Guidance

National technical outcomes: construction and the built environment

Updated 22 October 2026

Applies to England

T Level foundation year: national technical outcomes includes a glossary of key terminology, background information and guidance for all national technical outcomes (NTOs).

Learning outcomes

Learning outcomes describe what students will be able to do after a period of learning.

Each learning outcome can be delivered independently or in combination.

The purpose of this subject content is to enable students to apply their knowledge, understanding and skills to achieve the following learning outcomes:

• learning outcome 1 (LO1): develop ideas to meet planning requirements for sustainable construction projects
• learning outcome 2 (LO2): design sustainable construction projects
• learning outcome 3 (LO3): produce sustainable construction project outputs

Introductory rationale

Preparing students for progression to level 3

These NTOs are designed to support progression to either the:

• design, surveying and planning for construction T Level (introduced from September 2020)
• building services engineering for construction T Level (introduced from September 2021)

They also provide a foundation for progression to other relevant level 3 destinations.

The outcomes introduce theories, concepts and principles that are relevant to the core of both T Levels within the route. They also allow for technical skills development related to both T Levels, such as:

• measurement and surveying
• computer-aided design (CAD)
• services installation

As a result, they provide an insight into the content of both T Levels, enabling students to make informed choices about their next step and which T Level is most appropriate for their needs and aspirations.

The outcomes will provide opportunities for students to learn about different occupations within the route. For example, when developing ideas to meet the planning requirements for sustainable construction projects, students learn about building controls, leading to an opportunity to learn about associated occupations at local and national levels, their roles and responsibilities and entry and progression pathways within those occupations. This supports students to make informed choices about their next step, and which T Level is most appropriate for their career aspirations.

Developing learning and employability skills

In addition to developing technical knowledge and skills, the NTOs support the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the construction and the built environment route.

Learners develop and apply skills in:

• analysing technical and planning information
• interpreting evidence
• solving problems
• communicating technical ideas

Through investigative tasks and project-based learning, students develop the ability to:

• plan and organise their work
• manage time
• work independently
• respond constructively to feedback

These capabilities reflect the analytical, collaborative and project-based working practices common in the sector roles and mirror the expectations of T Level study, where learners are required to:

• undertake research
• apply knowledge to unfamiliar situations
• manage extended technical tasks and projects

Setting the level to meet individual student needs

For level 2, the sustainable construction projects will be relatively straightforward and routine, set in locations and contexts that are familiar to students – for example, a single‑storey building in a local community environment. The project may involve the installation of new building services or adaptations to existing systems, reflecting local needs and activities. For example, students might explore the installation of modern services for a new community facility or the adaptation of existing services to improve accessibility for individuals with mobility needs.

Providers may want to introduce stretch and challenge for students by introducing new types of locations and contexts that are more complex and unfamiliar – for example, a construction site with multiple individual projects, two‑storey buildings, or adaptations that are more complex, such as exploring how building services might be routed to upper storeys or across more than one location.

Delivering the outcomes holistically

Outcomes can be delivered independently, with each focussed on different types of construction projects. This allows for students to explore different contexts and types of construction and built environment projects. It also supports students to develop ideas for a construction project that is ambitious and aspirational.

The ideas developed may go beyond expectations for level 2. As such, creating a separate project for creating a design (LO2) or producing an output (LO3) would ensure the student has the capability to produce a related output. Having different projects for each outcome means that each context can be specifically designed to support students’ progression and abilities.

Outcomes can also be delivered together. For example, having proposed solutions for the planning requirements of a sustainable construction project (LO1), students could then design the sustainable construction project (LO2) and subsequently apply their technical skills to produce an output related to the same project (LO3).

The holistic nature of the project should ensure that students have the capability to follow the outcomes throughout the project and are not penalised or restricted by any initial ideas and designs used to meet earlier outcomes.

Learning outcome 1

Develop ideas to meet planning requirements for sustainable construction projects.

This outcome focuses on the requirements for the approval of a sustainable construction project. It provides an opportunity to focus on sustainability – a concept of significant importance to construction projects nationally and to protecting the environment.

