Senior Cycle Construction Studies Planning Grid

Student Name: Christopher Roche School: St Peters College Wexford Class teacher: David White

ID: No: G00270882 No of Pupils: 22 Length of Lesson: 80 minutes & 40 minutes

Class profile

Diversity (Gender, Ethnicity etc.) Other relevant information

Schedule Topic/Chapter Relevant LC Learning Intentions Assessment Method Key Words

Outcomes (students will learn Teaching Methodology Success Criteria
about)

Week 1 Chapter 10 (Get 1. appreciate how the 1. Recognise the  ICT/Projector  Ability to  Observation Load Bearing
Constructive) architecture and technologies functions of a wall.  PowerPoint (Bruner) (UDL) identify and  Questioning Non-Load bearing
of the past influence 2. Be Familiar with the  Socratic Questioning (Vygotsky) explain the  Fist to five Rising Wall
Walls and plastering contemporary designs and the main components  YouTube Video (Bruner) main functions  Worksheets Cavity Wall
general built environmen involved in building  3D SolidWorks Model (Bandura) of different Party wall
3. have a knowledge of the a wall.  Design process worksheet (UDL) types of walls
various technologies which 3. Recognise the  Teacher Demonstrations (Bandura)  Identify suitable
combine to produce a building difference between  Homework (Montessori) building
which is comfortable and safe load-bearing and materials for
for all users and which will non-load-bearing the construction
incorporate inclusive design walls. of a wall and list
considerations. the pros and
13. apply design principles on a cons of each.
sound scientific basis and in the  Compare load
context of contemporary bearing and
building and safety regulations non-load
22. appreciate the influence of bearing walls
available materials and and explain the
technologies on both past and characteristics
contemporary architectural of each.
design practices
Week 2

Christmas Exams
Week 3 Chapter 10 (Get 1. appreciate how the 1. Be able to sketch  ICT/Projector  Identify and  Socratic Questioning Wall Tie
Constructive) architecture and technologies timber frame wall  Homework (Montessori) describe using  Fist to five Bonding
of the past influence components.  PowerPoint (Bruner) (UDL) notes and  Think Pair Share Noggin
Walls and plastering contemporary designs and the 2. Appreciate different  Socratic Questioning (Vygotsky) freehand  Crossword Stud
general built environmen finishes and how  3D SolidWorks Model (Bruner) sketches  Peer assessment Headplate
3. have a knowledge of the they are applied to  Working Drawings (Bruner) (UDL) components  Correction of Soleplate
various technologies which walls.  Teacher demonstrations (Bandura) used in the homework Lintel
combine to produce a building 3. Be able to construction of  Self-assessment. Paint
which is comfortable and safe accurately draw and a timber frame  Dartboard Evaluation
for all users and which will label a sectional wall.  Drawing Board Work
incorporate inclusive design detail drawing  Ability to
considerations. through a concrete identify suitable
13. apply design principles on a strip foundation materials for
sound scientific basis and in the with a cavity wall. finishing walls,
context of contemporary and able to
building and safety regulations describe the
22. appreciate the influence of processes
available materials and required to
technologies on both past and apply these
contemporary architectural finishes in
design practices chronological
30. have an awarenessof order.
aesthetic valuesand  Demonstrate a
considerations relating to the good
built environment understanding
7. skilfully model, make and of the
finish artefacts components
used in the
construction of
a wall and
foundation
through the
accurate
construction of
a sectional
detail drawing.
Week 5 Chapter 11 (Get 1. appreciate how the  Understand the  ICT/Projector  Ability to the  Socratic Questioning
Constructive) architecture and technologies main differences  PowerPoint (Bruner) (UDL) differences  Fist to five  Timber Frame
of the past influence between block  Socratic Questioning (Vygotsky) between a block  One minute paper  Panels
Timber Frame Building contemporary designs and the buildings and timber  YouTube Video (Bruner) building and a  Visual inspection  Plasterboard
general built environmen frame buildings  3D SolidWorks Model (Bandura) timber frame  Homework  Vapour Membrane
3. have a knowledge of the  Be able to draw a  Design process worksheet (UDL) structure.  Self-assessment.  Insulation
various technologies which sectional model  Teacher Demonstrations (Bandura)  Accurately  Plywood
combine to produce a building through a timber  Homework (Montessori) reproduce a  Breather Membrane
which is comfortable and safe
 for all users and which will frame building. sectional detail  Lintel
incorporate inclusive design  Understand the drawing of a  Wall Tie
considerations. parts that make up timber frame  Shrinkage
13. apply design principles on a timber frame panels building.  Firestop
sound scientific basis and in the and the functions  Identify the
context of contemporary they serve. parts of a
building and safety regulations  Describe how timber frame
15. appropriately record and firestops are used to assembly.
communicate prevent fire  Describe and
architectural/building detail and spreading between illustrate fire
design ideas and use CAD timber frame prevention
systems to model design ideas dwellings. methods for a
and solutions.  Use a design process timber frame
28. execute modelling and cycle to design a structure.
design ideas including their wooden puzzle.  Develop
finish and presentation. suitable design
concepts for a
wooden game.


