CÓMPUTO Y CERTIFICACIÓN

PLIEGO PARTICULAR DE ESPECIFICACIONES

Learning hours: 60

NQF level 4: BTEC Higher National – H2

Description of unit

This unit covers the knowledge and skills needed to identify hazards in the workplace, assess the level of risk, make recommendations to control the risk and review the results. This must be considered along with relevant safety legislation.

This unit is applicable to all learners studying the BTEC Higher National programmes, although the forms of risk assessment and their technical bases will be different for each programme. The unit will contribute to health and safety plans within project work and help learners to formulate safety policy and the arrangements and carry out risk assessment in the workplace.

Summary of learning outcomes

To achieve this unit a learner must:

1 Define the main health, safety and welfare legislation in the construction sector and the implications of non compliance

2 Explain the main requirements of an effective health and safety policy along with the organisational arrangements necessary for its implementation

3 Demonstrate an understanding of hazard and risk identification in design and construction

4 Undertake risk assessment and formulate control measures to prevent ill health and injury 5 Review, revise and monitor assessments as required.

Content

1 Main health, safety and welfare legislation

Health and Safety at Work Act 1974: legislation as it applies to construction work,

including the Construction Design and Management (CDM) Regulations, status and role of Codes of Practice and guidance notes, legal duties for health, safety and welfare in the workplace, responsibility for risk and other assessment as required by the Management of Health and Safety at Work Regulations, penalties and implications of non compliance with legislation

2 Policy and organisational arrangements

Health and safety policy: the associated organisation arrangements required to implement policy, setting objectives to ensure a healthy and safe workplace, development of

procedures which meet legal requirements, identification of individuals to whom accidents and safety risks must be reported, measures used to check effectiveness of health and safety procedures, identification of training needs to meet health and safety objectives, induction training and CSCS arrangements; statutory requirements for inspection of plant and equipment, recording of health and safety data to meet legal requirements, methods of communicating procedures to all in the workplace

3 Hazard and risk identification

Hazards and risks: methods of hazard identification including direct observation, examining records or conducting interviews, selection of a method to identify hazards which is appropriate to the workplace, identification of hazards which might cause serious harm, recording hazards in a way which meets legal requirements, identification of hazards which cannot be eliminated, define clearly why and where risks assessment will be carried out

4 Risk assessment and control measures

Risk assessment: identify those aspects of risk assessment where specialist knowledge is required, identify possible outcomes from hazards that cannot be eliminated, consider procedures which might minimise hazards, assess the effects of hazardous substances used, assess the need for manual handling assessments, assess the likely severity and likelihood of injury, use of risk rating systems, personal protective equipment as a control measure, produce a risk assessment in an appropriate format

Outcomes and assessment criteria

Outcomes Assessment criteria for pass

To achieve each outcome a learner must demonstrate the ability to:

1 Define the main health, safety and welfare

legislation in the construction sector and the implications of non compliance

· specify the legal responsibilities of the parties involved in a given construction site situation

· summarise and explain the main provisions of the Management of Health and Safety at Work Regulations 1999 and CDM Regulations

· evaluate the penalties for non compliance with the Health and Safety at Work Act 1974

· specify responsibilities for providing welfare facilities on site

2 Explain the main

requirements of an effective health and safety policy along with the organisational arrangements necessary for its implementation

· analyse typical organisational policy and procedure documents and identify the roles of various

individuals

· determine training needs from a range of supplied risk assessments including induction training on site and CSCS

· describe methods of recording health and safety inspections and data

3 Demonstrate an

understanding of hazard and risk identification in design and construction

· select a method of hazard identification using data supplied

· identify hazards by observing a construction process

· record the hazards relating to a process and/or environment in a suitable format

· identify significant hazards that will require risk assessments to be carried out

4 Undertake risk assessment and formulate control

measures to prevent ill health and injury

· assess the likely harm relative to the identified workplace hazards

· evaluate the severity and likelihood ratings for

Guidance

Delivery

Case studies and individual assignments are an essential part of the delivery. Where possible standard formats for risk assessments should be encouraged. A range of policy and arrangement documents could be critically analysed as part of an assignment and learners encouraged to explore methods of communicating health and safety in organisations or various sizes.

