Focus and Topic

• Developing a sustainable construction project

Core Knowledge

• Unit 2.1.1 Explain the purpose of a design brief. (K)
• Unit 2.1.2 Describe the role and responsibility of the client in a construction project. (K)
• Unit 2.1.3 Prepare the design brief for a specific construction project and receive critical feedback for client sign-off. (K)
• Unit 2.1.4 Formalise the appointment of an Integrated Project Team. (K)
• Unit 2.1.5 Produce an organogram outlining professionals and their roles at each phase of the project. (K)
• Unit 2.2.1 Create preliminary concept designs based on the design brief.
• Unit 2.2.2 Assess concept designs for space requirements, circulation and accessibility. (K)
• Unit 2.2.3 Assess concept design to produce preliminary cost and lifecycle cost prediction. (K)
• Unit 2.2.4 Perform energy analysis relative to form, orientation, weather, surfaces and glazing. (K)
• Unit 2.2.5 Present information for the whole project lifecycle and provide validation for chosen model.
• Unit 2.3.1 Explain the planning process for a specific construction project. (K)
• Unit 2.3.2 Make use of current legislation and guidance. (K)
• Unit 2.3.3 Prepare a planning feasibility study for a specific construction project. (K)
• Unit 2.3.4 Describe what is meant by the term ‘undesirable precedent’ in planning decisions and provide an example of such. (K)
• Unit 2.3.5 Formulate justification and present evidence for the approval of a specific project.
• (K) – This symbol refers to Knowledge, which indicates that the Assessment Criteria will also be measured by an External Synoptic Exam.
  

Core Skills

• Unit 2.1.1 to 2.1.5
  • Be able to prepare a design brief and take steps to appoint an effective design team.
• Unit 2.2.1 to 2.2.5
  • Be able to use building information modelling techniques for concept design.
• Unit 2.3.1. to 2.3.5.
  • Be able to prepare information and resources needed to support a planning application

Assessment

• All assessment criteria will be expected to be evidenced in the learner’s portfolio.
• 2.1.1: The learner will explain what a design brief is and what purpose a design brief serves within a construction project.
• 2.1.2: The Client plays a major role in any construction project and has a wide range of responsibilities including ensuring that all appointees are competent and that suitable managers are appointed to oversee the project.
• 2.1.3: Learners will prepare an effective, jargon-free design brief that conveys a client’s vision, their goals and their priorities and provides an accurate account of the project’s deliverables. The brief should refer to a budget estimate and realistic timeline and should confirm the main point of contact and decision maker(s). Operational management must be a key part of the brief. Learners will present to an audience which will act as clients in the development. The learner must present with conviction and confidence and make appropriate adjustments on receiving critical feedback.
• 2.1.4: Learners should describe the engagement of an efficient, multidisciplinary team focusing on their ability to work together in a collaborative digital environment driven by the benefits of Building Information Modelling.
• 2.1.5: Learners will outline key members of the Project Team with specific reference to the role of the Information Manager.
• 2.2.1: Learners will produce a number of concept design options extracting key information from the design brief. They will understand the benefits of conceptual modelling as a critical stage of building design such as enabling the communication of ideas and supporting early stage analysis for building life cycle sustainability and cost.
• 2.2.2: Learners will determine how their concept design maximises efficient and effective space use for those who will use it and how it facilitates the safe, convenient movement of people, both able-bodied and disabled. They should define spatial requirements for a range of occupant activities and equipment and consider how the positioning of elements such as corridors, lifts, escalators, and staircases contribute to the optimisation of the flow of people through a building. They should be encouraged to explore the size of rooms and areas with a specific purpose.
• 2.2.3: Learners will produce high-level estimates based on number of occupants and area or volume on a standard £/m2 and £/m3 basis according to the type of project they have designed. Whilst this is a function that can be quickly carried out using industry software, learners should understand the methodology behind calculation, the risks involved in estimation, and the impact of lifecycle costing on sustainability.
• 2.2.4: Learners will produce a high-level analysis of overall energy use. They will provide a solar study taking into account the shading effects of surrounding buildings where applicable and recommending ways to maximise solar gain. They will explore the effects of making changes to form and orientation to maximise energy efficiency and make comparisons. Whilst this is a function that can be quickly carried out using industry software, learners should understand the methodology behind the calculation, the risks involved in estimation, and the impact of analysis on sustainability.
• 2.2.5: Learners will present an effective, efficient concept model that is most aligned with the project design brief, life cycle objectives and vision.
• 2.3.1: The ‘National Planning Policy 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. It is important that learners 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. If a construction project is classed as a ‘major development’ it is crucial that the community is involved at an early stage. Relevant aspects of national, regional and neighbourhood planning should be identified and used to justify the need for the project.
• 2.3.2: Learners will align significant legislation to their specific project. They should be aware of a number of acts and codes of practice from Level 2 including Tree Preservation Orders (TPOs) and the Wildlife and Countryside Act 1981. The Disabled Persons Act 1981 ensures that the needs of disabled persons are provided for in any 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. Planning applications must also be decided in accordance with the Local Development Framework (LDF).
• 2.3.3: Learners will create a feasibility study outlining how their proposal will conform and respond to particular areas of policy and legislation.
• 2.3.4: Learners will explain the term ‘undesirable precedent’ in the context of building design and its impact on planning law/codes of practice. A large number of case studies can be found on the internet and learners should provide an appropriate example aligned to their project.
• 2.3.5: Learners will explain the planning process and identify the documentation required for an application, including the following: – Ownership certificate, fees, drawings, and application form. In addition, a design and access statement should be produced and justified to access the full marks available.

