DEC Curriculum Plans

Year 9 Autumn

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Planning an ECO-Classroom

 

Students will have an introduction to the Building Industry with a discussion of the requirements of the course, Level 1. Students will begin by researching sustainability in their local context and its relevance in the wider industry. Students will conduct some personal research into iconic buildings and what makes them special.
Students will then begin thinking about the brief for the years project and will conduct research into user requirements and the needs of spaces and usages which might be required in the finished building with an idea of how much space this will require.
Students will also learn the basics of technical drawing to scale in appropriate units of measurement.

Students will begin to develop sketches of plans for their buildings and begin working them up into sketch models.

Students who produce excellent work will have ideas about their building which demonstrates the depth of their research and will have a local contextual element. Decisions about the brief will be made as a result of solid group decisions following group analysis of the problems and issues thrown up by research of the local area.
Students will be able to articulate why they have preferences for different iconic buildings and what makes them great.

Students will have started to develop thoughtful sketch plans, which they will have begun to visualise in 3D models, thinking about the elevations of the buildings and the impact on the interior spaces.

The students will have an interim presentation assessment of their initial planning for their Eco Classroom. This will be done as a live assessment in front of the class.  

The students will then be assessed on their initial sketch models made as a work up of their plans.

Year 9 Spring

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Planning an ECO-Classroom. Understanding different career paths in the Building Industry.

Students will gain an understanding of how to begin the process of developing their work beyond the sketch design process by using various methodologies to begin developing first plans, through drawing and modelling.

The students will begin by using flow diagrams to begin to understand how spaces within a building relate to each other to make efficient use of space. Sketch plans and a model will then be developed through discussion and modification.

A table presentation will allow students to discuss with 'clients' how the building fits the brief and modifications can be discussed.

Students will demonstrate excellence if they produce sketch models which are the result of critical dialogue and have made modifications as a result. Their designs will take into account research and findings from term 1 (Autumn) and their final sketch design is innovative - informed by their research of existing designs or prototypes explored in term 1 and will demonstrate an understanding of the needs of the brief, the local context and will still be creative and original.

Students will be assessed on their detailed working plans of their Eco-Classrooms. This will be done in a formal submission and assessment, alongside a presentation.

Students will be assessed on the completion of their submitted folder of work which supports their detailed plans. The folder work will provide evidence of research and development of context, environment, users and sustainability.

Year 9 Summer

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Final Modelling and Presentation - Eco Classroom

Students will use their sketch models to plan and modify a finished architectural model of their Eco-classroom, making modifications as they develop. They will utilise CAD/CAM to do this. The finished models will then be presented to clients in a 'table-presentation', where final modifications to detailing will be recorded. Students will then use industry standard software (Autodesk REVIT) to complete their final drawings and to visualise their final designs.

Students who create an excellent outcome will have a fully realised architectural model which is finished to deadline, be made to a very high standard and they will have communicated their designs with high levels of communication and presentation style. They will be able to communicate suggestions to their peers during their presentations and will have worked with a high level of health and safety consideration. REVIT models will be fully realised and finished to deadline and a successful planning application will have been completed by deadline. Their Eco- classroom will be carefully considered and viable considering the original brief and specification and the student will have successfully taken part in a presentation to the client panel.

Students will be assessed through the content of a submitted completed supportive folder, with a completed finalised plan of their building.

They will also hand in a completed laser cut model of their classrooms, which they will present to a 'client', who will give feedback and comment on their presentation skills alongside comments on the quality of their models/buildings and their adherence to the initial brief.

 

Year 10 Autumn

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

This term, students will be looking at how buildings are first conceived. They will be looking at how a client communicates with the architect to work out an initial brief for a building project. Students will now be introduced to the idea of an initial client meeting and will create a short presentation which will be presented to a 'real client', who will give them feedback. Following this feedback session, students will create a workable brief which will satisfy the client and they will begin planning the requirements of the building.

The students will learn about how to present to a client and how to present work in a format which can best demonstrate their ideas. They will learn about how to develop ideas, taking into account the views of others and the requirements of a community - develop an awareness of the needs of a wider client.

They will have to be flexible in their thinking and be prepared to persuade and make their point in order to perhaps agree an idea with a client. They will also have to accept that sometimes they have to adapt their thinking.

Their presentation skills will be developed and their communication of these ideas will need to be clear and show clarity.

Literacy, numeracy and an ability to communicate effectively are all parts of this term's work.

The presentation to the client will have been carefully and thoroughly planned so that ideas and first thoughts are clearly communicated to the client. The discussion in the meeting with the client should be recorded and evaluated in terms of how this changes the initial thoughts. These changes should be clearly indicated.

 

The client meeting should make a difference to the developing ideas and this should be clearly recorded and evidenced within the student's work. The client should be able to note that the students ideas were clearly and carefully presented.

 

Subsequent work should demonstrate that the student has taken note and acted upon the advice of the client. This will be clearly evidenced within the development work. Drawings, charts, literacy will demonstrate a high quality and will be well organised.

Pupils will be assessed through a portfolio of design work based on a building that they have designed and modelled.

Year 10 Spring

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Following their Presentation with their 'real client' student's will have received feedback. Students then will create a workable brief which will satisfy the client and they will begin planning the requirements of the building. This will require researching the task in greater depth and initial designs.

When researching and considering ideas students will have to be flexible in their thinking and be prepared to persuade and make their point in order to perhaps agree an idea with a client. They will initially need to avoid design fixation and carefully consider their feedback form their proposal. They will also have to accept that sometimes they have to adapt their thinking.

Students will then learn to draw their ideas in different perspectives by hand, model their building using CAD software and complete detailed plans that embody their ideas.

 

Research and planning will clearly show that the student has taken note and acted upon the advice. This will be clearly evidenced within the development work through research, designs and annotation. Drawings will be neat orderly and creative, annotated to explain the student's decision making process. Presentation of work will be well organised and annotation will be detailed showing skilled communication and literacy. CAD work will be realistic obeying the laws of gravity and showing carefully drawn building that satisfies the brief featuring key details that are discussed through annotation within the students portfolio.

Students will be assessed through a portfolio of design work based on a building that they have designed.

Year 10 Summer

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Students will continue their portfolio project, designing for the built environment to create design and plans for their building proposal.

Students will draw out their floor plans and produce both computer aided design ideas and hand drawn sketches. Students will then be developing their ideas through the use of professional modelling techniques and use of the laser cutter. They will then develop their making skills and use of CAD and CAM to create the building they have designed. During this process they will be acquiring model making skills focusing on accuracy, appropriate tools and materials to use and accurate construction of the model.

Students will produce a series of skilled and detailed sketches that feature annotation to declare and discuss design features. They will then create a professional model of their chosen building which will emulate the materials used in the building and include fine details such as drainage and windows. The model will be created showing accurate measurements and illustrate scale to represent the students vision and visually satisfy their brief.

Students will be assessed against the exam board criteria and this will be judged as pass merit or distinction for their portfolio of design and final building.