WJEC LEVEL 1/2 AWARDS IN CONSTRUCTING THE BUILT ENVIRONMENT SAMPLE INTERNAL ASSESSMENT

WJEC LEVEL 1/2 AWARDS IN
CONSTRUCTING THE BUILT ENVIRONMENT
SAMPLE INTERNAL ASSESSMENT
UNIT 3: PLANNING CONSTRUCTION
PROJECTS
For teaching from September 2014
Contents
Page
Sample Assignment
2
Assessment Criteria Grid
16
1
LEARNER ASSIGNMENT BRIEF
Brief
Background and first visit
Belgrave High School has been
sponsoring a child in Africa since
2004.
In 2009 two teachers visited the area
and took photos of the school the
children attended, shown on the left.
During the visit they noticed that many children were being taught outside. The Head teacher
told them there were so many children wanting to come to school they didn’t have enough
space inside to teach them. The children taught outside sometimes had to finish school early
as it was just too hot.
They were also told that at certain times of the year
there was so much rain that these outdoor classes
had to be cancelled, and the children sent home
early.
During their visit the teachers met community leaders and discussed the possibility of
supporting the development of a new school building. Community leaders agreed to provide a
plot of land for the development and the support of local people as labourers.
2
Building the School
On return to the UK the teachers set up a
charity and raised enough money, with the
support of their school, to pay for architects to
design a new building and pay for the
resources needed to lay down their school
foundations. Local people in Africa carried out
the work.
In the UK there was further
fundraising to build the rest of the school.
The teachers returned to Africa, together with
sixth form students and built the school. As a
charity, the airline gave the group an additional
46kg luggage allowance per person and this was
used to take out construction tools and
equipment. The teachers and students had to
stay in accommodation that was a two hour drive
away do they spent four hours a day travelling.
This and the temperature limited the amount of
time they could spend on construction.
The group also experienced problems as many of the tools and equipment they brought with
them went missing. They also had a number of minor injuries that needed a lot of plasters and
antiseptic cream wipes.
After two weeks the school was
finished, within budget.
The school can now accommodate up
to 200 children in indoor classrooms.
3
Planning the Next Phase
Background Information
Building in Africa is different to building in the UK.
In the UK we have cavity construction which is well insulated, consisting of an outer skin of
brickwork and an inner skin of block work with insulation between. Bricks in this country are
mostly made of clay and fired to high temperatures and baked to provide a hard wearing brick
which will last for many years.
In Africa the weather is very different with high tropical heat for most of the seasons; therefore
insulated walls are not needed. Walls are constructed of single brick; however, the bricks are
larger than those used in the UK. The bricks are also made of clay and are left in the intense
heat to harden. As bricks are much larger walls can be built higher in a day than would be
expected in the UK.
IN Africa, the mortar used is similar to that used in the UK. However, the sand is much
coarser, which binds and dries faster than in the UK. The weight of mortar bags in the UK is
25kg for manual handling purposes to comply with health and safety requirements. In Africa
there are no rules for health and safety and bags weigh double (50kg).
Community Requirements
Before leaving the teachers met with community leaders to discuss the next phase of the
school development:
•
To have solar panels to provide electricity so that the children can use computers in
classes and have light during the rainy season
•
A dormitory to accommodate up to 50 children that walk for two hours a day to get to
school. This daily walk is dangerous and some children have been attacked on journey
to school.
•
The dormitory would have electricity so that children can read in the evening and the
rooms would be decorated so that the young children feel at home
A plan for the dormitory was sent from Africa and is in Appendix 1.
Community leaders have also asked that, during the next phase, a small group of local boys
and girls could receive some training in construction skills.
The school in the UK is now planning to raise the funds needed for the dormitory.
Appendix 2 gives details of a proposed budget; although there are still some details to be
finalised.
As part of the UK school team that has been involved in this project you have been asked to
put together a plan for the next phase.
4
TASKS
1. Calculate the total amount of money that has to be raised to build the dormitory.
2. E mail details of the roles of the three specialist trades people that should go to Africa
to support the construction of the dormitory.
