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LEAVING CERTIFICATE
Construction Studies
A guide to teaching and
exploring the built heritage in
your locality...
Noel Frawley
5 units of study –
including a class
trip
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Exploring the heritage in your locality Page 2
Contents Page:
Section Page:
Introduction 3
Unit 1 4
Unit 2 15
Unit 3 18
Unit 4 32
Unit 5 38
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Introduction:
Recent Chief examiners reports by the State Examinations Commissions have
outlined the lack of attention our built heritage receives in Construction Studies. This has
been indicated by the low level of students undertaking a heritage related project for their
coursework. Construction Studies has the potential to offer the student a diverse learning
experience. However by neglecting such a unique topic we are depriving students the
opportunity to experience the efforts made by our previous generations. By exploring the
built heritage (or architectural heritage) in their locality students will discover the cultural
history and significance of the historic building. Students will develop positive attitudes
towards the promotion and conservation of our built heritage. It is our duty to prolong the life
of these structures for future generation to embrace.
This booklet is aims to guide teachers through the five prescribed units. In addition
there is an exemplar booklet to assist the teaching of the topic. This guide contains key
questions at various parts of the lessons which should be asked in order to develop student’s
appreciation of the built heritage. The guide will need adjustment depending on the building
under exploration for unit two. It is expected that the overall structure and most of the content
can be used despite the building under exploration. In particular the aims and objectives of
the lessons should be considered. There are PowerPoint presentations attached with each unit,
some of which have vacancies for the inclusion of the built heritage from your locality.
This guide contains the knowledge necessary for each lesson. Also included are exam
questions and answers based on the topic. Each lesson has specific goals for students to
achieve. Feedback is encouraged by the teacher in order to increase the chances of students
succeeding. The lessons are highly teacher led but very students active. On completion of this
‘taster’ it is expected students will develop an interest in their local built heritage and the
numbers undertaking a heritage related project will increase.
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Recognising a heritage building
The importance of the built heritage
Heritage council (in brief)
Local built heritage
Types of architecture different from that of the class trip
Hand out prior to class trip (varies according to building under exploration)
PowerPoint Presentation containing images of heritage buildings (including local
buildings)
Models of buildings is encouraged
Building(s) history from locality
Worksheet 1 & 2
Handout prior to class trip.
Subject matter
Lesson Resources:
Aim(s):
To introduce students to the topic of the Built Heritage
To begin to develop students appreciation for the significance of the
Built Heritage in their locality
Objectives: Students will:
Compare & contrast different forms of architectural heritage highlighting
differences, advantages and disadvantages.
Complete worksheets 1 & 2 (which depend on the architecture discussed)
Recognise the significance of the Built heritage by establishing the
history associated with respective buildings in their locality
Length of
lesson:
Single class : 35 – 40 minutes approximately
Unit 1 – Introductory lesson
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Direct instruction – highly teacher led through specific questions which lead
discussions but very student active
Students complete worksheets at specific stages
Visual as possible
Lesson principles:
Set a challenging goal
Provide feedback towards this
Provide feedback on the extent to which students have met this goal
At the start of each lesson it is advised to set the learning goals. This provides students with
focus as to what the lesson involves. Stating the goals also encourages students to think about
prior knowledge related to the content. On completion of this lesson students will be able to
(provide a brief explanation as to what each goal involves):
Explain and evaluate the importance of our built heritage
Our built heritage relates to historic structures. You will be able to explain how
valuable they are in terms of history, architectural style, tourism etc.
Differentiate between built heritage categories
Many forms of architectural styles exist from castles to thatched cottages. You will be
able to explain differences.
Describe the historical importance of to the locality.
In the double lesson we will visit . By the end of the lesson you will be able
to explain its importance to the locality in terms of the past and present.
The questions outlined throughout are vital to developing student’s appreciation and
awareness of the built heritage so their inclusion is advised.
Teacher strategies/Class activities:
Organisation of lesson:
Unit 1 – Introductory lesson
Introduction – set learning goals:
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Teacher instruction: Ask students for their interpretation of the word Heritage. Write
down responses on the board, PowerPoint or students copies. Develop a definition for
heritage with the students.