Focus and Topic

• Investigate design, structural and services aspects of a sustainable construction project.

Core Knowledge

• Unit 3.1.1 Analyse relevant architectural precedents. (K)
• Unit 3.1.2 Explore specific materials and their properties, and justify material choices. (K)
• Unit 3.1.3 Gather information using charts and tables to inform the sizes of rooms and spaces.
• Unit 3.1.4 Generate schedules of accommodation. (K)
• Unit 3.1.5 Analyse the information and justify choice.
• Unit 3.2.1 Explore different structures within the built environment: frame, shell, mass. (K)
• Unit 3.2.2 Explore how forces affect structural elements: tension, compression, shear, torsion and bending. (K)
• Unit 3.2.3 Gather information about different structural materials and compare their properties. (K)
• Unit 3.2.4 Use charts and tables to define loading scenarios.
• Unit 3.2.5 Analyse the information and make choices as to the type of structure and materials most suitable. (K)
• Unit 3.3.1 Explore what is meant by occupant comfort and how it can be measured. (K)
• Unit 3.3.2 Gather information from case studies related to aspects of building services heating, ventilation and lighting. (K)
• Unit 3.3.3 Use tables and charts to define lighting levels, temperatures and air exchange rate. (K)
• Unit 3.3.4 Apply science and maths and use industry standard software to calculate the need for different building services. (K)
• Unit 3.3.5 Analyse the information and make choices as to the appropriate technologies to use. (K)
• (K) – This symbol refers to Knowledge, which indicates that the Assessment Criteria will also be measured by an External Synoptic Exam.
  

Core Skills

• Unit 3.1.1 to 3.1.5
  • Be able to deliver a project.
• Unit 3.2.1 to 3.2.5
  • Gather and analyse information to develop the structural elements.
• Unit 3.3.1. to 3.3.5.
  • Gather and analyse information to develop the building services elements.

