Design Engineer Construct! now approved for schools in England, Scotland and Wales x

What is DEC?

Inspiring a new generation of Built Environment professionals

DEC! Difference | Classroom to Career | DEC! QualificationsWho We Aremot

DEC! PartnersDesign Engineer Construct!® (DEC!) is an accredited learning programme for secondary-school age students and has been expertly developed to create and inspire the next generation of Built Environment professionals. Through a project-based approach, DEC! applies pure academic subjects to the latest construction industry practices. The result is young people with real-world practical experience and employability skills.

There is little understanding of Built Environment professions and few young people aspire to a career in this important sector of the British and global economy. By getting involved with DEC! schools and industry can educate the future of construction and change the lives of young people.

Thanks to the extraordinary support of industry leaders, professional bodies and progressive universities, DEC! delivers an inspiring programme that is up to date and in demand by the very people who will employ our children.

COYO Adopt a school factsheet download

DEC! Difference – a project based approach to learning

DEC! offers a new and innovative project based approach to learning that is both challenging and rewarding.

By working their way through an online workbook, learners will develop knowledge and skills by undertaking a sustainable building project and, through the complementary workshops, have guaranteed face to face engagement with industry professionals.

There are many opportunities for cross curricular learning including explicit opportunities for Maths, English and Science as well as for other aspects of the wider curriculum such as Citizenship and PHSE.

Design an Eco Classroom – a STEM focused Enterprise Day

As a fundamental part of the curriculum programme, students undertake workshops led by industry professionals.

The Eco Classroom workshop is a fun day. Students take on the roles and responsibilities of a Building Design company to create a standalone Eco Classroom for their local community and for school use.

Classroom to Career – transferable skills

To embark on a successful professional or technical career in the Built Environment, employers across the sector are clear that certain generic skills are essential. DEC! offers all learners embedded opportunities to become Independent Enquirers, Creative Thinkers, Reflective Learners, Team Workers, Self Managers and Effective Participants.

Learning in context

Integral to the activities within the DEC! programme is an understanding of number and a requirement for good standards of literacy.

Embedded within the learning tasks are opportunities to explore the need for mathematical knowledge by understanding how it is applied in the world of work.

Similarly, literacy skills are enhanced by integrated opportunities to prepare reports, presentations, feedback – oral and written, and other types of language based outcomes many of which are presented to industry specialists.

DEC! also enables learners to explore some of the key themes that challenge society in general through particular examples and projects within the built environment sector.

Themes within the programme

• Sustainability and the environment
• Design thinking
• Materials and their properties
• Project management

Qualifications

ENGLISH SCHOOLS

DEC! provides students with valuable opportunities throughout their education to gain the knowledge and practical skills they’ll need to embark on an exciting career in the Construction and Built Environment sector of industry. DEC! provides qualification routes that raise achievement in literacy, numeracy and STEM subjects, and offers highly prized performance table points.

Level 1, 2 & 3 Qualifications in Designing, Engineering and Constructing a Sustainable Built Environment, better known as ‘Design Engineer Construct!’, count in headline league table points and are based on coursework with a multiple choice test at Level 1, and grading exams for Level 2 and 3.

Performance tables are published on the DfE’s website and can be accessed here

2016 Key stage 3 & 4 (DEC! Level 1 & 2)   >
2017 Key stage 3 & 4 (DEC! Level 1 & 2)   >  2017 Key stage 5 (DEC! Level 3)   >
2018 Key stage 3 & 4 (DEC! Level 1 & 2)   >  2018 Key stage 5 (DEC! Level 3)   >

DEC! and Further Education Colleges
There are a number of ways to deliver the Design Engineer Construct! learning programme across all levels. We would be very pleased to help you plan your FE offer. DEC! is registered on the LARA database: DEC! Level 1 | DEC! Level 2 | DEC! Level 3

QAN codes

Level 1 Certificate QAN: 60111987   > Level 2 Certificate QAN: 60111999   > Level 3 Diploma QAN: 60115622   >

SCOTTISH SCHOOLS

scqf

Design Engineer Construct!® has now been formally recognised in Scotland thanks to the key support of the Chartered Institute of Building.

