ABBE Level 6 Diploma in Residential Surveying and Valuation Specification Aug 2023

Level 6 Diploma in
Residential Surveying and Valuation

Sava Handbook
Qualification Recognition Number: 603/3516/6
ABBE Qualification Code: DipRSVL618
August 2023
Why this document is being revised
This document has been revised by ABBE in August 2023. A summary of the changes made to
this document is, as follows:
2.1 Qualification Purpose – now clearly identifies that learners who successfully complete this
qualification and complete the RICS Ethics Module will be able to apply to join RICS on the
AssocRICS pathway.
Units – The Range for particular Assessment Criteria have been further exemplified.
The particular requirements for the Assessor and EQA have clarified the requirement for holders
of these roles are Chartered Surveyor with the appropriate occupational expertise relating to the
provision of inspection and reporting on the condition and value of residential property.
5.6 A new inclusion of the evidence expected from a learner.
This document is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the
purposes of private study, research, criticism or review, as permitted under the Copyright, Designs and Patents Act
1998, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, without prior written
permission of the copyright owner. Enquiries should be addressed to Awarding Body for the Built Environment (ABBE).
Copyright © Awarding Body for the Built Environment 2023
ABBE is a wholly owned subsidiary of Birmingham City University
Page | 2 Qualification_Handbook _ August 2023_V2

Contents
1. ABBE .................................................................................................................................................................6
1.1 Introduction ................................................................................................................................................6
1.2 Mission Statement......................................................................................................................................6
1.3 Qualification Handbook ..............................................................................................................................6
1.4 Data Protection...........................................................................................................................................6
1.5 Complaints ..................................................................................................................................................6
1.6 Enquiries .....................................................................................................................................................7
2. Qualification Information ................................................................................................................................8
2.1 Qualification purpose .................................................................................................................................8
2.2 Who could take this qualification? .............................................................................................................8
2.3 Pre-course Procedures ...............................................................................................................................8
2.4 Qualification Number .................................................................................................................................8
2.5 Qualification Level ......................................................................................................................................8
2.6 Total Qualification Time .............................................................................................................................8
2.7 Qualification size and credit .......................................................................................................................8
2.8 Additional Information ...............................................................................................................................9
2.9 Progression .................................................................................................................................................9
2.10 Age ranges ................................................................................................................................................9
2.11 Structure of the Qualification ................................................................................................................ 10
2.12 Barred Units ........................................................................................................................................... 10
Barred units in this qualification ................................................................................................................ 10
2.13 Grading .................................................................................................................................................. 10
3. Qualification Units ......................................................................................................................................... 11
4. Centre Information ........................................................................................................................................ 32
4.1 Unique Learner Number (ULN) ................................................................................................................ 32
4.2 Qualification Requirements ..................................................................................................................... 32
4.3 Language.................................................................................................................................................. 32
4.4 Learners Reasonable Adjustments and Special Consideration ............................................................... 32
4.5 Guidance Notes on Delivery .................................................................................................................... 32
4.6 Grading .................................................................................................................................................... 32
4.7 Pre-course Procedures ............................................................................................................................ 32
4.8 Initial Assessment .................................................................................................................................... 32
4.9 Learner Support ....................................................................................................................................... 33

4.10 Individual Learning Plans ....................................................................................................................... 33
4.11 Role of the Learner ................................................................................................................................ 33
Evidence..................................................................................................................................................... 34
Portfolio organisation ................................................................................................................................ 34
The importance of selection ...................................................................................................................... 34
Confidentiality ........................................................................................................................................... 34
4.12 Mentor Support ..................................................................................................................................... 34
4.13 Subject Specialist Support ..................................................................................................................... 34
4.14 Learning Resources ................................................................................................................................ 35
4.15 Legal Considerations.............................................................................................................................. 35
4.16 Results Enquiries and Appeals ............................................................................................................... 35
4.17 AssocRICS ............................................................................................................................................... 35
5. Assessment Overview .................................................................................................................................... 36
5.1 Planning Evidence .................................................................................................................................... 36
5.2 Assessing Evidence .................................................................................................................................. 36
5.3 Assessment Methods .............................................................................................................................. 36
Online Electronic Examination .................................................................................................................. 36
Centres Set and Marked Classroom Based Examinations under Invigilated Conditions........................... 37
Portfolio of Evidence ................................................................................................................................. 37
Exemptions, Equivalencies and Recognition of Prior Achievement (RPL) ................................................. 39
5.4 Evidence................................................................................................................................................... 40
5.5 Plagiarism ................................................................................................................................................ 41
5.6 Evidence Requirements ........................................................................................................................... 41
Case Study (CS) .......................................................................................................................................... 41
Work Product (WP).................................................................................................................................... 42
Reflective Account (RA) ............................................................................................................................. 42
Examinations ............................................................................................................................................. 42
6. Centre Requirements .................................................................................................................................... 43
6.1 Assessment and Internal Quality Assurance ........................................................................................... 43
6.2 Assessors ................................................................................................................................................. 43
What Qualifications are required to be an Assessor for this qualification?.............................................. 43
6.3 Internal Quality Assurers ......................................................................................................................... 43
What qualifications are required to act as the Internal Quality Assurer for this qualification? .......... Error!
Bookmark not defined.
7. ABBE Quality Assurance ................................................................................................................................ 44

7.1 Standards Moderation............................................................................................................................. 44
How is Standards Moderation carried out? .............................................................................................. 44
7.2 External Quality Assurance ...................................................................................................................... 45
8. Glossary ......................................................................................................................................................... 46

1. ABBE
1.1 Introduction
ABBE, the Awarding Body for the Built Environment is a forward-thinking organisation that offers
a range of qualifications, assessment methodologies and support.
ABBE is regulated by Ofqual for the delivery of a range of vocational qualifications from Level 1
to Level 8. Our qualifications are nationally recognised helping learners to achieve their full
potential and ambitions.
The full range of qualifications can be found on ABBE’s website at www.abbeqa.co.uk
1.2 Mission Statement

Our Values - Quality through Standards: Our aim is to provide a high quality experience by
building a strong community of mutual support and trust. We can use our collective talents to
build meaningful partnerships to help us all to achieve our goals. ABBE is a recognised Awarding
Organisation with strong professional integrity.
Our Vision: Is that every learner is confident, successful and has the opportunity to achieve their
full potential.
Our Mission: ABBE educates, inspires and empowers learners
1.3 Qualification Handbook

This is the ABBE Level 6 Diploma in in Residential Surveying and Valuation qualification handbook.
The aim of this handbook is to provide learners with guidance to assist in the administration,
delivery and assessment of this qualification. It is recommended that you study this handbook
in detail.
This is a live document and, as such, will be updated when required. All revised handbooks will
be put on our website and you will be informed of any changes through our newsletter. It is the
responsibility of the approved centre to ensure the most up to date version of the Qualification
Handbook is in use.
This document is copyright but may be copied by ABBE centres for the purpose of assessing
learners. It may also be copied by learners for their own use.
It is advised that centres consider the content of the document alongside the Centre Operations
manual.
1.4 Data Protection

ABBE is compliant with the Data Protection Act 2018 and GDPR and handles all data in accordance
with the requirements of these.
1.5 Complaints
ABBE aims to constantly monitor the levels of service provided to our centres. There may be
times when our centres do not feel we have met their needs. In these cases, centres may complain
in writing to ABBE.

1.6 Enquiries
Any enquiries relating to this qualification should be addressed to:
ABBE
Birmingham City University
University House
15 Bartholomew Row
Birmingham
B5 5JU
Tel: 0121 331 5174

Email: abbeenquiries@bcu.ac.uk
Website: www.abbeqa.co.uk

2. Qualification Information
2.1 Qualification purpose
This qualification enables the holder to offer the property inspection report. The qualification
enables holders to meet the requirements of the pathway for Associate Assessment for residential
Surveying and Valuation (AssocRICS) and meets the requirements for the Royal Institution of
Chartered Surveyors (RICS) Level 3 valuations.
Learners who hold this qualification and complete the RICS Ethics Module will be able to apply to
join RICS on the AssocRICS pathway.
2.2 Who could take this qualification?

