Construction Community Project — NOCN Other Vocational Qualification Construction & Building Services Revision

    This element focuses on equipping learners with the skills to initiate, plan, execute, and evaluate a construction-based community project. It emphasises c

    Topic Synopsis

    This element focuses on equipping learners with the skills to initiate, plan, execute, and evaluate a construction-based community project. It emphasises collaborative decision-making, practical project management, and reflective practice to ensure the project meets identified community needs. Learners will engage with real-world constraints such as budgeting, resource allocation, and stakeholder communication, directly applying theoretical knowledge in a practical, service-oriented context.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Construction Community Project

    NOCN
    vocational

    This element focuses on equipping learners with the skills to initiate, plan, execute, and evaluate a construction-based community project. It emphasises collaborative decision-making, practical project management, and reflective practice to ensure the project meets identified community needs. Learners will engage with real-world constraints such as budgeting, resource allocation, and stakeholder communication, directly applying theoretical knowledge in a practical, service-oriented context.

    20
    Learning Outcomes
    45
    Assessment Guidance
    48
    Key Skills
    21
    Key Terms
    50
    Assessment Criteria

    Assessment criteria

    NOCN Level 1 Extended Certificate in Construction Multiskills
    NOCN Level 1 Extended Certificate in Bricklaying
    NOCN Level 1 Extended Certificate in Tiling
    NOCN Level 1 Extended Certificate in Painting and Decorating
    NOCN Level 1 Extended Certificate in Carpentry and Joinery
    NOCN Level 1 Extended Certificate in Plastering
    NOCN Level 1 Diploma in Painting and Decorating
    NOCN Level 1 Diploma in Carpentry and Joinery
    NOCN Level 1 Diploma in Construction Multiskills
    NOCN Level 1 Diploma in Bricklaying
    NOCN Level 1 Diploma in Tiling
    NOCN Level 1 Diploma in Plastering

    Topic Overview

    The NOCN Level 1 Extended Certificate in Construction Multiskills introduces you to the fundamental skills and knowledge required across multiple construction trades. This qualification covers core areas such as health and safety, basic joinery, bricklaying, plastering, and painting and decorating. It is designed to give you a broad understanding of the construction industry and hands-on experience in various trades, helping you decide which path to specialise in later.

    Why does this matter? The construction industry is a major part of the UK economy, offering diverse career opportunities. By studying this certificate, you'll develop practical skills that are in high demand, from measuring and cutting materials to applying finishes. You'll also learn about workplace safety, which is critical on any construction site. This qualification provides a solid foundation for progressing to Level 2 qualifications or starting an apprenticeship.

    This certificate fits into the wider subject of Construction & Building Services by giving you a taster of different trades. It's like a sampler platter – you get to try joinery, bricklaying, plastering, and decorating before committing to one. This broad approach helps you understand how different trades work together on a construction project, from the initial structure to the final finishes.

    Key Concepts

    Core ideas you must understand for this topic

    • →Health and safety regulations: Understand COSHH, risk assessments, and the use of personal protective equipment (PPE) to prevent accidents on site.
    • →Measuring and marking out: Accurately use tape measures, squares, and levels to mark materials before cutting or assembling.
    • →Basic joinery techniques: Learn to cut, shape, and assemble timber using hand tools like saws, chisels, and hammers, including making simple joints like butt joints.
    • →Bricklaying fundamentals: Mix mortar, lay bricks to a line, and build a straight wall with proper bonding (e.g., stretcher bond).
    • →Plastering and painting: Apply plaster to a wall using a trowel, and prepare surfaces for painting by filling holes and applying undercoat and topcoat.

