Environment CORA 146 Science & Materials for Construction and the Built Environment C1 P1 CORA 145 Design Principles and Application for Construction and the Built Environment C1 C2 CORA 147 Health, Safety & Welfare for Construction & the Built Environment T1 C1 CORA 148 An applied introduction to Site Surveying Procedures for Construction & the Built environment C1 P1 CORA 150 Introduction to Project Planning & Development for Construction & the Built Environment C1 P1 Key: C# - coursework assessment (report, essay, practical (P#), in class test (T#) etc.) E# - examination
70-100% 60-69% 50-59% 40-49% 30-39% Use a wide range of material, the relevance of which is immediately apparent; Include a fairly wide range of material, which is relevant to the specified topic area; Include a range of material which is predominantly relevant to the specified topic area; Include a range of material which has some relevance to the specified topic area; Have little or no material relevant to the specified topic area; Demonstrate an excellent understanding of the topic area; Demonstrate a good understanding of that area; Demonstrate a reasonable understanding of that area; Demonstrate some understanding of that area; Demonstrate a limited understanding of the area; Present a clear and consistent argument, producing and/or theoretical recommendations where appropriate; Present a coherent argument, with evidence of and/or theoretical recommendations where appropriate; Present an identifiable argument, with some evidence of policy-based and/or theoretical recommendations where appropriate; Present an identifiable argument, but may provide no evidence of policy-based and/or theoretical recommendations where that is appropriate; Present no discernible argument; Have an excellent structure, with a directive introduction and a clear conclusion, which have provided a vehicle for the central argument presented; Have a very good structure, which might have an introduction or a conclusion that is not entirely definitive, but notwithstanding will provide a reliable vehicle for the central argument presented; Have a good structure which might have a introduction or fairly weak conclusion, providing something of a framework for the central argument presented; Have a recognisable structure, though the introduction and the conclusion may be weak, but which nevertheless provides a framework, albeit shaky, for the central argument presented; Have a weak, almost non-existent structure Have no significant stylistic shortcomings, in relations to spelling, grammar etc. Have a few stylistic problems in relation to spelling, grammar etc. No major stylistic problems in relation to spelling, grammar etc. Has stylistic problems, in terms of spelling, grammar etc, but not to the extent that they serve to obscure the argument presented Have major stylistic problems which impact upon the argument and focus of the essay Conform to the bibliographic and referencing standards specified. Conform to the bibliographic and referencing standards specified. Mainly conform to the bibliographic and referencing standards specified. Meets to some extent the bibliographic and referencing standards specified. Fail to conform to the bibliographic and referencing standards specified based
Presentations should: 70-100% 60-69% 50-59% 40-49% 30-39% Demonstrate excellent and extensive knowledge of the specific area; Demonstrate an extensive knowledge of the specific area Demonstrate sufficient knowledge of the specified area Demonstrate limited knowledge of the specified area Demonstrate little or no knowledge of the specified area Provide evidence of a highly developed presentation plan Provide evidence of a well-developed presentation plan Provide evidence of a presentation plan Provide limited evidence of a presentation plan Provide no evidence of a presentation plan Be coherent and have excellent structure and, where relevant show strong evidence of Be coherent and have a good structure and, where relevant, show evidence of co-operation Be mostly coherent and have a reasonable structure and, where relevant, show some evidence of co-operation Demonstrate limited levels of coherency and structure and, where relevant, show limited evidence of Be largely incoherent and have a weak or structure and, where relevant, have no evidence of co-operation Altogether effective in avoiding simply reading from notes and in encouraging wider group participation Be effective, though presenters may read from notes and show evidence of encouraging wider group participation Be adequately effective, though the presenters may directly read from notes and make little effort to encourage wider group participation The presenters directly read from notes and make little to no effort to encourage wider group participation Be ineffective, read entirely from notes and show no evidence of efforts to encourage wider group participation Make excellent use of presentation aids Make good use of presentation aids Make use of presentation aids Make limited of presentation aids Make no use of presentation aids of any kind Descriptor for a Higher Education Qualification at Level 4 The descriptor provided for this level is for any Certificate of Higher Education which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 4 qualifications (adapted from the Framework for Higher Education Qualifications). Level 4 is achieved by students who have demonstrated: Knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study. an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. Students who achieve at Level 4 will be able to: Evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work.
SUMMARY of MODULE CONTENT Principles of management; Human resources management; Structure and activities; Organisational structures and approaches; Influence of size and scale of contracts; Planning ( Project scoping); Procurement scheduling and control; Quality control; Risk management; Procurement methods; Contracts; Practice of procurement SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lectures 40 Core delivery Tutorial 20 Professional discussion and role play activities to review the role of management in project planning and development Guided independent Study 140 Students are expected to carry out research and development activities outside taught sessions to enable them to present their findings for academic and peer review. Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E_ % Total = 100% T_ Total = 100% Coursework C1 Assignment 100% Total = 100% Management principles and application - Performance within this module will be assessed throughout the programme, through a combination of coursework (project scoping) and group work culminating in an assessed group presentation. Practical P1 Graded Total = 100% Assessed Group presentation to peers