Key points of answer:
Our heritage are things/objects/belongings passed on by previous generations
These range from houses, farms, sites, personal belongings and so on.
Our predecessors pass on such belongings as they trust us to provide care and value
towards them.
It is very difficult to sell an inherited item as it is of personal value.
Teacher instruction: Ask students to write down their definition of the built heritage.
Circulate and provide feedback on answers. Provide definition of the built heritage
from sources such as the Heritage council and textbooks. Students can correct their
definition accordingly.
Key points of definition:
‘By conserving our historic buildings we help to preserve them for future generations
to enjoy as part of their heritage, just as we do now’. (Heritage Council)
We have a duty of care to educate ourselves about these structures in order to ensure
they are correctly cared for
Our built heritage refers to the buildings and structures left to us by our previous
generations. These structures include churches, castles, cottages and historical
monuments.
In this unit we will be focusing on heritage buildings.
Key Question What does the word heritage mean?
Key Question Therefore what does Built Heritage mean?
Key Question What defines a heritage building?
Unit 1 – Introductory lesson continued...
Recognising a heritage building:
NOTE: A heritage building is not simply an old building!
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Teacher instruction: Most students will respond to the above question by saying ‘an old
building’. This is not necessarily true as some old buildings could be a safety hazard.
Investigate student’s experiences about protected buildings which must be maintained.
Perhaps a heritage building was the focal point associated with a recent development.
E.g a heritage building might have obstructed the development of a new building.
Builders and investors wanted to demolish the heritage building but organisations such
as the heritage council and local residents objected.
Whilst discussing the factors with the class instruct students to identify possible heritage
buildings in the locality. Provide feedback as required.
The following factors should be considered when recognising a heritage building. (These
stages are provided on PowerPoint).
Often people perceive old buildings to be a significant part of our built heritage. However this
perception is incorrect as some old buildings have no history attached. In general there are
four factors which determine if a building is part of our built heritage:
1. History
2. Architecture
3. Integrity
4. Environment
1. History:
What people/group of people lived in the building and what was their occupation?
The more famous or well known the occupants of the building the more potential the
building has regarding historical stories or information. If a person is well known within a
local community people will always have stories to tell. The likelihood is that these famous
people would have influenced the community by perhaps making significant contributions
either financially or otherwise.
What key historic events are linked with the building?
Famous historical buildings often gain their significance due to their association with
a particular event. A well known example in the General Post Office in Dublin as it had a
Unit 1 – Introductory lesson continued...
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direct link with the 1916 Easter rising. Other factors to be considered would be the signing of
a significant document or a meeting between famous people.
Does the building link with the historical development in the community?
Often buildings illustrate a significant historical development such as local
agriculture, transportation or social factors.
2. Architecture:
When was the building constructed? What particular period?
The date at which the building was constructed is a huge factor in determining its
significance. It does not simply provide the age but gives an indication of the architectural
styles used. For example the medieval period (eleventh and twelfth century) is best illustrated
by the Romanesque style whereas building from the 17th
century are typically associated with
that of vernacular architecture.
Did a famous designer have any influence on the building?
Different designers pose different architectural styles. They posses different
knowledge of building materials and construction processes. When a building was designed
by a trained architect it may be possible to analyse the style used. A building could be an
architectural style common to the community and its surroundings.
3. Integrity:
Has the building maintained its original state?
Historic buildings have been passed down through generations. It is fair to say that the
current generation may not appreciate the Architectural significance of these buildings as
much as previous generations. Also the fact that these buildings could have been sold and are
currently not in the family name is an issue. All over the country there are examples where
the character of the original structure was not maintained. Extensions have been built, paint
applied or original windows replaced. It is these adjustments that influence the buildings
historical significance.
Unit 1 – Introductory lesson continued...
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Has the building evolved in terms of function?
Over the years buildings evolve in order to meet functional requirements. In many
cases throughout the country the function has changed but the character of the building has
been maintained. However many buildings originality have been seriously affected by a
change in function.
