Study Guide

Objective

The student knows how to prepare key implementation documents for the building he designed himself, which serve the implementation of the building and procurement.
The student knows the requirements of the implementation documents and knows how to take them into account in the construction planning tasks prior to the implementation planning and in the preparation of the implementation documents.
The student knows the professional concepts related to implementation documents and their preparation.
The student can find out and follow the regulations and instructions related to the presentation and content of implementation documents. The student knows how to use architectural publications and sources typical of the professional field to find out regulations and instructions and to prepare implementation documents.
The student can justify and critically evaluate the presentation of implementation documents and the design solutions presented in the documents.
The student knows how to make use of his previously accumulated theory and design knowledge.
The student knows how to analyze initial data and form conclusions and develop solutions that develop professional activities from the conclusions.
The student knows how to act as an active self-directed learner and a member of a group.
The student is able to critically examine the topics covered in the course from the perspective of aesthetic, technical, functional and ecological sustainability.

Content

Key concepts related to the topic.
The regulations and instructions and professional practices related to the preparation of the implementation documents, the presentation method and the content to be presented.
Professional information search for the preparation of design solutions, dimensioning and product specification.
Archivable set of implementation documents.

Prerequisites

Completed: all previous courses in the project, material and construction theory of the Construction Architecture degree program, as well as Construction architecture - advanced studies 1.

Assessment criteria, satisfactory (1)

The student masters the content of the course and satisfactorily achieves the Competence Objectives of the course.
The student understands only a little of the topics covered in the Study Course. There are significant shortcomings in the application of topics to the tasks of a building designer.
The quality of the set of documents prepared by the student is satisfactory. The contents of the document series are significantly incomplete and incorrect, and the justifications for the contents are flimsy. The whole gives the impression that the student has internalized the contents of the course only to a small extent.
The student has made little use of guidance. There are significant deficiencies in the management of the document preparation process.
The student takes responsibility for his own learning only to a small extent. He looks at and evaluates things only from his own point of view. The student's attitude is passive.
The student has a lot of absences.

Assessment criteria, good (3)

The student manages the content of the study course and achieves the Competence Objectives of the study course well.
The student understands the basics of the subject of the course and knows how to apply what he has learned to practical work. He can consistently justify the reasons and consequences of the choices made in the documents prepared during the Study Course. The set of documents prepared by the student is in accordance with the instructions.
The student has utilized the guidance and developed his work based on the feedback he received. Work progresses consistently during the Study Course and activity in lectures and assignments is good. The student controls the document preparation process.
The student takes responsibility and commits not only to his own activities but also to the activities of the group. The student knows how to give and receive feedback actively and constructively. He examines and evaluates things from both his own and the local community's point of view.
The student has very few absences.

Assessment criteria, excellent (5)

The student masters the content of the course and achieves the Competence Objectives commendably.
The student has a commendable understanding of the issues discussed in the Study Course and knows how to apply what he has learned in a versatile and insightful way to practical work. The student can competently describe and justify the reasons and consequences of the choices made in the documents they prepare. The set of documents prepared by the student is in accordance with the instructions and of a high standard.
The student has participated actively and constructively in the teaching. He has actively utilized guidance and developed his work based on the feedback he received.
The student knows how to cooperate in a responsible, flexible, committed and constructive way. He develops both his own and the group's interaction.
The student systematically uses the feedback as a tool for his own and his community's professional growth. He examines and evaluates himself as well as the community or work group in which he works in his professional field.
The student has no absences.

Assessment criteria, approved/failed

The student masters the content of the course and satisfactorily achieves the Competence Objectives of the course.
The student understands only a little of the topics covered in the Study Course. There are significant shortcomings in the application of topics to the tasks of a building designer.
The quality of the set of documents prepared by the student is satisfactory. The contents of the document series are significantly incomplete and incorrect, and the justifications for the contents are flimsy. The whole gives the impression that the student has internalized the contents of the course only to a small extent.
The student has made little use of guidance. There are significant deficiencies in the management of the document preparation process.
The student takes responsibility for his own learning only to a small extent. He looks at and evaluates things only from his own point of view. The student's attitude is passive.
The student has a lot of absences.

Further information

The starting point is participation and thus learning.
The student has a role as an investigative learner.
Participation in face-to-face teaching and the return of the exercises according to the schedule are the evaluation criteria.