1. Construction and the Built Environment Diploma September 2006

2. Purpose  To provide a programme of applied learning relating to the fabric of the world in which we live and its impact on individuals and communities  To develop a comprehensive picture of the physical extent and significance of the built environment  To develop an understanding of the activities that shape, develop and influence the built environment

3. Design Principles  Present learners with a coherent and comprehensive picture of the built environment  Engage learners in considering how the built environment is designed, constructed and used  Provide opportunities to investigate, explore, analyse and review all aspects of the built environment  Develop a broad range of personal, learning and thinking skills which encourage creativity, individual and collective enquiry, team working and reflection on experience  Provide comprehensive guidance on progression possibilities, requirements and career pathways

4. Delivery Guidance Learning experiences should be motivating and practical:  individual projects involving planning, research and practical investigations  experience of using materials and creating products  group activities involving planning, allocating tasks, joint investigations and presentation of findings  field work, site investigations  creating designs, models, drawings and other representations  investigating new materials and processes

5. Structure  Level 1 provides a broad introduction to the nature and extent of the built environment, the factors influencing its design and construction and its impact on people and communities  Level 2 provides an opportunity to develop and apply a range of skills and knowledge in relation to the design, creation, maintenance and use of the built environment  Level 3 provides opportunities to analyse, evaluate and explore principles and practices relating to the social, economic and cultural contribution of the built environment and the wider factors influencing the design, creation, maintenance and management of the built environment

6. Guidance on Content  Principal Learning outcomes require some elaboration as to key components, emphasis and level of treatment  The Guidance can cover stages in a process, primary components of an activity, the range of stakeholders involved, topics and issues to be covered  Guidance on Content has been developed for each Principal Learning outcome

7. Examples of Guidance Statements Level 1 Theme: Design of the built environment 1.1Identify the social and economic factors influencing design This provides learners with an introduction to the broad human and physical factors to be taken into consideration in the design process. This includes identifying how the size and composition of the community influences the design of different buildings and structures; the role of the existing infrastructure in influencing future social needs; and the economic influence of materials, labour and land costs on design.

8. Example of Guidance on Content Statements Level 3 T heme: Design of the built environment 3.1Explore the historical, political, economic, social and aesthetic factors influencing the design process. This provides learners with the knowledge, understanding and application of the analytical skills involved in evaluating the impact of a wide range of factors influencing the development and design of the built environment. This involves investigating how the built environment has developed and changed over time and the factors influencing changing styles and approaches to design; investigating the impact of different political policies and priorities on design; identifying and evaluating the impact of different forms of private and public funding on built environment projects; evaluating the influence of the cyclical nature of economic growth and recession; exploring how the built environment responds to community needs, social integration and contributes to social engineering; and exploring various architectural styles, landmark projects and the relationship between function, form and visual appearance.

9. Overall Structure Level One Principal Learning Themes Design the built environment Create the built environment Value and use of the built environment + Guidance on Content Statements Generic Learning Functional English, Maths, ICT Learning and development skills Investigation Reflection Teamwork Self management Work experience Project Additional / Specialist Learning 4 from the following : Construction and the built environment and its impact on individuals and communities Languages Customer care Health and fitness Handling and storing resources Investigating building maintenance Living in the built environment Supporting the built environment Modern methods of construction Building services engineering Engineering construction

10. Level 1 – Principal Learning Design the Built Environment Identify social and economic factors influencing design Explain how planning of the built environment impacts on design. Develop an understanding of sustainability and environmental protection as it applies to the design of the built environment. Describe the properties of a range of materials and their impact on the design of the built environment. Explain why a range of structures are designed in the way they are. Demonstrate an understanding of design principles through the design of a simple structure.

11. Level One – Principal Learning Create the Built Environment Describe how construction methods and materials have changed over time Apply safe working practices to undertake basic operations within the built environment Identify and describe the major requirements for health and safety and environmental protection Use a range of hand tools and equipment used in the construction crafts and building services Describe where and how sustainable materials and processes can be used during the construction of the built environment Identify a range of specific job roles in the built environment Interpret a range of basic technical information

12. Level One – Principal Learning Value and Use the Built Environment Identify how major structures impact on the people and places around them. Describe how the welfare of people who use the built environment can be ensured Identify where and how sustainable materials and processes can be used in maintaining the built environment. Describe the life cycle of structures in the built environment and their contribution to economic and social development.

13. Overall Structure Level Two Principal Learning Themes Design the built environment Create the built environment Value and use of the built environment + Guidance on Content Statements Generic Learning Functional English, Maths, ICT Learning and development skills Investigation Reflection Teamwork Self management Work experience Project Additional / Specialist Learning Pathways Construction Building Services Engineering Management of Built Assets Additional Electives

14. Level Two – Principal Learning Design the Built Environment Identify and explore the factors influencing the design process Identify planning requirements and their impact on design Examine the nature and use of utilities in the design of the built environment Investigate the use and properties of construction materials Identify how the use of sustainable materials can influence the design process Identify and make use of a range of technical information available to design the built environment Analyse a range of common structural forms and building elements used in the design process Apply design principles through the design and evaluation of a complex structure

15. Level Two – Principal Learning Create the Built Environment Examine main job roles and their relationship to each other within the built environment and explore typical career pathways, qualifications and progression Identify and use a range of technical information used in the construction of the built environment Investigate a range of methods and techniques used in the construction of groundworks, substructure, superstructure and external works Identify a range of hazards and risks commonly encountered in the construction of the built environment and show how they can be minimised Identify and apply good practice in safe working techniques Select and use a range of tools, materials and personal protective equipment to perform construction activities

