22-02-23 Intro Teaching Construction v3

Introduction to
Teaching and
Assessing
BTEC RQF Higher Nationals in
Construction 2023 suite of
qualifications
1
Agenda
1. Introducing HN Global
2. Qualification Structures and Units
3. Pearson-set Units
4. Planning & Delivery
5. Holistic Assessment
Break
6. The Assignment Brief
7 Quality Assurance
2
Introducing HN Global
An online community
For Everyone
• Short courses
• Blogs
• Discussion forums
https://hnglobal.highernationals.com
3
An online community
For Students – The Learning Zone
• Subject Resources
• General Resources
• Student Video Channel
• Progression Hub
• Ambassador Initiative
• Upcoming events
• and more…
4
An online community
For Tutors
• Delivery Materials
• Tutor Video Channel
• QA Hub
• Professional Development
• Educator Services
• Blended Learning Resources
• and more…
5
Short Courses
Topics include:
• Study skills
• Health & well-being
• Financial advice
• Digital literacy and digital tools
• …more being added all the time
6
Progression Hub
Whether planning to enter employment or

continue studies, a range of information,
tools and support for the next stage of the
student journey.
7
Resource Libraries
A range of resources to support students to

research, explore and go further with their
studies
• Web links
• Videos
• Tutorials
• Reading materials
• Case studies
• …and more
8
Delivery Materials
A ‘one-stop’ shop for tutors to access the latest:
• Programme specifications
• Example assessments
• Examples schemes of work
• Pearson-set Themes & Topics
• Templates
• …and more
9
QA Hub
A source for tutor and administrators to find

information and support:
• Professional development
• Training
• Pearson policies and guidance
• Annual Programme Monitoring
• Annual Student Survey
• Higher National Services
• …and more
10
HN Global – Find out more
https://youtu.be/kKWishMpAKM
11
Joining the HN Global Community
Visit
https://hnglobal.highernationals.com/
• Register as a student
• Register as a tutor (for approved centres)
• Register as a guest, to find out more (time-limited account)
You can sign-up any time independently.
If you feel you do not have the correct account type you can
contact hnglobal@pearson.com to get this changed.
12
Qualification
Structures
and Units
13
HN Construction Suite/Portfolio 2023
Architectural
Technology
Building Services
Engineering
Civil Engineering
Construction
Management
Quantity Surveying
Modern Methods of
Construction
HN Construction 2023
14
HTQ Qualifications in development!
‘Building Service Engineering for

England’ and ‘Civil Engineering for
England’ are part of the current IfATE
approval cycle 4 - for first teach
September 2025!
HN Construction 2023 HTQs - HN Construction for England 2023
15
Structure and Units
HTQs - HN Construction for England

