CBE Advanced Leaflet

Bringing learning to life

mEnt n o r i v n E uiLt b E H t D n ion A t c u r t S n in co

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n i a m o l p i D d e c t? n n a e v d m A n o e r h i t v En t l i u What is B e h t d n a n o i t c u r Const The Advanced Diploma is a new qualification offered alongside A levels and Advanced Apprenticeships.

By 2011, there will be seventeen Diploma subjects available in England.

to one of the largest and most important economic sectors in the UK, and gives them hands-on experience of key activities, like managing projects, creating and interpreting technical specifications and performing risk or environmental assessments.

The Advanced Diploma in Construction and the Built Environment is usually a two-year full-time qualification for young people aged 16 and over. It introduces students

The Diploma also helps students develop other valuable skills such as working independently, managing their own time and working as part of a team.

ma in “the Diplo on and the constructi ill onm en t w built Envir ung people provide yo g and excitin with a new r fo , d rning an way of lea e th me, place the first ti t a t onm en built envir e am of mainstr the hear t . A whole education see n will now generatio eers r ies for ca opportunit w e re now they l ti n u t a th are of.” hardly aw mel Lees, Professor e Dean of th E xecutive logy, o n ch te f Facult y o lopment, n and Deve rsit y innovatio ive n am cit y u birmingh

t? n e r e f f i d t i How is The Advanced Diploma offers a unique blend of theoretical study and practical learning, and allows students to learn in a work-related setting – both real and simulated. Because it has been developed with employers and universities, the learning is put in context, and captures the relevance – and excitement – of the subject.

The Advanced Diploma in Construction and the Built Environment gives students an insight into the large and vibrant construction and built environment sectors, and helps them develop their thinking, questioning, creative and communication skills. It also equips them 02

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with the knowledge and understanding to take on different roles, providing the kind of flexibility that employers are often looking for.

Unlike other qualifications that focus on technical skills in isolation, the Diploma has a cross-disciplinary approach. This way, students learn to apply their skills in various business and organisational settings and get a good idea of their career options.

The Advanced Diploma in Construction and the Built Environment gives students a fully-rounded education.

It provides them with the skills they need for further study or future employment in many areas, and doesn’t necessarily have to lead to a career or university course in the industry.

? e r a p m o c t How does i The Advanced Diploma is a level 3 qualification equivalent to 3.5 A levels – although it takes broadly the same time to complete as 3 A levels or a BTEC National Diploma. The Universities and College Admissions Service (UCAS) awards the qualification a maximum of 490 UCAS points (the same as 3.5 A levels).

All UK universities will accept the right Advanced Diploma at the right grade for entry onto a degree course. Some will also expect students to take a

Principal Learning Main subject e.g. Engineering

particular A level or other qualification as their additional and specialist learning option to meet specific course entry requirements. Admissions criteria for 2010 (published by UCAS in May 2009) indicate that a Diploma is suitable for entry to about 80% of all UK undergraduate courses.

For details of individual college and university positions on the Advanced Diploma, go to www.ucas.ac.uk/students/beforeyouapply/ diplomas/14-19diplomas/statements

Generic Learning

Project

Functional skills

Work experience

Foundation Diploma

Practical assessments + 1 exam

Project

ICT / Maths / English Level 1

Minimum 10 days

Higher Diploma

Practical assessments + 1 exam

Project

ICT / Maths / English Level 2

Minimum 10 days

ICT / Maths / English Level 2

Minimum 10 days

Advanced Diploma

Practical assessments + 2 or 3 exams

Extended Project

Additional or Specialist Learning Optional courses agreed with your teacher

Choose from a range of qualifications including: •

BTECs

•

GCSEs

•

A levels

Equivalent to

5 x GCSEs, (grade D – G) 7 x GCSEs, (grade A* – C)

3.5 A levels

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What will students learn?

The Advanced Diploma is made up of three core elements: principal learning, generic learning and additional and specialist learning. These are described in more detail over the next few pages.

g n i n r a e l l Principa The principal learning is compulsory and consists of seven topics that teach students the main principles and practices for this sector. The topics are organised around three learning themes: • design the built environment • create the built environment • value and use the built environment.

