Senior Cycle Construction Studies Planning Grid

Student Name: Jake Fleming School: Comprehensive School Class teacher: Mr.

ID: No: G0039393472 No of Pupils: 22 Length of Lesson: 80 mins

Class profile

5th year construction Diversity (Gender, Ethnicity etc.) Other relevant information
50/50 gender No other information relevant

Schedule Topic/Chapter Relevant LC Outcomes Learning Intentions Teaching Methodology Assessment Method
(students will learn Success Criteria Key Words
about)

Week 1 Site planning & Layout 3. have a knowledge of the various  Students will be able to  PowerPoint (UDL)  Be able to discuss in  Worksheet  Timber Frame
Timber frame technologies which combine to understand the  Visualiser detail timber frame  H+L order questioning Construction,
produce a building which is concepts of a timber  Posters houses.  Visual assessment  Cavity
comfortable and safe for all users and frame house.  Textbook  Students will be able to Insulation,
which will incorporate inclusive  Students will be able to  Word wall look at a picture and  Masonry
design considerations. identify and discuss  Socratic Questioning identify what each part External Leaf,
4. understand and evaluate a variety what each part of the (Socrates) is and its function.  Vapour
of building types and systems in the timber frame is for.  Think pair share (Vygotsky) Barrier,
context of design and aesthetics,  Noggin,
architectural appropriateness, as well  Stud,
as their environmental and ecological  Breather
impact Membrane,
7. skilfully model, make and finish  Sheeting.
artefacts
Week 2 Site planning & layout 3. have a knowledge of the various  Students will be able to  PowerPoint (UDL)  Will be able to identify  1 on 1 conversations  Timber
technologies which combine to explain how it is  Visualiser a well planned site  Kahoot quiz Frame
produce a building which is constructed and the  Drawing equipment  Students will be able  H+L order questioning Construction,
comfortable and safe for all users and order in which it is  Discussions draw a planned site  Cavity
which will incorporate inclusive complete.  Images and identify its Insulation,
design considerations.  Students will be able  Models advantages.  Masonry
5. identify, describe and model sketch what a timber  Socratic Questioning External Leaf,
various structural forms and concepts frame detail looks like (Socrates) (UDL)  Vapour
relating to buildings and other and where the dpc is  Collaborative Learning Barrier,
appropriate architectural structures located. (Vygotsky/Bruner)  Noggin,
4. understand and evaluate a variety  Stud,
of building types and systems in the  Breather
context of design and aesthetics, Membrane,
architectural appropriateness, as well  Sheeting.
 as their environmental and ecological
impact
Week 3 Foundations 8. be discerning in the selection or  Students will examine  PowerPoint (UDL)  Students will have  Visual inspection  Dpc
specification of materials which are the different properties  Models explored the different  Fist of five  Raft
appropriately used and are of a door.  Drawings types of doors and the  H+L order questioning  Strip
environmentally friendly  Students will explore  Real life examples advantages and  worksheet  Suspended
5. identify, describe and model the different types of  Exam papers disadvantages timber floor
various structural forms and concepts doors you can get.  Sketching associated with each.  DPC
relating to buildings and other  Students will be able to  Socratic Questioning  students will be able to  Foundation
appropriate architectural structures draw a door detail. (Socrates) draw the door detail.  Pile
12. understand the societal and  Insulation
environmental impact of building and  Render
architectural technologies  Internal
 External
 Cavity
Week 4 Q 3 exam papers 3. have a knowledge of the various  Students will explore  PowerPoint (UDL)  Students will be able to  Visual inspection  Glazing
technologies which combine to the different properties  Models identify the key  Fist of five  Low E
produce a building which is of a window and how  Drawings differences in types of  H+L order questioning  Light
comfortable and safe for all users and they are made.  Drawing equipment windows.  Worksheet  Ventilation
which will incorporate inclusive  Students will  Students will be able to  Online quiz  Insulation
 Exam papers
design considerations. distinguish the draw the window  Triple glazing
 Socratic Questioning
18. in the context of sustainability in advantages in the detail.  Double
the built environment, understand (Socrates)
different type windows. glazing
how the creative use of resources,  Students will be able to  Collaborative Learning
impacts on design considerations for draw a window detail. (Vygotsky/Bruner)
buildings.
34. show discernment in the selection
and safe use of environmentally
friendly materials
Week 5 Q 3 exam papers 3. have a knowledge of the various  Students will be looking  PowerPoint (UDL)  Students will be  Visual inspection  Timber frame
technologies which combine to at the instillation of  Models exploring how the  Fist of five  Block walls
produce a building which is windows and doors.  Drawing equipment doors are installed and  H+L order questioning  DPC
comfortable and safe for all users and  Students will explore  Discussion where the dpc goes in  Worksheet  Installation
which will incorporate inclusive the difference in  Socratic Questioning the process.  Exit cards
design considerations. installing doors and (Socrates)  The students will also
7. skilfully model, make and finish windows in block walls  Think pair share (Vygotsky) be completing the
artefacts and timber frame. detailed drawings of
16. appreciate the way in which good the doors and
architecture enhances the quality of windows.
life of individuals and the community
Week 6 Foundations 12. understand the societal and  Students will be able to  PowerPoint (UDL)  Students will be  Visual inspection  Dpc
environmental impact of building and identify the different  Exit cards. comparing the  Fist of five  Raft
architectural technologies types of roofs.  Model different types of roofs  H+L order questioning  Strip
3. have a knowledge of the various  Students will be able to  Cooperative learning and where they are  Worksheet  Suspended
technologies which combine to label the parts that  Socratic Questioning used.  KWL timber floor
produce a building which is make up the roof. (Socrates)  The students will be  DPC
comfortable and safe for all users and  PBL (Bruner) able to identify the  Foundation
which will incorporate inclusive different parts of the  Pile
design considerations. roof and what the  Insulation
25. understand considerations in function of the part is.  Render
designing for manufacture and  Internal
multiple production  External
 Cavity

