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CCEA Planning Framework for GCSE Construction and the Built Environment


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GCSE Construction and the Built Environment

Contents Page

Unit 1: Introduction to the Built Environment 3

Unit 2: Sustainable Construction 27

Unit 3: Construction Craft Project 51

Unit 4: Computer Aided Design (CAD) 59

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Unit 1Introduction to the Built

Environment

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IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Construction and the Built Environment Unit 1: Introduction to the Built Environment. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. Teachers are encouraged to adapt and develop it to best meet the needs of their students.

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Subject Skills Assessed through GCSE Construction and the Built Environment: Unit 1: Introduction to the Built EnvironmentThe following skills are assessed in GCSE Construction and the Built Environment:Unit 1: Introduction to the Built Environment: Recall knowledge relating to Unit 1 an Introduction to the Built

Environment Application of knowledge relating to the Unit 1 specification Analyse and evaluate given information in a specified context. Ability to sketch construction components

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4Communication make oral and written summaries, reports and presentations, which

take account of audience and purpose, for example a presentation on the stages of the construction cycle; a poster presentation on the range of occupations in the construction industry;

participate in discussions, debates and interviews, for example debate the advantages and disadvantages of the RIBA Plan of work; discussion surrounding design proposals;

interpret, analyse and present information in oral, written and ICT formats, written evaluations and class presentations

Using Mathematics select and apply mathematical concepts and problem-solving

strategies in a range of simulated and real-life contexts, for example costings for labour and materials;

present mathematical data in a variety of formats which take account of audience and purpose, for example material costing tables.

Using ICT

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Students should be enabled to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information, including mathematical information.

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Thinking Skills and Personal Capabilities at Key Stage 4Self-Management plan work; set personal learning goals and targets to meet deadlines; monitor, review and evaluate their progress, improve their learning

and effectively manage their time.

Working with Others learn with and from others through co-operation; participate in effective teams and accept responsibility for achieving

collective goals. Listen actively to others and influence group thinking and decision-making, taking account of others’ opinions.

Problem Solving propose justified explanations, for example explain the steps required

to adhere to health and safety when using tools and materials; reason, form opinions and justify their views, for example; evaluate

how methods of construction have changed over time; analyse critically and assess evidence to understand how information

or evidence can be used to serve different purposes or agendas; analyse and evaluate multiple perspectives, for example understand

the importance of health and safety for employers, employees and the public;

weigh up options and justify decisions, for example selection of the most appropriate materials, plant and labour within a project;

Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.

Manage InformationSaving and storing information, for example PowerPoint presentations produced.

CreativityDesign of group and individual resources, for example posters and presentations.

Assessment for LearningWhere reference is made to past papers throughout this Planning Framework, teachers will recognise opportunities for formative assessment activities.

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Key Stage 4 Statutory Skills and Personal Capabilities

Communication Skills Comm – T&L (Talking & Listening) W (Writing) R (Reading)Using Mathematics UMUsing ICT UICTProblem Solving PSWorking with Others WOSelf-Management SM

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Key FeaturesThe Planning Framework: Includes suggestions for a range of teaching and learning activities

which are aligned to the GCSE Construction and the Built Environment Unit 1: Introduction to the Built Environment specification content.

Highlights opportunities for inquiry-based learning. Indicates opportunities to develop subject knowledge and

understanding and specific skills Indicates opportunities to develop the Cross-Curricular Skills and

Thinking Skills and Personal Capabilities. Provides relevant, interesting, motivating and enjoyable teaching and

learning activities which will enhance the student’s learning experience.

Suggests the time required to teach units/options Makes reference to supporting resources.

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Unit/Option content

Learning Outcomes or Elaboration of

Content

Suggestions for Teaching and Learning Activities Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

Introduction to the built environment

Students should be able to:

The teaching of this unit content is best taught using live construction projects where possible. A useful component to this course is see p11 Heaney, T. (2013) GCSE in Construction and the Built Environment complete text guide and workbook, CITB-Construction Skills NI (Chapter 1).

define the built environment.

Students should research what is meant by the term ‘Built Environment’ and list various examples.

Comm – R, W

SM identify and discuss

the following main stages of the construction cycle as detailed in the Royal Institute of British Architects (RIBA) Plan of Work (POW) 2013:– Strategic

Definition;– Preparation and

Brief;– Concept Design;– Developed

First developed in 1963, the RIBA Plan of Work is the definitive UK model for the building design and construction process. The Plan of Work now includes the link below to an online resource. Teachers could download the plan of work and students should then identify the main stages of the construction cycle www.ribaplanofwork.com/.Students should refer to the PowerPoint of the RIBA Plan of Work available on the subject microsite.Students create a poster illustrating the main stages of construction.Students should visit a building site local to school to identify the various stages of the project as listed in the RIBA Plan of work.

Comm – R

PS

WO

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http://www.ribaplanofwork.com/


Unit/Option content


Content


Design;– Technical

Design;– Construction;– Handover and

Close Out;– In Use.

The following link may be useful in completing the above tasks.www.architecture.com/files/ribaprofessionalservices/practice/ribaplanofwork2013overview.pdf

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http://www.architecture.com/files/ribaprofessionalservices/practice/ribaplanofwork2013overview.pdf

http://www.architecture.com/files/ribaprofessionalservices/practice/ribaplanofwork2013overview.pdf


Unit/Option content


Content


Introduction to the built environment (cont.)


identify the following types of low-rise building and explain the main characteristics of each:– residential, for

example houses and apartments;

– commercial, for example shops and offices;

– industrial, for example warehouses and factories;

– agricultural, for example farm outbuildings;

– community, for example schools, hospitals,

Students should identify the various types of low-rise buildings from their local community through a survey or Area Planning documents. The following link may be useful.www.planningni.gov.uk/index/policy/dev_plans/devplans_az/northern_2016.htmIn groups students could prepare a short PowerPoint presentation for classroom discussion identifying the main characteristics of each type of building.Students prepare a group poster identifying the various building types found in their local area.Students should analyse a drawing such as this one for an agricultural building listing how the characteristics differ from that of other low-rise buildings.

UICT, Comm – R

UICT

WO

WO

Comm-RPS

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http://www.planningni.gov.uk/index/policy/dev_plans/devplans_az/northern_2016.htm

http://www.planningni.gov.uk/index/policy/dev_plans/devplans_az/northern_2016.htm


Unit/Option content


Content


libraries and health centres; and

– cinemas, churches and sports amenities.

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Unit/Option content


Content




demonstrate knowledge and understanding of the main materials used in the following in domestic buildings:– roof structure

and joinery components, including hardwoods and softwoods.

