CAPÍTULO II. Elementos de las escuelas particulares de conductores
Artículo 19. Material didáctico
Learning hours: 60
NQF level 4: BTEC Higher National – H2
Description of unit
This unit provides the learner with an introduction to supply chain management within the construction industry. The unit is intended to enable learners studying BTEC Higher National programmes in Construction, Civil Engineering or Building Services Engineering to
demonstrate a knowledge and understanding of supply chain management.
The unit has been designed to identify the roles and responsibilities of manufacturers, material and component suppliers, direct and nominated subcontractors and the companies that are frequently employed by the building owner/client direct in order to complete the construction works to satisfactory hand-over.
Summary of learning outcomes
To achieve this unit a learner must:
1 Evaluate the various types of supply chain management organisations, identifying their range of activities and functions and their effects on the construction process
2 Describe the size and scope of subcontractors, material suppliers and component manufacturers and trends in the development of technologies and in the management and organisation of construction works
3 Evaluate the different kinds of supply chain management arrangements and analyse the procurement and contractual implications with the main contractor using the different forms of subcontract
4 Analyse the work of the main contractor in respect of supply chain management, determining methods of planning, purchasing, programming, progressing and payments.
Content
1 Supply chain management organisations
Types of supply chain management organisations: contractor employed subcontractors, specialist subcontractors, nominated subcontractors, named subcontractors, labour only, artists and tradesmen, suppliers, manufacturers, prime cost sums
Classification: by activities and functions, types of organisations, work carried out,
specialisation, trends and developments in practice, effects such as efficiency, effectiveness and economy of the construction process
2 Size and scope of subcontractors
Suppliers and component manufacturers: subcontractors: types and functions, specialist and non-specialist firms, suppliers, size, scope, types, products, goods, materials, components, availability of raw materials, labour only firms
Off-site manufacture: products, trends, development, innovation; work on site, effects of off-site manufacture, assembly on-site, quality, precision
Skill requirements: labour needs, materials handling and equipment, training and development, research and innovation practices
3 Contractual implications
Different kinds of suppliers: nominated and named subcontractors, contractor employed subcontractors, labour only firms, directly employed firms on behalf of the employer, suppliers: nominated, named, direct, builder’s merchants
Procurement methods and arrangements: contractual conditions, tendering arrangements, main contract implications, forms and agreements, intentions of parties, commencement and completion, control of the works, payments, insurance, determination
Planning: programming, progressing and control, work packages
Legal requirements: and responsibilities, within the contract and at common law
4 Work of the main contractor
Planning: incorporation of supply chain management within the contractor’s overall
contract programme, preplanning, short term planning, stages in the planning process, value
Outcomes and assessment criteria
Outcomes Assessment criteria for pass
To achieve each outcome a learner must demonstrate the ability to:
1 Evaluate the various types of supply chain management organisations, identifying their range of activities and functions and their effects on the construction process
· determine and classify the different supply chain management organisations
· evaluate the contribution that these firms make to the construction process and their effects generally on the project
· assess trends in practice regarding supply chain organisations
2 Describe the size and scope of subcontractors, material suppliers and component manufacturers and trends in the development of
technologies and in the management and organisation of construction works
· describe the type and range of suppliers of building materials, goods and components and manufacturers of goods and components
· determine trends and developments in the off-site manufacture or prefabrication of construction products
· assess the effects of off-site manufacture on site operations
3 Evaluate the different kinds of supply chain management arrangements and analyse the procurement and contractual implications with the main contractor using the different forms of subcontract
· evaluate the procurement and contractual implications associated with subcontractors and those directly employed by the client and suppliers
· differentiate the advantages and disadvantages of the different procurement and contractual
relationships
· describe how case law applies directly to supply chain management
4 Analyse the work of the main contractor in respect of supply chain management, determining methods of planning, purchasing,
· assess the effects of supply chain management on the organisation and work of the main contractor
· calculate payments to supply chain management firms in accordance with contractual practices
Guidance
Delivery
Since it is important that learners have a good understanding of the principles of construction, it is recommended that this unit should be studied in the second year of a two year programme.
Learners should have access to the main standard forms of building contract together with a range of forms of subcontract and agreements. These should be current or include amendments where necessary. Extracts from the forms should be provided where the unit requires. Case studies should be used extensively together with a current working knowledge of their application in the construction industry. The unit might usefully involve practitioners to deal with some aspects of the curriculum.
Where appropriate role play should be encouraged to develop an understanding of the application and difficulties that are encountered in applying the contractual and procurement procedures. Learners may be required to provide oral presentations from their own studies or experiences. During such role plays learners would normally work together in groups to present scenarios for discussion.
Assessment
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.
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 Regulations throughout the delivery of this unit.
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.