HN Construction 2023 2023
16
HN Construction 2023 – Level 4
Architectural Building Services Building Services Construction Modern Methods of
Civil Engineering Quantity Surveying
Technology Engineering (HVAC) Engineering (Elec) Management Construction
1 Construction Design 1 Construction Design 1 Construction Design 1 Construction Design 1 Construction Design 1 Construction Design 1 Construction Design
Project (Pearson-Set) Project (Pearson-Set) Project (Pearson-Set) Project (Pearson-Set) Project (Pearson-Set) Project (Pearson-Set) Project (Pearson-Set)
4 The Construction 4 The Construction 4 The Construction 4 The Construction 2 Construction 4 The Construction 4 The Construction
Environment Environment Environment Environment Technology Environment Environment
6 Digital Applications 6 Digital Applications
for Construction for Construction
Information Information 6 Digital Applications
2 Construction 4 The Construction 2 Construction
or or 3 Science & Materials for Construction
Technology Environment Technology
26 Digital Applications 26 Digital Applications Information
for Building for Building
Information Modelling Information Modelling
5 Legal & Statutory 18 Principles of 5 Legal & Statutory 6 Digital Applications
8 Mathematics for 8 Mathematics for 10 Measurement &
Requirements in Electrical Design & Requirements in for Construction
Construction Construction Estimating
Construction Installation Construction Information
9 Principles of
6 Digital Applications 6 Digital Applications
Heating, Ventilation 22 Scientific Principles 17 Civil Engineering 13 Building 25 Quantity Surveying
for Construction for Construction
and Air for Building Services Technology Information Modelling Practice
Information Information
Conditioning
27 Law & Legal
13 Building 22 Scientific Principles 19 Principles of 12 Tender & 24 Principles of Off- Frameworks in
Optional Unit
Information Modelling for Building Services Structural Design Procurement site Construction Quantity
Surveying
Optional Unit Optional Unit Optional Unit Optional Unit Optional Unit Optional Unit Optional Unit
Level 4 Optional Units (if not already indicated as mandatory above)
* This information is for training purposes only, PLEASE REFER TO QUALIFCIATION DOCUMENT FOR UP-TO-DATE STRUCTURE when planning your program
All units are 15 credit Unless noted otherwise!
2 Construction Technology [BS, CE & MM] 16 Principles of Public Health Engineering [All quals] Architectural
AT
Technology
3 Science & Materials [AT, BS, CM, MM & QS] 17 Civil Engineering Technology [AT, BS, CM, MM & QS]
Building
5 Legal & Statutory Requirements in Construction [BS, CS & MM] 18 Principles of Electrical Design & Installation [AT, CE, CM, MM & QS] BS Services
Engineering
6 Digital Applications for Construction Information [CE] 19 Principles of Structural Design [AT. BS, CM, MM & QS]
Civil
CE
7 Surveying, Measuring & Setting-out [AT, BS, CE, CM & QS] 20 Site Supervision & Operations [All quals] Engineering
8 Mathematics for Construction [AT, BS elec., CM, MM & QS] 21 Geotechnics & Soil Mechanics [AT. BS, CE, CM, & MM] Construction
CM
Management
9 Principles of Heating, Ventilation and Air Conditioning [AT, BS elec., CE, CM, 22 Scientific Principles for Building Services [AT]
Modern
MM & QS] MM Methods of
10 Measurement & Estimating [AT, BS, CE, CM, MM] 23 Construction Economics & Sustainability [All quals] Construction
Quantity
11 Financial Management & Business Practices in Construction [All quals] 24 Principles of Off-site Construction [AT, BS, CE, CM & QS] QS
Surveying
12 Tender & Procurement [BS, CE, CM, MM & QS] 25 Quantity Surveying Practice [AT, BS, CE & MM]
13 Building Information Modelling [BS, CE & QS] 26 Digital Applications for Building Information Modelling [AT, CE, Cm, MM & QS]
14 Principles of Refurbishment [All quals] 27 Law & Legal Frameworks in Quantity Surveying [AT, BS, CE, CM & MM]
15 Principles of Alternative Energy [All quals] 55 Alternative Sustainable Solutions in Construction [MM Only] (30 Credit Unit)
Architectural Building Services Building Services Construction Modern Methods of
Civil Engineering Quantity Surveying
Technology Engineering (HVAC) Engineering (Elec) Management Construction
28 Group Project 28 Group Project 28 Group Project 28 Group Project 28 Group Project 28 Group Project 28 Group Project
(Pearson-Set) (Pearson-Set) (Pearson-Set) (Pearson-Set) (Pearson-Set) (Pearson-Set) (Pearson-Set)
39 Personal 39 Personal 39 Personal 39 Personal 39 Personal 39 Personal 39 Personal
Professional Professional Professional Professional Professional Professional Professional
Development Development Development Development Development Development Development
32 Advanced 34 Further 34 Further 31 Advanced 30 Project 35 Sustainable
36 Value Engineering
Construction Drawing Mathematics for Mathematics for Structural Design Management Methods of
& Cost Control
& Detailing Construction Construction Construction
33 Construction 37 Advanced Heating, 33 Construction 38 Advanced
32 Advanced
Technology for Ventilation and Air 49 Advanced Electrical Technology for 47 Advanced Building Quantities for
Construction Drawing
Complex Buildings Conditioning Design & Design & Installation Complex Buildings Information Modelling Complex Building
& Detailing
Projects Installation Projects Projects
33 Construction
34 Further
47 Advanced Building 48 Thermofluids & 50 Building Technology for 53 Advanced Off-site 54 Advanced Quantity
Mathematics for
Information Modelling Acoustics Management Systems Complex Buildings Construction Surveying Practice
Construction
Projects
All units are 15 credit
29 Contracts & Management [All quals] 43 Advanced Surveying & Measurement [All quals] Architectural
AT
Technology
30 Project Management [AT, BS, CE, MM & QS] 44 Maintenance & Operations [All quals]
Building
BS Services
31 Advanced Structural Design [AT, BS, CM & MM] 45 Advanced Material [All quals] Engineering
32 Advanced Construction Drawing & Detailing [BS, CE, MM & QS] 46 Transport Systems in Buildings [All quals] Civil
CE
Engineering
33 Construction Technology for Complex Buildings Projects [BS, CM, MM & 47 Advanced Building Information Modelling [BS, CE, CM, MM & QS]
Construction
QS] CM
Management
35 Sustainable Methods of Construction [AT, BS, CE, CM & QS] 48 Thermofluids & Acoustics [AT & MM]
Modern
MM Methods of
36 Value Engineering & Cost Control [AT, BS, CE, CM & MM] 49 Advanced Electrical Design & Installation [AT, CE, CM & MM] Construction
Quantity
QS
37 Advanced Heating, Ventilation and Air Conditioning Design & Installation 50 Building Management Systems [AT, BS Hvac., CE, CM, MM & QS] Surveying
[AT & CM]

38 Advanced Quantities for Complex Building Projects [AT, BS, CE, CM & MM] 51 Advanced Construction Development & Prototyping [All quals]
40 Surveying for Conservation, Renovation & Refurbishment [All quals] 52 Advanced Housing Design & Specification [All quals]
41 Highway Engineering [All quals] 53 Advanced Off-site Construction [BS, CE, CM & QS]
42 Hydraulics [All quals] 54 Advanced Quantity Surveying Practice [BS & CE]
HTQs HN Construction 2023 – Level 4
Modern Methods of
Architectural Technology Construction Management Quantity Surveying
Construction
Construction Design and Construction Design and Construction Design and Construction Quantity
Construction Site Supervisor
Build Technician Build Technician Build Technician Surveying Technician
1 Construction Design Project 1 Construction Design Project 1 Construction Design Project 1 Construction Design Project 1 Construction Design Project
(Pearson-Set) (Pearson-Set) (Pearson-Set) (Pearson-Set) (Pearson-Set)
2 Construction Technology 2 Construction Technology 2 Construction Technology
or or or 2 Construction Technology 4 The Construction Environment
17 Civil Engineering Technology 17 Civil Engineering Technology 17 Civil Engineering Technology
6 Digital Applications for
Construction Information
4 The Construction Environment 4 The Construction Environment 4 The Construction Environment 4 The Construction Environment or
26 Digital Applications for Building
Information Modelling
5 Legal & Statutory Requirements 5 Legal & Statutory Requirements 5 Legal & Statutory Requirements
or 10 Measurement & Estimating
in Construction in Construction in Construction
26 Digital Applications for Building
Information Modelling
6 Digital Applications for 6 Digital Applications for
Construction Information Construction Information
or or 12 Tender & Procurement 12 Tender & Procurement
26 Digital Applications for Building 26 Digital Applications for Building
Information Modelling Information Modelling
11 Financial Management & 7 Surveying, Measuring & Setting- 23 Construction Economics &
13 Building Information Modelling 13 Building Information Modelling
Business Practices in Construction out Sustainability
11 Financial Management &