Students could refer to the following link to identify roof structure and joinery components www.trada.co.uk/.Students should list and sketch various roof structure types and joinery components.Site visits may be organised to embed knowledge and understanding.

UICT

PS

SM

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http://www.trada.co.uk/


Unit/Option content


Content



the following internal finishes:– self-finish;– applied finish;– wet finish;– dry finish;– plumbing and

electrical installations; and

– domestic wall construction, for example concrete and steel.

Students identify an example of each of the internal finishes within the school built environment.Students produce a poster or PowerPoint presentation on internal finishes within the home.The properties and functions of materials and the advantages of using each could be researched using the link below. The teacher may carry out experiments to demonstrate. www.bbc.co.uk/bitesize/ks2/science/materials/material_properties/playStudents create a mindmap on properties and functions of materials.

PS

UICT

UICTComm – R

PS

demonstrate knowledge and understanding of the properties and functions of these materials.

Students could use the link below to calculate the u-value of different insulation materials. www.kingspaninsulation.co.uk/.

UM

analyse the advantages of each of these materials.

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http://www.kingspaninsulation.co.uk/

http://www.bbc.co.uk/bitesize/ks2/science/materials/material_properties/play

http://www.bbc.co.uk/bitesize/ks2/science/materials/material_properties/play


Unit/Option content


Content




identify the following forms of domestic dwelling and explain the main characteristics of each type:– terraced and

town houses;– semi-detached

houses;– detached houses;– apartments, flats,

high-rise buildings and multi-storey buildings; and

– bungalows.

Students should be given the opportunity to view a video on British house types to develop knowledge and understanding of various forms of domestic dwellings. www.youtube.com/watch?v=rL9sutnl9Zc.Students could then prepare a sketch of the main housing types in their locality listing the main characteristics of each type.Students alternatively could prepare a short presentation of their findings for classroom discussion.

SMComm – WUICTComm – T&L

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http://www.youtube.com/watch?v=rL9sutnl9Zc


Unit/Option content


Content




demonstrate knowledge and understanding of the following main activities in the construction industry and their contribution to the built environment:– building;– civil engineering,

including infrastructure, for example roads, bridges, water supplies and waste water facilities; and

– building services.

Contextualised working drawings may be shared with students to demonstrate examples of the various types of building and building services involved in construction for example, domestic projects, warehouses, office blocks and school complexes.Students should engage in a classroom discussion surrounding the activities involved in civil engineering to include the design and construction of various infrastructure.Students could prepare written justification of the reasons why building services need to be considered when designing and building projects.

Comm – T&L

WOComm – T&L

Comm – WSM

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Unit/Option content


Content




demonstrate knowledge and understanding of the following structural forms used in a range of building types:– cellular;– rectangular

framed concrete and rectangular framed steel;

– portal framed; and

– modern timber framed; and

Students should be provided with opportunities to review case studies of different building projects under construction, ranging from housing to steel framed structures.Students could refer to the following link to view the construction of a timber framed house in one morning. www.youtube.com/watch?v=BXJUTlR2yCM.Students could refer to the following link to view the construction of a steel framed school costing 20 million pounds. www.castletowerschool.com/new-build/.Students create a table to compare and contrast structural forms.

UICT, Comm – R

PS

evaluate the advantages and disadvantages of

Students should produce an annotated drawing of each of the structural forms outlining the advantages and disadvantages when used.

PS

WO

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http://www.castletowerschool.com/new-build/

http://www.youtube.com/watch?v=BXJUTlR2yCM


Unit/Option content


Content


using each of these structural forms, referring to the building’s function.

Alternatively, in groups of four, students may prepare a class presentation with each group member summarising a structural form highlighting both its advantages and disadvantages.

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Unit/Option content


Content




demonstrate knowledge and understanding of how to provide structural stability to each of the structural forms.

Students refer to the following link for an understanding of the structural stability of a steel portal frame. www.youtube.com/watch?v=g6sSbazsyLw.They should carry out research using textbooks and the Internet to make an Infograph on how the following components provide structural stability: Infill panels Ties StrutsSchool could host a Q&A session with a local Structural Engineer. Following this students could then prepare a report on how structural stability can be achieved e.g. bracing and vertical core.Structural stability in cellular construction can be taught through resources available on the subject microsite.

Comm – T&L

Comm – R, WUICT

Comm – T&LSM

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http://www.youtube.com/watch?v=g6sSbazsyLw

http://www.youtube.com/watch?v=g6sSbazsyLw


Unit/Option content


Content


Employment in the Construction Industry


identify the role of the client.

demonstrate knowledge and understanding of the main technical, managerial and professional occupations in the construction industry, and identify the main roles for each occupational area:

– architecture:architect;architectural technologist; andlandscape architect.

– engineering:

Students use ‘The Building Team’ FactFile to research the design and construction teams to develop an appreciation of how all team members interact – to create a flow diagram to identify the links between the roles.Students should study the information contained in ’The Building Team’ FactFile of the job roles that regulate the construction industry.Students should use the BIM FactFile to summarise the role of the BIM co-ordinator and how he/she interacts with the overall design and construction teams.Ambassadors from the construction industry could be invited into the classroom to present on their job role, qualifications etc. Students prepare interview type questions to gather information in order to prepare a PowerPoint presentation on the job profile.The teacher set a group contextualised scenarios and students role play the different occupations as in, design team meetings and construction team meetings.

Comm – W,RSM

Comm – R

Comm – T&L

UICT

WOComm – T&L

Comm – T&LComm – R

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Unit/Option content


Content


civil engineer; structural engineer; and building services engineer.

The teacher encourages a class discussion about the importance of good teamwork. The contents of the Latham Report may be helpful, but will have to be simplified for students:http://constructingexcellence.org.uk/wp-content/uploads/2014/10/Constructing-the-team-The-Latham-Report.pdf.

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http://constructingexcellence.org.uk/wp-content/uploads/2014/10/Constructing-the-team-The-Latham-Report.pdf




Unit/Option content


Content


Employment in the Construction Industry (cont.)

– construction management:

site manager;contracts manager;facilities manager;programmer;buyer;BIM coordinator andhealth and safety officer.

– surveying:building control officer;building surveyor; andquantity surveyor.

Latham Report (1994) Constructing the Team: Joint Review of Procurement and Contractual Arrangements in the United Kingdom Construction Industry. Chair Sir M. Latham. HMSO, London.The teacher produces a range of questions which require students to research job roles. The following links may be helpful:www.careersinconstruction.com/www.ciobjobs.com/www.architecture.com/Explore/Home.aspxwww.ricsrecruit.com/www.ciat.org.uk/

UICTSMPS

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http://www.ciat.org.uk/

http://www.ricsrecruit.com/

http://www.architecture.com/Explore/Home.aspx

http://www.ciobjobs.com/

http://www.careersinconstruction.com/


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Unit/Option content


Content


Employment in the Construction Industry (cont.)


demonstrate a knowledge and understanding of the main craft occupations and subcontractor roles:– bricklayer;– electrician;– joiner;– plasterer;– dry wall lining

specialist;– plumber;– domestic gas

engineer; and– tiler.