The themes do not feature as individual parts of the Diploma and are not assessed separately – but they underpin what is taught in the principal learning.

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Design factors Students investigate how historical, economic, political, social and aesthetic factors affect design, as well as how the built environment responds to community needs and social integration.

Management processes Students learn about the various stages of a project and the technological skills needed for each stage.

They also learn about project managing and quality assurance.

How? Students might carry out surveys and opinion polls to determine the public response to a potential development.

How? Students may, for example, visit several construction sites at different stages of the construction to observe the management process.

Why? Knowing the complex and changing factors that underpin design decisions will develop a student’s conceptual thinking. It will also help them identify issues from different perspectives.

Why? This topic will develop students’ knowledge and understanding of a range of project management processes and techniques – skills that are essential for managing any construction job.

Stages in the design and planning process Students learn about each stage of the design and planning process, and look at factors that affect planning decisions. They also study the specific skills needed to design the urban environment.

Adding value to the wider community Students look at how the built environment contributes socially, economically and commercially to the community. They also explore how to balance the different needs of stakeholders and the community.

How? Students could, for example, visit a planning office to interview experienced skilled practitioners, or look at planning permissions to determine if they comply with legal and technical issues.

How? Students may, for example, look at how to engage key stakeholders in meaningful consultations.

Why? Interacting with practitioners and interpreting realistic documents is one of the best ways for students to understand how professionals work.

Physical and environmental influences Students explore the health, safety and environmental factors that affect the built environment, and look at how to reduce energy demands and pollutants.

How? Students may, for example, carry out a simple environmental assessment, or visit wind farms, waste recycling plants and landfill sites.

Why? Being able to examine evidence and research current legal and statutory regulations are key skills for professionals in this sector.

Why? Understanding the impact that the built environment has on community development and social cohesion gives students invaluable knowledge.

Protecting and maintaining Students learn how buildings and structures can be protected from damage caused by people and the environment. This topic also introduces students to asset management.

How? Students could, for example, propose ways to enhance a school’s or a college’s sustainable maintenance programme.

Why? Understanding the materials and technologies that can contribute directly to sustainability is vital for anyone wanting to work in construction.

Health, safety and environmental influences Students focus on health, safety and environmental factors, and learn how the natural environment is protected and maintained during construction.

How? Students could, for example, attend on-site health and safety inductions, or help develop a toolbox talk.

Why? With the global need to conserve natural resources, recycle waste and use renewable energy in construction projects, the content taught in this topic is invaluable for any students considering a career in construction.

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g n i n r a e l c i Gener As part of the generic learning, which is the same across all Advanced Diplomas, students will develop a number of transferable skills that are essential to their self-development. These include functional skills in maths, English and ICT as well as personal, learning and thinking skills. Students will also get the opportunity to do work experience as part of their generic learning.

FunctionAL SkiLLS (mAtHS, EnGLiSH AnD ict) Functional skills give students the practical ability to use maths, English and ICT in everyday life, work and study. Advanced Diploma students have to develop and apply these skills in all the work they do.

e exciting “these ar the times for on and constructi onment built Envir e with a hug industr y, igh profile range of h e aking plac projects t the years now and in essential ahead. it is dustr y that the in e right attracts th t h the righ people wit eet this skills to m . the new challenge rovides a Diploma p r tunity for real oppo s to get employer delivering involved in cation and this qualifi ure that to make s nderstand students u tunities the oppor in the that exist on and constructi onment built Envir industr y.” a gh , roy c avan anager, m g tr ainin d on Limite G& j S edd

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Functional skills are separately-assessed, stand-alone qualifications that all students have to complete at level 2 to achieve their Advanced Diploma. However, students who have already completed these qualifications before starting their Diploma do not need to repeat them.

Functional skills are also incorporated into the principal learning. Advanced Diploma students in Construction and the Built Environment will, for example, need to: • use mathematical calculations in their drawings • interpret statistics on heath and safety and environmental issues relating to construction.

Developing a good standard of numeracy, literacy and IT skills is essential for all students – even if they do not choose a career in the built environment sector.