14 Principles of Refurbishment 12 Tender & Procurement 15 Principles of Alternative Energy 25 Quantity Surveying Practice
Business Practices in Construction
26 Digital Applications for Building 24 Principles of Off-site 27 Law & Legal Frameworks in
13 Building Information Modelling 20 Site Supervision & Operations
Information Modelling Construction Quantity Surveying
Modern Methods of
Architectural Technology Construction Management Quantity Surveying
Construction
Construction Design and Construction Design and Construction Design and Construction Quantity
Construction Site Supervisor
Build Technician Build Technician Build Technician Surveying Technician
28 Group Project (Pearson- 28 Group Project (Pearson- 28 Group Project (Pearson- 28 Group Project (Pearson- 28 Group Project (Pearson-
Set) Set) Set) Set) Set)
39 Personal Professional 39 Personal Professional 39 Personal Professional 39 Personal Professional 39 Personal Professional
Development Development Development Development Development
32 Advanced Construction 35 Sustainable Methods of 36 Value Engineering & Cost
30 Project Management 30 Project Management
Drawing & Detailing Construction Control
33 Construction Technology for 32 Advanced Construction 33 Construction Technology for 47 Advanced Building 38 Advanced Quantities for
Complex Buildings Projects Drawing & Detailing Complex Buildings Projects Information Modelling Complex Building Projects
47 Advanced Building 33 Construction Technology for 53 Advanced Off-site 54 Advanced Quantity
44 Maintenance & Operations
Information Modelling Complex Buildings Projects Construction Surveying Practice
Optional Unit Optional Unit Optional Unit Optional Unit Optional Unit
All units are 15 credit
29 Contracts & Management [All quals] 43 Advanced Surveying & Measurement [AT, CM Site Sup, MM & QS] Architectural
AT
Technology
30 Project Management [AT, MM & QS] 44 Maintenance & Operations [AT, CM Des Bui Tech, MM & QS]
Building
BS Services
31 Advanced Structural Design [AT, CM & MM] 45 Advanced Material [All quals] Engineering
32 Advanced Construction Drawing & Detailing [CM Des Bui Tech, MM & QS] 46 Transport Systems in Buildings [All quals] Civil
CE
Engineering
33 Construction Technology for Complex Buildings Projects [MM & QS] 47 Advanced Building Information Modelling [All quals]
Construction
CM
35 Sustainable Methods of Construction [AT, CM & QS] 48 Thermofluids & Acoustics [CM & Des Bui Tech] Management
Modern
36 Value Engineering & Cost Control [AT, CM & MM] 49 Advanced Electrical Design & Installation [AT, CM & MM] MM Methods of
Construction
37 Advanced Heating, Ventilation and Air Conditioning Design & Installation 50 Building Management Systems [All quals] Quantity
QS
Surveying
[AT & CM]
38 Advanced Quantities for Complex Building Projects [AT, CM & MM] 51 Advanced Construction Development & Prototyping [All quals]
40 Surveying for Conservation, Renovation & Refurbishment [All quals] 52 Advanced Housing Design & Specification [All quals]
41 Highway Engineering [All quals] 53 Advanced Off-site Construction [CM & QS]
42 Hydraulics [All quals]

Professional Body Recognition
Chartered Association of
Building Engineers
Chartered Institute of
Architectural Technologists
Chartered Institute of
Highways and Transportation
24
Pearson-Set
Units
25
Pearson-set units
A theme is provided by Pearson annually covering
both Level 4 and 5.
Unit 1 Construction Design Project
• At Level 4 Pearson also provide a selection of

topics based on the theme. Tutors will choose
the topic for the project at Level 4.
Unit 28 Group Project

• At Level 5 students will be expected to develop
their own research topic (through research and
analysis) related to the overall theme.
There is a guidance video, available on HN Global,

to support you in writing your Pearson-set
Assignment
26
Pearson-set Theme & Topics
• What are your learning outcomes? What does
the student need to evidence at the end of the
unit?
• What is the theme for the year? (Which topic are

you selecting?)
• What is the vocational scenario that you can

define in relation to the Theme/Topic?
• How will the theme and topic, combined with

the vocational scenario, allow students to
achieve the learning outcomes?
Pearson-set & HN Global
Within the HN Global Deliver Materials you can find:
• Pearson-set Theme & Topic Release – Unit 1 Level 4
• Pearson-set Theme & Topic Release – Unit 28 Level 5
• Pearson-set Authorised Assessment Brief – Unit 1 Level 4
• Pearson-set Guidance – Unit 1 Level 4

• Pearson-set Guidance – Unit 28 Level 5
28
Planning &
Delivery
29
Delivery order of units
• A centre-based decision
• Supports your learning & teaching
strategy
• Will influence your approach to
assignments.
• Will influence the timing of assessments
• Needs to be clear for tutors and students
• Must not overload the students
30
Planning the sequence of
delivery
• Consider the relationship between units
& unit content
• Some units may require students to have
already acquired certain knowledge/skills
• Some units may encourage integrated
assessments
• Explore the possibilities in relation to
learning & teaching and assessment
• Keep in mind the Guided Learning Hours
31
Types of Assessment
Single Unit Addresses all unit learning outcomes and associated criteria
Assessment in one assignment
Learning outcomes and associated criteria covered through

