BTEC Entry 3/Level 1 Construction Teaching Book and ... · For assessment criteria 6.1 and 6.2,...
8
1 © Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. BTEC Entry 3/Level 1 Construction 1 Unit 9 Starting work in construction Unit overview Credits: 4 This unit introduces learners to starting work in the construction industry. There are thousands of different job opportunities and careers in the UK construction industry, which employs some two million people, from design to construction and maintenance. Learning outcome 1 examines the many different careers available in construction under the categories of professional and technical, and craft or operative, and the different types of working available in those areas (such as employed/self-employed, permanent/temporary, full-time/part-time, skilled/unskilled). Learning outcome 2 examines how organisations offer career opportunities within the construction industry, from the small or medium enterprise to much larger national contracting organisations. Learning outcome 3 looks at how the type of career or job taken affects your lifestyle and working environment, for example working within a foreign country on a large project. Learning outcome 4 recognises that learners at this foundation level stage need information, advice and guidance (IAG) about how to make informed career choices so they can map out their career pathway. Learning outcomes 5 and 6 address the importance of working responsibly within a team and with others in construction, especially with regard to health and safety. On completion of this unit, learners will: LO1 Know about different types of career opportunities available in construction LO2 Know about different types of organisation offering career opportunities in construction LO3 Understand how career choices can impact upon an individual’s lifestyle LO4 Be able to make informed career choices LO5 Be able to work responsibly with others LO6 Be able to seek and respond to guidance when working as part of a team
Transcript of BTEC Entry 3/Level 1 Construction Teaching Book and ... · For assessment criteria 6.1 and 6.2,...
1© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
BTEC Entry 3/Level 1 Construction
1
Unit 9Starting work in construction
Unit overview Credits: 4
This unit introduces learners to starting work in the construction industry. There are thousands of different job opportunities and careers in the UK construction industry, which employs some two million people, from design to construction and maintenance.
Learning outcome 1 examines the many different careers available in construction under the categories of professional and technical, and craft or operative, and the different types of working available in those areas (such as employed/self-employed, permanent/temporary, full-time/part-time, skilled/unskilled).
Learning outcome 2 examines how organisations offer career opportunities within the construction industry, from the small or medium enterprise to much larger national contracting organisations.
Learning outcome 3 looks at how the type of career or job taken affects your lifestyle and working environment, for example working within a foreign country on a large project.
Learning outcome 4 recognises that learners at this foundation level stage need information, advice and guidance (IAG) about how to make informed career choices so they can map out their career pathway.
Learning outcomes 5 and 6 address the importance of working responsibly within a team and with others in construction, especially with regard to health and safety.
On completion of this unit, learners will:
LO1 Know about different types of career opportunities available in construction
LO2 Know about different types of organisation offering career opportunities in construction
LO3 Understand how career choices can impact upon an individual’s lifestyle
LO4 Be able to make informed career choices
LO5 Be able to work responsibly with others
LO6 Be able to seek and respond to guidance when working as part of a team
BTEC Entry 3/Level 1Construction
2© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Delivery guidanceThe following guidance can be used in conjunction with the scheme of work.
Learning outcome 1
The main focus of the first learning outcome is describing different types of career opportunities in construction. Learners need to examine career opportunities in the following categories:
• professional and technical
• craft or operative.
The use of professional association websites is useful in providing information for careers in architecture (RIBA), civil engineering (ICE), quantity surveying (RICS) and construction management (CIOB). Each of these has a dedicated website. The craft roles are slightly harder to access electronically. The CITB has a website for training of craft operatives.
Activity 1: Your ideal career
Ask learners to write down their strengths and skills.
They should then look through their notes and decide on what career choice would best suit them.
Assist them in investigating this choice. They should try and find out the following things about the job they have selected:
• qualifications required
• type of work involved
• where they might work.
Recording evidence for this activity and assessment criterion could be through:
• an interview between the learner and a Connexions officer
• a mock job application where learners fill in a form with these details having undertaken the research.
Learning outcome 2
This learning objective asks learners to describe different types of organisation that offer career opportunities in construction, in terms of their size and the nature of the work they undertake. Organisations covered should include:
• large national organisations
• civil service and local authority posts
• small and medium enterprises.
Activity 2: Who, what, where?
Help learners to take a look around the local or regional area for construction companies that they would like to work for. This could be done via an hour’s walk through a local town.
Find out if the organisations identified have a website and investigate the following about them:
• what type of work do they do
• what job roles they employ.
Unit 9 Starting work in construction
3© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Learning outcome 3Many construction jobs have a marked effect on a person’s lifestyle due to a number of factors including:
• working hours
• location within the world
• type of work.