    Learning Objectives

    What you need to know and understand

    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • Define the scope of a community tiling project through consultation with stakeholders.
    • Develop a detailed project plan including timelines, materials, and risk assessments.
    • Prepare the work area and materials in line with health and safety regulations.
    • Carry out tiling tasks to a specified standard within a community environment.
    • Collaborate effectively with peers and community members to meet project deadlines.
    • Review project outcomes and personal performance against original objectives.
    • Negotiate project requirements with a community client to define clear plastering deliverables.
    • Develop a detailed project plan including time, materials, and cost estimates for plastering tasks.
    • Demonstrate competent plastering skills to carry out the agreed project works to a satisfactory standard.
    • Evaluate the success of the community project against initial objectives and identify personal learning points.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating clear and detailed agreement of project scope with community stakeholders, including documented objectives, constraints, and deliverables.
    • Expect a comprehensive project plan that includes timelines, resource lists, risk assessments, and task allocations, showing logical sequencing of construction activities.
    • Credit should be given for safe and competent execution of practical tasks in line with industry standards, with evidence of teamwork and problem-solving.
    • Assessors should look for a thorough project review that critically evaluates outcomes against agreed scope, identifies lessons learned, and suggests improvements.
    • Award credit for demonstrating clear agreement of project scope with community representatives, including documented aims, outputs, and resource constraints.
    • Award credit for producing a coherent project plan that includes a realistic timeline, material and tool lists, risk assessments, and method statements.
    • Award credit for safely executing bricklaying tasks to industry standards, with evidence of correct mortar mixing, brick laying, and finishing, supported by photographic or video evidence.
    • Award credit for conducting a thorough project review that evaluates outcomes against original objectives, identifies strengths and areas for improvement, and incorporates feedback from stakeholders.
    • Credit should be awarded for demonstrating a clear, documented agreement of the project’s scope, including specific tiling tasks, timelines, and materials agreed with community partners.
    • Assessors should look for evidence of a detailed project plan covering resource lists, cost estimates, sequential work stages, and risk assessments relevant to the tiling work.
    • Practical execution must show adequate surface preparation, accurate tile setting with consistent spacing and alignment, and appropriate use of adhesives and grouts to a standard expected of Level 1 learners.
    • Review evidence should include a reflective account evaluating personal performance, challenges encountered, and lessons learned, with constructive suggestions for improvement.
    • Award credit for a signed project agreement or brief clearly stating the community partner’s requirements and the agreed scope of work.
    • Look for a detailed project plan that includes a step-by-step work schedule, materials and tools list, risk assessment, and assigned roles.
    • Assess evidence of practical execution through dated photographs, witness statements, and a completed work log that demonstrate correct surface preparation, paint application, and clean-up.
    • Confirm a written project review evaluating success against the original scope, identifying any problems faced, lessons learned, and suggestions for future improvements.
    • Award credit for demonstrating clear communication with community stakeholders to define project requirements and constraints, documented in written or recorded agreements.
    • Credit should be given for a detailed project plan that includes timelines, materials lists, tool requirements, risk assessments, and contingency measures.
    • Evidence of safe and competent execution of carpentry tasks, including correct tool handling, adherence to health and safety regulations, and quality workmanship must be observed.
    • Learners must provide a reflective review that evaluates the project’s success against the agreed scope, identifies strengths and areas for improvement, and suggests modifications for future projects.
    • Award credit for demonstrating a clear, written agreement of the project scope, including specific plastering tasks, location, and success criteria, signed by relevant community stakeholders.
    • Expect a detailed plan that includes a list of materials (e.g., plaster type, bonding agent), tools (e.g., trowel, hawk, float), estimated quantities, a step-by-step work schedule, and health and safety considerations such as PPE and safe disposal of waste.
    • Evidence must show the learner carrying out plastering tasks to a basic standard, such as mixing plaster to correct consistency, applying an even coat, and achieving a reasonable surface finish, with minimal supervision.
    • The project review should include a reflective log or report that compares the planned versus actual outcomes, identifies what went well and areas for improvement, and gathers feedback from the community or supervisor.
    • Award credit for demonstrating clear communication with community representatives to define project requirements and constraints.
    • Expect evidence of a detailed work plan incorporating material calculations, time allocation, and contingency measures.
