case study & topic lesson plans

Case Study & Topic

Lesson Plans RICS: The Future of Building

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Design, surveying and planning for Construction 2

RICS – The Future of Building

Case Study and Topic Lesson Plans

Each case study starts with an introduction, designed to help introduce the

concept of the case study and encourage students to start to explore more about

the project.

There then follows a Topic Lesson Plan. Each Topic Lesson Plan introduces the

topic within the concept of the case study and includes 3 or 4 activities that are

designed to support the teaching the learning of the topic to your students.

The RICS Future of Building case study covers the following topics from the Core

Component:

Design

Project Management

Additional topics from the Core Component are embedded within the Topic

Lesson Plan. These embedded topics are:

Health and Safety

Sustainability

Digital Technology

Building Technology

The case study and associated Topic Lesson Plans should be used in conjunction

with the following documents:

RICS Future of Building Introduction PowerPoint

RICS Future of Building Industry Links

Links to Assessment



Introduction to the RICS Future of Building Case

Study

The RICS Future of Building project has been around in one form or another

since 2015. The initial aim of the ‘Futures’ report was to look at ways in which

construction can be made more sustainable.

RICS recognised that something is needed to be done by the construction

industry to address climate change, whether this is for housing, infrastructure or

transport, something needs to be done. The studies that have been carried out

include the use of data to determine likely future energy demands and

producing practical solutions to sustainability issues.

Studies that have been carried out by RICS include the use of plastics as a way of

improving the lifecycle of road surfaces, use of drones for surveying, patterns of

population growth around the world and where cities are expanding quickly.

Some of the key aims of the RICS study include a desire to achieve energy

efficiency for buildings, ensuring that new buildings and infrastructure are

appropriate for their intended users and that technologies are used

appropriately to meet current needs and also demands for the future.

Your students will learn how techniques and approaches can be used to make

construction projects more sustainable. Plus, the technologies that can be used

to allow projects to meet carbon-reduction targets and reduce pollution

associated with buildings.

To achieve this, it is intended that your students will work sequentially through a

series of topics and activities with you. .Each topic will broaden their knowledge

and understanding and is designed to build upon what they have previously

learned.

You may choose to introduce the concept of sustainability in building and design

by showing the following video from the RICS website:

https://www.rics.org/uk/news-insight/latest-news/news-opinion/how-buildings-

will-save-the-world/

https://www.rics.org/uk/news-insight/latest-news/news-opinion/how-buildings-will-save-the-world/

https://www.rics.org/uk/news-insight/latest-news/news-opinion/how-buildings-will-save-the-world/



Topic Lesson Plan No.1: Project Investigation and

Planning

The topic of Project Investigation and Planning covers the following Topics

from the Core Component:

Design

Project Management

The aim of this topic is for students to learn about developing a design proposal

for a new building for the future for the future. Students will be provided with a

broad outline of the project needs and constraints that will need to be considered.

Potential building uses include:

Residential

Offices

Retail

Education

Hotels

commercial

Industrial

Health and public buildings.

Students will consider the function of the proposed building for the future and

how this might affect their choice of materials and also the design of the building

overall. Students should also consider the location of the project and the

surrounding built environment.

Tutors should allocate their students with a suitable site which is appropriate for

the nature of the building they have allocated to students. There should be

opportunity for a number of different approaches to be taken by the student to

achieve the required outcome.

There is opportunity to include health and safety and building technology within

these activities.



How long will

this Topic take

to deliver?

The total time that it might take to deliver this topic is 15

hours.

What

knowledge

and

understandin

g will students

develop?

This topic has been designed to deliver the following

knowledge and understanding from the Core Component

content:

8.3.1 – Students will gain an understanding of the

functional factors influencing the design of building for

a given purpose such as sustainability materials,

aesthetics, spatial requirements and target market

sectors

8.3.2 – Students will consider site information factors

associated with the construction of a building for the

future

8.3.3 - Students will gain an understanding of planning

factors and how these affect the design of new

buildings.

8.3.6 – Students will learn about social constraints that

might affect the construction of a building for the future

13.1.2 - Students will develop an understanding of the

principles of project management.

13.2.2 - Students will gain an understanding of how to

produce project management documentation.

Self-study

activities

Students could use refer to project management tools in

Management of Global Construction Projects by E Ochien et

al



Activity 1: Project Investigation

How long will

this activity

take to

deliver?

It is anticipated that this activity will take 8 hours.

