2020 league table points
We have been advised by TQUK that the Department for Education has now advised all Awarding Organisations of their third update to the approved list of qualifications. The revised Design Engineer Construct! The Digital Built Environment model has not yet been approved for inclusion in the 2020 performance tables. TQUK are currently appealing this decision with a deadline of 6th August.

We will update you on the outcome of this appeal as soon as possible after 6th August, but be assured - we remain committed to the inclusion of Design Engineer Construct! The Digital Built Environment as a relevant, robust and rigorous learning programme and qualification which continues to meet the needs of DEC schools throughout England.

Please note, schools outside England are not affected.


Criteria & Learning Outcomes – Level 2

TQUK Level 2 Certificate in Design, Engineer, Construct! The Digital Built Environment (RQF) – QAN: 603/1992/6

Assessor's Guide to interpreting the Level 2 criteria

General Information

QCF general description for Level 2 qualifications

  • Achievement at QCF level 2 (EQF Level 3) reflects the ability to select and use relevant knowledge, ideas, skills and procedures to complete well-defined tasks and address straightforward problems. It includes taking responsibility for completing tasks and procedures and exercising autonomy and judgement subject to overall direction or guidance.
  • Use understanding of facts, procedures and ideas to complete well-defined tasks and address straightforward problems. Interpret relevant information and ideas. Be aware of the types of information that are relevant to the area of study or work.
  • Complete well-defined, generally routine tasks and address straightforward problems. Select and use relevant skills and procedures. Identify, gather and use relevant information to inform actions. Identify how effective actions have been.
  • Take responsibility for completing tasks and procedures subject to direction or guidance as needed.


  • Standards must be confirmed by a trained Gold Level Assessor or higher
  • Assessors must at a minimum record assessment judgements as entries in the on-line mark book on the INGOTs.org certification site.
  • Routine evidence of work used for judging assessment outcomes in the candidates’ records of their day to day work will be available from their e-portfolios and on-line work. Assessors should ensure that relevant web pages are available to their Account Manager on request by supply of the URL.
  • When the candidate provides evidence of matching all the criteria to the specification subject to the guidance below, the assessor can request the award using the link on the certification site. The Account Manager will request a random sample of evidence from candidates’ work that verifies the assessor’s judgement.
  • When the Account Manager is satisfied that the evidence is sufficient to safely make an award, the candidate’s success will
    be confirmed and the unit certificate will be printable from the web site.
  • This unit should take an average level 2 learner 40 hours of work to complete.

Assessment Method

  • Assessors can score each of the criteria N, L, S or H. N indicates no evidence. L indicates some capability but some
    help still required. S indicates that the candidate can match the criterion to its required specification. H indicates performance that goes beyond the expected in at least some aspects. Candidates are required to achieve at least a S on all the
    criteria to achieve the full award. Once the candidate has satisfied all the criteria by demonstrating practical competence in realistic contexts they achieve the unit certificate.

UNIT 1: Defining a Sustainable Construction Project. 5 credits (40 GLH) – H/615/8831

1. The candidate will understand a client’s needs.

I can:

1.1 identify the contextual needs of a client

Candidates should be able to identify the location, building type and end users.

Evidence: From assessor observations, video/recorded discussion in the context of a client meeting and written evidence in portfolios.

Additional information and guidance: Candidates should be encouraged to role play the architect/client relationship and define the project parameters. A member of the local community can provide a more realistic response to a mock interview/meeting. Learners should prepare a checklist of items to be discussed with the client. Level 2 learners should demonstrate some degree of independence and autonomy.

1.2 record project requirements and client expectations

Candidates should be able to provide a written summary outlining the project brief, reaffirming the role of the architect and what he or she will contribute.

Evidence: from checklists, written report and covering letter to the client in portfolios.

Additional information and guidance: Candidates will summarise their meeting with the client, outlining the skills and services he will provide, the high level goals of the project, and setting the scene for the design. Learners should demonstrate and open, collaborative process with their client, remembering that the relationship is a two way process and therefore requiring a written response to proceed.There should therefore be a formal invitation to the client to agree that items on the checklist are accurately represented in the report and nothing has been missed.

1.3 understand the requirement to establish a budget in relation to the agreed client’s needs

Candidates should be able to evidence research into construction project costs specific to their client’s building type.

Evidence: From assessor observation and written documentation in portfolios.

Additional information and guidance: Learners will demonstrate research skills using the internet and other methods, e.g. contact with local professionals, sending questionnaire to design and construction organisations. Learners should demonstrate how they have attempted mathematically to establish what a building might cost.

2. The candidate will be able to formulate a project brief.

I can:

2.1 outline the functional requirements of the project

Candidates should be able to present a schedule of accommodation which includes size of rooms/spaces, areas, adjacencies, circulation etc.

Evidence: From written and graphical reports in portfolios.

Additional information and guidance: Candidates should be able to define the spatial requirements of their building and determine what rooms/spaces/equipment is needed to perform certain functions. They can use buildings known to them to help determine size (by measuring existing spaces accurately using specific tools), the relationship of one space to another, functionality and use of each room, but must demonstrate good and bad examples of this.

