bsc (hons) architectural design technology with foundation

Version: 5.00

Status: Final

Author: Jon Hubert / Janet Hontoir

Date: 08/08/2019

BSc (Hons) Architectural Design Technology with Foundation Year Programme Specification 2019-2020

BSc (Hons) Architectural Design Technology with Foundation Year Programme Specification

©UCEM 08/08/2019 v5.00 Page 1 of 66

Summary Programme Details

Final Award

Award: BSc (Hons)

Title of (final) Programme: Architectural Design Technology

Credit points: 360

Level of award (QAA FHEQ): 6

Intermediate award(s)

Intermediate award 1: BSc Architectural Design Technology

Ordinary Degree

Credit points: 300


Intermediate award 2: Diploma of Higher Education Architectural Design Technology

Credit points: 240


Intermediate award 3: Certificate of Higher Education Construction Studies – Architectural Design Technology

Credit points: 120


Validation

Validating institution: University College of Estate Management (UCEM)

Date of last validation: October 2018

Date of next periodic review: March 2024

Professional accreditation / recognition

Accrediting/recognising body: The Chartered Institute of Architectural Technologists (CIAT)

Details of the accreditation/recognition:

Accreditation application in 2019 for:

BSc (Hons) award

Date of last programme accreditation / recognition:

N/A

Date of next periodic review: TBC

Accrediting/recognising body: Chartered Institute of Building (CIOB)

Details of the accreditation/recognition:

Accreditation application in 2019 for:

BSc (Hons) award

Date of last programme accreditation/recognition:

N/A

Date of next periodic review: TBC


©UCEM 08/08/2019 v5.00 Page 2 of 66

Miscellaneous

QAA benchmark statement:

UK Quality Code for Higher Education

Part A: Setting and Maintaining Academic Standards

The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies.

Quality Assurance Agency (QAA) Subject Benchmark Statement: Architectural Technology 2014.

Date of commencement of first delivery:

Autumn 2019

Duration: 5 years

Maximum period of registration: In accordance with the Academic and Programme Regulations for Students on BSc programmes with Foundation Year.

UCAS Code: K130

Programme code: U6ADF

Other coding as required: N/A

http://www.qaa.ac.uk/en/Publications/Documents/SBS-Land-Construction-Real-Estate-and-Surveying-16.pdf

http://www.qaa.ac.uk/en/Publications/Documents/SBS-Land-Construction-Real-Estate-and-Surveying-16.pdf

http://www.qaa.ac.uk/en/Publications/Documents/SBS-architectural-technology-14.pdf

http://www.qaa.ac.uk/en/Publications/Documents/SBS-architectural-technology-14.pdf

https://www.ucem.ac.uk/study-with-ucem/studying-with-ucem/programme-specifications-and-academic-regulations/




©UCEM 08/08/2019 v5.00 Page 3 of 66

Programme Overview Rationale

This programme provides students with a rigorous understanding of the principles and practice involved in architectural design and technology, up to bachelor’s degree standard.

The programme provides the academic underpinning necessary to prepare students for a career as an architectural technologist, or professional in design-related work within the construction industry.

The Foundation Year, designed to appeal to a broad spectrum of students, is a fully supported and integrated part of this programme. Students who successfully complete the Foundation Year can progress to Level 4 of UCEM’s BSc (Hons) degrees. Therefore, this BSc (Hons) with Foundation Year provides a higher education entry point for students who have insufficient qualifications to enrol directly onto an BSc Honours Degree programme. Upon successful completion of the Foundation Year, there may be an opportunity to transfer to the apprenticeship programme.

This programme is primarily designed for people with an interest in the built environment, particularly the detail of building design, both exterior and interior, and the factors that affect types of structures.

The learning suits those who wish to further their career with a degree or gain professional membership of one of the accrediting organisations.

The programme can:

• Further the student’s career in the construction industry and built environment professions;

• Satisfy the academic requirements for chartered membership of CIAT and CIOB;

• Provide learning from the largest provider of qualified built environment professionals to the industry, with an outstanding reputation;

• Strengthen the student’s skills in architectural design technology.

The Project module is compulsory for all students, with the expectation that apprenticeship scheme students will use data and information from within the workplace whereas non-apprenticeship students may use data and information from within or beyond the workplace. The Project module is the catalyst for students to reflect on their learning throughout the programme and it hones their research and critical analysis skills, which, for apprenticeship students, is an important part of the end-point assessment.

Students on the apprenticeship programme will also receive one full day face to face workshop per semester to support their professional development.

Entry requirements

Entrants to this programme normally are required to have:

• 48 UCAS Tariff points or equivalent;*

and

• Mathematics plus two other GCSE’s at grade C or above (Grade 4 for applicants holding newly reformed GCSEs in England) or equivalent.

The academic level of International qualifications that are not listed on the UCAS tariff will be assessed using UK NARIC.


©UCEM 08/08/2019 v5.00 Page 4 of 66

Entry requirements

All UCEM programmes are taught and assessed in English. In addition to the programme entry requirements listed above, all applicants will therefore be required to demonstrate adequate proficiency in the language before being admitted to a programme:

• GCSE Grade C or above in English Language or English Literature (Grade 4 for applicants holding newly reformed GCSEs in England), or an equivalent qualification. For further information on equivalent qualifications please contact: [email protected].

• Grade 5.5 or above, with at least 5.0 in the reading, writing and listening modules, in the International English Language Testing System (IELTS) test administered by the British Council in the academic module.

• 79 or above in the Internet option, 213 or above in the computer-based option or 550 or above in the paper-based option, of the Teaching of English as a Foreign Language (TOEFL) test.

• Grade C or above in Use of English at AS Level or its equivalent.

*Recognised qualifications having an equivalent level of attainment as those recognised by UCAS include: Higher National Certificate (HNC), Higher National Diploma (HND), professional qualifications from recognised institutions, certain armed forces qualifications and partially completed degrees. There are also a wide range of international qualifications that are deemed to have UCAS point equivalent values. For more information on equivalent qualifications please contact: [email protected].

If a student does not meet the standard entry requirements, and is over 21 years of age, UCEM will consider the application on an individual basis. In these cases, the application will be assessed by the Programme Leader, who will give careful consideration to any professional and life experiences as well as any academic or vocational qualifications the student may hold. The student may be asked to provide a detailed personal statement and/or a reference or letter of support from an employer or mentor to support the application.

Applications are assessed in accordance with the UCEM Code of Practice: Admissions and Recognition of Prior Learning (click here).

Students may apply to enter the programme in either semester.

Recognition of prior certificated learning (RPCL) or recognition of prior experiential learning (RPEL) routes into the Programme

UCEM policy and procedures for Recognition of Prior Experiential Learning (RPEL) and Recognition of Prior Certificated Learning (RPCL) are set out in the UCEM Code of Practice: Admissions and Recognition of Prior Learning. This policy statement takes precedence in any such decision.

RPEL may be used for admission onto the Foundation Year in accordance with the entry requirements stated in the section above. However, RPEL and RPCL do not normally enable transfer of credit into this programme nor enable exemption from any component on this programme.

mailto:[email protected]


https://www.ucem.ac.uk/about-ucem/code-of-practice/

https://www.ucem.ac.uk/about-ucem/code-of-practice/


©UCEM 08/08/2019 v5.00 Page 5 of 66

Programme progression

For details of progression arrangements, please view the Academic and Programme Regulations for Students on BSc programmes with Foundation Year. Successful completion of the Foundation Year will enable progression onto Level 4 of the BSc (Hons) programme. Upon successful completion of the Foundation Year, there may be an opportunity to transfer to the apprenticeship programme. Successful completion of the BSc may enable the student to progress onto one of our MSc programmes.

Award Regulations

For details of award arrangements, please view the Academic and Programme Regulations for Students on BSc programmes with Foundation Year.

Career prospects

A graduate architectural technologist may apply for Associate (ACIAT) or Profile (PCIAT) status with CIAT. As such, they may assist a Chartered Architectural Technologist (MCIAT) with the following processes:

• Project inception:

Chartered Architectural Technologists are recognised as being qualified to negotiate and manage the development of a construction project, and to develop project briefs and design programmes for clients.

• Design process:

Chartered Architectural Technologists specialise in the application of building science and technology to architectural and construction projects. They are recognised as having specialist skills, enabling them to manage the design process, and use their technical knowledge and expertise to provide innovative solutions.

• Contract management:

Chartered Architectural Technologists are recognised as being qualified to negotiate and manage all aspects of architectural and construction contracts, whether it is using traditional, partnering or other methods. Chartered Architectural Technologists recognise the significance of the post-construction aspects of the project.

• Professional practice:

Chartered Architectural Technologists (MCIAT) are architectural professionals and may practise on their own account as a partner or director and must adhere to a Code of Conduct.






©UCEM 08/08/2019 v5.00 Page 6 of 66

Programme Aims Programme aims

The UCEM BSc (Hons) Architectural Design Technology with Foundation Year provides students with a rigorous understanding of the principles and practices of architectural design technology, up to first degree level standard. The programme reflects the academic underpinning necessary to prepare students for a career as a Chartered Architectural Technologist with CIAT, or other related international professional bodies, and provides students with a progressive development of knowledge and skills over four levels of study.

The Foundation Year provides students with a broad, basic and contextual understanding of the built environment sector. It also provides them with the necessary academic study skills of literacy, numeracy, digital literacies skills and personal and professional skills necessary to progress onto Level 4 of the BSc (Hons). The acquisition of skills is driven by the contextual learning and the skills developed will be transferable across to other study programmes and other industries.

The programme as a whole is designed to ensure that graduates have a stimulating and challenging education, which prepares them well for their professional career, and to produce capable individuals with the potential to progress to professional status in an architectural design-related technology role and prepare for advancement to postgraduate level study. Students will develop a broad range of skills which are transferable across other industries.

Market and internationalisation

This programme is aimed at UK and international students. While UK law, regulatory controls and practice are at the core of the study materials, the programme aims to contextualise within an international framework. Where possible, comparative examples are used to highlight the difference in regional approaches, and thus foster further understanding of the principles and applications introduced.


©UCEM 08/08/2019 v5.00 Page 7 of 66

Learning Outcomes Having successfully completed the programme, the student will have met the following learning outcomes.

