Senior Cycle Construction Studies Planning Grid

Student Name: Darren Hegarty School: Dunmore Community School Class teacher: Mr Carlos O’Gara

ID: No: G00393203 No of Pupils: 22 Length of Lesson: 1 hour

Class profile

Diversity (Gender, Ethnicity etc.) Other relevant information

Schedule Topic/ Relevant LC Outcomes Learning Intentions

Success Criteria
Chapter (students will learn Teaching Methodology Assessment Method Key Words
about)
Week 1 Built Heritage 1. appreciate how the architecture and  Identify and distinguish  Worksheets Students distinguish various  Questions  Settlement
awareness and technologies of the past influence various forms of  PowerPoint forms of architecture. Students  Traffic light system  Shelter
conservation contemporary designs and the general architecture heritage in  Models can identify how architecture  Posters  Environment
built environmen Ireland.  Demonstrations has changed over time and  Heritage
4. understand and evaluate a variety of  Gain an understanding of have an insight into the  Conservation
 Icebreaker
building types and systems in the how architectural styles conservation buildings
 Socratic questioning
context of design and aesthetics, have developed over
architectural appropriateness, as well time.
as their environmental and ecological  Have an insight into the
impact conservation of heritage
21. model buildings and their buildings
components and/or restore or
reproduce artefacts and furnishings
Week 2 Planning 4. understand and evaluate a variety of  Appreciate and  Working drawing Students comprehend the  Name game  Planning
development building types and systems in the understand the different  Video factors that impact urban and  Visual inspection policies
context of design and aesthetics, factors that impact on  PowerPoint rural development  Questioning  Sustainability
architectural appropriateness, as well urban and rural  Demonstrations  Zoning
as their environmental and ecological development.  Blackboard  Urban and
impact  Understand the main  quiz rural
30. have an awarenessof aesthetic elements that go into development
valuesand considerations relating to creating urban and rural  Planning
the built environment communities. permission
33. appreciate design considerations  Explain planning
 appropriate to various environments guidelines and how they
are used to integrate
new developments into
the landscape
Week 3 Foundations 25. understand considerations in  Understand the functions  PowerPoint Students appreciate the  Visual inspection  Foundations
designing for manufacture and multiple of foundations.  Video functions of foundations and  Exit cards  Settlement
production  Be able to identify  Demonstration create accurate models of  Questioning  Bulb of
21. model buildings and their different types of  Peer teaches. foundations  Socratic questioning pressure
components and/or restore or foundations.  Circle of learning  Strip
reproduce artefacts and furnishings  Select suitable  Demo foundation
22. appreciate the influence of foundation types for  Traffic lights  Raft
available materials and technologies on different categories of foundation
both past and contemporary soil.  Pile
architectural design practices  Draw neatly annotated foundation
sectional diagrams of  Reinforcement
various foundations
installations
Week 4 Floors and radon 12. understand the societal and  Understand what radon  PowerPoint Students produces neat  Visual assessment  Radon
environmental impact of building and gas is where it occurs  Video accurate models and sketches  Socratic questioning  Radium
architectural technologies and name and describe  Worksheet of floors and peer teach one  Self-assessment  Barrier
21. model buildings and their methods of protecting  Think pair share. another  Meeting individuals  Floors
components and/or restore or against it  Student Demonstration  Suspended
reproduce artefacts and furnishings  Illustrate various ground  Solid
13. apply design principles on a sound floor types describe their  Concrete
scientific basis and in the context of advantages and  Hardcore
contemporary building and safety disadvantages and  Wall plate
regulations graphically describe how  DPC
they are constructed  Sub floor
 Describe how upper
floors are constructed
and the different
methods used
Week 5 Walls and plastering 21. model buildings and their  Understands the  PowerPoint Students comprehend the  Load bearing
components and/or restore or functions of walls.  Video functions of walls. Students list  Visual assessment  Non load
reproduce artefacts and furnishings  Be familiar with the main  Worksheet the different components  Socratic questioning bearing
32. understand the procedures and components involved in  Think pair share. involved in making a wall  Self-assessment  Rising wall