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:
· Architectural Technology
· Building Control
· Building Maintenance and Estates Service
· Construction Site Management
· Construction Contracting
· Construction Plant and Equipment Management
· Property Management
· Quantity Surveying
· Town Planning
· Valuation.
See Annex D for summary of mapping information.
Resources
Learners should have access to contract documents, a range of ICT and library resources including annual reports of construction companies on which to base knowledge and case studies and to use for assignment purposes.
Support materials Textbooks
· Ashworth, A — Contractual Procedures in the Construction Industry 4th Edition — (Longman, 2001)
· Cooke, B and Williams, P — Construction Planning, Programming and Control — (Macmillan, 1997)
Other publications
· The Aqua Group — Tenders and Contracts for Building 3rd Edition — (Blackwell Science, 1999)
Unit 22: Technology C
Learning hours: 60
NQF level 4: BTEC Higher National – H2
Description of unit
This unit provides the learner with an opportunity to explore, to a greater depth, the current issues of importance in construction. This will enable the learners to further enhance their skills in reasoning, analysis and communication and so improve their study of the other units in the programme.
The unit will provide learners with the opportunity to develop their communication skills (oral, graphical and written) and is particularly relevant to learners following the design discipline.
Summary of learning outcomes
To achieve this unit a learner must be able to:
1 Evaluate current construction issues and practices
2 Analyse the various forms and methods of special construction
3 Explore the use of research and analytical techniques to support the design process and selection of the solution
4 Undertake a presentation of the chosen design solution, using oral, graphical and written communication.
Content
1 Current construction issues and practices
Knowledge and understanding of current construction issues: concept to reality, application to buildability, sustainable construction, lean construction, fast track
construction, green field versus brown field developments, refurbishment, conversion and adaptation
2 Methods of special construction
Forms and methods of special construction: energy saving construction, recycled building, alternative technology buildings, various cultural buildings, tall structures, large span structures, hi-tec construction forms, applied engineering constructional forms
3 Research and analytical techniques
Research analysis: understanding of the main theories, methodologies, practices and skills associated with research and analysis, current issues or practices, special forms or method of construction, hi-tec engineering constructional forms
4 Presentation of the design solution
Oral presentation: understanding of the main theories, practices, level of competence typical of industrial practice, together with graphical and written communications
Outcomes and assessment criteria
Outcomes Assessment criteria for pass
To achieve each outcome a learner must demonstrate the ability to:
1 Evaluate current construction issues and practices
· determine current issues and practices which will be presented in the form of portfolio and oral
presentation
· demonstrate knowledge of the subject, from original research
· describe the implications of issues and practices for the built environment and the construction process
· analyse and compare the benefits of green field versus brown field development
· analyse and compare the benefits of redevelopment versus development
2 Analyse the various forms and methods of special construction
· explain and analyse special forms of construction which will be presented in a portfolio and oral presentation
· evaluate the benefits of hi-tec constructional methods
· explain how applied engineering construction methods affect the traditional design process 3 Explore the use of research
and analytical techniques to support the design solution
· analyse and extract information and knowledge required to demonstrate an understanding of the current issues and practices and methods of special construction
· apply analytical techniques to given methods of construction
4 Undertake a presentation of the design solution, using oral, graphical and written communication
· present and effectively communicate, in graphical and written form, the solution to given design problems and their processes
Guidance
Delivery
This unit is concerned with a large amount of knowledge and understanding from previous units. It is recommended therefore that the unit should be studied in the second year of a two year programme.
Case studies should be used extensively together with learners being given time and resources to carry out their wide-ranging research. The unit might usefully involve practitioners to deal with some aspect of the curriculum.
Learners will usually work individually on their portfolio and presentations. Where possible, learners should also be encouraged to converse with practitioners and others on the internet.
Assessment
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, particularly for outcome 4, 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.
The evidence should demonstrate the ability to draw detailed architectural style drawings both manually, and by using CAD and other current, modern, ICT facilities.
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 Regulations throughout the delivery of this unit.
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.
Links
This unit relies upon a sound knowledge of the working and technology of construction gained from other units in the programme.
Learners should be encouraged to use their wider knowledge and experience from these other units. In particular — Unit 1: Design Principles and Application, Unit 7: Technology A, Unit 8:
Technology B, Unit 12: Refurbishment and Adaptation, Unit 26: Design Procedures and Unit 27: Design Technology as well as the learner’s own experiences gained in practice.
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:
· Architectural Technology
· Building Control
· Building Maintenance and Estates Service
· Construction Site Management
· Conservation Control
· 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 design and CAD facilities and a wide range of resources both in a library format and access to the internet to consider information from a wider source.
Support materials Textbooks
· Edwards, B — Green Buildings Pay — (Spon, 1998)
· Gauld, B — Structures for Architects 3rd Edition — (Longman, 1994)