Single Unit (Staged)
two or more assignments, each targeting selected learning
Assessment
outcomes
Integrated Learning outcomes and criteria from more than one unit
Assessments addressed through a common assignment
32
Week 1
Week 2
Week 3
Unit A
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Unit D
Week 13
Unit G
Week 14
Week 15
Week 16
Unit H
Unit C
Week 17
Week 18
Unit B
Week 19
Week 20
Week 21
Week 22
Unit F
Week 23
Week 24
Week 25
Unit E
Week 26
Week 27
Week 28
Week 29
Week 30
Delivery Models - Short & Fat or Long & Thin
Delivery Order
vs
Assessment Order
Let’s assume we have a combination of
theoretical and practical content in a unit:
• LO1 – Theoretical content
• LO2 – Practical content
• LO3 – Theoretical content
• LO4 – Practical content
How might we plan the relationship

between teaching and assessment?
34
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
LO1: Theoretical
Week 7
Week 8
Week 9
LO2: Practical
Week 10
Week 11
Assignment 1 (LO1 & LO2) Week 12
Week 13
Unit X
Week 14
Week 15
LO3: Theoretical
Week 16
Week 17
Week 18
Week 19
Week 20
LO4: Practical
Week 21
Assignment 2 (LO3 & LO4)
Week 22
Delivery Order vs Assessment Order
Week 23
Week 24
Week 25
Week 1
Week 2
Week 3
Week 4
LO1
Week 5
Week 6
Week 7
Week 8
LO2
Week 9
Week 10
Week 11
Formative Assessment (LO1 & LO2) Week 12
Week 13
Unit X
LO3
Week 14
Week 15
Week 16
Week 17
Week 18
Assignment 1 (LO1, LO2, LO3 & LO4)
LO4
Week 19
Week 20
Week 21
Week 22
Delivery Order vs Assessment Order
Week 23
Week 24
Week 25
Unit
Descriptors
37
Unit Descriptors
• The teaching, learning and assessment strategy

reflects an appropriate balance between broadening
and deepening academic knowledge and developing
practical employability skills.
• Qualification has been designed to embed key
employability skills throughout the curriculum.
• Cognitive, affective and psychomotor (CAP) skills are
built in to the unit learning outcomes.
• Shift from prescriptive content to give lecturers a
Learning Outcomes
By the end of this unit students will be able to:
holistic approach to delivery and assessment. 1. Describe the construction industry with reference to company structures and
other activities
2. Explain different types of construction companies in the market and their
relationships within the tendering process
3. Discuss the key stages in a construction project, and how Building Information
Modelling informs the different stages
4. Analyse how the construction industry has developed suitable collaboration
strategies in support of greater recognition of health & safety.
Essential Content Essential Content
LO1 Describe the construction industry with reference to company

structures and other activities
Understanding of the construction industry:

Historical development of the construction industry
Professional and other institutes, including societies
Links between professional, technical and skills professionals
• Essential content must be delivered but not all content Contractor and head office structure
Site structure and organisation
has to be assessed Types of contractual work tendered by companies.
LO2 Explain different types of construction companies in the market and

their relationships within the tendering process
• New content provides greater flexibility and less Company types:
prescriptive
Professional relationships between companies
Contract tendering
Tender process.
• Content aims to be internationally relevant LO3 Discuss the key stages in a construction project, and how Building
Information Modelling informs the different stages
• Essential Content is not weighted or hierarchical. It is Master programmes and contract planning techniques.
The role of Building Information Modelling (BIM) on the construction
up to the tutor/centre to determine how the content

Modern procurement methods within construction
Sustainability.
should be delivered. LO4 Analyse how the construction industry has developed suitable
collaboration strategies in support of greater recognition of health &
safety
• Essential content is not a limit. Centres may add to the Key stakeholders in the construction process
BIM and collaboration
content to be delivered. Health & safety within the construction industry:

Pre-construction regulations and legislation
Site safety.
102 Pearson BTEC Levels 4 and 5 Higher Nationals in Construction

Specification – Issue 1 – August 2018 © Pearson Education Limited 2018
Pass Merit Distinction
Assessment Criteria
LO1 Describe the construction industry with reference
to company structures and other activities
P1 Explain how the construction M1 Analyse how the construction D1 Critically evaluate how
industry has developed and industry has developed overall in construction companies have
encompassed professionalism within terms of company structures, it’s developed their structure and
its structures employees and contracted work business ethos
P2 Demonstrate the scope and
linkage between all parties within a
construction organisation
P3 Identify the type of contractual
Defined Criteria work tendered by contractors
LO2 Explain different types of construction companies within the market and
their relationships within the tendering process
• Pass sets clear threshold P4 Identify the different types of M2 Analyse the catalyst D2 Compare the main factors which
construction companies in the which connects construction differentiate between construction
market companies, including contracts and companies, contracts and tendering
P5 Explain the relationship between tendering
• Merit/Distinction define depth/breadth different construction organisations
LO3 Discuss the key stages in a construction project, and how Building
Information Modelling informs the different stages
• Scaffolding principles P6 Identify, with examples, modern

construction processes and
M3 Analyse how construction has
developed in terms of innovation,
D3 Provide a detailed analysis of how
the construction industry
sequences used within today’s designs, and within contracts for has evolved in terms of innovative
industry, highlighting the way they micro and macro projects, and construction methods and contracts
• Supporting holistic assessment respond to sustainability needs

