1. Revised GCSE Construction and the Built Environment Launch event Stormont Hotel, Belfast – Wednesday 3 rd December 2008 Silverbirch Hotel, Omagh – Thursday 4 th December 2008

2. Agenda 13.00 Introduction 13.20 Controlled Assessment Units 14.20 Externally Assessed Unit 14.50 CCEA support/Q&A

3. Construction

5. Why revise specifications? All awarding bodies must conform to the rules of the Regulatory Authorities. The shelf life of any specification is five years.

6. Why revise specifications? To ensure that content and assessment reflect the needs of learners and the needs of the society, economy and environment in which they live and work.

7. Why revise specifications? Our aim is to provide teachers, lecturers and tutors with top-class qualifications that are refreshingly relevant, stimulating and rewarding for their learners.

8. The process of revision Key activities have included: Identification of subject criteria in collaboration with QCA and all other UK regulatory bodies. Consultation and communication with stakeholders.

9. Consultation Phase 1 Online consultation with teachers on our current specifications Phase 2 Online consultation with teachers on our revised specifications Subject specific workshops Subject Advisory Teams And Equality Impact Assessment

10. Key Changes Controlled assessment in all subjects except Religious Studies and Economics Unitisation in many subjects Quality of written communication (QWC), now embedded in the mark scheme

11. GCSE Construction Key Features CCEA are the only awarding body offering this subject Unitised specification Single Award Controlled Assessment –CCEA provides tasks –Unit 2 – Working dwg provided

12. Spec at a glance (Page 5)

13. Controlled Assessment Tasks will be reviewed every year to ensure that they continue to set an appropriate challenge and remain valid, reliable and stimulating The following skills will be assessed through controlled assessment: – Planning investigations and/or tasks – Carrying out investigations and/or tasks

14. Controlled Assessment Rules are defined for the three stages of the assessment: –Task setting –Task taking –Task marking

15. Task setting Candidates are required to complete a portfolio and a product for: –Unit 2 – The Construction Craft Project –We set the task for each construction theme (Wood, Brick, Pipes etc) Candidates are required to complete a portfolio of drawings for: –Unit 3 – Computer Aided Design We set the tasks each year

16. Task Taking Authenticity –Tasks must be completed under informal supervision –Research: limited supervision Feedback –Monitoring progress –Preventing plagiarism –Ensuring compliance with Health & Safety

17. Task Marking Teachers mark the controlled assessment tasks using mark schemes that we provide Centres with more than one teaching group must carry out internal standardisation We will moderate centre marking

18. Controlled Assessment Unit Unit 2 – The Construction Craft Project

19. Unit 2 - Key Points This unit is worth 30% and is marked out of 60 marks For this unit you will choose a theme/task that best fits the needs of your learners and the facilities of your centre. CCEA set the task each year Candidates will choose a task (45 marks) from one of the following themes; –Timber –Brick –Plaster; and –Pipes. There is NO design element however candidates are required to complete a Craft folder (15 marks) that contains the following elements; –The production stages (e.g. a flow diagram) –A list of the materials and tools required –A simple costing –Health & safety requirements –An evaluation of their own work

20. Exemplar - Wood

24. Exemplar - Brick

28. Controlled Assessment Unit Unit 3 – Computer Aided Design in Construction

29. Unit 3 - Key Points The unit is worth 30% and is marked out of 60 marks CCEA provide the task each year Tasks will be contextualised based on the following themes; Domestic Commercial Agricultural Recreational; or Institutional (e.g. Health Centre, Office unit etc) Candidates have a series of design/drafting tasks to perform under controlled conditions Candidates are required to build up a portfolio of work within the allotted timeframe.

