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Assignment Briefs 11-03-2022

You have been asked to advise on the cost management of the project. In providing this advice, your manager has asked you to prepare a briefing note to explain the processes involved in preparing early cost advice

BSP7CAC Costing and Contracts

Module name

Costing and Contracts

Module code

BSP7CAC

Level

7

Module start month and year

September 2022

Module pass mark

50

Assignment

1

Assignment due time and date

10.00 a.m. (UK time), Wednesday 16 November 2022

Word count (see section below for info)

1,500

Assignment weighting

30%

Module learning outcomes assessed

LO1, LO2 (see module ‘Assessment tab’ for details)

If you have any questions about this assessment, please contact your Module Team using the Assignment forum in the relevant ‘Assessment preparation’ week on the VLE.

Scenario

You work for a housing association that is looking to undertake a substantial programme of planned maintenance works to five blocks of two- to three-bedroom apartments, of concrete frame and brick infill construction. The three-storey buildings will be refurbished using over-cladding and improved insulation to the walls. The windows, doors, kitchens and bathrooms are to be replaced. Each block comprises 12 apartments and is currently fully occupied.

Task

You have been asked to advise on the cost management of the project. In providing this advice, your manager has asked you to prepare a briefing note to explain the processes involved in preparing early cost advice. The briefing note should include:

  1. a critical discussion of an appropriate approach to establishing an estimated cost for the project considering the RIBA Plan of Work stage the project is at and including an analysis of cost information that could be used; and (approximately 1,100 words)
  2. detailed calculations establishing the life-cycle costs for two window specifications for the apartments. Include in your briefing note a recommendation for an appropriate window specification considering its life-cycle cost and the appropriateness for the building’s use. (approximately 400 words)

Note: For part b, one specification being considered is painted, double-glazed, standard softwood windows complete with all sills, ventilators, ironmongery and fixings with an initial cost of £430/m2, redecoration costs of £15/m2 every three years, annual cleaning costs of £12/m2 and replacement required at 18-year intervals.

You are to assume a second window specification with different initial costs and different patterns of maintenance and replacement to demonstrate your understanding of life-cycle costing. You should use a 5% discount rate in your calculations and assume a building life of 40 years.

Additional guidance

  • You are not required to produce an estimated cost for this project when answering part a of the Assignment 1 task.
  • Please state any assumptions clearly within the briefing note. Any back-up information, calculations, etc. should be in an appendix to the briefing note.
  • Supporting information on how to prepare a briefing note is available in the ‘Assessment preparation’ week of the module on the VLE.
  • A blank briefing note template can be found in Section 9 of the ‘Study Skills’ area of the VLE.

Reference list

You should include a reference list with a minimum of five separate relevant and appropriate sources that you have written about and cited within your work.

A bibliography of uncited sources is not required

Additional information

Further information to support you with this assignment is available within the study materials for this module on the UCEM VLE.

It is recommended that you engage with the Assignment briefing webinar and Assignment forum, as the module team may signpost relevant learning activities and also answer any questions you may have.

Marking guidance for this activity

This guidance is designed to help you to do as well as possible in your assessment by explaining how the person marking your work will be judging it.

Your work will be assessed in relation to the requirements set out in the assessment criteria marking guide at the end of this document and the grading guidance section below.

It is recommended that you read both of these sections before starting your assessment to learn what will help you to achieve the highest marks. Before submitting your assessment you should review it to check you have produced what is required to achieve the highest marks.

When you receive your feedback from your tutor you should be able to see where you gained marks and, where relevant, recommendations about how to improve your performance going forward. a critical discussion of an appropriate approach to establishing an estimated cost for the project considering the RIBA Plan of Work stage the project is at and including an analysis of cost information that could be used

Grading guidance

This grading guidance section explains in more detail what a submission for this assessment should include in order to achieve a mark at the threshold, good and excellent standards.

