The scheme of work provides guidance for a BTEC Level 3 National Diploma in Building Technology course taking place on Tuesdays from 5-8:30pm. It outlines 12 topics to be covered over the course, including common construction methods, foundations, and superstructures. Learning activities include discussions, note-taking, and assignments. Formative and summative assessments are planned along with consideration of learning styles and needs.

1. Scheme of Work
Please use these guidance notes as a checklist against your scheme(s) to ensure they are
sufficiently detailed and specific.
1. In the overview, have I adequately described the:
• location and resources being used?
• arrangements for individual and group tutorials?
• assessment arrangements, eg Awarding body,
methods,frequency and timing of assessments?
• ways in which the themes of Every Learner Matters are
addressed?
2. Have I clearly identified and well-planned induction session(s)?
3. Have I broken down the topics into intended learning outcomes?
4. Have I specified the assessment method and detailed the
title/assignment/activity being used to assess? Have I identified
possible assessment alternatives (differentiation)?
5. Have I identified any specialist resources needed?
6. Could anyone follow my scheme – even a non-specialist?
7. Does it match the academic year for which it is intended in terms
of lengths and dates?
8. Have I planned for the inclusion of skills teaching – study skills and
underpinning skills – and is this clear?
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9. In the planning of learning activities, have I considered whether
they will actively promote equality and diversity?
10. Have I worked with colleagues’ teaching the same skills and topics
to share and standardise topics and is this evident from the
schemes of work?
11. Do my assessment activities describe what I am doing and when?
(Tip.- the word ‘assessment’ and date is not enough)
12. Am I formally assessing frequently enough? (Tip - 5/6 formative
and summative-recorded assessments in a whole year is not
enough!)
13. Have I identified time for exam technique or final
assignment/project skills?
14. Have I planned and detailed revision and/or research work,
particularly providing time for revision of ‘early’ topics and/ or
year one topics?
15. Final question; does my scheme of work provide unequivocal
evidence that my course is well planned to meet the assessment
objectives?

2. Scheme of Work
OVERVIEW
COURSE:
COURSE CODE:
221299
VENUE AND TIMES:
Tuesday – 5.00-8.30
SUBJECT:
Theory
EXAMINING BODY:
edexcel
TUTOR(S)
D Waller
START AND END DATE:
28-01-14 10-06-14
OTHER: This group consists of mixed learners of different ages and abilities. The group has
full time employed students.
B Tec L 3 National Diploma
Unit 6 building technology
Location and available resources:
QG 111 - Classroom holds approximately 20 and is equipped with interactive whiteboard and computers.
Tutorial arrangements:
Individual tutorials with tutor on a termly basis but can be requested by the learner at any time. A written report will be produced and a
copy sent to each learner on a termly basis.
Assessment Arrangements:
Formative In general for each session to include; Group discussions, Direct Q&A, Quizzes, Worksheets, etc.
Summative Course includes 3 assignments
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3. Every Learner Matters:
Enjoy & achieve (with differing activities to suit learning styles)
Making a positive contribution (with praise and encouragement and satisfaction from successfully completing assignments etc
Keeping Safe (Health & Safety applies in classroom / workshop with supervision)
Being Healthy ( awareness of H&S issues that effect own and others health
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4. Equality and Diversity:
Group Overview: This group includes dyslexic learners. Learners who have previously missed large amounts of compulsory
education and learners from various social and economic backgrounds.
Learning styles: The group is predominantly visual and kinaesthetic. Practical activities and short tasks are set to help engage
and maintain motivation.
Access: There are no physical limitations to consider in relation to this group however the classroom is generic and has
sufficient room for wheelchair access if required, lift access to the room and an individual emergency evacuation plan is put in
place for any learner requiring assistance.
Equipment/resources: Coloured handouts in large print are supplied
Personal Learning and Thinking Skills
Reflective Learners
You assess yourself and others, identifying opportunities and achievements; set goals with success criteria for your own development and work; and
review your progress,
Team Workers
You work with others towards common goals; reach agreements, managing discussions to achieve results; take responsibility, and provide
constructive support and feedback to others.
Self Managers
You seek out challenges or new responsibilities and show flexibility when priorities change; you work towards goals, showing initiative, commitment
and perseverance.
Effective Participators
You: discuss issues of concern, present a persuasive case for action; propose practical ways forward, identify improvements that would benefit
others and you
Independent Enquirers
You identify questions to answer and problems to solve. You plan and carry out research, judging its relevance and value.
Creative Thinkers
You generate ideas and explore possibilities, ask questions to extend your thinking; bring together you own and others’ ideas and experience in
inventive ways.
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5. List of Topics
Week/session Topic
No
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6. No.Week or Session
Topic described as intended
learning outcomes
Teaching and Learning
strategies
Unit introduction
Copy unit outcomes and
content along with
grading criteria
explanation for learners
to read and understand
Underpinning skills
Assessment
methods
Resources
1
(1S) Take full part in formal and
informal discussions and
exchanges that include unfamiliar
subjects
Formative: learners
involved in board storm
and Q&A
Edexcel
course
specification
handbook
Summative:
Completion of course
handbook / college
induction checklist
Learners read and
understand the
requirements of a Pass,
Merit and Distinction
grade
Fully understand the unit
and the criteria
2
Understand common forms of
low-rise construction currently
used for domestic and
commercial buildings
Discuss range of
constructional forms
Traditional and modern
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Discuss range of
building functions
Variety of buildings and
their use
Note taking, drawing
illustrations, listening,
Functional Skills
English
Speaking, listening and
communication skills – Relevant
contribution to discussion allowing
and responding to others’ input.
Writing Skills- Write clearly with an
appropriate level of detail.
Present information in a logical
sequence.
Use language suitable for purpose
and audience.
Ensure written work includes
generally accurate punctuation and
Formative: learners
involved in board storm
and Q&A
Summative:
Completion of tasks in
PP
Projector
Presentation
Interactive
white
board
Presentations
Whiteboard, power
point,
Quiz/crossword
sheets
Handouts
Notes

