Posted: May 15th, 2022

Module name Sustainable and Innovative Construction Module code CON7SDC Assignment 1

Module name Sustainable and Innovative
Construction
Module code CON7SDC
Assignment 1
Level 7
Programme start month and
year
March 2019
Assignment due time and date 10.00 a.m. (UK time),
Wednesday 15 May 2019
Pass mark 50
Word range 3,000–3,500
Submission details
For this assignment, you are required to submit:
• a report as a PDF, Word (or similar) file;
• a presentation (with commentary notes) as a PDF file.
These should be submitted as two separate files. Please ensure you
submit the report file first (Part 1). (If you have Adobe Acrobat, you
can merge your work into one single document.)
Please refer to the assignment guidance in the assignment area of the
module for further guidance on the file types accepted by Turnitin.
© University College of Estate Management 2019 Page 2 of 8
Learning outcomes
Code Description
A1 A high level of interpretation of knowledge of innovative construction technology
B1 Evaluate different construction and innovative construction technologies
C1 Critically assess appropriate innovative construction technology used in buildings
C2 Critically appraise research into sustainable and innovative construction methods
D1 Communicate effectively, using various media to illustrate appropriate innovative
construction technology
D2 Reflect critically on innovative construction technology used for developing sustainable
buildings
Task 1
Create a short presentation with commentary notes (indicative word range 750–1,000 words) that
describes an innovative foundation or the whole of the substructure to any building of your choice.
You can consider either a material, component or the complete substructure element.
Your presentation should:
• identify and explain any key issues relating to the sustainability and environmental impact
and innovation of the foundation/substructure subject that you have chosen;
• provide a conclusion, on the final slide, that critically appraises the value you think this
subject can bring to the construction industry;
• consist of a maximum of 6 slides (4–5 slides are expected).
The presentation can be prepared using the knowledge and experience you gained from the Week
2 Activity ‘Innovative products’ and used for the Webinar, ‘Presentations, critical evaluation and
appraisal’ in Week 3. There is guidance in the assignment week topic on how you may present this
task.
Please check that the commentary notes for each slide are visible before you submit the
assignment as a PDF file.
Example
You could discuss: an innovative foundation or the complete substructure element that supports the
superstructure above, a foundation method or material used in the substructure. Your presentation
should include comments on the sustainability and environmental impact, and whether you think it
will succeed and be a better option in the future over the more traditional foundation/substructure
methods.
Task 2
Produce a fully researched and referenced report (indicative word range 2,250–2,500 words) for a
client that explains a particular system, type or design of an innovative modern method of
construction suitable for a new primary school.
Your report should:
• include a critical appraisal that evaluates the relative merits of this method of construction
over that of a more traditional type of construction;
• address various environmental and sustainability issues.
© University College of Estate Management 2019 Page 3 of 8
Please state any assumptions you make in the report. Assumptions can be made as to any specific
type of facility, arrangements, layout or size. Please ensure that you write in your own words and
that all sources are fully referenced.
Report guidance
The report could look at an offsite system of prefabricated schools. Initial research can be gained by
looking at:
• www.modulek.co.uk/
• www.yorkon.co.uk/
• www.portakabin.co.uk/
• www.kingspan.com/group/
• www.caledonianmodular.com/
[all websites accessed 13 February 2019].
Additional guidance
Reference list
You should include a reference list at the end of your assignment with a minimum of 10 separate
and appropriate sources that you have written about and directly cited within your work.
You should also include a bibliography list with separate relevant and appropriate sources that have
influenced your thinking but are not cited in your work.
As well as the guidance given in the assignment brief, you will find the Week 2 and 3 topic exercises
useful for preparing you presentation. The webinars leading up to the assignment hand-in provide
additional guidance and examples for both the presentation and report parts of the assignment task.
Further information to support you with this assignment is available within the study materials for
this module on the UCEM VLE. If you have any questions about this assignment, please contact
your Module Tutor or Module Leader via the VLE.
Marking guidance for students
This guidance is designed to help you to do as well as possible in your assessments by explaining
how the person marking your work will be judging it. This should ensure you are aware of what they
are looking for when you prepare your assessment. When you receive feedback on your
assessment, the guide should also help you to see where you gained marks and how you could have
improved your mark.