The knowledge content of this outcome provides the bigger picture and an understanding of how projects meet local needs and regulations. This is relevant to whether a gas engineer is installing system pipework, a heating engineer is installing a heat pump, an electrical engineer is designing a circuit or a surveyor is inspecting the environment.

It is based on knowledge in the core content of both the construction and the built environment T Levels and enables providers to identify employers locally that are engaged in these types of projects.

The elements of built environments and building controls were included as they were considered to involve concepts that providers identified as potentially challenging for students. Introducing these elements within familiar and straightforward contexts should enable students to be introduced to the fundamental concepts, principles and theories and demonstrate their ability to learn. This should then raise their confidence in their capacity to engage with new ideas and support their progression to level 3 study.

The outcome also provides an opportunity to develop technical measurement skills to ensure there is a practical nature to students’ learning and provide opportunities to visit construction and the built environment sites.

There are also opportunities to develop transferable investigative and decision-making skills, in credible and authentic contexts. These transferable skills have been identified as beneficial to students taking T Levels and generally to support student progression to level 3 study.

Learners can develop communication skills with a focus on written communication. They will carry out investigations where they will encounter written information to read and interpret. The development of written communication skills would therefore be through note‑taking and synthesis of information obtained. The written communication theme is further developed through the production of clear and coherent documentation.

Numeracy skills focus on measurement and the application of key units of measurement, as well as geometry, as students will be exploring potential construction sites and aligning these to planning requirements.

Supporting digital skills complement the content, allowing students to develop their investigation skills through the exploration of secondary data located on the internet. The digital skills will also complement their written communication skills through the development of documents and the incorporation of images, such as those related to a potential construction site.

It is envisaged that students will be provided with client briefs setting out requirements, such as a small extension or a change to internal rooms. Students will investigate the planning requirements and other projects associated with the brief and develop their own ideas to present in writing to a client.

In addition to developing technical knowledge related to sustainable construction and planning requirements, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the construction and the built environment route.

Learners develop and apply skills in researching and analysing information about planning regulations, sustainability and construction contexts, while interpreting evidence to inform decisions. Through investigative activities and written proposals, students develop the ability to:

• organise their work
• evaluate sources of information
• communicate technical ideas clearly

These capabilities reflect the analytical, investigative and project-based working practices common in construction and built environment roles and mirror the expectations of T Level study, where learners:

• research information
• evaluate evidence
• produce structured documentation to support project proposals

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Built environments

This includes:

• the characteristics of different types of environments
• designations
• uses by different stakeholders of built environments
• value of built environments to different stakeholders

Building controls

This includes:

• requirements: local planning requirements, building control requirements, permissions and restrictions
• planning application process: key stages, associated documentation, timescales and roles involved
• rules of ethics and professional conduct for construction industry personnel

Tools and equipment

This includes knowledge of measurement equipment, including:

• characteristics
• purpose
• safety
• security
• storage
• maintenance
• operation
• applications

Sustainability

This includes:

• sustainable development:
  • national and international development goals
  • purpose of targets
  • associated actions
  • benefits of sustainability actions to organisations, societies and environments
  • restrictions and permissions
• construction project development life cycle: stages and related sustainability issues
• sustainable actions used to enhance the value of built environments

Information and data

This includes knowledge of the sources of data and information used to support construction projects:

• purpose
• typical content
• typical formats
• terminology

Investigation

This includes:

• validity of information and data: accuracy, reliability, currency and bias
• referencing of sources: techniques used to reference sources directly, paraphrasing and different types of sources

Communication

This includes:

• geomatics: principles, mapping conventions, use in presenting information and data related to construction and the built environment
• principles of effective communication: conventions of different types of written communication and suitability for different types of audiences
• principles of reading:
  • reading for comprehension
  • identifying salient points
  • summarising key points
  • synthesising information from different sources
• spelling, punctuation and grammar (SPaG): punctuation markers, grammatical conventions and spelling of key technical and non-technical terminology

Maths

This includes:

• standard units of measurement: length, area, volume, capacity and conversion between units
• measurement: principles, standards, terminology, errors and accuracy

Digital

This includes:

• the features, functions and applications for software to create and edit text
• protection of information and data: legal framework, risks to confidentiality and security and procedures used to mitigate for those risks
• online or internet searches: techniques used to carry out and refine searches, search engine optimisation (SEO) and its implication for search results

Required skills

In working to achieve the learning outcome, students must be able to demonstrate the following skills.

