Brent Rodgers Head of Department/Lecturer Brent.Rodgers@futureskills.co.nz
I live in Kaeo in the Far North with my partner Beck, our three-year old, and Beck’s two children, aged 12 and 15. I have two adult children and eight grandchildren from a previous marriage.
I moved to the Far North from Auckland three and a half years ago after completing a Bachelor of Sport and Recreation in 2018 at AUT in Auckland.
I hold a Certificate in Tertiary Teaching, a Bachelor of Sport and Recreation (with a double major in coaching and management), a Diploma in Building Surveying (Level 6) and a National Certificate in Carpentry. Most of these were achieved as an adult while working so I understand what it is like to be an adult learner.
I spent 16 years in the construction industry as a carpenter, building contractor with my own business, and a contract site manager on mainly residential construction. I went on to become a Senior Lecturer of Construction at the Manukau Institute of Technology for six years. I returned to MIT to teach construction management while studying full-time for my degree. I’ve spent the past three and a half years working as the Team Leader for Building Consents at the Building Consent Authority of the Far North District Council. During this time, I studied for another two years to gain the NZ Diploma in Building Surveying.
Making a difference to others inspires me.
Outside work, I relish riding my motorcycle and playing bass guitar–although not at the same time. I completed two full-distance Ironman Triathlons in 2014 and 2016.
Peter Sparrow peter@futureskills.co.nz
I have gained a wealth of knowledge throughout my working life from being a trade qualified carpenter in the New Zealand Army through to running consenting and compliance departments for Local Government and responding to national and international disasters.
My understanding of legislative requirements under the Building Act 2004 has been achieved by working for central government agencies such as the Building Industry Authority, Department of Building and Housing and the Ministry of Business Innovation and Employment (MBIE). In these roles I led teams that reviewed the roles and responsibilities of territorial authorities throughout NZ.
I was instrumental in the development, implementation, and continuation of Building Consent Authority Accreditation, developing the regulations, guidance and providing technical expertise for International Accreditation New Zealand.
After the Canterbury earthquakes I was seconded by Government to the Crown Managers team responsible for re-gaining Christchurch City Council’s BCA Accreditation. During this time, I left MBIE to take up a role as the General Manager of Consenting and Compliance at Christchurch City Council responsible for 450 staff, covering the following local government responsibilities:
• Building Consenting
• Resource Consenting
• Animal control
• Alcohol and food licensing
• Enforcement.
After leaving Christchurch City Council I became a consultant and after the Kaikoura earthquake I consulted to the Department of the Prime Minister and Cabinet and the National Recovery Office on insurance and rebuilding and liaising with central and local governments. I still provide consultation services to MBIE on temporary accommodation, emergency response, and determinations, and I am also an expert witness for construction related cases for legal firms in New Zealand.
Throughout my career I have had a wide range of life and work experiences from frontline inspection and processing of building consents, management of departments within councils, through to developing policy and legislation at a national level. I have also responded to international events, such
as the devastating pacific cyclone in Tonga where I managed 440 cyclone resistant housing units to be constructed.
I live on the Kapiti Coast with my partner Fairlie and our family of four kids, two horses, two dogs, and one cat.
Carl Graham carl@futureskills.co.nz
I have gained a wealth of knowledge throughout my working life from being a trade qualified carpenter and qualified building inspector in the New Zealand building environment.
I have had the privilege of spending my whole working life working in various aspects of the building industry. Whether it happens to be as an employee in a hardware store as a hardware assistant or a building supplies sales representative, or an employer employing staff in my construction business, directing the establishment of a nationwide housing charity for affordable homes. I have seen a lot of change in the New Zealand build landscape.
I completed my apprenticeship in Pukekohe where I gained trade certificate and advanced trade certificate as a carpenter. The company I worked for specialized in quality homes across to the commercial and Light industrial market.
Upon receiving my apprenticeship, I went into the business of building. This was again across the whole sector with residential, commercial, and Industrial building sites.
My greatest joy from this was being able to supply pathways for my employees towards their trade training hopes via BCITO1 and ITAB2. It was during this time that I became an on-site adviser for BCITO, I spent 30 years across these various parts of the building industry.