Comprising an introductory (“level 1”) and intermediate (“level 2”) programme of study, DEC! has been credit rated onto the SCQF by SQA’s Credit Rating Service at SCQF Levels 4 and 6, both carrying 16 credits. SCQF levels 4 and 6 correspond to level 2 and 4 on the European Qualifications Framework (EQF).

DEC! qualifications, formally known as ‘Designing, Engineering and Constructing a Sustainable Built Environment’, are comparable in demand to that of a National 4 and National 6 qualification.

For clarification, these are not SQA awarded National Qualifications, however SQA have performed the role as a credit rating body to ensure that DEC! qualifications have a recognised level on the SCQF and that candidates will be awarded credit points for potential credit transfer onto further study if required.

As these qualifications are privately owned, centres who are interested in delivering them would not be required to enter or result candidates through SQA systems.

DEC! Level 1 (SCQF LEVEL 4)   > DEC! Level 2 (SCQF LEVEL 6)   >

DEC! and Further Education Colleges
There are a number of ways to deliver the Design Engineer Construct! learning programme across all levels. We would be very pleased to help you plan your FE offer. DEC! is registered on the LARA database: DEC! Level 1 | DEC! Level 2 | DEC! Level 3

WELSH SCHOOLS

All Design Engineer Construct! qualifications are registered on the QiW database.

The QiW database is owned and managed by Qualifications Wales, the regulator of non-degree qualifications and the qualifications system in Wales.

QiW contains details of all qualifications that are approved or designated for teaching in Wales for learners aged under 19, excluding higher education.

Any qualifications that are approved or designated by Qualifications Wales will be eligible for funding by a Local Authority or by Welsh Government. This funding is for the education provider, not the learner.

All qualifications in QiW will be allocated a unique identification code known as a Qualifications Wales Approval/Designation Number. Centres should use this number when making curriculum choices.

New QiW references for DEC! qualifications are included on performance tables and can be accessed here:

qiw-logoLevel 1 QW Approval number: C00/0572/2   >

Level 2 QW Approval number: C00/0572/3   >

Level 3 Award QW Approval number is: C00/0601/8   > Level 3 Certificate QW Approval number: C00/0601/9   > Level 3 Diploma QW Approval number: C00/0602/0   >

Further information   > Enter relevant QW approval number in search box

DEC! and Further Education Colleges
There are a number of ways to deliver the Design Engineer Construct! learning programme across all levels. We would be very pleased to help you plan your FE offer. DEC! is registered on the LARA database: DEC! Level 1 | DEC! Level 2 | DEC! Level 3

UCAS Points

Learners:

Tariff Points > Tariff Calculator > Tariff Tables (download) >

Advisers:

Tariff Points > Tariff Calculator > Tariff Tables (download) > Tariff Qualifcations List (download) >

TLM Level 3 Diploma for Designing, Engineering and Constructing a Sustainable Built Environment (QCF)
A* – 140, A – 120, B – 100, C – 80, D – 60, E – 40

TLM Level 3 Certificate for Designing, Engineering and Constructing a Sustainable Built Environment (QCF)
A* – 70, A – 60, B – 50, C – 40, D – 30, E – 20

The following Tariff points will be used for applications submitted for the 2017 admissions cycle onwards (i.e. for students making applications from September 2016 for full-time courses starting from September 2017).

New addition to the Tariff for May 2015.