Instructions Tutor Instructions

In this activity your students will examine their given project

at a high level. They will need to be provided with

information about the project, including the intended client

and the potential use of the building. The project should

have scope for the student take a number of different

approaches to providing a solution and not restrict them to

just one form of construction.

You could mirror the format of the Employer Set Project and

include a client vision, however as a minimum you will need

to provide students with:

(a) A client specification including the purpose of the

building and spatial requirements.

(b) Site information including the size of the site and its

location. (A local site might be preferable, however you

may choose a location that give the best opportunity for

students to be innovative in their designs.)

Students will complete a research task to produce a report

that examines the project and its requirements.

Student Instructions

You have been asked to collate information and present this

in the form of a report.

Your report will detail the proposed building for the future

development outlined by your tutor that will be used for

XXXX on a site located at [XXX insert site location XXX].

You are to:



(a) Research the likely use of the building in terms of spatial

requirements:

building sizes

Layouts

circulation space

number of floors

number and use of rooms

(b) Research the proposed site for the building in terms of:

site features – location, size, configuration,

orientation, access, topography, flood risk

contaminated land

building services availability

existing buildings and structures

neighbouring structures and the need for

temporary and permanent support

Possible restrictions – trees and tree preservation

orders, rights of way/wayleaves and underground

transport

(c) Research similar projects in terms of size, building

methods, location and levels of finish to produce an

outline specification for the project.

(d) Investigate opportunities to include sustainability in the

project, including materials, construction methods and

ways to reduce energy use.

(e) Prepare a short presentation that then outlines the

project constraints, the results of the comparative

cost/benefit analysis and potential sources of funding for

the project. You will be asked questions by other

members of the group.

Worksheets /

templates

Project outline worksheet



English, maths

and digital

skills

There will be an opportunity for students to practice:

E1 Convey technical information to different

audiences

E5 Synthesise information

D1 Use digital technology and media effectively.

Industry Links To support this activity the following Industry Resources

Links could be used:

https://www.youtube.com/watch?v=bqlxnyYmfmI -

RICS Why Building will Save the World

https://www.rics.org/uk/surveying-

profession/contribute/inspire-future-surveyors/game/

- RICS game for building a mega city of the future.Cost

benefit analysis

https://youtu.be/kPy0iilkb1E - UKRI online video -

Future of Building

Activity 2: Project Planning

How long will

this activity

take to

deliver?



Your students will consider the principles of project

management including the need for goals, objectives and

milestones that will apply to the completion of their building

for the future project.

Students will gain an understanding of how these principles

can apply to projects and the stages of a project to which

they are mostly used.

They will also be introduced to project management tools

that are used in the planning and execution of projects.

Students should gain an understanding of the purpose and

https://www.youtube.com/watch?v=bqlxnyYmfmI

https://www.rics.org/uk/surveying-profession/contribute/inspire-future-surveyors/game/

https://www.rics.org/uk/surveying-profession/contribute/inspire-future-surveyors/game/

https://youtu.be/kPy0iilkb1E



use of Gantt charts, bar charts, critical path analysis and line

of balance planning methods.

You will need to provide students with information about the

site for them to be able to complete a critical path analysis of

the site set up activities. This should provide information

about access and the existing site conditions and availability,

i.e. Is the site cleared or do buildings need to be demolished

etc.


You have been asked to prepare an outline project plan for

your building for the future project.

To do this you will:

(a) Determine what the goals, objectives and milestones of

the project are to be. This should be based on your

research and report into similar projects and your given

project constraints.

(b) Produce a Gantt Chart for the overall project. The Gantt

chart should show:

i. The time that each stage of the project should

take

ii. The resources and materials that will be needed

for each stage of the project

iii. Key activities in each stage of the project

iv. Dependencies between different activities

Your Gantt Chart should include the following stages as a

minimum:

i. Design phase

ii. Site preparation and setup

iii. Setting out

iv. Substructure construction

v. Superstructure construction

vi. Fitting out (first fix, second fix for plumbing and

electrical installations)



vii. External works

viii. Snagging

ix. Handover

(c) Having completed you Gantt Chart you need to produce a

Critical Path Analysis for the site preparation and set up

phase.