Threshold

You will have described the methods of producing an estimated cost for this project and outlined the sources of cost information commonly used. Reference to appropriate stages of the RIBA Plan of Work should be included. An additional window specification will be selected for the apartment building and the life-cycle costs of the two options compared.

Good

You will have met the criteria for Threshold and analysed the methods of producing an estimated cost in relation to the project scenario and available design information; discussed the availability and reliability of cost information and included detailed life-cycle cost calculations and reasoning for two appropriate window specifications.

Excellent

You will have met the criteria for Good and further demonstrated insight and analysis about the methods of producing an estimated cost and suitable sources of cost information considering the type of project. In making your recommendation of window specification you will have shown reasoned insight as to its appropriateness for the project scenario. Reasoned and insightful assumptions will have been made about the project and client, and arguments developed around this

Word count and overwriting

Exceeding 10% of the stated word count may limit the marks allocated for communication (see assessment criteria marking guide below).

The following table outlines the inclusions and exclusions in the word count of the most common features of assessed pieces of work. Not all these features may be relevant to your assignment; please refer to the assignment task for confirmation of which features are required.

Included in wordcount

Excluded from wordcount

Introduction

Executive summary/abstract

Main body

Title page/front cover

Footnotes/endnotes

Contents List

In text citations

Calculations

Words in tables

Drawings/Images

Conclusion

List of references

Recommendations

Bibliography

Headings and titles, except for those explicitly excluded

Appendices

The total number of words used must be stated on the first page of your assessment.

Avoiding academic misconduct (Academic integrity)

Academic misconduct is a serious offence. Types of misconduct include, but are not limited to: plagiarism, self-plagiarism, collusion, or contracting a third party to write your assessment. It is important that your assessment shows academic integrity. You must ensure that you reference sources you have used and check the originality of your work before submission. Please see the ‘Assessment preparation’ week for more information on academic misconduct, including guidance on how to avoid academic misconduct, how to check your work, and how UCEM checks all submitted assessment for academic misconduct. You work for a housing association that is looking to undertake a substantial programme of planned maintenance works to five blocks of two- to three-bedroom apartments, of concrete frame and brick infill construction.

ASSESSMENT CRITERIA MARKING GUIDE

LEVEL 7

Weight- ing %

 

1. COMMUNICATION

15

0–2

Inadequate

3–5

Limited

6–7

Below threshold

8

Threshold

9–10

Good

11

Excellent

12–15

Outstanding

Relevance to task

  • ·The relevance of the information provided to the context of the task
  • ·The way the needs of the intended audience have been addressed.

 

Irrelevant and addresses neither the task nor the needs of the intended audience.

Largely irrelevant and does not effectively address the task or the needs of the intended audience.

Partially relevant and attempts to address the task and the needs of the intended audience with significant irrelevance or omissions.

Sufficiently relevant to the task and the needs of the intended audience to meet the learning outcomes.

Consistently relevant to the task and focussed on the requirements of the intended audience.

Highly relevant to the task and precisely focussed on the requirements of the intended audience.

Completely relevant to the task and fully focussed on the requirements of the intended audience.

Structure and presentation

  • ·Organisation and presentation of ideas

 

A lack of structure beyond a loosely connected list of points.

Largely unstructured and does not have a clear logical flow.

Inconsistent structure and logical flow.

Adequate Structure and logical flow.

Capable structure and logical flow.

Advanced structure and logical flow.

Proficient structure and logical flow.

  • Format appropriate to

the intended audience and/or industry protocols

  • ·How structure and presentation enable communication.

Presentation format is

inappropriate.

 

Communication is obstructed.

Presentation format is

ineffective.

 

Communication is hindered.

Presentation format is

confused.

 

Communication is only partially effective.

Presentation format is

satisfactory.

 

Communication is sufficient to meet the learning outcomes.

Presentation format is

effective.

 

Communication is sound.

Presentation format is

sophisticated.

 

Communication is articulate.

Presentation format is

innovative.

 

Communication is insightful.

Grammar

  • ·Selection of words, sentence construction, spelling and punctuation.

