Construction and the Built Environment Diploma

Construction and the Built Environment Diploma

Edexcel

Levels 1 and 2

Geographical Considerations

By © Jeff Stanfield – January 2010

Level 3 - audit will be undertaken at a later date.

There is ample room for colleagues to include their own observations within this framework.

Level 1 – Construction and the Built Environment.

Level 1 – Unit 1 – Design the Built Environment – Design Influences

Learning focus / Geographical reflections – add your own
Know how designs are influenced by human and physical factors
-identify key local human and physical major factors that influence the design process and final design
-identify the impact of these factors / Investigating simple physical factors influencing design – geology, topography, aspect, weather and climate etc – local investigations – local issues – for example linked to stream / river systems and spring lines – The Farringdon Experience – near Alton - new homes flooded out after completion – issues related to underground and surface water.
This could include looking at population density across Hampshire with regard to the key aspects of it’s physical geography
Human influences – location (with regard to housing requirements) and socio-economic aspects – Use postcodes on for locality breakdown. For example housing design re ethnic breakdown.
Community consultation procedures – opportunities for attending public meetings about proposed construction.
Infrastructure requirements for new developments
Investigate issues of sustainable construction
Environmental impact of construction – using a local site for example Elvetham Heath near Fleet – near completion or proposed site such as the old Vosper’s Site – Woolston Southampton.
Across Hampshire thee are large sites set aside for development – Andover, Fair Oak / Horton Heath, Basingstoke and Waterlooville – directed housing figures from GOSE.
Understand the basic need for planning
-identify the key stages of the planning process for a simple building or structural project.
-demonstrate understanding of the purposes of these stages. / Current and planned infrastructure investigation – Impact on communities for example the consequences of the proposed Dibden Container Port construction on the local community and environment, or the proposed Barton Farm housing development on this ‘open’ area of north Winchester.
Stages of the planning process – use of district planners to outline the accepted rules and regulations.
Town and Country Planning Act and contemporary policies. Rules related to designated green belts etc.
Investigate how land is used for different purposes – land use audits using maps and aerial photographs as well as local land use mapping.
Investigating changes in land-use over time and future proposals – see district plans.
Understand the basic need for sustainability and environmental protection.
-identify the key influences surrounding sustainability and environmental protection.
-identify the major impacts of these influences on the design of the built environment. / Basic understanding of sustainability and sustainable development – the impact on design decisions – for example the use of recycled materials or obtaining materials from sustainable sources. Review of planning briefs ref sustainable design.
Methods used to protect and sustain the natural environment – local authority or private design / architects. International – UK - regional and local considerations.
Consider energy consumption, construction equipment, noise dust, fumes – types of pollution and waste disposal
Be able to describe the properties and uses of typical construction materials.
-identify the properties of typical materials commonly used in building and structural projects
-relate the uses of such materials to their properties. / Different materials used – audit of local construction site – materials being used – source of materials – how sustainable
Use of local building materials – Present and past in Hampshire – Flint, local greensand, local bricks – examples Burseldon and Michelmersh Brick
Use of different materials for different parts of buildings – local construction audit of homes and commercial properties.

Level 1 – Unit 2 – Design the built environment – Applying design principles

Learning focus / Geographical reflections – add your own
Know why structures are designed as they are
-outline a design for a simple building or other structure.
-identify appropriate reasons for their design choices / Local architect, civil and structural engineers and design technicians – the world of work – considerations with regard to the environment and sustainable development.
Considerations such as topography, ground conditions / movement and weather conditions – investigation of local weather conditions v climatic conditions
For example the distribution of clays in Hampshire – investigation of the characteristics of clay – dry and wet….projecting impact on buildings
In other parts of the UK underground mining / movement – related considerations.
Land availability – planning in line with parish and district plans – review of these plans.
Be able to sketch and model a simple structure from a brief and describe it to a client
-extract relevant information from a client brief, produce a design solution and complete simple sketches and a scaled model for specific building or other structure. / Constructing models for specific buildings within the local area.
Design and lay out of properties for a planned development such as on the Old Vosper’s site – Woolston - Southampton or Barton Farm – Winchester.
Projected developments such as Bordon – Eco-town and Micheldever - New Town.
Understand the job roles, career opportunities and progression routes, and the importance of teamwork within the construction design sector.
-identify the major job roles, including team working aspects, within the construction sector.
-identify career opportunities and corresponding progression routes for these roles.
-identify relevant professional bodies.