TLM Level 3 Diploma for Designing, Engineering and Constructing a Sustainable Built Environment (QCF)
A* – 56, A – 48, B – 40, C – 32, D – 24, E – 16
Size band: 4 Grade bands: 4-14

TLM Level 3 Certificate for Designing, Engineering and Constructing a Sustainable Built Environment (QCF)
A* – 28, A – 24, B – 20, C – 16, D – 12, E – 8
Size band: 2 Grade bands: 4-14

Criteria Overview
Level 1

Unit 1: Defining a Sustainable Construction Project – 3 credits (20 GLH) – J/505/5438
1. The candidate will understand issues related to sustainability in construction projects
2. The candidate will understand issues related to the local community in construction projects

Unit 2: Roles in Construction Teams – 7 credits (60 GLH) L/505/5439
1. understand the importance of teams in construction projects
2. understand the role of the architect
3. understand the role of the building services engineer
4. understand the role of the landscape designer
5. understand the role of the site engineer
6. understand the role of the facilities manager

Unit 3: Producing a Technical Design and Sharing Information – 3 credits (20 GLH) F/505/5440
1. The candidate will use BIM to produce realistic buildings
2. The candidate will be able to share information effectively

Unit 4: Planning, costing and presenting a sustainable building project – 3 credits (20 GLH) J/505/5441
1. understand issues associated with planning legislation and controls
2. understand issues associated with procurement for a construction project
3. be able to make effective presentations

Level 2

Unit 1: Defining a Sustainable Construction Project – 5 credits (40 GLH) R/505/5443
1. The candidate will understand a client’s needs
2. The candidate will be able to formulate project briefs
3. The candidate will understand the constraints on projects
4. The candidate will be able to draft plans

Unit 2 Developing a sustainable construction project – 4 credits (30 GLH) Y/505/5444
1. The candidate will be able to develop feasible proposals from needs analysis
2. The candidate will produce technical support collateral for the project
3. The candidate will support development of a project concept

Unit 3: Delivering a Sustainable Construction Project – 4 credits (30 GLH) D/505/5445
1. The candidate will be able to carry out a project
2. The candidate will be able to respond to technical issues

Unit 4: Evaluating a Sustainable Construction Project – 3 credits (20 GLH) H/505/5446
1. The candidate will be able to compare intentions with outcomes
2. The candidate will transfer project evaluation to other contexts

Level 3

Unit 1: Defining a Sustainable Construction Project – 12 credits (60 GLH)
1. Research and convey the project remit.
2. Set standards for sustainability in a construction project.
3. Define site information required at pre-design phase.

Unit 2: Developing a Sustainable Construction Project – 10 credits (60 GLH)
1. Prepare a design brief and take steps to appoint an effective design team.
2. Use building information modelling techniques for concept design.
3. Prepare information and resources needed to support a planning application.

Unit 3: Support Design, Structural and Services aspects of a Sustainable Construction Project – 8 credits (60 GLH)
1. Use building information modelling techniques to develop the design
2. Use building information modelling techniques to develop structural elements of a building project
3. Use building information modelling techniques to develop building services elements of a building project

Unit 4: Lifecycle and Financial Planning for a Sustainable Construction Project – 10 credits (60 GLH)
1. Use building information modelling techniques to support the operational management of a building.
2. Understand cost analysis and financial control. 3. Produce a budget for a complex building project.

Unit 5: Evaluating and Documenting a Sustainable Construction Project – 10 credits (60 GLH)
1. Make objective comparisons between construction methods.
2. Communicate outcomes from professional perspectives.
3. Make a presentation of a summary report to a critical audience.

For full details of Criteria & Learning Outcomes click here

Full Specification Documents

TLM Level 1 & 2 Certificate
in Designing, Engineering and Constructing a Sustainable Built Environment (QCF).

Download Specification

Version 1.0 developed with the kind support of Mott MacDonald.

TLM Level 3 Award, Certificate & Diploma
in Designing, Engineering and Constructing a Sustainable Built Environment (QCF)

Download Specification

Developed with the kind support of Mott MacDonald.