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Unit/Option content


Content


Resource Considerations


demonstrate knowledge and understanding of the following resource considerations in construction, evaluating the importance of each and their interdependence;– supply chain;– costing;– planning;– plant labour and

materials; and– social and

environmental issues.

Students review PowerPoints on the subject microsite to include: plant, labour, finance & materials for domestic construction.The teacher shows examples of a bill of quantities and a programme of work for a project.Students use the following link for further information on resource considerations: www.self-build.co.uk/.The teacher may use the following link to explain the concept of a supply chain: www.investopedia.com/terms/s/supplychain.asp.Students should use the ‘Methods used to reduce the impact of construction on resourcing materials’ FactFile to research environmental issues. Students could work in a group to prepare a PowerPoint presentation.Students should prepare an extended piece of writing on the importance and interdependence of ‘Resource Considerations’.

Comm – T&LComm – R

UICTComm – R

Comm – R,W, WO

SM

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http://www.investopedia.com/terms/s/supplychain.asp

http://www.self-build.co.uk/


Unit/Option content


Content


Health and Safety

Students should be able to: identify the duties

and responsibilities of employers, employees, the self-employed and the public in relation to construction and the built environment as outlined in the Health and Safety at Work (Northern Ireland) Order 1978.

Health and Safety is best taught in context with the rest of thespecification.Students could refer to the following links to research the roles and responsibilities of the employer and employee and outlined in the following link:www.health-ni.gov.uk/articles/health-and-safety-work-northern-ireland-order-1978.www.nidirect.gov.uk/articles/employers-health-and-safety-responsibilities.Students should produce a written summary or oral presentation on the responsibilities of the employer, employees, self-employed and the public.

UICTSM

Comm – W, SM

demonstrate knowledge and understanding of the following ways of mitigating these risks:– providing

information;– following correct

Teachers could arrange a visit to the CITBNI 360 degree simulator for site safety to embed knowledge and understanding. Students could then complete the provided worksheets.Students could as part of a site visit, undertake a basic risk assessment of the potential hazards on site. www.hseni.gov.uk/articles/falls-height.

WOComm – W

PS

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http://www.hseni.gov.uk/articles/falls-height

http://www.nidirect.gov.uk/articles/employers-health-and-safety-responsibilities

http://www.nidirect.gov.uk/articles/employers-health-and-safety-responsibilities

http://www.health-ni.gov.uk/articles/health-and-safety-work-northern-ireland-order-1978

http://www.health-ni.gov.uk/articles/health-and-safety-work-northern-ireland-order-1978


Unit/Option content


Content


procedures; and– carrying out risk

assessments.

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Unit/Option content


Content


Health and Safety (cont.)

Students should be able to: demonstrate

knowledge and understanding of the Health and Safety at Work (Northern Ireland) Order 1978.

Students research the following links for information on the number of reported incidents within the construction industry with a breakdown by type of incident shown in the link below.

– www.hseni.gov.uk/sites/hseni.gov.uk/files/ construction-incident-statistics-july-to-september-2016.pdf.

Comm – R

current Work at Height Regulations;

– Safety is not a laughing matter it concerns your life

www.youtube.com/watch?v=5vsffxC70ys. regulations in

relation to the following:– slips, trips, falls,

excavations, and working on scaffolding and ladders;

– 10 simple ways to prevent slips, trips and falls on your construction sites.

www.vista-training.com/blog/article/slips-trips-and-falls.

– Why do we have safety signs of specific shapes and colours

www.youtube.com/watch?v=izeWHwDCUes.– site safety signs;– personal

protective equipment(PPE);

Students should produce a PowerPoint on sign safety signs and the requirement of Personal Protective Equipment.

Comm – WUICT

– duties of Matching activity: signs vs meanings. PS

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http://www.youtube.com/watch?v=izeWHwDCUes

http://www.vista-training.com/blog/article/slips-trips-and-falls

http://www.vista-training.com/blog/article/slips-trips-and-falls

http://www.youtube.com/watch?v=5vsffxC70ys

http://www.hseni.gov.uk/sites/hseni.gov.uk/files/construction-incident-statistics-july-to-september-2016.pdf




Unit/Option content


Content


designers, manufacturers and suppliers; and

– safety when working with water and gas.

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Unit/Option content


Content


Health and Safety (cont.)


knowledge and understanding of the Electricity at Work Regulations (Northern Ireland) 1991:– using electricity

and power tools on site, including working near overhead power cables; and

– demonstrate knowledge and understanding of the current Control of Substances Hazardous to Health (COSHH) Regulations.

Safety of electricity in Northern Ireland construction siteswww.hseni.gov.uk/articles/electrical-safety.Teachers set up a simulated site activity that would use power tools. Consideration should be given to safety, electricity voltage, cables etc. Students should identify the hazards and ways in which they could be reduced.Students should refer to the following link and read the brief guide to the Control of Substances Hazardous to Health Regulations 2003. Health and Safety Executive Northern Ireland.www.health-ni.gov.uk/articles/control-substances-hazardous-health-regulations-northern-ireland-coshh-2003.

PS

Comm – R,W

Resources Heaney, T. (2013) GCSE in Construction and the Built Environment complete text guide and workbook, CITB-Construction Skills NI. (Chapter 18,)

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http://www.health-ni.gov.uk/articles/control-substances-hazardous-health-regulations-northern-ireland-coshh-2003



http://www.hseni.gov.uk/articles/electrical-safety


Topliss, S. Hurst, M and Skarratt, G. (2007) BTEC National Construction Building Services Engineering and Civil Engineering, Heinemann. (Chapter, Unit).Latham Report (1994) Constructing the Team: Joint Review of Procurement and Contractual Arrangements in the United Kingdom Construction Industry. Chair Sir M. Latham. HMSO, London.Visiting speaker (e.g. architect, town planner).