Level 1 – Unit 3 –Create the Built Environment – using tools

Learning focus / Geographical reflections – add your own
Know about and be able to discuss and describe the basic requirements for health and safety and environmental protection
-collaborate with others to describe and discuss the basic aspects of health and safety and environmental protection for a specific craft area.
-identify relevant COSHH issues and people at risk. / Consideration of regulations on environmental protection
Air pollution, water pollution, waste disposal and recycling etc.
Local – national rules regarding protection of the environment.
Know about, use and be able to improve own use of safe working practices to undertake basic operations.
-identify and employ safe working practices when using basic tools, equipment and materials.
-evaluate own experiences to self manage improvements in own use of working procedures
Understand and apply a range of basic technical information
-extract information and apply skills to transfer basic measurements and details from a specification for marking out
-achieve appropriate tolerances specified for the task.
Be able to safely use a basic range of hand tools to produce a simple product.
-demonstrate the use of simple skills and safe working practice, to produce a practical outcome.
-demonstrate an appropriate level of attention to detail.

Level 1- Unit 4 – Create the Built Environment – methods and materials.

Learning focus / Geographical reflections – add your own
Know about modern construction methods, materials and techniques
-identify the effects of mechanization and new materials upon the construction of the built environment.
-understand the improvements in efficiency brought about by new technologies.
-identify key building materials in common use throughout the UK
-understand the key stages or processes involved in the construction of the built environment and how they fit into the construction programme.
-identify the functions of key materials and understand how they can combine to produce composite solutions to provide structure, shelter, insulation, fire protection, weather protection and aesthetics. / The origin, manufacture and preparation of common construction materials – for example the production of bricks – London Brick Company
Use of igneous and metamorphic rocks for internal fittings – granite for work surfaces
The extraction of China Clay from Bodmin Moor (impact on that environment) – uses in paints etc.
The extraction of sands and gravels for batching from sites across Hampshire.
Issues related to the use of hard woods in the construction industry – sources of these materials.
Understand the use of sustainable materials.
-understand the meaning of sustainability in the context of the built environment.
-identify the use of materials in ways that protect and sustain the natural environment.
-identify sustainable design practice.
-understand the need for sustainable site practice. / See above
Issues related to
-wastage recycling.
-effective use of energy.
-local resourcing of materials.
-re-claiming and recycling.
-use of timber- impact on soft and hard wood sources.
-eco-friendly materials.
Understand the job roles, career opportunities and progression routes, and the importance of teamwork, for those who construct in the built environment.
-understand the scope and size of the employment market in the UK construction industry.
-identify job roles within construction of the built environment.
-understand the jobs, responsibilities and functional relationships. Including team work aspects, to craft cooperatives, technical staff and supervisory / management personnel
-identify progression routes and qualifications available within the construction of the built environment. / Investigating Local and UK employment structures
Numbers / percentages of people involved directly and indirectly in the construction industry
Impact of recession on the trades
Review of local papers – Southern Daily Echo, Portsmouth Evening News and Basingstoke Gazette etc to review the range of job opportunities within this sector.

Level 1 – Unit 5 – Value and use of the built environment.

Learning focus / Geographical reflections – add your own
Understand the basic function and use of structures.
-identify major features relating to the basic function of a specified simple structure.
-identify the uses of such structures. / Investigation of the visual and social impact of the built environment – through fieldwork in the local area / region
The visual impact of Elvetham Heath new village
The visual impact of the new Marchwood Power Station
Social impact – for example life in the high rise flats – Weston estate Southampton
The much publicized extensive development of student housing in central Southampton
Using local examples – examples that have relevance to your students.
The impact of landmarks – The Spinnaker Tower – PortsmouthHarbour – built on the old site of HMS Vernon – this landmark has been central to the gentrification / rebranding of this area of the city.
Similarly – Festival Place – shopping mall - Basingstoke
Southampton’s search for an iconic new building to stimulate rebranding
Understand how the built environment provides a feeling of society and well-being.
-identify major factors hat affect how the built environment provides a feeling of society and well being for a specified simple structure. / The impact of the built environment on well-being, happiness, safety, security and wealth of the people – Quality of life audits.
This is a real opportunity for both quantitative and qualitative geographical research – digging deep into the local built environment
Examples – Life in Elvetham Heath – new village – Fleet.
Thornhill – Southampton urban regeneration scheme
Vosper’s development
Tower block living – Weston estate
Older local authority estates – Paulsgrove – Portsmouth and
Harefield – Southampton.
Military housing – Aldershot and Bordon
Expanded Towns – Andover and Basingstoke.
gives environmental swingometer linked to the above.
Know how the built environment is maintained.
Identify sustainable practices relating to the maintenance and protection of the built environment. / Methods used to maintain the built environment while preserving the natural environment
Investigation of Basingstoke – built a la new town neighbourhoods
Impact on the wider environment –use of sustainable materials / recycled / renewable materials.
Understand the job roles and career opportunities and progression routes, and the importance for those who value and maintain the built environment.
-identify some of he job roles, including teamwork aspects, of those who value and maintain the built environment.
-identify career opportunities and the corresponding progression routes for these roles.
-identify relevant professional bodies. / Environmental analysis of construction zones – investigate how the quality of the built environment is sustained – those employed in this area of CBE

Level 1 – Unit 6 – Maintenance of the built environment.

