can be made to take account of disability or learning difficulty without compromising the assessment criteria. The NOCN Centre Recognition process requires the centre to hold policy statements on Equal Opportunities, Diversity and Disability Discrimination which will be reviewed by NOCN. Please contact [email protected] for further details. 4.3 Recognised Prior Learning

Recognition of prior learning is an assessment method leading to the award of credit. The process involves considering if a learner can meet the specified assessment requirements for a unit through knowledge, understanding or skills that they possess already, as a consequence, they do not need to undertake a course of learning.

Centres are encouraged to recognise previous achievements and experience, both formal, for example through accredited units or qualifications and informal, for example through continuous learning. This involves the recognition of achievement from a range of activities that will have been assessed through any valid method of assessment.

When using the process of the recognition of prior learning, it is essential that the assessment requirements of a specific unit or, more exceptionally, a qualification have been met. The evidence of learning provided must be sufficient, reliable, authentic and valid. 4.4 Functional Skills

These qualifications could contribute towards the Functional Skills in the following areas: English

o Speaking, listening and communication – could be demonstrated through discussions, oral question and answer in the ‘employability’ or knowledge based units.

o Reading – could be demonstrated through reading manuals, handbooks, procedures and instructions for using equipment.

o Writing – could be demonstrated through written answers to worksheets, written reports.

ICT o Development of ICT skills can be demonstrated where computers are used for

recording information, or for creating written documents or spreadsheets. Mathematics

o Development of mathematics skills can be demonstrated through interpretation of drawings, schedules and specifications where appropriate.

For more information see the Functional Skills criteria for English, ICT and/or maths on the NOCN website: www.nocn.org.uk



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4.5 Assessment and Evidence for the units Centres can use a variety of assessment activities to capture evidence of learners’ understanding. Each individual unit identifies specific assessment methods where required. Additional activities may include:

Oral Question and Answer Simulation Report Practical Demonstration Written Question and Answer/Test/Exam

Forms and guidance for gathering learner evidence against the individual assessment criteria are available for download in Word format on the NOCN website: http://www.nocn.org.uk/qualifications_and_units/additional_qualification_documents. Alternatively, centres can use their own paperwork provided they ensure that the learners’ work is ordered and portfolio references provided as required.

http://www.nocn.org.uk/qualifications_and_units/additional_qualification_documents

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Appendix 1 - Resource suggestions Institute of Civil Engineering http://www.ice.org.uk/What-is-civil-engineering British Engineering jobs http://www.britishengineeringjobs.co.uk Construction Skills http://www.citb.co.uk See individual units for additional website resources

http://www.ice.org.uk/What-is-civil-engineering

http://www.britishengineeringjobs.co.uk/

http://www.citb.co.uk/

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Appendix 2 - Assessment Documentation 1. Learner Evidence Record Unit 1 NOCN Level 1 Certificate in Exploring a Career in Civil Engineering Unit Title: Health and Safety and Welfare in Construction

Assessment Criteria Evidence Portfolio Ref

Completed By

Signed Off By

1.1.

2.1.

2.2.

Learner Signature:

Tutor Signature:

Confirmation of Achievement of Unit – Date:

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Evidence Record cont…. NOCN Level 1 Certificate in Exploring a Career in Civil Engineering Unit Title: Health and Safety and Welfare in Construction


Completed By

Signed Off By

3.1.

3.2.

4.1.

4.2.

5.1.

5.2.

Learner Signature:

Tutor Signature:


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2. Learner Evidence Record Unit 2 NOCN Level 1 Certificate in Exploring a Career in Civil Engineering

Unit Title: Introduction to Careers in Civil Engineering


Completed By

Signed Off By

1.1

1.2

2.1.

Learner Signature:

Tutor Signature:



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Appendix 3 – Feedback Sheet

Feedback Sheet

Tutor/Assessor Comments:

Learner comments:

Tutor/assessor sign:

Date:

Learner sign:

Date:

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