In Jan 2009 I was employed as an inspector with Auckland City Council. It was at this time that I completed the Diploma in Building Surveying.
I spend my free time involved in community endeavours, with my church, as a Justice of Peace and as a committee member of the Building Officials Institute3. When I have any freer time, I spend it with my wife Nikki and eldest son Jesse, doing dishes and walking my dogs.
Sam Hay samh@futureskills.co.nz
With over 25 years in the New Zealand building and regulatory environment, Sam has been heavily involved in building claims and litigation.
Sam has managed, represented and settled matters before the High Court, Weathertight Homes Tribunal and the Coroner’s Court. Sam has been part of several working groups with MBIE delivering the Financial Assistance Package where the Crown and Council together would pay 50% of the cost of repairs for leaky buildings.
Sam brings a background in compliance, regulation and accreditation. As well as providing technical and legislative training for councils, Sam has a passion to share knowledge, to explain the why, and to keep it simple.
I live in Masterton, in the Wairarapa, with my partner, my two teenage boys, two cats and a dog. I train Diamondback Eskrima with my younger son and play guitar, mandolin and banjo.
I have been involved in the construction industry in New Zealand for more than two decades as a plumber/drainlayer and gasfitter, a plumbing supplier, and a building control officer. I completed my apprenticeship in the early 2000s and continued training to become a certified plumber and gasfitter.
I took some time out from the tools to run a plumbing merchant for a couple of years which allowed me to hone my interpersonal skills and exposed me to the supply side of the industry. After going back to the tools for some years, I moved to the compliance side of the building industry and worked at South Wairarapa District Council as a building control officer. While there, I learned everything I could about the working of a Building Consent Authority and Territorial Authority and the legislation around it and gained my Diploma in Building Surveying.
After completing my diploma, I was invited to be a part-time lecturer
James Trotman
for Future Skills in plumbing and drain laying and moved to full-time employment with them in 2023.
I am excited to be part of the team delivering this training and really looking forward to helping future building industry professionals achieve their full potential.
I’m the Programme Manager for Future Skills’ Building and Surveying programmes. My job includes timetabling, networking, and troubleshooting with Councils to support our current students and promote our programmes. Born and bred in Auckland, I have three adult children: two boys who both work in building and a daughter who has just qualified as an Occupational Therapist. They all live in Auckland too.
My background is in the health sector. I’m a registered Nurse with over 30 years of experience in general medicine, coronary care, and diabetes within the community.
For the past six years, I’ve been teaching and managing programmes in the tertiary sector. I was a Programme Leader at Skills Update before joining the Future Skills Team in 2024.
Outside work, I love walking, tramps, yoga, music, and interior design.
Patrick Schofield, Senior Lecturer/Mentor
I have 48 years of experience in the building industry, first serving a carpentry apprenticeship in the New Zealand Army before working on different construction projects in New Zealand. Prior to that, I worked as a Clerk of Works for Massey University looking after there many construction projects and facilities. In the late 1980s-early 1990s I was a Carpentry tutor at the Taranaki Polytechnic teaching the NZ Certificate and then in the late 1990s- early 2000s I worked for the Institute of Applied learning in Auckland. Management and Building Compliance Experience
I have spent 17 years in the Building Compliance profession, in various management positions leading teams for different Councils including:
1. Building Manager and General Manager for the Far North District Council
2. Building Consents Manager and Professional Development
Manager for Christchurch City Council, working over the Canterbury Earthquake event period.
3. Building Services Manager, then Training and Competency Assessor at Tauranga City Council for 4 years.
4. Building Manager role at Nelson City Council.
Since February 2020 I have been a Lecturer for Future Skills Academy, (now Head of Department) teaching on the NZ Diploma in Building Surveying (L6) programme and the NZ Certificate in Building Regulatory Environment (L4) programme. I have brought many years of experience in management, building construction, Council Building Consent Authority and teaching knowledge to the NZ Diploma in Building Surveying programme.
Qualifications
I have held Competencies for processing Residential 1 to 3 and Commercial 1 to 3 buildings under the NCAS, as well as the following qualifications:
– Trade and Advanced Trade Certificate in Carpentry,
– NZ Certificate in Building,
– Diploma in Building Surveying for both (small and large buildings),
– Certificate in Adult Education & Training,
– Degree in Applied Management.