Teacher's Handbooks - comprehensive guide to the curriculum

TLM Level 1 Certificate
in Designing, Engineering and Constructing a Sustainable Built Environment (QCF)

DOWNLOAD

Qualification Marks & Grading

Level 1
The Level 1 certificate is graded across 4 levels:

Pass completing the coursework to the level 1 standard
Pass with merit achieving 50% or more marks in the examination
Pass with distinction achieving 70% or more marks in the examination
Pass with distinction* achieving 90% or more marks in the examination

Level 2
Level 2 candidates will gain 30 marks from providing coursework evidence that meets the Level 2 assessment criteria as determined by their assessor with independent moderation/verification samples. They are then eligible to take the the examination which provides a further potential 70 marks as follows:

Course work 30 marks
Exam 70 marks with grades as follows:
C 20 marks minimum (50%)
B 30 marks minimum (60%)
A 40 marks minimum (70%)
A* 50 marks minimum (80%)
Learning & Outcomes

Equal to GCSE A*-EEquivalent to one GCSE, the Design Engineer Construct!® programme has been developed for schools with the support of innovative Awarding Body TLM (accredited by Ofqual, DELLS and CCEA). Our qualification provides credit for learners in the core activities of architects, engineers and construction specialists together with the relevant IT skills needed to support the 21st Century modern professional.

DEC! is on the government’s list of approved ‘high quality’ qualifications and therefore counts towards schools’ A*-C qualification targets. We have worked with industry and the Department for Education to develop progressive qualifications through to Level 3 (16-19 years).

Sector knowledge and skills

• Professional roles and responsibilities within the Construction and Built Environment (CBE) sector
• Procedures and protocols in preparing a planning submission
• Constructing a Building Information Model to support a planning proposal
• Research and preparation for a planning proposal
• Sustainability issues and options for businesses in the CBE sector
• Use of appropriate and specialist software
• The value of community engagement, feedback and modification in any design/planning process
• Numeracy and communication skills from contextualised practice and real time exercises

Personal skills

• Behavioural and language skills suitable for engagement with a professional workplace
• Collaborative practice to demonstrate effective team working
• Self assessment and critical analysis of work
• A range of presentation skills that include personal, project and community engagement elements
• Confidence and self esteem from successful engagement with industry professionals and engagement with a real time contextualised project

IT user skills

The central project within the curriculum is the design and construction of an ‘Eco Classroom’ following industry standard commercial practices. This includes the use of Building Information Modelling techniques – a technology based process which uses cutting edge, industry standard software and provides young learners with a range of progressive skills which are in high demand in a wide range of careers.

Transferable Skills

To embark on a successful professional or technical career in the Built Environment, employers across the sector are clear that certain generic skills are essential.

DEC! offers all learners embedded opportunities to become Independent Enquirers, Creative Thinkers, Reflective Learners, Team Workers, Self Managers and Effective Participants.

Learning in context

Integral to the activities within the Design Engineer Construct!® programme is an understanding of number and a requirement for good standards of literacy.

Embedded within the learning tasks are lots of opportunities for learners to explore the need for mathematical knowledge by understanding where and how it is applied in the world of work.

Similarly, literacy skills are enhanced by integrated opportunities to prepare reports, presentations, feedback – oral and written, and other types of language based outcomes many of which are presented to industry specialists.

Learners naturally work to the required standards as they understand the contextual requirements intuitively.

Design Engineer Construct!® also enables learners to explore some of the key themes that challenge society in general through particular examples and projects within the built environment sector.

The project based learning approach to these key themes encourages young people to fully understand and explore topics, to appreciate local and national contexts, and to understand the complexities of finding solutions to important issues.

Themes within the programme

  • Sustainability and the environment
  • Design thinking
  • Materials and their properties
  • Project management
Support for DEC! - Universities and Industry

University of Westminster letter of support for DEC! qualification

University of Westminster

University of Westminster is a leading centre for the study of Architecture and the Built Environment.

Rob Garvey, Senior Lecturer & Course Leader
“As a University with a particular interest in the development of young people’s skills relating to the contruction and built environment sector we will be actively supporting schools offering the Design Engineer Construct! suite of qualifications. Further we welcome the opportunity to recommend that these qualifications are acknowledged by Goverernment as valid, rigourous and worthy of recognition for performance table points…”

READ IN FULL

Newcastle University support for DEC!Newcastle University

Newcastle is ranked in the top 10 UK universities for civil engineering in The Complete University Guide 2015 and The Times/Sunday Times Good University Guide 2014. Civil and Structural Engineering at Newcastle ranks in the top 200 universities in the world in the QS World University Rankings by Subject 2014.