P7 Explain contract planning
the interrelationship with BIM
techniques used within micro and

macro projects
P8 Identify where BIM impacts upon
operations and construction
companies
LO4 Analyse how the construction industry has developed suitable

collaboration strategies in support of greater recognition of health & safety
P9 Explain how health & safety has M4 Demonstrate how the D4 Evaluate the impact of health &
now become an integrated part of construction industry has benefited safety legislation, how it has
the construction process through changes in health & safety evolved the drivers for it, and its
P10 Describe the government legislation advantages or weaknesses within
legislation which has benchmarked construction
health & safety within construction
P11 Discuss the role of collaboration
and communication in ensuring
safe working practices
Holistic
Assessment
41
Decision Making through Assessment
Academic
Judgement
Assessment Holistic
of tasks by assessment
academic by academic
judgement judgement
Task-driven Holistic
Assessment Assessment
Holistic
Assessment
assessment
of tasks using
using
assessment
assessment
criteria
criteria
Performance 42
Holistic Assessment Practice
• The tutor exercises academic and analytic

judgement of the student’s achievement based
on the assignment as a whole
• Assessment criteria allow the evaluation of the
quality of the overall, rather than individual parts.
• Assessment criteria are not used to grade the
achievement of individual tasks/criteria.
• Assessment criteria are holistic in context but
may also contain reference to specific content
matter to provide guidance for the student
43
HN Global – Assessment Support
The Tutor Resources section provides:

• Assessment training videos
• Assessment & Feedback guidance document
• Templates
• And more…
44
Break & Any
Questions
45
The
Assignment
Brief
46
Creating engaging
and diverse
assessment
What forms of evidence

do you ask your
students to produce?
47
Using a wide range of Assessment Evidence
Planning
Case Studies Project Oral/Viva Pitch
Documents
Recorded
Reports Performance Peer Review Podcasts
Discussion/Debate
Log Books, Diaries, Written Online Discussion Annotated

Essay/Dissertation
etc. Investigation Forum Photographs
Artefacts Blog/e-Journal Examination Rehearsal Logs Webinar
Presentation Time-constrained Work-based

Role-play Storyboards
Handouts, etc. Assessment Learning
Performance Promotional/ Presentation/ Portfolio/e-

Observation Marketing Material Demonstration Portfolio Reflection
Witness
Statements Other..?
48
Assessment Evidence & Skills Domains
• Q+A (written/oral)
• Tests/Exams
Cognitive (knowledge) • Reports/Essays
• Presentation
• Debate
• Witness statement
• Review of evidence
• Reflective Statements
Affective (attitudes, behaviours)
• Student Reflective journal
• Observation
• Performance review (self review, peer review etc.)
• Demonstration/Presentation
• Project outcomes
• Case studies
Psychomotor (application) • Role Plays
• Work-based Learning
• Producing documentation (e.g. business plan, marketing
plan, financial statements and business pitch)
A good assignment brief
should include…
• Appropriate assessment method for collecting
the required evidence.
• A vocational scenario that motivates the
student to apply their learning through the
assignment.
• Clear Instruction to the student about what
they are required to do (how it addresses the
assessment criteria).
• Guidance that maximises opportunity to
achieve the full range of grades (Pass, Merit or
Distinction).
50
An Assignment Brief
Student Name/ID Number
Unit Number and Title Unit 4: Construction Practice & Management
Academic Year
Unit Tutor
Assignment Title Into Construction
Issue Date
Submission Date
IV Name & Date
Submission Format
This assignment is in three parts:
• Presentation (10-15 minutes)
• Industry Report (2000-2500 words)
Unit Learning Outcomes