Assessment

The main focus of the assessment in this unit must be the ability to carry out credible risk assessment and demonstrate how this is used in managing health and safety.

It is recommended that evidence for learning outcomes is achieved through well-planned course work, assignments and projects. Assessment may be formative and summative and both may feature as part of the process. Although assessments must be focused on the individual achievement of each learner, group work and role-play activities may contribute to the assessment. Integrative assignments and project work will help to link this unit with other related units.

Performance evidence should include hazard identification at the workplace or through the vehicle of case studies. Topics for hazard identification might include use of plant/equipment or hazardous substances and working practices or workplace layout etc An assignment, which involves carrying out a risk assessment, should be an essential part of performance assessment with a review component due to changes in circumstances or working practice. Knowledge evidence should mainly relate to legal provisions and the general structure of policy and arrangement documents.

Part time learners may be able to submit a risk assessment carried out at the workplace

provided that this is verified and witnessed as their own work. Full time learners might wish to use their work experience to form the basis of a risk assessment example.

The volume of evidence required for each assessment should take into account the overall number of assessments being contemplated within this unit and the design of the overall teaching programme.

In designing the assessment instruments, opportunities may also be included to generate evidence to meet the CIC Common Learning Outcomes and higher level skills appropriate to the outcomes of this unit, see Annex D and Annex F.

Valuable guidance is contained in the Association of Colleges ‘Best Practice Guide to Incorporating Health and Safety into the Construction Curriculum’ and this should form the

Links

Learners may have already studied the Health, Safety and Welfare unit in the BTEC Nationals at level 3 and will therefore have a basic understanding of the hazards and their recognition.

This unit moves on to analyse and quantify the risks and deals with the mechanics of risk assessment.

It is important that learners have a good understanding of construction and installation processes and their potential to cause harm. Studying the specialist units either prior to or concurrently with this unit is therefore desirable.

The technical knowledge required will vary between a learner on a Building Services

Engineering programmes to those on Civil Engineering or Construction programmes. It is vital that safety thinking be integrated into other units and awareness of safety at design and

planning stages be emphasised.

Group integrative assignment work should, where possible, contain a health and safety task that contributes to the overall assessment.

The content of this unit has been designed and mapped against the 1998 CISC Occupational Standards and current NVQs at level 4. The mapping links indicate that the achievement of the learning outcomes of this unit will contribute skills, knowledge and understanding towards the evidence requirements of the following NVQs:

· Building Control

· Building Maintenance and Estates Service

· Construction Site Management

· Conservation Control

· Construction Plant and Equipment Management

· Property Management

· Spatial Data Management

· Valuation.

See Annex D for summary of mapping information.

Resources

Videos of construction sites would help in identifying hazards and building up risk assessments.

Learners should be encouraged to use CD-Rom packages to familiarise themselves with safety legislation or use computers to store risk assessments in a standard format for later use or review.

Support materials

Unit 7: Technology A

Learning hours: 60

NQF level 4: BTEC Higher National – H1

Description of unit

This unit provides the learner with an introduction to the fundamental aspects of construction technology needed to successfully complete the other units of a programme.

The unit has been designed to enable learners studying construction related programmes to understand, apply, analyse, investigate and evaluate the standard design forms, site evaluation methods and methods of construction used in the modern construction industry. With

opportunities to analyse the ways in which decay, pollution and dilapidations may affect construction projects.