Taking the activity from LO1 where learners have selected an ideal career, this can now be extended under this learning objective through the next activity.
Activity 3: Career planning
Taking their chosen career from the first activity, ask learners to complete a table like the one below by doing some research under the headings given.
Career chosen
Hours of working
Qualifications required
Location
Salary when qualified
Professional association membership
Learning outcome 4Using the activity below ask learners to use their research so far to make a realistic career choice (to go in the middle box).
Activity 4: Career choice
Ambitions Aspirations
Financial rewards Social benefits
BTEC Entry 3/Level 1Construction
4© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Learning outcome 5
For assessment criterion 5.1 learners should work as part of a team and demonstrate good team-working skills by working responsibly and cooperatively.
Activity 5: Team working
When undertaking a team activity, ask learners to complete the following checklist about another member of their team. They should compare notes afterwards.
Did this person:
1. Contribute to the team goal?
2. Communicate well?
3. Listen to instructions?
4. Behave well when working in the team?
5. Act as a speaker for the team?
Learning outcome 6
For assessment criteria 6.1 and 6.2, learners must be able to interact with tutors and peers. Learners must follow instructions and communicate appropriately with other learners and with their tutors and/or instructors. This could be written communication but will be mostly verbal. Health and safety instructions are a good source of evidence that could be recorded in a witness statement.
5© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 9 Starting work in construction
Assessment gridThe following grid will show you the assessment criteria that should be met in this unit against the activities in the Student Book that contribute. The grid also suggests the types of evidence that you might gather for each criterion.
Level 1
Assessment criterion Activity in Student Book that covers it
Evidence that could be offered Student Book page
1.1 Describe different types of career opportunities in construction
Activity: Careers within construction
A range of careers described for professional, technical, craft and operative e.g. an architect, a site engineer, a bricklayer and a general operative
Evidence could be acquired through an interview on site with a site manager to establish all of the career opportunities
Page 3
2.1 Describe different types of organisation that offer career opportunities in construction in terms of their size and the nature of the work they undertake
Activity: Research
Activity: Types of infrastructure work
Description of a range of local organisations offering career opportunities through copies of job advertisements with learner description against each in terms of size and the work they undertake
Page 5
Page 5
3.1 Explain how an individual’s lifestyle may be influenced by the career choices they make
Activity: My ideal career A written explanation on each learner’s ideal career and what lifestyle choices it may entail, giving reasons
Page 7
4.1 Make realistic career choices based upon information provided
Activity: Career choice Research portfolio followed by a realistic career choice made by the learner, e.g.:• aspiderdiagramillustrating
career choice• apersonaldevelopmentflow
chart• arecordofaninterviewwitha
Connexions adviser• responsestocasestudy
questions
Page 7
5.1 Demonstrate good team-working skills by working responsibly and cooperatively
Activity: Strengths and weaknesses
Observation record by tutor on working responsibly and cooperatively, with learner input
Page 8
6.1 Follow instructions when working with others
Activity: On-site communication Observation record by tutor on following instructions
Page 9
6.2 Communicate appropriately with others
Activity: On-site communication Observation record by tutor on communication
Page 9
BTEC Entry 3/Level 1Construction
6© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Sche
me
of w
ork
Uni
t 9
Star
ting
wo
rk in
co
nstr
ucti
on
Bro
ad a
im: A
n in
tro
duc
tion
to c
aree
rs, o
rgan
isat
ions
, tea
m w
ork
ing
and
wo
rkin
g
pra
ctic
es in
co
nstr
uctio
n
Tuto
r(s)
RD
= R
eso
urce
Dis
k
SB =
Stu
den
t B
oo
k
Aca
dem
ic y
ear:
Num
ber
of
wee
ks: 1
6
Dur
atio
n o
f se
ssio
n: 1
.5 h
our
s
Ho
urs
of
lear
ning
: 24
Cre
dit
s: 4
Wee
kLe
arni
ng
out
com
esTu
tor
acti
vity
Lear
ner
acti
vity
Res
our
ces
Ass
essm
ent
crit
erio
n an
d
func
tio
nal s
kills
1LO
1: K
now
ab
out
diff
eren
t ty
pes
of c
aree
r o
pp
ort
uniti
es
avai
lab
le in
co
nstr
uctio
n
Pro
fess
iona
l and
tec
hnic
al –
ex
pla
natio
n o
f the
diff
eren
t jo
b ro
les
in d
esig
n an
d
cons
truc
tion
Inve
stig
ate
in s
mal
l tea
ms
a sp
ecifi
c ro
le fo
r d
iscu
ssio
n w
ith t
he m
ain
gro
up
Pro
fess
iona
l ass
oci
atio
n w
ebsi
tes
Co
mp
uter
and
inte
rnet
acc
ess
RD
Act
ivity
1: Y
our
idea
l car
eer
1.1
Des
crib
e d
iffer
ent
typ
es
of c
aree
r o
pp
ort
uniti
es in
co
nstr
uctio
n
FS IC
T –
find
and
sel
ect
info
rmat
ion
– ac
cess
, sea
rch
for,
sele
ct a
nd u
se IC
T-b
ased
in
form
atio
n an
d e
valu
ate
its
fitne
ss fo
r p
urp
ose
2LO
1: K
now
ab
out
diff
eren
t ty
pes
of c
aree
r o
pp
ort
uniti
es
avai
lab
le in
co
nstr
uctio
n
Cra
ft –
ove
rvie
w o
f the
mai
n cr
aft
role
s o
n si
te d
urin
g t
he
cons
truc
tion
pro
cess
Eac
h le
arne
r is
giv
en a
role
, the
n as
ked
to
exp
lain
wha
t ty
pic
al
op
erat
ions
the
y w
oul
d d
o o
n si
te
and
wha
t p
rog
ress
ion
pat
hway
s th
ey h
ave
Poss
ible
gue
st s
pea
ker
fro
m a
tr
ade
bac
kgro
und
1.1
Des
crib
e d
iffer
ent
typ
es
of c
aree
r o
pp
ort
uniti
es in
co
nstr
uctio
n
FS E
nglis
h (s
pea
king
and
lis
teni
ng) –
tak
e p
art
in fo
rmal
an
d in
form
al d
iscu
ssio
ns/
exch
ang
es
3LO
1: K
now
ab
out
diff
eren
t ty
pes
of c
aree
r o
pp
ort
uniti
es
avai
lab
le in
co
nstr
uctio
n
Op
erat
ive
– o
verv
iew
of r
ole
s an
d re
spo
nsib
ilitie
s fo
r th
e g
ener
al o
per
ativ
e o
n si
te
List
en t
o a
des
crip
tion
of t
his
job
ro
le a
nd a
sk q
uest
ions
on
gen
eral
o
per
ativ
es’ r
ole
s, re
spo
nsib
ilitie
s an
d q
ualifi
catio
ns
CIT
B w
ebsi
te –
tra
inin
g
org
anis
atio
ns1.
1 D
escr
ibe
diff
eren
t ty
pes
o
f car
eer
op
po
rtun
ities
in
cons
truc
tion
7© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Unit 9 Starting work in construction
Wee
kLe
arni
ng
out
com
esTu
tor
acti
vity
Lear
ner
acti
vity
Res
our
ces
Ass
essm
ent
crit
erio
n an
d
func
tio
nal s
kills
4LO
2: K
now
ab
out
d
iffer
ent
typ
es
of o
rgan
isat
ion
offe
ring
car
eer
op
po
rtun
ities
in
cons
truc
tion
Typ
es o
f co
ntra
cto
rs –
giv
e ex
amp
les
of n
atio
nal a
nd lo
cal
cons
truc
tion
com
pan
ies
Inve
stig
ate
each
co
ntra
cto
r ill
ustr
ated
to
find
out
ab
out
th
em. E
xam
ine
a ra
nge
of l
oca
l co
nstr
uctio
n co
mp
anie
s
Poss
ible
gue
st s
pea
ker
fro
m lo
cal
cont
ract
or
to in
terv
iew
RD
Act
ivity
2: W
ho, w
hat,
whe
re?
2.1
Des
crib
e d
iffer
ent
typ
es o
f o
rgan
isat
ion
that
offe
r ca
reer
op
port
uniti
es in
con
stru
ctio
n in
te
rms
of th
eir s
ize
and
the
natu
re
of t
he w
ork
the
y un
der
take
FS E
nglis
h (s
pea
king
and
lis
teni
ng) –
tak
e p
art
in fo
rmal
an
d in
form
al d
iscu
ssio
ns/
exch
ang
es
5LO
2: K
now
ab
out
d
iffer
ent
typ
es
of o
rgan
isat
ion
offe
ring
car
eer
op
po
rtun
ities
in
cons
truc
tion
Exp
lain
the
wo
rk o
f a n
atio
nal
and
loca
l co
ntra
cto
rW
rite
up in
terv
iew
ans
wer
s fr
om
g
uest
sp
eake
r
Inve
stig
ate
a lo
cal c
ont
ract
or
Tele
pho
ne d
irect
ory
Bus
ines
s d
irect
ory
Inte
rnet
2.1
Des
crib
e d
iffer
ent
typ
es o
f o
rgan
isat
ion
that
offe
r ca
reer
op
port
uniti
es in
con
stru
ctio
n in
te
rms
of th
eir s
ize
and
the
natu
re
of t
he w
ork
the
y un
der
take
FS E
nglis
h (re
adin
g) –
read
and
un
der
stan
d a
rang
e of
text
s
6LO
3: U
nder
stan
d
how
car
eer c
hoic
es
can
impa
ct u
pon
an in
divi
dual
’s lif
esty
le
Dis
cuss
ion
of l
ifest
yle
issu
es –
w
hat
are
thes
e? H
ow
do
the
y af
fect
the
lear
ners
? W
hat
are
the
lear
ners
’ str
eng
ths
and
sk
ills?
