Intent
Our Level 2 Construction in the Built Environment course builds on traditional workshop skills developed at KS3, by allowing students to explore skills and knowledge required for joinery, painting & decorating and electrics. This course puts learning and development in a real-world context and directly links skills and knowledge developed in our workshop with future level 3 courses and/or apprenticeships. We aspire for students to take this course and take the necessary steps towards a career in the construction industry. This course also allows students the opportunity to develop their knowledge and understanding of health and safety in the construction industry, the technical knowledge required to plan, design and implement construction projects (including the application of maths and science) and the roles required in construction industry (e.g. foremen, architects, financial managers). When students enter our construction workshop, they will enter a learning environment that is designed to simulate the day-to-day workings of the construction industry.
Learning Journey
Names of staff, roles & contact details
Mr R Shillitoe
Acting Assistant Headteacher
rsh@baines.lancs.sch.uk
Mr B Cropper
Teacher of Construction
wcp@baines.lancs.sch.uk
| HT1 | HT2 | HT3 | HT4 | HT5 | HT6 | ||
|---|---|---|---|---|---|---|---|
| Y10 | Theory | Health and safety legislation, the role of the HSE, Introduction to PPE | Manual Handling, working at heights, asbestos, safety signs, fire extinguishers | Roe of HSE, hazard identification, hazards on site and in the office, machinery and equipment hazards | The effects of accidents, risk assessment and control measures | Risk assessments, control measures, sample papers, revision, online mock examination | Revision and online examination |
| Practical | Introduction to Sunny Cove Lodge, Emulsion painting, portfolio of evidence | Painting and decorating, wallpapering, portfolio of evidence | Joinery, use of chisels, cordless drills, auger bits, siting hinges | Door hanging, portfolio of evidence | Practical assessment, portfolio building | Joinery, mitres, skirtings, wood preparation and gloss paint | |
| Y11 | Theory | Maths in construction | Apprenticeships, careers and roles in construction | Schedules of works and GANNT charts | Planning and carrying out construction projects | Sample paper assessment revision online mock examination re-sit preparation | Revision and online examinations |
| Practical | Stud / timber walling | Lighting mains circuits | Ring mains and sockets | Applying ring mains, lighting and sockets to stud walling | Applying ring mains, lighting and sockets to stud walling | Skirting and architraves, portfolio submission. |
How and when is my child assessed?
Twice a half term, teachers will mark a student’s ‘portfolio’; this could include physical pieces of work, e-portfolios (including photographs), an account of skills that have been demonstrated/observed, and/or the student’s sketchbook/exercise book/logbook.
Formal marking at these two stages will provide students with WWW/EBI feedback. The EBI provided should either inform the student of a target to meet in the next piece of work, or an action that can be applied immediately to improve the current piece of work.
Marking of student sketchbooks/exercise books/logbooks will use WWW/EBI to identify next steps. In addition, teachers will appropriately identify areas for improvement with regards to literacy (Sp) and will use EBIs, so as to plug gaps, correct misconceptions and/or push students even further.
| Name of course(s) offered | Exam board | Link to spec | Nature of assessment |
|---|---|---|---|
| Level 1/2 Constructing the Built Environment | Eduqas | https://www.eduqas.co.uk/qualifications/constructing-the-built-environment-level-1-2/#tab_keydocuments | Unit 1 – Safety & Security in Construction (online exam – 20%) Unit 2 – Developing Construction Projects (practical portfolio work – 60%) Unit 3 – Planning Construction Projects (online exam – 20%) |
Teaching Strategies
Challenge – all teachers will set high expectations of every student, setting a single goal for each lesson. Depending on student needs, teachers will then adapt their teaching and approaches accordingly to best support students on differing pathways as we all strive towards the aspirational outcome.
Regular literacy retrieval tasks at the start of lessons – focus on developing strong understanding and use of specialist subject terminology (tier 3 language), with tasks being a mixture of oral and written activities.
Expert teacher modelling – through live demo table setups, or use of a digital visualiser, teachers will draw on their subject expertise to model/demo key skills and knowledge required in lessons.
Teacher & Student WAGOLLs – teachers will make use of pre-made, excellent exemplars to give students clarity of what is expected of them. Whether it be a teacher prepared example or a high quality piece of student work by an earlier cohort, WAGOLLs (What A Good One Looks Like) will help support teacher explanation and student understanding of their learning journey.
Questioning – throughout lessons, whether it be a literacy retrieval starter and/or practical task, students will be called upon repeatedly to answer questions based on what is being taught. Teachers will direct questions at students, with the vast majority being delivered using a ‘no hands up’ approach.
Practical learning – learning time in this subject will be wholly practical based, with students taking on board a concept delivered by their teacher, and then independently trying to apply this knowledge and skill to their own work.
Homework – regular homework is set in line with whole school guidance that enhances classroom learning. On some occasions, this homework might be ‘flipped’ in nature, where students carry out learning ahead of covering the topic in class.
Resources
Last updated September 2023