The Diploma in Residential Surveying and Valuation is industry-recognised and is aimed at those
seeking a new career in residential surveying. This is the only vocational route into the residential
surveying profession, giving those without a qualifying degree the opportunity to study and
specialise in residential surveys and valuations.
2.3 Pre-course Procedures

ABBE qualifications are available to anyone who is capable of reaching the required standards.
They have been developed free from any barriers that unfairly restrict access or progression
thereby promoting equal opportunities.
There are no pre course procedures or requirements for this qualification.
2.4 Qualification Number

ABBE Level 6 Diploma in Residential Surveying and Valuation: 603/3516/6
2.5 Qualification Level

This qualification has been listed on the Regulated Qualifications Framework (RQF) at: Level 6
2.6 Total Qualification Time

This qualification is allocated Total Qualification Time (TQT) this includes Guided Learning (GL)
expressed in hours, which indicates the number of hours of supervised or directed study time and
assessment. Credit has also be allocated to this qualification.
▪ The Total Qualification Time (TQT) for this qualification is: 800
▪ Guided Learning (GL) for this qualification is: 400
2.7 Qualification size and credit

The size of the qualification can also be indicated by the terms; award, certificate or diploma.
These terms reflect the size of the qualification rather than its difficulty. The qualification levels
indicate the complexity of the qualification.
▪ An Award indicates a small-sized qualification that has a TQT value of 120 hours or less
▪ A Certificate indicates a medium-sized qualification that has a TQT value in the range of
121-369
▪ A Diploma indicates a large-sized qualification that has a TQT value of 370 or more.
Credit is determined by dividing the Total Qualification Time by 10. For example, a qualification
which has TQT of 120 hours would have 12 credits.
The Credit Value for this qualification is 80 credits.

2.8 Additional Information
The qualification has been regulated on the Regulated Qualifications Framework (RQF) and may
be eligible for public funding as determined by the Department for Education (DfE) under Sections
96 and 97 of the Learning and Skills Act 2000.
The qualification title listed above features in the funding lists published annually by the DfE and
the regularly updated website. It will also appear on Learning Aims Reference Service (LARS),
where relevant.
You should use the Qualification Number when you wish to seek public funding for your learners.
Each unit within a qualification will also have a Unit Reference Number (URN), which is listed in
this handbook.
The qualification title and unit reference numbers will appear on the learners’ final certificate
2.9 Progression
The Diploma has been designed to ensure that learners have sufficient occupational competence
to practise as Building Surveyors or to manage housing. Learners must submit valid evidence,
derived from the workplace or approved simulated environments to enable the assessment
centres to verify their competence.
The Diploma is designed to:
▪ establish a framework of education and training for prospective Building Surveyors and
Housing Managers
▪ provide opportunities for learners to achieve a robust and recognised qualification
▪ define the knowledge, understanding and skills learners must have to undertake building
inspections and valuation of residential property.
2.10 Age ranges

Pre 16 No
16-18 No
18+ Yes
19+ Yes

2.11 Structure of the Qualification
To achieve the ABBE Level 6 Diploma in Residential Surveying and Valuation learners must
achieve the six mandatory units.
Mandatory Units
URN Unit Name Credit Value Level
D/617/1805 Conduct inspection and assessment in an effective 10 6

and professional manner
H/617/1806 Prepare for property inspections 8 6
K/617/1807 Undertake property inspections 22 6
M/617/1808 Produce, Maintain and distribute reports 12 6
T/617/1809 Investigate and evaluate factors that impact on the 16 6

value of residential
K/617/1810 Value residential property 12 6
2.12 Barred Units
Units with the same title at different levels or units with the same content cannot be combined in
the same qualification.
Barred units in this qualification

There are no barred unit combinations in this qualification.
2.13 Grading
This qualification is Pass/Fail only

3. Qualification Units
Unit 1: Conduct inspection and assessment in an effective and professional manner
Unit Reference Number: D/617/1805
Level: 6
Credit: 10
Unit Summary
This unit covers the essential general competences expected of all professionals regardless of their working environment. Learners are expected to
work effectively in the ways described in this unit throughout their work, whether in an office or at a property.
Assessment Guidance
For guidance, this unit can be assessed using the following method (s):
▪ Portfolio of evidence
▪ Examination – using the Pearson Vue eProctored online examination
Learning Outcome Assessment Criterion

The learner will: The learner can: Additional information
1. Understand how to maintain the 1.1 Explain the relevant legal duties for health, safety and security in the
health, safety and security workplace
requirements as they apply to
residential surveying 1.2 Identify the health, safety and security risks that could exist in
different locations and the action to take to minimise or mitigate risks
1.3 Identify the risks to self which are associated with lone working and
working at heights
1.4 Explain why it is important to remain alert to the presence of risks in
the workplace

1.5 Explain the importance of personal conduct in maintaining the health,
safety and security of yourself or others
1.6 Explain how to make use of relevant suppliers and manufacturers’

instructions for the safe use of equipment, materials and products
1.7 Explain who should be informed of any conflicts between different

health, safety and security requirements
1.8 Describe the procedures for different types of emergency, and how to
implement them
1.9 Identify the types of suggestions for improving health, safety and
security at work that could be made and who should be given them
1.10 Identify the actions that may be taken to protect customers’ property
2. Be able to conduct property 2.1 Deal with colleagues, professionals, customers and others in a Customer(s) may be
inspections in a professional manner tactful, courteous and equitable manner referred to as client(s)
2.2 Recognise and respond appropriately to pressure from any person/s

which might influence the objectivity of own judgement
2.3 Identify all the information required (in accordance with prescribed
best practice or other standards) and the potential sources of such
information
2.4 Carry out work in accordance with prescribed codes of conduct,

membership rules, ethical standards and recognised good practice
2.5 Respond to enquiries from others and clarify their information needs
2.6 Respond to enquiries which are outside own authority, beyond own
area of knowledge or expertise or where the information requested is
confidential

2.7 Define the extent and limits for own competence and expertise and the Range may include:
importance of not working beyond these limits • Know your own
limitations
• The difference
between Level 2
and 3 surveys
2.8 Describe the ways in which disputes or differences of opinion should
be handled and resolved to minimise offence and maintain respect
2.9 Describe the formal complaints procedure that covers work in terms
of:
▪ Any specific organisational requirements about complaints
▪ Own responsibility to deal with complaints and attempt to resolve
them before escalating to the relevant quality assurance
organisation
2.10 Identify the range of potential conflicts of interest that may be

encountered and the action required to manage these
2.11 Explain why it is important to present a positive personal and

professional image when dealing with people and how this can be achieved
2.12 Define the level of service expected by customers, their expectations

as to the outcomes of the inspection or advice process and how to deliver
an appropriate level of customer service
2.13 Explain the need for prompt responses to enquiries
2.14 Record all evidence supporting the observations and decisions made
relating to the inspection process
2.15 Demonstrate delivery of the appropriate level of customer service
2.16 Assess customer expectations as to the outcomes of the inspection or

report and respond accordingly

3. Be able to develop and maintain 3.1 Describe the different relationships with all parties, understand who
effective working relationships with the customer is and maintain productive working relationships
colleagues, professionals, customers
and others 3.2 Describe the way your own development needs can be met
3.3 Demonstrate effective management of work activities and person and

professional development
3.4 Explain why it is important to comply with mandatory and advisory

codes of conduct and ethical standards
3.5 Request information from colleagues, professionals, customers and

others in a polite, clear and professional manner
3.6 Describe how enquiries from colleagues, professionals, customers and

others should be dealt with and how to seek clarification and assistance
where necessary
4. Understand how to work in 4.1 Describe the relevant prescribed standards and guidance that apply for
accordance with any legislation or residential property assessments
regulation requirements in relation to
residential property inspections and 4.2 Identify any legislative or regulatory framework in relation to: Range may include:
assessments ▪ Energy performance certificates • Warranties,
▪ Condition surveys offered through relevant quality assurance including
schemes professional
▪ Inspections for valuations of residential property consultants
▪ Rented sector certificates
• Leaseholds
4.3 Describe the difference between legislation and case law as it is
applied to the inspection of and reporting on residential property
4.4 Describe the relevant legislation or regulation as it affects the

inspection of domestic property and production of reports on that
property, covering:
▪ Fraud

▪ Anti-Bribery
▪ Anti-corruption
▪ Safeguarding personal data and confidential information
▪ Human rights and anti–discrimination
▪ Money laundering
4.5 Describe why it is important to comply with mandatory standards and

industry guidance
4.6 Describe the specific auditing or monitoring requirements that relate to

registration with quality assurance organisation(s)
4.7 Describe the framework under which quality assurance organisations,

are required to operate
4.8 Explain the importance of obtaining and maintaining appropriate

insurance cover and the extent and limitations of this type of cover
5. Be able to comply with 5.1 Carry out work in accordance with the relevant legal requirements,
organisational and legal requirements legislation and advisory and mandatory codes of practice
at all times
5.2 Carry out work in accordance with the auditing and monitoring
requirement of relevant professional bodies, accreditation or certifications
organisations
5.3 Record customer contact information in accordance with organisational

and legal requirements such as the Data Protection Legislation
5.4 Identify and maintain appropriate evidence to record and support

decisions and assumptions made when carrying out inspections and
assessments
5.5 Identify any situations that may give suspicion for fraudulent activity

Unit 2: Prepare for property inspections
Unit Reference Number: H/617/1806
Level: 6
Credit: 8
Unit Summary
This unit covers those activities that are carried out prior to the inspection of a property for example taking instructions, clarifying requirements and
making initial enquiries on matters relating to the property in question.
Assessment Guidance
Learning Outcome Assessment Criterion Additional