7. building methods
posing and answering
questions
spelling and that the meaning is
clear.
Maths
N.A
Personal, Learning and thinking
Skills
Team workers- Reach agreements,
Negotiate and Roles and
responsibilities.
Creative Thinker-Explore
Reflective Learners- Solve problems,
invite feedback
Effective Participation- Discuss,
Propose and Communicate.
3
Understand common forms of
low-rise construction currently
used for domestic and
commercial buildings
Discuss prefabrication
and system building
Use of temporary and
portable buildings
Discuss traditional building
systems and their merits and
demerits
Note taking, drawing
illustrations, listening,
posing and answering
questions
Functional Skills
English
Speaking, listening and
communication skills – Relevant
contribution to discussion allowing
and responding to others’ input.
Writing Skills- Write clearly with an
appropriate level of detail.
Present information in a logical
sequence.
Use language suitable for purpose
and audience.
Ensure written work includes
generally accurate punctuation and
spelling and that the meaning is
clear.
Maths
N.A
Personal, Learning and thinking
Skills
Team workers- Reach agreements,
Negotiate and Roles and
responsibilities.
Creative Thinker-Explore
Reflective Learners- Solve problems,
invite feedback
Effective Participation- Discuss,
Propose and Communicate.
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Formative: learners
involved in board storm
and Q&A
Summative:
Completion of tasks PP
and assignment
Whiteboard, power
point,
Quiz/crossword
sheets
Handouts
copies of the
assign
ment

8. 4
Understand common forms of
low-rise construction currently
used for domestic and
commercial buildings
Discuss implications of
traditional construction
methods and
preparation of site
Discuss implications of loading
requirements
Note taking, drawing
illustrations, listening,
posing and answering
questions
Functional Skills
English
Speaking, listening and
communication skills – Relevant
contribution to discussion allowing
and responding to others’ input.
Writing Skills- Write clearly with an
appropriate level of detail.
Present information in a logical
sequence.
Use language suitable for purpose
and audience.
Ensure written work includes
generally accurate punctuation and
spelling and that the meaning is
clear.
Maths
N.A
Formative:
Direct Q&A
Question papers
Quizzes
Summative:
Working on their
assignment
Whiteboard
Multi choice revision
questions
Formative: learners
involved in board storm
and Q&A
Whiteboard, power
point,
Personal, Learning and thinking
Skills
Team workers- Reach agreements,
Negotiate and Roles and
responsibilities.
Creative Thinker-Explore
Reflective Learners- Solve problems,
invite feedback
Effective Participation- Discuss,
Propose and Communicate.
5
Understand common forms of
low-rise construction currently
used for domestic and
commercial buildings
Introduce assignment 1
Discuss implications of
system buildings and
house in kit form
Note taking, drawing
illustrations, listening,
posing and answering
questions
Functional Skills
English
Speaking, listening and
communication skills – Relevant
contribution to discussion allowing
and responding to others’ input.
Writing Skills- Write clearly with an
appropriate level of detail.
Present information in a logical
sequence.
Use language suitable for purpose
and audience.
Ensure written work includes
generally accurate punctuation and
spelling and that the meaning is
clear.
Maths
N.A
Personal, Learning and thinking
Skills
Team workers- Reach agreements,
Negotiate and Roles and
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Summative:
Assignment work