    • Assessors should look for adherence to health and safety regulations, including safe use of ladders, PPE, and correct disposal of waste materials during the project.
    • Credit should be given for a reflective review that identifies strengths, areas for improvement, and lessons learned, with reference to original aims.
    • Award credit for clear documentation of the agreed project scope, including defined roles, responsibilities, and specific carpentry/joinery tasks with client or community group sign-off.
    • Evidence must include a coherent project plan covering materials, tools, sequential work stages, health and safety considerations, and realistic timeframes, demonstrating understanding of resource management.
    • Practical performance should be evidenced through annotated photographs or witness statements showing safe, accurate use of hand tools and portable power tools to complete carpentry/joinery tasks to a functional standard.
    • A reflective review must critique personal contribution, teamwork, and project outcomes against the original scope, identifying improvements and lessons learned for future vocational practice.
    • Award credit for demonstrating active participation in group discussions to define project boundaries, deliverables, and constraints, evidenced by meeting notes or witness statements.
    • Credit should be given for producing a coherent project plan containing sequenced tasks, resource lists, allocated responsibilities, and realistic timelines, appropriate to a Level 1 learner.
    • Assessors should look for consistent application of health and safety procedures during project execution, including correct use of PPE, tool handling, and safe working practices.
    • Evidence of effective communication and teamwork, such as collaborative problem-solving or adapting to feedback, must be observed and recorded.
    • For review, credit learners who honestly evaluate personal performance, identify skills gained, and suggest improvements with reference to the original plan.
    • Award credit for clearly defining the project scope, including agreed deliverables, stakeholder expectations, and constraints, with documented sign-off from relevant parties.
    • Credit for producing a comprehensive project plan that includes a timeline, materials and tools list, risk assessment, and consideration of health, safety, and sustainability.
    • Demonstrate safe and competent execution of bricklaying techniques (e.g., mortar mixing, laying to gauge, plumbing and leveling) in the community context, evidenced through observation and photographic records.
    • Provide a structured project review that evaluates successes and challenges, measures against the original scope, and identifies practical improvements for future projects.
    • Award credit for clear documentation of agreements with community stakeholders regarding project scope and expectations.
    • Evidence of a comprehensive project plan that includes realistic timescales, material quantities, and a risk assessment.
    • Observation of correct setting out, adhesive application, and cutting techniques compliant with industry practice.
    • Demonstration of safe working practices throughout the project, including use of PPE and site tidiness.
    • A reflective log or report that critically evaluates successes, challenges, and learning gained from the project.
    • Award credit for a signed scope of works document or client agreement form.
    • Marks for a detailed project plan including a task breakdown, materials list, and timeline.
    • Evidence of practical plastering work, such as before/after photos and witness statements from supervisors.
    • Credit for a written reflection or presentation identifying strengths, weaknesses, and improvements for future projects.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When agreeing the scope, use structured templates to capture all stakeholder requirements and ensure every constraint is documented; this forms the basis for later evaluation.
    • 💡For the planning evidence, include a Gantt chart or similar visual timeline and a detailed bill of materials—this demonstrates professionalism and aids in assessment.
    • 💡During project execution, keep a daily log with photographs to serve as primary evidence; annotate any deviations from the plan and how they were managed.
    • 💡In the review, link your personal performance to the success of the project, showing how you met or exceeded the requirements of your role, and explicitly state what you would do differently next time.
    • 💡Keep a detailed daily log during the project, noting decisions, changes, and reflections to support your review and showcase continuous engagement.
    • 💡Gather witness statements and photographic evidence at every stage, clearly annotating them to demonstrate how they meet each learning objective.
    • 💡Ensure your project plan includes a robust risk assessment and is cross-referenced with your practical work to show strong integration of theory and practice.
    • 💡For the planning phase, annotate photographs of the area to be tiled with measurements and tile layout designs to strengthen your portfolio evidence.
    • 💡When carrying out the project, periodically pause to take clear progress photos and note any problems encountered; this makes the review stage far easier and shows reflective practice.
    • 💡Practice cutting and laying tiles in a mock-up before the community project to minimise costly errors and demonstrate your readiness to the assessor.
    • 💡In the review, explicitly link your experiences back to the initial scope and plan, highlighting how you managed any changes, as this shows a comprehensive understanding of the project cycle.