3. Plan the construction of the dormitory.
Task
Number
1
Evidence
Assessment Criteria
Control
Completed
budget
AC 2.2 Calculate
resources to meet
requirement for built
environment development
projects
Time 1 hour
AC 2.4 Interpret sources
of information
Supervision You will be
supervised throughout
Resources Access to ICT
software, calculator, access to
class notes
Collaboration Individual task
2
E mail
AC 1.1 Describe activities
of those involved in
construction projects
AC 1.2 Describe
responsibilities of those
involved in construction
projects
Feedback you cannot be given
feedback on the work you
produce until it has been marked
Time 2 hours
Resources no access to class
notes; no access to ICT software
Supervision You will be
supervised throughout
Collaboration Individual task
3
Gantt chart with
supporting
notes
AC 1.3 Describe outputs
of those involved in
realising construction
projects
AC 2.1Describe processes
used in built environment
development projects
AC 2.3 Assess potential
effect of factors on project
success
AC 3.3 Use project
planning tools
AC 3.4 Set project
tolerances
Feedback You cannot be given
feedback on the work you
produce until has been marked
Time 3 hours
Resources Access to class
notes, access to ICT software
Supervision You will be
supervised throughout
Collaboration Individual task
Feedback You cannot be given
feedback on the work you
produce until it has been marked
5
Appendix 1
Plan for dormitory
Front elevation
111.5sq.m
Rear elevation
123.5sq.m
Side elevations (2)
15.770m x 3.000m high
doorway on each side measuring 1.7000m x 2.100m
4 windows on each side measuring 1.800m x 1.200m
6
Appendix 2
Proposed budget for dormitory
Description of Works
Preliminaries
Substructure
Walling and frame
Roof construction
Windows
Doors
Internal wall finishes
Floor finishes
External wall finishes
Provision for electrical works
Provision for plumbing
Total
UK Currency
1,546.15
18,831.28
7,338.21
2,382.05
2,492.56
4,986.67
3,902.56
4,533.33
769.23
410.26
Costs of materials required for dormitory
Bricks
to be calculated
Cement
awaiting details of cost
Sand
£769
Scaffolding
£42
Beams
£577
Steel Rods
£701
Water
£384
Soffits
£394
Square bars
£794
7
Belgrave High School
From: J Bubutu [[email protected]]
To: S O’Regan
Subject: Cost of raw materials
I have found out the cost of cement bricks, as you asked. These prices are based on today’s
exchange rate.
Cement 5 x 50kg bags £3.75
Bricks £1 each (35 required per square metre)
Can you let me know how many to order?
J. Bubutu
Sales Manager
Kamankoli Clay
8
ASSESSOR INFORMATION
WJEC approach to assessment
Unit 3: Planning construction projects of the WJEC Level 1/2 awards in Constructing the Built
Environment is internally assessed and externally moderated. The following principles apply to
the assessment of this unit:
•
•
•
All units are assessed through the summative controlled assessment. Details of
controls for this unit are provided in this model assignment.
All assessment criteria must be met under controlled conditions, as specified in this
model assignment, for the unit learning outcomes to be achieved.
Performance bands for Level 2 Merit and Level 2 Distinction can only apply once a
candidate has achieved all assessment criteria at the level of the qualification to be
awarded. Evidence must clearly show how the candidate has met the standard for the
higher grades.
The WJEC Level 1/2 awards in Constructing the Built Environment have adopted the
principles of controlled assessment as set out in the Joint Council for Qualifications document
‘GCSE, GCE, ELC, Functional Skills, Principal Learning in the Diploma and Project
Qualifications – instructions for conducting coursework’. This document can be assessed
through the JCQ website (www.jcq.org.uk). Each centre must ensure that internal assessment
is conducted in accordance with these controls.
There are three stages of assessment that will be controlled:
•
•
•
Task setting
Task taking
Task marking
Task setting
WJEC have produced this model assignment for the assessment of Unit 3: Planning
construction projects. Centres will be allowed to modify the assignment, as outlined in the
‘Accepted changes to assignments’ section of this model assignment. This will enable centres
to tailor the assessment to local needs. This model assignment has been written to
demonstrate how the following controls are incorporated into an assignment:
•
•
•
•
•
•
Each unit is assessed through one assignment.