4. Environment:
Often a building will be similar to other buildings in the community.
Teacher instruction: provide feedback which guides students to achieving the goal of
the task and further feedback on how they have/have not achieved the goal.
Aim to include two categories of Architectural heritage into the lesson. One of these will be
the building selected for the class trip following this lesson. Remember vernacular
architecture is a common heritage exam question so don’t leave that category out. Key
categories include:
Vernacular Architecture
Fortified Architecture
Religious Buildings
Key point: If the locality of the school occupies a different form of architecture apply it the
option taster. This is local heritage driven. Select one type from the list above for this section
of the lesson which will be followed by an introduction of the building being used for the
class trip. The section only lasts ten minutes so concise teaching points are necessary.
Studnet task Complete worksheet 1 (provided on PP)
Types of built heritage:
Unit 1 – Introductory lesson continued...
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Exploring the heritage in your local community involves two key stages. Firstly it is
necessary to examine and investigate the buildings history which should be followed by a
detailed exploration of the building itself. As a teacher it would be a good idea to examine
one or two buildings in your locality in terms of its history and background. This is the
information students should be provided with prior to the class trip. Often it is necessary to
make a trip to the library or local studies to receive valuable information, records and
pictures. Interviewing people who had a connection with the building is also a valuable
means of gathering information and data. Prior to the class trip a handout for homework
would suffice. The following key points should be considered when making the handout:
General History and Background:
Who built it? – a collective effort by local people, trained builders, trained architects,
famous architects,
When was it built? – finding the age of the building allows us to distinguish the
architectural style. E.g. 17th
century onward included vernacular houses while
Georgian architecture dates from the 18th
century onward.
What was the purpose of the building? Has the function changed over the years?
What historic events linked with the building? Did any famous people visit/use the
building? – linked with any particular periods of history, famine, world war etc.
Does the building link with the historic development of the area or the surrounding
areas? - transport links, social aspect, agriculture
Environment:
How does the building blend into its surroundings? – perhaps the building blends
seamlessly into the landscape such as rural thatched cottages, maybe the building
stands out as it is a formal estate.
Does the building link with other buildings in the locality? – townhouses often share
similar characteristics
What is the architectural style? – e.g. Vernacular, Georgian etc – the age, location and
features of the building will help determine this.
Hand out prior to class trip:
Unit 1 – Introductory lesson continued...
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In order to increase the educational value of the class trip and provide structure it would be
advised to provide groups of students with specific tasks. This would insure all the key
information is obtained and can be shared in class. Also this approach provides students with
a focus from the start of the trip immediately when they arrive on site. Some key points to
consider:
It could be worthwhile identifying student’s strengths prior to assigning groups with a
task. For example if a certain amount of students study art it would be worth
providing them a sketching task. Perhaps incorporate 1-2 students (depending on the
group size) who need to develop their sketching skills. This would help develop the
educational value of the trip.
Similarly students who students Design and Communication Graphics or who have
studied Technical Graphics could be given the task of sketching the orthographic
views of the building.
Other students might possess up-to-date technology such as an I-phone who
subsequently could be instructed to take pictures and videos out on site.
Typically a Construction Studies class will consist of 20-24 students so groups of 3
would be ideal.
Providing groups with a very manageable task with the view to completing it to a
high standard should be considered.
Teacher Instruction: ask recap questions. Circulate the room aiming to engage as many
students as possible. Provide feedback on answers.
Define the term ‘Built Heritage’.
Based on the criteria outlined in the lesson identify a heritage building in the locality.
Why is this building deemed heritage? Evaluate its significance.
Studnet task Complete worksheet 2 (Based on types of
Architecute Covered )
Unit 1 – Continued...
Recap Questions:
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Buildings historical significance to the cultural history of the community
Architectural style and features of the building
Construction details and materials of the building
Building and it’s immediate surroundings
Link between building and other structures in the locality
Subject matter
Aim(s):
To develop students positive attitudes and appreciation towards their
architectural heritage in their local community.