    • 💡Gather evidence of every stage: get the project brief signed, take photos before/during/after work, and keep a daily diary of activities.
    • 💡When planning, always include contingency time for drying, weather delays (if external), and allow extra materials for wastage.
    • 💡In your review, be honest about what went wrong and show reflective thinking—assessors value critical evaluation over simply claiming success.
    • 💡Pay close attention to edges and cutting-in; high-quality finishing in a community project demonstrates professionalism and care.
    • 💡Maintain a comprehensive portfolio of evidence, including meeting notes, photographs of work stages, and signed witness statements from community representatives.
    • 💡Throughout the project, keep a daily log detailing activities, decisions, and any deviations from the plan; this supports the review phase.
    • 💡When carrying out practical work, take photos of key stages and especially any corrective actions you had to take, as this demonstrates problem-solving.
    • 💡In your review, link back explicitly to the initial agreed scope and planning documents to show thoroughness and understanding of project management.
    • 💡Keep a daily diary with photos and notes during the project — this serves as primary evidence for planning, execution, and review, and helps you recall specific details for assessment.
    • 💡Before starting, clarify roles with your group and the community contact; written communication (emails, signed agreements) shows professionalism and meets the 'agree the scope' criterion.
    • 💡Practice mixing plaster and applying it to a small test area beforehand to build confidence and identify typical issues like air bubbles or uneven thickness.
    • 💡When reviewing, link your reflections back to the learning objectives: for example, explain how agreeing the scope improved the project outcome or how planning prevented delays.
    • 💡For the planning stage, present a clear, structured plan with risk assessments and method statements to demonstrate professionalism.
    • 💡When reviewing the project, link your reflections directly to the initial objectives and include photographic evidence of the completed work.
    • 💡Ensure all practical work is signed off by a witness or supervisor to validate your contribution and compliance with standards.
    • 💡Treat the scope agreement as a formal contract: ensure it is signed and dated by all parties, and include measurable outcomes, as this document anchors all subsequent assessment evidence.
    • 💡For the plan, use simple Gantt charts or checklists aligned with carpentry processes (measuring, cutting, assembling, finishing) and explicitly reference relevant Health and Safety legislation (e.g., COSHH, PPE).
    • 💡Create a dedicated evidence folder during the project, systematically collecting before/during/after photos, witness testimonies, and notes on any adjustments made; this builds a robust portfolio.
    • 💡In the review, link back to the marking criteria: explicitly state how you met each objective and use 'what went well' and 'even better if' structures to demonstrate reflective depth expected by assessors.
    • 💡Maintain a daily project diary with dated entries, photographs, and supervisor sign-offs to provide robust evidence of your involvement and progression.
    • 💡Use a simple checklist or Gantt chart to monitor progress and adapt the plan openly, ensuring you can demonstrate organisational skills in your portfolio.
    • 💡Before starting work, verbally confirm the scope with all stakeholders and record the agreement in a short 'project brief' to avoid ambiguity during assessment.
    • 💡When reviewing, refer back to your initial objectives and use concrete examples of what went well and what you would change, linking to skills developed in your qualification.
    • 💡Engage actively with community contacts to ensure the project scope is mutually beneficial and formally recorded – assessors value genuine stakeholder input.
    • 💡Document every stage thoroughly with photos, witness statements, and reflective notes; this serves as primary evidence for all assessment criteria.
    • 💡Use a structured planning template that covers all assessment requirements, including risk assessments with dynamic updates throughout the project.
    • 💡In the review, link your practical experiences directly to key bricklaying principles (e.g., bonding, weathering, thermal performance) to show deeper vocational understanding.
    • 💡Treat the project as a real-life commission: get signed-off agreements at each stage to demonstrate professional standards.
    • 💡Use a portfolio approach with annotated photos, witness statements, and a reflective journal to provide rich evidence.
    • 💡In the review, explicitly link your practical work to the initial learning objectives and identify skills gained.
    • 💡Always obtain written agreement from the client on the scope of works before starting.
    • 💡Use a template for the project plan to ensure all key areas are covered.
    • 💡Document your work thoroughly with photos and notes throughout the project.
    • 💡In the review, use a structured format like SWOT analysis to demonstrate critical reflection.
    • 💡Tip 1: In practical assessments, focus on accuracy and safety. Examiners look for correct use of tools and adherence to safety procedures. For example, when sawing, ensure you use a bench hook and wear safety goggles.
    • 💡Tip 2: For theory questions, use technical terms correctly. For instance, know the difference between a 'butt joint' and a 'lap joint' in joinery, and explain why each is used.
    • 💡Tip 3: Show your working in calculations. If you're measuring materials, write down your measurements and any conversions. This demonstrates methodical thinking and can earn you marks even if the final answer is slightly off.