 

Use of grammar is deficient and meaning is obstructed.

Significant grammatical errors and meaning lacks clarity.

Several grammatical errors and meaning conveyed insufficiently clearly.

Notwithstanding some minor errors and oversights, grammar and clarity of meaning are sufficient to meet

the learning outcomes.

Grammar usage is capable and conveys meaning effectively.

Grammar usage is advanced and conveys meaning precisely.

Grammar usage is exceptional and conveys meaning eloquently.

2. KNOWLEDGE AND UNDERSTANDING

20

0–3

Inadequate

4–7

Limited

8–9

Below threshold

10–11

Threshold

12–13

Good

14–15

Excellent

16–20

Outstanding

Systematic knowledge and understanding of the key aspects of the field of study

 

Inadequate systematic knowledge and understanding of the field of study.

Limited systematic knowledge and understanding of the field of study.

Insufficient systematic knowledge and understanding of the field of study.

Sufficient systematic knowledge and understanding of the

field of study to meet the learning outcomes.

Good systematic knowledge and understanding of the

field of study to meet the learning outcomes.

Excellent systematic knowledge and understanding of the

field of study to meet the learning outcomes.

Outstanding systematic knowledge and understanding of the field

of study to meet the learning outcomes.

Critical awareness of

current problems and/or new insights at or informed by the forefront of the academic discipline

Inadequate level of

critical awareness of current problems and/or new insights, very little, if any, of which has been informed by the forefront of the academic discipline.

Unsatisfactory level of

critical awareness of current problems and/or new insights, little of which has been informed by the forefront of the academic discipline.

Basic level of critical

awareness of current problems and/or new insights, some of which has been informed by the forefront of the academic discipline.

Adequate level of

critical awareness of current problems and/or new insights, much of which has been informed by the forefront of the academic discipline.

Sound level of critical

awareness of current problems and/or new insights, most of which has been informed by the forefront of the academic discipline.

Comprehensive level of

critical awareness of current problems and/or new insights, nearly all of which has been informed by the forefront of the academic discipline.

Exceptional level of

critical awareness of current problems and/or new insights, all of which has been informed by the forefront of the academic discipline.

 

3. USE AND

APPLICATION OF SOURCE MATERIAL

20

0–3

Inadequate

4–7

Limited

8–9

Below threshold

10–11

Threshold

12–13

Good

14–15

Excellent

16–20

Outstanding

Application of UCEM Harvard referencing style

 

A minimal number of

sources have been referenced. The referencing system is applied incoherently.

Referencing is

unsatisfactory due to significant omissions, inaccuracies or inconsistencies in the application of the referencing system.

Referencing is

insufficient due to several omissions, inaccuracies or inconsistencies in the application of the referencing system.

Referencing is

sufficiently complete, accurate and consistent in the application of the referencing system to meet the learning

outcomes.

Referencing is

competent with mostly complete, accurate and consistent application of the referencing system.

Referencing is

comprehensive with complete, accurate and consistent application of the referencing system with minimal errors.

Referencing is

comprehensive and applied faultlessly.

Source Materials

 

 

 

 

 

 

 

 

  • ·Selection of course materials

Minimal and incoherent selection of course materials.

Ineffective selection of course materials with

significant omissions.

Inconsistent and inaccurate selection of

course materials.

Adequate selection of course materials.

Competent selection of course materials.

Sophisticated selection of course materials.

Innovative selection of course materials.

  • Independent research

Independent research is minimal and has not been informed by scholarship at the forefront of the academic discipline. a critical discussion of an appropriate approach to establishing an estimated cost for the project considering the RIBA Plan of Work stage the project is at and including an analysis of cost information that could be used

Independent research

is incomplete and unsatisfactory. It has not been informed by any notable scholarship at the forefront of the academic discipline.

Independent research

is basic and has partially been informed by appropriate scholarship at the forefront of the academic discipline.