Investigating

Learners should be able to:

• develop search criteria to support an investigation
• identify sources of information and data required for an investigation
• reference sources of information
• interrogate information and data for validity

Decision-making

Learners should be able to:

• identify likely impact of decisions
• assess evidence and advice to support decision-making
• justify how a decision would lead to achieving objectives
• substantiate proposals with evidence
• conclude arguments

Communicating

Learners should be able to:

• synthesise information and data from different sources
• interpret planning information and data presented in different formats
• apply written communication skills to clearly articulate a message
• produce clear and coherent texts
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context
• summarise information and data

Recording

Learners should be able to:

• transcribe information into pro-forma

Numeracy

Learners should be able to:

• estimate lengths, areas and boundaries of a construction project based on information provided
• represent space at different scales using standard conventions
• apply formulae to calculate area
• calculate perimeters of 2 dimensional shapes

Measuring

Learners should be able to:

• apply techniques to use measuring equipment effectively
• measure existing topographical features in the natural and built environment
• set out levels in an environment

Digital

Learners should be able to apply software function to:

• enter and format information and data
• highlight key features in images

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Built environments

This includes:

• different types of built environments:
  • residential, leisure and recreation
  • industrial and commercial
  • retail spaces
  • mixed use
  • infrastructure characteristics
• different stakeholders: owners, users and local community
• designations of built environments: listed buildings and protected areas
• value of built environments: social, economic and environmental

Building controls

This includes:

• local planning and building controls: building regulations, local plans and local styles
• permission and restrictions of planning requirements: zero carbon agenda and use of sustainable materials

Tools and equipment

This includes the types of measuring equipment:

• measuring tapes
• digital or laser levels
• multimeters

Sustainability

This includes:

• sustainable development goals, including the United Nations’

Information and data

This includes:

• typical sources of data and information: circuit diagrams, drawings, sketches, new rules of measurement and building regulations
• geomatic sources of information: ordnance survey (OS) maps and topographical maps

Illustrative examples of areas where learners may develop greater depth of knowledge and understanding for stretch and challenge

Examples include:

• knowledge in relation to unfamiliar environments and types of construction projects, with unknown planning controls, where students investigate controls and identify potential issues with proposals
• factors that affect the value of the built environment and how changes in value affect stakeholders
• how built environments can transform communities
• positive and negative impacts of construction on an environment and measures that can be taken to minimise negative impacts at different stages in the development cycle
• the impact of technology on construction projects

Additional level 3 preparation

Additional preparation includes:

• evaluation of planning and regulatory requirements affecting construction proposals
• interpretation of environmental and site data to inform sustainable construction decisions
• comparative analysis of construction solutions against planning and sustainability criteria
• structured reporting and documentation of construction proposals for professional audiences
• assessment of stakeholder interests and their influence on construction planning decisions

Work-related behaviours that may be demonstrated through engagement with this learning outcome include:

• perceptive
• resilience
• self-awareness
• self-confidence

Mapping of opportunities to support students’ development of English, numeracy and digital skills

English skills

GCSE: critical reading and comprehension and Functional skills: reading

Learners should be able to:

• synthesise information and data from different sources
• interpret planning information and data presented in different formats
• summarise information and data

GCSE: writing and Functional skills: writing

Learners should be able to:

• apply written communication skills to clearly articulate a message
• produce clear, coherent texts
• apply appropriate vocabulary, grammar, form, structural and organisational features to reflect audience, purpose and context

Numeracy skills

GCSE: number

Learners should be able to:

• apply formulae to calculate area
• estimate lengths, areas, boundaries of a construction project based on information provided