Every assessment will have a brief. In the brief you will be told what you have to produce. The
assessment criteria marking criteria guide should be read alongside the assessment brief.
The assessment criteria marking guide will enable you to make judgments about how you should
approach this assessment at this academic level.
It is recommended that you read the assessment criteria marking guide before attempting
each assessment and keep in mind what will help you to achieve the highest marks as you
work on the assessment. Once you have finished you should review the assessment before
submitting it, to check you have done what is required to achieve the highest marks to the best of
your ability.
When you receive your feedback from your tutor you should clearly be able to see which categories
you gained marks in. The feedback should provide you with more detail on the extent to which you
have achieved each of the criteria, as well as with recommendations about how to improve your
performance going forward (where relevant).
© University College of Estate Management 2019 Page 4 of 8
LEVEL 7
ASSESSMENT
CRITERIA MARKING
GUIDE
Weighting %
1. COMMUNICATION 15 0–2
Inadequate
3–5
Limited
6–7
Below threshold
8
Threshold
9–10
Good
11
Excellent
12–15
Outstanding
Relevance to task
• The relevance of the
information provided to
the context of the task
• The way the needs of
the intended audience
have been addressed.
Irrelevant and
addresses neither the
task nor the needs of
the intended audience.
Largely irrelevant and
does not effectively
address the task or the
needs of the intended
audience.
Partially relevant and
attempts to address
the task and the needs
of the intended
audience with
significant irrelevance
or omissions.
Sufficiently relevant to
the task and the needs
of the intended
audience to meet the
learning outcomes.
Consistently relevant
to the task and
focussed on the
requirements of the
intended audience.
Highly relevant to the
task and precisely
focussed on the
requirements of the
intended audience.
Completely relevant to
the task and fully
focussed on the
requirements of the
intended audience.
Structure and
presentation
• Organisation and
presentation of ideas
A lack of structure
beyond a loosely
connected list of points.
Largely unstructured
and does not have a
clear logical flow.
Inconsistent structure
and logical flow.
Adequate Structure
and logical flow.
Capable structure and
logical flow.
Advanced structure and
logical flow.
Proficient structure and
logical flow.
• Format appropriate to
the intended audience
and/or industry protocols
• How structure and
presentation enable
communication.
Presentation format is
inappropriate.
Communication is
obstructed.
Presentation format is
ineffective.
Communication is
hindered.
Presentation format is
confused.
Communication is only
partially effective.
Presentation format is
satisfactory.
Communication is
sufficient to meet the
learning outcomes.
Presentation format is
effective.
Communication is
sound.
Presentation format is
sophisticated.
Communication is
articulate.
Presentation format is
innovative.
Communication is
insightful.
Grammar
• Selection of words,
sentence construction,
spelling and punctuation.
Use of grammar is
deficient and meaning
is obstructed.
Significant grammatical
errors and meaning
lacks clarity.
Several grammatical
errors and meaning
conveyed insufficiently
clearly.
Notwithstanding some
minor errors and
oversights, grammar
and clarity of meaning
are sufficient to meet
the learning outcomes.
Grammar usage is
capable and conveys
meaning effectively.
Grammar usage is
advanced and conveys
meaning precisely.
Grammar using is
exceptional and conveys
meaning eloquently.
2. KNOWLEDGE AND
UNDERSTANDING
20 0–3
Inadequate
4–7
Limited
8–9
Below threshold
10–11
Threshold
12–13
Good
14–15
Excellent
16–20
Outstanding
Systematic knowledge
and understanding of
the key aspects of the
field of study
Inadequate systematic
understanding of the
field of study.
Limited systematic
understanding of the
field of study.
Insufficient systematic
understanding of the
field of study.
Sufficient systematic
understanding of the
field of study to meet
the learning outcomes.
Good systematic
understanding of the
field of study to meet
the learning outcomes.
Excellent systematic
understanding of the
field of study to meet
the learning outcomes.
Outstanding systematic
understanding of the field
of study to meet the
learning outcomes.
Critical awareness of
current problems and/or
new insights at or
informed by the
forefront of the
academic discipline
Inadequate level of
critical awareness of
current problems
and/or new insights,
very little, if any, of
which has been
informed by the
forefront of the
academic discipline.
Unsatisfactory level of
critical awareness of
current problems
and/or new insights,
little of which has been
informed by the
forefront of the
academic discipline.