Summary of learning outcomes

To achieve this unit a learner must:

1 Analyse and compare site evaluation techniques, site investigation techniques and the methods used to classify soils

2 Analyse and produce details of how site evaluation and site investigation techniques influence the various forms of sub-structure used in low-rise and medium-rise buildings and the methods used to construct such sub-structures

3 Analyse the various forms of superstructure design and construction used in low-rise and medium-rise buildings and produce details of the methods used to construct such

superstructures

4 Investigate the various causes of decay and deterioration of buildings.

Content

1 Site evaluation and site investigation

Analyse site evaluation and site investigation: the methods of site survey used, the

classification of soils, methods of site investigation, chemical composition of soils, survey of existing buildings

2 Forms of substructure

Forms of substructure: effect of water and chemicals in the soils together with their temporary or permanent treatment, soil type(s) and classification and characteristics, contaminated soils, their disposal and permanent or temporary control, form(s) of earthwork support required

Foundations: their alternative forms, types and methods of selection, alternative forms, factors which influence the selection, control and regulations, including structural considerations

3 Forms of superstructure

Forms of superstructure: domestic external and internal walls, domestic flat and pitched roof construction and coverings, medium and long span construction, industrial and commercial buildings

Structural frames: types (steel, concrete, timber) and their selection

Claddings: steel, plastic, concrete, glass, industrial and commercial roof construction and coverings, insulation, fire protection, corrosion and protection

Finishes and services: internal and external joinery and ironmongery, internal structures, internal finishes, simple services installations

4 Decay and deterioration of buildings

Analyse decay and deterioration of buildings: causes of deterioration and decay of buildings and their components, ie human, chemical, atmospheric, structural, thermal, movement and fire

Faults in design: quality of work, materials, their selection and use, systems, vandalism Maintenance: routine maintenance works and adaptation works, conservation of scarce materials, routine cleaning, cyclical and preventative maintenance, cause and effect of

Outcomes and assessment criteria

Outcomes Assessment criteria for pass

To achieve each outcome a learner must demonstrate the ability to:

1 Analyse and compare site evaluation techniques, site investigation techniques and the methods used to classify soils

· compare the methods of site survey techniques together with the survey of existing buildings and projects

· describe the various methods of site investigation

· analyse the classification of soils and their chemical composition

2 Analyse and produce details of how site evaluation and site investigation techniques influence the various forms of sub-structure used in low-rise and medium-low-rise

buildings and the methods used to construct such sub-structures

· determine the different soil classifications and their effects on the design of substructures

· describe the effects of water, chemicals and

contaminated soils on the design and construction of a substructure

· compare and appraise by use of details the various types of substructure and their associated temporary works

3 Analyse the various forms of superstructure design and construction used in low-rise and medium-rise buildings and produce details of the methods used to construct such superstructures

· analyse and produce details of the different forms of construction for the structure of domestic buildings

· describe the different forms of construction for the structure of industrial and commercial buildings

· determine the differing forms of internal finishes and components that are used in domestic, industrial and commercial buildings

· identify simple services currently used in buildings 4 Investigate the various causes

of decay and deterioration of buildings

· determine the many causes of deterioration in buildings and their services

· compare the need for planned, cyclical and reactive maintenance works

· assess the relationship between design, construction,

Guidance

Delivery

Since it is important that learners have a good understanding of the principles of construction and the industry, it is desirable that this unit should be studied in the first year of the

programme.

Case studies should be used extensively in order to develop a working knowledge and practice of the construction industry. The unit might usefully include the production of sketches and drawings [manually or using CAD] to enhance the knowledge gained. Where appropriate, role-play should be encouraged to develop a better understanding of the application and difficulties that are encountered in applying the various techniques of construction.

Learners will usually work individually and should be required to provide oral presentations from their own studies or experiences. During a role play, learners would normally work in groups to present scenarios for discussion. Consideration must be given to ‘Sustainable’

methods of construction and ‘Green’ issues in the selection and use of materials.

Construction methods and practices must comply with health, safety and welfare legislation and practice. Particular attention should also be given to the implications that the site investigation and design of buildings has upon the safe construction, use and maintenance. CDM Safety Plans are an important process in linking these design and build aspects together and avoiding risk.