GCSE: ratio, proportion and rates of change

Learners should be able to:

• represent space at different scales using standard conventions

GCSE: geometry and measures

Learners should be able to:

• estimate lengths, areas, boundaries of a construction project based on information provided
• apply formulae to calculate area
• calculate perimeters of 2D shapes
• represent space at different scales using standard conventions

Functional skills: using numbers and the number system

Learners should be able to:

• apply formulae to calculate area

Functional skills: measures, shape and space

Learners should be able to:

• calculate perimeters of 2D shapes
• represent space at different scales using standard conventions

Functional skills: solving mathematical problems and decision-making

Learners should be able to:

• estimate lengths, areas and boundaries of a construction project based on information provided

Digital skills

Functional skills: using devices and handling information

Learners should be able to:

• carry out and refine internet searches for information and data

Functional skills: creating and editing

Learners should be able to apply software functions to:

• enter and format information and data
• highlight key features in images

Learning outcome 2

Design sustainable construction projects.

This outcome focuses on the design of sustainable construction projects. While there are occupations and a T Level specifically related to ‘design’ (design, surveying and planning), there are also occupations in building services engineering that require an element of design, such as an electrical installation engineer. Knowledge of the principles that underpin design decisions are therefore critical to any occupation in the construction and built environment route and have been selected for inclusion in this outcome. 

The outcome provides a purposeful context for the introduction of fundamental technical knowledge relating to building technology and science. This has been intentionally limited to a small number of fundamental concepts, for students to master these in preparation for the concepts they will learn on the T Level. It is acknowledged that students may need to be introduced to a range of contexts for the breadth of content to be learned in ways that are relevant and not contrived.

The outcome also provides an opportunity to develop technical CAD skills, as these are closely aligned to design principles and provide an opportunity for practical application of learning.

The outcome includes transferable creativity skills. These are essential to the design process and support student progression to level 3 study. 

The communication skills included in the content focus on oral communication (speaking and listening) to reflect the potential interaction with the client – for example, clarifying requirements of a brief.

The numeracy skills developed reinforce mathematical concepts and techniques that exist within the GCSE maths and functional skills maths curricula, enabling students to see the relationship between construction and numeracy. For example, they will apply formula as they produce scale drawings of their designs.

The digital skills included in the outcome enable students to develop skills to present their design ideas directly with a client.

It is envisaged that students will interact with a ‘client’ to clarify their needs and review alternative designs that are developed. This could be, for example, through role plays with peers or with employer representatives or local community group representatives.

In addition to developing knowledge of building technology and sustainable design, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the construction and the built environment route.

Learners develop skills in:

• analysing technical information
• generating design ideas
• evaluating potential solutions against client and sustainability requirements

Through design activities and presentations, students strengthen their ability to:

• organise design tasks
• justify decisions using evidence
• communicate technical ideas effectively to clients or stakeholders

These capabilities reflect the analytical, creative and collaborative working practices used in construction design environments and mirror the expectations of T Level study, where learners:

• interpret technical information
• develop design solutions
• communicate proposals in professional contexts

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Building technology

This includes:

• performance requirements of buildings
• structures:
  • sub-structures
  • super-structures
  • purposes
  • characteristics of different types
  • contributions to achieving performance requirements of buildings’ superstructure
  • components to achieve performance requirements of buildings
• digital construction: building information modelling (BIM) principles

Science

This includes:

• behaviour of structural members under loads
• mechanical principles and simple mechanical machines
• electricity: electrical principles, units of electrical measurement and typical electrical calculations
• heat: types, characteristics, effects on materials, heat transfer and evaporation and thermal conductivity
• scientific developments contributing to innovative sustainable construction projects

Materials

This includes the different types of natural and processed materials, including their:

• properties
• purpose
• applications in construction projects

Sustainability

This includes:

• sustainability: techniques and materials and how they impact on building performance
• technological developments contributing to innovative sustainable construction projects

Information and data

This includes sources of information and data required to support the design of construction projects, including:

• purpose
• typical content
• typical format
• terminology

Communication

This includes:

• sketching techniques and their application to presenting design ideas to others
• principles of effective oral communication: 2-way process (send and receive messages), methods (verbal and non-verbal) and styles (formal and informal)
• oral communication: pitch, tone and intonation and their impact on how a message is received
• non-verbal communication: types of body language and how they can be perceived, types and value of images and other materials when presenting information and data
• engaging with an audience: techniques for establishing rapport, in conversation, in discussion and when obtaining and clarifying information
• construction drawings: principles, types, terminology, purpose and conventions

Maths

This includes:

• trigonometry: principles, trigonometric functions and use of trigonometry to determine dimensions in 2D and 3D
• geometry: principles, properties of geometric points, lines and angles, Pythagoras’ theorem and scale factors

Digital

• CAD: principles, features and conventions
• software:
  • features, functions and applications used to present construction designs
  • features, functions and applications of presentation software used to present information and data

Required skills

In working to achieve the learning outcome, students must be able to demonstrate the following skills.

Creativity

Learners should be able to:

• apply lateral thinking to consider opportunities from different perspectives
• recognise ideas, alternatives and possibilities
• make novel connections between design ideas
• form ideas iteratively

Communicating

Learners should be able to:

• sketch 3D designs
• apply communication techniques to secure audience understanding
• apply technical language in relevant contexts
• apply oral communication skills to clearly articulate a message
• engage in discussion, listening to and responding to questions and feedback
• apply non-verbal communication techniques to support communication of key messages
• synthesise information and data from different sources

Numeracy

Learners should be able to:

• substitute numerical values into formulae and expressions
• apply scale factors and scale diagrams to construction designs
• use the standard ruler and compass constructions to create 2D representations
• apply the properties of angles at a point
• construct plans and elevations of 3D shapes

Digital

Learners should be able to apply:

• software functions to produce computer-aided designs
• advanced software functions to produce digital presentation materials

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Contexts of built environments

This includes:

• domestic
• industrial
• commercial
• leisure and recreation
• retail spaces
• mixed use

Building technology

This includes:

• performance requirements: strength, stability
• substructure components: foundations, drainage and utilities
• super-structure components: walls, floors and roofs
• building information modelling (BIM) principles: employer information requirements and BIM execution plans

Science

This includes:

• structural members: beams and walls
• mechanical principles: theory of moments, velocity and ratio
• simple mechanical machines: levers, pulleys and cogs
• electrical principles: electrical flow, materials’ conductivity and resistance
• units of electrical measurement: Ohms
• types of heat: latent and sensible
• scientific developments: alternative energy systems – solar and biomass
• physics principles: force, pressure, light and acoustics

Materials

This includes:

• types of natural and process materials: stone and copper
• properties of materials: strength and conductivity

Sustainability

This includes:

• sustainable techniques: reuse and repurposing of existing materials
• sustainable materials: sheep’s wool and cork
• technological developments: artificial intelligence and automation

Information and data

This includes information and data to support the development of construction designs:

• client brief
• site plans
• ordnance survey maps

Communication

This includes:

• sketching techniques: hatching, lines, elevations
• methods of oral communication: verbal, non-verbal and active listening
• styles of communication: formal and informal
• types of drawings: location, assembly, component and presentation

Digital

This includes CAD principles:

• annotations
• symbols

Illustrative examples of areas where learners may develop greater depth of knowledge and understanding for stretch and challenge

Examples include:

• budgets, budget control, estimating, financing and costing of construction projects and impacts of external factors on costs
• the effects of different factors on the performance of sub-structures, superstructures and materials
• interaction between science and technology and building performance and performance efficiencies, and how performance efficiencies are calculated
• mathematical techniques and applications used to measure efficiencies gained from sustainable techniques and materials

Additional level 3 preparation

Additional preparation includes:

• advanced design analysis approaches for evaluating sustainable construction solutions
• application of building science principles to design decision-making
• evaluation of material properties and performance in sustainable construction designs
• integration of digital construction methods, such as BIM, in design processes
• professional presentation of construction design proposals using industry conventions