Independent research

is sufficient and has been at least partially informed by appropriate scholarship at the forefront of the academic discipline, sufficient to meet the

learning outcomes.

Independent research

is competent and has been informed by a reasonable amount of appropriate scholarship at the forefront of the academic discipline.

Independent research

is advanced and has been informed by a comprehensive range of authoritative scholarship at the forefront of the academic discipline.

Independent research is

proficient and has been informed by the full range of authoritative scholarship at the forefront of the academic discipline.

  • ·Use of industry practice and personal experience.

Industry practice and

personal experience omitted or irrelevant.

Limited and incomplete

reference to industry practice and personal

experience.

Simple reference to

industry practice and personal experience.

Satisfactory reference

to industry practice and personal experience.

Clear reference to

industry practice and personal experience.

Perceptive reference to

industry practice and personal experience.

Insightful reference to

industry practice and personal experience.

Originality in the application of knowledge

 

Originality in the application of knowledge is inadequate and incoherent. The assessed work is not informed or improved by the source materials.

Originality in the application of knowledge is ineffective and unsatisfactory. The assessed work is informed and improved in a limited manner by the source materials.

Originality in the application of knowledge is inconsistent and partial. The assessed work is informed and improved in a basic manner by the source materials.

Originality in the application of knowledge satisfactory and adequate. The assessed work is informed and improved in an adequate manner by the source materials, sufficient to meet the learning outcomes.

Originality in the application of knowledge is competent and clear. The assessed work is informed and improved in a reasonable manner by the source materials.

Originality in the application of knowledge is perceptive and accurate. The assessed work is informed and improved in a comprehensive manner by the source materials.

Originality in the application of knowledge is innovative and insightful. The assessed work is informed and improved in an exceptional manner by the source materials.

 

4. EVIDENCE BASED

CRITICAL ANALYSIS

20

0–3

Inadequate

4–7

Limited

8–9

Below threshold

10–11

Threshold

12–13

Good

14–15

Excellent

16–20

Outstanding

Practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge

 

Minimal understanding of how established techniques of research and enquiry are used to create and interpret knowledge.

Unsatisfactory understanding of how established techniques of research and enquiry are used to

create and interpret knowledge.

Insufficient understanding of how established techniques of research and enquiry are used to

create and interpret knowledge.

Sufficient understanding of how established techniques of research and enquiry are used to

create and interpret knowledge.

Effective understanding of how established techniques of research and enquiry are used to

create and interpret knowledge.

Sophisticated understanding of how established techniques of research and enquiry are used to create and interpret knowledge.

Insightful understanding of how established techniques of research and enquiry are used to create and interpret knowledge.

Critical analysis

  • ·Analysis of source materials

 

Analysis of the source materials is superficial, deficient or minimal

Analysis of the source materials is shallow ineffective or

incomplete.

Analysis of the source materials is insubstantial,

inaccurate or inconsistent.

Analysis of the source materials is adequate and of sufficient depth

to meet the learning outcomes.

Analysis of the source materials is substantial clear and competent.

Analysis of the source materials is rigorous, accurate and

comprehensive.

Analysis of the source materials is profound, proficient and very

advanced.

  • Application of analysis

to the demands of the task

Analysis is not applied

to the demands of the task.

Analysis is applied

unsatisfactorily to the demands of the task.

Analysis is partially

applied to the demands of the task.

Analysis is

satisfactorily applied to

the demands of the task.

Analysis is reasonably

applied to the demands of the task.

Analysis is perceptively

applied to the demands of the task.

Analysis is innovatively

applied to the demands of the task.

Development of arguments

  • ·Use of analysis to develop and sustain arguments and justifications.

 

Arguments and justifications are incoherent and deficient. There is minimal evidence of an attempt to develop or sustain an argument.

Arguments and justifications are unsatisfactory and ineffective. The development of arguments is incomplete and not sustained.

Arguments and justifications are confused and inaccurate. The development of arguments is inconsistent and partially sustained with

significant omissions.