Assessment

• All assessment criteria will be expected to be evidenced in the learner’s portfolio.
• 3.1.1: Learners will identify relevant precedents in terms of function and location and analyse to highlight features that could inspire and inform the architecture of their proposals.
• 3.1.2: Materials should be selected in terms of their aesthetics, sustainability, cost and performance. Learners will create a table that compares the materials and presents the data. Compare U values, cost and aesthetics.
• 3.1.3: Learners will refine the function and occupancy of each space, and use data from guidelines to calculate the area and height of spaces and rooms using correct units. Learners can measure the sizes of comparable rooms within the school building and use these to inform their designs.
• 3.1.4: Learners will produce a schedule of accommodation that can be used to inform and test the architectural model.
• 3.1.5: Learners will explain how their building meets their design brief.
• 3.2.1: These criteria present students with the ideal opportunity to meet with their industry partners to explore buildings in the real world, where different structural forms have been used.
• 3.2.2: Learners will create a simple structural model (spaghetti and marshmallows work well) and record what happens when different loads are applied.
• 3.2.3: Learners will compare the properties of reinforced concrete, steel, aluminium, brick and modern manufactured materials e.g. SIPs. Learners will compare their structural properties, e.g. concrete is strong in compression, and steel is strong in tension.
• 3.2.4: Learners will research the dead loads of different materials and the imposed loads of different activities that will take place in your building.
• 3.2.5: Learners will use the research to make choices about the type of structure they think is most appropriate, and which materials they would use for the different elements.
• 3.3.1: Learners will research the different aspects of occupant comfort; thermal, visual, air quality and acoustic. Learners will explain how they can be measured (metrics) and achieved through the provision of building services.
• 3.3.2: Learners will research best practice in building services and identify strategies and technologies that could be applied.
• 3.3.3: Learners will collect data to define the recommended lighting levels (lux), temperatures and air exchange rates for the building types.
• 3.3.4: Learners will benefit from real-life examples presented by industry partners, this could include: • Heat loss calculations using U Values • Lighting calculation using free software such as Dialux • Water consumption using online software • Fire exits using information from building regulations Part B.
• 3.3.5: Learners will use the research to explain choices that will improve occupant comfort and be energy efficient.

Focus and Topic

• Deliver design, structural and services aspects of a sustainable construction project.

Core Knowledge

• Unit 4.1.1 Generate a 3D model using material and component libraries.
• Unit 4.1.2 Generate floor plans and schedules.
• Unit 4.1.3 Communicate the design using 3D views and renders.
• Unit 4.1.4 Present the digital model to critical experts.
• Unit 4.1.5 Address errors, clashes and omissions and make modifications as a result of feedback.
• Unit 4.2.1 Generate a structural plan or grid that identifies the main structural elements: foundations, structural walls, slabs, beams and columns.
• Unit 4.2.2 Create a 3D structural model using component libraries.
• Unit 4.2.3 Apply science and maths to calculate elements of the structure.
• Unit 4.2.4 Present the digital model to critical experts.
• Unit 4.2.5 Address errors, clashes and omissions and make modifications as a result of feedback.
• Unit 4.3.1 Generate annotated floor plans that define recommended levels for lighting ventilation and heating.
• Unit 4.3.2 Model and test aspects of building services to demonstrate how recommendations for services can be met.
• Unit 4.3.3 Use energy software to test the energy efficiency and recommend improvements.
• Unit 4.3.4 Present the digital model to critical experts.
• Unit 4.3.5 Address errors, clashes and omissions and make modifications as a result of feedback.
• (K) – This symbol refers to Knowledge, which indicates that the Assessment Criteria will also be measured by an External Synoptic Exam.
  

Core Skills

• Unit 4.1.1 to 4.1.5
  • Use building information modelling techniques to develop the design.
• Unit 4.2.1 to 4.2.5
  • Use building information modelling techniques to develop structural elements of a building project.
• Unit 4.3.1. to 4.3.5.
  • Use building information modelling techniques to develop building services elements of a building project.

