CON4053 - Construction Technology and Design 1

Objectives:

On successful completion of the module, apprentices will be able to:

1 - Demonstrate knowledge and understanding of the fundamental principles of design, building technology and assembly methods essential to construction technology practice
2 - Understand and explain the basic construction methods and modern methods of construction and techniques applicable to low rise buildings across the industry
3 - Analyse and interpret construction drawings, specifications, and technical documents related to construction technology and design
4 - Utilise technology tools and software relevant to construction Technology practice.

Content:

This module explores functional requirements of key building elements for domestic buildings; and considers the role of site investigations and conditions leading to ground stabilisation techniques before the erection of foundation systems. The extent to which impurities in the substrata dictate the design, and specification of the above DPC structures, walls, and floors including the choice and characteristics of principal building materials is evaluated. The concept of value engineering with a specific focus on lean methodologies: MMC, offsite and modular design, and composite framing systems are evaluated. Analysis of roofs, windows and doors, stairs and surface finishings and the advantages of low carbon detailing in eliminating cold and thermal bridges to comply with Building Regulations Part L: Conservation of Fuel and Power and other UK statutes: Health Safety at Work etc 1974; CDM 2015 Regulations and the Building Safety Act 2023 as well as the Global conventions under the Climate Change Act. Understanding the design and construction technology and methodology are essential competencies for the QS, Construction and Project Management have been mapped against professional standards. The content of this module has been mapped to the QAA subject Benchmark Statements for Land, Construction, Real Estate and Surveying of 2019 & 2023.

Learning and Teaching Information:

As construction is a vocational subject, it is ideal to adopt a synchronous teaching approach at levels 4 & 5 with the tutor leading the discussion primarily to provoke understanding in mandatory and technical module pathways such as the content in this module - Construction Technology and Design 1. Lectures, workshops and the inclusion of Virtual tutorial cafes (VTCs) and the occasional professional guest lectures of live and historic case studies of listed and non-listed buildings will give the apprentice a whole rounded learning for the off the job hours.

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.

Assignment review will be an ongoing activity and form part of the VTCs tutorial practice sessions as these will be based on real projects including mock-up illustrations. Content for VTCs and block seminars will take account of all learning abilities ensuring the module offers equitable access to learning tools.

Consequently, face-to-face delivery during the block periods, will utilise case study projects around Leeds followed by a compendious review of photo-sequences of new-build and refurbishment projects; these will engender optimised cognitive learning on the part of the apprentice.

The degree study requirement, dictate that further supplementary information is provided to bridge theory and practice. Actual footage of full-scale illustrations, using contemporary Construction IT simulations such as Bentley-virtuosity software Synchro4D with BIM Revit models and simulations developed with input of industry will, alongside mock-up models will, offer an inclusive and equitable learning experience to all apprentices. During the off the job learning on campus apprentices will be provided with the support needed to progress and succeed regardless of their background or learning potential.

The professional bodies implore us, as learning providers, to embrace the UN’s and UNESCO's agendas on Sustainable Development Goals. In principle, this refocuses attention on construction infrastructure activity which varies exponentially around the globe resulting in an insatiate demand for more resources from planet Earth. Through education, we must change the way we live, and that change starts with construction education. Likewise, in cognisance of the Equality Act 2010, the teaching delivery will highlight the setbacks within the global construction industry on inequalities around gender pay, poor health and safety and poor regard for human rights. Construction in underdeveloped societies has higher cases of willing and unwilling child labour; this remains a global ongoing concern.



Planned LTU Off-the-Job Delivery Learning:

Lectures
Hours: 28
Intended Group Size: Cohort

Virtual Tutorial Cafe
Hours: 10
Intended Group Size: Cohort



Planned Off the Job Learning:

Training Plan Activities
Hours: 58
Intended Group Size: Individual



Minimum Self-Directed Off the Job Learning and Practical Training:

Hours: 204



Further Details Relating to Assessment

Overall, all assessments are designed to evaluate students' understanding of QS, CM and CPM 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.

001: A Written Technical Report based on a case study development site technical report accompanied with technical drawing details for a chosen/designed foundation.

002: Wider coverage of mandatory topics in construction technology.

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.

Assessment:

Fact File

Module Coordinator - PRS_CODE=
Level - 4
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 4AP

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