ProQual Level 6 Diploma in Civil Engineering

Introduction

The ProQual Level 6 Diploma in Civil Engineering provides a nationally recognised qualification for individuals responsible for developing, implementing, and maintaining civil engineering systems within an organisation. This qualification is ideal for managers seeking to enhance their expertise in environmental sustainability, compliance, and best practices. The aims of this qualification are:

  • To allow candidates to develop knowledge of civil engineering and sustainability management procedures.
  • To provide candidates with opportunities to apply their knowledge of civil engineering and sustainability management in their organisation.
  • To facilitate career development for those interested in civil engineering and sustainability management.

The awarding body for this qualification is ProQual AB. This qualification has been approved for delivery in England, and to international candidates by approved centres based in England. This qualification is regulated by Ofqual and has been entered into the Regulated Qualification Framework (RQF).

This qualification is not an NVQ and candidates for this qualification will not be eligible for a CSCS card.

Qualification Profile

Qualification Title:ProQual Level 6 Diploma in Civil Engineering
Qualification Number:610/5246/2
Level:6
Total Qualification Time (TQT):1200 Hours 120 Credits
Guided Learning Hours (GLH):600 Hours
    Assessment:Pass / Fail
Internally assessed and verified by centre staff
Externally verified by ProQual Verifiers
Qualification Start Date:24/01/2025
Qualification Review Date:24/01/2028

Learner Profile

There are no formal academic entry requirements for this qualification. Centres should carry out an initial assessment of candidate skills and knowledge to identify and gaps and inform the assessment plan. Candidates must be aged 18 years or older on the day they are registered for this qualification. Centres are reminded that no assessment should take place before candidates are registered.

Candidates who complete this qualification may progress onto the ProQual Level 7 Diploma in Civil Engineering.

Qualification Structure

This qualification consists of six mandatory units. Candidates must complete all mandatory units to complete this qualification.

Unit NumberUnit TitleLevelTQTGLH
Mandatory Units – Candidates must complete all units in this group.
H/651/4572Advanced Surveying Techniques6200100
J/651/4573Estimation and Costing in Construction6200100
K/651/4574Structural Design and Analysis6200100
L/651/4575Construction Drawing and Drafting6200100
M/651/4576Construction Project Management6200100
R/651/4577Building Materials and Construction Technology6200100

Certification

Candidates who achieve the requirements for this qualification will be awarded:

  • A certificate listing all units achieved, and
  • A certificate giving the full qualification title:

ProQual Level 6 Diploma in Civil Engineering

Claiming certificates

Centres may claim certificates for candidates who have been registered with ProQual and who have successfully achieved the qualification. All certificates will be issued to the centre for successful candidates.

Unit certificates

If a candidate does not achieve all of the units required for a qualification, the centre may claim a unit certificate for the candidate which will list all of the units achieved.

Replacement certificates

If a replacement certificate is required a request must be made to ProQual in writing. Replacement certificates are labelled as such and are only provided when the claim has been authenticated. Refer to the Fee Schedule for details of charges for replacement.

Assessment Requirements

Each candidate is required to produce a portfolio of evidence which demonstrates their achievement of all of the learning outcomes and assessment criteria for each unit.

Evidence can include:

  • Observation report by assessor
  • Assignments/projects/reports
  • Professional discussion
  • Witness testimony
  • Candidate product
  • Worksheets
  • Record of oral and written questioning
  • Recognition of Prior Learning

Candidates must demonstrate the level of competence described in the units. Assessment is the process of measuring a candidate’s skill, knowledge and understanding against the standards set in the qualification.

Centre staff assessing this qualification must be occupationally competent and qualified to make assessment decisions. Assessors who are suitably qualified may hold a qualification such as, but not limited to:

  • ProQual Level 3 Certificate in Teaching, Training and Assessment.
  • ProQual Level 3 Award in Education and Training.
  • ProQual Level 3 Award in Assessing Competence in the Work Environment.

(Suitable for assessment taking place in a working environment only.)

  • ProQual Level 3 Award in Assessing Vocational Achievement.

(Suitable for assessment taking place in a simulated training environment only.)

Candidate portfolios must be internally verified by centre staff who are occupationally knowledgeable and qualified to make quality assurance decisions. Internal verifiers who are suitably qualified may hold a qualification such as:

  • ProQual Level 4 Award in the Internal QA of Assessment Processes and Practice.
  • ProQual Level 4 Certificate in Leading the Internal QA of Assessment Processes and Practice.