LO1 Describe the construction industry with reference to company structures and other activities.
LO2 Explain different types of construction companies in the market and their relationships within the tendering process.
LO3 Discuss the key stages in a construction project, and how Building Information Modelling informs the different stages.
LO4 Analyse how the construction industry has developed suitable collaboration strategies in support of greater recognition of
health & safety. 51
Assignment Brief and Guidance
You have been hired as a trainee construction manager by a local developer, who has had some success in
commissioning small industrial buildings and now wishes to expand the operation to include general
contracting. In order for the Board of Directors to determine how best to approach their expansion, they have
asked you to prepare a report and presentation that will give them an overview of the key features of
practice and management for a construction company. Your report will be provided, in hard-copy to the board,
while you give your presentation.
The Board of Directors has requested a report that explains the general aspects of the industry and company
types that support construction. In this report you are asked to provide a critical evaluation of how companies
have developed structures that reflect their values and ethos. This will be based on an explanation of the
industry in terms of professionals involved and the links between different parts of a construction company. In
addition, you are asked to analyse how companies have developed to service different types of contact.
The report should also consider the wider construction market and the relationships between different types
of company involved in the tender process. By comparing the factors that differentiate between types of
company, types of contract and tendering, your analysis will reveal the connections between company
structures, contracts and tendering. This will identify the different types of company in market and explain the
relationships that may develop.
The Board has also asked for a short presentation that discusses the key stages in a project and how new
technologies (particularly BIM) are deployed in the different stages. Your detailed analysis of how innovative
approaches to construction will be based on how BIM informs the design and contract processes of a project.
By using examples, you will show how sustainability is integrated into the processes and sequences of a
project, explaining the contract techniques that may be used and identify how BIM effects those operations.
Health & safety is a critical factor in construction, and the Board is aware of the need to ensure that this is at
the heart of the company’s future. Your presentation should evaluate the impact of legislation on the industry;
particularly demonstrating the benefits to the industry. In this, you will explain how h&S is integrated into the
project process, the key legislation that the company will need to consider and how collaboration (within the
company and with other parties) can ensure safe working practices.
Assignment Brief and Guidance
You have been hired as a trainee construction manager by a local developer, who has had some success in
commissioning small industrial buildings and now wishes to expand the operation to include general
contracting. In order for the Board of Directors to determine how best to approach their expansion, they have
asked you to prepare a report and presentation that will give them an overview of the key features of
practice and management for a construction company. Your report will be provided, in hard-copy to the board,
while you give your presentation.
The Board of Directors has requested a report that explains the general aspects of the industry and company
types that support construction. In this report you are asked to provide a critical evaluation of how companies
have developed structures that reflect their values and ethos. This will be based on an explanation of the
industry in terms of professionals involved and the links between different parts of a construction company. In
addition, you are asked to analyse how companies have developed to service different types of contact.
The report should also consider the wider construction market and the relationships between different types
of company involved in the tender process. By comparing the factors that differentiate between types of
company, types of contract and tendering, your analysis will reveal the connections between company
structures, contracts and tendering. This will identify the different types of company in market and explain the
relationships that may develop.
The Board has also asked for a short presentation that discusses the key stages in a project and how new
technologies (particularly BIM) are deployed in the different stages. Your detailed analysis of how innovative
approaches to construction will be based on how BIM informs the design and contract processes of a project.
By using examples, you will show how sustainability is integrated into the processes and sequences of a
project, explaining the contract techniques that may be used and identify how BIM effects those operations.
Health & safety is a critical factor in construction, and the Board is aware of the need to ensure that this is at
the heart of the company’s future. Your presentation should evaluate the impact of legislation on the industry;
particularly demonstrating the benefits to the industry. In this, you will explain how h&S is integrated into the
project process, the key legislation that the company will need to consider and how collaboration (within the
company and with other parties) can ensure safe working practices.
53
Learning Outcomes and Assessment Criteria
P1 Explain how the construction industry has M1 Analyse how the construction industry has D1 Critically evaluate how construction companies have
developed and encompassed professionalism within developed overall in terms of company structures, it’s developed their structure and business ethos.
its structures. employees and contracted work.
P2 Demonstrate the scope and linkage between all
parties within a construction organisation.
P3 Identify the type of contractual work tendered by
contractors
LO2 Explain different types of construction companies in the market and their relationships within the
tendering process.
P4 Identify the different types of construction M2 Analyse the catalyst which connects construction D2 Compare the main factors which differentiate between
companies in the market. companies, including contracts and tendering. construction companies, contracts and tendering.
P5 Explain the relationship between different
construction organisations
LO3 Discuss the key stages in a construction project, and how Building Information Modelling informs the
different stages.
P6 Identify, with examples, modern construction M4 Analyse how construction has developed in terms D3 Provide a detailed analysis of how the construction
processes and sequences used within today’s of innovation, designs, and within contracts for micro industry has evolved in terms of innovative construction
industry, highlighting the way they respond to and macro projects, and the interrelationship with BIM. methods and contracts.
sustainability needs.
P7 Explain contract planning techniques used within
micro and macro projects.
P8 Identify where BIM impacts upon operations and
construction companies.
LO4 Analyse how the construction industry has developed suitable collaboration strategies in support of
greater recognition of health & safety.
P9 Explain how health & safety has now become an M4 Demonstrate how the construction industry has D4 Evaluate the impact of health & safety legislation, how it
integrated part of the construction process. benefited through changes in health & safety has evolved the drivers for it, and its advantages or
legislation. weaknesses within construction.
P10 Describe the government legislation which has
benchmarked health & safety within construction.
P11 Discuss the role of collaboration and
communication in ensuring safe working practices.
54
Learning Outcomes and Assessment Criteria
P1 Explain how the construction industry has M1 Analyse how the construction industry has D1 Critically evaluate how construction companies have
developed and encompassed professionalism within developed overall in terms of company structures, it’s developed their structure and business ethos.
its structures. employees and contracted work.
P2 Demonstrate the scope and linkage between all
parties within a construction organisation.
P3 Identify the type of contractual work tendered by
contractors
LO2 Explain different types of construction companies in the market and their relationships within the
tendering process.
P4 Identify the different types of construction M2 Analyse the catalyst which connects construction D2 Compare the main factors which differentiate between
companies in the market. companies, including contracts and tendering. construction companies, contracts and tendering.
P5 Explain the relationship between different
construction organisations
LO3 Discuss the key stages in a construction project, and how Building Information Modelling informs the
different stages.
P6 Identify, with examples, modern construction M4 Analyse how construction has developed in terms D3 Provide a detailed analysis of how the construction
processes and sequences used within today’s of innovation, designs, and within contracts for micro industry has evolved in terms of innovative construction
industry, highlighting the way they respond to and macro projects, and the interrelationship with BIM. methods and contracts.
sustainability needs.
P7 Explain contract planning techniques used within
micro and macro projects.
P8 Identify where BIM impacts upon operations and
construction companies.
LO4 Analyse how the construction industry has developed suitable collaboration strategies in support of
greater recognition of health & safety.
P9 Explain how health & safety has now become an M4 Demonstrate how the construction industry has D4 Evaluate the impact of health & safety legislation, how it
integrated part of the construction process. benefited through changes in health & safety has evolved the drivers for it, and its advantages or
legislation. weaknesses within construction.
P10 Describe the government legislation which has
benchmarked health & safety within construction.
P11 Discuss the role of collaboration and
communication in ensuring safe working practices.
55
Authorised Assessment Briefs
• AABs should be adapted and