The learner will: The learner can: Information
1.Be able to agree and confirm 1.1 Respond in line with a range of customer requirements to requests to
instructions to carry out a property undertake property inspections
inspection with potential customer
1.2 Clarify and confirm the requirements and expectations of the customers
or their representatives
1.3 Explain the terms and conditions under which an inspection will be
undertaken
1.4 Explain the limitations and constraints of the planned property inspection
1.5 Confirm the instruction and the terms of engagement that have been
agreed
1.6 Confirm any specific arrangements that apply to the inspection:

▪ Access to the property
▪ Those present at the property at the time of inspection
▪ Health and safety issues
1.7 Identify any circumstances that prevent a property inspection from being Range may include:
undertaken and explain the reasons ▪ properties
beyond current
level of
competence
▪ own diary
pressures
conflicts of
interest
• Non traditional
construction
• Not suitable for
lender
2. Be able to investigate relevant 2.1 Undertake desk top research prior to inspection and explain any Desk top research
matters relating to the property that implications of the results may include:
may affect a customer’s decision • mining
• radon
• flood risk
• EPC register
• plant tracker
• Fensa
2.2 Describe the circumstances when a ‘desk top’ or other additional research
would be undertaken after the inspection
2.3 Record such information as is necessary to ensure a complete and

comprehensive survey report
2.4 Record such information so as to be able to justify the conclusions in the

report at a later date

2.5 Inform the customers or their representatives promptly in cases where
investigations reveal problems that prevent the inspection from going ahead

Unit 3: Undertake property inspections
Unit Reference Number: K/617/1807
Level: 6
Credit: 22
Unit Summary
This unit covers the competence required to conduct property inspections and, as such, is closely related to the structure and content of the property
inspection report. The aim of the inspection is to provide an impartial report that can be used and relied upon by a prospective buyer, mortgage
lender and by a seller.
The report will detail the construction and condition of the property on the date inspected; defects which are considered to be significant or in need
of urgent attention; and defects which require further investigation to prevent damage to the fabric of the building or which are a threat to personal
safety.
This unit covers the inspection of most standard properties, whether they are houses, flats or maisonettes, traditional construction or purpose-built,
leasehold or freehold.
Assessment Guidance

1. Be able to inspect property for 1.1 Ensure that the equipment and resources needed for the inspection
condition are available
1.2 Identify circumstances when at the property that affect the Range may include:
inspection from continuing and ensure the reasons are explained to the ▪ discovery of
customers and/or their representatives unexpected/hazardous
conditions/materials

▪ other potential threats to
health and safety
1.3 Undertake and record a methodical visual inspection Range may include:
▪ Age
▪ Type
▪ Construction
▪ Size etc
1.4 Make accurate observations and measurements which are necessary Range may include:
for the inspection and for reinstatement cost assessments • Schedule of work
• Cost of repairs
1.5 Identify oneself to those present at the property before commencing
the inspection
1.6 Make further investigations where observations are inconsistent with Range may include:
existing evidence and expected findings • Roofs- structure and
coverings
• Walls
• Floors
• Internal joinery and
finishes
• Chimney stacks and
breasts
• Services- hot & cold
water, drainage,
heating systems, oil
appliances and
storage, solid fuel
appliances, electrical
systems
• Dampness
• Wood rot and
infestation
• Structural movement
1.7 Analyse the likely causes of failure and deterioration for the
assessment of condition ratings

2. Be able to make complete and 2.1 Make complete, accurate and comprehensive recordings of visual Range may include:
comprehensive records of findings inspections ▪ General information
about the property
▪ Environmental matters
and safety issues
▪ Condition
▪ Services
▪ Likely causes and
effects of defects or
deterioration
2.2 Store records securely in accordance with all legal and professional
requirements
2.3 Present records in a clear methodical manner
3. Be able to determine condition 3.1 Draw on all relevant data and expertise to make judgements about Range may include:
and assess level of its significance the current condition of the property and its constituent elements ▪ Age
▪ Type
▪ Construction
▪ Size
3.2 Assess how the condition of the property may change in the
foreseeable future in determining individual condition ratings
3.3 Justify all decisions and recommendations based on the information

and evidence available
4. Be able to recognise the range 4.1 Identify the range of energy efficiency measures available to the
of options, likely effectiveness building
and value for money of measures
to improve energy performance 4.2 Identify the range of energy efficiency measures appropriate to the
and running costs building
4.3 Identify the effects of energy efficiency measures in combination with

each other

4.4 Assess thermal performance including understanding the limitation of
‘theoretical modelling’ of U-values compared to actual U-values and how
using actual U-values will make the energy assessment more accurate
for older and traditional buildings
4.5 Estimate the financial cost and payback in relation to specific building
type
4.6 Identify additional physical adaptations required to existing building

detailing and services to install proposed energy efficiency measures
4.7 Identify the circumstances when the energy efficiency measures may Range may include:
need adapting. ▪ The existing building
structure
▪ Detailing
▪ Services
▪ Any heritage values
▪ Technical risks
associated with the
construction
▪ Retrofitting
4.8 Identify and assess the implications of the relevant legal and
regulatory requirements and their implication to the building
4.9 Assess the technical risks associated with the energy efficiency
measures in relation to:
▪ Thermal bridges (cold bridges)
▪ Ventilation
▪ Thermal bypass
▪ Condensation and interstitial condensation
▪ Alterations in structure
▪ Removal of dampness within structure
▪ Existing services
▪ Existing structural limitations

Unit 4: Produce, maintain and distribute reports
Unit Reference Number: M/617/1808
Level: 6
Credit: 12
Unit Summary
This unit covers the activities undertaken once the inspection is completed i.e. the production and distribution of complete and comprehensive
property inspection reports in accordance with the prescribed format. The report will detail: the construction and condition of the property on the
date inspected; defects which are significant or in need of urgent attention; and defects which require further investigation to prevent damage to
the fabric of the building or which are a threat to personal safety.
Assessment Guidance

1. Be able to produce complete and 1.1 Gather information from the outcomes of the inspection and from
comprehensive reports that meet other relevant and reliable sources
relevant standards and guidance
1.2 Analyse and evaluate causes and effects of failure and
deterioration
1.3 Specify condition ratings giving clear reasons and appropriate

comments
1.4 Provide all other information required by the terms and conditions
appropriate to the report being prepared

1.5 Recommend any further investigations or actions that may be Range may include:
required ▪ Susceptibility to damage
▪ Suspected concealed
defects
▪ Environmental and safety
requirements
▪ Need to inhibit
deterioration etc
1.6 Calculate and state the reinstatement cost assessment for
insurance purposes
1.7 State clearly if, where and why accurate inspection and
measurement has not been possible
2. Be able to use prescribed 2.1 Describe how to file completed inspection reports on the prescribed
technology databases
2.2 Answer questions about the report and provide clarification when
required
2.3 Maintain internal records (paper based and electronic) which are
clear, complete and conform to accepted professional and statutory
requirements

Unit 5: Investigate and evaluate factors that impact on the value of residential property
Unit Reference Number: T/617/1809
Level: 6
Credit: 16
Unit Summary
This unit covers the initial preparation for the valuation of property including confirming customer requirements, preparing quotations for valuation
work and the investigation and evaluation of a range of factors that impact on the value of property.
The range of factors includes economic and social factors and market trends, legal and regulatory requirements, location and environmental factors
and information obtained from property inspections, including from property inspection reports and other sources. The learner must be able to
investigate and evaluate factors that impact on the value of a wide range of property varying in terms of age, location, type, construction, size (of
property and plot) and condition.
Assessment Guidance
▪

1. Be able to investigate and evaluate 1.1 Investigate and analyse economic factors and evaluate their impact Range may include:
economic and social factors and on the value of properties ▪ Economic climate,
market trends confidence and
trends
▪ Investment market
and trends
▪ Prevailing
mortgage industry
and trends

▪ Typical constraints
on mortgage
lending
▪ Interest rate levels
▪ Taxation
▪ Legislation
1.2 Investigate and analyse social factors and evaluate their impact on Range may include:
the value of properties ▪ Demographic
trends
▪ Employment
market and trends
▪ Legislation
1.3 Investigate and analyse trends in the property market and evaluate Range may include:
their impact on the value of the properties ▪ Current market for
property type
▪ Property values
▪ Building and
development work
▪ Legislation
1.4 Assess the relevance and validity of comparable valuation data
1.5 Keep accurate and up-to-date records of investigations, assessment

and conclusions
1.6 Record any conclusions made based on the investigation
2. Be able to investigate and evaluate 2.1 Investigate and analyse legal, regulatory and other factors and Range may include:
legal and regulatory factors evaluate their impact on the value of the properties ▪ Tenure (including
flying freehold)
▪ Occupancy
▪ Planning
▪ Building control
▪ Regeneration
▪ Environmental
health
▪ Health and safety

