Construction
About this course
The objectives of the Pearson BTEC Higher Nationals in Construction are as follows:
● to equip students with Construction skills, knowledge and the understanding necessary to achieve high performance in the global Construction sector
● to provide education and training for a range of careers in Construction, including civil engineering, building services engineering, quantity surveying, construction
management and architectural technology
● to provide students with an understanding of the way technologies are transforming the industries of Construction and prepare them to work with these technologies
● to provide insight and understanding into diversity of roles with Construction, recognising the importance of collaboration at all levels
● to equip students with knowledge and understanding of culturally diverse organisations, cross-cultural issues, diversity and values
● to provide opportunities for students to enter or progress in employment in Construction, or progress to higher education qualifications; such as an Honours degree in Construction or a related area
● to provide opportunities for students to develop the skills, techniques and personal attributes essential for successful working lives
● to support students to understand the local, regional and global context of Construction and, for those students with a global outlook, to aspire to international career pathways
● to provide students with opportunities to address contemporary issues facing the industry, and society at large; with particular emphasis on sustainability and the
environment, recognising the role that Construction plays in addressing these issues
● to provide opportunities for students to achieve a nationally-recognised professional qualification within their chosen area of specialisation
● to provide opportunities for students to achieve vendor accredited certifications
● to offer students the chance of career progression in their chosen field, with particular emphasis on achieving management-level positions, professional recognition and beyond
● to allow flexibility of study and to meet local or specialist needs
● to offer a balance between employability skills and the knowledge essential for students with entrepreneurial, employment or academic aspirations
● to provide students with opportunities to engage in an industry-recognised apprenticeship scheme that aligns with their employer’s needs and their own career aspirations
● to provide students with the context in which to consider professional ethics and their relation to personal, professional and statutory responsibilities within the industry.
This qualification has been developed to meet the requirements of the following Professional Bodies:
● Institution of Civil Engineers
● Institution of Structural Engineers
● Chartered Institute of Building
● Chartered Institute of Architectural Technologists
● Chartered Institution of Building Services Engineers
Modules
Unit 1: Individual Project (Pearson’s Set) Unit Type Core Unit (Mandatory) Unit Level 4 Credit Value 15 The aim of this unit is to support students in using and applying the knowledge and skills they have developed through other areas of their studies to complete and present an individual project. In addition, this unit will provide students with key study skills that will support them in further study. Unit 2: Construction Technology Unit Type Core Unit (Mandatory) Unit Level 4 Credit Value 15 The aim of this unit is to introduce the different technological concepts used to enable the construction of building elements; from substructure to completion, by understanding the different functional characteristics and design considerations to be borne in mind when selecting the most suitable technological solution. Unit 3: Science and Material Unit Type Core Unit (Mandatory) Unit Level 4 Credit Value 15 The aim of this unit is to support students to make material choices to achieve the desired outcomes of a brief. This is approached from the perspective of materials being fit for purpose; as defined by testing standards and properties, but also by consideration of the environmental impact and sustainability. Awareness of Health & Safety is considered alongside the need to meet legislative requirements. Unit 4: Construction Management & Practice Unit Type Core Unit (Mandatory) Unit Level 4 Credit Value 15 The aim of this unit is to develop and provide students with a holistic understanding of construction practice and management processes. Students will investigate and research the modern construction industry, both from the practical skills embedded within the industry through to its linkage with development on-site and the connection with construction management; including roles within the industry. Unit 5: Legal and Statutory Responsibilities in Construction Unit Level 4 Credit Value 15 The aim of this unit is to introduce the different areas of law that are relevant to the construction industry throughout the development process. This includes applying for planning approval to undertake construction activities and using building control regulations to evaluate building design and alterations at the preconstruction stage. Unit 6: Construction Information (Drawing, Detailing, Specification) Unit Type Specialist Unit (Mandatory) Unit Level 4 Credit Value 15 The aim of this unit is to develop their awareness of different types of construction information and their uses in the process. Students will engage in the production, reading and editing of construction information, in order to understand how this information informs different stages of the process. Unit 14: Building Information Management Unit Type Optional Unit Unit Level 4 Credit Value 15 The aim of this unit is to provide students with the background knowledge and understanding of Building Information Modelling (BIM) in the context of the construction industry. Students will be introduced to the drivers and benefits associated with BIM, as well as the terminology, which surrounds BIM. Unit 15: Principles of Refurbishment Unit Type Optional Unit Unit Level 4 Credit Value 15 The aim of refurbishment to the construction industry is significant; with nearly half of the total value of construction coming from work to existing buildings. With a reduction of available land, legislative changes, and a drive for increased sustainability, the need to understand refurbishment has never been as prevalent as it is today.
Tuition fees
Select where you currently live to see what you'll pay:
The Uni
University Centre at Salford City College
University Centre
What students say
Sorry, no information to show
This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.
After graduation
Sorry, no information to show
This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.
Explore these similar courses...
Lower entry requirements
Higher entry requirementsNearby UniversitySame UniversityThis is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.
Have a question about this info? Learn more here
This is the percentage of applicants to this course who received an offer last year, through Ucas.
Have a question about this info? Learn more here
This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
Have a question about this info? Learn more here
Course location and department:
This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
Have a question about this info? Learn more here
Teaching Excellence Framework (TEF):
We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.
Have a question about this info? Learn more here
This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
Have a question about this info? Learn more here
This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
Have a question about this info? Learn more here
Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
Have a question about this info? Learn more here
Graduate field commentary:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
Have a question about this info? Learn more here
The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
Have a question about this info? Learn more here