To enable students to evaluate significance, both past and present, of the
building to the local community
To further develop students knowledge of the construction
details/features of architectural heritage
Objectives: Students will:
Demonstrate exploration skills through sketching, photography, taking
notes and working in groups.
Work in groups to explore the history and significance of the castle,
exploring beyond the physical structure through the use of imagination.
Recognise the importance of the built heritage to the cultural history of
their community
Evaluate the significance of the castle in terms of its past and present
influence on the local community.
Interview home owner/tour guide if possible
Length of
lesson:
Complete over a double lesson or two lessons either side of side time.
Approx time -20 minutes travelling – 1 hour exploring building – 20
minutes return.
Unit 2 – Class trip:
Note: The following is a guide for the class trip. It is expected the outlined aims are considered, in
particular developing students appreciation towards our built heritage (affective objective). The
guide may need to be adjustment depending on the building under exploration. Some buildings
may have a deep history while others may have complex features such as columns and arches.
Adjust as you see fit.
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Sketch pad
Phone capable of taking photos and videos with a sufficient amount of battery!
Sketching equipment (2B pencil, eraser, ruler)
Any other material which you deem appropriate for your assigned task (e.g voice
recorder if available for interviews)
Rain gear!
Group work –groups of three/four are assigned a particular task
High level of discussion is encouraged amongst groups as they should compare and
contrast obtained date.
Teacher should circulate site and provide feedback to groups on sketches, photos and
videos. Explain how to improve certain areas for next site visit.
Class discussion at the end of trip as recap.
Firstly provide class with an overall tour of the building evaluating the features,
history and aim to gain a sense of culture. This will be conducted by the tour
guide/homeowner/teacher.
Instruct students to assemble into groups and begin task
Circulate throughout and provide assistance if necessary
Provide feedback to groups throughout which will assist them in achieving their task.
Provide questions related to the assigned task asking different groups for information
obtained. Sample questions may include:
How does the building contribute to the culture of our community?
What key historic events/dates/people are associated with the building?
What are the main features of the building?
Lesson Resources:
Teacher strategies/Class activities:
Organisation of lesson:
Unit 2 – Continued...
Recap:
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How has the building evolved in term of function?
Homework: complete a 1 page word document/PowerPoint presentation of
your findings. If it has been decided to create a class blog to document the
data, instruct students to bring an electronic copy to class
Unit 2 – Continued...
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In order to share the information that each group obtained the following strategies could be
used:
Make a class blog where each group has a page to publish data
Each group makes a poster & presents findings to the class
Create a class report on the building using Microsoft word or a Power Point
Presentation.
Although the latter two suggestions appear to be the most practical, creating a class blog has
both educational and personal benefits. Firstly we are encouraging students to use the internet
with purpose and it could be argued that by incorporating technology into topics such as the
built heritage the experience will appeal to students more. More and more teachers are using
strategies such as blogs in their teaching either to allow students access to notes for
homework or as a means to contain individual lessons which require videos and animations.
The blog would be set up by the teacher and the content uploaded by each group. Each group
would have an individual page. With the correct structure in place the majority of the content
would be uploaded in a 40 minute lesson.
1. Create a Gmail account. The teacher could set up one Gmail account for the entire
class. On the Google home page select
G
m
a
i
l
.
How do I set up a class blog:
Unit 3 – Recap lesson.
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2. Select ‘Create an Account’ on the top right
Fill in your relevant details and click ‘next step’. Now you have a Gmail account!
OR:
If you already have a Google account such as Gmail simply log in as normal.
Unit 3 – Continued...
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3. Select ‘new blog’
4. Create a blog title, address (note your requested address might not be available) and select a
template. Selecting a simple template should be considered at this stage.
Unit 3 – Continued...
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5. Click ‘View Blog’ and the home page of the blog will appear.
On a new window your blog homepage will appear.
Blog Home page.
Unit 3 – Continued...
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6. Now it is time to personalise your blog. Create pages, upload picture etc. On the
Blogger Dashboard select ‘overview’ on the dropdown menu.
Let’s create a page:
Select the ‘pages’ option on the left tool bar.
