Partner Details
Awards
Target Award
Programme Offerings
Full-Time
Educational Aims of the Course
Learning Outcomes
Teaching, Learning and Assessment
Key themes of the teaching and learning strategy on this programme are: • Varied assessment and feedback to enhance the experience of the student. • The availability of flexible teaching and learning modes, using face to face, on-line and blended learning. • Student support through the use of structured and targeted tutorials. • The development and application of theory into practice. • The use of inclusive learning methods • Development of students’ practical skills. The teaching and learning throughout the programme will follow the expectations of the QAA benchmark statement for Land, Construction, Real Estate and Surveying 2019. Teaching sessions will allow for the introduction of new skills, techniques, concepts and theories to enable students to develop their own practice further. Learning and teaching opportunities will be designed to allow for the transfer of learning between the different modules and the integration of theory with practice. Students will learn to produce employment-relevant outcomes, presentations, reports and projects. Students will be expected to think of themselves as independent learners, encouraged by using flexible teaching methods and varied methods of assessment. There is has a mandatory synoptic task at each level. At level 4 this is an individual project and at level 5 it is a group project. There is considerable diversity of delivery needs among the likely candidates for this programme. These include • Traditional full-time learners, mainly students progressing internally from level 3 awards • Day-release part-time learners, mainly those on day release from partner employers • Evening class students, principally either those in construction employment whose employers will not release them during the day or those in other employment wishing to retrain to work in the construction sector • Those unable to study on a week-by-week basis but who could attend in week-long blocks • Those who wish to offset RPEL of their previous studies or experience against module learning outcomes. This programme is intended to meet all of these needs. While the mode and timing of delivery may vary, all students will be assessed against the same learning outcomes and will have the same skills on exit. This programme is designed to use a variety of different assessment methods to ensure that all students, of whatever preference in assessment, have the opportunity to demonstrate their achievement of learning outcomes. Assessment is designed to be both formative, in building knowledge and skills, and summative in assessing whether and to what extent required outcomes have been met. At level 4, assessment is focused on evidencing that necessary knowledge and skills have been acquired. Level 4 modules typically have two assessments of different types. One may be designed simply to ensure that particular knowledge, skill and experience has been gained but all modules include a graded task in which the extent of a student’s level of attainment can be judged. Students entering this programme will generally not have experienced a formal examination since GCSE, which for some will have been many years ago. For this reason, there are no formal, written examinations at level 4. Assessment at level 5 is focussed on evidencing the greater level of intellectual skill required rather than the acquisition and application knowledge. At level 5, students are expected to have matured academically and some level 5 modules are assessed in part by formal examinations. This is principally to prepare students who may wish to progress to honours level for the assessment diet they are likely to experience later. In order to reflect the fact that Construction professionals seldom work without access to data, examinations are ‘open-book’ and focussed on the application of knowledge rather than the recall of material learned by rote.