Ey4106 unit1 week2

EY4106SUBJECT PEDAGOGICS 1:TECHNOLOGY WOODUnit 1 – Week 2:Construction Studies

Department of Design & Manufacturing TechnologyLecturer/Teacher: Mr. Joseph Lyster Teaching Assistant 1: Mr. Jonathan SpillaneTeaching Assistant 2: Mr. James O’HalloranAcademic Year 2011: Spring SemesterTechnical Support: Mr. Joe Murray

Notes prepared by: Mr. Joseph Lyster

Department of Design & Manufacturing Technology

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Module Assessment: Revised Module Assessment:

70% Laboratory Work/Assignments 20% Written Exam (Terminal) 10% Lecture Attendance

Note: Students must pass all assessment elements to obtain a pass in the

modules.


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Module Assessment: RevisedLaboratory Work: Assignment 1: Problem Based Learning Task 1, 2 & 3

Weighting 15% Assignment 2: Teach4Construction 1, 2, 3 & 4

Weighting 20% - Traffic Light system Assignment 3: Special Needs Education

Weighting 10% Assignment 4: Day Practical Exam

Weighting 15% Assignment 5: Education for Sustainability

Weighting 10%Written Exam (Terminal):

Weighting 20%Attendance:

Lectures 10% Note:

Students must pass all assessment elements to obtain a pass in the modules.

Attendance Policy: Lectures:

10% (1% for each lecture going forward) You are required to attend a minimum of 6 lectures If you fail to meet this requirement then your coursework will not be

accepted. Labs:

Labs are compulsory – meaning attend all Exceptions can be made through e-mail to [email protected] or by

dropping up to my office SR3015 In the case of illness a medical cert must be provided. I will allow a two missed labs per student, by where a 2.5% will be

incurred for each and thus deducted from your overall grade. Your coursework will not be accepted, should you miss more than those

two labs. Department of Design & Manufacturing Technology

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mailto:[email protected]

Construction Studies


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Construction Studies:Details: Construction Studies (C.S.) was established in 1984 and was first

introduced to vocational schools It is a second level senior cycle subject and a follow on subject from

junior certificate Materials Technology Wood (MTW) It is part of the ‘established leaving certificate’ programme The subject is optional, meaning students can choose to study it if they

wish. It is offered in most schools but not all. It offers a broad range of learning involving both theory and practical. In terms of its assessment, it is offered at both ordinary and higher level The uptake in C.S. has continued despite the collapse of the Irish

Construction sector/Industry. This can be largely attributed to the learning experience on offer and the

respect for teachers of C.S.


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Construction Studies:The aims & Objectives…


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Construction Studies:The Assessment…


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Construction Studies:The Theory…Theory/Drawings: General – Planning, sustainable development, health and safety etc… Substructure – Foundation types, rising walls, floors, radon, DPC, provision etc… Superstructure – External Walls, windows, doors, roofs, dormers, chimneys, etc… Internal Construction – Internal walls, floors, partitions, second fixings, doors, etc… Services and External Works – Mechanical services, electricity, wastewater treatment,

sewage, etc… Heat and Thermal Effects In Buildings – Construction type, Insulation, material

conductivity, air tightness etc… Illumination In Buildings – Natural Light, glazing, LUX, heat transfer, dwelling orientation

etc… Sound In Buildings – Insulation etc…


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Construction Studies:The Practical…

Practical: Tools

Maintenance and care of tools Uses, construction and mechanical principles Health & Safety

Processes Construction of joint types used in partitions, floors, stairs, roof,

structural timbers, doors, window frames, box and carcase construction.

Laminating board material Correct use of manufactured board Storage of materials, knowing properties of wood. Ability to effectively plan a cutting list, use of jigs clamps etc…


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Construction Studies:Coursework & Projects…

Coursework

Projects


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Marking Scheme Maximum MarksA Planning of Project 30B Report Writing 30C Manipulative Skills 30D Presentation of Project 30E Experiments 30

Total Marks 150

Construction Studies:Project Marking Scheme…


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Construction Studies:Current Trends…Current Trends: Though the theoretical areas/principles of the subject remain the same there has been a

significant change in the process of building. This is currently being assessed in the leaving certificate exam, which is set by the State

Examinations Commission (SEC). The subject has engendered a strong theme for economic, social and environmental

building performance, i.e. sustainability. These features are being integrated into the examination phase through elements such

as updated building regulations, building energy rating (BER), passive housing, sustainable planning and development.

A few years ago the subject was to receive a formal update including a revised syllabus and new name –Architectural Technology.

However, the current economic climate and the issue of funds to support the broader range of development in the technologies has resulted in this plan being shelved until a future date.