9. responsibilities.
Creative Thinker-Explore
Reflective Learners- Solve problems,
invite feedback
Effective Participation- Discuss,
Propose and Communicate.
6
Understand foundation design
and construction
Classification of soils and the
type of soil found in ground
exploration
Presentation slides
Simple explanations of
merits/demerits of foundations
Discuss development
of anticipated outcomes
of sub-soil survey
Discuss soil
classification and the
nature of soil
technology
Note taking, drawing
illustrations, listening,
posing and answering
questions
7
Understand foundation design
and construction
Presentation on foundation
design and selection
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Learners sketch
drawings, illustrations
and respond to
questions on the
suitability of foundation
selection
Functional Skills
English
Speaking, listening and
communication skills – Relevant
contribution to discussion allowing
and responding to others’ input.
Writing Skills- Write clearly with an
appropriate level of detail.
Present information in a logical
sequence.
Use language suitable for purpose
and audience.
Ensure written work includes
generally accurate punctuation and
spelling and that the meaning is
clear.
Maths
N.A
Formative: learners
involved in board storm
and Q&A
Summative:
Research on the internet
Whiteboard, power
point,
Internet building
doc AB
Info4ed websites
Planning org
website
Paper versions of
planning app
Personal, Learning and thinking
Skills
Team workers- Reach agreements,
Negotiate and Roles and
responsibilities.
Creative Thinker-Explore
Reflective Learners- Solve problems,
invite feedback
Effective Participation- Discuss,
Propose and Communicate.
Functional Skills
English
Speaking, listening and
communication skills – Relevant
contribution to discussion allowing
and responding to others’ input.
Writing Skills- Write clearly with an
appropriate level of detail.
Present information in a logical
sequence.
Use language suitable for purpose
and audience.
:Direct Q&A
Question papers
Quizzes
Summative:
Completing task in
assignment 2
Whiteboard
Info4ed websites
Planning org
website

10. Stress the importance of
working in the ground – relate
topic to Unit 1
Discuss implications of ground
conditions
Weather factors and
meteorology
8
Understand foundation design
and construction
Discuss excavations and legal
requirements of HASAWA
Complete activity using
presentation to identify
suitable foundation
Ensure written work includes
generally accurate punctuation and
spelling and that the meaning is
clear.
Maths
N.A
Note taking, drawing
illustrations, listening,
posing and answering
questions
Personal, Learning and thinking
Skills
Team workers- Reach agreements,
Negotiate and Roles and
responsibilities.
Creative Thinker-Explore
Reflective Learners- Solve problems,
invite feedback
Effective Participation- Discuss,
Propose and Communicate.
Review water-removal
techniques such as
pumping, drainage,
temporary and
permanent solutions
Note taking, drawing
illustrations, listening,
posing and answering
questions
9
Understand foundation design
and construction
Discuss implications for the
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Discuss requirements
for personnel and staff
engaged in foundation
design and construction
Functional Skills
English
Speaking, listening and
communication skills – Relevant
contribution to discussion allowing
and responding to others’ input.
Writing Skills- Write clearly with an
appropriate level of detail.
Present information in a logical
sequence.
Use language suitable for purpose
and audience.
Ensure written work includes
generally accurate punctuation and
spelling and that the meaning is
clear.
Formative: learners
involved in board storm
and Q&A
Summative:
Work on assignment
Whiteboard, power
point,
Info4ed websites
Planning org
website
Personal, Learning and thinking
Skills
Team workers- Reach agreements,
Negotiate and Roles and
responsibilities.
Creative Thinker-Explore
Reflective Learners- Solve problems,
invite feedback
Effective Participation- Discuss,
Propose and Communicate.
Functional Skills
English
Speaking, listening and
communication skills – Relevant
contribution to discussion allowing
and responding to others’ input.
Writing Skills- Write clearly with an
appropriate level of detail.
Formative: learners
involved in board storm
and Q&A
Whiteboard, power
point,