You now have the option to select the position of the page tabs on your blog. Simply
select ‘side links’ and your desired location.
Then select ‘new page’ and ‘blank page’ on the dropdown menu
Unit 3 – Continued...
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Create a page title.
Type in any information you wish to have on this page.
Select save and publish
Click view blog and your
page will appear. Repeat for
additional pages. Each
group may have a page or
multiple pages depending
on the quantity of
information obtained. To
upload pictures, sketches or
videos simply select the
desired option when
creating the page.
First page complete.
Unit 3 – Continued...
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Aim: Recap on class trip by creating a class blog using the
information gathered
Introduce students to the principles of conservation of heritage
buildings and apply them to conserving traditional windows
Objectives: Students will:
Demonstrate their ICT skills by contributing to the creation of a
class blog.
List and explain the importance of conservation principles and
the sequence of work.
Recognise the importance traditional sash windows have on the
integrity of our heritage buildings.
Length of
lesson:
Single lesson – 40 minutes
Assessment of
pupil learning:
Ask students questions throughout the lesson as they upload their
data to the blog. Each group will receive a separate page.
Ask students questions which assess the principles of
conservation. Correct worksheet throughout the lesson, providing
feedback regarding areas to develop.
Instruct students to compare and contrast modern and traditional
windows.
No. of pupils 21
analysing and selecting important data gathered during class trip
Uploading selected content to class blog
Key conservation principle’s
Traditional sash window – problems associated
Replacement windows.
Subject matter
Unit 3 – Continued...
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Model of Heritage building demonstrating further heritage buildings in the locality
PowerPoint presentations
Completed worksheets
Conservation hand out
Direct Instruction – teacher lead but highly student active
Pair work
Visual learning
By the end of this lesson you will be able to (provide brief explanation using PowerPoint):
Explain how to set up a blog and blog page
A blog is a website onto which individuals/groups upload information. We will be
making a blog based on our class trip to
List and evaluate the importance of the main conservation principles.
In order to maintain heritage building they must be restored/conserved following
specific guidelines. Modern building methods will not suffice.
Recognise the importance of traditional sash windows to our built heritage
One key conservation principle is to ‘repair rather than replace’. We should be
repairing traditional windows instead of inserting new uPVC ones as much as
possible.
Teacher Instruction: Instruct students to take notes on the stages involved. (stages are
on PowerPoint)
Lesson Resources:
Teacher strategies/Class activities:
Organisation of lesson:
Unit 3 – Continued...
Introduction – set learning goals (5 minutes):
Setting up blog page:
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Steps involved:
1. Go to blogger homepage
2. On the ‘go to post’ tab select pages on the drop down menu
3. Select ‘new page’ tab and then blank page in the drop down menu
4. Title of page will be the group.
5. Main features required – text, inserting picture, inserting videos
6. When data is inserted click ‘save’ followed by ‘publish’
7. Select ‘view blog’ to view completed page
Note: After each page is set up stop and explain key points to class.
Each group will receive 5 minutes to set up their page provided with the assistance of the
teacher. The addition of a poster to guide the students though the stages is advised. While one
group is setting up blog page the remainder of the class will read the conservation handout
given followed by the completion of an exam question.
Teacher instruction:
Each group will set up their page commencing with group one.
When you are not working on the blog complete hand out and exam question in
pairs.
Students will read hand out, read again taking notes. Then the teacher will go
through the handout asking key questions throughout as follows:
Conservation handout:
On completion of this hand out you will be able to:
Evaluate the importance of the key conservation principles
List and explain the sequence of conservation work
Recognise the importance traditional sash windows have on the integrity of our
heritage buildings.
Setting up blog pages or reading handout:
Unit 3 – Continued...
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Introduction:
In their conservation guidelines the Heritage Council have described the
conservation of buildings as a means to prolong the life of the building by preventing further
decay. Work is often carried out on a heritage building, but due to a lack of specialist
knowledge, great damage is caused to such structures. With this in mind the Heritage Council
have set up guidelines with the aim of promoting awareness about the conservation and
restoration of these buildings.