2.2 establish quality objectives for the project

Candidates should be able to present a vision for their project in terms of design, durability, elegance, efficiency and how the building will improve people’s lives. They should define what the building will do, how it will perform, the problems it will solve and how the wider community will benefit.

Evidence: From an illustrated report in portfolios.

Additional information and guidance: Learners will present a precedent study evaluating similar buildings using set criteria. A vision document will contain images, drawings, sketches, ideas and written aspirations.

2.3 set the sustainability aspirations of the project

Candidates should be able to present a vision for their building in terms of social, environmental and economic principles.

Evidence: From an illustrated report in portfolios.

Additional information and guidance: Candidates will present a strategy that will make their building sustainable.

3. The candidate can understand the constraints on the project.

I can:

3.1 identify constraints associated with the site location and present solutions

Candidates will identify any potential issues or questions relating to the site chosen ensuring they address the potential environmental and community concerns.

Evidence: Report and checklist, annotated diagrams in portfolios eg. site survey drawing.

Additional information and guidance: Candidates should identify potential issues to help them through the planning process, and also engage with the local community. Early identification of problems leads to better quality planning, and better public engagement. They might consider marking issues on a site plan, particularly as a graphical representation might be easier for the community to comprehend. They can present an additional ‘site analysis’ study comprising a series of annotated diagrams that investigate and record the key characteristics of the site. Candidates should understand the need for a professionally measured site survey in order to establish the exact size of the chosen site, the exact location of site boundaries and physical constraints and plot any changes in level that will impact on their proposals.

Candidates will consider issues such as:

  • orientation, aspect, exposure – why is it so important to know which direction your site faces? how might this be fundamental to the future energy use of your building?
  • topography, geography and geology – how might we use maps to help us understand the location we have chosen? Why is a north point (symbol) significant on a map?
  • what existing utilities impact the design?
  • how might the rock formations or ground conditions below your site potentially have a bearing on your design? Who will provide this information for us?
  • prevailing wind and microclimate – does this site or do the immediate surroundings have particular weather patterns that
    make this location more or less suitable for your building? Is it prone to regular or repeated episodes of extreme weather? How might this inform your design?
  • surrounding buildings and local context/vernacular – is there a specific style of architecture or use of materials that defines this place or site that we need to respond to or respect? What about existing building levels/height restrictions?
  • transport and infrastructure – is your site well connected to the local community, amenities and services or do they need to be improved? Why is it so important to consider ALL modes of transport?
  • accessibility – are there physical site characteristics that may result in access limitations for certain users? Do they have a bearing on where we might access the building from or locate entrances?

Good site analysis is more than what you see or get from just taking photographs. Learners will apply a critical eye if they are to really understand the site and significance of keys features. Team working and sharing of resources should be encouraged. Physical model making using layers of card to represent contours could help understanding of topography.

3.2 test initial ideas against planning protocol

Candidates will understand how their proposal responds to planning policy and where potential conflicts may exist that may impact on the project brief.

Evidence: Written evidence in portfolios.

Additional information and guidance: Candidates will create a ‘planning statement’ study outlining how their
proposal will conform to and respond to particular areas of policy. The planning process can be quite lengthy, however the ‘National Planning Policy Framework’, is an important part of the government’s reforms to make the planning system less complex easier to understand. It vastly reduced the number of policy pages about planning. The Framework sets out planning policies for England and how they are expected to be applied. It provides guidance for local planning authorities and decision takers, both in drawing up plans and making decisions about planning applications. http://www.planningportal.gov.uk/planning/planningsystem/localplans#nppf

It is important that candidates understand the need to involve the wider community in the process and the introduction of the ‘Localism Act’ and the new ‘Neighbourhood Planning’ framework empowers communities to have their say regarding development in their neighbourhoods. A guide to the Act and the powers of communities can be found here: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/5959/1896534.pdf

If a construction project is classed as a ‘major development’ it is crucial that the community is involved at an early stage. There may be more evidence required, in particular an environmental impact assessment, a transport study which outlines the impact the site entry and exit will have on existing roads and traffic volumes, and a design & access statement, which outlines the suitability of the design for the particular site, and how users will access it.

Large scale developments often include a commitment from the developer to provide community services such as providing a park for local children. This is called a Section 106 agreements and is a powerful, legally binding agreement between a local council and developer to improve the local area.

Major developments can include:

  • Housing developments of more than 10 dwellings
  • Housing development on a site of 0.5 hectares or more
  • Any other development with a floor area of 1000 m2
  • Any other development on a site of 1 hectare or more
  • Waste development or mineral working

Planning applications must also be decided in accordance with the Local Development Framework (LDF), and information regarding this can be found at http://www.planningportal.gov.uk/planning/planningsystem/localplans

Candidates should consider location specific policy – is the site situated in a green belt, or conservation area? It may be close to listed buildings (or indeed is the proposed project a refurbishment of a listed building?) or be situated in a Site of Special Scientific Interest (SSSI) which gives legal protection to local wildlife and specific geological formations.