Week 7 Foundations 2. understand how the various  Students will examine  PowerPoint (UDL)  Students will examine  Visual inspection  Dpc
 professions and craftspeople combine in more detail certain  Drawing equipment the key differences in  Fist of five  Raft
and interact in the design and types of roofs such as  Model hip roofs and lean two  H+L order questioning  Strip
production of a building and its hip roofs and lean two  Students led discussions. roofs and valleys and  Worksheet  Suspended
associated services roofs. (Carl Rogers) be able to explain how  Exit card timber floor
3. have a knowledge of the various  Students will be  Socratic Questioning to make them.  Self-reflection (Socrates)  DPC
technologies which combine to drawing roof details. (Socrates)  The students will  Foundation
produce a building which is successfully draw the  Pile
comfortable and safe for all users and roof details with the  Insulation
which will incorporate inclusive correct dimensions.  Render
design considerations.  Internal
5. identify, describe and model  External
various structural forms and concepts  Cavit
relating to buildings and other
appropriate architectural structures
Week 8 Windows & Doors 6. develop the skills associated with  The students will be  Working drawing  Students will be  Visual inspection  Concrete
processing materials given a day practical  Direct instructions exploring how the  Fist of five floors
7. skilfully model, make and finish exam for them to  Verbal feedback doors are installed and  H+L order questioning  DPC
artefacts experience what it is  Demonstration (Bandura) where the DPC goes in  Worksheet  Wood
9. take a structured approach to like.  Model the process.  Direct feedback  Tile
project planning and critically analyse  The students will  Socratic Questioning  The students will cut  Peer inspection  Insulation
problems and their solutions in the examine the working (Socrates) out the pieces safely  Thermal
context of design and project drawing without the  Constructionist learning and accurately. bridging
activities assistance of the (Papert)  The students will join  Thermally
teacher. their practical piece broken
together before  U-Values
handing it up.  Sustainability

Week 9 Windows 3. have a knowledge of the various  The students will be  PowerPoint (UDL)  The students will be  Visual inspection  Concrete
technologies which combine to examining windows  Word wall able to identify the  Fist of five floors
produce a building which is and doors and the  Solid works model different components  H+L order questioning  DPC
comfortable and safe for all users and properties they have.  Fist to five of the window.  Worksheet  Wood
which will incorporate inclusive  The students will  Socratic Questioning  The students will  Exit card (Socrates)  Tiles
design considerations. discuss the functions of (Socrates) discuss how to ensure  Traffic lights
4. understand and evaluate a variety these.  Think pair share (Vygotsky) it is sealed correctly
of building types and systems in the  The students will with DPC also relating
context of design and aesthetics, complete the drawing to lintels.
architectural appropriateness, as well detail for both a  The students will
as their environmental and ecological window and a door. accurately complete
impact the drawing detail for
1. appreciate how the architecture the window and the
and technologies of the past door.
influence contemporary designs and
the general built environmen
Week 10 Windows 14. be appropriately informed and  The students will then  Drawing equipment  The students will be to  Visual inspection  Suspended
discerning home owners/occupiers look at the suspended  PowerPoint (UDL) identify the materials  Fist of five timber floors.
2. understand how the various timber floors in detail.  Open ended questions used.  H+L order questioning  Joists
professions and craftspeople combine  The students will  Model  The students will have  Worksheet  Wood
and interact in the design and complete the drawing  Socratic Questioning the knowledge of the  Traffic lights  Dpc
production of a building and its detail for suspended (Socrates) terminology and  Self-reflection (Socrates)
associated services timber floors.  Promoting Critical Thinking reasoning behind this
5. identify, describe and model (Socrates) structure.
various structural forms and concepts  The students will
relating to buildings and other complete the drawing
appropriate architectural structures of the suspended
timber floor.