Use live sets of drawings and specifications from a local construction project.Visits to local community.Visit to the CITBNI 360 degree simulator.Past Papers from Unit 1 of the legacy GCSE The past papers can be found on the microsite using the following link:www.rewardinglearning.org.uk/microsites/construction/gcse/past_papers/index.asp

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http://www.rewardinglearning.org.uk/microsites/construction/gcse/past_papers/index.asp


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Unit 2:Sustainable Construction

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IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Construction and the Built Environment Unit 2 Sustainable Construction. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities


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Subject Skills Assessed through GCSE Construction and the Built Environment: Unit 2: Sustainable ConstructionThe following skills are assessed in GCSE Construction and the Built Environment Unit 2 Sustainable Construction:In this unit, students interpret drawings of domestic buildings and demonstrate awareness of the issues surrounding sustainable development in the construction industry. Students technical, sketching skills and interpreting drawings are assessed. Students knowledge and understanding of sustainable construction and renewable energy are assessed. Students will be required to describe the main elements and components of low-rise buildings and evaluate their purposes and performance requirements.


Cross-Curricular Skills at Key Stage 4Communication Students should be able to: communicate meaning, feelings and viewpoints in a logical and

coherent manner, for example written evaluations; make oral and written summaries, reports and presentations, taking

account of audience and purpose, for example a presentation on the stages of the construction cycle; a poster presentation on the range of occupations in the construction industry; a report on sustainable construction;

participate in discussions, debates and interviews, for example debate the advantages and disadvantages of renewable energy; discussion surrounding design proposals; and interpret, analyse and present information in oral, written and ICT formats, for example CAD, written evaluations and class presentations.

Using MathematicsStudents should be able to:

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use mathematical language and notation with confidence, for example angular measurement;

use mental computation to calculate, estimate and make predictions in a range of simulated and real-life contexts, for example using scale; calculating floor and wall areas from scale drawings;

select and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contexts, for example costings for labour and materials;

interpret and analyse a wide range of mathematical data, for example reading dimensions from a drawing; interpreting sectional drawings;

present mathematical data in a variety of formats which take account of audience and purpose, for example costing tables.

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Using ICTStudents should be enabled to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information, including mathematical information, for example secondary research online; presentation of written reports; using CAD for two-dimensional drawings.

Thinking Skills and Personal Capabilities at Key Stage 4Problem SolvingStudents should be able to: propose justified explanations, for example explain the steps required

to adhere to health and safety requirements when using tools and materials;

reason, form opinions and justify their views, for example evaluate renewable energies as alternatives to fossil fuels; evaluate how methods of construction have changed over time;

analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for example understand the arguments in the media in favour of renewable energies;

analyse and evaluate multiple perspectives, for example understand the importance of health and safety requirements for employers, employees and the public;

weigh up options and justify decisions, for example selection of the most appropriate renewable technology for a given scenario; and

apply and evaluate a range of approaches to solve problems in familiar and novel contexts, for example evaluate a given construction brief.

Working with OthersStudents should be able to: learn with and from others through co-operation, for example working

in groups to complete a piece of research; participate in effective teams and accept responsibility for achieving

collective goals, for example in contextualised design team activities; and

listen actively to others and influence group thinking and decision-making, taking account of others’ opinions, for example participating in a question and answer session with an architect to gain knowledge and understanding of the planning process.

Self-ManagementStudents should be able to:

plan work, for example preparation for a visit to a construction site; set personal learning goals and targets to meet deadlines, for example

set deadlines for the completion of a research presentation; monitor, review and evaluate their progress and improve their

learning; and effectively manage their time.

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Examples below of how these can be developed in the delivery of the specification include:

Working groups to research how building projects could be made more sustainable

Students could use a laboratory PV panel to power a small voltage motor and monitor the motor output in differing levels of sunlight

Apply ideas gained from research Present sketch designs of dwellings and low rise commercial buildings

identifying how renewable technologies and/or materials could be integrated into the building.

Self-directed research into how the renewable energies perform as alternatives to fossil fuels.

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which are aligned to the GCSE Construction and the Built Environment Unit 2 Sustainable Construction specification content.





Suggests the time required to teach units/options. Makes reference to supporting resources.

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Unit/Option content


Content


Technical skills, sketching skills and interpreting drawings


prepare a cutting list for a specified task as set out in the pre-release materials.

To demonstrate the make-up and purpose of a cutting list students could be shown examples of cutting lists for products such as coffee tables, lamp stands or other small items of furniture.Students practise producing their own cutting list for a given product.

SM

prepare material costs associated with the cutting list as set out in the pre-release materials.

Using the cutting list produced in the previous task students should research the cost of the materials for each item on the cutting list and calculate the total cost of the materials.Refer to the FactFile on ‘Cutting list and costings’ which is available on the subject microsite.

UM

41


Unit/Option content


Content


Technical skills, sketching skills and interpreting drawings (cont.)


interpret drawings of simple domestic buildings and carry out the following:– identify different

elevations and how they relate to the plan and/or drawing;

– read dimensions from the drawing, including

– running dimensions, individual dimensions, floor area and wall area;

Using the pre-release materials students should practise reading and interpreting the drawings.Use drawings for a simple domestic building and/or the pre-release material. Teachers could ask the students to interpret the drawings through the following tasks: Identify the building plan(s) and elevations from the

drawings. Match each of the drawing elevations to the building

floor plan. Identify the drawing scale and use a scale ruler to

take accurate measurements from both the plans and elevations.

Read dimensions from the drawing and calculate the floor area of a chosen room from the plans.

Using a scale ruler or by reading the dimensions on the plans and drawings calculate the wall areas of a chosen room.

Comm – RPS

PS

UM

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Unit/Option content


Content


– use a scale rule to calculate accurate measurements from plans;

– interpret the structural make-up of a building as set out in the pre-release materials; and

Interpret the plans and drawings to identify the make-up of the building elements including the walls, floor and roof structure.

Suggest two alternative options for the structural make-up for the building and use freehand sketches in two and three dimensional format to communicate their answer.

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Unit/Option content


Content


Technical skills, sketching skills and interpreting drawings (cont.)


– produce freehand sketches to communicate and explain their responses to a given scenario.

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Unit/Option content


Content


Sustainable construction and renewable energy


demonstrate knowledge and understanding of the following issues surrounding sustainable development:– impact on the

natural environment;

– impact on the community;

– social benefits;– regeneration of

buildings;– pollution;– impact on local

resources; and– carbon footprint.

Students should refer to the FactFile ‘Sustainable development and its impact on the community, social benefits and the regeneration of buildings’ which is available on the subject microsite.Students working in small groups should research how building projects at both the design and construction stages could be made more sustainable by addressing the following issues. impact on the natural environment; impact on the community; social benefits; regeneration of buildings; pollution; impact on local resources; and carbon footprint.The following links may be useful to complete the above task:www.bbc.co.uk/schools/gcsebitesize/geography/sustainability/sustainable_living_rev1.shtml.http://constructingexcellence.org.uk/resources/

WOPS

45

http://constructingexcellence.org.uk/resources/sustainable-construction-checklist/

http://www.bbc.co.uk/schools/gcsebitesize/geography/sustainability/sustainable_living_rev1.shtml

http://www.bbc.co.uk/schools/gcsebitesize/geography/sustainability/sustainable_living_rev1.shtml


Unit/Option content


Content


sustainable-construction-checklist/.http://cadw.gov.wales/historicenvironment/regenerationandsustainability/?lang=en.http://www.sustainablebuild.co.uk/pollutionfromconstruction.html.