3.3 explain the principles of legislation relevant to the project

Candidates will understand that planning legislation must be adhered to and all projects are bound by its principles.

Evidence: Written evidence in portfolios.

Additional information and guidance: The Planning process is wide ranging and can be extensive. Candidates can find significant information via the government planning website www.planningportal.gov.uk and key points are noted below. There is a difference between a planning application being approved, and a building being constructed with the health and safety of the end users in mind. Building Regulations approval sets out design standards that focus on issues of health, safety, energy efficiency and disability access. It may also be necessary to notify the Health and Safety Executive (HSE) and may have other duties as well under the Construction (Design and Management) Regulations 2015 (CDM 2015). Sustainability and the local community should always be the main focus in the development of a construction project and there are a number of Acts and national guidelines to follow.

Nature and Wildlife:

Environmental Policies:

BREEAM (Building Research Establishment Environmental Assessment Method and the Code for Sustainable Homes sets the standard for best practice in sustainable building design, construction and operation. The measures used represent a broad range of categories and criteria and include aspects related to energy and water use, the internal environment (health and well-being), pollution, transport, materials, waste, ecology and management processes. Much of this criteria is covered in Design Engineer Construct! at Level 1. More information about BREAMM can be found at http://www.breeam.org/about.jsp?id=66 There are also a number of local Waste Management policies which should be adhered to.

Also consider:

The Disabled Persons Act 1981 ensures that the needs of disabled persons are provided for in any building and development schemes The Equality Act 2010 ensures that local planning policies need to take into account the particular needs of women, young people and children, older people, ethnic minorities, children and disabled people. The Party Wall Act 1996 prevents and resolves disputes in relation to party walls (walls of adjoining dwellings e.g. semi detached houses and terraces), boundary walls and excavations near neighbouring buildings. Right to Light – a private, legally enforceable easement or right to a minimum level of natural illumination through a ‘defined aperture’, usually a window opening.

3.4 I can carry out a feasibility study and present the results

Candidates will understand the need to prove their proposals are believable, based on high quality research and fully meet the client’s brief.

Evidence: Written report and checklist, annotated diagrams.

Additional information and guidance: Candidates should consider that a feasibility study is the opportunity to test all aspects of their early proposals and the first chance to review and refine their emerging ideas. It is also an opportunity to present their work to date both visually and verbally to their clients, good practice for the project stages further ahead! A successful feasibility will clearly demonstrate how the project is feasible in ALL respects and should cover the following areas:

  • Function – how do the proposals meet the end-user requirements identified in the project brief?
  • Quality – how do the proposals meet the design aspirations identified in the project brief? Students can use precedent images, sketches and models to describe their ideas.
  • Policy – how do the proposals broadly fit the relevant policies that have been identified?
  • Budget – how do the proposals broadly fit the budget that has been identified?
  • Programme – has an outline programme been formulated that we know to be achievable?
  • Team – are the right people with the right skills available and onboard to help us make progress?
  • The way forward – what needs to happen next and what challenges must be overcome to enable the project to succeed
3.5 make a judgement on project viability based on evidence

Candidates will be able to apply objective thinking to assess the merits of a particular proposal against agreed criteria.

Evidence: Student designed compliance matrix.

Additional information and guidance: Candidates should be encouraged to work together in order to discuss and establish the merits of each project. The ability to develop a constructive commentary on the viability of others work whilst presenting a reasoned justification of their own are both equally valuable skills.

3.6 I can explain how the building design helps minimise energy use

Candidates can explain how their design minimises energy use.

Evidence: Student designed criteria matrix.

Additional information and guidance: Candidates will create a set of criteria that will enable every element of their project to be interrogated through a systematic approach in order to understand how the whole building and process must be challenged in terms of embodied energy and energy demand from the outset. They can present an ‘environmental and sustainability strategy’ comprising a series of criteria annotated with diagrams and images that demonstrate an understanding of different green/renewable technologies and passive measures that could potentially be incorporated into their building. Whilst much information can be found through Internet research, a number of research establishments can be contacted including the UK Green Building Council (https://www.ukgbc.org/) and Candidates should be encouraged to contact local experts via professional establishments, for example the Chartered Institute of Building Services Engineers (www.cibse.org) who have regional officers and a ‘young engineers’ programme, and local universities who often have specialist departments in the field of sustainable design and energy efficiency – indeed it is to be encouraged that candidates have access to such institutions. Guidance is often found via candidates’ earlier research into precedent projects. However, there is nothing quite like a visit to an existing sustainable building or conference to inspire and motivate.

4. The candidate will be able to draft a plan.

I can:

4.1 create a draft project plan

Candidates will create a draft plan including timescale, deliverables, roles and responsibilities.

Evidence: Gantt chart, project plan in portfolios.