Work-related behaviours that may be demonstrated through engagement with this learning outcome include:

• respectful
• self-awareness
• self-confidence
• socially adept

Mapping of opportunities to support students’ development of English, numeracy and digital skills

English skills

GCSE: critical reading and comprehension and Functional skills: reading

Learners should be able to:

• synthesise information and data from different sources

GCSE: spoken language and Functional skills: speaking, listening and communicating

Learners should be able to:

• apply communication techniques to secure audience understanding
• apply technical language in relevant contexts
• apply oral communication skills to clearly articulate a message
• engage in discussion, listening to and responding to questions and feedback
• apply non-verbal communication techniques to support communication of key messages

Numeracy skills

GCSE: algebra

Learners should be able to:

• substitute numerical values into formulae and expressions

GCSE: ratio, proportion and rates of change

Learners should be able to:

• apply scale factors and scale diagrams to construction designs

GCSE: geometry and measures and Functional skills: measures, shape and space

Learners should be able to:

• use the standard ruler and compass constructions to create 2D representations
• apply the properties of angles at a point
• construct plans and elevations of 3D shapes

Digital skills

Functional skills: creating and editing

Learners should be able to apply:

• software functions to produce computer-aided designs
• advanced software functions to produce digital presentation materials

Learning outcome 3

Produce sustainable construction project outputs.

This outcome continues the theme of sustainability to reinforce its importance to construction projects.

The key focus of this outcome is on technical, practical, hands-on construction skills and their application to create an output that contributes to a sustainable construction project.

The technical skills are those that are mostly relevant to occupations related to the T Level in building services engineering. Technical skills relating to occupations in design, surveying and planning were incorporated into LO1 (surveying) and LO2 (design). This supports the route-based approach to the design of these NTOs. Throughout all 3 outcomes, students engage with theory and technical skills related to both T Levels in the construction and built environment route.

The inclusion of these technical skills is considered important to motivate and engage students who benefit from the opportunity to apply knowledge throughout practical application. It also provides an opportunity to identify potential challenges students may encounter with the practical aspects of T Level occupational specialisms. 

Although the focus of this outcome is on technical skills development, it provides an opportunity for students to learn about concepts related to health and safety and construction processes in contexts that relate directly to the practical tasks they will be completing.

For this outcome, it is envisaged that students will develop basic skills related to one occupation, although there is the potential to use this outcome to provide tasters of a range of occupations and T Level occupational specialisms.

In addition to the technical construction skills, this outcome also allows for the development of transferable planning skills, which can be useful not just when working on sustainable construction projects, but also when planning their own work and studies.

Students will need to read and interpret technical information, and this is reflected in the communication skills. The numeracy skills developed focus on the basics of the 4 operations – addition, division, multiplication and subtraction – as they calculate resource requirements for their own project. Digital skills that are included enable students to develop the ability to use planning software as part of their planning and preparation.

It is envisaged that students will work from a client brief or technical instruction to produce a risk assessment and plan to show how different occupations would engage in completing the project. They would then produce a more detailed output based on one occupation. This enables learners to demonstrate their ability to:

• follow instructions
• apply technical knowledge
• work safely

In addition to developing technical construction skills, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the construction and the built environment route.

Learners develop skills in:

• planning tasks
• interpreting technical instructions
• applying structured approaches to completing practical activities safely and efficiently

Through project activities, learners strengthen their ability to:

• organise their work
• manage time and resources
• evaluate their performance against objectives

These capabilities reflect the organised, safety-focused and collaborative working practices common in construction environments and mirror the expectations of T Level study, where learners:

• apply technical knowledge
• follow industry procedures
• evaluate outcomes in practical project contexts

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Construction processes

This includes:

• construction projects:
  • stages and sequencing of stages
  • factors that affect sequencing of stages
  • potential implications for completion of a project
  • different occupations and processes involved at each stage
• construction occupations: how different occupations contribute to the sequence of activities in a small‑scale project, including:
  • how tasks interact
  • how responsibilities align with project stages
  • how decisions made during the process affect users and the local and wider community
• preparation of work areas: organisation, safety, environmental considerations and waste management
• marking out: principles, accuracy, reference points and alignment
• assembly principles: sequencing, positioning, fixing and checking
• connection principles: types of connections, suitability
• basic inspection and testing concepts: purpose, visual checks, recording observations and reporting issues
• routine maintenance: purpose, typical tasks, sustainability considerations and documentation

Health and safety

This includes:

• typical health and safety hazards that individuals can create and encounter when applying occupation technical skills to sustainable construction projects, including safe isolation principles: purpose, sequence, risks and limitations
• likelihood and severity of health and safety risks associated with typical hazards
• controls used to minimise health and safety risks and purpose, selection and use of personal protective equipment
• risk assessment: purpose, use and content
• techniques used to support healthy and safe working practices, including manual handling

Tools and equipment

This includes the:

• characteristics, purpose, security, safety, maintenance and operation of handheld and power tools used to apply an occupation’s technical skills to sustainable construction projects
• characteristics, purpose, security, safety, maintenance and operation of different types of equipment used to apply an occupation’s technical skills to sustainable construction projects

Materials

This includes the:

• characteristics, purpose, applications, security, maintenance and quantities of different types of materials used when applying an occupation’s technical skills to sustainable construction projects
• factors affecting choice of materials:
  • sustainability
  • cost
  • availability
  • durability
  • form
  • suitability for purpose

Quality

This includes:

• the concept of quality
• principles
• difference between quality control and quality assurance
• standards and their application to construction projects

Sustainability

This includes:

• sustainability implications for use of different materials in construction projects
• waste management: principles, techniques (refuse, reduce, reuse, repurpose, recycle) and procedures in place within the sector to manage waste

People (professional behaviours)

This includes:

• definitions and how behaviours are demonstrated

Project management

This includes:

• project planning and monitoring, including tools and techniques

Information and data

This includes:

• drawings, diagrams and instructions used in occupational contexts: purpose, typical content, formats and terminology
• installation information: symbols, conventions and basic layout requirements
• maintenance information: routine checks, visual inspections, cleaning procedures and documentation
• recording information: purpose, formats, accuracy and clarity

Communication

This includes:

• reading: principles, reading for comprehension, identifying salient points
• spelling, punctuation and grammar (SPaG): punctuation markers, grammatical conventions, spelling of key technical and non-technical terminology
• vocabulary: technical and non-technical, used to achieve particular effects and for different purposes

Maths

This includes:

• numbers and the number system, including techniques for the application of the 4 operations (addition, division, multiplication and subtraction)

Digital

This includes:

• the use of software, including its features, functions and applications for project planning

Required skills

In working to achieve the learning outcome, students must be able to demonstrate the following skills.

Skills are related to individual occupations.

One occupation should be covered in detail.

Electrical installer

Learners should be able to:

• prepare environments for activities
• isolate systems
• mark out required measurements on wiring materials
• cut wiring materials to required size
• install wiring accessories to project requirements
• test installation
• maintain tools and equipment

Plumbing and heating installer

Learners should be able to:

• prepare environments for activities
• isolate systems
• mark out required length measurements for materials
• cut pipework to required size and shape
• bend pipework to required shape
• join pipework as required
• affix pipework to surface as required
• test installation
• maintain tools and equipment

Protection installer

Learners should be able to:

• prepare environments for activities
• isolate systems
• mark out positions for sensors, control panels and cable routes
• mark out measurements on wiring and containment materials to required size
• position and fix sensors, detectors and control equipment following instructions
• test installation
• maintain tools and equipment

Gas installer

Learners should be able to:

• prepare environments for activities
• isolate systems
• mark out required length measurements for materials
• cut pipework to required size and shape
• bend pipework to required shape
• join pipework as required
• affix pipework to surface as required
• test installation
• maintain tools and equipment

Air conditioning and refrigeration installer

Learners should be able to:

• prepare environments for activities
• mark out required length measurements for materials
• mark out positions for control units, brackets for duct or pipe routes
• cut and prepare pipework and duct materials to required size
• assemble and fix units, ducting and pipes
• secure ducts or pipework to surface as required
• test installation
• maintain tools and equipment