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http://www.sustainablebuild.co.uk/pollutionfromconstruction.html

http://www.sustainablebuild.co.uk/pollutionfromconstruction.html

http://cadw.gov.wales/historicenvironment/regenerationandsustainability/?lang=en

http://cadw.gov.wales/historicenvironment/regenerationandsustainability/?lang=en

http://constructingexcellence.org.uk/resources/sustainable-construction-checklist/


Unit/Option content


Content


Sustainable construction and renewable energy (cont.)


discuss and demonstrate knowledge and understanding of why planning permission may or may not be granted for construction projects and/or plans, referring to the following:– current planning

legislation;– environmental

protection;– green belts and

conservation areas;

– design, scale and massing;

– types of planning

Students should refer to the FactFile ‘Planning’ which is available on the subject micrositeStudent groups could visit the local council planning office or host a Q&A session with a local architect to gain knowledge and understanding of the decision making process when assessing planning applications for proposed construction projectsStudents should research: what is meant by the term legislation; why we need planning legislation to protect our

natural environment; examples of how the planning department when

assessing applications ensure that the local environment is protected;

what are green belts and how are they used by planners to protect areas of land; and

what are conservation areas.In groups identify the reason for or against planning permission.Students could research local current or existing

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permission; and– enforcement of

planning legislation.

planning applications. Class discussion on why the researched planning application received or did not receive planning permissionStudents could identify ‘Outline’, ‘Full’ and ‘Reserved Matters’ as different types of planning permission and discuss the difference between each including the order in which each would be applied forStudents should research the powers of enforcement that local council planning departments have to deal with breaches of planning legislation

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The following links may be useful for completing the tasks above:Planning informationwww.planningni.gov.uk

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http://www.planningni.gov.uk/


Unit/Option content


Content


A Sustainable Design Guide for the Northern Ireland Countrysidewww.planningni.gov.uk/index/policy/supplementary_guidance/guides/building_on_tradition_-_a_sustainable_design_guide_for_the_northern_ireland_countryside_.htmConservation areas and advicewww.nidirect.gov.uk/articles/conservation-areas-and-advicePlanning enforcementwww.planningni.gov.uk/index/advice/overview-planning-enforcement-responsibilities.htmSearch planning applicationswww.planningni.gov.uk/index/tools/public-access-info.htm

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http://www.planningni.gov.uk/index/tools/public-access-info.htm

http://www.planningni.gov.uk/index/tools/public-access-info.htm

http://www.planningni.gov.uk/index/advice/overview-planning-enforcement-responsibilities.htm

http://www.planningni.gov.uk/index/advice/overview-planning-enforcement-responsibilities.htm

http://www.nidirect.gov.uk/articles/conservation-areas-and-advice

http://www.nidirect.gov.uk/articles/conservation-areas-and-advice

http://www.planningni.gov.uk/index/policy/supplementary_guidance/guides/building_on_tradition_-_a_sustainable_design_guide_for_the_northern_ireland_countryside_.htm




Unit/Option content


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demonstrate knowledge and understanding of using the following in sustainable construction:– timber framed

construction;– wall structures;– roof structures;– water; and– recycling.

Students should research the concept of sustainable construction with particular emphasis on the following areas: timber framed construction – why timber is

considered to be a more sustainable material than other building materials such as steel and concrete

wall structures – consider the sustainability of the construction materials which make up various wall structures such as masonry cavity wall, timber frame and steel portal frame

water – consider how the demand for mains drinking (potable) water could be reduced in a building. Research some of the measures such as rainwater harvesting and grey water harvesting that a developer or homeowner could take to recycle water and reduce a building’s demand for mains water

recycling – consider how various key building materials could be recycled

The following links may be useful in completing the tasks above:

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Unit/Option content


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http://practicalaction.org/sustainable-construction-and-buildingswww.sustainablebuild.co.uk/www.nef.org.uk/knowledge-hub/view/wood-and-sustainable-developmentwww.sustainablebuildingsolutions.co.uk/homeowner/energy-savingwww.nibusinessinfo.co.uk/content/recycling-construction-materials

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http://www.nibusinessinfo.co.uk/content/recycling-construction-materials

http://www.nibusinessinfo.co.uk/content/recycling-construction-materials

http://www.sustainablebuildingsolutions.co.uk/homeowner/energy-saving

http://www.sustainablebuildingsolutions.co.uk/homeowner/energy-saving

http://www.nef.org.uk/knowledge-hub/view/wood-and-sustainable-development

http://www.nef.org.uk/knowledge-hub/view/wood-and-sustainable-development

http://www.sustainablebuild.co.uk/

http://practicalaction.org/sustainable-construction-and-buildings

http://practicalaction.org/sustainable-construction-and-buildings


Unit/Option content


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demonstrate knowledge and understanding of the following renewable energy technologies and identify their component parts. Contextualised examples from local, European and/or global scenarios related to the built environment should be referred to:– heat pumps

(ground source and air source)

– Wind turbines– Solar panels,

including

Students should refer to the renewable technologies FactFiles as a starting point.Students should produce a summary table showing the nature of each renewable energy technology (wind turbines, ground and air source heat pumps, solar photovoltaic cells, solar water heaters and biomass).Students should sketch diagrams of each renewable energy technology and label their primary component parts.Students could build a working model of a wind generator and measure output for different wind conditions.Students could use a laboratory PV panel to power a small voltage motor and monitor the motor output in differing levels of sunlight.Students should produce a presentation which analyses and evaluates heat pumps, wind turbines, solar panels and biomass technologies and/or materials used as

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photovoltaic cells and water heaters; and

– Biomass.

alternatives to fossil fuels.

The following links may be useful to provide additional information:www.bbc.co.uk/schools/gcsebitesize/geography/energy_resources/energy_rev1.shtml.www.darvill.clara.net/altenerg/wind.htm.www.worcester-bosch.co.uk/products/heat-pumps/explained.www.nef.org.uk/knowledge-hub/view/wood-pellet-heating.www.nidirect.gov.uk/articles/grants-generate-your-own-energy.www.horizoneducational.com/didactic-material/#prod1.http://uk.rs-online.com/web/c/power-supplies-transformers/renewable-energy/renewable-energy-kits/.Use a variety of case studies of renewable energy technologies in use within a local, European and/or global contexts. Students should evaluate how the renewable energies perform as alternatives to fossil fuels.