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Subject Investigation

Construction Studies:Numbers taking the subject…


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(Chief Examiners Report, 2009)

Construction Studies:Total Cohort…


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Construction Studies:Ordinary/Higher Level Grade Distribution…


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Construction Studies:Project Selection…


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Construction Studies:Submission of Portfolios…


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Construction Studies:Gender Balance…


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Construction Studies:Chief Examiners Report 2009…

It is recommended that teachers: • ensure that a balanced time provision is made available for all three components of the course – practical, written, and coursework • encourage students to plan their work in advance and to devise a coursework management log or Gantt chart to help them set targets and thus help optimise the use of time spend on coursework • encourage students to explore a wide variety of topics and themes before deciding on a particular coursework type • direct students’ attention to the rich architectural heritage of this country and encourage them to explore the architectural and craft heritage of their local area so as to provide stimulus for a diverse range of coursework • encourage students to develop the range of investigative and research skills • advise students to develop the portfolio in tandem with the development of the artefact


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• encourage students to keep a dedicated sketchpad to help develop sketching skills • advise students to record in the portfolio the sources of all information, especially information sourced from the Internet • display the relevant posters relating to coursework in the Construction Studies room and bring to the attention of all candidates the regulations contained in the relevant circulars and posters • ensure that all students complete and sign the necessary documentation prior to leaving school • display coursework in an attractive manner. Coursework work should be arranged in ascending numerical order and no other coursework should be displayed in the Centre. • encourage students to keep a sketchpad from the beginning of the course and to continually make sketches of buildings and architectural detailing as a method of recording and of practising sketching techniques over the duration of the course • not permit candidates remove the coursework from the school to facilitate additional work - as the teacher cannot then authenticate coursework completed in an out-of-school setting.



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It is recommended that students: • read the Instructions to Candidates issued by the SEC and follow these Instructions in the research and execution of their coursework • plan their time management carefully and not spend an excessive amount of time on coursework, at the expense of the theory component • keep a coursework management log or Gantt chart detailing targets dates set for coursework and record the work completed by each target date • develop their folio in tandem with the artefact and ensure that the folio contains a complete contemporary record of all work-in-progress • integrate ICT into the folio using digital media to record the on-going development of the artefact and pay particular attention on the quality of freehand sketching in the portfolio



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• record all sources of information used in researching the coursework, including the Internet, and list the websites used • carry out three experiments related to some aspect of the coursework undertaken and record in the folio the procedures followed and results obtained for each of the experiments • produce well proportioned freehand sketches as a means of communicating technical information and detailing • make sure, particularly at Higher Level, that the higher order conceptual skills of analysis, design, synthesis and evaluation are demonstrated in the folio and that an evaluation and personal reflection on the process is also included in the folio • avoid undertaking large, poorly designed furniture, displaying a limited skills range and which may create storage problems within the school. • display the completed coursework – artefact and folio – in an attractive manner and location.



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Construction Studies:General Themes…

Four main themes prevalent in most technology education programmes:

1. Technological Knowledge2. Technological Skills3. Technological Capability4. ...and most recently - Technological Concepts


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Learning Models for Technology Education


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Construction Studies:Traditional Model of Irish Technology Education…

(DES, 2000)


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Construction Studies:New Model for Irish Technology Education…This model is applied directly in leaving certificate Technology

(NCCA, 2008)


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The proposed model for Architectural Technology…

Construction Studies ‘Next Top Model’…???

(NCCA, 2006)


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Architectural Technology…

(T4, 2008)


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Construction Studies:The role of design in core elements of Architectural Technology…

(T4, 2008)


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Building Heritage/Craft Heritage…

(T4, 2008)


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Services & Environmental Technology…

(T4, 2008)


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Processing of Materials…

(T4, 2008)


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Environment…

(T4, 2008)


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(T4, 2008)


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(T4, 2008)


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Professional Development Needs for Subject Areas…

(T4, 2008)


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Exploring Pedagogy


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Construction Studies:A Critical Perspective through Problem Based Learning (PBL)…

Barrows & Myers PBL Model

Hmelo-Silver PBL Model


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It is the beginning of the school year and you have been contacted by the principal of a lower/middle class school to provide indefinite cover for a teacher of Construction Studies. You are the only teacher of this subject and you will be required to teach one 5th year and one 6th year group, each with twenty-four pupils of mixed ability/nationality. It is highlighted that there have been a number failures in terms of general classroom management, material resources, health & safety, application of syllabus theory & practical and student behaviour.

You are required to develop a strategy that promotes pupil interests, motivation, productivity and best practice regarding all work/classroom environment issues, including those outlined.

Construction Studies:Lab 1: PBL Task 1…


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Construction Studies:Aim of PBL Task 1…

The aim of the task is to enable you to apply yourself within an established method of learning, in this instance PBL.

It operates through working in groups and self directed learning. This method will require you to investigate a given problem and develop a series of

responses Essentially you are required to diagnose the problem at hand. In terms of Construction Studies, it is hope that this process will enable you to broaden

your thinking for a given situation where you will have to formulate the following: Ideas Facts Issues Action Plan

This will enable you to discover some of the practical ‘real classroom’ issues that you as a teacher will face

This will further support your understanding of the learning environment and develop your ability to plan effectively and realistically for it.