52 CONTEXT 180 : JUNE 2024 Learning outcome Evaluation question: I am confident… Change 1 In my knowledge that old and historic buildings are a finite resource +21.6% 2 In my knowledge that historic buildings are valued by different people for different reasons +19.4% 3 In my knowledge about the different heritage values +18.8% 4 In my knowledge that the sum of a building’s values is called its significance +24.4% 5 In my knowledge that when an old building is conserved, repaired or restored, it is good practice to try and conserve as much significance as possible +3.6% 6 In my understanding that old buildings (particularly those built before 1919) are constructed differently to modern buildings, requiring particular skills and materials to conserve their significance +6.8% 7 In my understanding that old buildings (particularly those built before 1919) require particular skills and materials to maintain performance characteristics that allow water to permeate into and evaporate from the building’s fabric +21.4% 8 In my understanding that conservation is compatible with works to retrofit historic buildings; that we should be able to improve the energy efficiency of historic buildings while conserving their significance +19% 9 In my ability to apply my understanding of the significance, construction methods and performance characteristics of historic buildings to interpreting how far plans for conservation include the like-for-like repair of historic features relevant to my trade +24.2% 10 In my ability to apply my understanding of the significance, construction methods and performance characteristics of historic buildings to interpreting how far plans for conservation include the reinstatement of historic features relevant to my trade +27.4% 11 In my ability to apply my understanding of the significance, construction methods and performance characteristics of historic buildings to interpreting how far plans for conservation include the adaptation of historic features relevant to my trade +19.8% 12 In my ability to consider the advantages and disadvantages of using like for like repair to conserve a historic building +19.2% 13 In my ability to consider the advantages and disadvantages of reinstating historic features to conserve a historic building +19% 14 In my ability to consider the advantages and disadvantages of adapting historic buildings for conservation +2.2% 15 In being able to evaluate the different trades needed on a conservation building site, so that I am able to call on others to supplement my own skills where necessary +20% SEAN KNIGHT, SOPHIE NORTON, DORIAN PROUDFOOT and JOSEPH TONG Heritage building skills and live-site training A project enabled large cohorts of trainees to participate in heritage, in a scenario that complied with public-sector procurement and other construction-sector regulations. Historic England’s (HE) five-year heritage building skills programme aims to reduce shortages in heritage construction skills while improving the condition of sites on HE’s heritage-at-risk register. To do this, it is pioneering a new training model in the north of England. This has two main elements: • vocational training placements available in three tiers, enabling craftspeople to gain direct experience at different critical points in their careers • live-site training with expert teams at some of England’s most significant historic buildings. The tiers of training are designed to promote career progression into and through heritage construction, structured as follows: • Tier 1, Prepare: nine-week placements with heritage construction firms for students on full-time construction courses • Tier 2, Enter: multi-year apprenticeships with heritage construction companies, allowing students to complete a mainstream construction qualification • Tier 3, Sustain: flexible opportunities for work-based training with specialist heritage companies All the trainees are recruited by HE and work in a host firm. They come together at live-site conservation projects each year to learn about heritage conservation as a values-based and interdisciplinary activity that considers multiple perspectives. Packaged together with classroom teaching, simulated craft sessions and site visits, the live-site works form part of an overall training offer that is steered by 15 learning outcomes. The opportunity is available to all trainees on the heritage building skills (HBS) programme. Tier 2 and 3 trainees spend longer and engage in the most advanced sessions, whereas Tier 1s attend for a shorter period for sessions, commensurate with their placement and career point. The box shows the 15 learning outcomes that steered the training design, with those linked to live-site works highlighted in green. Using a 1-5 scale, trainees rated their own confidence on each outcome before and after the training. The change column shows the difference in learner confidence after the training. The HBS programme was launched in May 2021 and recruited the first cohort of trainees quickly. Eight Tier 2 apprentices began in Note: Learning outcomes linked to live-site works are highlighted in green.
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