16021 Performance-based Building Design

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Subject handbook information prior to 2024 is available in the Archives.

UTS: Design, Architecture and Building: School of the Built Environment
Credit points: 6 cp
Result type: Grade and marks

Requisite(s): 72 credit points of completed study in spk(s): C10214 Bachelor of Construction Project Management OR 72 credit points of completed study in spk(s): C10215 Bachelor of Construction Project Management Bachelor of International Studies OR 72 credit points of completed study in spk(s): C10067 Bachelor of Engineering OR 72 credit points of completed study in spk(s): C10061 Bachelor of Engineering Diploma Engineering Practice OR 72 credit points of completed study in spk(s): C09066 Bachelor of Engineering (Honours) OR 72 credit points of completed study in spk(s): C09067 Bachelor of Engineering (Honours) Diploma Professional Engineering Practice OR 72 credit points of completed study in spk(s): C10066 Bachelor of Engineering Science OR 72 credit points of completed study in spk(s): C10408 Bachelor of Technology OR 72 credit points of completed study in spk(s): C10310 Bachelor of Property Economics OR 72 credit points of completed study in spk(s): C10320 Bachelor of Property Economics Bachelor of International Studies OR 72 credit points of completed study in spk(s): C10431 Bachelor of Property Economics Bachelor of Languages and Cultures OR 72 credit points of completed study in spk(s): C10004 Bachelor of Design Architecture OR 72 credit points of completed study in spk(s): C10325 Bachelor of Design Architecture Bachelor of Creative Intelligence and Innovation OR 72 credit points of completed study in spk(s): C10413 Bachelor of Design Architecture Master of Architecture OR 72 credit points of completed study in spk(s): C10271 Bachelor of Design Interior Architecture OR 72 credit points of completed study in spk(s): C10272 Bachelor of Design Interior Architecture Bachelor of International Studies OR 72 credit points of completed study in spk(s): C10322 Bachelor of Design Interior Architecture Bachelor of Creative Intelligence and Innovation OR 72 credit points of completed study in spk(s): C10423 Bachelor of Design Interior Architecture Bachelor of Languages and Cultures OR 72 credit points of completed study in spk(s): C09079 Bachelor of Landscape Architecture (Honours)

Description

The design of new buildings in Australia is regulated via State and Territory legislation. For many years building regulations were written in ‘prescriptive’ terms; i.e. they prescribed how buildings must be designed and constructed. However, contemporary building regulations are written in ‘performance’ terms; i.e. they prescribe how a building must perform. This method of regulating building design is referred to as ‘performance-based design’ (PBD), which is a process that -

• provides design flexibility;
• facilitates the uptake of innovation; and
• can improve constructability.

All of these outcomes have the potential to generate costs savings without compromising the goals of building regulations and in doing so provide, practitioners with a market edge over competitors.

PBD is facilitated via the application of the National Construction Code (NCC), which is adopted through State and Territory legislation as a mandatory minimum standard for the design of new buildings.

This subject introduces students to the theory and practice of developing ‘Performance Solutions’, as defined in NCC. The ability to successfully develop Performance Solutions through collaboration with associated practitioners is essential in a contemporary competitive and progressively globalised building industry.

Subject learning objectives (SLOs)

1.	Develop an ability to propose and prepare innovative and cost-efficient performance-based building designs.
2.	Develop an ability to work effectively in multi-discipline groups of associated practitioners (relating to Performance Solutions).
3.	Develop an ability to effectively engage in critical and insightful thinking in the context of building design (relating to Performance Solutions)
4.	Develop an ability to effectively engage in objective discussion of NCC requirements and practical applications (relating to Performance Solutions).
5.	Develop an ability to evaluate data and assess its relevance to innovative thinking and problem-solving processes (relating to Performance Solutions).

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

• Work effectively in multidisciplinary and culturally diverse contexts. (A.2)
• Adaptability to changing processes, developments, methodologies and technologies in built environment contexts. (I.2)
• Operate effectively within the social, legal and technical framework of the design and construction process. (P.1)
• Develop strategic advice for clients on the costs and benefits of various courses of action involving construction projects and financing options. (P.5)
• Analyse and advise on alternative design solutions to promote the achievement of value on projects. (P.7)

Contribution to the development of graduate attributes

The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:

C = communication and group work

A = attitudes and values

P = practical and professional

R = research and critique

I = innovation and creativity.

Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).

The REVIEW criteria-based assessment system is adopted in the marking of subjects to give students feedback about their development of these graduate attribute categories over time throughout their course of study. REVIEW also enables students to self-assess to encourage a self-reflective approach to their work.

Teaching and learning strategies

The teaching and learning strategy will comprise a combination of block mode attendance on campus via lecturers, tasks /assignments and a written examination.

Lectures will introduce background data and theory of key topics.

Tasks/assignments will be addressed via group discussion and activities. A lecturer will coach and develop students via oversight of group activities, thus ensuring that effective learning takes place

Content (topics)

Key topics addressed via lecturers and class discussions include -

1. Structure and scope of typical building regulation systems;
2. Goals and structure of the NCC;
3. NCC compliance pathways;
4. Assessment of Performance Solutions;
5. Volume One Performance Requirements
6. A mandatory process for developing Performance Solutions;;
7. Case studies of Performance Solutions;
8. Worked examples of hypothetical Performance Solutions;
9. Student activities;
   (i) development of hypothetical Performance Solutions; and
   (ii) presentation of activity outcomes to other students.

Assessment

Assessment task 1: Determining relationships between NCC provisions

Intent:	To enable students to demonstrate an understanding of relationships between NCC mandatory ‘Performance Requirements’ and optional ‘Deemed-to-Satisfy Provisions’.
Objective(s):	This task addresses the following subject learning objectives: 1, 4 and 5 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): P.1 and P.5
Type:	Exercises
Groupwork:	Group, individually assessed
Weight:	20%
Criteria:	Assessment criteria will be provided separately at the end of Session 2.
Criteria linkages:	Criteria Weight (%) SLOs CILOs Develops an ability to effectively engage in objective discussion of NCC requirements and practical applications (relating to Performance Solutions). 33 5 P.1 Develops an ability to effectively engage in objective discussion of NCC requirements and practical applications (relating to Performance Solutions). 33 1 P.5 Develops an ability to effectively engage in objective discussion of NCC requirements and practical applications (relating to Performance Solutions). 34 4 P.1 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 2: Development of hypothetical Performance Solutions

Intent:	To engage students (via role play) in multi-discipline discussions and subsequent decision making via ‘practitioners’ with potentially diverse interests. Both individual and over-arching group responsibilities are involved. To expose students to a model process that demands collaboration to produce a viable and cost effective outcome.
Objective(s):	This task addresses the following subject learning objectives: 2 and 5 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): A.2 and I.2
Type:	Report
Groupwork:	Group, individually assessed
Weight:	30%
Criteria:	Assessment criteria will be provided separately at the end of Session 2.
Criteria linkages:	Criteria Weight (%) SLOs CILOs Applies knowledge acquired from completion of Assessment Task 1 20 5 I.2 Demonstrates an understanding of the NCC mandatory process for development of Performance Solutions 40 5 I.2 Demonstrates an understanding of the NCC mandatory process for development of Performance Solutions 40 2 A.2 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 3: Written examination

Intent:	To enable students to demonstrate an ability to provide a professional standard of performance-based advice. Objective: To gauge students understanding of – the mandatory requirements of the NCC; the design criteria used by the NCC to achieve its goals; and the model process applied to develop Performance Solutions.
Objective(s):	This task addresses the following subject learning objectives: 3 and 4 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): P.1 and P.7
Type:	Examination
Groupwork:	Individual
Weight:	50%
Criteria:	Assessment criteria will be provided separately by the end of Session1.
Criteria linkages:	Criteria Weight (%) SLOs CILOs Applies knowledge acquired from completion of Assessment Task 1 20 3 P.1 Demonstrates the acquisition of fundamental knowledge of the application and content of the NCC 80 4 P.7 SLOs: subject learning objectives CILOs: course intended learning outcomes

Minimum requirements

The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.