Health and safety

Learners should be able to:

• assess an area for potential health and safety risks
• apply personal protective equipment appropriately following agreed procedures
• establish a safe working area
• apply manual handling techniques when lifting and moving tools, equipment and materials as appropriate

Sustainability

Learners should be able to:

• minimise waste
• dispose of waste sustainably

Planning

Learners should be able to:

• identify discrete steps to be followed to achieve an outcome
• estimate time and resources required to achieve an outcome
• prioritise activities required to achieve an outcome
• sequence activities required to achieve an outcome

Self-management

Learners should be able to:

• monitor own performance against objectives
• manage own time in achieving objectives
• move within an environment demonstrating situational awareness

Self-reflection

Learners should be able to:

• identify success criteria for a task
• consider process and evidence available for review
• make judgements based on evidence available

Communicating

Learners should be able to:

• interpret information and data presented in different formats
• apply written communication skills to create documents for different purposes
• apply appropriate vocabulary and spelling to documents

Numeracy

Learners should be able to:

• calculate resource requirements for outputs for sustainable construction projects

Digital

Learners should be able to:

• apply software functions to produce project planning materials

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Construction processes

This includes:

• marking out: identifying reference points, using levels, transferring measurements
• routine maintenance: cleaning filters, checking fixings, replacing simple components

Health and safety

This includes:

• health and safety hazards: sharp objects, loose materials
• health and safety risks: slips, trips and falls

Tools and equipment

This includes knowledge of:

• pipe cutters
• benders
• cable strippers
• multimeters
• torque tools
• vacuum pumps

Materials

This includes knowledge of:

• materials:
  • copper
  • steel
  • aluminium
  • plastic pipework
  • electrical cables
  • ducting
  • insulation materials
  • types of fixing and support
• sustainable material choices: low impact insulation, recyclable metals, efficient components

Information and data

This includes:

• types of drawings and diagrams: location, assembly and wiring diagrams, pipework layouts, containment routes, component schedules
• sources of information and data: method statements, risk assessments and Gantt charts

Illustrative examples of areas where learners may develop greater depth of knowledge and understanding for stretch and challenge

Examples include:

• develop risk assessments and method statements
• produce outputs in unfamiliar environments or with unfamiliar components
• identify potential issues with installation routes or component positioning
• consider sustainability impacts of material choices and installation methods
• explore how digital tools support accuracy, documentation and communication
• investigate how routine maintenance contributes to system efficiency and sustainability

Additional level 3 preparation

Additional preparation includes:

• evaluation of construction processes and sequencing of project activities
• application of quality assurance and quality control principles within construction tasks
• assessment of sustainability implications associated with material selection and installation methods
• structured planning and monitoring of construction tasks using project management tools
• professional recording and reporting of construction activities and outcomes

Work-related behaviours that may be demonstrated through engagement with this learning outcome include:

• focussed
• persistent
• resilience
• self-confidence

Mapping of opportunities to support students’ development of English, numeracy and digital skills

English skills

GCSE: critical reading and comprehension

Learners should be able to:

• interpret drawings, diagrams and instructions

GCSE: writing

Learners should be able to apply:

• written communication skills to create documents for different purposes
• appropriate vocabulary and spelling to documents

Numeracy skills

GCSE: number

Learners should be able to:

• measure lengths, calculating simple quantities

GCSE: geometry and measures

Skills include:

• marking out
• alignment
• scale

GCSE: ratio and proportion

Learners should be able to:

• apply scale factors in drawings

Functional skills: using numbers and the number system and Functional skills: measures, shape and space

Learners should be able to:

• calculate resource requirements for construction projects

Functional skills: solve mathematical problems and decision-making

Learners should be able to:

• calculate resource requirements for construction projects
• solve practical measurement problems

Digital skills

Skills include:

• use devices and handling information: record data, storing, documentation
• create and edit: format records, highlighting features in images
• digital communication: present information clearly and securely