Lear
ners
exa
min
e o
wn
lifes
tyle
is
sues
, e.g
.:
Whe
re d
o I
wan
t to
be
in 1
0 ye
ars?
Ho
w w
ill I
achi
eve
this
?
SB p
ages
6–7
: Car
eer
cho
ice
and
lif
esty
le
RD
Act
ivity
3: C
aree
r p
lann
ing
3.1
Exp
lain
ho
w a
n in
div
idua
l’s
lifes
tyle
may
be
influ
ence
d b
y th
e ca
reer
cho
ices
the
y m
ake
7LO
3: U
nder
stan
d
how
car
eer c
hoic
es
can
impa
ct u
pon
an in
divi
dual
’s lif
esty
le
Car
eer
cho
ice
imp
act
– w
hat
do
lear
ners
nee
d t
o d
o t
o
achi
eve
thei
r lif
esty
le c
hoic
e in
10
yea
rs’ t
ime?
Exa
min
e lif
esty
le is
sues
fro
m
pre
vio
us s
essi
on
RD
Act
ivity
4: C
aree
r ch
oic
e3.
1 E
xpla
in h
ow
an
ind
ivid
ual’s
lif
esty
le m
ay b
e in
fluen
ced
by
the
care
er c
hoic
es t
hey
mak
e
8LO
3: U
nder
stan
d
how
car
eer c
hoic
es
can
impa
ct u
pon
an in
divi
dual
’s lif
esty
le
Car
eer
cho
ice
imp
act
– w
hat
do
lear
ners
nee
d t
o d
o t
o
achi
eve
thei
r lif
esty
le c
hoic
e in
10
yea
rs’ t
ime?
Bui
ldin
g o
n p
revi
ous
ses
sio
ns
lear
ners
co
mp
lete
car
eer
pla
ns w
ith
all t
he a
vaila
ble
op
tions
Co
nnex
ions
web
site
Co
nstr
uctio
n jo
bs
web
site
3.1
Exp
lain
ho
w a
n in
div
idua
l’s
lifes
tyle
may
be
influ
ence
d b
y th
e ca
reer
cho
ices
the
y m
ake
9LO
4: B
e ab
le t
o
mak
e in
form
ed
care
er c
hoic
es
Car
eer
cho
ice
– ex
amin
e p
ote
ntia
l em
plo
yers
in t
he
loca
l are
a
Exa
min
e th
e o
pp
ort
uniti
es t
hat
are
avai
lab
le
Wha
t are
the
qua
lifica
tions
req
uire
d?
Co
nnex
ions
gue
st s
pea
ker
Rec
ruiti
ng a
gen
cy s
pea
ker
4.1
Mak
e re
alis
tic c
aree
r ch
oic
es b
ased
up
on
info
rmat
ion
pro
vid
ed
BTEC Entry 3/Level 1Construction
8© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Wee
kLe
arni
ng
out
com
esTu
tor
acti
vity
Lear
ner
acti
vity
Res
our
ces
Ass
essm
ent
crit
erio
n an
d
func
tio
nal s
kills
10LO
4: B
e ab
le t
o
mak
e in
form
ed
care
er c
hoic
es
Car
eer
cho
ice
– ex
amin
e p
ote
ntia
l em
plo
yers
in t
he
reg
iona
l are
a
Exa
min
e th
e o
pp
ort
uniti
es t
hat
are
avai
lab
le
Wha
t are
the
qua
lifica
tions
req
uire
d?
Who
are
the
tra
inin
g p
rovi
der
s?
Wha
t are
the
entr
ance
qua
lifica
tions
?