16. Level Two – Principal Learning Value and Use the Built Environment Identify and explore the social, environmental and economic components and benefits of sustainability Identify and describe the contribution that the built environment makes to the physical, spiritual and emotional wellbeing and economic prosperity of individuals and communities Describe the main activities and roles involved in maintenance and service support functions Explain the contribution of facilities management and support services to the maintenance, development and economic benefit of the built environment Identify and explore the contribution of property services and housing to the development of the built environment and the wider community

17. Level 2 – Additional/Specialist Learning Construction Pathway Performing within wood related construction operations Performing within trowel related construction operations Performing within decorative related construction operations Performing within construction and civil engineering operations Performing industrial pipefitting operations Performing metal related operations Management of resources, plant and equipment Installation and assembly of prefabricated units Performing structural steelworking operations Performing glazing operations Welding and fabrication

18. Level Two – Additional/Specialist Learning Building Services Engineering Pathway Building services engineering Performing plumbing operations Performing refrigeration and air-conditioning operations Performing electrical installation operations Performing heating and ventilation operations

19. Level Two – Additional/Specialist Learning Management of Built Assets Pathway Facilities management and support services Housing services Surveying for the built environment Sale and letting of residential, industrial and commercial property Planning in construction and the built environment Introduction to valuation Community management and regeneration

20. Level Two – Additional/Specialist Learning Additional Electives Of the 5 up to 2 of the following (or those in other pathways) can be taken in any pathway: Customer service Performing built environment maintenance operations Relationship of construction and the built environment to the wider community Design in construction and the built environment Languages

21. Overall Structure Level Three Principal Learning Themes Design the built environment Create the built environment Value and use of the built environment + Guidance on Content Statements Generic Learning Functional English, Maths, ICT Learning and development skills Investigation Reflection Teamwork Self management Work experience Extended Project Additional / Specialist Learning Pathways Construction Building Services Engineering Management of Built Assets Management in the Built Environment Additional Electives

22. Level Three – Principal Learning Design the Built Environment Explore the historical, political, economic, social and aesthetic factors influencing design Identify and explore the various stages of the design process Examine the stages of the planning process and their impact on design Examine the health, safety and environmental factors influencing design Investigate the provision of primary services utilities to the design of buildings Identify the impact of projected climate change on design

23. Level Three – Principal Learning Create the Built Environment Examine main job roles and explore typical career pathways, qualifications and progression Identify ways of protecting and maintaining the environment during construction Identify and evaluate a range of project management and quality assurance tools and techniques Identify and evaluate the health, safety and environmental factors Compare existing and developing construction processes and evaluate their impact Identify and evaluate ways of conserving natural resources and recycling waste in the creation of the built environment.

24. Level Three – Principal Learning Value and Use the Built Environment Evaluate ways of engaging stakeholders and communities in the development and use of the built environment Identify ways of protecting and maintaining the environment Evaluate the social, economic and commercial contribution of the built environment to the wider community. Evaluate the role of asset management in the economic and social development of the built environment. Identify and evaluate ways of protecting the physical structure of the built environment.

25. Level Three – Additional/Specialist Learning Construction Pathway Site surveying The relationship of the built environment to the wider environment and community Civil engineering construction Energy and utility supply Construction health and safety Setting out processes

26. Level Three – Additional/Specialist Learning Building Services Engineering Pathway Integrated facilities management and support services Building services engineering (electrical) Building services engineering (mechanical)

27. Level Three – Additional/Specialist Learning Management of Built Assets Pathway Sale, letting and management of built assets Valuation services The relationship of the built environment to the wider environment and community Integrated facilities management and support services Community management and regeneration Housing management services Site surveying Residential block management Building surveying and support services

28. Level Three – Additional/Specialist Learning Management in the Built Environment Pathway Financial management and control Supply chain relationship management Managing the built environment Team leadership and participation

29. Level Three – Additional/Specialist Learning Additional Electives Heritage The regulatory framework and compliance Planning the built environment Technical drawing CAD Client, customer and supplier management in the built environment Mathematical techniques in construction and the built environment Measuring, tendering and estimating processes in construction and the built environment Science and materials in construction and the built environment Structural mechanics Design Languages Renewable energy sources

30. Diploma progression routes Level 4 Level 3 Level 2 Level 1 14-19 Qualifications Mostly 16 + Traditional route 1 Specialised Diploma Apprenticeship route GCSE D -G +other provision GCSE A* -C GCE A levels Degree 1 Diploma Level 1 Diploma Level 2 Diploma Level 3 Degree/Foundation Degree Young Apprenticeship Apprenticeship Advanced Apprenticeship

32. Delivering the Diploma  Delivery models  Practical and applied learning  Work experience  Involving employers

33. Delivery models  Partnership arrangements  Current expertise in subject areas (geography, history, science)  Employer engagement in subject learning  Project based learning

34. Practical and applied learning  Not vocational but might support transition into work  Draw on the principles underpinning Functional maths, English and ICT  See also Ken Boston address to DfES regional conference

35. Work experience  Examine the purpose and intent  Different purpose for different levels  Different purpose for different pathways out of the diploma  Looking at work experience in more creative ways – a component of Generic learning

36. Involving employers  Direct work experience activities  Learning about work  Mentoring  Teaching support