Basic level of critical
awareness of current
problems and/or new
insights, some of which
has been informed by
the forefront of the
academic discipline.
Adequate level of
critical awareness of
current problems
and/or new insights,
much of which has
been informed by the
forefront of the
academic discipline.
Sound level of critical
awareness of current
problems and/or new
insights, most of which
has been informed by
the forefront of the
academic discipline.
Comprehensive level of
critical awareness of
current problems
and/or new insights,
nearly all of which has
been informed by the
forefront of the
academic discipline.
Exceptional level of
critical awareness of
current problems and/or
new insights, all of which
has been informed by the
forefront of the academic
discipline.
© University College of Estate Management 2019 Page 5 of 8
3. USE AND
APPLICATION OF
SOURCE MATERIAL
20 0–3
Inadequate
4–7
Limited
8–9
Below threshold
10–11
Threshold
12–13
Good
14–15
Excellent
16–20
Outstanding
Application of UCEM
Harvard referencing
style
A minimal number of
sources have been
referenced. The
referencing system is
applied incoherently.
Referencing is
unsatisfactory due to
significant omissions,
inaccuracies or
inconsistencies in the
application of the
referencing system.
Referencing is
insufficient due to
several omissions,
inaccuracies or
inconsistencies in the
application of the
referencing system.
Referencing is
sufficiently complete,
accurate and
consistent in the
application of the
referencing system to
meet the learning
outcomes.
Referencing is
competent with mostly
complete, accurate
and consistent
application of the
referencing system.
Referencing is
comprehensive with
complete, accurate and
consistent application
of the referencing
system with minimal
errors.
Referencing is
comprehensive and
applied faultlessly.
Source Materials
• Selection of course
materials
Minimal and incoherent
selection of course
materials.
Ineffective selection of
course materials with
significant omissions.
Inconsistent and
inaccurate selection of
course materials.
Adequate selection of
course materials.
Competent selection of
course materials.
Sophisticated selection
of course materials.
Innovative selection of
course materials.
• Independent research Independent research
is minimal and has not
been informed by
scholarship at the
forefront of the
academic discipline.
Independent research
is incomplete and
unsatisfactory. It has
not been informed by
any notable
scholarship at the
forefront of the
academic discipline.
Independent research
is basic and has
partially been informed
by appropriate
scholarship at the
forefront of the
academic discipline.
Independent research
is sufficient and has
been at least partially
informed by
appropriate scholarship
at the forefront of the
academic discipline,
sufficient to meet the
learning outcomes.
Independent research
is competent and has
been informed by a
reasonable amount of
appropriate
scholarship at the
forefront of the
academic discipline.
Independent research
is advanced and has
been informed by a
comprehensive range
of authoritative
scholarship at the
forefront of the
academic discipline.
Independent research is
proficient and has been
informed by the full range
of authoritative
scholarship at the
forefront of the academic
discipline.
• Use of industry practice
and personal
experience.
Industry practice and
personal experience
omitted or irrelevant.
Limited and incomplete
reference to industry
practice and personal
experience.
Simple reference to
industry practice and
personal experience.
Satisfactory reference
to industry practice and
personal experience.
Clear reference to
industry practice and
personal experience.
Perceptive reference to
industry practice and
personal experience.
Insightful reference to
industry practice and
personal experience.
Originality in the
application of
knowledge
Originality in the
application of
knowledge is
inadequate and
incoherent. The
assessed work is not
informed or improved
by the source
materials.
Originality in the
application of
knowledge is
ineffective and
unsatisfactory. The
assessed work is
informed and improved
in a limited manner by
the source materials.
Originality in the
application of
knowledge is
inconsistent and
partial. The assessed
work is informed and
improved in a basic
manner by the source
materials.
Originality in the
application of
knowledge satisfactory
and adequate. The
assessed work is
informed and improved
in an adequate manner
by the source
materials, sufficient to
meet the learning
outcomes.
Originality in the
application of
knowledge is
competent and clear.
The assessed work is
informed and improved
in a reasonable
manner by the source
materials.
Originality in the
application of
knowledge is
perceptive and
accurate. The
assessed work is
informed and improved
in a comprehensive
manner by the source
materials.
Originality in the
application of knowledge
is innovative and
insightful. The assessed
work is informed and
improved in an
exceptional manner by
the source materials.
