THE T-LEVELS HUB
Construction and Built Environment
Students must know how projects are procured within the construction sector
Review Bid winning presentation
Please go through each step below and explain in a word document.
The purpose of each step
- expression of interest
- a letter of invitation to tender
- pre-construction information
- a tender pricing documents
- design drawings
- specifications
- bills of quantities
- schedules – schedules of work, activity schedules
- emerging modern methods of construction.
OUTPUT
To provide a review on the following points above by explaining the purpose of each step.
Student to spend time with QS to review the following calculations for the host site. QS to provide student with an overview of how principles of financial controls apply to construction a few examples of when things go right and wrong.
Calculation of all-in rates for materials, labour rates, and plant including:
-
- material costs – calculation of material quantities
- cost of construction works, based on unit costs of materials
- labour rates – calculation of all-in rates for craft workers (skilled, unskilled, gang rates)
- application of labour costs in unit rates and hourly rates
- plant rates – calculation of fixed and operating costs, units, and hourly rates
- calculation of unit rates and hourly rates – substructure, superstructure, first fix, second fix
- completion of documentation.
POINTS TO CONSIDER
QS to set a task for the student to calculate based on one of the above.
OUTPUT
To Calculate rates provided by QS, Qs to check calculations when complete.Students to create 3 short films of roles on your site –
- Create a series of 30-60 second soundbite films featuring different roles. These may be used on our website, social media, or in other initiatives to raise awareness about working in our sector.
- Films can include roles working for Wates and also for our supply chain. Aim to get a range. If the role is in the supply chain, include this in their film (e.g. I work for a roofing contractor that has been appointed by Wates to work as part of the supply chain on this project)
- Film on a mobile.
- Film in the landscape.
- Be mindful to minimise background noise.
- Ensure a Wates photo consent form is completed- attach the form
ASK THE FOLLOWING QUESTION?
- What is the Role?
- If the role is in the supply chain, include this in their film (e.g., I work for a roofing contractor that has been appointed by Wates to work as part of the supply chain on this project)
- Overview of key tasks
- What stage of the construction process are they involved in?
POTENTIAL ROLES - To interview and film below
- Trade contractors
- land surveyors
- quantity surveyors (main contractors and professionals)
- hazardous materials surveyors
- structural engineers
- heating engineers
- electrical engineers
- civil engineers
- building services engineers
- architects
- project managers
OUTPUT
To produce 3 videos from the roles above.
Students are to read the CPD document provided and answer the following questions on via a PowerPoint presentation.
What is the purpose of CPD?
What sort of CPD has colleagues on your site undertaken?
How is CPD documented?
Student to arrange a Team meeting with 1 or 2 Trainees (informal)
Coffee with Trainee – talk to them about their journey and qualifications and chartership
POINTS TO CONSIDER
Supervisor to support the student in arranging team meetings with a Trainee
Trainee to support Students going through the Trainee technical manuals setting out their CPD trainee runs through this with them. They could also look at professional body websites for more details eg RICS (QS) and CIOB (Project Mgt)
OUTPUT
To produce a PowerPoint presentation on the points above. Adding additional pages on findings from Trainee meetings and professional bodies identified.
Students to complete PESTLE analysis ON YOUR PROJECT.
POINTS TO CONSIDER
Supervisor to provide the student with PESTLE for the site project
OUTPUT
Student to provide PESTLE analysis on-site.