Worksheets /

templates

Gantt chart template

English, maths

and digital

skills


E2 Present information and ideas

E3 Create texts for different purposes and audiences

M10 Optimise work processes

D2 Design, create and edit documents and digital

media



https://www.edx.org/course/introduction-to-project-

management - Introduction to Project Management

Introduction to Construction Management

Topic Lesson Plan No. 2: Designing a Building for

the Future

The topic of Designing a Building for the Future covers the following Topic


Design

In this topic students will develop their skills related to the design phase of the

project. They will investigate in detail the purpose of the building. This will allow

them to make some key decisions about the features that need to be included in

the building.

https://www.edx.org/course/introduction-to-project-management

https://www.edx.org/course/introduction-to-project-management



Students will also need to decide on the form of the building and make informed

decisions based on the balance between the client needs and a sustainable

design.

Students will capture their ideas and draw 2D and 3D sketches by hand like an

architect, so there will be plenty of opportunity to get creative and then use CAD

to produce 3D rendered designs, and possibly also animations of some parts of

then design.

How long will

this Topic take

to deliver

The total time that it might take to deliver this topic section

is 18 hours.

What

knowledge,

understanding

and skills will

students

develop?



content:

8.1 - students will gain an understanding of the

benefits of good design, including delivering within

budget, to product performance..

8.2 - Students will understand the principles of design

for a construction project.

8.3 - Students will understand the design process for

construction projects, from conception to completion.

8.5.1 – Students will be encouraged to prepare

manual concept sketches for a building of the future

and to formalise these into 2D and 3D CAD drawings

following industry accepted drawing conventions.

Self-study

activities

Produce 3D animations of aspects of the proposed design.



Activity 1: Investigating your Design

How long will

this activity

take to

deliver?



In this activity your students will investigate the target users

for their building for the future and consider the needs of

the client alongside potential competing requirements for

sustainable solutions, buildability and also end user needs.

Once the students have determined the different type of

users likely to be using their new building, they can progress

to consider their needs.

Students should be encouraged to explore the potential of

making best use of light and also how best use can be made

of the spaces available to produce a solution that may

promote a better quality of life.

Students will also need to consider how to integrate

sustainable approaches in their design, for example

materials, processes and technologies.


You have been asked to develop a design for a new building

for the future for XXXX to be located at [XXX insert site

location XXX]. You are to:

(a) Use your research about existing buildings that are used

for a similar purpose and determine the likely

requirements for your building, for example the types of

spaces in the buildings, the number of different spaces

and access requirements.



(b) For the type of building you are designing, think about

the potential users of the building and what their

requirements will be. How will these factors affect your

design?

(c) What are the functional factors for the building, and how

these be addressed?

(d) Opportunities to include sustainable approaches within

the design of your building. This could include: (i)

sustainable materials, (ii) sustainable technologies such

as energy reduction techniques, and (iii) modern

methods of construction.

(e) For your project prepare a mood board of concept

design ideas (images of existing buildings, images that

can inspire your ideas and initial hand sketches) for your

building of the future. You should consider:

(i) the overall size and form of the building

(ii) the internal layout and finishes,

(iii) how the building might be constructed

(iv) the external aesthetics

(v) choice of materials

(vi) Inclusion of sustainability

Worksheets /

templates

NA

English, maths

and digital

skills



M5 Processing data

D1 Use digital technology and media effectively.



https://www.lafargeholcim-

foundation.org/about/sustainable-construction -

understanding sustainable construction

https://www.designingbuildings.co.uk/wiki/Aesthetics_

and_architecture - Aesthetics and Architecture

https://www.lafargeholcim-foundation.org/about/sustainable-construction

https://www.lafargeholcim-foundation.org/about/sustainable-construction

https://www.designingbuildings.co.uk/wiki/Aesthetics_and_architecture

https://www.designingbuildings.co.uk/wiki/Aesthetics_and_architecture



Materials for Architects and Builders

Activity 2: Communicating your Design

How long will

this activity

take to

deliver?



In this activity your students will use their hand concept

sketches for modular buildings, and formalise these into 2D

and 3D CAD drawings, following industry accepted drawing

conventions.

Students first need to justify their chosen design with respect

to functional factors and the needs of the client.

Students should produce a range of 2D and 3D CAD

drawings for their project including site plans, floor plans

and elevations. 3D CAD drawings should include perspective

drawings and also rendered representations of their designs

both from ground levels and also elevated angles. They

should develop their skills to produce sufficient drawings

that show the full details of their proposed solution.


You have been asked to produce CAD designs of your

proposed building for the future that will be located at XXX.

