Sheffield Hallam University. Domestic Construction Technology and Environmental Services SI MODULE CODE

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1 TITLE Domestic Construction Technology and Environmental Services SI MODULE CODE L/ H0L CREDITS 20 LEVEL 4 JACS CODE K210 SUBJECT GROUP Built Environment DEPARTMET Built Environment MODULE LEADER Zoe Cox OTIOAL STUD Tutor-led Tutor-directed Self-directed Total Hours HOURS B TPE MODULE AIM(S) To provide students with broad underpinning knowledge and understanding of the variety of domestic construction methods and techniques along with the main influencing factors. MODULE LEARIG OUTCOMES By engaging successfully with this module a student will be able to: Identify key domestic construction types Explain key influences on the built environment and construction industry Describe principal methods of construction IDICATIVE COTET Overview of the importance and key influences on the built environment and the construction and property industries. Examination of how houses and other domestic forms of construction were historically and are currently constructed and the legislative framework they must comply with. Introduction to domestic services and the functional requirements of dwellings. How the energy efficiency of a domestic dwelling can be assessed. LEARIG AD TEACHIG METHODS Students will be supported in their learning, to achieve the above outcomes, in the following ways: students will be provided with support and opportunities which enable them to become autonomous, reflective learners in regard to their own development of knowledge and their acquisition of skills and practices relevant for the world of work, students will be provided with a blended teaching approach which includes ongoing face-to-face teaching activities, such as lectures, seminars, workshops, site visits etc. These sessions will not only enable tutor-student interaction, discussion and reflection, but also opportunities for regular peer supported activities, face-to-face and/or online tutorial support will also be provided to support students understanding and engagement with learning activities and assessment tasks, a module handbook will be made available at the start of teaching, which includes details of the module aims, learning outcomes, assessment and marking criteria, methods of feedback, learning and teaching methods and strategy, and key reading lists and online links, teaching activities will also be supported and enhanced through the use of a range of e-learning tools within a Virtual Learning Environment. Specifically, Blackboard will provide full access to module guides, teaching materials, reading lists, assessment information and activities, and a full range of other online resources and links, formative and summative activities, tasks and feedback will be provided within all modules to support and develop students academic, personal and professional development (further detail provided below).

2 ASSESSMET STRATEG AD METHODS The assessment strategy will enable students to demonstrate their engagement with and achievement of the learning outcomes for this module by: providing opportunity to engage in formative tasks and activities which directly support student learning, through the development of knowledge and the acquisition of skills and practices. These can include tutor and peer feedback as well as personal reflection. requiring completion of summative tutor-led tasks which are supported through previous formative tasks and activities within the module design. Task o. TASK DESCRIPTIO SI Code Task Weighting % Word Count / Duration 1 Report CW 50% 2500 words 2 Examination EX 50% 1hr Task Descriptions and SI Codes In-module retrieval available ASSESSMET CRITERIA LEARIG OUTCOME (LO)- a statement of what a learner should know, do or understand Identify key domestic construction types Explain key influences on the built environment and construction industry Describe principal methods of construction ASSESSMET CRITERIA - a statement of which aspects of learner work will be judged, in relation to the LO Accuracy and detail Depth and breadth of explanation Accuracy and detail PASS LEVEL/ THRESHOLD a statement of the typical pass requirement, in relation to the LO cover sufficient detail at a suitable level of accuracy cover sufficient depth and breadth of explanation cover sufficient detail at a suitable level of accuracy OTE: differentiated marking criteria based on grade/ level/ degree classification can be accessed from the Module Handbook FEEDBACK Students will receive feedback on their performance in the following ways: both formative and summative feedback will be made available within the delivery of the module to support student learning, the approach to feedback will adhere to the Faculty Feedback Policy. formative feedback will be directly linked to the Faculty Education for Employability Strategy, by providing opportunity for students to develop academic, personal and professional development (which includes enhancing their subject knowledge AD the development and acquisition of skills and practices relevant for the world of work) summative feedback will be supported and enhanced by feedforward/feedback marking/assessment criteria made available within the Module Handbook at the start of teaching.

3 LEARIG RESOURCES (ICLUDIG READIG LISTS) Full electronic (talis) reading lists and the identification and access to other related learning resources (which could include lecture slides, seminar/workshop activities, internet links, screen casts /podcasts, formative surveys or online tests, etc.) will be identified within the Module Handbook and on the Module Blackboard site. Indicative reading includes: The Construction of Houses by Duncan Marshall, Derek Worthing. London: Estates Gazette, Construction Technology. 1, House construction / Mike Riley and Alison Cotgrave Basingstoke: Palgrave Macmillan, 2008.

4 SECTIO 2 'MODEL A' MODULE (IFORMATIO FOR STAFF OL) MODULE DELIVER AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF A CHAGES BEIG MADE EW MODULE EXISTIG MODULE - O CHAGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented 09/2012 MODULE DELIVER PATTER - If the course will have more than one intake, for example, September and January, please give details of the module start and end dates for each intake Module Begins Module Ends Course Intake 1 26/09/ /05/2013 Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below What proportion of the module is taught by these non-shu staff, expressed as a percentage? MODULE ASSESSMET IFORMATIO Does the Module (using Model A Assessment Pattern) Require Either* Overall Percentage Mark of 40% Overall Pass / Fail Grade *B: Choose one of the above Model A module cannot include both percentage mark and pass/fail graded tasks FIAL TASK According to the Assessment Strategy shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Strategy) MODULE REFERRAL STRATEG Task for Task (as shown for initial assessment strategy) Single Referral Package for All Referred Students *if ES complete table below SIGLE REFERRAL PACKAGE DETAILS Task o. TASK DESCRIPTIO SI Code Task Weighting % Task o. 2 Word Count / Duration

5 CHECKED Date Sept 2014 Reason Checked Against SI - correct