requirements in obtaining permission building a wall.  Student Demonstration  Meeting individuals  Cavity wall
to build  Understand the  Party wall
31. understand the principles of difference between load  Wall tie
sustainable architecture in the location, bearing and non-load  Bonding
design and construction of buildings bearing walls.  Noggin
 Be able to sketch timber  Stud
frame  Headplate
 Lintel
Week 6 Timber frame 22. appreciate the influence of  Understand the main  Small group instructions Students differentiate the  Summative assessment  Timber frame
building available materials and technologies on differences between  PowerPoint difference between block and  Exit cards  Panels
both past and contemporary block buildings and  Corroboration leaning timber wall.  Visual inspection  Plasterboard
architectural design practices timber frame buildings.  Reflection journal  Kahoot  Vapour
21. model buildings and their  Be able to draw a  Think pair share  External assessment membrane
components and/or restore or sectional model through  Wall tie
reproduce artefacts and furnishings a timber frame building.  Insulation
20. recognise the relevance and  Understand the parts  Plywood
importance of elements associated that make up timber 
with conservation and refurbishment frame panels and the
of buildings and associated artefacts functions they serve
 and furnishings
Week 7 Roofs 31. understand the principles of  Know the main functions  PowerPoint Student can appreciate the  Exit cards.  Roof
sustainable architecture in the location, of roofs.  Think pair share. functions of roofs and  Pier teaches.  Pitched roof.
design and construction of buildings  Be able to name various  Demonstration identify the differences  Visual inspection  Truss roof
31. understand the principles of roof types.  Small group exercise between different  Socratic questioning  Cut roof.
sustainable architecture in the location,  Understand how pitched types of roofs.  Lean to roof.
design and construction of buildings roofs are constructed. Students create neat  Flat roof
35. model real or imaginary rural and  Be able to draw to scale sketches that are  Hip
urban site layouts various aspects of a roof labelled clearly  Valley
 Gutter
 Fascia
 Eaves gable
Week 8 Stairs 16. appreciate the way in which good  Understand the various  PowerPoint Students produce neat  Visual inspection  Tread
architecture enhances the quality of types of stairs that can  Demonstration accurate models of stairs and  Meeting induvial  Riser
life of individuals and the community be constructed in a  Exit cards. present it Infront of the class  Self-assessment  Handrail
31. understand the principles of home.  Small group instructions  Socratic questioning  Stairwell
sustainable architecture in the location,  Neatly sketch design  Landing string
design and construction of buildings features of a stairs  Nosing
32. understand the procedures and  Carry out a calculation to  Step
requirements in obtaining permission find the ideal rise and
to build going for a stair.
 Be able to sketch
diagrams of key features
of staircase
Week 9 Windows and doors 15. appropriately record and  Understand the  PowerPoint Students comprehend the  Self-assessment rubric  Window
communicate architectural/building importance of windows  Demonstration importance of having windows  Evaluation sheet  Door
detail and design ideas and use CAD and doors in dwellings.  Exit cards. and the functions of the  Exam questions  Casement
systems to model design ideas and  Be able to explain the  Small group instructions windows  Summative assessment  Glazing
solutions. main functions of both  Observation  Lintel
32. understand the procedures and windows and doors.  Solid core
requirements in obtaining permission  Draw to scale vertical  Lock
to build sections through  Hinge
21. model buildings and their windows and doors.
components and/or restore or  Explain how windows
reproduce artefacts and furnishings and doors are installed
Week 10 U values 36. through appropriate investigation,  Understand U values and  PowerPoint Students calculate the U Value  Visual inspection  U value
derive solutions to environmental know the maximum u  Demonstration and illustrate why U value is  Meeting induvial  Heat
problems. values for specific  Exit cards. very important within the  Self-assessment  Kelvin
20. recognise the relevance and elements.  Small group instructions house  Socratic questioning  Celsius
importance of elements associated  Be able to calculate U  Conductivity
with conservation and refurbishment values having been given  Resistivity
of buildings and associated artefacts material thickness and
and furnishings resistivity.
23. explore the properties of a variety  Further calculate
of materials including wood, metals, monetary gains and
plastics, ceramics and composites losses based on U value
results