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Session: 2022/23

Last modified: 10/01/2023 11:35:01

Title of Module: Sustainable Construction

Code: ENGG08013 SCQF Level: 8
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Computing, Engineering and Physical Sciences
Module Co-ordinator:Mohamed  Abdel-Wahab

Summary of Module

The module introduces students to Sustainable Development Goals (SDGs) particularly highlighting the role of the construction industry in minimising the impact on the natural environment whilst maintaining the health & well-being of the construction workforce.

Students will develop a holistic understanding of the building fabric, namely: substructure (foundation and basement), and superstructure (frame, external walls, and roofs). Students will also learn about the energy performance of buildings and acquire knowledge on sustainable construction practice, such as site waste management plans, and application of offsite construction technology.

In addition, students will learn about the latest CDM regulations and have field experience of construction practice with a particular focus on Health & Safety.

This module will support students to develop their UWS graduate attributes, namely: Academic (critical and anyltical thinking, inquiring, knowledgeable, innovation, and problem solving); Personal (effective communicator, creative, imaginative); Professional (Collaborative, research-minded, and socially responsible).

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1


Term 2check markTerm 3


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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Develop a critical understanding of the application of sustainable construction practice.

L2. Acquire knowledge on Occupational Health, Safety and well-being as key aspects for attaining SDG in the construction industry.

L3. Acquire field experience of sustainable construction practice with particular emphasis on Health and Safety.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 8.

• K&U of civil engineering design process and construction.

• K&U of the role of sustainability in the built environment.

• K&U of the function and performance requirements of a building

• K&U of the energy performance of buildings;

• K&U of a range of environmental issues in the built environment

• K&U of basic construction trades.

•Introductory K&U of health and safety.

Practice: Applied Knowledge and Understanding SCQF Level 8.

• Apply knowledge of site waste management in a project context.

• Apply knowledge of energy performance of buildings in a project context.

• Apply knowledge of offsite construction in a project context.

Generic Cognitive skills SCQF Level 8.

• Develop analytical and research skills for applying sustainable construction practice in a project context.

• Be able to comprehend the broad picture of civil engineering, and seeing the importance of safety and sustainability

• Development of group participation in teaching and learning

• Introduce the use of appropriate codes of practice and industry standards.

Communication, ICT and Numeracy Skills SCQF Level 8.

• Further development in numeracy skills.

• Development of presentation and team working skills.

Autonomy, Accountability and Working with others SCQF Level 8.

• Exercise some autonomy and initiative in activities related to civil engineering

• Develop an appreciation of the social, environmental, ethical, economic and commercial considerations affecting the exercise of engineering judgement

• Develop responsibility for own time management and organizing own study activities out with formal class contact periods

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:Or Equivalent
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
The learning and teaching activity for this module include the following: lectures (36 hours), Group work/study (36 hours), and Independent Study (128 hours) which can include: directed self-learning, peer-learning, and research activities.

Formative feedback will be provided for group work activities. Formative feedback may take the form of question and answer sessions undertaken within formal lectures; through worked examples, online quizzes with real-time feedback, feedback on presentations and/or discussion groups in group tutorials. Use of digital tools, particularly Virtual/Augmented reality to provide an interactive and engaging learning experience for students. Students will be encouraged to download and use ‘Moodle Mobile’ particularly to support peer learning and online student interaction.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery30
Laboratory/Practical Demonstration/Workshop10
Independent Study160
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

All learning material for Sustainable Construction is available on Moodle. This includes access to all lecture presentations, hand-outs, suggested reading material and weblinks to appropriate sources for further information on issues related to sustainable construction.

Below is a list of key references to support the delivery of the module core content -which would be supplemented with relevant academic papers to ensure that the delivery of the module is research-informed:

Sustainable Development Goals, United Nations,

Health and Safety in the Construction Industry, Health & Safety Executive (HSE),
(The HSE website provides a comprehensive resource for Health & Safety material in construction, including the: Construction, Design & Management (CDM) and
Working at Heights regulations).

Constructing Better Health,
Construction Technology: Analysis and Choice, Tony Bryan

BIS 2010. Low Carbon Construction Innovation and Growth Team Final Report. London: HMSO.

Academic research papers

ABDEL-WAHAB M, MOORE D & MACDONALD S. “Exploring the adoption of Low Carbon Technologies (LCTs) by Scottish Housing Associations”. International Journal of low carbon technologies, 6(4), 318-323, 2011

ABDEL-WAHAB M & BENNADJI, A. “Skills development for retrofitting a historic listed building in Scotland”. International Journal of Low Carbon Technologies (IJLCT), doi: 10.1093/ijlct/ctt043, 2013

ABDEL-WAHAB M, MOORE D & SMITH, A. “Build with CaRe project and conference” Innovation Review (Sustainable Building Design and Refurbishment in Scotland), Construction Improvement Club (CIC) publication, Issue 4, 2010. Available at:

ABDEL-WAHAB M, ALI D & JENKINS D. “A case study of retrofitting a non-domestic building in Scotland”. SB13: Implementing Sustainability: Barrier and Chances, 24-26 April, 2013, Munich,, Germany.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

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Supplemental Information

Programme BoardEngineering
Assessment Results (Pass/Fail) No
Subject PanelCivil Engineering and Quality Management
ModeratorAlrazi Earij
External ExaminerJ Oti
Accreditation DetailsThis module is accredited by Joint Board of Moderators of the ICE, IStructE, IHE and CIHT as part of BEng (Hons) Civil Engineering
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Assignment 1
Assignment 2
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Review/ Article/ Critique/ Papercheck markcheck mark 700

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of practical work check markcheck mark300
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
The programme leaders have considered how the programme meets the requirements of potential students from minority groups, including students from ethnic minorities, disabled students, students of different ages and students from under-represented groups. Students with special needs (including additional learning needs) would be assessed/accommodated and any identified barriers to particular groups of students discussed with the Enabling Support Unit and reasonable adjustments would be made for classes and field work.
UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.