    Common Mistakes

    Common errors to avoid in your coursework

    • Students often confuse the project scope with a simple list of tasks, neglecting to include constraints like budget, time, and resource limitations.
    • A common error is underestimating the importance of risk assessment for both the construction activities and the community interaction (e.g., public safety), leading to inadequate control measures.
    • When reviewing, learners frequently focus only on what went well or poorly without linking findings back to the original project objectives or providing constructive recommendations for future projects.
    • In the planning stage, many overlook the necessity of securing permissions or complying with local regulations, which can derail the project.
    • Failing to fully define the project scope, leading to misunderstandings with the community about what will be delivered.
    • Overlooking key planning elements such as weather contingencies, material ordering lead times, or specific health and safety requirements.
    • Rushing the execution phase, resulting in poor brickwork quality, incorrect bonds, or mortar consistency issues.
    • Providing a superficial project review that lacks critical self-evaluation or ignores evidence of learning from challenges encountered.
    • Learners often underestimate material quantities, leading to insufficient tiles or adhesive on site, or over-order without considering waste due to cuts and breakages.
    • A frequent error is neglecting proper surface preparation—such as failing to clean, level, or prime the substrate—resulting in poor adhesion and uneven tiling.
    • During the project, learners may focus solely on the practical tiling and forget to document processes contemporaneously, leaving gaps in portfolio evidence for planning and review stages.
    • Miscommunication with community contacts can lead to scope creep or unmet expectations; some learners assume verbal agreements suffice without written confirmation.
    • Failing to obtain written confirmation of the project scope from the community client, leading to disputes or misunderstandings later.
    • Underestimating the time or materials needed, often due to not measuring the area correctly or ignoring the number of coats required.
    • Neglecting proper surface preparation (cleaning, sanding, filling) which results in poor paint adhesion and an unprofessional finish.
    • Not maintaining a tidy work area or safely disposing of waste, overlooking health and safety and environmental responsibilities.
    • Underestimating the importance of formalizing agreements with the community, leading to scope creep or misunderstandings.
    • Failing to conduct a thorough risk assessment, particularly when working in public spaces where community members may be present.
    • Rushing the planning stage and not accurately estimating material quantities, causing delays or budget issues.
    • Producing a superficial review that merely describes what happened without critical analysis or measurable evaluation.
    • Learners often fail to properly agree the scope, leading to misunderstandings about expectations — for example, not confirming whether the surface preparation is included before starting plastering.
    • Underestimating material quantities and drying times, resulting in insufficient plaster or rushing the job, which compromises the finish quality.
    • Neglecting to protect surrounding areas (e.g., floors, windows) with dust sheets, causing damage to community property and extra clean-up.
    • In the review, learners may focus only on what they did rather than evaluating the process against the original plan and learning outcomes, missing the chance to reflect on skill development.
    • Failure to adequately prepare surfaces before painting, leading to poor adhesion and an unprofessional finish.
    • Underestimating material quantities or selecting inappropriate paints for the specific surface or environmental conditions.
    • Neglecting to document the process thoroughly, resulting in insufficient assessment evidence.
    • Failing to involve the community partner in formally agreeing the scope, leading to vague or unrecorded expectations which cannot be assessed for achievement.
    • Producing a plan that lacks sufficient detail on materials quantities, cutting lists, or task sequencing, resulting in incomplete evidence for the planning criteria.