Main Conservation Principles as outlines by the Heritage council:
Retain and restore the historical significance of the building:
Aim should be to both protect and reveal as much of the historical significance of the
building as possible.
Complete adequate research prior to conservation work commencing:
Ensure the buildings history is known and documented prior to work. The history will
provide an indication of the materials associated with the building.
Minimum physical intervention as possible:
‘Repair rather than replace’ is the key rule of thumb associated with this principle.
By following this guideline the buildings character and history will be retained as
original material will be repaired and used.
Maintain visual setting:
In short this means maintain the overall surroundings of the building as much as
possible.
In their conservation guidelines the Heritage Council have outlined a detailed scheme which
should be followed in order to correctly undergo conservation work on a building. The main
points have been extracted and are outlined in the following table on the next page:
Question Why is specialist knowledge required when working
with heritage buildings?
Question What consquences might occur if no research is
carried out prior to work?
Unit 3 – Continued...
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Stage: Description:
Research
Building
Establish the history of the building
Investigate old papers and documents
The fabric of the building will also provide key
information
Survey building Record existing building by making an overall survey
Complete plans and sectional views which provide
structural information
Identify original material and possessions and any items
which were added at a later date
Minimum
Intervention
Key conservation rule – ‘Repair rather than replace’
Any features that are missing should be reinstated by
trained professionals
Experienced
supervision
It is best practice to receive advice from a conservation
specialist at this stage to avoid costly damage.
Record work Complete a written and photographic document of the
work for future reference
Regular
maintenance
Ensure regular and recorded inspection to ensure the
building remains in good condition
Repair when required.
Conservation of traditional windows:
‘When the windows of the original design are removed or altered,
the building are deprived of their character, and the streetscape
suffers’ (Heritage Council)
Today replacement windows come in the form of uPVC and
aluminium which do not reflect the origin and character of the
house.
For example vernacular thatched cottages are known to have sliding
sash windows (right). Modern uPVC replacements with visually
unpleasing glazing bars are neglecting the integrity of vernacular design.
Unit 3 – Continued...
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Common problems associated with windows:
Timber Decay:
Traditional windows are made of superior timber which is justified by their longevity.
Some windows have lasted for over one hundred years and still survive.
If decay is found, always investigate the root of the problem. For example if a
window is leaking the leak must be dealt with appropriately.
Wet rot:
This is visible when the paint begins to ripple and timber goes soft. Over time the
wood will lose its strength.
Wet rot occurs mainly on Horizontal members as this is where water lodges and is
allowed to soak. The moisture might soak into the timber due to a lack of paint or
break in putty which keeps the glass in place.
Infected sections of the window should be repaired or replaced with exact replicas.
Sash Cords:
Over the years the build up of paint causes sashes to become immovable. When paint
is applied over the sash cord it reduces its strength and will eventually cause the cord
to break.
Firstly remove paint which will allow the sashes to move.
Replace and broken sash cord – can be completed by someone familiar with such
work. The weights will have to be accessed via the side pockets in the window frame.
Question What principles of vernacular architecure depend on
the restoration of the traditional sash windows.
Unit 3 – Continued...
2007 Exam question:
Answer section a and b in
relation to the repair of the
windows
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Teacher instruction: instruct students to complete window sections of the question.
Provide feedback throughout on how to complete the question and further feedback on
the completed answer. A sample answer is provided below:
Part A:
Windows
Carefully inspect and repair existing windows as much as possible.
Check for any problems such as broken sash cords, putty breaks and repair accordingly.
Repair rather than replace’
If windows are beyond repair, replace with new sash windows identical to the original.
This can be achieved by asking the local joinery shops which specialise in the area.
Despite the perception that such windows are expensive to make they are in fact relatively
inexpensive. For the sake of retaining the historical significance of the building making
the exact replica is encouraged.
After the new window is installed prime, undercoat and gloss the window as original one
was. This will help maintain the visual setting of the home.
Part B:
In order to encourage the reuse of materials the guide ‘repair rather than replace’
must be adopted.