Level 3 Relevant modules 2

A – Knowledge and understanding

A3.1 Explain and describe the features of buildings, relating to their construction, material and stakeholder requirements.

3PEOBLD, 3MATMET

A3.2 Describe and outline the nature of land, landscapes and communities, recognising the constraints on the supply and utility of land.

3PEOBLD, 3LANBLD

A3.3 Define and summarise the main features of the land and residential property markets.

3LANBLD, 3MARBLD

A3.4 Explain the different types of property tenure and indicate the implications in the management of buildings.

3PEOBLD, 3MARBLD

B – Intellectual skills B3.1 Recall and select concepts and principles and relate these to a range of topics in the built environment

3PEOBLD, 3LANBLD, 3MATMET, 3MARBLD

B3.2 Recognise and explain relevant topical issues in the built environment,


B3.3 Identify and discuss actions and solutions to a range of basic problems.


B3.4 Demonstrate the use of programme concepts and principles


C – Subject practical skills

C3.1 Prepare and present visual material using simple drawings, sketches, photographs and diagrams.


C3.2 Measure and draw a plan

3PEOBLD,

3MATMET

C3.3 Use mathematics to provide information and solutions.



©UCEM 08/08/2019 v5.00 Page 8 of 66

Level 3 Relevant modules 2

C3.4 Use a range of digital tools effectively. 3PEOBLD, 3LANBLD, 3MATMET, 3MARBLD

D – Key / Transferable skills

D3.1 Communicate effectively through a range of media formats deploying written, digital literacies and numerical skills.


D3.2 Identify the key environmental, social, political and economic considerations associated with sustainable development and innovation in the built environment.


D3.3 Apply self-direction in study and work using own initiative.


D3.4 Manage time effectively and efficiently. 3PEOBLD, 3LANBLD, 3MATMET, 3MARBLD

D3.5 Develop digital literacies 3PEOBLD, 3LANBLD, 3MATMET, 3MARBLD

Level 4 Relevant module codes


A4.1 Recognise the basic principles that underpin the theory and practice of architectural design technology.

4BLTENV 4CONTEC 4DESSTR

A4.2 Outline the legal and regulatory frameworks and systems impacting on the design, construction and occupancy of buildings and facilities.

4REGFMK 4DESSTR 4LAWBEV

A4.3 Describe the appropriate levels for given circumstances of environmental conditions.

4CONTEC 4DIGTEC

A4.4 Illustrate the principles of the basic technology of construction.

4CONTEC 4DESSTR

A4.5 Identify the benefits and drawbacks of digital tools used by architectural technologists.

4DIGTEC 4CONTEC

B – Intellectual skills B4.1 Describe the impact of sustainability on construction.

4BLTENV 4DESSTR


©UCEM 08/08/2019 v5.00 Page 9 of 66


B4.2 Demonstrate the ability to write in a range of formats.

4BLTENV 4CONTEC

B4.3 Develop an awareness and ability to evaluate and appraise information.

4LAWBEV 4CONTEC 4REGFMK


C4.1 Recognise the uses of technology in the construction industry.

4CONTEC 4DIGTEC

C4.2 Illustrate the development of manual and computer-based drawing skills.

4BLTENV 4DESSTR

C4.3 Understand different levels of human comfort inside buildings.

4DESSTR 4CONTEC


D4.1 Manage, develop and plan individual learning. 4BLTENV 4LAWBEV

D4.2 Demonstrate the development of written, numeric and communication skills.

4BLTENV 4DIGTEC 4REGFMK 4CONTEC 4DESSTR 4LAWBEV

D4.3 Demonstrate various methods of communicating information.

4BLTENV 4DIGTEC 4DESSTR

D4.4 Identify and solve problems within guided environments.

4CONTEC 4LAWBEV

D4.5 Develop a knowledge and understanding of the principles of sustainability.

4BLTENV 4REGFMK 4CONTEC


©UCEM 08/08/2019 v5.00 Page 10 of 66



A5.1 Distinguish the theories and principles used in construction, relevant to the practice of architectural design technology.

5ENVSCI 5CONTEC 5INTPR1

A5.2 Analyse the legal and regulatory frameworks and systems impacting on the design, construction and occupancy of buildings and facilities.

5INTPR1 5INTPR2

A5.3 Evaluate the effect of sustainable approaches upon the construction industry.

5ENVSCI 5CONTEC 5DESPRO 5INTPR2

A5.4 Examine the principles of building technologies. 5CONTEC 5DESPRO

B – Intellectual skills B5.1 Integrate and transfer appropriate knowledge, skills and learning throughout the range of subject areas covered.

5CONTEC 5PLACON 5INTPR1 5INTPR2

B5.2 Plan, conduct and write a report on an independent project.

5DESPRO 5PLACON


C5.1 Use the main methods of enquiry to evaluate the appropriateness of different approaches to solving a range of problems arising in a professional environment.

5PLACON 5INTPR1 5INTPR2

C5.2 Analyse the effects of the wider environment on the implementation of sustainable features in buildings.

5ENVSCI 5DESPRO 5PLACON 5INTPR2

C5.3 Illustrate influences and constraints on the design of a building project.

5DESPRO 5PLACON 5INTPR1


D5.1 Communicate and collaborate effectively using a range of media.

5INTPR1 5INTPR2

D5.2 Organise and manage study workflow independently and efficiently.

5CONTEC 5PLACON

D5.3 Solve problems and make decisions through reflective thinking and analysis.

5DESPRO 5INTPR1 5INTPR2

D5.4 Identify where and how sustainable principles can be adopted thereby considering wider sustainable opportunities and constraints.

5PLACON 5ENVSCI 5CONTEC 5INTPR1 5INTPR2


©UCEM 08/08/2019 v5.00 Page 11 of 66



A6.1 Awareness and systematic understanding of issues within the wider business environment including the political, economic, legal, social, technological, cultural, health and safety, sustainability and global influences under which construction and client organisations operate.

6DESTEC 6BUINMO 6DESPRO 6PROJT1

A6.2 Critically assess, analyse and apply architectural design technology skillsets through individual and collaborative project work.

6DESPRO 6COPRMA 6PROJT1

A6.3 Critically evaluate the theories and techniques utilised in the built environment sector.

6DESTEC 6BUINMO 6DESPRO 6COPRMA

A6.4 Synthesise the methods required to undertake a research project.

6PROJT1

A6.5 Appreciate the uncertainties, ambiguities and limits of knowledge.

6DESPRO 6PROJT1

B – Intellectual skills B6.1 Critically assess a range of resources including contemporary sources, draw on evidence to reflect and evaluate competing explanations to provide appropriate conclusions.

6DESTEC 6BUINMO 6DESPRO 6COPRMA 6PROJT1

B6.2 Critically analyse and solve complex problems using appropriate models and methods.

6DESTEC 6DESPRO 6PROJT1

B6.3 Critically analyse and transfer appropriate knowledge and methods from one topic to another within or between modules.

6DESPRO 6COPRMA 6PROJT1

B6.4 Select and apply appropriate techniques of research, analysis and appraisal.

6PROJT1


C6.1 Acquire, analyse and critically evaluate data and judge its relevance and validity to a range of design situations.

6DESTEC 6BUINMO 6DESPRO

C6.2 Critically assess the validity and rigour of a range of published research and assess its relevance to further research.

6PROJT1

C6.3 Apply technology and decision analysis tools to solve complex problems.

6DESPRO 6PROJT1

C6.4 Critique the application of ethics and professional standards in architectural design technology.

6DESTEC 6DESPRO


©UCEM 08/08/2019 v5.00 Page 12 of 66



D6.1 Communicate clearly and concisely using a range of mediums to a range of professional and academic stakeholders.

6BUINMO 6DESPRO

D6.2 Demonstrate the ability to identify, use, interrogate, and critically evaluate a range of sources of information.

6DESTEC 6DESPRO 6COPRMA 6PROJT1

D6.3 Demonstrate competence in applying learning experience to practical architectural design scenarios.

6DESTEC 6DESPRO

D6.4 Have developed the attitudes and applied skills to make informed decisions that reflect care, concern and responsibility for themselves, for others and the environment, now and in the future.

6DESPRO

Programme Structure Module List

Code Module Level Credits Core /Elective

*3PEOBLD People and Buildings 3 20 Core

*3LANBLD Land and Buildings 3 20 Core

*3MATMET Material, Methods and Buildings 3 20 Core

*3MARBLD Markets and Buildings 3 20 Core

4BLTENV Introduction to the Built Environment 4 20 Core

4DIGTEC Digital Technologies 4 20 Core

4REGFMK Introduction to Regulatory Frameworks 4 20 Core

4CONTEC Construction Technology 1 4 20 Core

4DESSTR Design and Structures 4 20 Core

4LAWBEV Law for the Built Environment 4 20 Core

5ENVSCI Environmental Science 5 20 Core

5CONTEC Construction Technology 2 5 20 Core

5DESPRO Design Procedures (Studio 1) 5 20 Core

5PLACON Planning and Conservation 5 20 Core


©UCEM 08/08/2019 v5.00 Page 13 of 66

5INTPR1 Integrated Project 1 5 20 Core

5INTPR2 Integrated Project 2 5 20 Core

6DESTEC Design Technology (Studio 2) 6 20 Core

6BUINMO Building Information Modelling (Studio 2) 6 20 Core

6DESPRO Design Project (Studio 3) 6 20 Core

6COPRMA Construction Project Management 6 20 Core

6PROJT1 Project 6 40 Core

Notes

*In the Foundation Year each module is thematic and standalone; there is no progression between modules and no pre-requisites are necessary. All modules involve the development of a range of study skills. All four foundation modules must be passed before progressing to level 4.


