Plymouth University Academic Partnerships cornwall college, Camborne Programme Quality Handbook



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PS12. Programme Structure5


The following structure diagram(s) provides the current structure for this programme:

FHEQ level: HNC Construction and the Built Environment For: Part Time

F/T Route Year

When in Year? (i.e. Autumn, Spring etc)

Core or Option Module

Credits

Module

1

All Year

Core

20

CORA144 - Applied mathematics for Construction and the Built Environment

1

All Year

Core

20

CORA 146 - Science & Materials for Construction and the Built Environment

1

All Year

Core

20

CORA145 - Design Principles and Application for Construction and the Built Environment

2

All Year

Core

20

CORA147 - Health, Safety & Welfare for Construction & the Built Environment

2

All Year

Core

20

CORA148 - An applied introduction to Site Surveying Procedures for Construction & the Built environment

2

All Year

Core

20

CORA150 - Introduction to Project Planning & Development for Construction & the Built Environment



PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment


Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: 4

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods

Prog Aims

Prog intended Learning Outcomes

Range of Assessments

Related Core Modules

Knowledge / Understanding:
For this programme the following has been informed by the QAA Foundation Degree Qualification Benchmark (2010), the QAA Subject Benchmark covering Construction, Property and Surveying (2008)
Learners will acquire knowledge and understanding of the essential concepts, theories and principles of their construction discipline across several of the following: Physical and financial appraisal of buildings; legal principles, economic theory and applied economics, design, construction, performance of buildings, resource management; investment analysis, corporate real estate management and the application of business management theories.











Formative class exercises using materials science and mathematical principles.
Coursework applying Design Principles and site surveying procedures (CORA145), (CORA 148), (CORA150)





By the end of this level of this programme the students will be able to demonstrate for a threshold pass:
Learners must demonstrate an ability to describe and key construction concepts, theories and principles.



Primary:

Lectures, tutorials, exercises, case studies, research

Secondary/Supplementary:

Tutor feedback, peer learning, independent learning, laboratory wok



1 & 2

1, 2 5

In class tests directed towards the solution of numerical construction problems. (CORA144), (CORA 146)

(CORA145)

(CORA148)

(CORA150)



An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:

The knowledge and understanding discussed is embedded throughout the curriculum in order to provide learners with the essential scientific and mathematical principles to solve construction problems and also how construction is applied in its broadest sense.



Cognitive and Intellectual Skills:
For this programme the following has been informed by the QAA Foundation Degree Qualification Benchmark (2010), the QAA Subject Benchmark covering Construction, Property and Surveying (2008)
Learners will acquire the cognitive and intellectual skills to systematically approach to task of making construction concepts become reality using innovative and sustainable methods and techniques.

















By the end of this level of this programme the students will be able to demonstrate for a threshold pass:
Learners must demonstrate the ability to synthesise and evaluate solutions to construction tasks and problems, make judgements on how best those solutions are implemented to create economic and social value.

Primary:

Lectures, tutorials, exercises, case studies, research.

Secondary/Supplementary:

Tutor feedback, peer learning, independent learning



1,2 & 5

1,2 & 5

Formative class / site exercises using CAD software, & simple site surveying equipment, materials testing.

In laboratory practical on construction materials. (CORA146)



(CORA148)

(CORA146))




An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:

The cognitive and intellectual skills discussed are embedded throughout the curriculum in order to challenge learners with the task of solving construction problems and thinking about how solutions are implemented.



Key Transferable Skills:
For this programme the following has been informed by the QAA Foundation Degree Qualification Benchmark (2010), the QAA Subject Benchmark covering Construction, Property and Surveying (2008)
Learners will develop a range of transferable skills covering critical analysis of information, problem solving, effective communication, formulate arguments, apply themselves within a business context in a socially valuable way.

















By the end of this level of this programme the students will be able to demonstrate for a threshold pass:
Learners will demonstrate a basic understanding of the workings of business and other types of organisation

Summarise and use a range of appropriate means of communication, including information technology for a particular topic or audience



Primary:

Lectures, tutorials,


Secondary/Supplementary:

Peer feedback



3&4

4 & 6

3


Formative basic skills testing, research skills, class discussion.
Coursework producing construction risk assessments. (CORA147)
Introduction to CAD to support site surveying
Coursework developing production plans and materials testing. (CORA150) & (CORA146)
Coursework conducting personal skills audit and reflection on team task. (CORA150)



(CORA146)

(CORA150)

(CORA147)

(CORA148)


(CORA150

(CORA146)


(CORA150)




An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:

The transferable skills discussed here are embedded throughout the curriculum, providing learners with capabilities to be effective in their eventual position of employment or further study.