Week 6 Chapter 11 (Get 1. appreciate how the  Understand the  ICT/Projector  Ability to the  Socratic Questioning  Timber Frame
Constructive) architecture and technologies main differences  PowerPoint (Bruner) (UDL) differences  Fist to five  Panels
of the past influence between block  Socratic Questioning (Vygotsky) between a block  One minute paper  Plasterboard
Timber Frame Building contemporary designs and the buildings and timber  YouTube Video (Bruner) building and a  Visual inspection  Vapour Membrane
general built environmen frame buildings  3D SolidWorks Model (Bandura) timber frame  Homework  Insulation
3. have a knowledge of the  Be able to draw a  Design process worksheet (UDL) structure.  Self-assessment  Plywood
various technologies which sectional model  Teacher Demonstrations (Bandura)  Accurately  Drawing Board Work  Breather Membrane
combine to produce a building through a timber  Homework (Montessori) reproduce a  Lintel
which is comfortable and safe frame building. sectional detail  Wall Tie
for all users and which will  Understand the drawing of a  Shrinkage
incorporate inclusive design parts that make up timber frame  Firestop
considerations. timber frame panels building.  Dovetail
13. apply design principles on a and the functions  Identify the  Ratio
sound scientific basis and in the they serve. parts of a
context of contemporary  Be able to timber frame
Wooden Game Project building and safety regulations accurately draw and assembly.
15. appropriately record and label a sectional  Describe and
communicate detail drawing illustrate fire
architectural/building detail and through a concrete prevention
design ideas and use CAD strip foundation methods for a
systems to model design ideas with a cavity wall. timber frame
and solutions.  Analyse the structure.
28. execute modelling and working drawings.  Demonstrate a
design ideas including their good
 Recognise the
finish and presentation. understanding
main processes
of the
involved in
components
marking out a used in the
dovetail joint. construction of
a wall and
foundation
through the
accurate
construction of
a sectional
 detail drawing.
 Correctly mark
out the
different
elements of
the puzzle
using the
proper tools,
procedures
and
techniques.
Week 7 Chapter 12 (Get 1. appreciate how the  Know the main  ICT/Projector  Explain the  Socratic Questioning  Roof
Constructive) architecture and technologies functions of a roof.  Homework (Montessori) main functions  Fist to five  Pitched Roof
of the past influence  Be able to name  PowerPoint (Bruner) (UDL) of a roof.  Think Pair Share  Truss Roof
Roofs contemporary designs and the various roof types  Socratic Questioning (Vygotsky)  Identify and  Crossword  Cut Roof
general built environmen  Understand how  Samples of different roofing describe  Peer assessment  Lean-To Roof
3. have a knowledge of the pitched roofs are materials (Bruner) different types  Correction of  Flat Roof
various technologies which constructed.  3D SolidWorks Model (Bruner) of roofs. homework  Purlin
combine to produce a building  Construct a scale  Working Drawings (Bruner) (UDL)  Draw a sectional  Self-assessment.  Rafter
which is comfortable and safe model of a cut roof  Teacher demonstrations (Bandura) view of an eves  Dartboard Evaluation  Collar
for all users and which will  Fit a dovetail joint.  Posters (Bruner) (UDL) detail.  Teacher inspection  Struts
incorporate inclusive design  Accurately  Hip
considerations. construct a roof  Valley
Wooden Game Project 13. apply design principles on a model.  Ridge Board
sound scientific basis and in the  Accurately cut  Sarking
context of contemporary and chisel a  Battens
building and safety regulations dovetail joint.  Tiles
22. appreciate the influence of
 Slates
available materials and
 Gutter
technologies on both past and
 Tilting Fillet
contemporary architectural
 Soffit
design practices
 Fascia
30. have an awarenessof
 Eaves
aesthetic valuesand
considerations relating to the  Flashing
built environment  Gable
 Warm Deck
7. skilfully model, make and  Cold Deck
finish artefacts