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http://uk.rs-online.com/web/c/power-supplies-transformers/renewable-energy/renewable-energy-kits/

http://uk.rs-online.com/web/c/power-supplies-transformers/renewable-energy/renewable-energy-kits/

http://www.horizoneducational.com/didactic-material/#prod1

http://www.nidirect.gov.uk/articles/grants-generate-your-own-energy

http://www.nidirect.gov.uk/articles/grants-generate-your-own-energy

http://www.worcester-bosch.co.uk/products/heat-pumps/explained

http://www.worcester-bosch.co.uk/products/heat-pumps/explained

http://www.darvill.clara.net/altenerg/wind.htm

http://www.bbc.co.uk/schools/gcsebitesize/geography/energy_resources/energy_rev1.shtml



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Content




The following links may be useful for completing the task above:www.energy-uk.org.uk/energy-industry/renewable-generation.html.www.renewableenergyworld.com/index/tech.html.www.bbc.com/future/tags/renewableenergy.www.bbc.co.uk/schools/gcsebitesize/geography/energy_resources/energy_rev3.shtml.

identify how each of the four renewable energy technologies and/or materials can be used in construction and the built environment; and

Students should refer to the FactFiles on renewable technologies as a starting point.Students should present sketch designs of homes and low rise commercial buildings identifying how renewable technologies and/or materials could be integrated into the building design and construction.

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http://www.bbc.com/future/tags/renewableenergy

http://www.renewableenergyworld.com/index/tech.html

http://www.energy-uk.org.uk/energy-industry/renewable-generation.html

http://www.energy-uk.org.uk/energy-industry/renewable-generation.html


Unit/Option content


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analyse and evaluate the advantages and disadvantages of these technologies and/or materials used as alternatives to fossil fuels. The following should be considered;– cost,– performance,

and– reliability.

Students should refer to the PowerPoint on ‘Renewable Technology’ as a starting point.Discuss and evaluate the advantages and disadvantages of the technologies and/or materials used as alternatives to fossil fuels in a seminar style debate.

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demonstrate knowledge and understanding of the need to reduce the environmental impact of building materials.

Students should research and list examples of how the construction materials we use in our buildings can have an impact on the natural environment. Students should prepare a PowerPoint presentation and consider the whole life cycle of the materials.

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demonstrate knowledge and understanding of the following methods used to reduce the environmental impact of building materials:– modern

quarrying practice;

– recycling;– reusing; and– managing site

waste effectively.

Case studies should be used to understand how buildings such as zero carbon homes and eco-friendly buildings use methods to reduce the environmental impact of the building materials used in their construction.Following research students should prepare an oral presentation or written assessment.The following links may be useful for completing the above tasks:www.bbc.co.uk/education/clips/ztmc87h.www.building.co.uk/green-for-growth-zero-carbon-homes/5049330.article.www.designingbuildings.co.uk/wiki/Sustainability_in_building_design_and_construction.www.greenspec.co.uk/.www.clacksweb.org.uk/environment/constructionsitewastemanagement.

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http://www.clacksweb.org.uk/environment/constructionsitewastemanagement

http://www.clacksweb.org.uk/environment/constructionsitewastemanagement

http://www.greenspec.co.uk/

http://www.designingbuildings.co.uk/wiki/Sustainability_in_building_design_and_construction

http://www.designingbuildings.co.uk/wiki/Sustainability_in_building_design_and_construction

http://www.building.co.uk/green-for-growth-zero-carbon-homes/5049330.article

http://www.building.co.uk/green-for-growth-zero-carbon-homes/5049330.article

http://www.bbc.co.uk/education/clips/ztmc87h


Unit/Option content


Content


Construction technology

Students should be able to: describe the

following main elements and component parts of low-rise buildings and evaluate their purposes and performance requirements, providing standard construction details that comply with the building regulations in the Building Regulations (Northern Ireland) 2012:– strip

foundations, including setting out;

– domestic pile foundations;

– walls, including

In the teaching of this unit live construction projects should be used where possible. Centres could organise site visits to construction projects.Guest speakers such as an architect and/or contractor could give students an overview of on-going or recently completed low-rise building projects. Through Q&A sessions the students can develop a knowledge of the purposes and performance requirements of the elements and components.PowerPoints to assist in the teaching of this learning outcome are available on the subject microsite.Titles are as follows: Foundations; Walls; Floors; Roofs; Windows Doors; and Domestic stair design.

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Unit/Option content


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head and sill (block, brick, timber and stud);

– damp-proof course (DPC) or membrane;

– insulation (wall, roof and floor);

– floors (solid and suspended);

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Unit/Option content


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Construction technology (cont.)

– roofs (pitched and flat);

– doors (timber, uPVC, flush, panelled, framed, legged, braced and sheeted, and associated ironmongery);

– windows (uPVC and hardwood) and styles; and

– stair design for domestic dwellings using mathematical formulae.

As part of each lesson students should be encouraged to evaluate the purposes and performance requirements of each of the building elements.Students should research the purpose of both Damp Proof Course (DPC) and Damp Proof Membrane (DPM) and list the areas where both would be located within the main elements and components of low-rise buildings.Students should research various insulation options for the wall, roof and floor structure within low-rise buildings and evaluate their purposes and performance requirements.Students should sketch drawing elevations of various door types and label the parts that make up the door including the location and type of any associated ironmongery.Students should research both performance requirements of uPVC and hardwood timber windows including the various window styles such as casement and sash.As part of an activity students should design a straight

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Unit/Option content


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flight of stairs for a domestic dwelling using mathematical formulae to calculate the dimensions of the stair risers and treads. Students should refer to the PowerPoint on the microsite ‘Stair Design’.

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Guidance in the form of Technical Booklets to support the current Northern Ireland Building Regulations are published by the Department of Finance. The Technical Booklets 2012 may be accessed from the Department of Finance’s website. www.finance-ni.gov.uk/articles/building-regulations-technical-booklets.E-document Architectural Details containing standard architectural details that comply with the building regulations are available on the subject microsite. Students should identify each of the building elements and materials within the details.As part of group exercise students should discuss and evaluate the purpose and performance requirements of the main elements and components within a given detail from the e-document.

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http://www.finance-ni.gov.uk/articles/building-regulations-technical-booklets




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describe and evaluate how construction methods for the following are changing over time (including the development of sustainable construction methods):– walls, including

stone, brick, block and timber walls;

– roofs; and– floors, including

subfloors and suspended floors; and

Students should research and summarise the history of the construction methods of walls, roofs and floors and evaluate how these methods have changed over time to become more sustainable. An example of this would be increasing levels of insulation to reduce heat loss from buildings.

