Chartered Civil Engineer (ICE) The ICE Attributes and Competence Framework Syllabus

The ICE Attributes and Competence Framework syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for The ICE Attributes and Competence Framework in Chartered Civil Engineer (ICE), not a summary of it.

1. 1

   Structure of the Chartered Professional Review

   4 topics

   • Routes to CEng MICE
     • ICE accredited academic base (MEng/IEng plus matching section)
     • Technical Report Route for those without standard qualifications
     • Initial Professional Development (IPD) and the Development Objectives
     • Sponsors, supporters and Supervising/Delegated Engineers
   • The nine ICE Attributes
     • Knowledge and understanding underpinning each Attribute
     • Mapping experience to Attributes A to I
     • Evidencing depth versus breadth of competence
   • The Professional Review assessment components
     • CPD record submission
     • Development Action Plan and reviewer report
     • Written exercise (essay) on a contemporary topic
     • Project report and presentation
     • The reviewer interview and questioning
   • Reviewer expectations and CEng threshold
     • Demonstrating chartered-level judgement and originality
     • Independent technical leadership and accountability
2. 2

   Attribute A to C: Engineering Knowledge and Application

   4 topics

   • Attribute A: Knowledge and understanding of engineering principles
   • Attribute B: Application of theoretical knowledge to solve problems
   • Attribute C: Management of engineering activities and technical leadership
     • Programme, resource and risk management
     • Quality management systems
   • Evidencing technical decision-making with worked examples
3. 3

   Attribute D to F: Communication, Skills and Commercial Ability

   4 topics

   • Attribute D: Effective interpersonal skills and communication
   • Attribute E: Professional and ethical conduct
   • Attribute F: Commercial awareness and management of resources
     • Cost control, value engineering and procurement
     • Contract administration awareness
   • Building a portfolio of communication evidence
4. 4

   Attribute G to I: Health and Safety, Sustainability and CPD

   4 topics

   • Attribute G: Health, safety and welfare in design and construction
     • CDM Regulations 2015 duties
     • Designing for safe construction, use and demolition
   • Attribute H: Sustainable development principles
   • Attribute I: Lifelong learning and continuing professional development
   • Recording and reflecting on CPD activity

The ICE Attributes and Competence Framework flashcards for Chartered Civil Engineer (ICE)

21 of 50 cards from the The ICE Attributes and Competence Framework deck — real questions with worked answers.

1. What does the qualification 'CEng MICE' stand for?

   Chartered Engineer (CEng), Member of the Institution of Civil Engineers (MICE). It is the professional registration and membership grade awarded after passing the ICE Professional Review.

2. What are the main academic routes to becoming a CEng MICE?

   (1) Accredited MEng (or BEng/BSc accredited Bachelors plus an accredited/approved Masters), (2) the Technical Report Route for those without the standard accredited qualifications who demonstrate equivalent knowledge through a written technical report.

3. After meeting the academic base, what two further requirements must a candidate satisfy to gain CEng MICE?

   Accumulate suitable Initial Professional Development (IPD) / responsible experience demonstrating the nine ICE Attributes, and pass the ICE Professional Review (including a written submission and an interview).

4. What is the Technical Report Route (TRR) used for in achieving CEng?

   It allows experienced engineers who lack the standard accredited academic qualifications to demonstrate the required underpinning knowledge and understanding by writing a technical report, often supplemented by a Further Learning assessment.

5. How many ICE Attributes must a candidate demonstrate for professional review, and how are they labelled?

   Nine Attributes, labelled A through I.

6. List the nine ICE Attributes (A–I) by theme.

   A: Knowledge and understanding; B: Application of knowledge to solve problems; C: Management and technical leadership; D: Interpersonal skills and communication; E: Professional and ethical conduct; F: Commercial awareness and resource management; G: Health, safety and welfare; H: Sustainable development; I: Lifelong learning / CPD.

7. What is the purpose of the nine ICE Attributes?

   They define the competences and commitment a candidate must demonstrate to prove they have reached the professional standard required for membership grades such as CEng MICE.

8. What are the typical components of the ICE Professional Review for CEng?

   A written submission (application form, CPD record, and a written report/synoptic project account), a written exercise/communication task, a presentation, and a professional interview with reviewers.

9. What is the role of the reviewers (assessors) at the ICE Professional Review?

   They are experienced chartered members who independently assess whether the candidate demonstrates all nine Attributes to the required level, probing evidence through the submission, presentation and interview, and reaching a joint recommendation.

10. What does 'CEng threshold' mean in the context of the ICE review?

    The minimum standard of competence and commitment across all nine Attributes that a candidate must reach to be judged a Chartered Engineer; falling short on even one Attribute can result in referral.

11. What distinguishes the expected level of Attribute demonstration for CEng compared with IEng?

    CEng requires demonstrating the development of new and innovative engineering solutions and a deeper, theory-based level of knowledge and complexity, whereas IEng focuses on applying and maintaining established technology and existing solutions.

12. Attribute A: state its full meaning.

    Knowledge and understanding of the scientific principles and methodology necessary to underpin engineering education, and the engineering principles relevant to the candidate's discipline.

13. What kinds of evidence typically demonstrate Attribute A (knowledge and understanding)?

    Use of engineering theory, scientific principles, codes and standards in real projects; explaining the technical basis of decisions; applying mathematics, materials science and structural/geotechnical/hydraulic principles to work.

14. Attribute B: state its full meaning.

    The ability to apply appropriate theoretical and practical methods to the analysis and solution of engineering problems.

15. How does Attribute B differ from Attribute A?

    Attribute A is about possessing the underpinning knowledge; Attribute B is about applying that theoretical and practical knowledge to analyse and solve real engineering problems.

16. Give an example of evidence that satisfies Attribute B.

    Carrying out design calculations or analysis to solve a problem, e.g. selecting and sizing a foundation, performing a structural check, modelling a drainage network, and justifying the chosen solution against alternatives.

17. Attribute C: state its full meaning.

    Provide technical and commercial leadership and the management of engineering activities, including planning, organising, leading teams and managing the technical aspects of a project.

18. What activities provide evidence for Attribute C (management and leadership)?

    Planning and managing tasks/resources, leading or coordinating a team, managing design or construction activities, programming work, and taking technical responsibility for deliverables and decisions.

19. Why are 'worked examples' important when evidencing technical decision-making?

    They show the reviewer the specific problem, the options considered, the analysis/criteria applied, the decision made, and the outcome — demonstrating the candidate personally exercised engineering judgement rather than just observing.

20. What structure helps when presenting a technical decision-making example to reviewers?

    Context/problem → options and constraints → analysis or calculation → decision and justification → outcome and lessons learned, emphasising the candidate's personal role ('I' not 'we').

21. Attribute D: state its full meaning.

    Demonstrate effective interpersonal skills, communicating in English with others at all levels, in writing and orally.

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