Each assignment must have a brief that sets out an applied purpose. An applied
purpose is a reason for completing the tasks that would benefit a business or society,
further details are in Section 1.2 of the specification
The assignment can specify a number of tasks but tasks must be coherent i.e. show
how that assessment requirements al contribute to the achievement of the applied
purpose of the assignment.
The assignment must provide each candidate with the opportunity to address all
assessment criteria and all performance band requirements.
The assignment must indicate the acceptable forms of evidence.
Where a centre has adapted the model assignment, there must be evidence of quality
assuring its fitness for purpose.
9
How the learner assignment meets these controls
This is a single assignment that addresses all assessment criteria for this unit. There is a clear
applied purpose – to plan straightforward built environment projects. Although the context and
organisation in the scenario is fictitious it is based on a real construction project and has been
developed through discussions with representatives of real organisations to ensure the
requirements are realistic. The tasks are all coherently related to the applied purpose. The
summary table makes clear the evidence requirements.
Task taking
There are five areas of tasks that are controlled: time, resources, supervision, collaboration
and resubmission.
Time
‘Time’ has limited control. There are 6 hours available for the assessment of this unit. The
learner assignment brief suggests how this time can be allocated.
Resources
‘Resources’ has limited control. The assignment makes clear the type of resources that
learners must have access to. Learners may access ICT software to develop their outputs for
all tasks. Learners cannot access the internet, they must use the knowledge and
understanding they have acquired to produce their summative assessment evidence.
Learners can access class notes, except for task 2, where learners must demonstrate their
own knowledge. Class notes can include any outcomes of formative assessment, unless the
context for the formative assessment is similar to the context for the summative assessment.
Supervision
‘Supervision’ has medium control. Learners must be supervised by an assessor whilst
completing all tasks. Centres must have in place systems to ensure learners cannot access
evidence they have been developing outside of supervised activities.
Supervision is in place to ensure the authenticity of evidence produced for summative
assessment. Assessors are not expected to provide input or guidance to learners during the
controlled assessment time. This includes providing formative feedback on the evidence
being produced. Assessors can provide guidance on the requirements of the task and remind
learners of the performance bands and how they can be interpreted. Assessors must
intervene where there is a health and safety hazard observed.
Candidates can review and redraft evidence independently within the time controls for the
assessment. Candidates cannot redraft based on feedback from an assessor.
Learners must sign the declaration in this model assignment to confirm that all evidence
submitted for moderation is their own work and that any sources used have been
acknowledged.
Assessors must sign the declaration in this model assignment to confirm that evidence
submitted for moderation was completed under the controlled conditions set out in the model
assignments.
Collaboration
‘Collaboration’ refers to group work and has limited control. For this model assignment group
work is not allowed when learners are producing evidence for assessment.
10
Task marking
All marking of evidence must be made against the performance band statements given in
each unit specification. Evidence marked must comply with the controlled requirements set
out in this model assignment.
Written evidence must be annotated to show how it relates to the assessment criteria and
performance band requirements.
Marking should only be undertaken by a designated assessor. An assessor should have
appropriate expertise in the subject and level for a specified unit. The assessor is responsible
for ensuring that:
•
•
•
•
•
•
•
Assessment is conducted under specified controlled conditions
They are clear of the requirements of the learning outcomes, assessment criteria
and performance band statements prior to commencing controlled assessment
Evidence presented for assessment is authentic
Assessment decisions are accurately recorded
Evidence is appropriately annotated
Observation records contain sufficient detail for objective corroboration of decisions
Judgements are only made against the performance band statements
11
ACCEPTED CHANGES TO THIS MODEL ASSIGNMENT
Assignment Brief (Task setting)
Type of evidence
No changes can be accepted for the format for tasks 1, although it can be handwritten or
produced using ICT software. For task 2, learners can submit evidence in any format. This
could be a report, oral presentation or PowerPoint or any other appropriate form of ICT
software. If learners present their report orally, Learners should be aware of the performance
descriptions for the assessment criterion for this task, assessors should ensure they are only
assessing those elements that contribute to requirements of the performance descriptions.
