Operational applications and implications of Conservation Philosophy, Principles and Law intermediate

Competence Framework / Occupation

Heritage (Stonemasonry)

Duration

12 hours

Purpose/scope

The purpose of this standard is to build upon the Conservation Philosophy Principles and Law introduction and provide the learner with the knowledge and skills to support the following:

Scope:

Introducing craft trade operatives working practically with historic buildings and structures to operational applications, and implications of conservation philosophy principles and law including:

• heritage values, philosophy and significance
• sources of information and advice
• scope of works that may require permission
• scope of works that may require consent
• levels of intervention
• permission, consent and approval processes in practice
• implications of non-compliance

Learner pre-requisites

Learners must have successfully completed the Conservation philosophy, principles and law introduction standard or hold the equivalent level of knowledge prior to commencing this standard

Instruction/ supervision

As a minimum, course trainers must be able to demonstrate that, in relation to this standard, they have:

• an award in education and training (or equivalent, as per requirements for approved training organisations)
• at least 2 years industrial experience relevant to the scope of the standard
• a verifiable CV

Delivery

All materials and equipment must be of a suitable quality and quantity for learners to achieve learning outcomes and must comply with relevant legislation

The learning environment, class size and learner/trainer ratio must allow training to be delivered in a safe manner and enable learners to achieve the learning outcomes

The following delivery methods may be used in the delivery of this standard:

• a blend of face to face and virtual

This standard is predominantly theoretical training

This standard is considered to be set at an intermediate level

Assessment

Formally Assessed

For the successful completion of training, learners must complete an end of course practical assessment that measures all learning outcomes

Methods of assessment considered appropriate for training delivered against this standard are:

• observed oral presentations / briefings
• scenarios and case studies of realistic working environments

Quality assurance

Assured

Quality assurance against this standard will require initial approval of the training organisation and their content mapped to the standard.

CITB will also conduct an approval intervention, either desk-based or centre visit, to ensure the training organisation can meet the requirements of the training standard.

Approved training organisations (ATOs) will be required to present information on records of training and assessment upon request to CITB for desk-based analysis. They will also be visited annually by the CITB quality assurance team.

Standard Classification

Lifetime (Please note standards using this classification will only be grant aided once per learner)

Working Group Approval date

January 2025

Review cycle

On request or 60 months (5 years) from approval date. 

Learning outcomes

The learner will be able to:

Identify and explain the relevance of heritage values and significance in the context of delivering practical work in relation to the scenario given in the case study

Delivery Guidance:

centres should refer to the current national policy and guidance regarding the definition and relevance of heritage values and significance

Example values include, but are not limited to:

• evidential
• historical
• aesthetic
• communal
• social
• scientific
• spiritual

The learner must explain:

• the relevance of heritage values and significance
• when to call upon conservation, heritage, construction professionals or practitioners or specialist services

Assessment Criteria:

the tutor must be satisfied that the learner can explain the points above as part of the practical assessment of the case study

Identify the sources of information and advice that are relevant in relation to the scenario given in the case study

Delivery Guidance:

learners must research and identify information sources relevant to the structure, and site locality evolution

Example sources of information include, but are not limited to:

• fabric elements
• statutory descriptions
• historic records
• plans photographs
• maps
• digital / physical

Example sources of advice include, but are not limited to:

• local authority planning department/conservation officers
• conservation, heritage and construction professionals or practitioners
• specialist services (e.g. ecologist, natural environmentalist, archaeologist, architectural historian/investigator)
• verified online documentation (e.g. historic environment records, MAGIC, heritage gateway)
• public heritage bodies (Historic England, Historic Environment Scotland, CADW, Northern Ireland Environment Agency (NIEA)

Assessment Criteria:

the tutor must be satisfied that the learner can explain the points above as part of the practical assessment of the case study

Identify the scope of work that requires permission or consent, and the implications of non-compliance in relation to the scenario given in the case study

Delivery Guidance:

learners must research and identify the local and national requirements for permission or consent and the implications and personal responsibilities in relation to non-compliance

Levels of intervention include but are not limited to:

• do nothing
• conserve as found
• repair (like for like / alternative materials)
• replace /restore
• demolition

Learners must identify and discuss:

• the levels of intervention, repair and conservation required
• what to do when doubt occurs regarding existing construction (e.g. discovery of a potentially significant feature)
• when to call upon conservation, heritage, construction professionals or practitioners or specialist services
• personal responsibilities relating to safeguarding the original fabric of the building
• the implications of non-compliance with policy and legislation

Assessment Criteria:

the tutor must be satisfied that the learner can explain the points above as part of the practical assessment of the case study

Demonstrate an understanding of the advice, permission or consent, and approval processes in practice

Delivery guidance:

centres must devise a series of basic case studies (relevant to their trade) in which a client seeks either permission, consent, and approval, or a combination of these, to make a change to a listed building or structure in the local environment.

learners will be presented a case study of a proposed change or details of a specific alteration or adaptation to a historic building or structure

learners will need to demonstrate an understanding of who, where and when to seek advice and permission or consent in relation to the proposed change, specific alteration or adaptation

learners will need to identify if the proposed change, alteration or adaptation is likely to require permission, consent or approval or permission, consent and approval

Sources of information and advice are available from, but are not limited to:

• local authority planning department/conservation officers
• conservation, heritage and construction professionals or practitioners
• specialist services (e.g. ecologist, natural environmentalist, archaeologist, architectural historian/investigator)
• verified online documentation (e.g. historic environment records, MAGIC, heritage gateway)
• public heritage bodies (Historic England, Historic Environment Scotland, CADW, Northern Ireland Environment Agency NIEA)

Levels of intervention:

• do nothing
• conserve as found
• repair
• replace /restore
• demolition

Assessment criteria:

learners will be presented a case study (relevant to their trade) of change requirements or details of a specific alteration or adaptations to a historic building or structure

learners are required to:

• identify the designation status of the building or structure
• identify if the proposed change alteration or adaptation is likely to require:
  • permission
  • consent and approval
  • permission, consent and approval
• identify the correct consenting authority
• recognise the level of intervention proposed
• present their findings

Findings and conclusions may be presented by any suitable means, to be agreed between the learner and tutor, for example:

a formal presentation (face to face or remotely) or written summary