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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 )
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:
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)
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.
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 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.
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)
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
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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