Additional information and guidance: The candidate should determine the client’s mission and vision for the building, and also the short, medium and long term strategic plan. Priorities, goals and objectives for future use should be established in terms of scope, schedule and cost. A space analysis should be carried out. There may be a need to increase facilities or the number of people who use the building in years to come, and this will obviously impact the design. Spaces should be functional, accessible and durable, but may also need to be flexible – easily changed depending on the nature of the activity taking place. The space may need to be inspiring and allow interaction between different user groups. Certainly the space should be efficient and environmentally friendly.

Data obtained by candidates earlier in the syllabus will be useful to outline local community needs, demographics, preferences and concerns regarding the building design. The client may have a steering committee or a number of committees dependent on the size of the project, each with its own responsibility. There may also be an appointed project manager who will be responsible for the coordination and day to day running of the project. Meeting dates should be scheduled and a general project timeline established. The client and/or committee will be responsible for articulating the vision for the building and this meeting is perhaps the most important.

A number of deliverables should be established and candidates should identify the activities needed and time required to produce them. They will develop a Gantt chart which puts all tasks and estimates in a calendar and outlines each stage of the project, how much time each stage is expected to take, and when each stage is scheduled to begin and end.

Once the goals, objectives and tasks and responsibilities have been defined, the building plan can be drafted and evaluated.

4.2 match project planning to the human resources of the team

Candidates will understand the need for a team undertaking a large and complex project to have carefully considered project plan that targets specific expertise..

Evidence: Documentation in portfolios.

Additional information and guidance: Candidates will create a resource plan that allocates specific tasks to members of the team and establishes clear lines of communication and key points of contact.

4.3 create an Organogram for the project

Candidates can create a human resource plan defining inter relationships and responsibilities.

Evidence: Organogram diagram in portfolios.

Additional information and guidance: Candidates will create an annotated diagram that clearly explains the scope of each role and how they relate to one another. Think of cogs in a well oiled machine; the candidate should explain why each team member has a pivotal part to play in the successful development and delivery of the building project.

4.4 forecast the lifespan of the completed project

Candidates should make a forecast of the project lifespan based on evidence.

Evidence: Portfolios of evidence.

Additional information and guidance: The lifespan needs to be based on standard methods including maintenance schedules and the purpose of the building

4.5 forecast facilities management costs

Candidates should forecast facilities management costs demonstrating an understanding of the most important underlying factors.

Evidence: Portfolios of evidence.

Additional information and guidance: Forecasting should include the most significant cost areas related to operational requirements. These will depend on the particular project but they are likely to include energy costs, buildings maintenance and health and safety checks.

4.6 take account of environmental considerations in planning

Candidates need to demonstrate an understanding environmental factors when planning their project.

Evidence: Portfolios of evidence, internal testing.

Additional information and guidance: Candidates will use energy analysis and cost software to evaluate their designs for energy efficiency, carbon footprint and lighting. They will check data using mathematical calculation and comparison with precedents. Candidates will investigate ventilation, energy source, water distribution, lighting types and sources, electrical distribution and the impact of glazing and insulation.

UNIT 2: Developing a Sustainable Construction Project. 4 credits (30 GLH) – K/615/8832

1. The candidate will be able to develop feasible proposals from needs analysis.

I can:

1.1 prepare concept diagrams to describe and communicate ideas

Candidates will understand the need to clearly describe their ideas in a short presentation that can very quickly convey the whole project.

Evidence: Visual presentation containing a series of annotated diagrams and drawings in portfolios.

Additional Information and Guidance: Candidates will use analytical skills in order to evaluate their work and distill the project into a series of “key moves” described by diagrams. It is imperative that these diagrams communicate the essence of the project and at this stage, do not refer to unnecessary detail. The process should be simple, methodical and the approach should be that the client knows nothing about the project.

Candidates should also be aware that this presentation is an opportunity to impress. Remember, it is your client’s money that you are spending! Have conviction in your ideas and inspire them.

  • What is your USP (unique selling point) / BIG idea that underpins this project?
  • Why should your client invest in YOU and YOUR VISION?
  • What makes YOUR ideas innovative and groundbreaking?
1.2 Present the quality of the proposal to a client

Candidates will demonstrate that their proposal is of high quality in all respects.

Evidence: Verbal and visual presentation / use of communication skills documented and/or stored in portfolios.

Additional Information and Guidance: Candidates should establish ways to measure quality and against agreed standards (which may be derived from the students’ own). The Commission for Architecture and the Built Environment (CABE) offers general guidance: http://webarchive.nationalarchives.gov.uk/20110118111858/http://www.cabe.org.uk/files/design-review.pdf