Personal, learning and thinking skills

Work experience

Throughout their Diploma, students will develop six personal, learning and thinking skills:

The Diploma gives students the opportunity to do at least 10 days’ work experience.

They could, for example:

• team working • creative thinking • independent enquiry • self-management • effective participation • reflective learning.

These skills are not separately assessed, but are integrated into the assessment criteria for the principal learning and the extended project. They are vital skills in both life and work, and are embedded in the secondary curriculum.

• work alongside planners at the local planning department, looking at a shop or housing development • work on an urban regeneration project with a voluntary organisation, transforming an abandoned inner-city plot into a public garden • help to conserve and restore interior fittings at a local church • work with the county surveyor, looking at planning applications in the office and shadowing an inspector in the field.

Work experience is a great way for students to apply the knowledge and skills learnt on the course, and to further develop their personal, learning and thinking skills. It is one of the best ways to get insider experience, and may also help students develop project ideas.

Although preferred, work experience does not have to be within the built environment sector, as many of the skills taught on the course are used in different industries.

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t c e j o r p d e The extend As part of the Advanced Diploma, students will complete an extended project to demonstrate their ability to work independently. They are required to plan, prepare, develop and realise a project, and present the final outcome.

Students could either explore a subject in real depth or broaden the topic by drawing connections between different areas or subjects. Either way, they have to choose a subject that complements and develops the themes and topics related to their Diploma.

What types of projects can they do?

The end result could be a written piece of work, either a report (with findings from an investigation or study) or a dissertation presenting an argument – for example: • an investigation into the economic development of an area and its impact on neighbourhood renewal

Or it could be a practical piece of work, either a design or an artefact – for example: • a detailed portfolio of architectural designs for improving the local urban area, with associated short essays on the design influences and intended impact of each building or infrastructural plan • with permission, using a disused site for a simulated feasibility exercise, where the student would map the site, estimate the area, project alternative uses, and back up ideas with computer-generated plans and models.

How does the project compare?

• an account of a ‘people-traffic’ survey, determining the best course for a paved pathway through a newly renovated urban garden

The extended project is a qualification in itself – equivalent to half an A level in size and A2 in level. It is also available outside the Diploma to A level and other students.

• a study of different ways to calculate the carbon emissions of a certain building, a range of measures to reduce these emissions and ways in which the reduction could be calculated.

The project is worth a maximum of 60 UCAS points and has been welcomed by universities as a great preparation for students who want to go on to higher education.

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g n i n r a e l t s ali i c e p s d n a Additional The additional and specialist learning lets students choose between a wide variety of optional courses.

This helps them develop their individual interests, abilities and career aspirations.

This could be a specialist subject in: • construction, studying the built environment and the community, energy and utility supplies, health and safety, transport, or planning and mapping processes • building services engineering, looking at integrated facilities, management and support services, or electrical or mechanical systems • management of built assets, focusing on selling, letting and management, valuation, community management and regeneration, or housing management • management in the built environment, learning about financial administration, organising the supply chain and built environment, as well as team leadership and participation.

It could also be: • a subject that would help students get onto a specific university course, like an AS or A level in economics,

geography or environmental studies – for example, an A level in maths could be useful to students who want to study architecture and civil engineering courses at university • a subject that reflects a student’s other interests and career ambitions, like a language, a science or a creative subject like art.

There is a wide range of qualifications available, including A levels and BTECs. For a full list, see the National Database of Accredited Qualifications at www.accreditedqualifications.org.uk How many can they choose?

Students can choose more than one subject, depending on the size of the qualifications they select.

They would, for example, only be able to take one A level or one large specialist qualification. But if they choose to take a smaller qualification, like an AS level, they could take two or more.

What about extra qualifications?

Students are also able to complete extra qualifications outside the Diploma. They could, for example, take another A level if they want to pursue a particular interest in addition to their Diploma.

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? d a e l t i l l i Where w The Advanced Diploma is designed to develop a wide range of skills needed for work, further training or university. It can be a first step towards a career in the construction and built environment industries – or in a range of other sectors.

Going on to further education The Advanced Diploma is a great foundation for students choosing to continue to further and higher education. Students could take up an Advanced Apprenticeship, or do a foundation degree in subjects such as construction design and management, quantity surveying, and civil engineering.