©UCEM 08/08/2019 v5.00 Page 14 of 66

Delivery Structure

Autumn Entry

Foundation Year, Semester 1

Module Block Level

People and Buildings A 3

Land and Buildings B 3


Module Block Level

Materials, Methods and Buildings A 3

Markets and Buildings B 3

Year 1, Semester 1

Module Block Level

Introduction to the Built Environment A 4

Digital Technologies B 4

Year 1, Semester 2

Module Block Level

Introduction to Regulatory Frameworks A 4

Construction Technology 1 B 4

Year 2, Semester 1

Module Block Level

Design and Structures A 4

Law for the Built Environment B 4

Year 2, Semester 2

Module Block Level

Environmental Science A 5


Year 3, Semester 1

Module Block Level

Design Procedures (Studio 1) A 5

Planning and Conservation B 5


©UCEM 08/08/2019 v5.00 Page 15 of 66

Year 3, Semester 2

Module Block Level

Integrated Project 1 A 5

Integrated Project 2 B 5

Year 4, Semester 1

Module Block Level

Design Technology (Studio 2) A 6

Building Information Modelling (Studio 2 continued)

B 6

Project A & B 6

Year 4, Semester 2

Module Block Level

Design Project (Studio 3) A 6

Construction Project Management B 6

Project A & B 6

Delivery Structure

Spring Entry


Module Block Level

People and Buildings A 3

Land and Buildings B 3


Module Block Level

Materials, Methods and Buildings A 3

Markets and Buildings B 3

Year 1, Semester 1

Module Block Level

Introduction to Regulatory Frameworks A 4



©UCEM 08/08/2019 v5.00 Page 16 of 66

Year 1, Semester 2

Module Block Level

Introduction to the Built Environment A 4

Digital Technologies B 4

Year 2, Semester 1

Module Block Level

Environmental Science A 4


Year 2, Semester 2

Module Block Level

Design and Structures A 5

Law for the Built Environment B 5

Year 3, Semester 1

Module Block Level

Integrated Project 1 A 5

Integrated Project 2 B 5

Year 3, Semester 2

Module Block Level

Design Procedures (Studio 1) A 5

Planning and Conservation B 5

Year 4, Semester 1

Module Block Level

Design Project (Studio 3) A 6

Construction Project Management B 6

Project A & B 6

Year 4, Semester 2

Module Block Level

Design Technology (Studio 2) A 6

Building Information Modelling (Studio 2 continued)

B 6


©UCEM 08/08/2019 v5.00 Page 17 of 66

Module Block Level

Project A & B 6

Module Summaries

Core Modules

People and Buildings

This module aims to examine the relationships between buildings and the people who create, own and use them. It considers how the external and internal design of buildings fits their purpose and performs different functions for different stakeholder groups. It aims to stress the importance of sustainability in the design and use of buildings.

Throughout this module, the core skills needed to succeed when studying in Higher Education are developed to support progression onto a bachelor’s programme accredited by Professional, Statutory and Regulatory Body(ies) (PSRBs). These skills include:

Classification and presentation of data; online research; reading and listening comprehension; writing descriptions and summaries; creating a presentation, measuring, drawing and calculating quantities.

Land and Buildings

This module aims to consider and examine the land on which buildings are constructed. It considers the different types of land, landscape and land use, the demand for, and supply of land. It considers the different types of communities which establish themselves on land. It also stresses the importance of sustainability in the way in which land is developed and used.


Collecting data from multiple sources, understanding maps, reading and listening comprehension, writing descriptions and summaries, using simple statistical methods, drawing graphs and charts, performing calculations on building density and size.

Materials, Methods and Buildings

This module aims to explore the materials and methods used when creating buildings and the issues concerning these materials and methods. It considers the costs and benefits of creating and improving buildings. It also stresses the sustainable sourcing and use of building materials.


Classification and presentation of data which may include, online research, reading and listening comprehension, writing descriptions, summaries and business communications, creating a presentation, calculating areas and volumes and comparing costs and benefits.


©UCEM 08/08/2019 v5.00 Page 18 of 66

Markets and Buildings

This module aims to investigate the markets in which residential and commercial buildings are bought and sold, leased and rented. It considers the responsibilities of owning and managing buildings and briefly outlines how buildings are valued for investment purposes. It stresses economic and social sustainability in housing markets.


Explaining cause and effect relationships which may include, collecting data from multiple sources, performing calculations on data and drawing graphical representations, planning and writing a formal report and performing interest rate calculations.

Introduction to the Built Environment

This module covers the core skills needed to succeed when studying in Higher Education, and when progressing toward accreditation with a Professional, Statutory and Regulatory Body (PSRB).

This module provides an introduction to the different roles within the surveying, real estate and architectural technology professions. The main emphasis of the learning focuses on the student’s ability to communicate information in clear and concise terms.

Digital Technologies

The Digital Technologies module takes the R.A.T. model (Replacement, Amplification, Transformation) (Hughes, 2005) and applies it to the use of technology specific to surveying, construction management and architectural technology professions. This enables the student to begin defining what role technology plays in their studies and in the workplace, and to evaluate the worth of each piece for that digital world.

Introduction to Regulatory Frameworks

This module provides an introduction to the fundamental legislative and regulatory frameworks under the law in England and Wales, as it affects built environment professionals.

It focuses on regulatory frameworks relating to building regulations and planning controls, inclusivity, sustainability, health and safety, hazardous materials and the role of the professional accrediting bodies such as RICS, CIOB and CIAT.

Construction Technology 1

This module covers the construction aspects of simple low-rise buildings. It explores the ways in which low rise buildings can be built, and the materials and details that are most commonly used.

Technologies that are used in the UK and in other parts of the World are considered in the provision of housing and buildings for other uses.

Design and Structures

This module covers key aspects of the theory and practice of design for buildings and building structures. It applies building technology theory and practice to straightforward design situations. The main study topics include the nature and relevance of design,


©UCEM 08/08/2019 v5.00 Page 19 of 66


design parameters, information and data, site analysis, spatial considerations, technology of fabric and services, building aesthetics.

In addition, structural elements of design are introduced, looking at the theory and principles of structural calculation, and the requirements for building approval.

Law for the Built Environment

This module enables the student to develop a basic understanding of aspects of the law in as much as they relate to the property and construction sectors in England and Wales as well as in Scotland. This will include an understanding of terminology used and the relevant principles of tort (delict in Scotland) and contract law. This module provides the underpinning legal knowledge for further legal studies later in the programme.

Environmental Science

Environmental Science can cover many academic subjects related to the study of the environment: this module focuses on the understanding of how a building is affected both by its environment and its occupants, and vice versa: what effect that building has on the environment and people living in and around it.

The relationship is a complex one, which is addressed here by using ‘human comfort’ as the overarching theme, and breaking that down into individual factors of heat, air, moisture, sound and light. These studies are designed to give some insight into the interaction between people, policies and perceptions regarding the natural and built environments.


This module covers the construction technology and environmental control of long span and high rise framed structures. It aims to enable the student to respond effectively and professionally to the following series of questions:

• What is the purpose of a building?

• What statutory & voluntary regulation applies?

• What are appropriate building performance criteria?

• How is the building constructed?

• Why is it constructed that way?

Design Procedures (Studio 1)

This module is designed to provide students with an overview of the design process. The constraints that are placed on that process are assessed in detail, as is the role of the project manager in steering a design through various constraints, from conception to practical completion.

Planning and Conservation

This module provides a brief introduction to the evolution of buildings from the 18th to the 21st century. It discusses the UK planning system and why planning is important in promoting and maintaining the ‘triple bottom line sustainability’ of the built environment.


©UCEM 08/08/2019 v5.00 Page 20 of 66


It comprises the dating of buildings through the evolution of materials and architectural styles, planning theory, policy and plan making, the regulations affecting development, and contemporary planning issues. The overall emphasis is on a practical applied approach to the subject.

Integrated Project 1

This module enables students to consolidate their knowledge and skills gained from previous studies, and to work collaboratively in multi-disciplinary groups, within a project scenario.

The scenario will focus on preparation of a feasibility study for a client which provides reasoned advice on the potential for reconstruction or adaption of an existing commercial or industrial property for a new use. It provides the context for the further development of the study into Integrated Project 2.

Whilst Building Surveying, Architectural Design Technology and Building Control students will have studied many of the same modules in their respective programmes, the scenario presents opportunities to demonstrate how each discipline can contribute to different elements of a feasibility study and for students to appreciate the strengths of each other’s disciplines.

Critically, this module provides an opportunity for elements of collaboration and personal reflection.

Integrated Project 2

This module enables students to consolidate their knowledge and skills gained from the previous module, working collaboratively in multi-disciplinary groups, within a project scenario.

The context of the project was set in the Integrated Project 1 module whereby students undertook due diligence work for a commercial or industrial building and provided feasibility advice to a client on the options available in terms of reconstruction or adaption of the property for a new use.

This second stage of the project is to identify procedures required for the adaption and refurbishment of the building based on a client’s brief and to produce a scheme design for this and other associated data and documentation.

Whilst Building Surveying, Architectural Design Technology and Building Control students will have studied many of the same modules in their respective programmes, the scenario presents opportunities to demonstrate how each discipline can contribute to different elements of a scheme design and for students to appreciate the strengths of each other’s disciplines.

Critically, this module provides an opportunity for elements of collaboration and personal self-reflection.

Design Technology (Studio 2)

During the course of this module, students will learn the principles and skills of outline design, detailed design, and design specification. These are based on the knowledge and understanding required of building technologies, construction materials, building regulations, Computer Aided Design (CAD), Building Information Modelling (BIM) and design procedures.


©UCEM 08/08/2019 v5.00 Page 21 of 66

Design Technology (Studio 2)

These skills will allow the student to develop designs based on realistic considerations of performance and control, in the context of human comfort.

Building Information Modelling (Studio 2)

This module enables students to develop the knowledge and ability to present designed work and understand the requirements of Building Information Modelling (BIM). It also provides an opportunity to enhance individual skills using drawn and computer-generated visual and modelled work, to fit in with the requirements of BIM.

Design Project (Studio 3)

This module draws together all the learning and teaching experienced by the ADT students over the previous fourteen or so modules. It allows the student to demonstrate, in one overarching design, the skills and knowledge they have developed over the course of the UCEM BSc (Hons) Architectural Design Technology programme.

The learning and teaching for these studies enables each student to produce a design solution with working drawings, models and perspectives of the proposal, compliant with regulations for a complex building that is either new or refurbished.

Construction Project Management

This module builds upon subjects studied earlier on in the programme and allows the exploration of a range of strategic and operational issues in construction project management.

The construction project manager (CPM) plays a key role at all stages of the construction process, for diverse clients’ and organisations that operate in a dynamic environment. The fundamental need for clients to enhance added value in their construction projects, and increasingly now to also improve the stakeholder utility, means that the CPM has a critical contribution to make in such a venture. This module therefore provides an opportunity to develop the knowledge, understanding and skills required to operate as a CPM in the context of the property and construction industries.