  • Meeting the brief – Will the accommodation proposed meet the functional needs of the brief?
  • Users – Is it likely that the building’s users – of all kinds – will be satisfied with the design?
  • Operations – Is the design likely to enhance the efficiency of the operations to be contained in the building?
  • Orientation – Can a visitor find the entrance and then find their way around the building? Is orientation clear enough not to need signs or maps?
  • Coherence – Are the plans, sections, elevations and details all of a piece, visibly related to each other and to underlying design ideas?
  • Design process – Does the design demonstrate that thinking about the requirements of the buildings structure and
    construction and environmental services has been an integral part of the design process? Is there evidence that the different design disciplines are working as a team?
  • Flexibility – Will the building be easy to adapt or extend when the requirements of the building’s users change? Are the floorplates suitable for other uses in the future?
  • Whole-life costs – Does the design take in to account whole-life costs?
  • Over time – What will the project look like in different conditions: in sun and rain; at night; over the seasons? Will it age gracefully?
  • Setting – Can one imagine the building becoming a cherished part of its setting?
  • Sector specific guidance can also be found relating to particular building types:. For example: education https://www.gov.uk/government/publications/baseline-designs-for-schools-guidance/baseline-designs-for-schools-guidance
1.3 communicate the concept design to the project team

Candidates will effectively communicate the design to team members.

Evidence: Briefing documents in portfolios.

Additional Information and Guidance: An architect requires the client’s approval (known as ‘sign off’) to progress beyond concept stage to delivering a more detailed set of proposals. It is important that the client’s comments are appropriately acknowledged and that any changes or issues are addressed. before moving on to the next stage. The concept design can then be worked up into coherent proposal that provides a basis for team briefing. Information must be clear and concise so colleagues can undertaking their required tasks. Candidates should pay particular importance to briefing the structural engineer as it is critical that they fully understand the design intent at this early stage. It is their job to ensure your building will stand up so any misunderstanding could result in significant problems later in the project.

1.4 identify procurement options related to key elements of the project

Candidates will understand the alternatives for procurement related to key elements of the project

Additional Information and Guidance: Candidates need to consider Procurement in terms of social, economic and environmental responsibility in order that the client doesn’t just get “a building” but that they get the best possible building within the project constraints. Targets and actions for the entire project (including the whole life of the building) should be clearly communicated between the client, the project team, the contractor and the supply chain. Strong leadership here is critical when sustainability is to be the overarching theme. The UK government’s Sustainable Procurement National Action Plan provides greater guidance, and includes initiatives to:

  • reduce waste, carbon emissions, energy and water consumption
  • protect biodiversity
  • stop the buying of timber from unsustainable sources
  • support fair and sustainable economic growth
  • deliver social benefits through procurement

2. The candidate will produce technical support collateral for a project.

I can:

2.1 prepare 3D representations of outline information

Candidates will create a 3D model using industry software

Evidence: Building Model, portfolio evidence.

Additional Information and Guidance: Candidates can choose their own preferred method to create a concept model. Emphasis must be on detailed thinking, creating a “kit of parts” where each component has a clear purpose and provenance.

2.2 utilise the 3D environment to test the design in virtual locations

Candidates will use industry software to test their design in virtual locations.

Evidence: Report and portfolio evidence.

Additional Information and Guidance: Using industry software, Candidates will specify an exact location for their building by address or latitude and longitude and perform energy/solar/wind analysis. They will consider situation, orientation, impact of adjacent buildings and agree the most suitable positioning for optimum solar gain and seasonal thermal performance in relation to the Sun’s path.

2.3 use quantitative methods to establish the energy requirements, and a lighting strategy

Candidates will assess energy efficiency potential and suggest an appropriate lighting strategy based on measurements and quantities.

Evidence: Report and portfolio evidence.

Additional Information and Guidance: Lighting must be thought of in terms of functional/task lighting, necessity/emergency/safety lighting and from a creative viewpoint in terms of how lighting can enhance the architecture. Candidates should consider alternatives to the obvious lighting hanging from the ceiling, and also ascertain the most efficient
light bulb for their particular lighting system calculating potential energy savings and costs in bulbs. Candidates should explore types of lighting and understand how this impacts on the building energy use and maintenance costs. How is brightness measured and how does it relate to perception?

2.4 prepare detailed, scaled drawings that can form the basis of a planning application

Candidates will prepare appropriate drawings for a planning application.

Evidence: Portfolio evidence.

Additional Information and Guidance: Candidates should have a clear understanding of the types of document that needs to be submitted with a planning application, and what scale is suitable. Typically, planners require a location plan which defines where the project is situated relative to surrounding properties (usually issued at a scale of 1:1250 and 1:2500) and a site plan which shows the position of the project relative to its boundary (usually issued at a scale of 1:200 or 1:500) and any tress on site. Candidates should be aware of Tree Protection Orders (TPO). The (compass) north point and scale should always be shown clearly on the plan. Candidates should prepare floor plans and elevations at a suitable scale (usually 1:50 or 1:100), and have an understanding of the relationship of the size of the building and the paper size a drawing is to be plotted on. Note: At a scale of 1:100, 10 mm on a plan = 1m in reality and 1:50 = 10mm = 0.5m. Drawings are usually submitted digitally as pdf formats. A Design and Access Statement may also be required. For more information see: http://www.planningportal.gov.uk

2.5 describe the project in writing to form the basis of a planning application

Candidates will use appropriate language to describe the project to form the basis of a planning application.

Evidence: Example documents in portfolios.