You are to:

(a) Consider your mood board and prepare a statement

justifying a final design selection for building for the

future. Your justification should include information

about:



i. how the building operates within its defined use

ii. the project’s spatial requirements

iii. future-proofing of designs

iv. external and internal aesthetics

v. types and use of materials

vi. Sustainability

vii. target users

(b) You then need to produce CAD designs of the building.

These will include 2D CAD drawings of:

i. Floor plans of at least two floors in the building

ii. Room plans for at least one room in the building

iii. Site plans showing the footprint of the building,

access, external features and roads/pathways.

iv. Elevations of at least two sides of the building

3D drawings will include:

v. Rendered drawings of the exterior of your building.

These should be from ground level and also form

elevated angles above the building. Make sure that

your CAD drawings show all the details of the design.

Worksheets /

templates

Centre produced CAD templates

English, maths

and digital

skills


E2 – Present information and ideas

M3 - Work with proportion

D1 – Design, create and edit documents and digital

media.



Drawing conventions

SketchUP

AutoCAD



Topic Lesson Plan No. 3 Planning for Construction

The topic of Planning for Construction covers the following Topics from the

Core Component:

Design

Sustainability

Project Management

The aim of this topic is to introduce students to the options that are available to

construct their proposed building for the future design. Students will investigate

approaches that have been used to build building for the futures that are similar

to their proposals and make decisions based on the purpose of the building, the

materials that are intended to be used and the location.

You will develop student’s understanding of the impact of construction activities

on the local and global environment and ways in which these can be mitigated

against. Students will also look at the activities that take place during the

planning and execution stages of the project management lifecycle.

There is opportunity to include the embedded subjects of building technology

and health and safety during these activities.

How long will

this Topic take

to deliver


is 18 hours.

What

knowledge,

understanding

and skills will

students

develop?



content:

4.1.1 and 4.1.2 - Students will understand on-site and

off-site construction methods that are appropriate to

the building they are designing.

8.2.4 – Students will develop their understanding of

environmental protection and sustainability.



10.1 - students will develop their understanding of the

importance of sustainability when planning and

delivering a construction project.

10.2.1 and 10.2.2 - Students will develop their

understanding of types of sustainable solution and

sustainable materials that are appropriate for their

project

10.7.2 - Students will develop skills in planning

methods to minimise pollutants associated with

construction-related activities.

13.3.1 - Students will understand approaches to

project management during the work stages of a

construction project, specifically planning and

execution.

Self-study

activities

Students can read through a range of related case studies

that can be found on the RICS World Built Environment

Forum

https://www.rics.org/uk/wbef/megatrends/urbanisation/

Activity 1: Methods of Construction

How long will

this activity

take to

deliver?



In this activity your students will gain an understanding of

the various options that are available to construct buildings,

This should include both on-site construction methods and

also off-site methods. Students need to gain an

understanding of the advantages and disadvantages of the

various methods and be able to make informed decisions

about which method would be most suitable for their given

https://www.rics.org/uk/wbef/megatrends/urbanisation/



projects based on the needs of the client, the location and

sustainability targets.

You should start by introducing students to approaches that

can be used to protect the environment and promote

sustainability. This should include the use of sustainable

technologies, solutions and materials as a starting point. You

can then develop this by considering energy reduction

technologies and systems before moving on the examine

ways in which designs can be produced that are sympathetic

to the local natural environment.

Once students have an understanding of the method of

construction that they intend to use for their building you

can then examine sustainable construction methods that can

be used on site whether on-site or off-site construction is

specified.

Student Instruction

You have decided on the form of your building for the future.

You now need to make some decisions about the materials

that will be used, the methods of construction that are

suitable for your building and how you building will

incorporate sustainable approaches to reduce its impact on

the environment.

You need to produce a presentation and speaker notes that:

(a) Justify the method of construction that will be used for

your building. You should include information related

to the suitability of the method related to the form of

the building, the location and materials that are to be

used.

(b) Explain why you have chosen specific materials for the

external envelope of the building, including walls and

roof.



(c) How you would incorporate sustainable technologies,

systems and materials to reduce the effect on the

environment of building.

(d) How you will ensure that the building is designed to be

sympathetic to the local natural environment.

You also need to consider aspects of project planning that

are relevant to the initiation and execution phases of the

project.

You need to establish the project requirements in terms of

schedules, deliverables and delivery dates and identify

resources that will be needed.

For the execution phase identify an appropriate method for

monitoring the status of the project and tracking progress.

