EDEXCEL Level 5 BTEC Higher National Certificate in Civil Engineering
Qualification summary
The BTEC Higher Nationals in Civil Engineering have been developed to focus on:
national qualifications, with detailed common standards, learning outcomes and unit
grading recognisable to centres, learners, employers and professional bodies
recognition by appropriate professional bodies
a common core of study applicable to the whole industry
a choice of optional specialist curriculum studies appropriate to the main career disciplines
within civil engineering
a flexible approach to curriculum content within a nationally recognised framework
changing training and educational needs relevant to civil engineering disciplines
progression to degree programmes and progression to professional institution membership
a contribution to the skills, knowledge and understanding required to underpin relevant
occupational standards and NVQs at level 4
providing opportunities for learners to focus on the development of higher level skills in a
technological and management context
a focus on the development of learners practical knowledge, skills and understanding that
underpins performance in the workplace
preparation for employment and further training and professional development.
Qualification details
5 (Current NQF Level)
4 (Original NQF Level)
Accreditation start date:
Operational start date in centres:
For information on the approval of qualifications for funding in England, Wales and Northern Ireland, see the links to DCSF, DIUS, DCELLS, DELNI and DENI below.
When undertaking a qualification that does not appear on the governments' lists as eligible for funding for specific age ranges, users must be aware of legal requirements. Not all qualifications are suitable for all age ranges.
For further information on 14-19 qualifications offered in England, please refer to the DCSF
Section 96 website.
For further information on 19+ qualifications offered in England, please refer to the DIUS
Section 97 website.
For further information on Wales, visit the
DCELLS website.
For further information on Northern Ireland, visit the
DELNI and
DENI websites.
The specification provides centres with a framework to develop engaging programmes for
higher education learners who are clear about the area of employment that they wish to enter.
Their access to suitable civil engineering work situations may enable learners to gain evidence
towards an NVQ.
The BTEC Higher National Certificate in Civil Engineering provides three main discipline
progression routes: civil engineering; structural engineering; and highway engineering. Within
each of these three main discipline progression routes, there are specialist units that enable
programmes to be designed and focused on the needs of learners and employers.
The choice of appropriate specialist units should ensure adequate coverage of the technology
units required for the discipline progression route being followed. It should also provide a good
balance and integration of theory and practice to ensure that the qualification supports both
employer.
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05 Construction, Planning and the Built Environment
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05.2
Building and Construction
The assessment of these BTEC qualifications is criterion-referenced and centres will be required to assess the learners’ evidence against published learning outcomes and assessment criteria. This gives transparency to the assessment process and provides for the establishment of national standards for each qualification.
It is recognised that learners present with varying experiences of education and training and/or work and centres are encouraged to take an open approach to the choice of assessment methods in the general guidance from Edexcel and other support material such as Tutor Support Material. In particular Edexcel has always supported a learner-centred approach to learning and the associated assessment so that maximum use is made of learner’s environment and experience.
A range of assessment methods are available to centres that include open-book projects or assignments, practical tests, closed or open short answer questions, essays, performance or artefacts. Centres are expected to use assessment methods that are fit-for-purpose in relation to the size and subject content of each qualification and the nature of the learners so that there are maximum opportunities to present evidence that will meet the requirements of the learning outcomes and assessment criteria. For part time learners who principally study for the BTEC Higher National Certificate, Edexcel encourages centres to make maximum use of the learners’ current and/or past work and other experience. For the full time learners on the BTEC Higher National Diploma programmes, while full use should be made of any work experience, it is likely that realistic case studies and research into companies and organisations will offer a more appropriate assessment approach
The guidance section of the specifications and the Information for Tutors section of the units will provide guidance about suitable assessment strategies.
Candidates must complete all six Units from Group A, plus four Optional Units from group B.
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A -
Mandatory Units
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B -
Optional Units