5th Year Senior Cycle Construction Studies Planning Grid

Student Name: Conor Mc Cormack School: Finn Valley College Class teacher: Mr James Rodgers

ID: No: G00381930 No of Pupils: 19 Length of Lesson: 40 minutes & 80 minutes

Class profile

Diversity (Gender, Ethnicity etc.) Other relevant information

Schedule Topic/ Relevant LC Outcomes Learning Intentions

Success Criteria Key
Chapter (students will learn Teaching Methodology Assessment Method
Words
about)
Week 1 Introduction to roofs 2. understand how the various  New seating arrangement.  Construction Studies  Students acknowledge  Higher/lower order Traditional
and professions and craftspeople combine  Rules. textbook. and apply rules within the questions. (Oracy) cut,
Practical. and interact in the design and  Begin to comprehend the  Introductory presentation. classroom.  Mind maps. (Graphicacy) Eaves,
production of a building and its concept of roofs.  Real life images.  Understand that there are  Visual inspection. (Literacy/ Lean-to-roof,
associated services  Visual aspects of each roof.  Fist to Five. (UDL) various types of roofs. Numeracy.) Flat,
10. by successfully completing projects  What’s expected on the  Mind maps. (UDL)  Show confidence that  Fist to Five (Graphicacy) Truss, rafters,
gain a sense of confidence, personal day practical.  Sway Quiz. (UDL) they acknowledge  Sway Quiz (Literacy) gable, wall
achievement and satisfaction  Understanding the  Solid works model. Learning Intentions for  Peer mentoring. plate, pitch,
23. explore the properties of a variety of relationship between a  Demonstration on working each lesson. (Numeracy/Literacy) working
materials including wood, metals, working drawing and final drawings.  Students understand drawings,
plastics, ceramics and composites product.  Assembly to demonstrate what is expected to elevation.
 Joints relating to practical. practical. complete the practical. Joints, tools.
Week 2 Traditional cut roof. 28. execute modelling and design ideas  Understand the key  Presentation on traditional  Begin to understand key  Higher/lower order Traditional
Detailed drawings. including their finish and presentation. concepts which make up a cut roof. elements that relate to questions. (Oracy) cut roof,
Practical. 20. recognise the relevance and Traditional cut roof.  Solid works contrasting with traditional cut roof.  Visual Inspection. collar, purlin,
importance of elements associated with  Terminology. real life images.  When showcasing real life (Literacy/Numeracy) ridge board,
conservation and refurbishment of  Achieve a high score on  Kahoot (UDL) images, students are  Grading detailed drawing. ceiling joist,
buildings and associated artefacts and Kahoot.  Demonstration on how to enabled to name each (Numeracy) Hanger,
furnishings  Completing detailed complete detailed drawing. part.  Self-assessment. common
4. understand and evaluate a variety of drawing of roof.  Online Mind Map. (UDL)  Complete detailed (Literacy/Numeracy) rafter, fascia,
building types and systems in the  Marking out joints.  Complete sub-section drawing to Leaving  Kahoot. (Literacy) soffit.
context of design and aesthetics, detailed drawing. Certificate standard.  Grade detailed drawings.
architectural appropriateness, as well as  Demonstration on marking  Collaborate and (Numeracy/Literacy).
their environmental and ecological joints. successfully mark out
impact practical pieces.
  Show confidence that
they acknowledge
Learning Intentions for
each lesson.
Week 3 Eaves. 2. understand how the various  Key terminology relating to  Presentation on Eaves detail.  Understand what  Higher/lower order Felt, tilting
Detailed drawings. professions and craftspeople combine eaves detail.  Real-life images compared differences are applied questions. (Oracy) fillet, soffit,
Practical. and interact in the design and  When to apply this detail. with solid works model. from the previous roof  Visual Inspection. nail plate,
production of a building and its  What safety measures are  Sketch eaves detail on the type. (Literacy/Numeracy) rafter, batten,
associated services applied when using hand blackboard.  Enabled to list correct  Peer assessment. (Literacy/ exterior walls,
10. by successfully completing projects tools.  Fictionary. (UDL) terminology. Numeracy) eaves
gain a sense of confidence, personal  Continuing marking out  Hot Seat for precautions  Completion of detailed  Fictionary. (Literacy) ventilator,
achievement and satisfaction pieces. when using hand tools. (UDL) drawing.  Summative assessment. cavity.
23. explore the properties of a variety of  Group activities. (UDL)  Understand what hand (Numeracy)
materials including wood, metals,  Complete marking out of tools to apply when
plastics, ceramics and composites timber. working on timber.
 Homework (Students  Complete homework to
research lean-to-roof and establish a student-
present findings within the centred learning
classroom.) environment.
Week 4 Lean-to roof. 5. identify, describe and model various  Understand the key  Students present researched  Researched topic contains  Visual Inspection of student- Lead flashing,
Detailed drawings. structural forms and concepts relating concepts which make up a topic within class. (UDL) adequate information. centred presentations. slates, gutter,
Health and Safety. to buildings and other appropriate Traditional cut roof.  Student centred learning.  Students answer (Literacy/Oracy/). wall plate,
Practical. architectural structures  Terminology.  Class debates (lower/higher higher/lower order  Self-assessment. (Literacy) scrim, plaster,
18. in the context of sustainability in the  Completing detailed order thinking). (UDL) questions through lesson.  Higher/lower order cavity barrier,
built environment, understand how the drawing of roof.  Completion of detailed  Good standard detailed questions. (Oracy) vertical DPC.
creative use of resources, impacts on  Cutting out joints within drawings. drawings.  Blooket. (Literacy)
design considerations for buildings. time frame of Leaving Cert.  Blooket (UDL)  List out safety measures.
24. select and specify materials  Demonstration on cutting
appropriate to a given application and joints.
environment