Contact
Brent Rodgers-HOD
CONTACT DETAILS
Details
Brent.Rodgers@futureskills.co.nz
Helen Hegley-Admin helen.hegley@futureskills.co.nz
Patrick Schofield patrick@futureskills.co.nz
Peter Sparrow peter@futureskills.co.nz
Carl Graham carl@futureskills.co.nz
Sam Hay samh@futureskills.co.nz
James Trotman james.trotman@futureskills.co.nz
BRE-in-class Email
*Questions regards Assessments & the course* bre-inclasstakapuna@futureskills.co.nz
NEW ZEALAND CERTIFICATE IN BUILDING REGULATORY ENVIRONMENT LEVEL 4, (60 CREDITS)
Programme Aim
The programme aims to train and equip students with skills and knowledge in administration and support services to support and assist building control operations and compliance processes, in a building regulatory environment.
Graduate Profile Outcome Statement
Graduates of this qualification will be able to:
• Communicate effectively with the public, customers, and colleagues to provide appropriate customer service in a building regulatory environment.
• Check building regulatory documentation for completeness, within pre-determined parameters, and to receive, resolve, and escalate enquiries.
• Apply knowledge of the relevant aspects of the regulatory framework within the building and/or building regulatory environments to operation within a building regulatory environment.
• Apply knowledge of the building regulatory environment including related government departments, industry bodies, and stakeholders to. Operate effectively in a support role within the building and/or building regulatory environment including related government departments, industry bodies, and stakeholders
• Apply the relevant technical and administrative processes to support building regulatory outcomes.
Programme Delivery Schedule
Regulatory Environment and Key Stakeholders (401) -15 credits
Regulatory Support Processes in Building Control Operations (402) -15 credits
Regulatory Certification and Communication (403) - 30 credits
NZ Certificate in Building Regulatory Environment
For the Weekly Catchups 1.5Hrs (10am – 11:30am) online if you require you can connect to Teams using this link:
BRE Blended/Online Catchup Link
For questions or Help during the course the BRE mailbox is: breclass@futureskills.co.nz
COURSE SUMMARIES
and Key Stakeholders
Aim
This course provides the students with the knowledge and skills required to apply the regulatory framework within the building regulatory environment.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Apply purpose, principles and implications of the Building Act 2004 to manage own roles and responsibilities.
2. Analyse documentation and apply knowledge of the regulatory framework and legislative requirements to manage technical, administrative and legislative functions required in the building regulatory environment.
Indicative Content
Provision of administrative support services to assist and support the following:
• Navigation and application of the Building Act and Regulations and other relevant legislation and documentation applicable to building and construction.
• Consider the impact of legislation on the building regulatory environment.
• The relationship of the Building Act with the Building regulations, Building Code, acceptable solutions and verification methods, standards, technical literature, approvals, determinations and other documentation required to carry out the building control function.
• The roles, responsibilities and relationship between the Territorial Authority and the Building Consent Authority and their relevant responsibilities in terms of the built environment
• Identification of key industry organisations/stakeholders and their relationships, legal status and duties including Ministry of Business, Innovation and Employment, International Accreditation New Zealand and product certifiers in the Building Act.
• Support functions/roles relevant to implementing the regulatory framework.
Resources
• Building Act 2004
• Building (Accreditation of Building Consent Authorities) Regulations 2006.
• Health Act 1956
• Health and Safety at Work Act 2015
• Local Government Act 2002
• Resource Management Act 1991
Assessment: Regulatory Environment and Key Stakeholders
N o t e: This programme of learning will conform to best industry practice and adhere to current relevant New Zealand legislation, regulations and codes of practice including:
1. The Building Act and associated legislation
2. All clauses of the New Zealand Building Code
3. The Acceptable Solutions and Verification Methods and relevant Standards.
This course provides the students with the skills and knowledge to provide support services to meet building regulatory operations and apply relevant parts of a quality management system to support approval processes.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Apply administrative services and maintain accurate records to assist and support building approval processes and compliance in a building regulatory environment.
2. Use relevant technical and administrative requirements of a quality management system to provide administrative support services in a building regulatory environment.