▪ Legislation
affecting valuation
▪ Taxation
▪ New build
warranties
▪ Leasehold
enfranchisement
▪ Incentives
▪ Covenants
▪ Easements
▪ House of multiple
occupancy (HMOs)
▪ Equity release
▪ Repossession of
property
2.2 Identify circumstances where you may need to seek additional
information and/or clarification, and report to the customer
2.3 Keep clear, accurate and up-to-date records of investigations
2.4 Record clearly any conclusions made based on investigations
3. Be able to investigate and evaluate 3.1 Investigate and analyse location and environmental factors and Range may include:
location and environmental factors their impact on the value of the properties: ▪ Local economic
factors
▪ Local social factors
▪ Local taxation
▪ Local planning and
development
▪ Local government
regulations
▪ Local facilities,
amenities and
services
▪ Local property
values (capital or

rental as
appropriate)
▪ Other location and
environmental
factors that
materially affect
value (such as
flooding, mining,
contamination,
subsoil type)
▪ The nature, use
and condition of
adjacent and
nearby properties
3.2 Keep clear, accurate and up-to-date records of investigations
4. Be able to interpret information 4.1 Collate and review the information obtained from a property
obtained from property inspection inspection
4.2 Collate and review, where required, information obtained from

other reports on the property
4.3 Analyse the information obtained and assess the impact on the
value of properties
4.4 Record clearly any assumptions you make based on your

investigations

Unit 6: Value residential property
Unit Reference Number: K/617/1810
Level: 6
Credit: 12
Unit Summary
This unit covers the assessment of value of residential property and the preparation and submission of valuation reports. It also covers the need
for professional indemnity insurance and how to respond to challenges or complaints about the valuation and the need to follow relevant codes of
practice and professional standards applying to the preparation of valuation reports.
Assessment Guidance

1. Be able to assess the value of 1.1 Assemble and collate all relevant information required to Range may include:
property assess the value of properties ▪ Economic
▪ Social
▪ Property market
▪ Legal and regulatory
▪ Location and
environmental
▪ Property inspection
▪ Comparable evidence
1.2 Analyse and interpret information relevant to the valuation Range may include:
• Understand why a
property may or may not
be suitable for desktop
valuation

1.3 Use professional judgement to assess the significance of
different pieces of evidence when determining:
▪ Market value
▪ Rental value
▪ Market value under a special assumption
1.4 Form and record an opinion of the value of the property
1.5 Form an opinion of the suitability of the property for secured

lending purposes
1.6 Keep accurate, complete and up-to-date records of any

dialogue with the customer prior to, and following, assessment of
value
2. Be able to prepare and deliver a 2.1 Prepare complete reports on a range of properties in
valuation report accordance with customer requirements, relevant codes of
practice and professional standards
2.2 Report the results of investigations and relevant inspection

issues clearly and accurately and in line with customer
requirements
2.3 Justify decisions and recommendations based on the

information and evidence available and in line with customer
requirements
2.4 Submit the report to the customer in line with customer

requirements
2.5 Comply with the auditing and monitoring requirements of the

customer, organisation and professional and accreditation body
2.6 Comply with the formal complaints procedure of the
organisation and professional and accreditation body

2.7 Respond appropriately to any challenges to the valuation
made by the customer or other parties
2.8 Ensure that customer data and valuation information is

recorded correctly and stored in a suitable manner

4. Centre Information
4.1 Unique Learner Number (ULN)
It is a Regulatory requirement that, where available, Awarding Organisations capture the Unique
Learner Number (ULN) for all learners who have claimed certification.
Where a learner has a ULN, you should enter their number in the ULN field when first registering
the learner onto the Parnassus system.
4.2 Qualification Requirements

Learners should be guided on the requirements of this qualification, and on whether the
qualification will contribute to the achievement of their goals.
Learners must be able to meet all of the required assessment criteria for this qualification.
4.3 Language
ABBE qualifications and assessment materials will be provided through the medium of English.
The language used within this qualification is subject to scrutiny to ensure that it is clear, free
from bias and appropriate to the level of the qualification.
4.4 Learners Reasonable Adjustments and Special Consideration

The ABBE procedures for Reasonable Adjustments and Special Consideration can be found in the
Centre Operations Manual document which is available to download from the ABBE website at:
www.abbeqa.co.uk
4.5 Guidance Notes on Delivery

There may be detailed requirements for the delivery and assessment of the qualification specified
in this document. Therefore, delivery and assessment must be undertaken in line with this
guidance, regardless of the mode of delivery chosen.
The qualification can be delivered flexibly, in accordance with learners’ needs and local
circumstances.
Tutors/trainers/assessors are encouraged to repeat sessions that learners have not fully grasped
or to introduce additional sessions to ensure understanding and competence. It is good practice,
that where possible, theoretical sessions are interspersed with practical activities.
4.6 Grading
This qualification is Pass/Fail.
4.7 Pre-course Procedures

ABBE qualifications are available to anyone who is capable of reaching the required standards.
They have been developed free from any barriers that unfairly restrict access or progression
thereby promoting equal opportunities.
There are no formal requirements for entry onto this qualification.
4.8 Initial Assessment

All centre staff involved in the assessment or delivery of this qualifications should understand the
requirements of the qualification and match them to the needs and capabilities of individual
learners before entering them as learners for this qualification.

It is important that centres carry out an initial assessment that identifies what competence,
knowledge and personal attributes a learner has and any proven and documented needs which
should be taken into account. This will help in planning the learning programme.
It is important at the initial assessment stage to ensure that learners commence a qualification
at the appropriate level.
4.9 Learner Support

Support for literacy, numeracy and language:
Centres should assess each learner’s potential and make a professional judgement about his/her
ability to successfully complete the programme of study and achieve the qualification. The learner
assessment will need to take account of:
▪ the support available to the learner within the centre during his/her programme of study
▪ any specific support that might be necessary to allow the learner to access the assessment
for the qualification
▪ diagnoses of the requirements of the learner, making use of specialist advice from external
sources, as appropriate
During the recruitment process, centres should identify any learner requirements and how these
may affect successful completion of the particular qualification. Tutors/trainers/assessors should
refer closely to the qualification requirements when discussing possible options for learners. They
should advise learners on the appropriateness of the qualification to the learner and identify more
suitable qualifications if necessary.
Reasonable adjustments to assessment and special considerations to accommodate individual

learner needs are allowed by ABBE, centres must notify ABBE in advance of the assessment. The
ABBE procedures for Reasonable Adjustments and Special Consideration can be found in the
Centre Operations Manual document which is available to download from the ABBE website:
www.abbeqa.co.uk
4.10 Individual Learning Plans

All learners must have an individual learning plan that records their needs, prior learning and
progress on the learning programme.
The learning plan provides the basis for action planning to enable the learner to work towards
their qualification. It should identify any learning and professional needs and a plan to address
these needs. Learning plans should be negotiated and agreed with individual learners and
recorded in a format that details:
▪ learner details
▪ existing relevant qualifications e.g. literacy and numeracy qualifications, subject specialist
qualifications
▪ details of any evidence offered for prior learning
▪ details of those supporting the learner e.g. tutor, mentor, subject specialist
▪ any additional support required by the learner
▪ action planning
▪ feedback and monitoring
▪ record of progress
4.11 Role of the Learner

Learners with the support of the assessor and employer will be:
▪ identifying sources of evidence
▪ generating and collecting the evidence specified within each unit to demonstrate their
competence to the requirements of the qualification

▪ numbering and cross referencing evidence
▪ checking whether further supporting evidence is needed
▪ presenting evidence to the assessor
▪ obtaining feedback from the assessor
▪ carrying out any necessary follow-up action
Evidence
All evidence presented by the learner must demonstrate competence to the relevant assessment
criteria and learning outcomes within the unit. Where learners submit evidence that does not
meet the required standard, the assessor must either require the learner to review their evidence
and represent it again for further assessment (this is only likely to be appropriate where minimal
amendment is required) or produce a new piece of evidence to meet the requirement.
Portfolio organisation
Learners must collect their evidence of competence together into a ‘portfolio’. This could be held
in hard copy or electronically.
Responsibility for developing the portfolio (and ownership of it) stays firmly with the learners, but
it is very important that they receive continuous help and support. This help can come from a
range of people, including line managers and colleagues, mentors, advisors, tutors, as well as the
assessor. When an assessor is giving help and support, they must distinguish this from the work
they do as part of the assessment process.
The quality and presentation of portfolios are central to the success of the learners’ submissions.
Each item must be clearly identified and accurately recorded. It should be easy to identify the
competencies the learners are claiming with the evidence presented in their portfolios.
The importance of selection

The task of generating and collecting evidence for a portfolio is a new experience for many
learners and there is a temptation to include everything that might seem to be of value. However,
if an item does not show how a learner performed it may not be relevant at all.
Learners should always ask the question 'What does this prove?' and try to select evidence which
they are proud of and which shows that they have done well. The best portfolios are not
necessarily the heaviest.
Confidentiality
There are some circumstances where learners (or their organisation) might have good reasons
for not wishing original evidence to be viewed by others, (e.g. by assessors from a competitor
organisation or disclosure of confidential information). The assessor should work with learners to
respect these areas (e.g. by advising learners to remove confidential information from reports
before submitting them).
4.12 Mentor Support

It is good practice for centres to appoint a mentor to support learners throughout the qualification.
However, Learners should actively seek a mentor using guidance provided by the centre.
4.13 Subject Specialist Support

It is good practice for learners to have access to subject specialist resources at the appropriate
level and other teachers and mentors who should be able to offer specialist support.