© University College of Estate Management 2019 Page 6 of 8
4. EVIDENCE BASED
CRITICAL ANALYSIS
20 0–3
Inadequate
4–7
Limited
8–9
Below threshold
10–11
Threshold
12–13
Good
14–15
Excellent
16–20
Outstanding
Practical understanding
of how established
techniques of research
and enquiry are used to
create and interpret
knowledge
Minimal understanding
of how established
techniques of research
and enquiry are used
to create and interpret
knowledge.
Unsatisfactory
understanding of how
established techniques
of research and
enquiry are used to
create and interpret
knowledge.
Insufficient
understanding of how
established techniques
of research and
enquiry are used to
create and interpret
knowledge.
Sufficient
understanding of how
established techniques
of research and
enquiry are used to
create and interpret
knowledge.
Effective
understanding of how
established techniques
of research and
enquiry are used to
create and interpret
knowledge.
Sophisticated
understanding of how
established techniques
of research and enquiry
are used to create and
interpret knowledge.
Insightful understanding
of how established
techniques of research
and enquiry are used to
create and interpret
knowledge.
Critical analysis
• Analysis of source
materials
Analysis of the source
materials is superficial,
deficient or minimal
Analysis of the source
materials is shallow
ineffective or
incomplete.
Analysis of the source
materials is
insubstantial,
inaccurate or
inconsistent.
Analysis of the source
materials is adequate
and of sufficient depth
to meet the learning
outcomes.
Analysis of the source
materials is substantial
clear and competent.
Analysis of the source
materials is rigorous,
accurate and
comprehensive.
Analysis of the source
materials is profound,
proficient and very
advanced.
• Application of analysis
to the demands of the
task
Analysis is not applied
to the demands of the
task.
Analysis is applied
unsatisfactorily to the
demands of the task.
Analysis is partially
applied to the
demands of the task.
Analysis is
satisfactorily applied to
the demands of the
task.
Analysis is reasonably
applied to the
demands of the task.
Analysis is perceptively
applied to the demands
of the task.
Analysis is innovatively
applied to the demands
of the task.
Development of
arguments
• Use of analysis to
develop and sustain
arguments and
justifications.
Arguments and
justifications are
incoherent and
deficient. There is
minimal evidence of an
attempt to develop or
sustain an argument.
Arguments and
justifications are
unsatisfactory and
ineffective. The
development of
arguments is
incomplete and not
sustained.
Arguments and
justifications are
confused and
inaccurate. The
development of
arguments is
inconsistent and
partially sustained with
significant omissions.
Arguments and
justifications are
satisfactory and
sufficient to meet the
learning outcomes.
The development of
arguments is basic and
sustained adequately.
Arguments and
justifications are clear
and reasonable. The
development of
arguments is fair and
sustained competently.
Arguments and
justifications are
advanced and
sophisticated. The
development of
arguments is
sophisticated and
sustained
comprehensively.
Arguments and
justifications are
ambitious and
exceptional. The
development of
arguments is insightful
and fully sustained.
Technical ability
(where appropriate)
•Quality of drawings
Drawings are incorrect
or omitted
Drawings are
incomplete or with
significant omissions
Drawings are
inaccurate and only
partially completed
Drawings are
completed at a basic
level sufficient to meet
the learning outcomes.
Drawings are
completed at a
competent level
Drawings are
completed accurately
Drawings are completed
to an exceptionally high
standard
•Accuracy of calculations Calculations are
incorrect or omitted
Calculations are
incomplete with
significant omissions
Calculations are
inaccurate and only
partially completed
Calculations are
completed at a basic
level sufficient to meet
the learning outcomes.
Calculations are
completed at a
competent level
Calculations are
completed accurately
Calculations are
completed to an
exceptionally high
standard
•Appropriate selection
and application of
information.
Selection of information
is incorrect or minimal.
Information is applied
inadequately or
incoherently to the
task.
Selection of
information is
incomplete with
significant omissions.
Information is applied
ineffectively or
unsatisfactorily to the
task.
Selection of
information is
inconsistent and
partial. Information is
applied inaccurately to
the task.
Selection of
information is
satisfactory and
sufficient to meet the
learning outcomes.
Information is applied
adequately to the task.
Selection of
information is clear and
reasonable.
