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Assessment tasks are designed to enable students to demonstrate the Learning and Employability outcomes for the relevant level of study. Level Learning Outcomes are embedded in the assessment task(s) at that level. This enables a more integrated view of overall student performance at each level.
As a final year module students will demonstrate understanding and application of construction detailing based on a case study project and using construction IT applications to corroborate data from varied sources and to synthesize the outcomes based on the Advanced New Rules of Measurement (NRM1 and NRM2) leading to the preparation of a schedule of building elements for a project. Develop alternative modelling and specification of building elements which align with the traditional estimating approaches based on the BCIS – the Building and Cost Information Service and demonstrate a higher level of analysis using both quantitative and qualitative approaches, culminating in the preparation of Bills of Quantities (BOQ). Demonstrate a full grasp of the technical issues from design briefs and advise the client accordingly. Use transferrable knowledge from design briefs and other sources to construct outputs such as specifications and technical and well annotated details which form the basis of the technical advice which informs the employer information for the client and other stakeholders. Indicative teaching content 1. Measurement of Complex and Specialized Works 2. Apprentices learn advanced measurement techniques for works such as structural steelwork, reinforced concrete, cladding systems, and specialized finishes. 3. Application of specific measurement rules, conventions, and challenges associated with structural and commercial projects 4. Measurement of Mechanical and Electrical Systems 5. Measurement of Civil Engineering Works 6. Measurement for Value Engineering 7. Measurement for Cost Planning and Estimating 8. Measurement Software and Technology 9. Measurement Accuracy and Quality Control 10. Measurement for final account and certification of projects and closure
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
Virtual Tutorial Café
Hours 6
Planned Off the Job Learning:
Training Plan Activities
Hours 52
Minimum Self-Directed Off the Job Learning and Practical Training:
Hours 228
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.
This module is designed so the student can demonstrate a flair for advanced measurement skills. You are expected to be highly analytical, providing estimation figures which apply to a real-life project. A good grasp of construction detailing to advance solutions which are credible and reliable and compliant to Nrm1/Nr2.
001: Application of advanced cost evaluations to a case study project.
002: Formal 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
Module Coordinator - PRS_CODE=
Level - 6
Credit Value - 30
Pre-Requisites -
Semester(s) Offered -