Furthermore, the paramount need of a holistic combination of knowledge, understanding, skills, techniques, maturity of scholarship and commercial vocational acumen is emphasised in this level 6 module.

Project

This module requires students to develop their research skills whilst providing them with a vehicle to conduct a self-directed investigation and research that reflects their studies in the relevant Programme. The topics selected are expected to reflect the issues that concern the built environment and /or the businesses and organisations that operate within it.


©UCEM 08/08/2019 v5.00 Page 22 of 66

Learning, Teaching and Assessment Study support: Induction Module

All students are expected to complete the non-credit bearing Induction Module before the programme commences.

The purpose of the Induction Module is to;

• begin to prepare the student for studying with UCEM;

• enable UCEM to identify further ways in which the Institution may be able to facilitate and support the student as they progress through their learning journey.

There are a variety of resources which will help the student to get started. These include tutorials regarding how to use the VLE (Virtual Learning Environment), the VitalSource Bookshelf, the UCEM e-Library and information regarding how to join a webinar. All of this information is key to having a successful start to supported online learning with UCEM.

There is a non-compulsory, ‘Writing in Your Own Words’ e-learning resource and associated quiz. This resource aims to provide the student with relevant examples of referencing, and a clear understanding of what plagiarism is and how to avoid it. Additionally, the ‘Readiness for Learning’ questionnaire, prompts the student to consider the practicalities surrounding their studies. This element of the Induction Module is non-compulsory but designed to provide feedback to the Institution in order to identify further ways in which UCEM may be able to facilitate and support the student as they progress. Further information relating to study skills support is also included.

Student learning support:

The programme is delivered via UCEM’s Virtual Learning Environment (VLE) and academic teaching and support is provided online giving student’s access to UCEM tutors and other students worldwide.

UCEM’s ‘Student Central’ will act as the main point of contact for students throughout the duration of their programme. In addition, the programme has a dedicated programme administrator.

The academic team will guide and support students’ learning. Furthermore, all students who do not engage with initial assessment or the VLE will receive additional support from the Programme team. Other UCEM administrative teams provide support for assessments and technical issues including ICT. Each student, wherever their location, will have access to a wealth of library and online materials to support their studies. International students will be supported through international case studies and guest speakers from the region will be invited to UCEM’s webinar delivery.

Special Needs support is provided via a dedicated Disability and Wellbeing team at UCEM. The Learning and Teaching Enhancement Team work with departments to promote student retention, achievement and success. This work is achieved through a multi-faceted approach, which consists of:

• identifying students who are at risk of deferring, suspending and/or with-drawing at specific points in the academic calendar;

• working with academics to identify ways in which student success can be further facilitated;


©UCEM 08/08/2019 v5.00 Page 23 of 66

Student learning support:

• supporting both students and academic staff through timely interventions which may include creating support materials and providing academic study skills support through academic skills surgeries.

Relevant research is also carried out to inform proactive interventions, and to develop policy and practice.

English language support:

English is the common language for all UCEM programmes. It is appreciated that some students will need additional support. For those students whose first language is not English, or those students who wish to develop their English Language skills, additional support is provided through online resources on the VLE in the resource ‘Developing Academic Writing’. The resource includes topics such as sentence structure, writing essays and guidance aimed at developing students’ study skills.

Personal and professional development:

The programme will allow students to develop both personally and professionally. The Foundation Year will enable them to enhance their academic skills and to ensure that these are of a sufficient standard to be able to study a BSc (Hons) programme online. At the same time, it will give them a broad knowledge and understanding of the built environment topics that they will be studying at degree level later. Those working in the built environment will be able to make links between these topics and the work done by their employer; those not working in the built environment will benefit from good insight into the work they hope to be doing subsequently.

The programme will also help students develop professional skills e.g. time management, working to deadlines and prioritisation of tasks; being up-to-date in their knowledge and aware of issues arising in the external environment; and an ability to make connections between concepts and people. Mature students may have accumulated significant competency with these skills already but will be assisted to develop them further.

Students are undertaking vocational programmes that are intrinsically linked to the accrediting professional bodies. Students are encouraged and supported to understand the need for the recognition of these bodies and guided as to how to meet the professional membership requirements. More generally, UCEM has a dedicated Careers Advisor to ensure students have appropriate access to careers education, information, advice and guidance.

Programme specific support:

Each programme has a Programme Leader, Module Leaders and Module Tutors to support the students throughout their time with the Programme. The UCEM staff are accessible during normal UK working hours, during which they also monitor the 24/7 forums asynchronously and provide encouragement, assistance and necessary tutor and student feedback services. Access to the UCEM e-Library is on a 24/7 basis and UCEM has a full-time librarian during normal UK working hours.

Additional and specific support will be available for students taking the Foundation Year modules. Module leaders and module tutors will be in regular contact with the students via the online forums and webinars and will expect no previous knowledge or experience of the subject-matter. The approach and advice will take into account the lower level of study


©UCEM 08/08/2019 v5.00 Page 24 of 66

Programme specific support:

(Level 3) and there will be regular formative feedback on the students’ tasks as well as support throughout on the development of the necessary academic skills.

Learning & Teaching Strategy

Knowledge and understanding

The teaching, learning and assessment strategy for the programme is guided by the UCEM-wide Learning, Teaching and Assessment (LTA) Strategy. The approach adopted is learner-centred, but supported and guided, as appropriate to supported online learning.

Students can acquire knowledge in the modules through online learning resources available to them, including customised text material, core texts, web-based material and media for communication. These are complemented by teaching sessions using various medias, for enhancement of the learning experience.

The design modules at Levels 5 and 6 encourage collaborative learning, with UCEM-approved social media websites and peer-to-peer-to-tutor design apps being used to enable team-working and peer analysis of student design work.

Students are encouraged to research beyond the material provided, and undertake self-directed learning throughout their programme, increasing this towards the final stage – such as the Project module – with self-directed learning and problem-solving, combined with Supervisor guidance.

The particular emphasis in the Foundation Year is the development and enhancement of academic skills and capability. Therefore, the study material provides the underpinning knowledge that supports the students’ engagement in the learning tasks. The students’ performance in these tasks will be given a formative grade and feedback by the tutors. This means that students can identify the strengths and improve upon the weaknesses in their ePortfolio before submission and thus enhance their academic performance overall.

Intellectual skills

Learning and teaching methods are applied to enable the development of cognitive skills. These skills are aligned to those used by architectural technologists, but also meet the needs of working in other industries. These skills are developed through interaction with multi-media learning resources, self-directed learning and via participation in student-centred learning activities. The approach to assessment is tutor-guided and, formative feedback on these skills is given appropriate emphasis.

Subject practical skills

The subject themes of the programme introduce the theoretical foundations in the Foundation Year to enable students to progress, then continue to introduce theoretical foundations and techniques at level 4 and develop them in an increasingly applied and specialised context through levels 5 and 6.

At Level 4, Architectural Design Technology students focus on the theory, principles and legal frameworks of construction, building types, and the role of the various professionals involved in creating the built environment. This provides a foundation for more specific practical skills at level 5, alongside the Building Surveying cohort, within Construction Technology 2 and the Integrated Project modules.

Examples of the subject themes specific to architectural design technology begin with the evaluation and performance of buildings in Design Procedures at level 5. This is followed up with more detailed learning focussing on building design and advanced architectural


©UCEM 08/08/2019 v5.00 Page 25 of 66

Learning & Teaching Strategy

presentation in the Design Technology, Building Information Modelling and Design Project Studio modules at level 6.

Particular subject practical skills are developed throughout the programme: construction of different building types is the focus of Construction Technology 1 and 2 (levels 4/5); Design and Structures at level 4, followed by Planning and Conservation at level 5. The Law for the Built Environment module in level 4 provides a general legal background to contract law which is developed at level 5 in the Design Procedures module, especially for procurement models. The refurbishment, alteration, maintenance and restoration of properties is developed in modules at levels 5 and 6, in particular within the Integrated Project modules. These two modules look for collaborative working between architectural technologists, building surveyors and building control surveyors to produce a coherent outcome, in preparation for the Design Studio modules at level 6.

Key/Transferable skills

The Induction module sets out the importance of transferable skills. These skills are developed through the programme, utilising study and assessment. This can be via virtual learning environment (VLE) discussion, tuition discussion, problem-solving exercises – which are conducted individually or in groups – and coursework, which provides the ideal combination to internalise these aspects though different learning methods.

Assessment Strategy

The aim of UCEM’s assessments is to allow students an opportunity to demonstrate what they have learned using a range of formats and which encourage critical self-reflection linked to personal development. To support this, assessments are clearly related to learning outcomes and the activities within the module support students in achieving these.

UCEM’s practice is to require assessments to be vocationally and professionally relevant. This involves the generation of a tasks based on problems, scenarios or case studies from recent real-world situations that reflect and/or replicate the vocational requirements of the industry and the international nature of the subject matter.

By studying one module at a time, students will be able to focus on each module’s assessment individually, without the pressures of conflicting deadlines.

Students are also provided with formative assessment opportunities to provide constructive feedback to motivate and guide them through their learning. Students are encouraged to engage in group discussions and collaborative learning with their peers and tutors.

Foundation Year

The summative assessment methods in the Foundation Year modules comprise of:

(i) an ePortfolio or; (ii) an ePortfolio and a computer marked assessment

Levels 4 – 6

The summative assessment methods in Levels 4-6 modules comprise of:

(i) a piece of coursework or; (ii) a piece of coursework and a computer marked assessment

Coursework could include activities such as essays, reports, portfolios, reflections, problem or short questions or presentations.


©UCEM 08/08/2019 v5.00 Page 26 of 66

QAA Benchmark Mapping

See Appendix A.

Please note that the Foundation Year is integral to each BSc (Hons) programme and is designed to provide contextual study and higher education skills required to enable applicants who do not hold the required qualifications to progress to BSc (Hons) entry.

PSRB Benchmark Mapping

CIAT and CIOB: see Appendix B.