Occupationally competent means capable of carrying out the full requirements contained within a unit. Occupationally knowledgeable means possessing relevant knowledge and understanding

Enquiries, Appeals and Adjustments

Adjustments to standard assessment arrangements are made on the individual needs of candidates. ProQual’s Reasonable Adjustments Policy and Special Consideration Policy sets out the steps to follow when implementing reasonable adjustments and special considerations and the service that ProQual provides for some of these arrangements. Centres should contact ProQual for further information or queries about the contents of the policy.

All enquiries relating to assessment or other decisions should be dealt with by centres, with reference to ProQual’s Enquiries and Appeals Procedures.

Units – Learning Outcomes and Assessment Criteria

Learning Outcomes: Use advanced surveying techniques for civil engineering projects.

Assessment Criteria

  1. Describe various advanced surveying instruments and technologies used in civil engineering.
  2. Compare different surveying techniques and justify their use in various contexts.
  3. Perform land surveying using advanced equipment, such as total station and GPS.
  4. Apply surveying data for mapping and layout of civil projects.

Learning Outcomes: Analyse the data collected during surveying.

Assessment Criteria

  1. Interpret and process surveying data for use in construction planning.
  2. Identify common errors in surveying data and suggest corrective measures.
  3. Produce detailed reports based on survey data analysis.

Learning Outcomes: Apply surveying principles to real-world civil engineering projects.

Assessment Criteria:

  1. Integrate surveying data with other engineering designs, such as structural and environmental designs.
  2. Discuss local regulations related to land surveying.

Additional Assessment Information

Where an assessment criteria is knowledge based.This means that evidence is expected to take the form of candidate’s written work and/or records of appropriate professional discussions.

Where an assessment criteria is competency based.This means that the candidate is expected to perform the tasks, and demonstrate the level of competence, outlined in the assessment criteria. It is expected that evidence will be a combination following:

  • Photographic and/or video evidence of the candidate’s practical work.
  • Assessor’s observation report.
  • Expert witness testimony.
  • Candidate reflection on own practical work.

An observation report and witness testimony are differentiated as follows:

  • An assessor’s report is completed by a qualified assessor who observes the candidate carrying out practical work. The assessor will make assessment decisions as they observe and record these in the report, alongside a commentary of what they observe.
  • A witness statement is completed by a suitably qualified or experienced expert who observes the candidate carrying out practical work. The witness statement will contain only a commentary of what has been observed. An assessor must then use the witness statement, alongside any additional evidence to make assessment decisions.
  • In all cases, an assessor’s report is preferred as evidence over a witness

statement; as it is always better for an assessor to observe a candidate live.

Assessors may wish use to use a checklist or evidence matrix to organise and track the assessment outcomes that have been achieved, but these do not, in themselves, constitute evidence of achievement.

An assessor’s report or witness statement alone is unlikely to be sufficient evidence of achievement. Reports and statements should always be accompanied by photographic and/or video evidence.

Evidence of practical skills may be generated as part of the candidate’s work in their real job role, or it may be generated through the use of case studies and simulated scenarios.

Learning Outcomes: Demonstrate skills for accurate estimation and costing in construction.

Assessment Criteria:

  1. Explain the principles and methodologies of cost estimation in construction projects.
  2. Prepare cost estimates for materials, labour, and overheads for various construction activities.
  3. Use software tools to assist in cost estimation.

Learning Outcomes: Assess the factors affecting construction costs.

 Assessment Criteria

  1. Identify key factors that influence project costs.
  2. Explain how key factors influence project costs.
  3. Discuss the cost implications of design changes and unforeseen circumstances.

Learning Outcomes: Apply cost control measures throughout a construction project.

Assessment Criteria

  1. Produce a cost management plan for a construction project.
  2. Analyse budget status of a project, including variance analysis.

Learning Outcomes: Evaluate cost-benefit analysis for construction alternatives.

 Assessment Criteria

  1. Compare the financial implications of using different materials or construction methods.
  2. Produce a cost-benefit analysis and present findings to stakeholders.

Additional Assessment Information

Where an assessment criteria is knowledge based. This means that evidence is expected to take the form of candidate’s written work and/or records of appropriate professional discussions.

Where an assessment criteria is competency based. This means that the candidate is expected to perform the tasks, and demonstrate the level of competence, outlined in the assessment criteria. It is expected that evidence will be a combination following:

  • Photographic and/or video evidence of the candidate’s practical work.
  • Assessor’s observation report.
  • Expert witness testimony.
  • Candidate reflection on own practical work.

An observation report and witness testimony are differentiated as follows:

  • An assessor’s report is completed by a qualified assessor who observes the candidate carrying out practical work. The assessor will make assessment decisions as they observe and record these in the report, alongside a commentary of what they observe.
  • A witness statement is completed by a suitably qualified or experienced expert who observes the candidate carrying out practical work. The witness statement will contain only a commentary of what has been observed. An assessor must then use the witness statement, alongside any additional evidence to make assessment decisions.
  • In all cases, an assessor’s report is preferred as evidence over a witness

statement; as it is always better for an assessor to observe a candidate live.