36. Externally Assessed Unit Unit 1 The Construction Industry for the 21 st Century Supported by pre-release materials.

37. Unit 1 40% of the overall award Comprises of one 1 1 / 2 hour examination, externally assessed Associated pre release materials Examination available every January and summer beginning in Summer 2010 A Specimen paper is available

38. Unit 1: The Construction Industry for the 21st Century This unit is a comprehensive introduction to the construction industry. Students have an opportunity to gain knowledge and understanding of the main types of construction, related employment, and the resources used in the building environment. Students are assessed on all of this unit’s content through one written external examination. The examination lasts 1 hour 30 minutes. In the paper, students are expected to answer questions based on pre- release material.

39. Unit 1: The Construction Industry for the 21st Century Introduction to the Built Environment Students should be able to: identify the various forms of domestic dwellings and explain the main characteristics of these types of dwellings: − terraced/town houses; − semi-detached; − detached; − apartments; and − bungalows;

40. Unit 1: The Construction Industry for the 21st Century Introduction to the Built Environment Students should be able to: identify the structural form used in a range of types of buildings and evaluate how it relates to their function: − cellular; − rectangular framed, concrete and steel; − portal framed; − timber framed; demonstrate a knowledge and understanding of the main activities of the construction industry, which are: − building; − civil engineering; and − building services;

41. Unit 1: The Construction Industry for the 21st Century Employment in Construction Students should be able to: develop a knowledge and understanding of the main technical, managerial and professional occupations in the construction industry, and identify the main roles carried out by each: architect site manager; contracts manager; planner; buyer; building control officer; building surveyor; and quantity surveyor.

42. Unit 1: The Construction Industry for the 21st Century Employment in Construction Students should be able to: demonstrate a knowledge and understanding of the main craft operations in the sector: bricklayer; electrician; joiner; plasterer; plumber; and tiler;

43. Unit 1: The Construction Industry for the 21st Century Content / Learning Outcomes Materials Students should be able to: Demonstrate a knowledge and understanding of the main materials used in domestic buildings and be able to understand the properties and functions of these materials: − materials used in external walls; − materials used in roof structure and joinery components; − materials used for internal finishes; − materials used in plumbing; and − materials used for insulation;

44. Unit 1: The Construction Industry for the 21st Century Content / Learning Outcomes Technology Students should be able to: − identify different elevations and how they relate to the plan and/or drawing; − read dimensions from the drawing, for example running dimensions, individual dimensions, floor area and wall area; − use a scale rule to lift accurate measurements from plans; and − interpret the structural make-up of the external structure from sectional drawings; and − produce free-hand sketches to communicate and explain their responses to a given scenario

45. Unit 1: The Construction Industry for the 21st Century Technology Students should be able to: describe the main elements of low-rise buildings and evaluate their purposes, including: − strip foundations; − wall construction (traditional block, brick, timber and stud partition); − insulation (wall, roof and floor); − floors (solid and suspension); − roofs (pitched and flat); − doors (flush, panelled, framed, legged, braced and sheeted, and associated ironmongery); − windows (uPVC, hardwood and styles); and − stairs for domestic dwellings (terminology, stair types and balustrade types);

46. Unit 1: The Construction Industry for the 21st Century Technology Students should be able to: describe and evaluate how methods of construction have changed over time (including the future development of sustainable construction techniques), for example: − wall construction, including: stone; brick; timber; and industrial methods; and − floor construction to include subfloor and suspended floors;

47. Unit 1: The Construction Industry for the 21st Century Sustainable Development Students should be able to: show an awareness of the issues surrounding sustainable development in construction and the built environment, including: − the natural environment; − pollution; and − local resources; and relate sustainable construction to: − wall structures; − roof structures; − water; and − recycling.

48. Unit 1: The Construction Industry for the 21st Century Sustainable Development Students should be able to: demonstrate a knowledge and understanding of the various renewable energies that can be used as alternatives to fossil fuels, including: − geothermal; − wind turbines; − solar panels; and − biomass; explain the advantages and disadvantages of renewable energy; identify how each type of renewable energy can be used in construction and the built environment; evaluate renewable energies as alternatives to fossil fuels

49. Unit 1: The Construction Industry for the 21st Century Sustainable Development Students should be able to: demonstrate a knowledge and understanding of the need to reduce the environmental impact when sourcing building materials; and demonstrate a knowledge and understanding of the methods used to reduce the environmental impact of building materials, including; − modern quarrying practice; − recycling; − reusing; and − site waste management.

