BUILDING INFORMATION MODELLING LEVEL 3 AWARD - UNIT BANK

Pupils have to demonstrate competence against the assessment criteria from their day to day work and the teacher assessor has to verify that they are competent in relation to the general level descriptor using indicative assessment criteria. TLM's external moderator will check the judgements and the quality of the evidence and provide feedback. This process is not graded, the intention is that it is a flexible way of checking basic practical competence in the subject at the qualifications framework level.

The candidate can research and define the standards required for a building project. They will analyse issues such as requirements and local needs and convey the overall project brief through a mission statement. They will clearly define the sustainability factors that will be deployed, with strong factual evidence and show the involvement of s range of stake-holders. They will define the key parameters of the project such as staff roles and responsibilities, topographical elements, geotechnical issues and environmental considerations.

A work activity will typically be ‘non-routine or unfamiliar’ because the task or context is likely to require some preparation, clarification or research to separate the components and to identify what factors need to be considered. For example, time available, audience needs, accessibility of source, types of content, message and meaning, before an approach can be planned; and the techniques required will involve a number of steps and at times be non-routine or unfamiliar.

Example of context – candidates can investigate and prepare a design for a local building to suit a specific purpose, i.e a low carbon footprint youth centre for their locality.