customised to meet localisation.
• Pearson Authorised Assignment Briefs

(AABs) give tutors a diverse range of
engaging assessment methods to use for
the assessment of particular units.
• They are intended to provide a model of

an assessment that is valid, sufficient,
authentic, appropriate and relevant.
• The AABs cover 9 units in total. Core units

and three additional units.
• They provide a range of different

assessment approaches.
56
The AAB Approach
1. AABs should be adapted and customised to meet localisation.
These AABs are not developed with a context specific to a set of students or a location;
both of which are critical to the development of good assessments, and therefore need to
be adapted and customised as appropriate.
2. AABs can also be used by centres if they meet centre-specific requirements following internal
verification. AABs have been written to assess knowledge, understanding and skills that are
specifically relevant to the unit Learning Outcomes, but they have not been contextualised to
meet local need and international diversity. For example, centres will need to select an
organisation to focus on in the AAB that is relevant to their local area .
All assignments must be verified in line with Pearson’s requirements for internal verification of
assignments and assessment results.
57
AABs v EABs.
The key differences

between the AABs and
EABs.
58
AABs vs EABs
AABs 2023 specifications – not mandatory EABs 2017/8 specification – not mandatory
• Cover a range of different assessment • Written as suggested approaches to assessment

approaches. and recommended assessment methods.
• Provide exemplars that are Pearson authorised. • Not authorised exemplars
• Maximise opportunities for students to achieve the • Often written only to support pass criteria
higher grades
• A general vocational context and scenario is
• Provide a variety of different types of assessment provided.
methods that are appropriate for the delivery of
a specific assessment approach. • No visible mapping of skills and competencies
• ‘real-life’ job roles, responsibilities, and • Only designed for the 2017/8 unit descriptors
organisations. Providing clear employability links
to skills and responsibilities of specific roles
• Mapped to developing QAA Subject Sector

Benchmark skills and Occupational Standard
competencies. 59
BTEC Assignment Checking Service
• Centres can submit (for free) assignments

for up to 2 units
• Assignments are reviewed by an External
Examiner
• You will receive feedback within 10
working days
To find out more visit:
https://qualifications.pearson.com/en/support/S
ervices/assignment-checking-service.html
Or email:
acs@pearson.com
60
Further Training for
Assessment
• Assessment planning and assignment
writing RQF BTEC Higher Nationals
• Workshop for Developing Assignments
in BTEC RQF Higher Nationals
• Grading Standardisation Workshop for
BTEC Higher Nationals in Construction
& Built Environment (RQF)
Find out more by visiting:

https://qualifications.pearson.com/en/sup
port/training-from-pearson-uk.html
61
Assessment
Grading
Decisions
62
The Mastery Model of Assessment
Assessment Criteria
Pass X
Grade
Merit X X
Distinction X X X
To achieve at a level the student must achieve everything at the level and below.
63
Reassessment
o A student who does not achieve a Pass in the
first attempt will have one opportunity for re-
assessment.
o Re-assessment for project or portfolio based
assessments will normally involve the reworking
of the original task.
o For examinations, reassessment will involve
completion of a new task.
o A student who undertakes a re-assessment will
have their grade capped at a Pass for that unit.
o Decisions and results must be ratified and
recorded at assessment board
64
Unit Compensation
• Students may have compensation for failed
units.
• 15 credits (one unit) at level 4 for the
HNC.
• 15 credits (one unit) at Level 4 and 15
credits (one unit) at Level 5 for the HND.
• A Student may only claim compensation on
units that they have fully attempted and
completed.
• Students must attempt and complete ALL
units
65
Overall Qualification Grade
Points per Point Boundaries for

Credit Overall Qualification
Pass 4 points 420 – 599
Merit 6 points 600 – 839
Distinction 8 points 840 - 960
66
Assessment Process
Grade
Submission Reassessment P/M/D
67
Assessment Process
=
Grade
Re-submission Reassessment (capped @ Pass)
68
Assessment Process
=
Grade
(capped @ Pass)
Retake in full =
69
Quality
Assurance
70
The Quality Assurance Process
• Helps to ensure centres are meeting national

standards for all HN programmes
• Helps to ensure that there are effective processes
in place to review programme delivery and
monitor assessment outcomes
• Helps to ensure that national and regulatory
standards are being met
Quality Assurance Model
Verification
Visits
Annual
Programme
Student
Approval
Survey
QA
Model
Annual
External Programme
Examiner Monitoring
Report
Assessment
Boards
Quality Assurance Model
Verification
Visits
Annual
Programme
Student
Approval
Survey
QA
Model
Annual
External Programme
Examiner Monitoring
Report
Assessment
Boards
Annual Programme
Monitoring Review
• Centres will be required to
submit an APMR through our
online portal
• The portal opens up in autumn
each year
• Centres delivering multiple HNs
complete one form for all.
• Pearson produce an overview
report detailing findings.
74
Annual Student Survey
• Opens to all BTEC Higher National

students from 19 April each year
• Feedback informs the future design of
qualifications and supports the
development of resources
• Results give Pearson and approved
centres a global perspective of student
opinion
• Bespoke, centre-based, reports are
available for eligible centres.
75
Assessment Boards
An Assessment Board is mandatory for centres offering the BTEC HNs.
The purpose of the board is to consider:
• the grades achieved by students on the individual units