Employment Related Skills:
For this programme the following has been informed by the QAA Foundation Degree Qualification Benchmark (2010), the QAA Subject Benchmark covering Construction, Property and Surveying (2008)
Learners will develop a range of employment related skills that enable them to understand construction problems and identify appropriate solutions and explain to a technical or non-technical audience.

















By the end of this level of this programme the students will be able to demonstrate for a threshold pass:
Identify methods for acquiring knowledge and appropriate research strategies and methods
Understand interpersonal relationships and understand and apply leadership, teamwork and self-development

Primary:

Lectures, tutorials,

Secondary/Supplementary:

Tutor, peer and employer feedback



4 & 5

2, 3 & 4

Formative case study analysis.

Coursework report on materials analysis and testing (CORA146)



(CORA145)

(CORA150)




An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:

The employment related skills discussed here are embedded throughout the curriculum, providing learners with the opportunity to make themselves more effective as future employees.



Practical Skills:
For this programme the following has been informed by the QAA Foundation Degree Qualification Benchmark (2010), the QAA Subject Benchmark covering Construction, Property and Surveying (2008)
Learners will be able to successfully and pragmatically apply the knowledge and skills they have acquired in the workplace

















By the end of this level of this programme the students will be able to demonstrate for a threshold pass:
Survey, map and test specified characteristics of the natural and built environment
Identify project requirements and the process for project development
Participate in teams in the context of effective professional practice

Primary:

Lectures, tutorials, workshops, site surveying visits


Secondary/Supplementary:

Independent study, work placement



3, 4 & 5

2, 3 & 6

Formative exercise in site surveying, material testing
Couse work and group discussion project planning and development for construction & the Built Environment


(CORA 146)

(CORA144)

(CORA 150)

(CORA148)



An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:

The practical skills discussed here are embedded throughout the curriculum ensuring that learners have the capability to undertake a range of work related tasks in a competent and effective manner.




PS14. Work Based/ Related Learning


WBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

Learners undertaking the HNC in the majority of instances will be employed in a construction role before commencing the course. If a learner does not possess employment in the construction sector a condition of entry will be the ability to evidence the availability of extensive work placement. The programme has been designed to enable the HNC in Construction & Built Environment (Part-time) to serve as a technical certificate within the Construction Technician Apprenticeship Standard (See Appendix 1) via being mapped to the equivalent HNC BTEC Construction & the Built Environment qualification in all mandatory construction units. In the event the HNC Construction and the Built Environment is delivered external to the construction technician Standard, Further WBL will take place during the curriculum, detailed as follows:



FHEQ level: 4

WBL/WRL Activity:

Logistics

Prog Aim

Prog Intended LO

Range of Assessments

Related Core Module(s)

Undertake site surveying techniques employing basic surveying equipment

Undertake relevant risk assessments pertinent to the employer or work experience provider

Undertake laboratory materials testing relevant to their employer or work experience provider


Students are briefed on the use of surveying equipment by a surveying company representative

Students are instructed on how to conduct a risk assessment visit before undertaking the task on-site or in the workplace or work experience provider

Learners inducted on how to undertake basic materials testing. Analysis conducted on materials relevant to the employer or work experience provider.


2,5

2,5


2,5

2,4

2,3 & 4


2,4

Formative tasks to survey a site

Coursework developing a risk assessment.

Formative exercise programming control hardware.
Practical laboratory assessment


Introduction to site Surveying Procedures

Health, Safety & Welfare for Construction & the Built Environment

Science & Materials for Construction and the Built Environment


An explanation of this map:

The teaching, learning and assessment embeds WBL/WRL throughout the programme. Learners are taken through the theory, application practice cycle during lectures so that an appreciation develops around the practical useful of the curriculum. Tutors relate the topics covered to specific job roles in industry such as site manager, project manager, building surveyor, corporate real estate manager, building services manager, facilities manager, quantity surveyor, property developer etc. Additionally learners have the opportunity to undertake a WBL placement when they can see for themselves construction practised for real.




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