Assessment

• All assessment criteria will be expected to be evidenced in the learner’s portfolio.
• 4.1.1: Learners will create a 3D digital model. Level of required detail: External and internal walls (with materials), doors and windows, floors and roof; rooms and spaces should be identified to allow schedules to be generated; furniture and other components can be added to demonstrate the scale and organisation of spaces.
• 4.1.2: Learners will use 3D modelling software to produce floor plans and room/space schedules.
• 4.1.3: Learners will create different 3D views of the building (external and internal) to show the design of the building and particular features.
• 4.1.4: Learners will create a presentation to explain how the building evolved, the accommodation it provides, and the materials used. Learners will present the building to critical experts, these could be your industry link, ambassadors from local universities or colleges, or your client. Learners will record any feedback (see section 4.1.5).
• 4.1.5: Learners will record the feedback from their presentation and update the model. Learners will explain the changes that have been made.
• 4.2.1: Learners will annotate a floor plan and use relevant software to create a structural grid. The grid should show key elements such as column spacing and locations.
• 4.2.2: Learners will use 3D modelling software to create a structural model. If the building design is too complex, a simpler example could be included, or a single part of the proposal could be modelled.
• 4.2.3: Learners will explore scientific and mathematical concepts relating to bending moments, cantilevers, forces and loads. An example would be the deflection caused by a load(s) on a beam.
• 4.2.4: Learners will create a presentation to explain their choices of structure and materials. They may also want to include the loading data (gathered in section 3) so that a Structural Engineer could then perform a more detailed analysis. Learners will present the building to critical experts, these could be your industry links, ambassadors from local universities or colleges, or your client. Record any feedback (see section 4.2.5).
• 4.2.5: Learners will record the feedback from their presentation and update the model. Learners will explain the changes that have been made.
• 4.3.1: Learners will create annotated floor plans with a key to illustrate the different lighting, temperature and ventilation recommendations.
• 4.3.2: Software libraries can be used to add plumbing, lighting, ventilation etc. to the model. It is not necessary to include all services. Alternatively, specialist software such as Dialux for lighting could be used to model and test.
• 4.3.3: Energy analysis software can be used to model energy use. The energy insight can be particularly useful to test different improvements and measure the impact.
• 4.3.4: Learners will create a presentation to explain their choices for heating, lighting and ventilating their building. They may also want to include the recommended levels so that a Building Services Engineer could then perform a more detailed analysis.
• 4.3.5: Learners will record the feedback from their presentation and update the model. Learners will explain the changes that have been made.

Focus and Topic

• Lifecycle and financial planning for a sustainable construction project.

Core Knowledge

• Unit 5.1.1 Explain the role of BIM in the operation, management and maintenance of a sustainable building project throughout its lifecycle. (K)
• Unit 5.1.2 Devise an appropriate handover process from the construction team to the end user. (K)
• Unit 5.1.3 Set targets for whole-life energy performance, water consumption, waste reduction, operation and maintenance costs. (K)
• Unit 5.1.4 Analyse the impact of post-occupancy behaviour on the lifecycle of a building. (K)
• Unit 5.1.5 Describe the benefits of early engagement of the Facilities Manager and the client/end user in the design process. (K)
• Unit 5.2.1 Explain the role of BIM in the financial management of a building project. (K)
• Unit 5.2.2 Produce a cost model based on the project timeline. (K)
• Unit 5.2.3 Identify points of accountability for keeping the project to budget. (K)
• Unit 5.2.4 Explain the consequences of weaknesses in financial control. (K)
• Unit 5.2.5 Devise policies for sustainable procurement to establish audit trails. (K)
• Unit 5.3.1 Compile an accurate list of capital costs. (K)
• Unit 5.3.2 Provide an annual projection for recurrent fixed costs. (K)
• Unit 5.3.3 Provide an annual projection for recurrent variable costs. (K)
• Unit 5.3.4 Provide a sensitivity analysis based on possible variations in costs. (K)
• Unit 5.3.5 Present and negotiate variations to the design within budget constraints. (K)
• (K) – This symbol refers to Knowledge, which indicates that the Assessment Criteria will also be measured by an External Synoptic Exam.
  

Core Skills

• Unit 5.1.1 to 5.1.5
  • Be able to use building information modelling techniques to support the operational management of a building project.
• Unit 5.2.1 to 5.2.5
  • Understand cost analysis and financial control.
• Unit 5.3.1. to 5.3.5.
  • Be able to produce a budget for a complex building project.