11. environment
Nature of soil disposal
Foundation complete
10
LO3
Understand
the
techniques
used
in
the
construction of superstructures
for low-rise domestic and
commercial buildings
Note taking, drawing
illustrations, listening,
posing and answering
questions
Review selection of
various materials to
manufacture secondary
elements
Note taking, drawing
Present the activity
illustrations, listening,
Principles of design
posing and answering
Selection of various materials questions
used in construction
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Present information in a logical
sequence.
Use language suitable for purpose
and audience.
Ensure written work includes
generally accurate punctuation and
spelling and that the meaning is
clear.
Personal, Learning and thinking
Skills
Team workers- Reach agreements,
Negotiate and Roles and
responsibilities.
Creative Thinker-Explore
Reflective Learners- Solve problems,
invite feedback
Effective Participation- Discuss,
Propose and Communicate.
Functional Skills
English
Speaking, listening and
communication skills – Relevant
contribution to discussion allowing
and responding to others’ input.
Writing Skills- Write clearly with an
appropriate level of detail.
Present information in a logical
sequence.
Use language suitable for purpose
and audience.
Ensure written work includes
generally accurate punctuation and
spelling and that the meaning is
clear.
Maths
N.A
Personal, Learning and thinking
Skills
Team workers- Reach agreements,
Negotiate and Roles and
responsibilities.
Creative Thinker-Explore
Reflective Learners- Solve problems,
invite feedback
Formative: learners
involved in board storm
and Q&A
Summative:
Completion of drawings
Whiteboard, power
point,
drawings

12. 11
Understand the techniques
used in the construction of
superstructures for low-rise
domestic and commercial
buildings
Discuss construction
techniques for elements of the
superstructure
Understand the implications of
issues and constraints on
building construction
12
Understand the implications of
issues and constraints on
building construction
Discuss mining extraction and
materials used in the
construction of buildings
Discuss the reduction of CO2
emissions
Noise reduction
Pollution reduction
Discuss the legal requirements
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Discuss applications
and how they differ for
each building project
Traditional plaster work
Fibrous plaster
applications
Dry lining
Discuss sustainable
construction
Implications for design
and construction
personnel
Discuss the legal
requirement of CDM
Regulations:
Construction Health,
Safety and Welfare
Regulations 1996 and
Town and Country
Planning Legislation
How to make a
planning application
Functional Skills
English
Speaking, listening and
communication skills – Relevant
contribution to discussion allowing
and responding to others’ input.
Writing Skills- Write clearly with an
appropriate level of detail.
Present information in a logical
sequence.
Use language suitable for purpose
and audience.
Ensure written work includes
generally accurate punctuation and
spelling and that the meaning is
clear.
Formative:
Direct Q&A
feedback
Whiteboard
Power point
internet
Formative: learners
involved in board storm
and Q&A
Whiteboard,
Personal, Learning and thinking
Skills
Team workers- Reach agreements,
Negotiate and Roles and
responsibilities.
Creative Thinker-Explore
Reflective Learners- Solve problems,
invite feedback
Effective Participation- Discuss,
Propose and Communicate.
Functional Skills
English
Speaking, listening and
communication skills – Relevant
contribution to discussion allowing
and responding to others’ input.
Writing Skills- Write clearly with an
appropriate level of detail.
Present information in a logical
sequence.
Use language suitable for purpose
and audience.
Ensure written work includes
generally accurate punctuation and
spelling and that the meaning is
clear.
Maths
N.A
Personal, Learning and thinking
Skills
Team workers- Reach agreements,
Negotiate and Roles and
responsibilities.
Summative:
Completion of
assignment
feedback

13. Creative Thinker-Explore
Reflective Learners- Solve problems,
invite feedback
Effective Participation- Discuss,
Propose and Communicate.
of HASAWA, building
regulations
13
Understand the implications of
issues and constraints on
building construction
Investigation into various plant
requirements
Scaffolding requirements and
scaffolding use
Discuss system building
Temporary building systems
Prefabricated building
components
Note taking, drawing
illustrations, listening,
posing and answering
questions
14
Feedback assignments
Identify requirements for any referrals
First priority is to meet all pass criteria
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Stronger students to review overall
assessment for any improvements
to merit/distinction criteria in
summative assessment feedback
Functional Skills
English
Speaking, listening and
communication skills – Relevant
contribution to discussion allowing
and responding to others’ input.
Writing Skills- Write clearly with an
appropriate level of detail.
Present information in a logical
sequence.
Use language suitable for purpose
and audience.
Ensure written work includes
generally accurate punctuation and
spelling and that the meaning is
clear.
Maths
N.A
Personal, Learning and thinking
Skills
Team workers- Reach agreements,
Negotiate and Roles and
responsibilities.
Creative Thinker-Explore
Reflective Learners- Solve problems,
invite feedback
Effective Participation- Discuss,
Propose and Communicate.
Formative: learners
involved in board storm
and Q&A

14. 15
Feedback assignments
Identify requirements for any referrals
First priority is to meet all pass criteria
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Stronger students to review overall
assessment for any improvements
to merit/distinction criteria in
summative assessment feedback