Additional Information and Guidance: Candidates should establish the type of planning permission they require as there are a number of types for example domestic/household, conversion, listed building, Guidance can be found here: http://www.planningportal.gov.uk/planning/applications/howtoapply/permissiontypes The project description should be clear and concise with sufficient detail. Planning applications should describe the project’s size and location, how it will function, and its relationship with the immediate surroundings. It should also include information including drainage, vehicle and pedestrian access, materials to be used, design of the building and the direction it faces. It should also include the location of waste and recycling facilities (e.g. where you will situate a bin). A nonresidential application will require more details. Planning applications are generally submitted online, and candidates are encouraged to obtain example applications. Further information can be found here: www.planningportal.gov.uk/uploads/appPDF/Help004_england_en.pdf

2.6 produce a financial model of the budget that aggregates the elemental costs of the project

Candidates will produce a baseline costing of the project in the form of a model that can be used to aggregate components and experiment with different component costs.

Evidence: Report in portfolios.

Additional Information and Guidance: Using software tools, Candidates can produce an estimated project costing based on a square metre cost or can calculate the total cost of the project by materials used using scheduling. Accuracy is dependent on the
definition of design and engineering data. Candidates should be encouraged to discuss the significance of complete data in producing reliable costings.

3. The candidate will support development of a project concept.

I can:

3.1 explain the importance of compatibility between existing infrastructure and the project proposals

Candidates will identify existing infrastructure and outline how their project is compatible with it.

Evidence: Report in portfolios.

Additional Information and Guidance: Infrastructure is the basic physical systems of a country’s or community’s population, including roads, transport systems, utilities, water, sewage, etc. New buildings should benefit the people who will use them in terms of appeal, health (e.g. air quality) and aesthetics, but to be explicitly functional and minimise the impact on the environment. A building can contribute to energy and water collection, and even food harvesting through green roofs and vertical farms. Accessible transport links and close proximity of public (green) spaces are fundamental to good urban design. Consideration should be given as to whether the building or structure can be repurposed after it’s proposed ‘useful’ life.

3.2 explain the environmental and climate change reduction strategies

Candidates will be able to demonstrate the green credentials of their proposal

Evidence: Illustrated Environmental Strategy Report.

Additional Information and Guidance: Candidates should outline their objectives and expectations, and clearly iterating how their low carbon measures are sensitive to the environment and cost effective. They should determine how they will record, review and evaluate their recommendations. Candidates should consider existing local environmental regulations and building codes, and whether there are existing or complimentary programmes which can support their aims. Candidates should be able to prioritise environmental proposals based on the location of their chosen building (for example if the building is by a river, particular attention might be paid to waste management and potential pollutants). The report should focus on all areas of environmental impact including waste, water, energy, transport, supply chain, etc. It may also include a strategy for the community and how they will encourage a cooperative approach to encourage good environmental practice and positive attitudes.

3.3 monitor the execution of the plan to ensure compliance with client requirements taking appropriate action where necessary

Candidates will undertake and record scheduled project compliance

Evidence: Compliance Checklist Record and Recommendations.

Additional Information and Guidance: Regular meetings with the client are necessary to ensure compliance. Candidates should prepare a list that will enable them to check the progress of the project in accordance with their client’s brief (and that outlined in the Architect’s Agreement). This list should clearly support the future direction of the project adhering to agreed principles, standards, specifications and functionality. Preparing a compliance list aims to highlight errors quickly and easily, thereby reducing costs and delays due to unforeseen changes as the project develops.

3.4 establish strategies for the proposed construction that support health and safety, occupancy, management and operation

Candidates will formulate a plan to eliminate hazards and minimise risk to health and safety.

Evidence: Construction (Design and Management) (CDM) Plan and Designers Risk Assessments

Additional Information and Guidance: Candidates must demonstrate that they have taken reasonable steps to ensure health and safety is of paramount importance throughout the life cycle of the building, and that a collaborative coordinated approach with others involved in the building can only support the management and control of risk. Preparation of a plan should reflect foreseeable key risks to the health and safety of those involved in or affected by construction, use, maintenance and demolition of the building, e.g. working at height, vehicles, power, structure instability (especially concerning excavations, refurbishment of existing buildings, etc), slips trips and falls and project specific hazards (fire etc). Candidates can refer to the ERIC model (Eliminate, Reduce, Inform, Control). Health hazards may include those incurred though lifting, exposure to excessive noise, vibration, hazardous materials, dust, vermin and other animal derived hazards, contaminated land, etc.

Candidates should refer to:

  • Construction (Design and Management) Regulations 2015 (CDM 2015)
  • Health and Safety at Work Act 1974
3.5 relate building design specification to energy efficiency

Candidates will describe the energy efficient characteristics of their building designs.

Evidence: Overview report.

Additional Information and Guidance: Candidates should produce a concise report which outlines the reasoning behind key design decisions relative to achieving optimum energy efficiency requirements including, but not limited to, the use of energy efficient materials, technologies, resources and systems, use of natural resources, and the way their building promotes and sustains positive end user behaviour.