Assessment

• All assessment criteria will be expected to be evidenced in the learner’s portfolio.
• 5.1.1: Learners will describe the benefits of developing and maintaining lifecycle data to support the effective, efficient operation, management and maintenance of a building. Data defines the precise location and condition of systems, equipment and objects found in a building (for example lighting, air conditioning, electrical and plumbing systems, fire protection, IT, furniture), and relationships between one component and another. They should understand how information is created and updated throughout the design and construction phase, and how it can be monitored and constantly refreshed throughout the building’s lifetime to provide an up-to-date, real-time ‘as built’ model.
• 5.1.2: Learners will further develop knowledge gained in Level 1 and 2 qualifications regarding effective end-user behaviour and should devise an effective strategy for end-user handover to promote the optimum operational performance of a building.
• 5.1.3: Learners will produce and validate a clear set of targets for their building focusing on energy use, water consumption, waste reduction and operation and maintenance costs. Learners should consider local, national and global policies and protocols, and research existing local case studies to determine how targets are set, measured and reported, and their effectiveness over time.
• 5.1.4: Learners should discuss quantitative and qualitative end user/ operator data and how this information can provide a measurement of the success (or failure) of a building project. Learners should discuss the analysis of data to inform the design process and real-life building performance prediction. Learners should be able to explain what Post Occupancy Evaluation is and why it is important.
• 5.1.5: Learners will discuss the role of the Facilities Manager and the client/end user in early-stage building design in contributing key knowledge and experience in the use, operation and maintenance of a building.
• 5.2.1: Learners will understand the role and effectiveness of BIM in producing accurate building project cost information including cost plans, bills of quantities and estimates. They should discuss accuracy, time and cost savings, financial transparency, and the ability to update cost information automatically when making modifications to the building model. The term ‘data drops’ relates to information sharing at different points in the project. (This relates to 5.2.2.).
• 5.2.2: Learners will generate a detailed cost plan from their building model in line with the original budget and timeline objectives.
• 5.2.3: Learners will identify key project stages, associated costs and the roles responsible for their impact on the budget and final project cost.
• 5.2.4: Learners will understand the impact of poor financial management and reporting and should discuss the bank account and reconciliation, assets and liabilities, cash flow, invoicing, supply chain management, resolution of errors, resource prediction and allocation.
• 5.2.5: Learners will establish procedures for sustainable procurement which provides a clear audit trail and promotes responsible sourcing based on whole life costing principles. They should consider social, economic and environmental impact and compliance with environmental legislation and regulation.
• 5.3.1: Learners will provide a definition of capital costs for a construction project and compile a list referenced to their building project. Capital costs include expenses related to the initial establishment of a building and include land purchase, planning and feasibility studies, architectural and engineering design, construction (including materials, equipment and labour), construction management, insurance, tax, inspections and testing, equipment and furnishings not included in the building (such as site office furniture and IT).
• 5.3.2: Learners will provide a definition of fixed costs for a construction project and provide an annual projection for recurrent fixed costs referenced to their building project. Recurrent fixed costs are regular, anticipated costs and are independent of the output or activity level. They include permanent office utilities, permanent staff wages, bank interest, and leasing costs.
• 5.3.3: Learners will provide a definition of variable costs for a construction project and provide an annual projection for recurrent variable costs referenced to their building project. Recurrent variable costs are irregular, often unanticipated costs that change during the project’s lifecycle. They include temporary site labour, subcontractors, materials and equipment and fuel.
• 5.3.4: With an emphasis on sustainability and energy efficiency, learners will carry out a sensitivity analysis, testing the cost-effective potential of a building project throughout its lifecycle by modifying a number of design objects within the model.
• 5.3.5: Learners will present and validate design recommendations to a professional audience. They will use the outcomes of the dialogue to make variations that optimise their designs wit

Focus and Topic

• Evaluating and documenting a sustainable construction project.