Week 5 Truss roofs. 5. identify, describe and model various  Key terminology relating to  Presentation on Truss Roofs.  Apply terminology when  Visual inspection. (Literacy/ Prefabricated,
Practical. structural forms and concepts relating truss roofs.  Real life/ Detailed images. being asked questions. Numeracy) frame, joists,
to buildings and other appropriate  Show confidence on  Spider diagram. (UDL)  High standard joints  Higher/lower order rafters, struts,
architectural structures terminology.  Online demonstration sketch completed within questions. (Oracy/ Literacy) nail plate,
18. in the context of sustainability in the  Further practice on on blackboard. (UDL) specified time frame.  Spider diagram. (Literacy/ ties, truss
built environment, understand how the marking/cutting joints.  Work on practical.  Confident when Graphicacy) clips, binder,
creative use of resources, impacts on  Show confidence on  Fist to five. (UDL) completing fist to five.  Fist to five. (Literacy/ Oracy) straps.
design considerations for buildings. practical activities.  Grade practical. (Numeracy)
24. select and specify materials
appropriate to a given application and
environment

Week 6 Roof coverings 5. identify, describe and model various  Understand what is meant  Students apply past  Describe to teacher what  Visual Inspection. (Literacy/ Guttering,
Detailed drawings. structural forms and concepts relating by ventilation. knowledge to student is meant by ventilation. Numeracy) ventilation,
Practical. to buildings and other appropriate  The concept of the various centred learning. (UDL)  Students collaborate  Higher/lower order insulation
architectural structures ventilation systems.  Presentation on topic. throughout debates. questions. (Oracy/ Literacy) guards,
18. in the context of sustainability in the  Sectional drawing of roof  Classroom debates. (UDL)  Complete high standard  Hot Seat. (Oracy) hangers,
built environment, understand how the including  Hot Seat. (UDL) detail drawing, clearly  Grade joints of practical. peak, plateau,
creative use of resources, impacts on guttering/ventilation  Detailed drawings/ solid labelling (Numeracy) price,
design considerations for buildings. systems. works. guttering/ventilation durability.
24. select and specify materials  Completing joints.  Complete sectional drawing.  Reach stage of assembling
appropriate to a given application and  Assembling practical  Demonstration on pieces.
environment pieces. assembling practical pieces.
And the procedures come
 the end of exam.
Week 7 Roof coverings. 2. understand how the various  Clearly identify slates, tiles,  Presentation on topic.  Name characteristics of  Self-assessment. (Literacy) Slates, felt,
Detailed drawings. professions and craftspeople combine felt.  Materials brought into class different components.  Peer assessment. tiles, eaves,
Practical. and interact in the design and  Key terminology relating to for student activities. (UDL)  Annotating detailed (Graphicacy/ Literacy) fillet, rafter,
production of a building and its each topic.  Solid works model. drawing of key  Visual Inspection. (Literacy/ ventilation,
associated services  Enabled to identify when to  Completion of detailed components. Numeracy) fascia,
18. in the context of sustainability in the apply each material for drawing of roof including  Reflect in depth about the  Higher/lower order location,
built environment, understand how the each specific roof type. topic materials. completion of the questions. (Oracy/Literacy) battens,
creative use of resources, impacts on  Understand what steps  Peer-reflection on practical. practical.  Grading assembly. ridge.
design considerations for buildings. were required to complete (UDL) (Numeracy)
21. model buildings and their practical and what can they
components and/or restore or do to improve for future
reproduce artefacts and furnishings reference.