Arguments and justifications are satisfactory and sufficient to meet the learning outcomes. The development of arguments is basic and sustained adequately.

Arguments and justifications are clear and reasonable. The development of arguments is fair and sustained competently.

Arguments and justifications are advanced and sophisticated. The development of arguments is sophisticated and sustained

comprehensively.

Arguments and justifications are ambitious and exceptional. The development of arguments is insightful and fully sustained.

Technical ability

(where appropriate)

  • ·Quality of drawings

 

Drawings are incorrect or omitted

Drawings are incomplete or with significant omissions

Drawings are inaccurate and only partially completed

Drawings are completed at a basic

level sufficient to meet the learning outcomes.

Drawings are completed at a competent level

Drawings are completed accurately

Drawings are completed to an exceptionally high standard

  • ·Accuracy of calculations

Calculations are

incorrect or omitted

Calculations are

incomplete with significant omissions

Calculations are

inaccurate and only partially completed

Calculations are

completed at a basic

level sufficient to meet the learning outcomes.

Calculations are

completed at a competent level

Calculations are

completed accurately

Calculations are

completed to an

exceptionally high standard

  • ·Appropriate selection

and application of information.

Selection of information

is incorrect or minimal. Information is applied inadequately or incoherently to the task.

Selection of

information is incomplete with significant omissions. Information is applied ineffectively or unsatisfactorily to the task.

Selection of

information is inconsistent and partial. Information is applied inaccurately to the task.

Selection of

information is satisfactory and sufficient to meet the learning outcomes. Information is applied adequately to the task.

Selection of

information is clear and reasonable.

Information is applied competently to the task.

Selection of information

is accurate and comprehensive Information is applied perceptively to the task.

Selection of information is

proficient and insightful Information is applied innovatively to the task.

 

5. INSIGHT,

INTERPRETATION AND EVALUATION

25

0–4

Inadequate

5–9

Limited

10–12

Below threshold

13–14

Threshold

15–17

Good

18–19

Excellent

20–25

Outstanding

Systematic and creative approaches to complex issues

 

Inadequate self-

direction and originality in tackling and solving problems and in implementing tasks at a professional level.

Ineffective self-

direction and originality in tackling and solving problems and in implementing tasks at a professional level.

Insufficient self-

direction and originality in tackling and solving problems and in implementing tasks at a professional level.

Sufficient self-direction

and originality in tackling and solving problems and in implementing tasks at a professional level to meet the learning

outcomes.

Competent self-

direction and originality in tackling and solving problems and in implementing tasks at a professional level.

Successful self-

direction and originality in tackling and solving problems and in implementing tasks at a professional level.

Exceptional self-direction

and originality in tackling and solving problems and in implementing tasks at a professional level.

Critical evaluation of current research and advanced scholarship in the discipline

 

Any evaluation of current research and advanced scholarship in the discipline is unsubstantiated and unstructured.

Evaluation of current research and advanced scholarship in the discipline is unsatisfactory in its reasoning.

Evaluation of current research and advanced scholarship in the discipline is simple in its reasoning.

Evaluation of current research and advanced scholarship in the discipline is adequate in its reasoning.

Evaluation of current research and advanced scholarship in the discipline is competent in its reasoning.

Evaluation of current research and advanced scholarship in the discipline is sophisticated in its reasoning.

Evaluation of current research and advanced scholarship in the discipline is ambitious and convincing in its reasoning.

Judgements in the absence of incomplete data

 

Judgments in the absence of incomplete data and/or conclusions are deficient.

Judgments in the absence of incomplete data and/or conclusions are inaccurate.

Judgments in the absence of incomplete data and/or conclusions are confused.

Judgments in the absence of incomplete data and/or conclusions are satisfactory and sufficient to meet the learning outcomes.

Judgments in the absence of incomplete data and/or conclusions are clear and appropriate.

Judgments in the absence of incomplete data and/or conclusions are perceptive.

Judgments in the absence of incomplete data and/or conclusions are insightful.

 

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