4.14 Learning Resources
Centres will need to ensure that learners have access to all appropriate resources to support their
learning whilst on the qualification. Resources may include:
▪ appropriate general and subject specific texts
▪ ICT resources
▪ a suitably equipped venue and resources
▪ other resources to support identified needs of learners
4.15 Legal Considerations

Learners and centres should be aware of regulations affecting those who deal with children, young
people and vulnerable adults.
4.16 Results Enquiries and Appeals

The ABBE procedures for Results Enquiries and Appeals can be found in the Centre Operations
Manual document which is available for download from the ABBE website: www.abbeqa.co.uk
4.17 AssocRICS
Learners who hold the Level 6 Diploma in Residential Surveying and Valuation and complete the
RICS Ethics Module will be able to apply to join RICS on the AssocRICS pathway.

5. Assessment Overview
5.1 Planning Evidence
Assessors must take responsibility for assessment planning with learners. This will involve
agreeing a number of issues with learners including:
▪ finding the best source of evidence to use for particular units

▪ finding the best way of assessing the learner
▪ confirming the best times, dates and places for the assessments to take place
Assessors must make a note of their assessment planning and regularly give feedback to learners.
5.2 Assessing Evidence

It is not necessary for learners to meet each of the assessment criteria every time they carry out
an activity but it is necessary that all learners produce their own evidence to meet all of the
assessment criteria for all learning outcomes within a unit. Learners must consistently provide
enough evidence for assessors to determine that the learner is competent.
Assessors must:
▪ plan with the learners
▪ assess learner performance, knowledge and understanding
▪ look at the evidence
▪ question and give feedback to the learner working towards these qualifications
Assessors should be satisfied that the learner has demonstrated competence when meeting the
assessment criteria. All assessment criteria must be completed by the learner before the assessor
can sign the unit off as complete.
5.3 Assessment Methods

Each unit advises on the assessment methodology to be used for that unit as follows:
• Online Electronic Examination
• Centres Set and Marked Classroom Based Examinations under Invigilated Conditions
• Portfolio of Evidence
Online Electronic Examination

ABBE allows centres to use one of two Online Electronic examination formats: Multiple Choice
Questions (MCQs (available on either of the two examination platform used by ABBE)) and
Mixed Question Examinations (can include for example: MCQs, short/long answer written
questions, annotations of figures etc.). Where Mixed Question Examinations are used, the
assessment platform to be used is ED Class.
Where an examination is dictated by ABBE as the assessment methodology, ABBE will advise
centres of the platform on which the examination is available.
ABBE uses two examination platforms as follows:
Pearson Vue/OnVue
This system allows learners to undertake the examination under controlled conditions in a physical
test centre, or via an online eProctored system.

ED Class
This system allows learners to undertake the examination under controlled conditions via an
online eProctored system.
Centres Set and Marked Classroom Based Examinations under Invigilated Conditions
Where examinations are internally set and marked within the centre, ABBE has produced a
document ‘Guide for Invigilating Examinations’ which sets out the requirements that ABBE has
set for the conduct of examinations based in a classroom environment. The guide must be fully
adhered to during the examination. ABBE will undertake unannounced, spot checks of centres to
ensure that examinations are being conducted in line with our requirements.
Centres are required to advise ABBE of the dates and locations of all Centres Set and Marked
Classroom Based Examinations before they are undertaken.
Please note that if classroom based examination under invigilated conditions is the only form of
assessment used to assess a learner against the qualification requirements, then a process of
Standards Moderation will be undertaken before any results are issued to a centre.
If the classroom based examination forms part of a learner’s portfolio of evidence, the ABBE
External Quality Assurer will review the evidence alongside all evidence produced by the learner
for the qualification.
Portfolio of Evidence
Where a Portfolio of Evidence is used, the evidence can be presented within a portfolio which
can be paper-based or electronic. The portfolio of evidence can be comprised of many different
products. These can include any of the following:
▪ Observation
▪ Work Products
▪ Simulation (if allowed, this will be stated in each unit)
▪ Professional Discussion
▪ Expert witness testimony
▪ Exemptions, Equivalencies and Recognition of Prior Achievement (RPL)
Observation
Observation at work is a common method used in assessment within competence qualifications.
Observation can be organised in a variety of ways by:
▪ continuously working alongside the assessor/witness

▪ arranging to work alongside the assessor at specific times
▪ the assessor planning to visit when particular activities are planned
▪ arranging with the assessor for particular activities to take place before a visit
It is also possible to use tape recordings, video or other technologies to record performance for
things such as personal statements, records of question and answers or witness testimonies.
Work Products
Work products refer to any work the learner has undertaken themselves that shows a level of
understanding or skill. This work may have been done as part of a job, as a volunteer or, where
permissible, it may have come from a simulated task that is as close to a real working environment
(RWE) as possible.

Product evidence may be used a great deal. The exact nature of this evidence will depend on the
nature of the learner’s work. Examples of product evidence include; emails, letters, lists, spread-
sheets, presentations, reports etc. Certificates showing achievement can also be considered to be
product evidence.
Work products must be wholly the result of work the learner has undertaken. To ensure
authenticity, the products may need to be countersigned by a person in a position of responsibility
who is able to vouch that the products are the learner’s unaided work.
Simulation
Throughout this qualification the emphasis is on the learner being able to carry out real work
activities so assessment will normally be carried out in the workplace itself. This Qualification
Handbook will indicate any units where simulation is allowed, this will be stated at the beginning
of each unit.
Simulation is any structured exercise involving a specific task that reproduces real-life situations.
If simulation is used, care must be taken to ensure that the conditions in which the learner is
assessed in mirror the work environment, for example, that it is a realistic working environment
(RWE).
Professional Discussion
Professional Discussion is a two way conversation between the Assessor and candidate. It can be
used to provide evidence for any level of a qualification.
As with other forms of assessment, planning and preparation are key to a successful Professional
Discussion – time spent at this stage will pay dividends later on.
If the learner feels at ease, has been involved in the planning stage, and is well prepared for the
discussion, then there is every chance the Professional Discussion will capture the evidence
required.
There are times when a Professional Discussion stands on its own as a form of evidence. There
are other times when an Observation changes into Professional Discussion – this is totally
acceptable.
During a Professional Discussion:
▪ encourage the candidate by actively listening – making eye contact, nodding etc.
▪ if a candidate starts to wander a bit, don’t be afraid to move them on or bring them back
to focus on the discussion – there is a difference between leading the discussion and
leading the candidate
▪ do not stick rigidly to the plan at all times if opportunities arise to gather evidence towards
other units
Always ensure you give the candidate feedback and agree the next steps – especially if a further
Professional Discussion is necessary.
Digital audio or visual recording must be used to record the Professional Discussion. Creating an
Audit Trail may require an additional signposting to the audio or video footage to the points where
the areas discussed meet specific Learning Outcomes and Assessment Criteria. This allows

Internal Quality Assurers (IQAs) and External Quality Assurers (EQAs) to access the recording at
appropriate points so that quality assurance does not become an onerous task.
Expert Witness Testimony

An expert witness might be the learner’s line manager, a colleague or a customer. The Assessor
will need to work with the Learner to make sure that the provided witness statements are
acceptable.
Exemptions, Equivalencies and Recognition of Prior Achievement (RPL)