The Diploma could also lead to a wide range of undergraduate degrees including construction management, building services engineering, housing practice, planning or architecture – either full time or part time combined with a job.

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Going into employment There are opportunities for students going straight into employment. The Advanced Diploma could lead to work as a trainee with a major building contractor, a design consultancy firm, a building services contractor or an estate agent.

Students who have completed a degree can head for a career in industries like surveying, property development and architecture.

Preparing students for the future Completing an Advanced Diploma in Construction and the Built Environment doesn’t mean that students have to choose a degree or a career in these sectors.

Students may go on into an unrelated – or less related – area, like IT, engineering or business.

Whichever path the student chooses, the Diploma provides them with skills that are relevant to the modern day workplace and degree-level study.

Case study

“When I was considering my future options, I thought about the subjects I liked – art and maths – which led me to consider a career in architecture. Choosing A levels meant I would have to take subjects I really wasn’t interested in and I wanted to be more specialised. Then I found out about the Advanced Diploma in Construction and the Built Environment, and I realised this was the route into architecture that I was looking for.

What I enjoy most about this Diploma is that I get to do hands-on work, mixed with a lot of academic study.

It’s also given me the opportunity to explore other professions in the sector as well. For example, we get to study areas like surveying, design, health and safety and the physical environment, and renewable energy.

We do about two or three assignments for each subject we study. So far I’ve done a project looking at using renewable energy techniques in a brewery.

I’ve also had to design ten new houses in a nearby park, taking into consideration the different agencies and authorities we’d need to talk to in order to make the development happen. This involved surveying the park as part of the course.

I spend about two and a half days a week on construction-related subjects and another two hours a week on functional skills like maths, English and ICT as part of my Diploma. Where possible, our tutors try to relate these functional skills to the industry that we want to work in, to make it relevant. For example, when we are studying maths we might look at the cost of construction materials; and in English we are given

Mike Cleveland, 17, is studying an Advanced Diploma in Construction and the Built Environment at Basingstoke College of Technology in Basingstoke.

articles to read about construction.

I have also chosen to do an A level in maths at Queen Mary’s College, as my additional and specialist learning – so if I decide architecture isn’t what I want to pursue, I can do something at university that’s related to maths.

“ The Advanced Diploma has an open and relaxed style. The teachers give you a bit more freedom. If we respect them, they respect us and allow us to make choices.

For example, if we need to, we can move the schedule around, as long as the work gets done. We are treated as adults who can be responsible.”

I get to do a work placement as part of the Diploma, so this summer I get to do a stint in the design team of a housing association called A2Dominion.

Whether I choose to pursue my goal of becoming an architect, or opt for other routes, the Diploma is giving me valuable experience of the industry. It’s also helping me become more independent and self-motivated.

A great choice!

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? n o i t a m r o f in e r o m t n a W HoW to FinD out morE

HoW to DoWnLoAD tHiS LEAFLEt

For more information about the Diploma in Construction and the Built Environment go to: www.direct.gov.uk/diplomas www.cbediploma.co.uk

To download this leaflet, go to:

For more information about: • the new 14-19 curriculum, go to www.dcsf.gov.uk/14-19 • the structure of Diplomas and resources to support their delivery by schools and colleges, including illustrations of how students might progress from an Advanced Diploma course, go to www.qca.org.uk/diploma • individual university and college statements about the Diploma, go to www.ucas.ac.uk/students/ beforeyouapply/diplomas/14-19diplomas • awarding body specifications: • Edexcel – www.edexcel.com • AQA/City and Guilds – www.diplomainfo.org.uk

• www.direct.gov.uk/diplomas • www.teachernet.gov.uk/publications and use the search reference DCSF-00076-2009 HoW to orDEr morE coPiES oF tHiS LEAFLEt To order more copies of this leaflet: • go to www.teachernet.gov.uk/publications • call 0845 602 260 • textphone 0845 605 560 Make sure you quote the reference 00076-2009LEF-EN. Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged. For any other use, please contact hmsolicensing@opsi.x.gsi.gov.uk

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Crown Copyright 2009.