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demonstrate, through contextualised

Students should define what is meant by the term retrofit within construction projects and demonstrate how the walls, roofs and floors can be changed to meet

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Unit/Option content


Content


scenarios, knowledge and understanding of the term retrofit.

the current building regulations in terms of energy efficiency and sustainable construction.The following links may be useful for completing the above tasks:www.bathnes.gov.uk/services/planning-and-building-control/planning-policy/supplementary-planning-documents-spds/sustain#three.www.planningni.gov.uk/index/policy/supplementary_guidance/guides/draft_design_guidance_to_accompany_pps_21__-_building_on_tradition/pps21_design_guide_chpt._3_reuse-2.pdf.

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http://www.planningni.gov.uk/index/policy/supplementary_guidance/guides/draft_design_guidance_to_accompany_pps_21__-_building_on_tradition/pps21_design_guide_chpt._3_reuse-2.pdf



http://www.bathnes.gov.uk/services/planning-and-building-control/planning-policy/supplementary-planning-documents-spds/sustain#three




Resources Microsite support material including PowerPoints, FactFiles, E-documents and past papers.Renewable Technology science kits.Teachers may find past papers from Unit 1 of the legacy GCSE Construction and the Built Environment specification useful to help teach elements of this section of the specification. The past papers can be found on the microsite on the following link:www.rewardinglearning.org.uk/microsites/construction/gcse/past_papers/index.asp.

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http://www.rewardinglearning.org.uk/microsites/construction/gcse/past_papers/index.asp


Unit 3:Construction Craft Project

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IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Construction and the Built Environment: Unit 3: Construction Craft Project. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities


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Subject Skills Assessed through GCSE Construction and the Built Environment: Unit 3: Construction Craft Project:The following skills are assessed in GCSE Construction and the Built Environment: Unit 3: Construction Craft Project: planning and preparing for practical tasks; and completing practical and tasks


Cross-Curricular Skills at Key Stage 4Communication Interpret, analyse and present information in oral and ICT formats;

Using Mathematics use mathematical language and notation with confidence, for example

angular measurement; use mental computation to calculate, estimate and make predictions in

a range of simulated and real-life contexts, for example using scale; calculating craft related problems, areas from scale drawings;

select and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contexts, for example costings for labour and materials;

interpret and analyse a wide range of mathematical data, for example reading dimensions from a drawing; interpreting sectional drawings;

Using ICTStudents should be enabled to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information, including mathematical information.

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Thinking Skills and Personal Capabilities at Key Stage 4Self-Management plan work, for example preparation for craft projects; set personal learning goals and targets to meet deadlines, for example

programme of work for craft project; monitor, review and evaluate their progress and improve their

learning, for example evaluation of craft project; effectively manage their time, for example production of craft project

within time allowed.

Working with Others plan work, for example preparation for projects; set personal learning goals and targets to meet deadlines, for example

programme of work for craft project; monitor, review and evaluate their progress and improve their

learning, for example evaluation of craft project; and effectively manage their time, for example production craft project

within time allowed.

Problem Solving propose justified explanations, for example explain the steps required

to adhere to health and safety requirements when using tools and materials;

reason, form opinions and justify their views, for example evaluate their own work in the craft project;

weigh up options and justify decisions, for example selection of the most appropriate materials and tools for a chosen craft in the craft project;


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which are aligned to the GCSE Construction and the Built Environment Unit 3 Construction Craft Project specification content.






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Unit/Option content


Content


Craft project Students should be able to:

complete a suitable craft project.

CCEA provide centres with a number of comparable craft themeprojects every two yearsStudents must complete a project based on one of the following crafts: woodwork; or brickwork or blockwork.

demonstrate knowledge and understanding of how to select the most appropriate materials for their chosen craft.

Students should research various materials most appropriate for their chosen craft. For example comparing the properties of various hard and softwoods. Based on the knowledge gained they should select materials from which to produce their craft product

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demonstrate knowledge and understanding of how to select the appropriate tools (hand and power tools) for their chosen craft.

Teachers should provide list of hand and power tools available to a bricklayer and/or joiner. Students working in groups should research the purpose of each tool. Based on the findings of their research students should select and justify the appropriate tools to produce their chosen craft.

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Unit/Option content


Content


Teachers and/or a professionally competent craftsperson could demonstrate how to correctly use each of the chosen tools

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Craft project (cont.)


demonstrate knowledge and understanding of how to adhere to health and safety requirements when using their chosen tools and materials.

Students could complete a risk assessment of the workshop, working areas, materials and use of their selected tools to produce their chosen craft. Based on their findings student should select and wear the appropriate personal protective equipment (PPE) for completing the tasks associated with their chosen craft

PS, SM

demonstrate knowledge and understanding of how to follow the correct joinery methods for the woodwork task and the correct construction methods for the brickwork or blockwork task.

Following demonstrations by the teacher students should improve craft skills by practising joints before commencing their controlled assessment. This includes the marking out of timber or setting out of the brickwork

SM

demonstrate knowledge and understanding of

Students could be given a mini-project containing similar skill set to the type examined in their controlled assessment in order to improve confidence and

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how to use appropriate joints, fixings, components and processes for their chosen project.

competence in relevant skill areasStudents could be given the opportunity to view videos on how to use appropriate joints, fixings, components and processes to develop knowledge and understanding.Students could refer to the following links:How to cut a Mortice and Tennon jointwww.youtube.com/watch?v=KOEYimvaQz4How to build a brickwork corner in stretcher bondwww.youtube.com/watch?v=BNylj8hGFwk

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http://www.youtube.com/watch?v=BNylj8hGFwk

http://www.youtube.com/watch?v=KOEYimvaQz4


Unit/Option content


Content


Craft project (cont.)


demonstrate knowledge and understanding of the quality control issues related to their chosen craft project.

Teachers should reinforce the need to manufacture or build a project to a high standard and students through research or a Q&A session with a relevant crafts person will gain an understanding of how quality control is carried out during production to ensure the relevant tolerances and standard of finish set by the client and/ or designers is achieved. Students should review the tolerances set for the crafts within the time controlled assessment

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evaluate their own work.

Students should review and evaluate their project throughout each of the stages of production. The evaluation should include methods with regard to how the production of their chosen craft could be improved.Peer to peer evaluation using a questionnaire to gather objective opinion may assist in the process of self-evaluation

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Resources CCEA drawings for Controlled assessment taskRange of brickwork or joinery woodworking tools.Materials for the completion of the relevant craft: woodwork craft – timber, glue and finishing materialbrickwork or blockwork craft – facing bricks, masonry blocks and motor

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Unit/Option content


Content


Skilled teacher, lecturer or presenter / craftsman

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Unit 4:Computer Aided Design (CAD)

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IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Construction and the Built Environment, Unit 4, CAD. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities


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Subject Skills Assessed through GCSE Construction and the Built Environment, Unit 4, CAD:The following skills are assessed in GCSE Construction and the Built Environment, Unit 4, CAD: planning and preparing for practical and drawing tasks; and completing practical and design tasks.