Dr Ruth Vater, Academic Programmes Manager & Admissions Tutor, School of Civil Engineering & Geosciences
“The School of Civil Engineering and Geosciences at Newcastle University will be pleased to accept students that have appropriate UCAS points on the TLM Level 3 Diploma for Designing, Engineering and Constructing a Sustainable Built Environment (QCF)”

READ IN FULL

Mott Macdonald DEC! Qualification Support

Mott Macdonald

Mott MacDonald is the UK’s largest global management, engineering and development consultancy.

Keith Howells, Chairman 
“The Design Engineer Construct! curriculum provides much needed insight into the range of careers in construction so often ignored or undiscovered, and instills excitement and enthusiasm in teachers and students alike. As an employer of some of the world’s most respected engineers and construction professionals, Mott Macdonald is proud to support it.”

READ IN FULL

BAM DEC! Qualification Support

BAM Construct UK Limited

BAM Construct UK is one of the most successful construction and property services companies in the UK.

Graham Cash, Chief Executive
“This new qualification provides students with the broad-based foundation of skills and knowledge needed for them to progress to further professional study in the various construction disciplines. As a significant employer of multi-disciplinary construction professionals we believe that it is important that students receive this broad grounding thus enabling them to work within the new collaborative construction processes of the future.”

READ IN FULL

Awarding Organisation & Fees

About TLM

TLM’s refreshing approach to providing qualifications based on genuine industry led project based learning has resulted in a series of qualifications at Level 1, 2 and 3 of which we are extremely proud.

TLM has won several awards for innovation, most notable funding of around 1 million euro for research and development through the European Union’s Leonardo Da Vinci Transfer of Innovation Programme. They are passing on this investment to schools in the form of qualifications that will significantly lower their direct costs and more importantly, the bureaucratic administrative overhead that hampers teachers in their work to support learning. The assessment model will include those learners that have in the past achieved more through 100% coursework while still enabling those that are better at exams to show what they can do. This new and innovative assessment model means that all learners can complete the course work, by providing direct evidence from their day to day work.

Through an intelligent combination of competence based assessment and academic testing, TLM can provide one, two or more qualifications for the entire attainment range from special needs to A* grades in a single straightforward assessment system where all can achieve suitable rewards for their efforts with minimal bureaucracy through differentiation by outcome.

To support coursework, TLM provides a full cloud based evidence management, e-portfolio and progress tracking system as added value at no additional cost that you can use if you want to but there is no obligation. You can print and authenticate certificates directly from their web site using up to date QR code technology so there are no additional charges for replacement certificates, changing student details or late entries.

Quality Assurance, Moderation and Exam Entry costs

Centre Registration
A Centre registration fee of £950 per annum includes initial centre risk assessment and Assessor training, telephone support, curriculum guidance and one mandatory moderation visit per annum.

Qualification costs (including moderation):
£30 per learner for level 1 (4 units)
£40  per learner for level 2 (4 units)
£100  per learner for all level 3 (5 units)

Exam entries are charged at an additional cost of £6 for online exams and £9 for paper based exams. Level 1 exams are online only and cost £3.

All costs are per pupil per sitting.

Additional Charges (updated May 2015)
Official Certificate paper must be purchased from TLM at an additional cost of 50p per sheet. Additional training is available upon request with cost calculated on the level of training required.  Note that there are no “hidden costs” such as charges for re-issue or verification of certificates, candidate name or detail changes or registering candidates that then leave and do not take the the qualification

If you are school with a very large cohort of DEC students or deliver other TLM qualifications, there may be a more appropriate scale or additional charge structure. For more information, please contact TLM on  +44 (0)1827 305940 or email helpdesk@theingots.org.