Assessors may wish use to use a checklist or evidence matrix to organise and track the assessment outcomes that have been achieved, but these do not, in themselves, constitute evidence of achievement.

An assessor’s report or witness statement alone is unlikely to be sufficient evidence of achievement. Reports and statements should always be accompanied by photographic and/or video evidence.

Evidence of practical skills may be generated as part of the candidate’s work in their real job role, or it may be generated through the use of case studies and simulated scenarios.

Learning Outcomes: Apply surveying principles to real-world civil engineering projects.

Assessment Criteria

  1. Explain the fundamental principles of structural design in civil engineering.
  2. Analyse the behaviour of structures under various load conditions, including:
    • Dead load.
    • Live load.
    • Wind load.

Learning Outcomes: Apply structural analysis techniques to determine forces, stresses, and deformations.

Assessment Criteria

  1. Conduct structural analysis using both traditional methods and software tools.
  2. Interpret analysis results and their implications for design.

Learning Outcomes: Design structural components in compliance with relevant standards and regulations.

Assessment Criteria

  1. Design reinforced concrete and steel structures using appropriate design codes.
  2. Evaluate the impact of different material choices on design outcomes.

Learning Outcomes: Develop and communicate structural design solutions.

Assessment Criteria

  1. Produce detailed structural design calculations and drawings
  2. Explain the rationale behind design choices to non-technical stakeholders.

Additional Assessment Information

Where an assessment criteria is knowledge based. This means that evidence is expected to take the form of candidate’s written work and/or records of appropriate professional discussions.

Where an assessment criteria is competency based. This means that the candidate is expected to perform the tasks, and demonstrate the level of competence, outlined in the assessment criteria. It is expected that evidence will be a combination following:

  • Photographic and/or video evidence of the candidate’s practical work.
  • Assessor’s observation report.
  • Expert witness testimony.
  • Candidate reflection on own practical work.

An observation report and witness testimony are differentiated as follows:

  • An assessor’s report is completed by a qualified assessor who observes the candidate carrying out practical work. The assessor will make assessment decisions as they observe and record these in the report, alongside a commentary of what they observe.
  • A witness statement is completed by a suitably qualified or experienced expert who observes the candidate carrying out practical work. The witness statement will contain only a commentary of what has been observed. An assessor must then use the witness statement, alongside any additional evidence to make assessment decisions.
  • In all cases, an assessor’s report is preferred as evidence over a witness

statement; as it is always better for an assessor to observe a candidate live.

Assessors may wish use to use a checklist or evidence matrix to organise and track the assessment outcomes that have been achieved, but these do not, in themselves, constitute evidence of achievement.

An assessor’s report or witness statement alone is unlikely to be sufficient evidence of achievement. Reports and statements should always be accompanied by photographic and/or video evidence.

Evidence of practical skills may be generated as part of the candidate’s work in their real job role, or it may be generated through the use of case studies and simulated scenarios.

Learning Outcomes: Demonstrate proficiency in construction drawing and drafting techniques.

Assessment Criteria

  1. Produce detailed technical drawings using both manual and CAD methods.
  2. Produce construction plans for a variety of civil and building projects.

Learning Outcomes: Apply design standards to construction drawings.

Assessment Criteria

  1. Identify drawing standards relevant to the creation of construction drawings.
  2. Apply relevant drawing standards in the creation of construction drawings.
  3. Produce drawings with appropriate clarity and accuracy for construction purposes.

Learning Outcomes: Interpret construction drawings for project implementation.

Assessment Criteria

  1. Analyse construction drawings to identify key elements and potential issues.
  2. Produce material take-offs from construction drawings

Learning Outcomes: Integrate construction drawings into project workflows.

Assessment Criteria

  1. Ensure coordination between drawings, specifications, and other project documents.
  2. Resolve discrepancies between drawing and actual project site conditions.

Additional Assessment Information

Where an assessment criteria is knowledge based. This means that evidence is expected to take the form of candidate’s written work and/or records of appropriate professional discussions.

Where an assessment criteria is competency based. This means that the candidate is expected to perform the tasks, and demonstrate the level of competence, outlined in the assessment criteria. It is expected that evidence will be a combination following:

  • Photographic and/or video evidence of the candidate’s practical work.
  • Assessor’s observation report.
  • Expert witness testimony.
  • Candidate reflection on own practical work.