Learning focus / Geographical reflections – add your own
Understand he need for building and structural maintenance, and the importance of good design and workmanship
-identify the key benefits of maintenance activities and the importance of good workmanship and design
Know how to identify and describe a range of common building and structural defects.
-identify common defects requiring maintenance for a specific building or structure.
-produce a set of maintenance requirements describing the required maintenance. / Built environment quality audit – “defect detectives”
Mapping – flaking paint, cracked windows, evidence of damp, weathering etc
Be able to develop and use safe working practices and simple skills for undertaking routine building and structural maintenance operations.
-use simple skills and safe working practice to complete a routine building maintenance operations task.
-evaluate own experience to self manage improvements in own skills and safe working practice.

Level 1 – Unit 7 – Modern methods of construction

Learning focus / Geographical reflections – add your own.
Know about traditional construction methods.
-identify major aspects of traditional construction for a specified simple low rise building or structure.
-identify the impact of these on he design and building processes / Fieldwork – external review of construction from safe vantage points
Understand alternative methods of construction.
-identify major aspects of modern construction methods for a specified simple low rise building or structure
-identify the impact of these on the design and building processes. / Fieldwork – external review of construction techniques from safe vantage points
Be able to identify key factors influencing speed, quality, cost and sustainability of construction methods, and select a construction method.
-identify major factors that influence the choice of traditional or alternative modern construction methods, using information provided on the requirements for a specified low rise building or structure.
-identify a preferred construction method for a specified simple low rise building or structure.

LEVEL 2 – Construction and the Built Environment.

Level 2 – Unit 1 – Design the Built Environment – The design process.

Learning focus / Geographical reflections – add your own.
Know about factors that influence the design process
-describe a range of local factors and legislation that influence the design process.
-describe a range of appropriate sustainable design features / Community consultation procedures – could include visiting a public construction planning meeting – new development in the local area / region.
Investigating the needs and concerns of local people – for example reference the Vosper’s development – site of the old shipbuilding yard at Woolston.
Similarly concerns over proposals to construct a new container port at DibdenBay
Concerns over the amount of new student accommodation in central Southampton
Local concerns / local issues
Socio-economic impact of development of development – for example GunWharf – Portsmouth and proposed development – eg Barton Farm housing – Winchester.
Sustainability and sustainable development – eco towns and sustainable settlements – for example Harmony SE of St Cloud Florida – on I 192
Infrastructure requirements – development and impact on an area. For example proposed building in Hamble Lane re existing traffic flow
Town and County Planning regulations – concept of Green Belt designation – Abercrombie – green belt - new towns etc.
Investigating green belt designation in around key settlements in your locality.
Brownfield v Greenfield developments.
Understand how the nature and availability of utilities affect the design process.
-describe a range of environmental impacts caused by utilities distributions.
-describe the key features of services distribution within a project. / Renewable v non renewable energy sources – use of different types of energy sources to meet UK requirements
Designs that take account of reduced energy consumption.
Investigating utilities to service constructions – gas, water, electricity, drainage, telephone and cable TV etc – distribution networks
Providers – local or national / international companies – interconnections and interdependence.
Be able to understand and apply technical information
-extract and use straightforward technical information.
-produce a specification that identifies some of the requirements of the external envelope of a building.
-produce evidence that the specification is suitable for local climatic conditions / Investigating the difference between weather and climate
How building designs relate to prevailing weather conditions and extremes of weather – Great Storm of 1987 – Hot conditions of 1976 – Great snows of 2009 / 10
This section can include weather data capture – review of stored weather data – climatic data – investigating the frequency of extreme weather events.

Level 2 – Unit 2 – Design the Built Environment – materials and structures.

Learning focus / Geographical reflections – add your own.
Know about materials and their function within structures
-identify key materials forming the major structural elements and external envelope of a building or structure.
-describe the function(s) that the identified materials perform.
-examine construction elements in detail and describe how different materials work together to perform functions. / Location, manufacture and preparation of major construction materials – London Brick Company
Older materials still in use for example slate from North Wales – quarrying – preparation and distribution
Impact of resource collection on local areas – sand and gravel extraction and projected expansion in extraction in south Hamphshire.
Understand how to use materials in a sustainable way.
-identify sustainable materials in use on a construction project.
-describe in sustainability terms the benefits and drawbacks of the material specified for a construction project. / Sustainability issues – best use of materials that protect and sustain the built environment
-reclaimed and recycled goods
-use of timber from managed forests v hardwoods from non managed tropical forests
-local sourcing of materials – mapping distribution of construction suppliers
-designing to minimise waste
-use of insulation
-energy performance and enhancement – see schools energy rating compare energy ratings for on line house sales – age, location, materials, cost etc.
-use of eco-friendly materials – what are they, where do they come form and why are they thought to be eco-friendly
Be able to evaluate and use different structural forms
-describe and evaluate the structural form of a construction project.
-describe a suitable alternative structural form that could have been used for the for a project scenario.
-describe a selected construction in detail

Level 2 – Unit 3 – Design the Built Environment – Applying design principles