Week 8 Chapter 12 (Get 1. appreciate how the  Know the main  ICT/Projector  Explain the  Correction of
Constructive) architecture and technologies functions of a roof.  Homework (Montessori) main functions homework  Roof
of the past influence  Be able to name  PowerPoint (Bruner) (UDL) of a roof.  Visual inspection  Pitched Roof
Roofs contemporary designs and the various roof types  Socratic Questioning (Vygotsky)  Identify and  One minute paper  Truss Roof
general built environmen  Understand how  Samples of different roofing describe  Peer assessment  Cut Roof
3. have a knowledge of the pitched roofs are materials (Bruner) different types  Fist to five  Lean-To Roof
various technologies which constructed.  3D SolidWorks Model (Bruner) of roofs.  Grading of Christmas  Flat Roof
combine to produce a building  Draw a scale  Working Drawings (Bruner) (UDL)  Draw a sectional decoration.  Purlin
which is comfortable and safe sectional view of a  Teacher demonstrations (Bandura) view of a lean-  Self-assessment.  Rafter
for all users and which will lean-to roof.  Posters (Bruner) (UDL) to roof.  Traffic lights  Collar
Wooden Game Project incorporate inclusive design  Construct a scale  Design and  Flipped Classroom.  Struts
considerations. model of a cut roof construct a  Hip
13. apply design principles on a  Correct technique Christmas  Valley
sound scientific basis and in the and safety decoration.  Ridge Board
context of contemporary  Ability to
 building and safety regulations precautions correctly use a  Sarking
22. appreciate the influence of observed when jack plane and  Battens
available materials and using the jack plane. apply all of the  Tiles
technologies on both past and  Correct technique relevant safety  Slates
contemporary architectural and safety precautions  Gutter
design practices precautions  Ability to  Tilting Fillet
30. have an awarenessof observed when correctly use a  Soffit
aesthetic valuesand using the pillar drill. pillar drill and  Fascia
considerations relating to the  Use the correct apply all of the  Eaves
built environment methods and tools relevant safety  Flashing
to mark out the precautions  Gable
pattern for the  Correctly mark  Warm Deck
holes. out the hole  Cold Deck
pattern using
the proper
tools,
procedures
and
techniques.