Worksheets /

templates

Presentation planning sheet

English, maths

and digital

skills




M8 Communicate using mathematics


media



https://www.rics.org/globalassets/rics-

website/media/upholding-professional-

standards/sector-standards/building-surveying/whole-

life-carbon-assessment-for-the-built-environment-1st-

edition-rics.pdf - Whole life carbon assessment for the

built environment

https://www.oneclicklca.com/life-cycle-assessment-

explained/ - Life Cycle Assessment

https://www.rics.org/globalassets/rics-website/media/upholding-professional-standards/sector-standards/building-surveying/whole-life-carbon-assessment-for-the-built-environment-1st-edition-rics.pdf





https://www.oneclicklca.com/life-cycle-assessment-explained/




Activity 2: Mitigating the Effects of Construction

Activities

How long will

this activity

take to

deliver?



In this activity your students will consider ways in which the

effects of construction activities on the environment can be

reduced. They will need to consider the materials to be used

in more detail, for example the source of raw materials for

the superstructure of the building.

You will then need to introduce students to methods that

can be used to reduce the local environmental impact of

construction activities, for example reducing pollution linked

to the use of plant and equipment or managing waste that is

generated on site.

Students will need to gain an understanding of the causes of

waste produced during the execution of a construction

project and also the effects of such pollution.

Students will need to gain the skills required to assess the

impacts of construction activities and be able to apply these

skills to the project they are developing.

You will also need to assess ways that the overall impacts of

the construction phase can be reduced and then produce a

plan to achieve this.

Student Instruction

You have been asked to assess ways that the overall impacts

of the construction phase can be reduced and then produce



a plan to achieve this. To do this you need to firstly assess

what the impact of your chosen method of construction and

materials will have on the local environment. You will need

to consider impacts on the following:

(a) The natural environment

(b) Local residents and building users

(c) The local built environment

Once you have completed you assessment of the effects of

work activities on the local environment, you need to plan

methods that will minimise pollution associated with the

construction phase of the project. You need to include

information about:

(a) How to reduce the noise from construction operations.

(b) How to reduce emissions from construction traffic, plant

and machinery

(c) How to reduce dust from excavation work

(d) How to reduce contamination of the land

(e) How to treat construction waste and dispose of it

correctly.

Worksheets /

templates

NA

English, maths

and digital

skills


E2 – Present information and ideas

M3 - Work with proportion


media.



https://www.bresmartsite.com/wp-

content/uploads/sites/2/2019/05/sustainable_construc

tion_simpleways_to_make_it_happen.pdf

https://www.bresmartsite.com/wp-content/uploads/sites/2/2019/05/sustainable_construction_simpleways_to_make_it_happen.pdf





Topic Lesson Plan No. 4: Use and the End of the

Building’s Life

The topic of Use & the End of the Building’s Life covers the following Topics


Design

Sustainability

The aim of this topic is to introduce students to the effects on the environment

of a building during its life span and also the options that are available at the

end of the service life of a building. Students will need to consider both aspects

for their building for the future and make proposals that will minimise the long

term effects of their building design once it has been constructed.

You will develop student’s understanding of the need to maintain and replace

parts of buildings during their service life, considering guidance such as that

produced by RICS which indicates how frequently individual elements of

buildings might need to be replaced.

Students then need to make informed decisions about the end of life for their

building, for example making decisions related to potential refurbishment and

repurposing of the building, perhaps considering futureproofing the design, or

demolition and associated recycling of building materials.

There is opportunity to consider digital technologies and building technology

within this activity.

How long will

this Topic take

to deliver


is 15 hours.

What

knowledge,

understanding

and skills will



content:



students

develop?

4.1.3 - Students will gain an understanding of

building renovation and refurbishment

4.1.4 - Students will gain knowledge and

understanding of sustainable energy provision

within buildings.

8.1 - Students will gain an understanding of the

benefits of good design

8.2.4 – Students will develop their understanding of

environmental protection and sustainability.

8.4.1 – Students will gain an understanding of the

principles of a life cycle assessment (LCA)

10.1.4– Students will understand the importance of

designing to reduce reliance on finite fuels and

natural resources

10.3.1/2 - Students will understand obligations

understand environmental legislation related to the

use and end of life of buildings

Self-study

activities

Students could read the RICS Futures Report


website/media/news/news--opinion/rics-future-report-

2.pdf

Activity 1: Operation of the Building

How long will

this activity

take to

deliver?