They should produce an observation record as evidence, together with any support materials
used by the learner and notes produced by the assessor. Observation records must include a
description of candidate performance as well as a summative statement on the quality of that
performance. Where performance is observed by someone other than an assessor, the
‘witness’ must complete a witness statement. Assessors will need to authenticate the
statement either through scrutiny of supporting evidence and/or questioning of the learner
and/or witness. If the statement is authenticated, it can be allowed to contribute to the
evidence for assessment. Evidence of authentication will also need to be included. A
standard pro-forma should be developed and used for all learners. Learners should receive a
copy of the pro-forma in advance. Task 3 must be evidenced through the use of a project
planning tool. This can be any type of tool given in the unit content. There will need to be
supporting information that can be presented in any format.
Tasks
No changes allowed, except for references to the specific context of the assignment brief
Purpose
No changes allowed
Context
The context must be realistic and credible, but does not have to be real. Information must be
presented using industry style formats, as outlined in unit content. It must require a range of
activities and processes. The scenario must require learners to carry out the same level and
number of calculations as in this model assignment. There must also be some aspect of
finance (as outlined in unit content). The scenario should provide explicit and implicit
information to enable learners to discern internal and external factors that could affect the
project outcomes.
How Assessment is Managed (Task taking)
Time
The time suggested for each task, as set out in the learner assignment brief, takes account of
the amount of time it would take to complete the task and the contribution of the task to the
overall assessment requirements. There can be no changes to the total time available for
controlled assessment, as set out in this model assignment. Centres can, however, amend
the suggested time available for each task.
12
Resources
Learners must have access to an assessment grid. Details of essential resources are
provided in the Summary table of the Learner Assignment Brief and the Task taking: resource
section of this Assessor Guidance. There should be no changes to these.
Collaboration
Group work is not allowed for this unit when learners are producing evidence for assessment.
Supervision
No changes are allowed.
Feedback
No changes are allowed.
13
SUGGESTED ASSESSMENT PLAN
The following demonstrates a good practice approach to delivering this assessment. It is
recommended that assessment practice incorporates these activities. This will ensure that the
approach to applied learning, as set out in the specification, is maintained throughout the
assessment process. It will also support centre quality assurance processes.
Stage
1
2
3
4
5
6
7
8
Activity
Assessor meets with employers, agrees to changes in context, tasks
and evidence.
Assignment brief is quality assured.
Prior to commencing summative assessment, learners presented
with assignment brief, but not tasks. Learners advised of date when
the employer will visit the centre to provide further details of the brief.
Employer representative meets with learners to present the brief and
tasks. Learners have opportunity to ask questions of employer
representative.
Learners complete tasks under direct supervision.
Evidence produced by the learner is annotated and assessed against
performance bands and assessment criteria.
Assessor meets with employer representatives to review evidence
and agree feedback to be provided to learners.
Employer
‘assessment’ and feedback is formative and summative
assessment has taken place at an earlier stage. Employer
feedback is to contribute to future learning and development.
Assessment decisions are quality assured.
14
WJEC LEVEL 1/2 QUALIFICATIONS IN CONSTRUCTING THE BUILT ENVIRONMENT MARK RECORD SHEET
UNIT 3: Planning construction projects
Learner Name:
I confirm that the evidence submitted for assessment has been produced by me without any assistance beyond that allowed.
Signature:
Date:
Assessor Name:
The assignment brief used for summative assessment is attached, together with evidence of quality assurance.
I confirm that the evidence submitted by the learner has been produced under the controlled conditions set out in the qualification specification
and model assignment.
The overall grade awarded for this unit is _____________________________
Signature:
Date:
Lead Assessor Name:
I confirm that the evidence submitted by this learner for summative assessment has been quality assured and the grade awarded is confirmed
as accurate.