• extenuating circumstances
• cases of cheating and plagiarism
• progression of students onto the next stage of the programme
• the awards to be made to students
• Reassessment and repeats
Assessment boards will need to be run at centres for each HN
programme.
External Examiners (EEs) monitor that boards are taking place & helping
centres with an action plan to put these into place if they are not
occurring.
Internal Verification
Assignment brief Internal verification required

option
The internal verification process must be detailed and
Adapt a Pearson Authorised
rigorous in order to ensure that the assignment brief is
Assessment Brief to suit the
fully fit for purpose. We provide templates for you to
needs of your students
use on HN Global. Here
An Internal Verifier must ensure that:
• the AAB meets the specific needs of your students
Use a Pearson Authorised • the AAB remains current and relevant for students in
Assessment Brief as published your centre
• the Assessor has added correct key information,
including hand-out dates and submission deadlines.
The internal verification process must be detailed and
Create your own assignment rigorous in order to ensure that the assignment brief is
briefs fully fit for purpose. We provide templates for you to
use on HN Global. Here
77
Internal Verification Summary
The Internal Verifier should The Internal Verifier should not
• Carry out scheduled internal • Internally verify assignments they

verification of Assignment Briefs have written themselves
before they are issued to students
• Verify assignments after they have
• Check the assignment against the been issued
unit specification
• Provide remedial actions without
• Provide full and supportive written checking they have been carried
feedback to the assessor out
The Role of the
External Examiner
• Pearson employs subject experts to act as
External Examiners (EEs)
• Your EE will work with you to ensure
standards are met.
• Your EE will visit you either once (UK) or
twice (International) per year
• A report will be produced after each visit
79
The Role of the
External Examiner
Your External Examiner will review:
• Assessment planning and methods
• Assessment decisions (inc. minutes of
assessment boards)
• Internal verification methods and decisions
• Physical resources
• Human resources
• Implementation of action plans
• Policies
80
Key Quality Assurance Guidance
81
What’s next?
• Set up your account with HN Global to access all
your delivery resources and assessment support.
• Register your students on HN Global
• Refer to the programme specification for structure
tables and rules of combination
• Review your delivery plan to meet tutor/student
needs
• Create holistic assignment briefs using the EABs
for inspiration
• Apply Assessment Board framework if not already
in place
82
Training &
Contacts
83
Training
Further Higher Nationals training
sessions available via:
https://bit.ly/3fRcWDi
Centre-based training is available by

request at:
https://bit.ly/3kuCk7Q
84
Pearson Support
General queries about the Pearson BTEC Higher
Nationals:
highernationals@pearson.com
Queries regarding quality assurance for Pearson

BTEC Higher Nationals:
hnqa@pearson.com
Training queries:
Kieran.Brickell@pearson.com
85
HN Newsletter
Keep up-to-date with

updates, information
and new releases
https://bit.ly/3xNnUDG 86
Any Questions?
87
We value your
feedback
Please be sure to complete the

online survey after this training
session.
88
Thank You!
89
90
• Introduction to teaching and assessing the RQF Higher Nationals in Construction, and Construction and
the Built Environment sector 2023 suite of qualifications
• By: Will Lambert
• Owned by: HE&I PD Team
• February 2023
• DCL1
91

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Introduction to

2. Qualification Structures and Units

4. Planning & Delivery

6. The Assignment Brief

Whether planning to enter employment or

A range of resources to support students to

A ‘one-stop’ shop for tutors to access the latest:

A source for tutor and administrators to find

You can sign-up any time independently.

‘Building Service Engineering for

HN Construction 2023 HTQs - HN Construction for England 2023

HTQs - HN Construction for England

[AT & CM]

11 Financial Management &

42 Hydraulics [All quals]

Unit 1 Construction Design Project

• At Level 4 Pearson also provide a selection of

Unit 28 Group Project

There is a guidance video, available on HN Global,

• What is the theme for the year? (Which topic are

• What is the vocational scenario that you can

• How will the theme and topic, combined with

• Pearson-set Authorised Assessment Brief – Unit 1 Level 4

• Pearson-set Guidance – Unit 1 Level 4

Learning outcomes and associated criteria covered through

How might we plan the relationship

Assignment 1 (LO1 & LO2) Week 12

Formative Assessment (LO1 & LO2) Week 12

• The teaching, learning and assessment strategy

LO1 Describe the construction industry with reference to company

Understanding of the construction industry:

has to be assessed Types of contractual work tendered by companies.

LO2 Explain different types of construction companies in the market and

• New content provides greater flexibility and less Company types:

up to the tutor/centre to determine how the content

content to be delivered. Health & safety within the construction industry:

102 Pearson BTEC Levels 4 and 5 Higher Nationals in Construction

Defined Criteria work tendered by contractors

• Scaffolding principles P6 Identify, with examples, modern

• Supporting holistic assessment respond to sustainability needs

techniques used within micro and

LO4 Analyse how the construction industry has developed suitable

• The tutor exercises academic and analytic

The Tutor Resources section provides:

What forms of evidence

Log Books, Diaries, Written Online Discussion Annotated

Artefacts Blog/e-Journal Examination Rehearsal Logs Webinar

Presentation Time-constrained Work-based

Performance Promotional/ Presentation/ Portfolio/e-

Unit Learning Outcomes

• AABs should be adapted and

• Pearson Authorised Assignment Briefs

• They are intended to provide a model of

• The AABs cover 9 units in total. Core units

• They provide a range of different

The key differences

• Cover a range of different assessment • Written as suggested approaches to assessment

• Provide exemplars that are Pearson authorised. • Not authorised exemplars

• Mapped to developing QAA Subject Sector

• Centres can submit (for free) assignments

To find out more visit:

Find out more by visiting:

Points per Point Boundaries for