Assessment

Where available, evidence from the workplace can also be incorporated to enhance the learning outcomes provided that this evidence is appropriate and authenticated as the learner’s own work. The volume of evidence required for each assessment should take into account the overall number of assessments being contemplated within this unit and the design of the overall teaching programme.

Appropriate attention must be given to health, safety and welfare arrangements and CDM

Links

This unit complements the knowledge gained in previous core units, namely Unit 1: Design Principles and Application, Unit 2: Science and Materials and Unit 6: Health, Safety and Welfare, together with a working of the construction industry. It will contribute towards knowledge and skill required for the Unit 5: Group Project.

Learners should be encouraged to use their wider knowledge gained from earlier units and from practice.

· Architectural Technology

· Building Control

· Building Maintenance and Estates Service

· Construction Site Management

· Construction Contracting

· Construction Plant and Equipment Management

· Property Management

· Spatial Data Management

· Town Planning

· Valuation.

See Annex D for summary of mapping information.

Resources

Learners should have access to a wide range of library resources, including textbooks and journals, government and industry wide publications, BRE Digests, professional journals, the internet and other research materials, and other associated documents.

Support materials Textbooks

· Chudley, R — Building Construction Handbook 2nd Edition — (Butterworth-Heinemann, 1995)

· Everett, A — Materials 5th Edition — (Longman, 1994)

· McMullan, R — Environmental Science in Building 5th Edition — (Palgrave, 2001)

Unit 8: Technology B

Learning hours: 60

NQF level 4: BTEC Higher National – H2

Description of unit

This unit builds upon the knowledge and understanding gained in Unit 7: Technology A but also has a different focus. It concentrates on the erection of complex multi-storey structures and the use of modern systems to create flexibility of internal space planning and design. This theme is developed to also investigate the ways in which the useful life of a building can be extended by modern alteration and repair techniques. The concept of ‘buildability’ is defined and the basic principles analysed. The importance of developing and actioning ‘sustainable construction’ techniques is emphasised and the processes and procedures involved in the safe demolition of buildings are explored.

Summary of learning outcomes

To achieve this unit a learner must:

1 Analyse the range of materials and constructional forms available for the erection of multi-storey buildings

2 Investigate and produce details of the range of systems currently used to provide sufficient flexibility of internal layout to meet both present and future design requirements

3 Define and analyse through the use of diagrams and drawings the principles of

‘buildability’ in terms of safety, efficiency, economy and quality standards 4 Evaluate the potential for development of ‘sustainable construction’ strategies 5 Analyse the methods used and the contractual and legal responsibilities involved in the

alteration, remediation and safe demolition of complex structures.

Content

1 Range of materials and constructional forms

Analyse constructional designs and techniques: structural frame, external envelope, structural floors, roofing, compatibility of materials and construction forms

2 Range of systems

Functional requirements of modern buildings: demountable partitioning systems, infinite access floors, temporary room division, suspended ceilings, underfloor and vertical service ducting

3 Principles of ‘buildability’

Principles and effects of ‘buildability’: dimensional co-ordination and standardisation, considerations of access, services co-ordination, specification of materials, components and assemblies, simplicity of construction, effective communications, CDM regulations

4 ‘Sustainable construction’ strategies

Need for sustainable ‘construction strategies’: environmental concerns, deforestation and manageable forestry, energy efficiency and insulation, alternative energy sources,

embedded energy costs

5 Safe demolition of complex structures

Refurbishment, adaptation and demolition processes: project feasibility, underpinning, temporary support, modern conversion, adaptation and refurbishment techniques, demolition processes and procedures, legal constraints including building control constraints, health and safety considerations, CDM requirements

Outcomes and assessment criteria

Outcomes Assessment criteria for pass

To achieve each outcome a learner must demonstrate

In document Programa de Mejoramiento de Caminos Provinciales (página 189-192)