ABBE recognises that learners may occasionally bring forward evidence of prior experience,
learning or qualifications which can be recognised towards ABBE units and qualifications. In
recognition of this, ABBE has set the following rules under which a learner can claim exemptions,
equivalencies or recognition of prior learning:
Exemptions
▪ Exemptions cover units or qualifications held by learners that are not readily recognised
as a qualification in the usual meaning, for example, membership of a professional body,
certified Continued Professional Development training or certain undergraduate or post
graduate achievements.
▪ Details of any exemptions that are permitted for units within specific qualifications are
detailed in this qualification handbook; these may include requirements for currency.
▪ Learners must provide their assessment centre with proof of their achievements, e.g.
certificates for training courses or membership of a professional body. Copies of these
must be included in the learner’s portfolio.
▪ Centre Assessors must justify and record the basis of the exemptions given.
Equivalencies
▪ The Qualification and Credit Framework (QCF) allowed for units to be used in more than
one qualification. The rules of the QCF allowed that where the same unit was used more
than once, learners needed to achieve that unit only once; they did not have to do that
unit again if they undertook another qualification where that unit also featured.
▪ With the closure of the Qualification and Credit Framework (QCF), the sharing of units
between qualifications is likely to be less prolific than during the use of the QCF. However,
ABBE recognises that, for some time, there will be a need to recognise an equivalent unit
that has been achieved either within a different qualification or from another Awarding
Body. ABBE has made provision for this in the acceptance of qualification equivalencies.
▪ Where a learner has already achieved a unit with the same unit reference number to one
within an ABBE qualification the learner will not be required to repeat the achievement of
the unit.
▪ Details of any equivalencies that are permitted for units within specific qualifications are
detailed in the qualification handbook; these may include requirements for currency.
▪ Learners must provide their assessment centre with proof of their achievements, e.g. unit
or qualification certificates. Copies of these must be included in the learner’s portfolio.
▪ Centre Assessors must record the basis of the equivalencies given.
Recognition of Prior Learning

▪ Recognition of prior learning (RPL) includes experience gained by learners through work
or training activities for which they do not have formal certification.
▪ Each request for RPL must be reviewed on an individual basis by the assessor in the centre.
When determining if a claim for RPL is appropriate, assessors must consider the following:

➢ Currency: does the evidence reflect a learner’s current level of competence?
The assessor has to determine that learners are competent now. To show this,
evidence must be current. It should be as recent as possible, though this will depend
on the nature of the evidence.
o The recognition of previous achievements raises particular issues of currency.
If, for instance, legislation has changed since achievement, evidence would
have to be supported by proof of awareness of present legislation and how it
would affect current practice at work.
o RPL claims must be considered in line with the need for evidence to be current
e.g. within a timeframe of approximately three years; or other criteria as
specified with the qualification handbook.
➢ Validity: is the evidence of prior learning appropriate for the competence being
assessed? The evidence learners present must be relevant to the unit they are
undertaking and must satisfy the relevant learning outcome and assessment criterion.
➢ Authenticity: was this evidence produced by the learner?
Evidence for RPL must be presented in a way that allows learners’ contributions to be
identified and must relate to their own competence.
The assessor must ensure that evidence is authenticated by means of an endorsement
by learners’ line managers or colleagues, or by observing learners, or by questioning
them. In some situations, a learner’s role and responsibility may need to be described
precisely to confirm the authenticity of the evidence. When included within the
learner’s portfolio, this description must be signed by the appropriate parties (e.g. line
manager, supervisor, mentor etc.).
➢ Sufficiency: does the evidence presented cover all the learning outcomes and
assessment criteria required by the unit?
Taken as a whole, the evidence must meet the learning outcomes and assessment
criteria and enable assessors to judge that learners are consistently competent across
all of the requirements of the unit.
It is the responsibility of assessment centres to declare learners as having successfully completed

the requirements of a qualification or not. Centre personnel need to check and validate all claims
made by learners.
Note: Learners who knowingly submit false information will have their ABBE certification
withdrawn.
5.4 Evidence
All evidence should be:
▪ Valid – this relates to the Learning Outcomes and Assessment criteria the learner is trying
to achieve and claim.
▪ Authentic – the evidence, or an identified part of it (e.g. a report), was produced by the
learner.
▪ Sufficient - it must cover all the areas of competence being claimed for.
The learner should check carefully that their evidence meets all of the above. If they are in any
doubt about whether to use a piece of evidence, the learner should ask their assessor for
guidance.
Evidence may be collected through a range of sources, such as employment, voluntary work,
training programmes and interests/activities that the learner performs outside of work. It can
also be produced in various formats, e.g. the learner’s own reports, testimonies from colleagues,
supervisors or members of the public, projects, models, audio tapes, photographs, video.

5.5 Plagiarism
Plagiarism is the practice of taking someone else's work or ideas and passing them off as one's
own. Centres should ensure that work produced by the learner if their own original work.
Where instances of plagiarism are encountered within the centre, by centre staff, it is the
centres responsibility to investigate the situation fully and take steps to remediate against the
action in line with their policies and procedures. ABBE will require the centre to investigate the
claim fully and report their findings and the outcomes of these, in full, to ABBE.
Where instances of plagiarism are encountered by the ABBE External Quality Assurer (EQA),
this will be reported to both ABBE and the centre by the EQA. ABBE will require the centre to
investigate the claim fully and report their findings and the outcomes of these, in full, to ABBE.
5.6 Evidence Requirements

Case Study (CS)
Please note: unless otherwise specified, learners are required to find properties for assessment.
Learners must submit:
▪ SEVEN Condition Surveys and Valuations.

▪ Learners MUST use the INVESTMENT Valuation method for at least ONE case study.
▪ ONE observed Condition Survey and Valuation (provided by centre)
▪ TWO standalone Condition Surveys
▪ TWO standalone Valuations for the purposes of:
1. Residual Valuation (provided by centre)

2. New-build Valuation
Case studies MUST cover a range of different property types and ages:
▪ Detached
▪ Semi-detached
▪ Terraced
▪ Flat (including valuation)
Ages:
Pre 1914
1918-1939
1945-1979
Post 1980
Qualification Property Matrix

Age of property Type of property Method Used
Property Pre 1918- 1945- Post New Detached Semi Terraced Flat (must Investment Residual Comparable
Address 1914 1939 1979 1980 Build detached include a
valuation)
4 Privet
Drive AL10
3PR   
29 Acacia   
Road AL15
9BM
42 High   
Street AL8
8TU

Each case study contributes to:
Unit 1 Learning Outcomes [5.5.1 – 5.5.5]
Unit 2 Learning Outcomes [1.1.2 – 1.1.6] [2.2.1, 2.2.3, 2.2.4]
Unit 3 Learning Outcomes [1.1.1, 1.1.3 –1.1.7] [2.2.1, 2.2.3] [3.3.1 – 3.3.4]
Unit 4 Learning Outcomes [1.1.1 – 1.1.7] [2.2.1 –2.2.3]
Unit 5 Learning Outcomes [1.1.1 – 1.1.6,] [2.2.1 – 2.2.4] [3.3.1 – 3.3.2] [4.4.1 – 4.4.4]
Unit 6 Learning Outcomes [1.1.1 – 1.1.6] [2.2.1 – 2.2.3]
Work Product (WP)

1. Learners must choose THREE of their Case Study properties to submit an Energy
Report. This will cover Unit 3 Learning Outcomes [4.4.1 – 4.4.9]
2. Learners must submit a continual professional development (CPD) record and plan and
evidence of time management demonstrating Unit 1 Learning Outcomes [3.3.2, 3.3.3]
Reflective Account (RA)

Learners must produce written reflective accounts on:
1. Health, safety and security. This will cover Unit 1 Learning Outcomes [1.1.1 – 1.1.10]
2. Establishing a business relationship and conducting property inspections in a professional

manner, in accordance with legislation and regulation requirements. This will cover:
Unit 1 Learning Outcomes [2.2.1 – 2.2.16] [3.3.1, 3.3.4 – 3.3.6] [4.4.1 – 4.4.8]
Unit 2 Learning Outcomes [2.1.1, 2.2.2, 2.2.5, 2.1.7]
Unit 3 Learning Outcomes [1.1.2] [2.2.2,]
Unit 6 Learning Outcomes [2.2.4]
3. Post Valuation activities. This will cover Unit 6 Learning Outcomes [2.2.5 – 2.2.8]
Examinations
6.1 Examination arrangements
Learners must pass two external examinations set by ABBE to achieve the full qualification. The
examinations have been designed to test the knowledge and understanding component of the
qualification and must be undertaken in addition to the learner collecting evidence to meet the
evidence requirements of the units.
The examination/s are available online and on demand at a network of Pearson Vue centres
around the country. Access to the booking system is through the ABBE website at
www.abbeqa.co.uk Alternatively, exams can be taken via the Pearson Vue OneVue e-proctoring
system.
The ABBE learner registration fee includes entry to two attempts at the examination. Any
further attempts required will attract a new examination entry fee.
Learners will receive their result in printed form as they leave the examination venue. All results
are then confirmed to the assessment centre on a weekly basis.