An observation report and witness testimony are differentiated as follows:

  • An assessor’s report is completed by a qualified assessor who observes the candidate carrying out practical work. The assessor will make assessment decisions as they observe and record these in the report, alongside a commentary of what they observe.
  • A witness statement is completed by a suitably qualified or experienced expert who observes the candidate carrying out practical work. The witness statement will contain only a commentary of what has been observed. An assessor must then use the witness statement, alongside any additional evidence to make assessment decisions.
  • In all cases, an assessor’s report is preferred as evidence over a witness

statement; as it is always better for an assessor to observe a candidate live.

Assessors may wish use to use a checklist or evidence matrix to organise and track the assessment outcomes that have been achieved, but these do not, in themselves, constitute evidence of achievement.

An assessor’s report or witness statement alone is unlikely to be sufficient evidence of achievement. Reports and statements should always be accompanied by photographic and/or video evidence.

Evidence of practical skills may be generated as part of the candidate’s work in their real job role, or it may be generated through the use of case studies and simulated scenarios.

Learning Outcomes: Evaluate the selection and properties of materials used in construction.

Assessment Criteria

  1. Identify common building materials used in civil engineering.
  2. Describe the properties of common building materials used in civil engineering.
  3. Compare the performance of materials in different environmental conditions.

Learning Outcomes: Evaluate the selection and properties of materials used in construction.

Assessment Criteria

  1. Discuss the suitability of materials for different construction applications.
  2. Discuss the latest advancements in construction technology and their applications.

Learning Outcomes: Analyse the role of construction technology in modern civil engineering projects.

Assessment Criteria

  1. Identify the latest advancements in construction technology and their applications.
  2. Evaluate the impact of technological innovations on project efficiency and sustainability.

Learning Outcomes: Integrate material selection and construction technology into project planning.

Assessment Criteria

  1. Produce strategies for material procurement based on project specifications and budget.
  2. Apply new construction technologies to the planning and execution of civil engineering projects.

Learning Outcomes: Discuss the environmental and economic considerations in material selection.

Assessment Criteria

  1. Discuss the environmental impact of materials used in construction.
  2. Recommend materials and technologies based on economic feasibility and sustainability.

Additional Assessment Information

Where an assessment criteria is knowledge based. This means that evidence is expected to take the form of candidate’s written work and/or records of appropriate professional discussions.

Where an assessment criteria is competency based. This means that the candidate is expected to perform the tasks, and demonstrate the level of competence, outlined in the assessment criteria. It is expected that evidence will be a combination following:

  • Photographic and/or video evidence of the candidate’s practical work.
  • Assessor’s observation report.
  • Expert witness testimony.
  • Candidate reflection on own practical work.

An observation report and witness testimony are differentiated as follows:

  • An assessor’s report is completed by a qualified assessor who observes the candidate carrying out practical work. The assessor will make assessment decisions as they observe and record these in the report, alongside a commentary of what they observe.
  • A witness statement is completed by a suitably qualified or experienced expert who observes the candidate carrying out practical work. The witness statement will contain only a commentary of what has been observed. An assessor must then use the witness statement, alongside any additional evidence to make assessment decisions.
  • In all cases, an assessor’s report is preferred as evidence over a witness

statement; as it is always better for an assessor to observe a candidate live.

Assessors may wish use to use a checklist or evidence matrix to organise and track the assessment outcomes that have been achieved, but these do not, in themselves, constitute evidence of achievement.

An assessor’s report or witness statement alone is unlikely to be sufficient evidence of achievement. Reports and statements should always be accompanied by photographic and/or video evidence.

Evidence of practical skills may be generated as part of the candidate’s work in their real job role, or it may be generated through the use of case studies and simulated scenarios.

Appendix One – Command Verb Definitions

The table below explains what is expected from each command verb used in an assessment objective. Not all verbs are used in this specification

ApplyUse existing knowledge or skills in a new or different context.
  AnalyseBreak a larger subject into smaller parts, examine them in detail and show how these parts are related to each other. This may be supported by reference to current research or theories.
ClassifyOrganise information according to specific criteria.
CompareExamine subjects in detail, giving the similarities and differences.
Critically CompareAs with compare, but extended to include pros and cons of the subject. There may or may not be a conclusion or recommendation as appropriate.
DescribeProvide detailed, factual information about a subject.
DiscussGive a detailed account of a subject, including a range of contrasting views and opinions.
ExplainAs with describe, but extended to include causation and reasoning.
IdentifySelect or ascertain appropriate information and details from a broader range of information or data.
InterpretUse information or data to clarify or explain something.
ProduceMake or create something.
StateGive short, factual information about something.
SpecifyState a fact or requirement clearly and in precise detail.