(Applicable to levels 4-6 only)


©UCEM 08/08/2019 v5.00 Page 27 of 66

Appendix A: QAA Benchmark Mapping Benchmark Standards - Specific knowledge and understanding on graduating with an honours degree in Architectural Technology

Subject-specific skills – cognitive 5.1

5.1 The subject-specific cognitive skills that students are expected to have developed by the end of their honours degree programme in architectural technology are:

i. an awareness of the context, and the political, economic, environmental, social and technological aspects that inform and influence the practice of architectural technology nationally and internationally

Level 4 Introduction to the Built Environment includes specific elements on the role of the Architectural Technologist (AT) in the construction industry, an introduction to the Chartered Institute of Architectural Technologists (CIAT) and Student Membership.

Level 6 Design Technology incorporates learning from Level 4 and Level 5 modules to develop realistic design outline, detail and specification as practiced by ATs in the UK and internationally.

ii. an awareness of the technological theories that inform and influence the practice of architectural technology

The use of technology as a means to an end is explored in Level 4 Digital Technologies; the two modules Level 4 Construction Technology 1 and Level 5 Construction Technology 2 lead the student through the development of buildings, from simple to complex structures, and the technologies that are used to create them.

iii. an ability to problem solve to realise the design into built form through the generation of detailed design solutions that respond to familiar and unfamiliar situations

Level 4 Design and Structures emphasises the importance of understanding loads and forces acting upon a building, and what is required to keep it upright.


©UCEM 08/08/2019 v5.00 Page 28 of 66

Design Procedures at Level 5 looks at the constraints upon the design process, from the personal (e.g. client) to the site itself, and to the regulatory, and what is needed to overcome these potential limitations. Last but not least, the Level 6 Design Project asks the student to collate all the learning from the UCEM ADT Programme into a proposal for a complex building.

iv. an ability to successfully complete a sustainable and inclusive design project, systematic review or systematic case study, informed by current understandings in the discipline

Both Integrated Project modules at Level 5 use case study buildings in different environments to pose questions of the combined Architectural Design Technology, Building Surveying and Building Control student teams regarding sustainable and accessible use of the built environment.

The Level 6 Design Project seeks to showcase each student’s design solutions for a 21st century complex building.

v. an awareness of building elements, components, systems, and methods used for different building typologies and an ability to identify appropriate methodologies for dealing with complex problems

Level 4 Construction Technology 1 and Level 5 Construction Technology 2 introduce students to different types of building and construction.

Level 6 Design Technology develops students’ awareness of building design and specification, enabling them to identify requirements for performance and control within a building and therefore human comfort.

vi. an awareness of current topics and practices which inform the discipline of architectural technology including new and emerging technologies

Level 4 Digital Technologies focusses on the tools and technology used in the construction industry and related professions and asks whether the latest gadget or software product is always the optimum solution.


©UCEM 08/08/2019 v5.00 Page 29 of 66

Level 4 Environmental Science includes learning on current research into human comfort and how that affects building design.

Level 6 Design Technology and Level 6 Building Information Modelling both require a detailed understanding of how Computer Aided Design (CAD) and other modelling software can affect the production of design proposals.

vii. an awareness of project and design management, project procurement and process, construction and contract management

Introduction to Regulatory Frameworks at Level 4 familiarises students with legal and regulatory concepts in relation to the built environment. The focus is on Building Regulations, planning legislation and health and safety legislation. Law for the Built Environment at Level 4 introduces the law of contract and tort and their relevance to the construction sector.

In Design Procedures at Level 5 students learn about the constraints of the design process, and the role of the project manager in guiding a design through these controls from initiation to completion.

viii. an ability to identify hazards and risks and develop and maintain safe systems of work

Introduction to Regulatory Frameworks, Level 4 focusses on the specific aspects of the law in England and Wales as it affects the management of health and safety at work. The culture of health and safety in the workplace is assessed, as is the use of risk assessments and method statements.

ix. an ability to identify relevant legislation and legal and regulatory frameworks

Introduction to Regulatory Frameworks at Level 4 familiarises students with legal and regulatory concepts in relation to the built environment. The focus is on Building Regulations, planning legislation and health and safety legislation.


©UCEM 08/08/2019 v5.00 Page 30 of 66

Law for the Built Environment at Level 4 introduces the law of contract and tort and their relevance to the construction sector.

Level 5 Planning and Conservation provides a grounding in planning policy and the regulations that affect development.

x. an ability to work independently and as a member of a team, developing critical discussion and analysis of complex concepts, identifying personal development needs and to plan to meet these needs through relevant and appropriate methods.

Level 4 Introduction to the Built Environment includes a personal and professional development plan as part of each student’s assessment of skills and abilities.

Level 5 Integrated Project 1 and Level 5 Integrated Project 2 requires students in the Architectural Design Technology, Building Surveying and Building Control programmes to work independently and as a team. Both modules use a commercial building as case study, and each team member is asked to reflect on their contribution as part of the overall assessment.


©UCEM 08/08/2019 v5.00 Page 31 of 66

Subject-specific skills – practical 5.3

5.3 The subject-specific practical skills that students are expected to have developed by the end of their honours degree:

i. produce creative design solutions utilising high-quality architectural 2D or 3D presentations, artefacts and parametric models through the application of various methodologies

Architectural presentation is the main focus of Level 6 Building Information Modelling; using various software tools, each student can enhance their design skills using drawn and computer-generated visual and modelled work. A physical model-making workshop is also proposed for this module.

ii. establish client requirements and user factors; identify challenges and preferences in order to develop the design brief and formulate proposals that respond to the brief.

Modules at all three levels seek responses to requests for proposals in different forms: Level 4 Design and Structures, Level 5 Integrated Project 1 and 2, and Level 6 Design Project.

Each of these looks at different facets of design in the built environment, from the focus on structure at level 4, to sustainability of existing buildings at level 5, then an overarching design solution requiring consideration of all the various challenges that may be encountered.

iii. apply legal and regulatory requirements to achieve inclusive and sustainable buildings using building regulations, health and safety, quality assurance and control systems

Level 4 Introduction to Regulatory Frameworks establishes the foundation in these areas for the student, while the Level 6 Design Project seeks a comprehensive understanding of architectural design and technology with regard to regulations in the proposal for a complex building.

iv. present architectural technology information and articulate arguments clearly and correctly, in an appropriate format to a range of audiences

The Level 5 Integrated Project 1 and Integrated Project 2 include the presentation of both individual and team-produced projects, requiring clear and concise reports and drawings for both academic and professional readers. Level 6 Building Information Modelling asks students to present their modelled work in a video report.


©UCEM 08/08/2019 v5.00 Page 32 of 66

The Level 6 Dissertation (or Work based Portfolio) should be written for a broad audience, whether academic, professional or layman.

v. realise the design into built form through the generation of detailed technical solutions that respond to complex and unfamiliar situations

From the subject-specific cognitive skillset, section 5.1 (iii), the same modules meet this practical requirement also. Level 4 Design and Structures emphasises the importance of understanding what is required to keep a building upright. A series of drawings with written introduction is used to explain the design presented.

Design Procedures at Level 5 looks at the constraints upon the design process: these are illustrated in a design proposal.

The Level 6 Design Project asks the student to collate all the learning from the UCEM ADT Programme into a detailed proposal for a complex building.

vi. utilise diagnostic methods in the identification of structural elements and the general condition, evaluation of building survey information and assessing a building scope when considering refurbishment or other work

The initial learning for structural elements in the programme takes place in Level 4 Construction Technology 1, with additional material on building condition in Level 4 Design and Structures.

The principal evaluation of stock condition surveys and scope for conversion and adaptation is within the two Integrated Project modules (1 and 2) at Level 5. A feasibility study is used to investigate what preparatory works are needed prior to any refurbishment.

vii. utilise technical and performance requirements and methods for specifying materials and components including implementation of manufacturers' literature, design and technical guides, material certification.

Level 6 Design Technology is the principal module for delivery of these skills, since much of the content collates and puts into context earlier learning on building technologies and materials to produce a design specification.


©UCEM 08/08/2019 v5.00 Page 33 of 66

Generic skills

5.5 5.5 The development of generic skills in communication, numeracy, ICT, working with others, improving own learning and performance, and problem solving … By the end of their honours degree programme in architectural technology, students are expected to have developed the ability to:

i. develop a strategy for using the relevant key skill over an extended period of time, and plan how this will be achieved

Level 4 Introduction to the Built Environment includes a Personal and Professional Development Plan (PDP) as part of the assessment portfolio; students are encouraged to maintain this PDP over the course of the Programme.

ii. monitor progress, critically reflect on their performance in using the relevant skill, and adapt their strategy, as necessary, to achieve the quality of outcomes required

Both Level 4 Introduction to the Built Environment and Level 5 Integrated Project 1 and 2 include individual reflective essays as part of the assessment diet. These pieces, especially in the Project, should show what was learned and what, if anything, would be changed in future. The reflective writing for Integrated Project 1 could be used to inform the work in Integrated Project 2.

iii. evaluate their overall strategy and present the outcomes from their work, including ways of further improving their skills.

The two Level 5 Integrated Project (1 and 2) modules as described in 5.5 (ii) above fulfil this expectation; however, both Level 6 Building Information Modelling, via use of a video report to present architectural presentations, and Level 6 Design Project invite forms of self-reflection on the quality of work presented.


©UCEM 08/08/2019 v5.00 Page 34 of 66

Benchmark standards

7.4

7.4 Architectural technology requires knowledge and skills in understanding, application, analysis, synthesis and evaluation to differing extents relative to design, technology, management and practice. All holders of a bachelor's degree with honours in architectural technology should be able to demonstrate:

i. an awareness of the context, and the political, economic, environmental, social and technological aspects that inform and influence the practice of architectural technology nationally and internationally

Level 4 Introduction to the Built Environment includes specific elements on the role of the Architectural Technologist (AT) in the construction industry, an introduction to the Chartered Institute of Architectural Technologists (CIAT) and Student Membership.

Level 6 Design Technology incorporates learning from Level 4 and Level 5 modules to develop realistic design outline, detail and specification as practiced by ATs in the UK and internationally.

ii. an ability to problem solve to realise the design into built form through the generation of detailed design solutions that respond to familiar and unfamiliar situations

Level 4 Design and Structures emphasises the importance of understanding loads and forces acting upon a building, and what is required to keep it upright.