3.6 inform planning through collaborative working groups

Candidates will produce an action plan to implement effective collaboration throughout a construction project

Evidence: Concise report.

Additional Information and Guidance: Candidates will outline their methodology to ensure communication of the project plan and processes to all team members, and to promote and facilitate effective collaboration throughout the construction project.

UNIT 3: Delivering a Sustainable Construction Project. 4 credits (30 GLH) – M/615/8833

1. The candidate will be able to carry out a project.

I can:

1.1 coordinate a design proposal to ensure mistakes are avoided

Candidates will coordinate contributions to the design proposal and identify any potential issues that could result in mistakes.

Evidence: Documentation in portfolios.

Additional Information and Guidance: Assessors should look for evidence that the candidates are actively looking for potential problems and communicating with a range of people to ensure that nothing slips through that would have a major adverse effect on the project delivery.

1.2 identify potential problems at an early stage and take appropriate action

Candidates will demonstrate that they have identified potential issues at an early stage and taken appropriate action.

Evidence: Assessor observation, documentation in portfolios.

Additional Information and Guidance: Candidates should be focussed on any issues that could have a significant effect and which, if implemented badly or missed will be difficult to put right. This is a form of risk assessment prioritising things early on that will be difficult to put right subsequently.

1.3 identify needs that require specialists from outside the team

Candidates will use plans to identify tasks that are beyond the knowledge and skills of the established team.

Evidence: Documents in portfolios.

Additional Information and Guidance: Some projects require specialist consultants. An excellent resource outlining a number of these specialists can be found here: https://www.designingbuildings.co.uk/wiki/Consultant_team_for_design_and_construction
This task will require some guidance, particularly if the Level 1 syllabus was not studied.

1.4 monitor progress in consultation with peers

Candidates will keep a diary of their progress making references to consultations with peers.

Evidence: Documentation in portfolios.

Additional Information and Guidance: Diary entries should show decisions made as a result of consultations and the degree to which information from peers and any other peer input was used.

1.5 ensure the project is developed on time and to budget

Candidates should demonstrate that they have taken actions that ensure the project meets its targets.

Evidence: Assessor observation, overall project outcomes.

Additional Information and Guidance: The main evidence for this criterion will come from the project outcomes and the assessor observations of the attitude and behaviour of the candidate.

2. The candidate will respond to technical issues.

I can:

2.1 use a 3D model to test my design

Candidates will use a 3D computer based modelling to test their designs

Evidence: Model files and documentation in portfolios.

Additional Information and Guidance: Candidates should use the model to experiment with variations to improve their model and document successful and unsuccessful changes.

2.2 validate the design against the brief using a technical investigation

Candidates should check the key aspects of their design against the brief criteria and document their results.

Evidence: Report in portfolio.

Additional Information and Guidance: Candidates should adopt a systematic approach to validation using a technical investigative approach.

2.3 ensure that the project complies with building regulations as it progresses

Candidates will check their project against the building regulations at specific points and document their findings.

Evidence: Portfolio evidence.

Additional Information and Guidance: Candidates should make any necessary adjustments to their project as a result of building regulations checks. They should document the procedure they have adopted and report their decision that the project is compliant with the regulations. It is recommended that students should give particular attention to Part – B Fire Safety, Part L – Conservation of fuel and power and Part M – Access to and use of buildings.

2.4 explain how the building works in practice using quantitative monitoring.

Candidates will provide explanations of the functional fitness for purpose of their building and include quantitative data to support their views.

Evidence: Portfolio evidence.

Additional Information and Guidance: Assessors should provide guidance to candidates on the level of quantitative data required.

2.5 review progress and reflect on decisions

Candidates will review their progress at regular intervals and record their findings including any decisions that they would with hindsight have taken differently and any actions taken.

Evidence: Documents in portfolios.

Additional Information and Guidance: Candidates should focus on technical issues and their solutions.

2.6 consult and respond appropriately to peer review

Candidates will consult with peers throughout the process and receive criticism graciously.

Evidence: Documentation in portfolios.

Additional Information and Guidance: Taking criticism and giving it constructively are the main purpose of this criterion. It might take some time for some candidates to be able to deal with this and assessors will need to set the ground rules so that review is focused on objectivity and improvement.

UNIT 4: Evaluating a Sustainable Construction Project. 3 credits (20 GLH) – T/615/8834

1. The candidate will be able to compare intentions with outcomes.

I can:

1.1 explain how the building works and what users need to do to optimise performance

Candidates will evaluate their final product and provide recommendations for use to optimise benefits.

Evidence: Documentation in portfolios.

Additional Information and Guidance: Evaluations of the practical aspects of the building need to be related to user behaviour. Planning seating arrangements, circulation space, use of storage. Can users contribute to energy efficiency, improving aesthetics?

1.2 explain how well final outcomes meet original intentions

Candidates will use strengths and weaknesses in outcomes related to intentions to support their explanations.

Evidence: Documentation in portfolios.