50. Unit 1: The Construction Industry for the 21st Century Health and Safety Students should be able to: demonstrate a knowledge and understanding of the health and safety regulations in the construction industry, in particular: − ‘Working at Height’ and other legislation relevant to, for example scaffolding and ladders; − electricity to be used on site and overhead power cables; − trench excavating; − site safety signs; and − Personal Protective Equipment (PPE);

51. Unit 1: The Construction Industry for the 21st Century Resource Considerations Students should be able to: demonstrate a knowledge and understanding of the main factors associated with construction: − costing; − planning; − plant labour and materials; and − social and environmental considerations; analyse the impact of the construction industry on society, the economy and the environment using two varying contexts from local, European and/or global;

52. Bullet Point 1 Bullet Point 2 Bullet Point 3 Bullet Point 4 Bullet Point 5

53. Rectangular framed structures

54. Framed Structures There are two different types of framed structures used for building: Rectangular frames & Portal framed

55. Main Heading Bullet Point 1 Bullet Point 2 Bullet Point 3 Bullet Point 4 Bullet Point 5 Work sheet / screens to be Completed by learner.

56. Wall structures

57. Bonding of Brickwork / Blockwork Bonding of brickwork is the arrangement of brickwork in a wall, column or pier which will give maximum overlap and no continuous vertical joints. The purpose of bonding is to:- 1.Obtain maximum strength whilst distributing the loads carried by the walls. 2.Ensure lateral stability and resistance to side thrusts. 3.Create an acceptable appearance. LOAD Possible settlement Unbonded walls – Comparatively weak and liable to fail under load or lateral thrust.

58. Building from Key Stage 3 This specification offers a range of links & opportunities that will allow you to build on the T&D work you have done within the KS3 curriculum. The majority of the curriculum objectives/personal capabilities & cross curricular skills are covered across the specification.

59. Key Stage 3 (Contd) E.G. Unit 1 Sustainable development Exercise environmental Responsibility through conservation of resources, waste management and promotion of local and global diversity Education for sustainable development Contributor to the economy & the environment

60. Key Stage 3 (Contd) Cross Curricular Skills Communication Using ICT Unit 1 Measurements Using Mathematics Unit 2 Craft Folder Unit 1 Evaluation Questions Unit 3 CAD

61. Our Support Programme Autumn 2008 – Spring 2009 Launch events (Oct – Dec 2008) Subject specific support days in preparation for teaching GCSE from September 2009. (Jan – April 2009)

62. Our Support Programme contd Agreement trials Exemplification of standards (September – November 2011)

63. Our Support Programme contd e-Support Package Subject micro-sites (introducing interactive student support) www.ccea.org.uk/constructionwww.ccea.org.uk/construction The revised specification Specimen assessment materials Schemes of work Student guides Controlled assessment guidance material Chief Examiner’s reports www.ccea.org.uk

64. Construction Microsite

65. T&D Microsite

66. Our commitment to you In person A local team fully committed to supporting you Accessible subject officers and specification support officers Tailored guidance from a subject specialist Centre visits on request

67. Additional GCSE Support Support Events – Spring term 2009 Podcasts – Examination tips from Senior team – Student testimonials

68. Staying informed For information on all our support events go to www.ccea.org.ukwww.ccea.org.uk Click on the Events icon (top left)

69. Contact details Subject Officer: Paddy McShane Email:pmcshane@ccea.org.uk Telephone:028 90 261200 Ext 2133 Specification Support Officer: Catriona Skelton Email:cskelton@ccea.org.uk Telephone:028 90 261200 Ext 2292 Distribution: Michelle Hannaway Email: mhannaway@ccea.org.uk Telephone:028 90 261200 Ext 2161