Week 9 Chapter 12 (Get 1. appreciate how the  Know the main  ICT/Projector  Explain the  Socratic Questioning
Constructive) architecture and technologies functions of a roof.  Homework (Montessori) main functions  Fist to five  Roof
of the past influence  Be able to name  PowerPoint (Bruner) (UDL) of a roof.  Kahoot  Pitched Roof
Roofs contemporary designs and the various roof types  Socratic Questioning (Vygotsky)  Identify and  Each one teach one  Truss Roof
general built environmen  Understand how  Samples of different roofing describe (UDL)  Cut Roof
3. have a knowledge of the pitched roofs are materials (Bruner) different types  Correction of  Lean-To Roof
various technologies which constructed.  3D SolidWorks Model (Bruner) of roofs. homework  Flat Roof
combine to produce a building  Be able to draw to  Working Drawings (Bruner) (UDL)  Draw a sectional  Self-assessment.  Purlin
which is comfortable and safe scale various  Teacher demonstrations (Bandura) view of a flat  Traffic lights  Rafter
for all users and which will aspects of a roof.  Posters (Bruner) (UDL) roof.  Collar
incorporate inclusive design  Cut and fit a finger  Tuition Videos  Accurately mark  Struts
Wooden Game Project considerations. joint.  (Bruner) (UDL) (Differentiation out a finger  Hip
13. apply design principles on a  Construct a scale joint two.  Valley
sound scientific basis and in the model of a cut roof  Correct tools  Ridge Board
context of contemporary  Use of sash clamps and safety  Sarking
building and safety regulations to assemble the precautions are  Battens
22. appreciate the influence of main frame. used to clamp  Tiles
available materials and  Use of different grit and glue the  Slates
technologies on both past and sandpapers in the project.  Gutter
contemporary architectural preparation of the  Correct  Tilting Fillet
design practices finished material technique and  Soffit
30. have an awarenessof surface. safety  Fascia
aesthetic valuesand precautions are
 Eaves
considerations relating to the implemented
built environment  Flashing
when using
7. skilfully model, make and  Gable
sandpaper.
finish artefacts  Warm Deck
 Ability to
 Cold Deck
explain the
process for
sanding and
finishing a piece
 of wood.

Week 10 Chapter 14 (Get 1. appreciate how the  Understand the  Scaffolding to help students uncover  Identify the  Socratic Questioning
Constructive) architecture and technologies various types of their own knowledge about stairs different types  Fist to five  Tread
of the past influence stairs that can be (Montessori) of domestic  Class Quiz  Riser
Stairs contemporary designs and the constructed in a  ICT/Projector stairs.  Wordwall ICT Activity  Handrail
general built environmen home.  PowerPoint (Bruner) (UDL)  Calculate stairs  Exit cards  Balustrade
3. have a knowledge of the  Be able to explain  Socratic Questioning (Vygotsky) dimensions.  Correction of  Stairwell
various technologies which the difference  Class debate (Vygotsky)  Explain safety homework  Flight
combine to produce a building between different  Quiz precautions  Self-assessment.  Newel Post
which is comfortable and safe types of stairs.  SolidWorks 3D model (Bruner) (UDL) associated with  One minute paper  Landing
for all users and which will  Neatly sketch design  Homework (Montessori) a stairs.  String
incorporate inclusive design features of a stairs.  Teacher demonstration (Bandura)  Accurately mark  Nosing
considerations.  Carry out a out a dovetail  Step
13. apply design principles on a calculation to find joint one.  Baluster
sound scientific basis and in the the ideal rise and  Accurately cut  Pitch
context of contemporary going for a stairs. and chisel a  Winder
building and safety regulations  Mark out dovetail dovetail joint
22. appreciate the influence of joint one. one.
available materials and  Cut and chisel a
technologies on both past and dovetail joint one.
contemporary architectural
design practices
30. have an awarenessof
aesthetic valuesand
considerations relating to the
built environment
7. skilfully model, make and
finish artefacts

Theorist Teaching and learning examples

(Montessori)  Discovery learning
 Joy of mastery of learning
 Station Teaching
 Teacher as observer
 Learning environment mirrors students interests.
(Bandura)
 Demonstrations
 Simulations
 Role Play
(Piaget)
 Discovery Learning
 Trial and error
 Making associations with prior learning
 Inquiry – based learning
 Research – based learning
 Following Interests
(Vygotsky)
 Social learning
 Language and communication
 Collaborative learning
 Problem-Based Learning

(Bruner)
 Icons and Images
 Visual Learning
 Scaffolding Learning
 Spiral Curriculum
(Skinner)
 Rules Routine
 Rewards & Punishment
 Positive Reinforcement
 Praise Specifics