Week 8 Passive Housing 4. understand and evaluate a variety of  Greater awareness of  Introductory Presentation.  Name the characteristics  Visual Inspection. (Literacy/ Insulation,
Detailed drawings building types and systems in the climate change.  Construction Studies. of climate change. Numeracy) radiation,
context of design and aesthetics,  Understand what is meant  Video tutorial.  Determine what is meant  Higher/lower order temperature,
architectural appropriateness, as well as by “Passive”.  Blooket. (UDL) by “Passive”. questions. (Oracy/ Literacy) pressure,
their environmental and ecological  Recognition for energy  Name Game. (UDL)  Appreciate what factors  Blooket. (Graphicacy/ airtightness,
impact efficient buildings.  Demonstration through are taking into Literacy) thermal.
9. take a structured approach to project  Complete a detailed visualizer on completion of consideration for  Name Game. (Oracy/
planning and critically analyse problems drawing of a sub-section of detailed drawing of designing an energy Literacy)
and their solutions in the context of dwelling. foundation. efficient building.  Grading detailed drawings.
design and project activities  Student collaboration on the  High standard drawing of (Numeracy)
27. have a knowledge of design completion of drawing. sub-section.
processes in the context of planning, (UDL).
development and realisation

Week 9 Passive Housing 4. understand and evaluate a variety of  Materials applied to  Recap on passive housing,  Students list out materials  Hot seat. (Oracy/ Literacy) Closed panel
building types and systems in the achieve a passive dwelling.  Hot seat. (UDL) required to achieve  Grading a Leaving certificate timber
context of design and aesthetics,  The importance of  Complete a Leaving passive housing. question. (Literacy) frames,
architectural appropriateness, as well as developing a household to Certificate level question.  Successfully complete hot  Visual Inspection. (Literacy) fluorescent
their environmental and ecological meet environmental  Complete detailed drawing seat.  Construction of model. light bulbs,
impact sustainability. of wall.  Annotate key terms (Graphicacy/ Numeracy) insulated
9. take a structured approach to project  Sketch multiple features  Model that students must relating to a wall. foundations,
planning and critically analyse problems relating to a passive house. assemble into its correct  Complete the sustainability,
and their solutions in the context of position. (UDL) construction of model.
design and project activities
27. have a knowledge of design
processes in the context of planning,
development and realisation

Week 10 Passive Housing. 4. understand and evaluate a variety of  Key terminology relating to  Sketching parts of a dwelling.  Enabled to name causes  Blooket. (Literacy) Insulation,
Detailed drawings. building types and systems in the Passive Housing.  Fist to five. (UDL) for air loss in buildings.  Visual Inspection. (Literacy/ airtightness,
context of design and aesthetics,  Importance of Orientation  Students collaborate on how  Students share ideas and Numeracy) no thermal
architectural appropriateness, as well as of a dwelling. they would design a passive develop a passive  Grading detailed drawing. bridging,
their environmental and ecological  Understand how to tackle house. (UDL) household. (Numeracy) superior
impact air loss.  Name Game. (UDL)  Name components from  Name Game. (Literacy/ windows,
9. take a structured approach to project  Complete a detailed  Blooket. (UDL) images students chose. Graphicacy) solar,
planning and critically analyse problems drawing of a sub-section  Achieve a high score in  Fist to five. (Graphicacy) mechanical
and their solutions in the context of passive windows. Kahoot. ventilation.
design and project activities
27. have a knowledge of design
processes in the context of planning,
development and realisation