Cross Curricular Skills at Key Stage 4-Communication interpret, analyse and present information in oral and ICT formats; participate in discussions and debates.

Using Mathematics use mental computation to calculate, estimate and make predictions in

a range of simulated and real life contexts, for example use of scale calculating floor and wall areas from scale drawings;

interpret and analyse a wide range of mathematical data, for example reading dimensions from a drawing; interpreting sectional drawings.

Using ICT Students should be enabled to make effective use of information and

communications technology in a wide range of contexts to access, manage, select and present information, including mathematical information namely on CAD.

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Thinking Skills and Personal Capabilities at Key Stage 4Self-Management plan work; set personal learning goals and targets to meet deadlines; monitor, review and evaluate their progress and improve their

learning, and effectively manage their time.

Working with Others learn with and from others through co-operation; participate in effective teams and accept responsibility for achieving

collective goals. Listen actively to others and influence group thinking and decision-making, taking account of others’ opinions.

Problem Solving apply and evaluate a range of approaches to solve problems in familiar

and novel contexts, for example evaluate a given design brief.


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which are aligned to the GCSE Construction and the Built Environment, Unit 4, CAD specification content.






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Unit/Option content


Content


Introduction to CAD


understanding of the use of computer aided design (CAD) in the construction industry.

The need for accurate drawings has to be established with students. Students should be provided with examples of construction drawings completed to a high standard. As a homework task the students should research online, plans from local architectural firm

Teacher organises a Q and A session to reinforce understanding of key factors in an accurate plan

Students should be shown:www.irish-house-plans.com/index.html

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http://www.irish-house-plans.com/index.html


Unit/Option content


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Set up a drawing environment appropriately


set up a drawing environment appropriately so that all dimensions can be entered full size.

Using software, produce some very simple drawings.The teacher should provide students with tutorials which show the candidate how to use CAD software. CAD tutorials developed by NRC and CCEA are available on the construction microsite. YouTube tutorial videos can be used as a teaching resource. They will be specific to the CAD version available to the centre

UICT, SM

Use a CAD package to create simple two-dimensional construction drawings related to construction

use basic CAD commands, for example:

– line; – circle; – arc; – ellipse; – polyline;– rectangle; – offset; – move and – erase.

Students will develop CAD skills by carrying out some simple construction related drawings. CAD tutorials developed by NRC and CCEA are available on the construction micrositeYouTube tutorial videos can be used as a teaching resource. They will be specific to the CAD version available to the centreThe teacher could contextualise the work carried out in a design office through peer learning and group work

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draw a range of basic building

Students will produce simple drawings of construction components to be used in working drawings. These

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Unit/Option content


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components, for example:

– cavity wall;– concrete sill;– window;– door; and– chimney.

components will be unique to the controlled assessment task

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Use the modification commands in an industry standard CAD package


use modification commands, for example:

– trim;– stretch;– break;– extend;– scale; and– explode.

Students will develop CAD skills by producing some simple construction related drawings which require the use of draw and modify commands. CAD tutorials developed by CCEA are available on the construction micrositeYouTube tutorial videos can be used as a teaching resource. They will be specific to the CAD version available to the centre

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select hatch patterns to show the different materials used for building components such as:

– roof tiles;– insulation;– block or brickwork;– hard-core; and– concrete.

Use the hatch command with some of the drawings which were created earlier. CAD tutorials developed by CCEA are available on the Construction micrositeYouTube tutorial videos can be used as a teaching resource. They will be specific to the CAD version available to the centre

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Unit/Option content


Content


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Retrieve and plot a drawing to scale


demonstrate a knowledge and understanding of model and paper space, plotting a drawing to scale.

Plot some of the drawings which were created earlier to a variety of scales, demonstrating proper use of paper and model space. YouTube tutorial videos can be used as a teaching resource. They will be specific to the CAD version available to the centreThe teacher should encourage a class discussion about the importance of paper and model space

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Produce a two- dimensional sectional drawing that conforms to appropriate standards and conventions

produce an annotated dimensional drawing that conforms to appropriate standards and conventions and shows typical sectional details for the following:

– foundations;– floor;– sill;

Using the skills already developed, students should produce one sectional detail drawing of construction elements, as stated in the controlled assessment task. These elemental detail drawings will be available on the Construction microsite accompanied with an elemental exploded viewStandard architectural details which comply with the current building regulations should be used in teaching. These will be available on the construction microsite

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Content


– head;– eaves;– first floor; and– parapet.

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Draw a floor plan and an elevation of a domestic dwelling and plot to scale


demonstrate a knowledge and understanding of domestic elevations and plans;

Students should create a floor plan and elevation as practice to develop skill for the CAD controlled assessment task

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draw a floor plan and an elevation of a domestic dwelling to suitable scale using the components that they have previously made and stored using an appropriate library;

demonstrate a knowledge and understanding of how to plot and print to a suitable scale;

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and evaluate a given

brief and make reasoned judgements.

Students should produce an evaluation of their drawings as practice for the CAD controlled assessment taskThe teacher may find past controlled assessment tasks useful to help reinforce learning of the key elements of this section of the specification

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Draw a floor plan and an elevation of a domestic dwelling and plot to scale


Students practice using CAD files.

produce an appropriate drawing output; and

The teacher should ensure students can save and manage CAD files as DWG files, ensuring they have work backed up

SM

save the completed work using an appropriate title in an easily accessible electronic format, using an appropriate title.

Unit Assessment

Controlled Assessment Task (CAD themed project must be completed within a specified time frame using guidelines provided by CCEA).

CCEA Controlled Assessment Task(issued by CCEA in May every two years)

Resources www.irish-house-plans.com/index.html

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http://www.irish-house-plans.com/index.html


Unit/Option content


Content


YouTube CAD Tutorials relevant to the version of CAD used.Heaney, T. (2013) GCSE in Construction and the Built Environment complete text guide and workbook, CITB-Construction Skills NI. (Chapter 18, Interpret Drawings of Domestic Structures)Topliss, S. Hurst, M and Skarratt, G. (2007) BTEC National Construction Building Services Engineering and Civil Engineering, Heinemann. (Chapter, Unit 8, Graphical Detailing in Construction and the Built Environment)

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introduction · web viewteachers set up a simulated site activity that would use power tools....

Documents