    • Neglecting to capture ongoing photographic or video evidence of practical work, then struggling to demonstrate competence during portfolio assessment.
    • Writing a review that simply describes what happened without critically evaluating performance against the plan or identifying specific areas for personal development.
    • Learners often underestimate the time required for tasks, leading to rushed work and compromised quality; they fail to build contingency into the project plan.
    • A frequent error is neglecting to document the scope agreement thoroughly, resulting in unclear boundaries and later disputes over what was originally intended.
    • Many learners focus on the physical build and ignore the review stage, submitting superficial reflections that lack specific examples or measurable outcomes.
    • Safety complacency is common when working in familiar community spaces, with learners forgetting to conduct dynamic risk assessments or maintain exclusion zones.
    • Learners often fail to include contingency time and materials in the plan, leading to project overruns or unfinished work.
    • There is a tendency to underestimate the importance of clear communication with community stakeholders, resulting in vague or changing project requirements.
    • When reviewing, learners frequently describe what happened without critical analysis, missing the opportunity to demonstrate deep learning by linking practice to theory.
    • Health and safety considerations are sometimes treated superficially; common omissions include site-specific risks like working near the public or safeguarding vulnerable individuals.
    • Failing to agree a formal scope of work with the community partner, leading to misunderstandings or scope creep.
    • Underestimating material quantities or not allowing for wastage, causing project delays.
    • Overlooking risk assessments for manual handling, dust, and slip hazards in a community setting.
    • Rushing the finishing stage—grouting and cleaning—which affects the professional appearance of the work.
    • Not keeping a diary or photographic evidence of the project stages, which weakens the review section.
    • Failing to clarify client expectations fully, leading to scope creep or misunderstandings.
    • Underestimating material quantities or time required for plastering tasks.
    • Neglecting health and safety requirements specific to the community site environment.
    • Insufficient detail in the project review, focusing only on negative aspects without identifying learning.
    • Misconception: 'You don't need to measure twice – just cut once.' Correction: Always measure twice and cut once to avoid wasting materials. Accurate measurement is a key skill in all trades.
    • Misconception: 'Health and safety is just common sense.' Correction: While some aspects are common sense, specific regulations like COSHH and proper use of PPE are legal requirements. Ignoring them can lead to serious accidents or fines.
    • Misconception: 'Bricklaying is just stacking bricks.' Correction: Bricklaying requires proper mortar consistency, correct bonding patterns, and ensuring walls are plumb and level. Poor technique can lead to structural issues.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic numeracy and literacy skills: You'll need to read instructions, measure materials, and calculate quantities.
    • •An understanding of simple hand tools: Familiarity with hammers, saws, and screwdrivers is helpful but not essential, as you'll be taught how to use them safely.
    • •A willingness to follow instructions: Construction work requires precision and adherence to plans, so being able to follow step-by-step guidance is important.

    Key Terminology

    Essential terms to know

    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • 1. Be able to agree the scope of a community project.2. Be able to plan a community project.3. Carry out a community project.4. Be able to review a project.
    • Stakeholder consultation and agreement
    • Project planning and resource management
    • Health, safety and welfare
    • Practical tiling techniques
    • Teamwork and communication
    • Reflective evaluation
    • Scope agreement and client liaison
    • Project planning and scheduling
    • Practical plastering execution
    • Risk assessment and safety protocols
    • Project review and self-evaluation

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