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On successful completion of the module, apprentices will be able to:
1 - Demonstrate an understanding of sustainable building design and practices, including regulatory frameworks aimed to enhance environmental practices including the integration of sustainable construction materials and energy efficiency systems in building projects
2 - Evaluate and synthesise the economic and social benefits of low carbon design strategies, considering energy efficient and cost saving solutions that embrace life cycle applications and the wider use of renewable technologies in construction
3 - Develop skills in implementing sustainable design strategies and technologies to improve the environmental impact and the long-term sustainability of the built environment.
Introduction to Sustainable Construction:
An overview of the concept of sustainability in the built environment, including the importance of sustainable practices in reducing environmental impact and promoting long-term viability of buildings; life cycle analysis focusing on the environmental impact of buildings throughout their life cycle, including design, construction, operation, maintenance, and end-of-life phases.
Sustainable Building Design:
This will involve exploring strategies for sustainable building design, including energy-efficient techniques, passive design principles, and the use of sustainable materials to minimize environmental impact. In fulfilling the above, this module will explore the relationship between low carbon detailing, precision engineering, specification of thermal elements, vapour control layers and improved thermal comfort.
Environmental Regulations and Compliance:
The module will explore environmental regulations and codes related to sustainable construction, including compliance with building codes, energy efficiency standards, and environmental impact assessments. Definition of sustainability as it relates to Building Regulations Part L: Conservation of Fuel and Power including the Building Safety Act 2023 as well as the Global Conventions on Climate Change Act. Consideration of the science of thermal conductivity, heat transfer, calculations and specification of materials with better u-values, thermal resistance alongside methods of assembly and airtightness, the elimination of cold and thermal bridges all form part of the evaluation of the responses to conservation of buildings services: water, gas and electricity as well as the persistent reference to Passivhaus standard and how these predominate the design philosophy on thermal performance, thermal comfort and the role of precision engineering in improving airtightness and thus eliminate thermal and cold bridges.
Renewable Energy Systems:
The module will investigate the role of renewable energy systems in sustainable buildings, including solar panels, wind turbines, and geothermal systems, to reduce reliance on fossil fuels and promote energy efficiency.
Sustainable Construction Practices:
Coverage will include sustainable construction techniques and practices, such as green roofing, rainwater harvesting, passive solar design, and sustainable landscaping to enhance building performance and reduce environmental impact.
Offsite manufacturing and modular designs, as lean systems, also promote the low carbon agenda and are mandatory and technical core Knowledge, Skills and Behavioural (KSBs) competencies required for passing EPA and chartered status for RICS and CIOB and have thus been mapped to the QAA Subject Benchmark Statements for Land, Construction, Real Estate and Surveying of 2019 & 2023.
A variety of teaching and learning strategies will be employed throughout the module in order to ensure the acquisition and development of appropriate concepts, knowledge and skills and achievement of the stated learning outcomes. A variety of teaching and learning methods provide access to learning to meet a wide range of learner needs and are aimed at widening participation amongst learners to avoid exclusion and develop learner skills in academic studies and personal life situations.
The module will be delivered on a blended learning basis, with the apprentices attending delivery workshops to knowledge to complete all aspects of the module. The module will be taught on a block release basis and will include: lecture style knowledge content and seminar style activities to discuss the content and enabling the learner to place it into context. This module will also have virtual tutorial café (VTCs) sessions, these group sessions allow for reflective time following the delivery and will be utilised to support the learner in unpacking the content and the assessment requirements. VTC sessions will also be utilised as formative peer feedback sessions.
The apprentices will also participate in a variety of on-line activities throughout the duration of the module, using the VLE to further develop their academic skills.
Independent study time should be spent on specific pre learning (on-demand learning – available to all students on Moodle), for example, engaging in specific background reading of the topic and online exercises. Post learning activities will be provided by the module tutor but these will generally be assessment focused enabling the learner to achieve the assessment requirements.