Co
nnex
ions
gue
st s
pea
ker
Rec
ruiti
ng a
gen
cy s
pea
ker
4.1
Mak
e re
alis
tic c
aree
r ch
oic
es b
ased
up
on
info
rmat
ion
pro
vid
ed
FS E
nglis
h (re
adin
g) –
read
and
un
der
stan
d a
rang
e of
text
s
11LO
4: B
e ab
le t
o
mak
e in
form
ed
care
er c
hoic
es
Car
eer
cho
ice
– as
sist
lear
ners
w
ith li
fe a
nd c
aree
r p
lans
Lear
ners
up
dat
e th
eir
care
er p
lans
in
lig
ht o
f thi
s ne
w in
form
atio
nR
D A
ctiv
ity 1
: Yo
ur id
eal c
aree
r4.
1 M
ake
real
istic
car
eer
cho
ices
bas
ed u
po
n in
form
atio
n p
rovi
ded
12LO
5: B
e ab
le t
o
wo
rk re
spo
nsib
ly
with
oth
ers
Wo
rkin
g w
ith o
ther
s –
wha
t sk
ills
and
qua
litie
s ar
e re
qui
red
?
Ind
ivid
ual s
kills
ana
lysi
s o
n w
hat
lear
ners
hav
e no
w a
nd w
hat
they
ne
ed t
o d
evel
op
whe
n w
ork
ing
with
o
ther
s
RD
Act
ivity
1: Y
our
idea
l car
eer
5.1
Dem
ons
trat
e g
oo
d t
eam
-w
ork
ing
ski
lls b
y w
ork
ing
re
spo
nsib
ly a
nd c
oo
per
ativ
ely
13LO
5: B
e ab
le t
o
wo
rk re
spo
nsib
ly
with
oth
ers
Wo
rkin
g w
ith o
ther
s –
wha
t sk
ills
and
qua
litie
s ar
e re
qui
red
?
Skill
s au
dit:
Wha
t q
ualit
ies
do
yo
u ne
ed w
hen
wo
rkin
g w
ith o
ther
s?Sk
ills
aud
it p
ro fo
rma
pre
par
ed
by
tuto
r5.
1 D
emo
nstr
ate
go
od
tea
m-
wo
rkin
g s
kills
by
wo
rkin
g
resp
ons
ibly
and
co
op
erat
ivel
y
FS E
nglis
h (w
ritin
g) –
writ
e d
ocu
men
ts w
ith w
hich
to
co
mm
unic
ate
info
rmat
ion,
id
eas
and
op
inio
ns u
sing
fo
rmat
s an
d s
tyle
s su
itab
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r th
eir
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po
se a
nd a
udie
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14LO
6: B
e ab
le t
o
seek
and
resp
ond
to
gui
dan
ce w
hen
wo
rkin
g a
s p
art
of
a te
am
Wo
rkin
g in
a t
eam
– h
ow
to
b
ehav
e, re
qui
rem
ents
, go
als
and
att
itud
e
Cla
ss s
mal
l-tea
m e
xerc
ise
Div
ide
into
sm
all t
eam
s
Ele
ct a
tea
m le
ader
Car
ry o
ut t
he t
eam
act
ivity
Rev
iew
and
feed
bac
k
SB p
ages
8–9
: Wo
rkin
g
resp
ons
ibly
with
oth
ers
RD
Act
ivity
5: T
eam
wo
rkin
g
6.1
Follo
w in
stru
ctio
ns w
hen
wo
rkin
g w
ith o
ther
s
6.2
Co
mm
unic
ate
app
rop
riate
ly w
ith o
ther
s
15LO
6: B
e ab
le t
o
seek
and
resp
ond
to
gui
dan
ce w
hen
wo
rkin
g a
s p
art
of
a te
am
Wo
rkin
g in
a t
eam
– h
ow
to
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ehav
e, re
qui
rem
ents
, go
als
and
att
itud
e
Hea
lth a
nd s
afet
y ca
se s
tud
y –
wo
rkin
g in
a t
eam
Rea
d a
nd u
nder
stan
d t
he c
ase
stud
y
Dec
ide
on
who
was
resp
ons
ible
for
the
acci
den
t an
d w
hat
coul
d h
ave
pre
vent
ed it
Ap
pro
pria
te c
ase
stud
y ta
ken
fro
m t
he H
SE w
ebsi
te6.
1 Fo
llow
inst
ruct
ions
whe
n w
ork
ing
with
oth
ers
6.2
Co
mm
unic
ate
app
rop
riate
ly w
ith o
ther
s
FS E
nglis
h (re
adin
g) –
read
and
un
der
stan
d a
rang
e of
text
s
16A
llFi
nal f
eed
bac
k se
ssio
nC
om
ple
te a
ll o
utst
and
ing
as
sess
men
t w
ork