6. Centre Requirements
6.1 Assessment and Internal Quality Assurance
Centres must ensure that there are a sufficient Assessors for the number of learners they
anticipate registering.
Centres must have systems and Internal Quality Assurers in place to ensure that all
assessments are valid, reliable, authentic and sufficient, and also provide training for those
people identified as being responsible for internal quality assurance. There must be a
standardisation system in place to ensure that all assessments are consistent and fair.
The occupational expertise of those undertaking the roles of assessment and internal quality
assurance is one of the key factors underpinning valid, fair and reliable assessment. The
integrity of assessments is of paramount importance. Therefore, centres must ensure that
those undertaking the Assessor or Internal Quality Assurer roles maintain their skills, knowledge
and understanding regarding assessment and internal quality assurance of the associated
qualification.
Centres must also ensure that there is sufficient time to conduct effective assessment and
internal quality assurance.
6.2 Assessors
Assessment decisions for knowledge based learning outcomes i.e. those beginning with ‘Know…
or Understand...’ must be made by an occupationally knowledgeable Assessor, with up to date
knowledge of the industry.
Those making assessment decisions for skills based requirements, i.e. those beginning with ‘Be
able to...’ will be both currently, occupationally knowledgeable and occupationally competent
to assess units and qualifications for which they have the expertise. They will need to be
knowledgeable and competent at the level (or above) in the vocational area that they are
assessing, as well as competent to make assessment decisions.
What Qualifications are required to be an Assessor for this qualification?
Assessors will be a Chartered Surveyor with the appropriate occupational expertise relating
to the provision of inspection and reporting on the condition and value of residential property.
Assessors will:
• assess learner performance, knowledge and understanding
• question and give feedback to the learner
Assessors should be satisfied that the learner has demonstrated competence when meeting the
assessment criteria. All criteria must be completed before the assessor can sign the unit off as
complete.
6.3 Internal Quality Assurers

Internal quality assurance is key to ensuring that the assessment of evidence for units and
qualifications is of a consistent and appropriate quality. Centres will need to demonstrate that
assessment is being monitored for consistency, reliability, transparency and validity over time.
Those carrying out internal quality assurance must be currently, occupationally knowledgeable,
have relevant occupational expertise at the level (or above) in the vocational area they are
assuring and be competent to make quality assurance decisions.

7. ABBE Quality Assurance
7.1 Standards Moderation
Standards Moderation is the process used by ABBE to ensure, that where assessments are
internally set and marked within the centre, that the marks awarded within the centre are
consistent and are in line with the marking criteria of the assessment.
The Standards Moderator is appointed to the qualification by ABBE. Standards Moderation is used
by ABBE as the quality assurance methodology where all units of the qualification are assessed
by examinations that are internally set and marked within the centre
ABBE will require copies of all assessments and marking criteria, prior to the centre undertaking
assessment of learners. These will be shared with the allocated Standards Moderator to enable
Standards Moderation to be undertaken.
Standards moderation involves a review of the marking of the learner’s examination papers,
documentation, transcripts or recordings against the set marking criteria.
Standards Moderation takes place before results are issued to learners.
How is Standards Moderation carried out?

▪ Learners must be registered with ABBE before undertaking any assessments for the
qualification
▪ Centres will inform ABBE of the details of each learner (full name and learner registration
number) undertaking a given assessment within each cohort
▪ ABBE will share this information with the allocated Standards Moderator
▪ ABBE will notify the centre of the contact details of the Standards Moderator
▪ Centres will inform ABBE of the dates, times and locations of all assessments being
undertaken
▪ ABBE reserves the right to undertake unannounced, spot checks of centres to ensure that
assessments are being conducted in line with our requirements.
▪ Learners will undertake assessments in line with the qualification requirements
▪ Completed assessments will be marked by centre staff, who will indicate a pass or fail for
each learner
▪ Centres will also complete the learner and Assessor declarations
▪ The centre will scan and email all completed assessments (this should be for all learners
who undertook the assessment, including all pass and fail) for the cohort, to the allocated
Standards Moderator
▪ At the same time, the centre will complete and sign the qualification CRF for each learner
that it considers has passed the assessment and will also scan and email this to the
allocated Standards Moderator
▪ The Standards Moderator will contact ABBE to determine if all learners supplied by the
centre for the cohort are registered for the qualification
▪ Once learner registration has been confirmed, the Standards Moderator will review the
marking of a sample of the assessments against the set marking criteria for the
qualification
▪ The Standards Moderator will ‘sign off’ a CRF for each learner for which marking is
confirmed and will forward this to ABBE
▪ ABBE will notify the centre on the outcomes of the Standards Moderation and will issue
qualification certificates as appropriate

7.2 External Quality Assurance
ABBE requires that centres undergo a minimum of two External Quality Assurance activities each
academic year (the first EQA activity must take place before 31 January in each year and second
EQA activity must take place between 1 February and 31 July). ABBE reserves the right to visit
centres, or to undertake external quality assurance activities more often than twice a year, if
required.
External Quality Assurers for this qualification will be a Chartered Surveyor with the
appropriate occupational expertise relating to the provision of inspection and reporting on the
condition and value of residential property.
The Centre Operations Manual details the activities that take place during EQA activities.

8. Glossary
Analyse to examine in detail in order to discover meaning, essential features, etc.
Apply to devote oneself with diligence
to bring into operation or use
to put to practical use; utilise; employ
Assess to judge the worth, importance, etc. of evaluate
Calculate to solve (one or more problems) by a mathematical procedure; compute
Carry out to perform or cause to be implemented
Chart to plot or outline the course of
to make a detailed plan of
to make a chart of
Classify to arrange or order by classes; categorise
Collect to gather together or be gathered together
Communicate to impart (knowledge) or exchange (thoughts, feelings, or ideas) by speech,
writing, gestures, etc.
Compare to regard or represent as analogous or similar; liken
Compile to make or compose from other materials or sources
Complete to make whole or perfect
to end; finish
Conduct to do or carry out
Contrast to distinguish by comparison of unlike or opposite qualities
Contribute to give (support, money, etc.) for a common purpose or fund
to supply (ideas, opinions, etc.) as part of a debate or discussion
Define to state precisely the meaning of (words, terms, etc.)
Deliver to carry (goods, etc.) to a destination, to carry and distribute (goods, mail,
etc.) to several places
to hand over, transfer, or surrender
to produce or perform something promised or expected
Demonstrate to show, manifest, or prove, by reasoning, evidence, etc.
Describe to give an account or representation of in words
Design to work out the structure or form of (something)
Detail to list or relate fully
to include all or most particulars
Develop to come or bring to a later or more advanced or expanded stage; grow or
cause to grow gradually
Devise to work out, contrive, or plan (something) in one’s mind
Discuss to have a conversation about; consider by talking over; debate
to treat (a subject) in speech or writing
Estimate to form an approximate idea of (distance, size, cost, etc.); calculate roughly
Evaluate to ascertain or set the amount or value of
to judge or assess the worth of; appraise
Examine to look at, inspect, or scrutinise carefully, or in detail; investigate
Explain to make (something) comprehensible, giving a clear and detailed account of
the relevant structure, operation, surrounding circumstances, etc.
Explore to examine or investigate, systematically
Generate to produce or bring into being; create
Give to present or deliver voluntarily (something that is one’s own) to the
permanent possession of another or others to impart or communicate
Guided learning is the amount of time spent, whether it be in the classroom or in tutorial,
(GL) - in hours actually being guided, actually being taught Guided learning doesn’t include
time for assessment, and it doesn’t include the time taken for individual
study

Identify to prove or recognise as being a certain person or thing; determine the
identity of
Illustrate to clarify or explain by use of examples, analogy, etc.
Implement to carry out; put into action; perform
Interact to act on or in close relation with each other
Interpret to clarify or explain the meaning of; elucidate
Investigate to inquire into (a situation or problem) thoroughly; examine systematically,
especially in order to discover the truth
Justify to prove or see to be just or valid; vindicate
to show to be reasonable; warrant or substantiate
Keep to have or retain possession of
Lead to show the way to (an individual or a group) by going with or ahead
to guide or be guided by holding, pulling, etc.
to phrase a question to (a witness) that tends to suggest the desired
answer
Measure to determine the size, amount, etc. of by measurement
Monitor to observe or record (the activity or performance) of (an engine or other
device)
Organise to form (parts or elements of something) into a structured whole; co
ordinate
Outline to give the main features or general idea of
Participate to take part, be or become actively involved, or share (in)
Perform to carry out or do (an action)
Plan to have in mind as a purpose
to make a plan of (a building)
Prepare to make ready or suitable in advance for a particular purpose or for some
use, event, etc.
to put together using parts or ingredients; compose or construct
to equip or outfit
Present to show, exhibit
to put forward; submit
to bring or suggest to the mind
Produce to bring (something) into existence; yield
to bring forth (a product) by physical or mental effort; make
Profile to draw, write or make a profile of
Promote to further or encourage the progress or existence of
to raise to a higher rank, status degree, etc.
Provide to put at the disposal of; furnish or supply
Recognise to perceive (a person, creature, or thing) to be the same as or belong to the
same class as something previously seen or known; know again
Recommend to advise as the best course or choice; counsel
Research to carry out investigations into (a subject, problem, etc.)
Review to look at or examine again
to look back upon
Select to choose (someone or something) in preference to another or others
Serve to render or be of service to (a person, cause, etc.); help to distribute or
provide
Show to make, be, or become visible or noticeable
to indicate or explain; prove
Suggest to put forward (a plan, idea, etc.) for consideration
Summarise to make or be a summary of; express concisely
Total TQT is the time the awarding organisation would expect to be taken by a
Qualification ‘typical learner’ to study for the qualification TQT may or may not include
Time (TQT) GL
Understand to know and comprehend the nature or meaning of