Design Procedures at Level 5 looks at the constraints upon the design process, from the personal (e.g. client) to the site itself, and to the regulatory, and what is needed to overcome these potential limitations. Last but not least, the Level 6 Design Project asks the student to collate all the learning from the UCEM ADT Programme into a proposal for a complex building.


©UCEM 08/08/2019 v5.00 Page 35 of 66

iii. an ability to successfully complete a sustainable and inclusive design project, systematic review or systematic case study, informed by current understandings in the discipline

Both Integrated Project modules at Level 5 use case study buildings in different environments to pose questions of the combined Architectural Design Technology and Building Surveying student teams regarding sustainable and accessible use of the built environment.

The Level 6 Design Project seeks to showcase each student’s design solutions for a 21st century complex building.

iv. an awareness of building elements, components, systems, and methods used for different building typologies

Level 4 Construction Technology 1 and Level 5 Construction Technology 2 introduce students to different types of building and construction. Level 6 Design Technology develops students’ awareness of building design and specification, enabling them to identify requirements for performance and control within a building and therefore human comfort.

v. an awareness of current topics and practices which inform the discipline of architectural technology including new and emerging technologies

Level 4 Digital Technologies focusses on the tools and technology used in the construction industry and related professions and asks whether the latest gadget or software product is always the optimum solution. Level 4 Environmental Science includes learning on current research into human comfort and how that affects building design.

Level 6 Design Technology and Level 6 Building Information Modelling both require a detailed understanding of how Computer Aided Design (CAD) and other modelling software can affect the production of design proposals.


©UCEM 08/08/2019 v5.00 Page 36 of 66

vi. an awareness of project and design management, project procurement and process, construction and contract management

Introduction to Regulatory Frameworks at Level 4 familiarises students with legal and regulatory concepts in relation to the built environment. The focus is on Building Regulations, planning legislation and health and safety legislation. Law for the Built Environment at Level 4 introduces the law of contract and tort and their relevance to the construction sector.

In Design Procedures at Level 5 students learn about the constraints of the design process, and the role of the project manager in guiding a design through these controls from initiation to completion.

vii. an ability to identify hazards and risks and develop and maintain safe systems of work and legal and relevant legislation and regulatory frameworks

Introduction to Regulatory Frameworks, Level 4 focusses on the specific aspects of the law in England and Wales as it affects the management of health and safety at work.

Law for the Built Environment at Level 4 introduces the law of contract and tort and their relevance to the construction sector. Level 5 Planning and Conservation provides a grounding in planning policy and the regulations that affect development.

viii. an ability to work independently and as a member of a team identifying personal development needs and to plan to meet these needs through relevant and appropriate methods.

Level 4 Introduction to the Built Environment includes a personal and professional development plan as part of each student’s assessment of skills and abilities.

Level 5 Integrated Project 1 and Level 5 Integrated Project 2 requires students in the Architectural Design Technology, Building Surveying and Building Control programmes to work independently and as a team. Both modules use a commercial building as case study, and each team member is asked to reflect on their contribution as part of the overall assessment.


©UCEM 08/08/2019 v5.00 Page 37 of 66

Appendix B: PSRB Benchmark Mapping

CIAT Mapping Mandatory Threshold Standards Key Subject

Area Module Level

Module Level

Module Level

Module Level

Module Level

1. an awareness of the context, and the political, economic, environmental, social and technological aspects that inform and influence the practice of Architectural Technology nationally and internationally

Design

Introduction to the Built Environment Level 4

Planning and Conservation Level 5

Design Technology (Studio 2) Level 6

2. an ability to problem solve to realise the design into built form through the generation of detailed design solutions that respond to familiar and unfamiliar situations

Design and Structures Level 4

Planning and Conservation Level 5

Design Project (Studio 3) Level 6

3. an ability to successfully complete a sustainable and inclusive design project, systematic review or systematic case study, informed by current understandings in the discipline


4. an awareness of building elements, components, systems, and methods used for different building typologies Technology

Construction Technology 1 Level 4

Construction Technology 2 Level 5

Integrated Project 1 Level 5


Building Information Modelling (Studio 2) Level 6


©UCEM 08/08/2019 v5.00 Page 38 of 66

Mandatory Threshold Standards Key Subject Area

Module Level

Module Level

Module Level

Module Level

Module Level

5. an awareness of current topics and practices which inform the discipline of Architectural Technology including new and emerging technologies

Digital Technologies Level 4

Environmental Science Level 5

Design Technology (Studio 2) Level 6

Building Information Modelling (Studio 2) Level 6


6. an awareness of project and design management, project procurement and process, construction and contract management Management

Design Procedures Level 5

Construction Project Management Level 6


7. an ability to identify hazards and risks and develop and maintain safe systems of work and legal and relevant legislation and regulatory frameworks

Practice

Introduction to Regulatory Frameworks Level 4

Law for the Built Environment Level 4


8. an ability to work independently and as a member of a team identifying personal development needs and to plan to meet these needs through relevant and appropriate methods

Introduction to the Built Environment Level 4




©UCEM 08/08/2019 v5.00 Page 39 of 66

CIOB Mapping

SECTION G CONTINUED APPLICATION MAPPING TO CIOB EDUCATIONAL FRAMEWORK

Please provide a detailed comparison to the respective levels of the CIOB Educational Framework 2017. The CIOB does not prescribe how the themes are to be incorporated into the programme and there is not a requirement to meet all of the outcomes of the framework in order to achieve accreditation, although it is expected that core modules meet all the threshold outcomes at level 4 and 5 which are highlighted by being shaded grey.

Construction Management

LEARNING OUTCOME CROSS REFERENCE TO PROGRAMME MODULES

METHOD OF ASSESSMENT

FURTHER COMMENTS/

PROCESS MANAGEMENT

L4 Understand the management of construction processes as they relate to the project from inception to recycling.

Understanding corporate organisations, industry, clients and society



Portfolio of coursework tasks

Assignment and CMA

The Introduction looks at Professional, Statutory and Regulatory Bodies, and the role of chartered members within and without those PSRB’s.

The Design module includes sections on the RIBA Plan of Work.

L5 Apply knowledge of the construction process to the examination and selection of procurement methodology.

Design Procedures Assignment x2 The role of the project manager in selecting the appropriate contract is the main focus of the learning.

L6 Analyse and solve problems relating to the construction process.


Assignment and CMA

HUMAN RESOURCE MANAGEMENT

L4 Understand the role and responsibilities of people involved in the construction process.




©UCEM 08/08/2019 v5.00 Page 40 of 66



FURTHER COMMENTS/

L5 Explain how human resource management methods affect the construction process.

For example:

• Employee Relations Frameworks • Recruitment and selection of personnel • time management • Considerate Constructors • people, motivation and behaviour • performance management and appraisal • teams and integrated teams • leadership and leadership styles • inclusion and equality

• training and development

Integrated Project 1 and 2

Design Procedures

Assignment and CMA

Assignment x2

Students will be working in teams for the Integrated Project Module and will experience for themselves the styles of leadership, the dynamics of team working and people motivation and behaviour, together with respect for inclusion and equality within this teamworking environment.

L6 Evaluate Organisational HRM policies to ensure fair treatment of all personnel.

Evaluate different leadership styles at:

• Project level

• Organisational level

• National level Review HRM approaches to ensure effective harmonious working environments.

Not met at L6

CONSTRUCTION PSYCHOLOGY

L4 Appreciate the importance of understanding the person.

Understand how the construction process impacts on individual welfare, wellbeing and inclusion.

Introduction to the Built Environment (IBE)

Introduction to regulatory Frameworks


Assignment and CMA

The IBE includes the roles of industry professionals; Regulatory Frameworks has specific learning on the management of health, safety and welfare in construction.


©UCEM 08/08/2019 v5.00 Page 41 of 66



FURTHER COMMENTS/

L5 Apply person understanding to the development of a variety of processes, including:

• stress management

• negotiation

Not met at L5

L6 Evaluate the application of individual person understanding to change management in construction organisations.

Not met at L6

PLANNING AND SCHEDULING OF PROJECTS

L4 Understand the importance of time, cost and resource management to complete projects effectively.

Be aware of external benchmarks such as CIOB Good Practice in Management of Time in Complex Projects and Codes of Practice.



L5 Demonstrate the ability to use a range of digital planning tools, to apply them to construction processes including:

• Project planning

• critical path analysis,

• resource levelling

Design Procedures

Integrated Project 1 & 2

Assignment x2

Assignment and CMA

The Design module looks at the requirements for planning a project; Integrated Project puts those into practice.

L6 Evaluate and apply different project management techniques to complex projects:

• Progress and completion

• management and decision processes

• Project Evaluation and Review Technique (PERT)

• Risk analysis


Building Information Modelling (Studio 2)

Assignment and CMA

Portfolio of coursework


©UCEM 08/08/2019 v5.00 Page 42 of 66



FURTHER COMMENTS/

• Building Information Modelling (BIM)

PROCESS PERFORMANCE MANAGEMENT

L4 Define performance management for process improvement, including definition and use of Key Performance Indicators (KPIs)


Assignment and CMA

L5 Apply Key Performance Indicators (KPIs) to a construction project.


Assignment and CMA

L6 Evaluate and apply different performance management techniques to complex projects.

For example:

• procurement and contract performance

• process improvement

• incentivisation

• best practices and feedback and reflection

business and market development, product development and research/innovation management


Assignment and CMA

This module will cover some of the criteria listed in levels 4 and level 5.


©UCEM 08/08/2019 v5.00 Page 43 of 66

Ethics and Professionalism



FURTHER COMMENTS/NOTES

ROLES AND CONDUCT

L4 Appreciate the role of the Construction Manager (e.g. Bale, 2010) in an international context, including

• management, development, conservation and improvement of the built environment

• role of the professional manager in construction Demonstrate an understanding of professional Codes of Conduct and ethics, including CIOB’s Rules and Regulations of Professional Competence and Conduct Understand the CIC Essential Principles for achieving an accessible and inclusive environment. Recognise the need for online security of personal and project-specific information. Awareness of the intellectual property rights associated with built assets.

Introduction to the Built Environment Introduction to Regulatory Frameworks Design and Structures

Portfolio of coursework tasks Assignment and CMA Assignment and CMA

L5 Discuss the issues relating to the application of ethical behaviour and Codes of Conduct.

Apply CIC Essential Principles for achieving an accessible and inclusive environment. Understand the methods used to provide online security of personal and project-specific information.