In this activity your students will gain an understanding of

how buildings operate during their lifespan. They will learn

about the need to maintain buildings, elements of buildings

https://www.rics.org/globalassets/rics-website/media/news/news--opinion/rics-future-report-2.pdf





and services during the occupation, maintenance and use

stage of a building’s life cycle.

An initial review could consider the energy and water use of

a building over its life cycle. What are the causes of

inefficiencies for both? This could begin with the more

obvious causes such as leaving lights on or taps running,

through more complex factors such as heat loses through air

gaps in the structure of the building.

You could then move on to look at the different elements of

the building (potentially linking with building technology and

materials) and the reasons why maintenance is carried out

on building elements and systems.

Once students have an understanding of the need for

maintenance you can consider the approaches that can be

taken such as repairs and replacements. Also consider the

use of ongoing preventative maintenance that students are

likely to be familiar with such as painting or varnishing

timber.

Moving on, introduce students to how maintenance manuals

are used for systems such as PV installations or heating and

ventilation systems and discuss the benefits of integrating

such systems in to BIM.

Once students have an understanding of what maintenance

is, and the effects of day to day use on a building they can

begin to plan activities that will allow the building to remain

in a functional condition throughout its expected service life.

Student Instruction

You have been asked by a member of the project team to

produce a presentation for the end user of the building that

provides information about the operation and maintenance

of your building once it has been completed.



Your presentation should include information about:

(a) Maintenance requirements of materials, fixtures and

fittings.

(b) Typical timescales for the replacement of systems and

fixtures/fittings

(c) Energy and water saving technologies and how they

function

(d) The operation of systems that might be included in the

building such as: building management systems,

lighting, heating, security systems, entertainment

systems.

You should also explain in your presentation why and how

your building meets sustainability requirements.

Worksheets /

templates

PowerPoint Slides Template

English, maths

and digital

skills


E1 Convey technical information to different

audiences




media




website/media/upholding-professional-

standards/sector-standards/building-surveying/whole-

life-carbon-assessment-for-the-built-environment-1st-

edition-rics.pdf - Whole life carbon assessment for the

built environment

https://www.oneclicklca.com/life-cycle-assessment-

explained/ - Life Cycle Assessment










Activity 2: End of Life

How long will

this activity

take to

deliver?



In this activity your students will investigate the

opportunities that are available for their building once it has

reached the end of its initial service life.

Students will need to consider the decisions they have made

so far in the design of their building for the future and how

the design of their building might influence the way it is dealt

with at the end of its life.

Students should be introduced to the principles of

refurbishment and how this can be used once a building is

no longer suitable or needed for its designed purpose. You

could illustrate this by either a walk around the local area to

look at buildings where there has been a refurbishment and

change of use, for example retail to housing or commercial

to retail/residential. You should discuss with students that a

refurbishment can be completed at a range of levels and at

its most extreme is almost like rebuilding.

Student can then be introduced to the advantages and

disadvantages of demolition. Within this, students need to

understand that materials can be recycled. Discuss with

students the types of material that are able to be reclaimed

and recycled and the types of future use these can be put to.

Student Instruction

You have been asked to provide the client with a short report

that investigates the options that will be available when the

building is no longer needed for its intended purpose.



Your report will form part of a wider life cycle assessment for

the project overall and should consider the two options

available:

(a) Refurbishment

(b) Demolition

For both of the option you need to evaluate the advantages

and disadvantages of the method, and provide a justified

recommendation for which you consider to be most

appropriate, based on the following:

i. Environmental impact

ii. Ability to reclaim/recycle/reuse building materials and

components

iii. Cost

iv. Timescale

v. Access and the location

vi. Potential alternative uses for the building / location at

the end of its life.

Worksheets /

templates

NA

English, maths

and digital

skills


E1 - Convey technical information to different

audiences

E4 – Summarise information/ideas

E5 - Synthesise information


media.



https://www.designingbuildings.co.uk/wiki/Refurbishm

ent - Refurbishment of buildings

https://www.designingbuildings.co.uk/wiki/demolition

- demolition of buildings

https://www.designingbuildings.co.uk/wiki/Refurbishment#:~:text=Refurbishment is a term used,more energy efficient and sustainable.&text=The lifecycle of a building can be significantly extended by effective refurbishment.

https://www.designingbuildings.co.uk/wiki/Refurbishment#:~:text=Refurbishment is a term used,more energy efficient and sustainable.&text=The lifecycle of a building can be significantly extended by effective refurbishment.

https://www.designingbuildings.co.uk/wiki/Refurbishment

case study & topic lesson plans

Documents