Signature:
Date:
15
Assessment
Criteria
AC1.1 Describe
activities
of
those involved
in construction
projects
Performance bands
Level 1 Pass
Outlines in general terms
activities
of
those
involved in construction
projects
Level 2 Pass
Describes activities of
those involved in a
specific
construction
project, most of which is
relevant
Level 2 Merit
Describes in detail the
activities
of
those
involved in a specific
construction
project,
most of which is relevant
Level 2 Distinction
Describes in detail the
activities
of
those
involved in a specific
construction project
Grade
Awarded
Assessor comments
AC1.2 Describe
responsibilities
of
those
involved
in
construction
projects
Outlines in general terms
responsibilities of those
involved in construction
projects
Describes
responsibilities of those
involved in a specific
construction
project,
most of which is relevant
Assessor comments
AC1.3 Describe
outputs
of
those involved
in
construction
projects
Outlines in general terms
the outputs of those
involved in construction
projects
AC2.1 Describe
processes used
in
built
environment
development
projects
Outlines in general terms
the processes used in
built
development
projects
Describes outputs of
those involved in a
specific
construction
project
Assessor comments
Describes
processes
used in a specific built
environment
development
project,
most of which is relevant
Assessor comments
16
Assessment
Criteria
Performance bands
Level 1 Pass
AC2.2
Calculations show that
Calculate
there has been some
resources
to consideration for meeting
project
requirements.
meet
requirements
Some
results
of
for
built calculations are accurate
environment
development
projects
Assessor comments
Level 2 Pass
Calculations
take
account of resources to
meet requirements for
built
environment
development
projects.
There may be some
minor
omissions.
Results of calculations
are mainly accurate
Level 2 Merit
Level 2 Distinction
Calculations
take
account of resources to
meet requirements for
built
environment
development
projects.
Results of calculations
are mainly accurate
AC2.3 Assess
potential effect
of factors on
project success
Outlines
in
general
terms,
with
limited
reasoning,
potential
effect of factors on
project success
Assesses
potential
effects of factors on
project success.
A
limited range of factors
are considered against
identified
success
criteria. Evidence has
some reasoning and
some
content
is
appropriate to a specified
project
Assesses
potential
effects of a range of
factors
on
project
success. Most evidence
is well reasoned and
relevant to a specified
project success criteria
Grade
Awarded
Assesses with clear and
detailed
reasoning
potential effects of a
range of factors on
specified project success
criteria.
Assessor comments
AC2.4 Interpret Extracts a limited range Extracts mainly relevant
sources
of of relevant information information from a range
information
from a limited range of of information sources
information sources.
Assessor comments
17
Assessment
Criteria
Performance bands
Level 1 Pass
AC3.1
A range of processes are
Sequence
sequenced. There may
processes to be be significant omissions
followed
or errors
Level 2 Pass
A range of appropriate
processes
are
sequenced. There may
be some minor errors or
omissions
Level 2 Merit
Level 2 Distinction
A range of appropriate
processes
are
sequenced in logical
order
Grade
Awarded
Assessor comments
AC3.2
Time
is
Apportion time within
to processes
tolerances
processes
apportioned Time
is
acceptable accurately
to
most processes
apportioned
to
most
Assessor comments
AC3.3
Use Uses appropriate project
project planning planning
tools
with
tools
guidance, to effectively
show project plan
Uses appropriate project
planning tools effectively
to show project plan.
There may be some
errors in the use of
software.
Project
planning tools used with
some
direction
or
intervention
Uses appropriate project
planning tools effectively
to show clearly project
plan. Project planning
tools used with limited
direction or intervention.
Independently
uses
appropriate
project
planning tools effectively
to show clearly and in
detail project plan
Assessor comments
AC3.4
Set Tolerances are set to Appropriate
project
most processes. There are
set
tolerances
may be some that are processes
inappropriate.
tolerances
to
most
18
Assessment
Criteria
Performance bands
Level 1 Pass
Assessor comments
Level 2 Pass
Level 2 Merit
Level 2 Distinction
Grade
Awarded
19