Indicative Content
Provision of administrative support services to assist and support the following:
• Requirements for a building consent application and relevant processes
• Building consent processes, including assessing, inspecting and certifying.
• Working with the regulatory framework and communicating to customers and other stakeholders
• Appropriate professional, ethical, social, sustainable and cultural practices in all aspects of support work
• Maintenance of accurate records in compliance with statutory requirements
• Compliance with a quality system such as a Building Consent Authority’s quality management system.
Resources
• Building Act 2004
• Building (Accreditation of Building Consent Authorities) Regulations 2006.
• Health Act 1956
• Health and Safety at Work Act 2015
• Local Government Act 2002
• Resource Management Act 1991
Assessment: Regulatory Support Processes in Building Control Operations
N o t e: This programme of learning will conform to best industry practice and adhere to current relevant New Zealand legislation, regulations and codes of practice including:
1. The Building Act and associated legislation
2. All clauses of the New Zealand Building Code
3. The Acceptable Solutions and Verification Methods and relevant Standards.
Regulatory Certification and Communication
This course provides the students with the skills and knowledge to review building regulatory documentation for completeness and to receive, resolve and escalate enquiries to support regulatory building certification processes.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Check and assess completeness of documentation for building consent and code compliance certificates following regulatory requirements and Council’s quality management system.
2. Review and analyse the purpose and use of certificates of acceptance, certificates for public use, notices to fix, building warrants of fitness and other relevant functions and reference to the regulatory requirements and Council’s quality management system.
3. Communicate effectively with the public, customers, colleagues and stakeholders to support and administer the collation and assessment of documentation and resolve and refer enquiries to relevant personnel.
Indicative Content
Provision of administrative support services to assist and support the following:
• Consent documentation reviewed for completeness with Building Act, regulatory framework and quality management system relevant to the student’s Council or place of employment
• Verbal and written communication skills including listening and interpretive skills.
• Implementing, recording and filing of certificates and notices and other correspondence
• Dealing with customer enquiries and resolving or escalating to appropriate level
Resources
• Building Act 2004
• Building (Accreditation of Building Consent Authorities) Regulations 2006.
• Health Act 1956
• Health and Safety at Work Act 2015
• Local Government Act 2002
• Resource Management Act 1991
N o t e: This programme of learning will conform to best industry practice and adhere to current relevant New Zealand legislation, regulations and codes of practice including:
1. The Building Act and associated legislation
2. All clauses of the New Zealand Building Code
3. The Acceptable Solutions and Verification Methods and relevant Standards.
ACADEMIC REGULATIONS
Student Code of Conduct and Disciplinary Procedures
Student Services ensure that students are informed at enrolment of the rules of the Academy and the disciplinary process and provide the student with a copy of the student handbook and the Code of Conduct agreement.
The lecturer has the initial and primary responsibility for managing conduct within their class and checking attendance. In the case of suspected misconduct, the Student Misconduct policy will be followed.
Reporting on achievement
This programme uses criterion referenced assessment using the Generic NQF Grade Table below.
AThe student has provided well formulated evidence. It precisely demonstrates extensive knowledge and understanding of the course content and the ability to apply this knowledge highly effectively. The evidence also shows a very high level of competence in the processes and skills studied and the selection and application of these appropriately to address diverse situations and issues.
B
The student has provided clear convincing evidence. It demonstrates thorough knowledge and understanding of the course content and the ability to apply this knowledge confidently and consistently. The evidence also shows a strong grasp of the processes and skills studied (though not necessarily the finer points) and the suitable application of these to address major situations and issues.
C
The student has provided adequate evidence. It demonstrates a sound knowledge and understanding of the main elements of the course content and some ability to apply this knowledge relevantly. The evidence also shows a capacity to use the processes and skills studied (possibly with some lapses and inadequacies) and some limitations in appropriate application of them.
D
The student has provided simple evidence (lacking in breadth and depth). It shows only a basic knowledge and understanding of the course content and a limited ability to interpret and apply this knowledge. The evidence also shows gaps in the student’s capacity to use the processes and skills studied (indicating considerable scope for improvement) and notable limitations in application of them.