Undertake to contract to or commit oneself to (something) or to do (something)
Use to put into service or action; employ for a given purpose

9. Examination Questions
9.1 Examination details – examination setting specification
The following tables indicate the Assessment Criteria (AC) within each unit that will be examined. The last column on the left indicates the
number of questions for each AC that will appear in each examination.
If an Assessment Criteria is not listed in the table, there will not be an examination question based on that AC.
Unit 1: Conduct inspection and assessment in an effective and professional manner
Learning Outcome Assessment Criteria Number of questions that will appear in

each examination
1. Understand how to 1.1 Explain the relevant legal duties for health, safety and security in the workplace
2
maintain the health, safety
and security requirements 1.2 Identify the health, safety and security risks that could exist in different locations
as they apply to residential and the action to take to minimise or mitigate risks 2
surveying
1.3 Identify the risks to self which are associated with lone working and working at
heights 1
1.4 Explain why it is important to remain alert to the presence of risks in the workplace
1
1.5 Explain the importance of personal conduct in maintaining the health, safety and
security of yourself or others 1
1.6 Explain how to make use of relevant suppliers and manufacturers’ instructions for
the safe use of equipment, materials and products 1
1.7 Explain who should be informed of any conflicts between different health, safety and
security requirement 1
1.10 Identify the actions that may be taken to protect customers’ property
1
2.8 Describe the ways in which disputes or differences of opinion should be handled and
resolved to minimise offence and maintain respect 1

2. Be able to conduct 2.10 Identify the range of potential conflicts of interest that may be encountered and
property inspections in a the action required to manage these 1
professional manner
2.11 Explain why it is important to present a positive personal and professional image
when dealing with people and how this can be achieved 1
2.13 Explain the need for prompt responses to enquiries

1
3. Be able to develop and 3.4 Explain why it is important to comply with mandatory and advisory codes of conduct
1
maintain effective working and ethical standards
relationships with 3.6 Describe how enquiries from colleagues, professionals, customers and others should
colleagues, professionals, be dealt with and how to seek clarification and assistance where necessary 1
customers and others
4. Understand how to 4.1 Describe the relevant prescribed standards and guidance that apply for residential
work in accordance with property assessments 1
any legislation or
regulation requirements in 4.2 Identify any legislative or regulatory frameworks in relation to:
relation to residential • Energy performance certificates
property inspections and • Condition surveys offered through relevant quality assurance schemes 2
assessments • Inspections for valuations of residential property
• Residential rented sector
4.3 Describe the difference between legislation and case law as it applied to the
inspection of and reporting on residential property 1
4.4 Describe the relevant legislation or regulation as it affects the inspection of

domestic property and production of reports on that property, covering:
• Fraud
• Anti-Bribery
• Anti-corruption 2
• Safeguarding personal data and confidential information
• Human rights and anti–discrimination
• Money laundering
4.6 Describe the specific auditing or monitoring requirements that relate to registration
with a quality assurance organisation(s) 1

Unit 2: Prepare for property inspections

each examination
1.Be able to agree and 1.7 Identify any circumstances that prevent a property inspection from being
confirm instructions to undertaken and explain the reasons
carry out a property 1
inspection with potential
customer
2. Be able to investigate 2.2 Describe the circumstances when a ‘desk top’ or other additional research would be
relevant matters relating undertaken after the inspection
to the property that may 1
affect a customer’s
decision

Unit 3: Undertake property inspections

each examination
1. Be able to inspect 1.7 Analyse the likely causes of failure and deterioration for the assessment of condition
property for condition ratings 1
4. Be able to recognise the 4.1 Identify the range of energy efficiency measures available to the building 1
range of options, likely
effectiveness and value for 4.3 Identify the effects of energy efficiency measures in combination with each other 1
money of measures to 4.9 Assess the technical risks associated with the energy efficiency measures in relation 2
improve energy to:
performance and running • Thermal bridges (cold bridges)
costs • Ventilation
• Thermal bypass
• Condensation and interstitial condensation
• Alterations in structure
• Removal of dampness within structure
• Existing services
• Existing structural limitations
Total number of questions for this examination is 30.
Each examination is an objective test. All questions are multiple-choice, requiring the learner to choose one correct answer from four options.
The pass mark for each examination is 70%.

Unit 5: Investigate and evaluate factors that impact on the value of residential property

each examination
1. Be able to investigate 1.1 Investigate and analyse economic factors and evaluate their impact on the value of
and evaluate economic properties 3
and social factors and
market trends 1.2 Investigate and analyse social factors and evaluate their impact on the value of
properties 2
1.3 Investigate and analyse trends in the property market and evaluate their impact on
the value of the properties 3
2. Be able to investigate 2.1 Investigate and analyse legal, regulatory and other factors and evaluate their impact
and evaluate legal and on the value of the properties 5
regulatory factors
3. Be able to investigate 3.1 Investigate and analyse location and environmental factors and their impact on the
and evaluate location and value of the properties: 5
environmental factors
Unit 6: Value residential property

each examination
1. Be able to assess the 1.1 Assemble and collate all relevant information required to assess the value of
value of property properties 2
Total number of questions for this examination is 20.
Each examination is an objective test. All questions are multiple-choice, requiring the learner to choose one correct answer from four options.
The pass mark for each examination is 70%.


Head Office Address Contact:
Awarding Body for the Built Environment (ABBE) Telephone: 0212 331 5174
Birmingham City University Email: abbeenquiries@bcu.ac.uk
iCentrum, 6 Holt Street Website: www.abbequ.co.uk
Birmingham
B7 4BP

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Level 6 Diploma in

Residential Surveying and Valuation

ABBE Qualification Code: DipRSVL618

5.6 A new inclusion of the evidence expected from a learner.

Copyright © Awarding Body for the Built Environment 2023

ABBE is a wholly owned subsidiary of Birmingham City University

Page | 2 Qualification_Handbook _ August 2023_V2

ABBE is a wholly owned subsidiary of Birmingham City University

Page | 3 Qualification_Handbook _ August 2023_V2

ABBE is a wholly owned subsidiary of Birmingham City University

Page | 4 Qualification_Handbook _ August 2023_V2

ABBE is a wholly owned subsidiary of Birmingham City University

Page | 5 Qualification_Handbook _ August 2023_V2

The full range of qualifications can be found on ABBE’s website at www.abbeqa.co.uk

1.2 Mission Statement

Our Mission: ABBE educates, inspires and empowers learners

1.3 Qualification Handbook

1.4 Data Protection

ABBE is a wholly owned subsidiary of Birmingham City University

Page | 6 Qualification_Handbook _ August 2023_V2

Tel: 0121 331 5174

ABBE is a wholly owned subsidiary of Birmingham City University

Page | 7 Qualification_Handbook _ August 2023_V2

2.2 Who could take this qualification?

2.3 Pre-course Procedures

There are no pre course procedures or requirements for this qualification.

2.4 Qualification Number

2.5 Qualification Level

2.6 Total Qualification Time

▪ Guided Learning (GL) for this qualification is: 400

2.7 Qualification size and credit

The Credit Value for this qualification is 80 credits.

ABBE is a wholly owned subsidiary of Birmingham City University

Page | 8 Qualification_Handbook _ August 2023_V2

The Diploma is designed to:

2.10 Age ranges

ABBE is a wholly owned subsidiary of Birmingham City University

Page | 9 Qualification_Handbook _ August 2023_V2

D/617/1805 Conduct inspection and assessment in an effective 10 6

K/617/1807 Undertake property inspections 22 6

M/617/1808 Produce, Maintain and distribute reports 12 6

T/617/1809 Investigate and evaluate factors that impact on the 16 6

K/617/1810 Value residential property 12 6

2.12 Barred Units

Barred units in this qualification

This qualification is Pass/Fail only

ABBE is a wholly owned subsidiary of Birmingham City University

Page | 10 Qualification_Handbook _ August 2023_V2

Unit 1: Conduct inspection and assessment in an effective and professional manner

Unit Reference Number: D/617/1805

Learning Outcome Assessment Criterion

ABBE is a wholly owned subsidiary of Birmingham City University

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1.6 Explain how to make use of relevant suppliers and manufacturers’

1.7 Explain who should be informed of any conflicts between different

2.2 Recognise and respond appropriately to pressure from any person/s

2.4 Carry out work in accordance with prescribed codes of conduct,

ABBE is a wholly owned subsidiary of Birmingham City University

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