DEC! prior to September 2013 - ITQ

Prior to September 2013, the Design Engineer Construct! curriculum programme was offered as an ‘ITQ’, and any student undertaking the qualification in academic year 2013/14 will achieve a TLM Level 1 or 2 ‘Certificate in Open Systems and Enterprise’ which count in 2014 headline league table points and are 100% coursework based.

Schools may still opt for the TLM Level 1 and 2 Certificates in Open Systems and Enterprise in 2015/16, however we do recommend that the switch is made to the full TLM Level 1 and 2 Certificates in Designing, Engineering and Constructing a Sustainable Built Environment if they wish to offer a highly progressive, industry recognised route into professional careers in the built environment. Criteria and learning outcomes are based on specific design and engineering principles and processes. These qualifications are backed by industry organisations and universities – see above for examples.

If you require information specific to the ‘ITQ’ please contact support@classofyourown.com

Specification & Example Examinations

TLM Certificates
in IT User Skills and Enterprise

DOWNLOAD

Teacher’s Handbook
Step by step guide to the ITQ qualification

DOWNLOAD

Who we are

Class of Your Own Limited has been delivering one day workshops and other built environment student engagement programmes to schools/colleges since 2009 and, from September 2012, the full and accredited DEC! curriculum and learning programme.

We are a Social Business, with social purpose objects and restriction on distribution of profits being entrenched in our governing documents. Our aim is the achievement of our vision and mission through the delivery of the DEC! curriculum, with corresponding increased positive social outcomes. We work in partnership and collaboration with schools, government and industry organisations to this effect.

Our Vision
Inspiring all young people to reach their full potential through world class education and opportunity.

Our Mission
To develop innovative, contextualised approaches to teaching and learning, enable young people from all backgrounds to explore aspirational career pathways, and establish sustainable relationships between education and industry to provide a world of opportunity for young people.

Where it all began…

Land Surveyor Alison Watson and Architect Dan Gibson set up Class Of Your Own Limited in May 2009 to provide hands on workshops and a dedicated STEM (Science, Technology, Engineering and Maths) focussed creative curriculum.

Our aim was to encourage students, teachers and parents to recognise careers in Architecture, Engineering and Construction as highly skilled opportunities, and wholly relevant to future employment prospects.

After an inspiring workshop with a group of absolutely brilliant secondary school students, we had a rather life changing “what if?” moment, the catalyst for Design Engineer Construct!® the most innovative, challenging and relevant secondary school curriculum development in recent years.

What if…

  • we could harness the enthusiasm we had seen that day and offer the students a long term project with more detailed content and defined outcomes?
  • this project could be a cross-curricular, multi-disciplinary, broad introduction into the built environment with sustainable, low energy design at its core?
  • we could fully unlock the educational possibilities and learning potential within large scale construction projects taking place nearby or even within their school?
  • we could give students a real insight into the processes, disciplines and personalities involved in these projects and enable them to appreciate the professional careers that exist within our industry?
  • we could give them the knowledge, skills and most importantly, a “blank canvas” that would enable all students, regardless of ability, to explore and build their own ideas from scratch?
  • we could give them the know-how to harness industry leading BIM technology, cutting edge software AND hardware as tools to realise their ideas?
  • collaborative working, shared learning and best practice could become second nature from the age of 11?
  • we could connect students with local industry professionals who could act as mentors during their project and build long term relationships with the school?
  • we could offer them a formal qualification before they even reach GCSE options stage that provided a foundation for further exploration and  continued learning?
  • we could use this foundation as a platform to offer routes into a range of professional apprenticeship programmes with global companies, vocational training and real work experience?
  • through this process we could begin to address the demographic time bomb that is resulting in a growing skills gap in UK educated construction professionals?
  • EVERY student that followed the curriculum through to the age of 18 was given access to real opportunities to follow a career in the built environment with a network of world leading organisations?
  • regardless of their chosen career path we could just help them to “think like engineers”, develop problem solving skills and see the world a little differently?
  • we could create a brand new educational programme to do ALL of these things?
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COYO is committed to safeguarding and promoting the welfare of children and young people and expects all staff, and others providing services on behalf of COYO, to share this commitment