E
The student has provided weak and incomplete evidence. It shows limited knowledge and understanding in only a few areas of the course content. The evidence also shows a limited competence in only some of the processes and skills studied.
Delivery of the Programme
Teaching, Self-Directed and Work Experience Hours
Learning hours
Teacher Directed Learning Hours. Synchronous directed activities which are timetabled, planned, led and monitored by teachers and trainers. This includes timetabled/supervised assessments. The hours we expect a student to be engaged in learning opportunities facilitated by a teacher who is physically present on campus or with learners in off campus settings. These hours include any face-toface activities in classrooms, laboratories, studios or workshops including tutorials and required online learning activities delivered synchronously with teacher facilitation.
Authentic Work Experience Learning Hours: The hours we expect a student to be engaged in learning opportunities focused on work. These might be real work experiences, or they might be interactive learning activities that have been designed to replicate as much as possible the tasks or activities or settings of real-world work. In other words, activities that are designed to ‘feel’ like a real workplace situation. These may take place on campus or off campus and be face to face or technology enhanced. All learning hours allocated to authentic work experience are recorded in this category
Student Managed Learning Hours: Completed outside timetabled classes and guided by the teacher. May include but not limited to, time spent studying, researching, completing assignments, and undertaking practical tasks.
The hours where we expect a student to engage in learning activities without the presence of the teacher and where the student is required to self-manage to complete a learning activity within the expected timeframe. Student managed learning hours may be in face to face and online modes. The learning activities may be designed by the teacher but carried out by a student alone or in groups, for example in a studentmanaged project, asynchronous online learning, preparation of an assessment task or explore topics of interest to them as an adjunct to the formal learning directed by the teacher.
Assessments
Assessment events will normally be conducted when the tutor and student consider that the student has had reasonable opportunity to prepare themselves to demonstrate the knowledge and skills listed in the learning outcomes. The duration for each aspect of the course for Building Regulatory Environment are listed under Programme Delivery Schedule above:
The lecturer / assessor will manage the assessment event and ensure fairness. This will include:
• During assessment, strict time limits may be required, and strict monitoring will occur.
• Any cheating or other adverse event which may affect the validity, authenticity or fairness of the assessment must be reported in writing to the Academic Manager who may initiate the disciplinary process including invalidating the event.
• Any plagiarism will be identified and reported likewise, all submitted Assessments are checked automatically for plagiarism.
The lecturer / marker will make an assessment decision from assessing all the evidence presented by the student against the requirements of the marking schedule. The lecturer will record the assessment decision on the Cover Sheet and give constructive feedback to the student either physical or via an online platform (Moodle/Teams etc..).
Authenticity of Student Work
It is important that all work submitted by any student complies with the following guidelines:
For any Assessment, it is NOT acceptable if a student:
• uses resources without permission or acknowledgement during assessment.
• hands in someone else’s work as their own.
• allows someone to hand in another student’s work as their own.
• completes an assessment with others (without approval) and each hand in the work as their own.
• takes an assessment task and/or solution from the classroom without approval.
• submits assessments written by AI powered writing tools / language processing systems (or similar) as their own work.
For any assessment, it is acceptable to
• discuss with others project or assessment requirements and the course material – this leads to better understanding and is both permitted and encouraged.
• submit one assessment for a group where group work is explicitly permitted and required.
• get or give help on solving minor errors of spelling or syntax.
• hand in work done alone or with the help of staff.
• In written assessments, the use of the words of another must be acknowledged by a recognised method for quotations. All instances where plagiarism/copying/cheating is suspected or proved, will be brought to the notice of the Academic Manager, and the
student/s may be interviewed by the lecturer concerned and a member of academic staff appointed by the Academic Manager.
All instances where plagiarism / copying / cheating is suspected or evidenced, will be brought to the notice of the Programme Leader, and Future Skills Academy Academic Integrity Policy will be followed, a copy which can be obtained from the Student Success Team.
Internal and External Moderation
An annual m oderatio n plan is in place t o ensure t hat m oderation re quirements are met in an eff icient and eff ective manner. This plan pro vides an overvie w of all m oderatio n that will t ake place over the length of the pro gramme. It is base d o n a three-year cycle; this allows for an overview of all assessm ents f or all courses that will b e m oderated both intern all y and externall y o ver the length of the programme.