All activities and materials provided on Moodle will support the module content for the module delivery including pre, live and post activities and resources. The sequencing of the sessions will provide re-enforcement of the theoretical concepts developed during the delivery in a progressive pattern, aimed at developing knowledge and overall understanding.
1. Lectures: For a vocational content these will be critical to delivering theoretical concepts, principles, and industry knowledge. Lectures will be supplemented with visual aids, case studies, Mock up Models, simulations and video content based on real-world examples to enhance understanding and engagement.
2. Group Discussions: With the lecturer as a facilitator of the learning, group activities will be used to explore and analyse construction and quality methods including contentious issues around design, procurement and sustainable construction methods. The debate will bring about different perspectives and empower students to develop critical thinking and problem-solving skills.
3. Case Studies: Case studies from industry will allow students to apply theoretical knowledge to real-world construction scenarios. Students will analyse and evaluate complex construction projects, identify challenges, and propose solutions based on their understanding of and needs of Quantity Surveyors.
4. Site Visits and Field Trips: Site visits and field trips allow students to interact and have exposure to real construction projects and to observe and interact with industry professionals and gain practical insights into construction QS practices.
5. Simulations: Simulations activities will be used to simulate Quantity Surveying practice and allow students to practice decision-making, problem-solving, and communication skills in a controlled environment.
6. Project-Based Learning: Project-based learning will be used so students work on real or simulated construction projects. Students will work in teams to plan, execute, and manage construction projects, applying their knowledge and skills to solve practical Quantity Surveying problems and to achieve project objectives.
7. Guest Lectures and Industry Experts: Invitations will be extended to guest lecturers and industry experts to share their experiences and insights from a broader perspective of quantity surveying practice. Guest lecturers will bring and share into a classroom real-world examples industry trends, and best practices, enhancing the relevance and applicability of the curriculum to Quantity Surveying.
8. Technology Integration: Incorporating technology and estimating software and planning tools of various software commonly used in the construction industry, such as Building Information Modelling (BIM) software, Bentley Virtuosity planning software, Catto, Autodesk take off, iTwo Cost X and other project management software, and virtual reality simulations. The negotiated demonstration room and dedicated computer lab for CBE programmes will help in creating live spaces for interactive learning, improve engagement and embedded the much needed employability skills based on real world industry tools.
Work-based learning will be provided as an alternative to the placement requirement in view of the danger hazards akin to construction sites and the reluctance by construction firms to engage untrained and inexperienced individuals to access and stay on site for longer than an hour.
Planned LTU Off-the-Job Delivery Learning
Lectures including Practical Simulations
Hours: 14
Intended Group Size: Cohort
Virtual Tutorial Cafe
Hours: 6
Intended Group Size: Individual
Planned Off-the-Job Learning
Training Plan Activities
Hours: 52
Intended Group Size: Individual
Minimum Self-Directed Off-the-Job Learning and Practical Training
Hours: 128
Further Details Relating to Assessment
Overall, all assessments are designed to evaluate students' understanding of Quantity Surveying concepts, their ability to apply knowledge to real-world scenarios, and their critical thinking and problem-solving skills. It is important to note that a combination of different teaching strategies will be adopted to cater to different learning styles and engage and meet the varying needs and learning potential of all students.
Assessments will be designed to test module-specific skills and knowledge which contribute to the knowledge Skills and Behaviours that shape learners as professional chartered quantity surveyors.
001: MCQ Phase Test
002: MCQ unseen examination
Attention is given to ensuring all the six strands for the Curriculum for Social Justice - CFSJ: Curriculum Design Principles and Practices are complied with, namely:
- Race Equity
- Mental Health and Well Being
- Internationalisation
- Education for Sustainable Development
- Employability and Enterprise
- Digital Pedagogy.
Please note that to ensure apprentices meet all Royal Institution of Chartered Surveyors (RICS) Mandatory and Technical core competencies, pass marks in all assessed components are required.
Module Coordinator - PRS_CODE=
Level - 5
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 5AP