Assignment and CMA

Assignment and CMA


©UCEM 08/08/2019 v5.00 Page 44 of 66




Understand the application of intellectual property rights to a built asset.

L6 Recommend improvements to practice to further enhance the image and efficiency of the construction industry.

Design Project Construction Project Management


Assignment and CMA

EQUALITY, DIVERSITY, DISABILITY, AGE, GENDER, SEXUAL ORIENTATION, BELIEF, ETHNICITY: CULTURE AND BEHAVIOUR

L4 Demonstrate an awareness of the meaning and relevance of equality, diversity and inclusivity in the construction industry.




Assignment and CMA

L5 Give examples and prepare plans for the application of ethical and inclusive practice in the built environment workplace, demonstrating consideration of people as clients, customers and consumers of built environment ‘products’ and services

Integrated Project 1 and 2 Assignment and CMA This level 5 project requires students to work collaboratively and appreciate and implement inclusivity both in their collaborative working practices but also in the designs they submit for a refurbishment project and a rebuilding project.

L6 Analyse the role and value of openness and transparency versus confidentiality and commercial sensitivity, i.e. Whistleblowing

Not met at level 6


©UCEM 08/08/2019 v5.00 Page 45 of 66




Examine company, industry or government policies for inclusivity and their value to the construction industry,

PROCUREMENT AND TENDERING PRACTICE

L4 Describe the principles of fair trade and fair economy.


Assignment and CMA

L5 Apply professional standards of reporting and accountancy.

Demonstrate understanding of the need for honesty and accuracy in reporting

Design Procedures

Assignment x2

L6 Review and recommend national and international procedures to comply with professional obligations, e.g. bribery, money laundering

Not met at level 6

GOVERNANCE AND CORPORATE SOCIAL RESPONSIBILITY

L4 Identify responsibilities in relation to Governance and Corporate Social Responsibility within public and private bodies and to individuals, including modern slavery such as CIOB’s Modern Slavery Toolkit: http://stronger2gether.org/construction/.




Assignment and CMA

L5 Apply ethical frameworks as an aid to decision making.


Assignment and CMA

http://stronger2gether.org/construction/


©UCEM 08/08/2019 v5.00 Page 46 of 66




L6 Compare the Governance and Corporate Social Responsibility of organisations and the wider society.

Evaluate company decisions from individual and professional ethical perspectives.

Design Project


SELF DEVELOPMENT AND REFLECTION

L4 Identify personal strengths, understanding of self and areas for development.



Whilst this is a level 4 module, students are required to prepare a self-development plan and encouraged to review and reflect on this throughout their studies, from levels 4 to 6.

L5 Prepare a self-development plan with provision for review and reflection.




Assignment and CMA

As part of their assignment, students reflect on the effectiveness of collaborative working with other students, in both their role and performance as part of this team and the performance of others.

L6 Implement a review of and reflection on self-development and self-awareness.




©UCEM 08/08/2019 v5.00 Page 47 of 66

Health, Safety and Wellbeing*

LEARNING OUTCOMES CROSS REFERENCE TO PROGRAMME MODULES



LEGISLATION AND PRACTICE

L4 Understand the legal environment and terminology of health and safety as it applies to the design and management of construction projects.

Understand the importance and management of

construction health, safety and wellbeing.


Assignment and CMA

L5 Prepare a risk assessment,

Understand the roles of the main parties in the CDM Regulations, with particular emphasis on the Principal Contractor.


Assignment and CMA

L6 Critically evaluate health and safety legislation from a corporate perspective.

Not met at level 6

PERSONAL RESPONSIBILITY

L4 Understand the importance of and provide an overview of the duties of all persons involved in construction projects with regard to health, safety and wellbeing.


Assignment and CMA

Also covered in part by the Design Procedures module at L5, specifically CDM 2015 requirements.


©UCEM 08/08/2019 v5.00 Page 48 of 66




L5 Appraise a range of case studies and statistical data regarding accidents and review impact as well as causes and effects


Assignment and CMA

L6 Reflect on personal responsibility for health, safety and wellbeing at all levels within an organisation and the consequences of action and inaction.

Not met at level 6

MANAGEMENT

L4 Demonstrate an understanding of the various health and safety management tools and techniques, and recent developments in health, safety and wellbeing management and training


Assignment and CMA

L5 In the context of design and construction, identify and manage both potential and actual health, safety and wellbeing hazards and risks.


Assignment and CMA

Addressed also at L6 in the Design Project module.

L6 Critically evaluate health and safety management procedures on a variety of projects

Not met at level 6.

WELLBEING AND SAFETY CULTURE

L4 Understand the issues associated with the management of wellbeing and safety culture in construction.

Introduction to Regulatory Frameworks Integrated Project 1 and 2

Assignment and CMA Assignment and CMA

L5 Identify the barriers associated with establishing and maintaining an organisation’s health, safety and wellbeing culture and practices.


Assignment and CMA


©UCEM 08/08/2019 v5.00 Page 49 of 66




L6 Analyse how the Construction Industry should enhance competence, behaviour and commitment to health, safety and wellbeing in both the design and management of construction projects.


Assignment and CMA

Partly met at level 6.

*Further guidance on Health and Safety can be found in Appendix 2


©UCEM 08/08/2019 v5.00 Page 50 of 66

Sustainability




GLOBAL ISSUES

L4 Demonstrate an understanding of:

• social sustainability and quality of life

• economic sustainability

• environmental sustainability

For example – Brundtland Report, environmental impact, low and zero carbon, energy generation.



Assignment and CMA

Assignment and presentation

L5 Explain the scale of the Built Environment’s impact on the environment.




Assignment and CMA

Assignment x2


L6 Analyse the main sustainability impacts that a building has over the duration of its life cycle, from design through construction, use, refurbishment and adaptation to demolition and disposal.

Construction Technology 1 and Construction Technology 2 Integrated Project 1 and 2


This LO is covered in detail within the BSc Architectural Design Technology at all levels and within a number of modules.


©UCEM 08/08/2019 v5.00 Page 51 of 66




LEGISLATION AND POLICY

L4 In relation to sustainable development demonstrate an understanding of:

• issues

• terminology

• policy

• legislation

• design

Introduction to Regulatory Frameworks Construction Technology 1


L5 Describe the key legislative drivers which seek to minimise the impact of construction industry activity and the built environment.

Environmental Science Construction Technology 2

Assignment x2 Assignment and CMA

L6 Examine the Construction Industry’s challenges, opportunities and responsibilities with regards to the three themes of sustainability.

• social sustainability and quality of life

• economic sustainability

• environmental sustainability

Planning and Conservation Sustainable Management of Property Construction Project Management

Assignment and CMA Assignment and CMA Assignment and CMA

NEW BUILD DESIGN AND RETROFIT

L4 Recognise the impact on a building’s carbon emissions of providing a comfortable and healthy internal environment through the provision of:

• heating and cooling

• air tightness and quality

Construction Technology 1 and Construction Technology 2 Environmental Science

Assignment and CMA Assignment and presentation


©UCEM 08/08/2019 v5.00 Page 52 of 66




• lighting quality

L5 Explain key principles of ‘low energy’ and ‘passive’ design.

Construction Technology 1 and Construction Technology 2 Integrated Project 1 and 2


L6 Undertake cost-benefit and feasibility analysis of carbon issues in relation to building design and operational management.

Design Technology


ASSESSMENT OF BUILDINGS

L4 Understand key principles of environmental impact and energy/carbon assessment methodologies.


Construction Technology 1 and Construction Technology 2


Assignment and CMA

L5 Apply appropriate environmental impact and/or carbon/energy assessment techniques.



Assignment x2

Assignment and CMA

L6 Carry out an impact assessment of the provision of a comfortable and healthy internal environment on a building’s carbon emissions.

Design Technology Portfolio of coursework This LO may be met: one of various options for students as part of their portfolio.


©UCEM 08/08/2019 v5.00 Page 53 of 66




WASTE

L4 Demonstrate an understanding of the sources of waste in the built environment including:

• material waste and re-cycling,

• labour resourcing.

Construction Technology 1 Assignment and CMA

L5 Develop and apply policies to eliminate waste within the lifecycle of a construction project.


Assignment and CMA

L6 Evaluate techniques available to reduce all waste and enhance recycling including lean construction.

Not met at level 6

CONSTRUCTION SITE SPECIFIC ISSUES

L4 Identify and explain how construction sites and operations impact on the environment.


Assignment and CMA

L5 Identity and apply appropriate methods to mitigate negative sustainability impacts during the construction process.


Assignment and CMA

CLIENTS

L5/6 Evaluate the importance of sustainability with regards to Clients’ Corporate Social Responsibility, vision, image and Key Performance Indicators.


Assignment and CMA


©UCEM 08/08/2019 v5.00 Page 54 of 66

The Construction Environment




THE CONSTRUCTION INDUSTRY

L4 In relation to the national and international construction industry, understand and appreciate its:

• historical development

• scale, structure and output

• future opportunities



L5 Identify the appropriate stakeholders involved in the construction process and their relevant roles and responsibilities Recognise the collaborative linkages and interdisciplinary relationships between the functions of construction and the other disciplines of the built environment


Design Procedures

Assignment and CMA

Assignment x2

L6 Review threats and opportunities for the future development of the construction industry.

Not met at level 6

SOCIAL AND ECONOMIC IMPACT

L4 Describe the role of the construction industry in the economic and social wellbeing of a country and the provision of an inclusive society.




Assignment and CMA


©UCEM 08/08/2019 v5.00 Page 55 of 66




L5 Understand and appreciate the social, inclusive and political issues which impact on planning, design and development of the built environment.



L6 Appraise and evaluate the influence of current issues including, Sustainability, Health & Safety internationalisation and inclusion on the social and economic aspects of construction activity worldwide.

Not met at level 6

LEGAL ENVIRONMENT

L4 Understand and describe the principles of

• the legal system related to construction activity

• the law of contract and tort

• statutory control of construction activity including planning regulations

• insurance



Assignment and CMA

Assignment and CMA

L5 Describe and characterise the legal obligations and procedures in relation to the design, construction and operation stages associated with:

• contracts and their administration

• planning

• employment

• environment

• design

Design Procedures Planning and Conservation Integrated Project 1 and 2

Assignment x2 Assignment and presentation Assignment and CMA

L6 Analyse the impact that legal obligations have on the construction management process. Appraise and evaluate alternative dispute resolution processes.