Core Knowledge

• Unit 6.1.1 Compare construction methods on the basis of aesthetics and appropriateness to design intent. (K)
• Unit 6.1.2 Compare construction methods on the basis of aesthetics and appropriateness to design intent. (K)
• Unit 6.1.3 Compare construction methods on the basis of sustainability. (K)
• Unit 6.1.4 Compare construction methods on the basis of endurance and reliability. (K)
• Unit 6.1.5 Compare construction methods on the basis of reduction of operating costs. (K)
• Unit 6.2.1 Explain the strengths and weaknesses of the design from a facilities management perspective.
• Unit 6.2.2 Explain the strengths and weaknesses of the design from an architectural perspective.
• Unit 6.2.3 Explain the strengths and weaknesses of the design from a structural engineering perspective.
• Unit 6.2.4 Explain the strengths and weaknesses of the design from a building services engineering perspective.
• Unit 6.2.5 Explain the strengths and weaknesses of the design from an end user perspective.
• Unit 6.3.1 Support a presentation with appropriate digital technologies.
• Unit 6.3.2 Compare the client brief to the finished project and communicate to an appropriate audience.
• Unit 6.3.3 Compare social, economic and environmental outcomes with planned intentions.
• Unit 6.3.4 Assess and validate the project’s major strengths and weaknesses with supporting evidence.
• Unit 6.3.5 Make clear judgements about the success of the project and lessons learned for the future.
• (K) – This symbol refers to Knowledge, which indicates that the Assessment Criteria will also be measured by an External Synoptic Exam.
  

Core Skills

• Unit 6.1.1 to 6.1.5
  • Be able to make objective comparisons between construction methods.
• Unit 6.2.1 to 6.2.5
  • Be able to communicate outcomes from professional perspectives.
• Unit 6.3.1. to 6.3.5.
  • Be able to deliver a presentation of a summary report to a critical audience.

Assessment

• All assessment criteria will be expected to be evidenced in the learner’s portfolio.
• 6.1.1: Learners will consider a range of construction techniques and make comparisons based on aesthetics. The end user and/or client will have a personal view of what is aesthetically pleasing (i.e. a delightful/beautiful building) and perhaps here the learner could collaborate with peers or seek the comments of a professional visitor. Design intent was established in the formulation of a design brief in Unit 1, and again, learners should conform to the brief when evaluating construction methods. Learners should present evaluations in a written report. They will come to specific conclusions and present these as judgements that are supported by the evidence.
• 6.1.2: Based on research undertaken throughout the course, learners should present evaluations in a written report in their portfolios that presents the evidence and comparisons in an understandable format. They will come to specific conclusions and present these as judgements that are supported by the evidence.
• 6.1.3: Based on research undertaken throughout the course, learners should present evaluations in a written report in their portfolios that presents the evidence and comparisons in a clear, understandable format. They will come to specific conclusions and present these as judgements that are supported by the evidence Evaluation should look at sustainability, economic, and social impacts on various ‘green systems’ such as green roofing.
• 6.1.4: Based on research undertaken throughout the course, learners should present evaluations in a written report in their portfolios that presents the evidence and comparisons in a clearly understandable format. They will come to specific conclusions and present these as judgements that are supported by the evidence.
• 6.1.5: Based on research undertaken throughout the course, learners should present evaluations in a written report in their portfolios that presents the evidence and comparisons in a clearly understandable format. They will come to specific conclusions and present these as judgements that are supported by the evidence.
• 6.2.1 – 6.2.5: Based on research undertaken throughout the course, learners should present evaluations in a written report. Guidance and evaluation may be sought through collaboration with peers and/or from a visiting professional.
• 6.2.5: Learners are particularly encouraged to present their design to a group of end users who operate in a similar existing facility.
• 6.3.1: Learners will use appropriate digital technologies and processes to support their presentation. They should provide an assessment (and make recommendations where appropriate) of the selected technology they have adopted in terms of functionality, ease of use, reliability, flexibility, accuracy, responsiveness, availability of appropriate tools, how realistic, visualisation capability, speed, collaboration opportunity, interoperability, import/export functionality, compatibility with existing hardware.
• 6.3.2: Learners will present a project summary to a group of professionals. They should focus on key elements of the design brief and provide an honest evaluation of their ability to adhere to the brief.
• 6.3.3: Learners will present a project summary to a group of professionals. They should focus on key elements of their commitments to sustainability outlined in Unit 1 and provide an honest evaluation of their ability to confirm these commitments.
• 6.3.4: Learners will present a project summary to a group of professionals. They should focus on key strengths and weaknesses and provide an honest evaluation. Strengths could focus on a number of areas, for example, a learner might comment on a particular sustainable feature, or an ability to demonstrate innovative design solutions for a particular purpose. Conversely, a learner may feel their technical ability restricts creativity, or they lack the confidence to present their project in an articulate, informed manner.
• 6.3.5: Learners will present a project summary to a group of professionals. They should focus on providing an honest evaluation of their experience, their aptitude for certain skills and the lessons they have learned, or still need to learn, for the next project they undertake. They should comment on their aspirations for the future, and how they see their place in the industry.