Information is applied
competently to the
task.
Selection of information
is accurate and
comprehensive
Information is applied
perceptively to the task.
Selection of information is
proficient and insightful
Information is applied
innovatively to the task.
© University College of Estate Management 2019 Page 7 of 8
5. INSIGHT,
INTERPRETATION
AND EVALUATION
25 0–4
Inadequate
5–9
Limited
10–12
Below threshold
13–14
Threshold
15–17
Good
18–19
Excellent
20–25
Outstanding
Systematic and creative
approaches to complex
issues
Inadequate selfdirection and originality
in tackling and solving
problems and in
implementing tasks at
a professional level.
Ineffective selfdirection and originality
in tackling and solving
problems and in
implementing tasks at
a professional level.
Insufficient selfdirection and originality
in tackling and solving
problems and in
implementing tasks at
a professional level.
Sufficient self-direction
and originality in
tackling and solving
problems and in
implementing tasks at
a professional level to
meet the learning
outcomes.
Competent selfdirection and originality
in tackling and solving
problems and in
implementing tasks at
a professional level.
Successful selfdirection and originality
in tackling and solving
problems and in
implementing tasks at a
professional level.
Exceptional self-direction
and originality in tackling
and solving problems and
in implementing tasks at
a professional level.
Critical evaluation of
current research and
advanced scholarship in
the discipline
Any evaluation of
current research and
advanced scholarship
in the discipline is
unsubstantiated and
unstructured.
Evaluation of current
research and
advanced scholarship
in the discipline is
unsatisfactory in its
reasoning.
Evaluation of current
research and
advanced scholarship
in the discipline is
simple in its reasoning.
Evaluation of current
research and
advanced scholarship
in the discipline is
adequate in its
reasoning.
Evaluation of current
research and
advanced scholarship
in the discipline is
competent in its
reasoning.
Evaluation of current
research and advanced
scholarship in the
discipline is
sophisticated in its
reasoning.
Evaluation of current
research and advanced
scholarship in the
discipline is ambitious
and convincing in its
reasoning.
Judgements in the
absence of incomplete
data
Judgments in the
absence of incomplete
data and/or
conclusions are
deficient.
Judgments in the
absence of incomplete
data and/or
conclusions are
inaccurate.
Judgments in the
absence of incomplete
data and/or
conclusions are
confused.
Judgments in the
absence of incomplete
data and/or
conclusions are
satisfactory and
sufficient to meet the
learning outcomes.
Judgments in the
absence of incomplete
data and/or
conclusions are clear
and appropriate.
Judgments in the
absence of incomplete
data and/or conclusions
are perceptive.
Judgments in the
absence of incomplete
data and/or conclusions
are insightful.
© University College of Estate Management 2019 Page 8 of 8
Submission of assignments
All assignments must be submitted online in the module area of the VLE. The assignment
submission link opens 21 days before the due date. Please refer to the information provided in the
‘Coursework preparation’ week for submission guidance.
NOTE: Postal submissions will not be accepted.
Word count and overwriting
Exceeding the upper value of a word range may limit the marks allocated for communication (see
assessment criteria marking guide above). You must state the total number of words used at the
end of your assignment.
The following table outlines the inclusions and exclusions in the word count of the most common
features of assessed pieces of work.
Included Excluded
Introduction Executive summary/abstract
Main body Title page/front cover
Footnotes/endnotes Contents List
In text citations Calculations
Words in tables Drawings/Images
Conclusion List of references
Recommendations Bibliography
Headings and titles, except for those explicitly excluded Appendices
Warning
Plagiarising someone else’s work, whether copying from the internet, UCEM study materials, a
textbook, a fellow student or elsewhere, is a serious offence. Before you submit your work for
assessment, you must check it to ensure that you have fully cited within the text all the sources of
information you have used and that all your sources are listed in a reference section at the end of
your submission. Quoted text must not be excessive in length. You will find guidance on correct
citing and referencing in The Harvard System – The UCEM Guide to Referencing and Citation in the
‘Study skills’ section on the VLE.
Be aware that your work will be checked using anti-plagiarism software. If plagiarism is identified,
this will result in a severe penalty ranging from loss of all or part of the mark to exclusion from your
programme.
Note: Please use the assignment referencing link to check the originality of your work before
submitting it.

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