Additional Information and Guidance: Candidates should be guided to be analytical in their approach to
evaluation using strengths and weakness classifications to compare and contrast aspects of their design in relation to original intentions. They should realise the importance of clarity at the planning stage so that their final evaluation can be decisive and rational rather than vague and subjective.

1.3 evaluate feedback and use it as a basis for improvements in future projects

Candidates will receive feedback from a range of sources and use it to inform their formal evaluations.

Evidence: Documents in portfolios.

Additional Information and Guidance: Candidates should receive (and give) feedback graciously and objectively. It is difficult to remove emotion from criticism and a good part of this criterion is to demonstrate emotional intelligence in the
form of maintaining control and being constructive in order to foster improvement rather than destructive and precipitating withdrawal or resistance to change.

1.4 analyse data and use it as evidence to inform evaluation

Candidates should gather data from a range of sources including software models, measurements and surveys and use this as a basis for making their evaluations objective.

Evidence: Documentation in portfolios.

Additional Information and Guidance: While there are always grounds for subjective elements in evaluation, there needs to be at least some dimensions of backing evaluation judgements with clear evidence. eg I think the aesthetics of my design worked because 83% of the people in my survey said aesthetics was a strong aspect of the building. Or my original costings were poor as the final cost of the building was 10% over budget. Assessors should deter candidates from vague and subject statements like “I think my design was good because I liked it” or “My friends said the room was a bit small”. Highlight the difference between vague anecdotal comments and evidence that has reasonable substance. Candidates should realise that they will have to work to gather evidence for objective evaluation, it doesn’t just appear on its own. They need to understand that a representative sample is enough data that is typical of the entire set of data that could be sampled to be confident in the result.

1.5 use data to forecast long term performance of the building

Candidates should be able to use simple forecasting based on quantitative data from their modelling.

Evidence: Project portfolios.

Additional Information and Guidance: As a specific example, the energy consumption needed to operate the building will be available from modelling. Overall energy consumption will depend on extrinsic as well as intrinsic factors. Candidates could provide a study of possible variations in energy costs in the long term depending on how the building is used and environmental conditions outside. This could be complex and at Level 2 straightforward simplifications are enough that illustrate principles. eg energy consumption is likely to go up in the winter as temperatures fall. Air conditioning could be a significant cost in hot days when large glass areas in the building cause a greenhouse effect. Such conclusions should be supported by data from the modelling.

2. The candidate will transfer project evaluation to other contexts.

I can:

2.1 identify issues in existing familiar buildings

Candidates should be able to make observations in existing familiar buildings and record aspects that are less than optimal from a user perspective.

Evidence: Documentation in portfolios.

Additional Information and Guidance: Candidates can be given checklists as prompts of what to look for. Typical examples in schools are computer rooms that get too hot through lack of ventilation and too much south facing glass. Bottlenecks in circulation space. Ineffective sound insulation, plastic sinks or easily marked work surfaces in science labs, leaking flat roofs, asbestos used in construction, lack of adequate parking space, lack of adequate play areas, entrances that are not at all obvious to anyone new to the site, poorly sited WCs, inaccessible spaces for disabled people, lack of suiting of rooms in logical subject areas, bells that deafen people waiting to enter a room. High maintenance wooden window frames, impractical aesthetics eg. galleries where students can drop things on people below or throw themselves off. Inadequate display space to encourage a learning environment.

2.2 make recommendations to improve existing buildings

Candidates should choose specific issues related to the building that would have a significant impact but low cost.

Evidence: Report in portfolio.

Additional Information and Guidance: Candidates will identify many possibilities that are too expensive to rectify with existing resources. They should appreciate that there is always going to be a tension between cost and benefit and that issues
related to health and safety are going to get the highest priority. Some solutions will have running cost implications eg. installing air conditioning or carpeting an area. Some capital cost implications will make eg. replacing a flat roof with a pitched roof prohibitively expensive. The best solutions are ones that have a significant impact but do not cost anything or perhaps even save money eg. better energy efficiency.

2.3 carry out a qualitative audit reporting on aesthetics and sensory experiences of users

Candidates will check a building for its aesthetic and sensory impact on its users.

Evidence: Portfolio evidence.

Additional Information and Guidance: Candidates can draw up a questionnaire for users of the building based on an inspection of the building and identification of issues related to aesthetics and sensory impact. They should be provided with guidance to ensure that their questionnaire is free from bias and targeted on getting valid and targeted responses from the users. A significant aspect of this criterion is learning how to transfer learning about evaluation to other contexts. Assessors should make it clear to the candidate that the methods being used can be employed in other situations including outside the Design, Engineer and Construct domain.

2.4 present the building project to a professional audience

Candidates will make a summative presentation of their project and present it to a professional audience and respond to subsequent questions.

Evidence: Assessor observations, portfolio evidence.

Additional Information and Guidance: Candidates should have the opportunity to make a short presentation of their project to a knowledgeable audience. The questions and comments should be used to help inform the final project evaluation. Assessors should bring out the basic principles for this type of presentation so that candidates appreciate that the learning can be transferred to other contexts.

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