Learners will also be expected to have an understanding of the following maths concepts for the exam:

• Addition
• Subtraction
• Multiplication
• Division
• Rounding
• Fractions and simplifying fractions
• Percentages and increases/decreases by percentage
• Ratios and working to scale
• Perimeters and circumferences
• Area of shapes – Squares, rectangles (Area = width * length), triangles (Area = ½*b*h), circles (ΠR²)
• Area of rooms through subtraction and/or addition
• Pythagoras – c² = a² + b²

Learners will be expected to have an understanding of basic arithmetic skills to support the calculation of various costs including:

• Addition, subtraction, multiplication, division, estimation, rounding and percentage calculations of various budget costs reported in £ and £/m2.

Learners will be able to apply their maths knowledge to understand lighting and energy requirements and use this to compare efficiency including:

• Use of calculations to compare and contrast different options for lighting and energy requirements based on cost, and room size.

Learners will be able to apply use of the following formulas to calculate lighting requirements:

• Lumens = lux x area.
• Bulbs required = lumens required / lumens of the light bulb.

Learners will have an understanding of how the volume and area of various building components are calculated or in situations concerning the functional requirement of a building and relative room sizes:

• Common building elements include floors, walls and roofs.
• Elements may take the shape of triangles, squares, circles, rectangles and trapeziums.
• Calculation of various room sizes.
• Calculation of volume of common building elements e.g.
• Cube/Rectangle = length * width * height
• Triangle = 0.5 * b * h * length
• Cylinders = πr² * h

Additionally, learners will be expected to demonstrate the following maths knowledge and skills within the portfolio component:

• Learners will be able to apply their maths skills to understand the calculation of area and volume within a building, along with being able to apply these calculations with consideration to contexts costings including:
• Application of level 2 concepts of area and volume of shapes in combination or reduction e.g. a room and a roof or a roof with a window.
• Combine costs and areas to make accurate costing calculations.

Learners will be able to assess concept design to produce preliminary cost and lifecycle cost prediction including:

• Application of maths skills to scenarios involving measurements in £/m² and £/ m³.

Learners will understand how to calculate heat loss for various periods of time and materials using U-Values.

• Surface Heat Loss (W) = U Value (W/m² C) x Wall Area (m²) x ΔT (C).
• Compare and contrast different insulation materials to identify the most efficient.

Learners will understand and be able to apply knowledge relating to bending moments, cantilevers, forces and loads including:

• Dead Load (kN) = Volume (m³) * unit weight (kN/m³).
• Live Load (kN) = Area of Floor (m²) * Uniformly distributed load (kN/m²).
• Density (kg/m3) = mass (kg) / volume (m³).
• Moment (Nm) = Force (N) x Distance (m), plus the application of the formula in various scenarios including clockwise moments, anticlockwise moments and balance.
• Resolve forces acting at angles into their horizontal and vertical component using trigonometry – Sin a = opp/hyp Cos a = adj/hyp.

Learners will be able to apply maths skills in the context of a project budget and capital costs, fixed costs and variable costs.

• Learners must understand how capital, fixed and variable costs are defined.
• This understanding will then be able to be applied to contexts allowing for the calculation of budgets with consideration to other contingencies in a project such as
• professional wages.

Learners will be able to apply their maths knowledge and skills to scenarios where construction methods are being compared including:

• Calculation and selection of optimal construction method and sourcing when presented in context.

Standard units:

• Learners may be required to convert units within the same measurement type.
• When providing answers to exam questions, learners should state units.

Measurement	Standard Unit	Conversions
Money	Pound, £
Length	Metre, m	Millimetre (mm) and Kilometre (KM)
Mass	Kilogram, kg	Gram (g)
Temperature	Celsius, (°C)	Kelvin, K
Power	Watts, W	Kilowatts, K
Force	Newton, N	Kilonewton (kN)
Light	Lumens, Lux
Sound	Decibels, db