Assignment and CMA


©UCEM 08/08/2019 v5.00 Page 56 of 66




ECONOMIC PRINCIPLES AND FINANCIAL MANAGEMENT

L4 Understand and describe the principles of:

• macro and micro economics

• supply and demand

• market structure and operation

• finance for construction organisation and activities

• cash flow

Not met at L4 in the ADT programme

L5 Compare, appraise and select different procurement processes for construction activity.

Apply financial information as it relates to the management of construction projects:

• cash flow, cost and finance from inception to demolition

• tender evaluation

• value management /engineering

• decision making

Design Procedures

Assignment x2

LO’s partially met through the Design Procedures module; procurement of a design contract very much the focus, less so financial management.

L6 Implement procedures and practices associated with the settlement of final accounts, claims and dispute resolution.

Appraise and evaluate the financial management of corporate enterprises and professional practices.


Assignment and CMA


©UCEM 08/08/2019 v5.00 Page 57 of 66




DESIGN AND CONSTRUCTION PROCESS

L4 In relation to the development process, understand and appreciate:

• stages in the process

• role of construction professionals within the process

• responsibility for ensuring designs are inclusive

use of digital technologies and information management

Introduction to the Built Environment Digital Technologies Construction Technology 1 Design and Structures

Portfolio of coursework tasks Assignment and CMA Assignment and CMA Assignment and CMA

L5 Compare, appraise and select different construction materials, products and processes from both an initial cost and whole life cost perspective.

Compare and appraise the use of digital technologies and information management.

Digital Technologies (DT) Environmental Science Design and Structures

Assignment and CMA Assignment and CMA Assignment and CMA

The DT module at L4 covers a range of digital tools, BIM and ‘digital Darwinism’.

L6 Demonstrate an appreciation of property and infrastructure development in relation to financial and legal aspects including development viability and appraisal.

Evaluate the importance and challenges of working in a collaborative environment and the integration of design, costing and scheduling.


Assignment and CMA

MEASUREMENT AND ESTIMATING

L4 Undertake the measurement of land and construction work both on plan, through the use of digital information modelling or on-site


Digital Technologies

Assignment and CMA

Assignment and CMA


©UCEM 08/08/2019 v5.00 Page 58 of 66




Understand the principles of price and cost estimation for construction activities.


Assignment and CMA

L5 Produce examples of price and cost estimation for construction activities from feasibility through to final accounts.

Produce detailed measurement using a range of standard methods of measurement.

Not met at level 5

L6 Critical appraisal of electronic measurement and estimating systems

Not met at level 6 Assignment and CMA


©UCEM 08/08/2019 v5.00 Page 59 of 66

Construction Technology




BUILDING PERFORMANCE AND TECHNOLOGY

L4 Describe and illustrate the functional and performance requirements of simple buildings.

Understand, describe, select and illustrate alternative options available for the construction of primary and secondary building elements of simple buildings and the necessary site set-up



Assignment and CMA

Assignment and CMA

L5 Describe and illustrate the functional and performance requirements of framed and complex buildings.

Understand, describe, select and illustrate alternative options available for the construction of primary and secondary building elements of framed and complex buildings including those with basements.

Undertake design option appraisal to ensure adherence to current building legislation including the conservation of energy, carbon emissions, inclusion, accessibility, security and structural performance control.

Construction Technology 1 and Construction Technology 2 Environmental Science Design and Structures Integrated Project 1 and 2

Assignment and CMA Assignment and CMA Assignment x2 Assignment and CMA Assignment and CMA

L6 Examine the potential and use of sustainable technologies applied to case-study buildings.


Design Technology

Assignment and CMA



©UCEM 08/08/2019 v5.00 Page 60 of 66




Evaluate and challenge the use of proposed technologies against the need for contemporary and innovative solutions to achieve integration, buildability, speed, cost, health and safety, inclusion and quality criteria applied to case study buildings.

BUILDING SERVICES DESIGN

L4 Understand and appreciate the function and design of building services for a simple building to ensure human comfort.



Assignment and CMA

Assignment and CMA

L5 Recognise and appreciate the function and design of complex building services.



Assignment and CMA

Assignment x2

L6 Examine and select suitable solutions, including renewable technologies for building services in the context of a development project.

Design project


PROBLEMS AND DEFECTS

L4 Demonstrate a knowledge of common defects and refurbishment technologies to restore a building for contemporary use



Assignment and CMA

Assignment and CMA

Partially met at L4 by these modules; see L5 for completion.

L5 Discuss the refurbishment and adaptation options applicable to the upgrading of or changing the use of a building


Assignment and CMA


©UCEM 08/08/2019 v5.00 Page 61 of 66




L6 Investigate and propose methods to future proof buildings

Design Technology

Design Project



SITE INVESTIGATION

L4 Understand site investigation techniques.

Awareness of issues surrounding contaminated land and brownfield sites.

Explain the basic principles of land surveying.


Assignment and CMA

L5 Apply principles of site investigation to assess the suitability of sites for construction projects.

Demonstrate competence in geomatics.

Construction Technology 2 Integrated Project 1 (Geomatics not met.)


L6 Analyse the effectiveness of site investigation techniques in preventing unforeseen problems in the construction phase of a project.


Assignment and CMA

MATERIALS

L4 Describe the properties of building materials and understand their performance characteristics with regard to the natural environment and their impact upon it, including hazardous materials


Assignment and CMA


©UCEM 08/08/2019 v5.00 Page 62 of 66




L5 Analyse the performance of materials in use, based upon their scientific properties and the environment and conditions in which they are used.



Assignment and CMA

Assignment x2

L6 Evaluate the viability of ethically sourcing construction materials and possible effects this may have on the construction process



Assignment and CMA

Assignment and CMA

To level 5 only

BUILDING PERFORMANCE AND MAINTENANCE

L4 Demonstrate knowledge of performance maintenance technology and maintenance management, e.g. BMS

Not met at L4 or L5 in the ADT programme – see L6 note.

L5 Apply and evaluate various maintenance technologies and maintenance management systems as appropriate to various building types, for example; domestic, commercial, industrial, public.

Design Technology

Design Project



These are L6 modules, both of which require evaluation of maintenance needs for the buildings chosen as design projects.


©UCEM 08/08/2019 v5.00 Page 63 of 66

Dissertation/Design/Research Project




RESEARCH

L6 Research a contemporary construction built environment issue.

Demonstrate an ability to select and apply appropriate ethical research methods.

Analyse, synthesise and evaluate a key issue affecting the built environment.

Project Project Construction Project Management

Assignment and Dissertation Assignment and Dissertation Assignment and CMA


©UCEM 08/08/2019 v5.00 Page 64 of 66

Work-Based Learning Degree courses accredited by the CIOB are by their nature vocationally focussed therefore, the CIOB expects to see a range of work-based learning (WBL) elements within accredited awards. WBL can take many forms, ranging from apprenticeships, through year-long industrial placements and shorter placement periods, to the inclusion of field trips, site visits, industrial/professional guest lectures as well as live and historic case studies and assignments based on real projects. Although the CIOB does not require that all accredited programmes include a year-long placement it does strongly advocate the inclusion of such an opportunity. The CIOB does expect that all accredited programmes include suitable WBL elements and opportunities and programmes seeking accreditation are therefore required to identify the WBL elements on the award.

The following learning outcomes have been extracted from our Professional Development Programme and institutions are encouraged to use these to support and provide further guidance to students on sandwich programmes, employed part-time students, or apprentices, although it is not expected that students will meet all the outcomes. Students are also able to gather their evidence by completing the associated Work Placement Portfolio, to request a copy please contact the Accreditation Officer via [email protected]. Alternatively, for a fee, students are able to register on the full PDP, which upon successful completion and following graduation are awarded Chartered Membership. Please contact the PDP Officer via [email protected] for more information.




Developing Transferable and Management Skills

COMMUNICATION

Present information effectively to various audiences Demonstrate effective meeting skills Demonstrate effective interpersonal skills and informal communication

Introduction to the Built Environment Project Project

Portfolio of coursework tasks Assignment Assignment



©UCEM 08/08/2019 v5.00 Page 65 of 66




DECISION-MAKING

Identify and determine solutions to problems

Investigate problems, causes and effects within the job role

Design Project

Project


Assignment

MANAGING INFORMATION

Identify and gather all necessary information required to carry out tasks within the job role Process information effectively to meet work objectives Identify actions to remedy incorrect or insufficient information

Design Procedures Integrated Project 1 and 2

Assignment x2 Assignment and CMA

LEADERSHIP AND STRATEGIC/ FINANCIAL MANAGEMENT

Identify the various procurement procedures within your organisation Demonstrate the ability to identify and manage risk Demonstrate effective budget control and identify budget constraints Demonstrate effective time management

Design Procedures Design Project Project

Assignment x2 Portfolio of coursework Assignment


©UCEM 08/08/2019 v5.00 Page 66 of 66




EFFECTIVENESS AT WORK

Demonstrate effective team working

Demonstrate the ability to deal with conflict in teams


Project

Assignment and CMA

Assignment

Developing Occupational Skills

PLANNING AND ORGANISING WORK

Set and review work objectives

Plan activities and work methods

Monitor and control work activities

Project

Project

Project

Assignment

Assignment

Assignment

MANAGING HEALTH AND SAFETY

Identify job responsibilities and practices under health, safety and welfare legislation

Identify and describe the implementation of risk control measures

Introduction to Regulatory Frameworks Design Procedures

Assignment and CMA Assignment x2

MANAGING QUALITY

Investigate the quality of a product, service or process

Project


©UCEM 08/08/2019 v5.00 Page 67 of 66




Undertake an investigation for the organisation

IMPLEMENTING SUSTAINABLE CONSTRUCTION AND DEVELOPMENT

Identify and evaluate the company’s policies and practices in sustainable building

Identify ways of protecting the workplace and surrounding environments





Assignment

Assignment x2

KNOWLEDGE OF COMMERCIAL, CONTRACTUAL AND LEGAL ISSUES

Identify the impact/consequences of making decisions

Demonstrate an understanding of construction and relevant civil law


Assignment and CMA