All new or significantly amended assessm ents will be internally and externally moderat ed prior t o use. A sampling of student assessments (high, medium, low) will be externally moderated by a suitably qualified academic professional who has specialist knowledge and experience in the subject areas covered in the programme and in the area of building control and compliance. External moderators must have current experienced in moderation and academic processes. Internal and external moderation can be conducted in clusters of academic and industry experts and teaching staff.
Extensions
Where a student is unable to complete an assessment within the set time frame due to unforeseen extenuating circumstances, a request for an extension can be made to the academic staff teaching the course. An extension maybe granted up to 2 weeks. Requests must be made in writing and no later than 7 working days before the assessment is due. The request must clearly set out what the extenuating circumstances are “Work commitment” is not a sufficient reason for an extension. The academic staff reviewing the application will be fair and reasonable and inform the student of the outcome no later than 4 working days before the original assessment is due. Where the student is granted an extension, a new date for submission will be set which must be prior to the results of the assessments being returned to the class. Where the student does not submit the assessment before or on the agreed extension date or has not submitted and has no extension the student will not pass the assessment and no further extensions will be granted for that specific assessment
A maximum of 1 extension can be granted yearly (An extension can apply to all Assessments of that Unit).
Students seeking extensions for more than 2 weeks may apply in writing to the Academic Manager with evidence of their extenuating circumstances 7 days before the assessment is
due and will be advised in writing by the Academic Manager within 4 days. The decision of the Academic Manager is final.
Resubm ission
Students may be requested to resubmit an assessment following a rework of part/s of the original assessment. Resubmissions are completed within a short time frame (usually no more than 5 working days) and usually must be completed within the timing of the course to which the assessment relates. Resubmissions will be available to students who have made a genuine attempt at the first assessment opportunity. The maximum grade awarded for a resubmission will be C-.
Criteri a for an Aegro tat Pass and Im paired Perform ance
Applications for aegrotat or impaired performance should be completed in writing on the applicable form which is available from the Programme Manager and must be accompanied by the required documentation. Applications must be lodged as soon as practicable before or after the date of assessment, with the Programme Manager. The Programme Manager will obtain the lecturer’s recommendations and consider the application.
Appeals Process
If a student feels concerned about the fairness of assessments which have been internally marked, the student should approach the lecturer concerned. If not satisfied with the outcome, the FSA Appeals Policy will be followed, a copy which can be obtained from the Student Success Team.
Consistency of Graduate Outcomes
Students will need to show evidence of how well they meet the Graduate Outcomes for the New Zealand qualification after completing the programme. This may be used as evidence in Consistency Reviews with NZQA.
All graduates will be phoned by their lecturer or a staff member of Future Skills 3 months after they have graduated and contacted again at 6 months post-graduation to complete a survey on how they feel they are meeting the program’s Graduate Outcomes. Their employer or training establishment may also be approached for feedback on the Graduate Outcomes if the student consents.
Student Complaints
Student Support informs students of internal processes for making verbal (informal) and written (formal) complaints and their right to make a complaint to external agencies. Student Services provides to the student a copy of the student handbook in which the complaints processes are detailed.
All staff are expected to deal with informal verbal complaints politely and without delay, where they can be easily resolved.
For written complaints, the Head of the Department will undertake an investigation which will include an interview with the lecturer or any other person who may have evidence relating to the complaint including the complainant. The Head of the Department will then weigh the evidence collected and make a decision or consult with or refer the matter to the Manager Director.
Students can directly approach the Operations Manager if they feel that management should handle a particular problem. The Manager may refer students to their lecturer depending on the nature of the problem.
When a student makes a complaint to any of the above, he/she is to be given a time frame for the matter to be attended to and results communicated back to the student.
If by the end of this time the student's concern is still outstanding the student should reapproach the person concerned and enquire about the delay in response.
If after the second approach the student feels that his/her problem is not being addressed the student should approach the Managing Director and report the incident. The Managing Director will assess the urgency of the issue and set a time frame for its resolution.
If the student is still dissatisfied with the outcome, he/she may contact TEC or the New Zealand Qualifications Authority and lodge their complaint.
The relevant contact details for the above agencies are provided in the student handbook.