This involves retaining as much of the original window as
possible – timber, glass, weights. (sash cords will more than
likely have to be replaced)
Horizontal members are likely to suffer from wet rot as
moisture is allowed to lodge in this area. Inspect such
members (right).
Cut away any infected sections of the timber and replace with
identical pieces. Ensure the character of the window is
maintained. Ensure exact details are provided to the craftsman
completing the replacement.
Unit 3 – Continued...
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When removing infected sections care must be taken to avoid breaking the glass. This
will particularly apply when removing the original putty – original glass will be
reused.
Complete the repair of sashes and apply original glass. Apply putty around the glass
which acts as a sealant.
Allow 2-3 weeks for putty to dry before apply paint.
Prime, undercoat and paint new section as the original.
Install new sash cords. This will require accessing the weight through the side pockets
on the window frame.
Unit 3 – Continued...
Recap – correct exam question:
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Traditional stone walls v concrete cavity construction
Principle of evaporation relating to traditional stone walls
The importance of lime
PowerPoint presentations
Completed worksheets
Conservation hand out
Exam question
Subject matter
Lesson Resources:
Aim(s):
To further develop student’s conservation awareness by focusing on
the traditional walls.
Objectives: Students will:
Compare and contrast the walls of modern buildings with those of
traditional heritage structures to establish key principles.
List and explain the process of repointing and rendering traditional stone
walls.
Demonstrate their knowledge of lime rendering by through the
completion of an exam question.
Length of
lesson:
Single lesson 35-40 minutes approx.
Assessment
of pupil
learning
Ask students questions which assesses the principles associated with
walls e.g. evaluate how traditional stone walls function compared to
modern day construction
Circulate and correct student’s worksheets providing feedback on areas
which require improvement.
Correct an exam question which will show students knowledge of the
conservation of traditional walls
Unit 4 – Conservation of traditional walls...
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Direct instruction
Class discussions
State learning goals – By the end of this lesson you will be able to:
Compare and contrast modern day walls with traditional stone/brick walls
Modern day construction differs greatly from traditional building. Thus materials
used today such as cement will not suffice when working with heritage buildings.
Explain how the principle of evaporation relates to traditional stone walls
When moisture soaks into an old stone wall it must be allowed to be released. This
happens through evaporation.
Explain the necessity of lime when working with traditional walls
Lime is a material which has the ability to absorb and release moisture.
Teacher instruction: provide pictures on PowerPoint and allow students time to analyse
the images. One possible response will relate to traditional walls being thicker than
modern walls.
Key points:
Traditional walls are thicker than walls today
Traditional walls were constructed using random rubble stone as opposed to concrete
blocks
Teacher strategies/Class activities:
Organisation of lesson:
Key question What differences exist between modern walls and
old traditional walls?
Key question Why are traditional walls thicker than walls today?
Unit 4 – Continued...
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Teacher instruction: show cross section of walls (both traditional and modern) on
PowerPoint and allow students time to develop an answer. Instruct students to take
notes throughout.
Key points:
Traditional walls are very wide, as this prevented moisture reaching the inner
surfaces.
Rain water would soak into the wall but would dry out before reaching the inner
surfaces.
This means that the materials used must allow for this moisture to leave the wall.
Modern cavity walls are designed with a cavity which prevents moisture reaching the
inner surfaces of the building. They also have DPC’s and expansion joints unlike
traditional structures. ‘Recognition of this is fundamental’ (Heritage Buildings) to the
well being of heritage buildings. See sections below:
Teacher instruction: Allow students time to take down key notes on PowerPoint.
Circulate and observe providing feedback on the quality of sketching. Criteria –
proportions, accuracy, correct use of colour.
Mortars, pointing and renders:
‘Traditional buildings require flexibility to allow for the in dependant movement of the
constituent parts, to cope with seasonal changes and to allow for any moisture entering the
walls to evaporate unimpeded’ (Heritage Council Conservation Guidelines)
Unit 4 – Continued...
Modern concrete cavity
walls have a cavity. Any
moisture which penetrates
the outer leaf falls down
the cavity thus not
reaching the inner surface.
Moisture which soaks into
a traditional stone wall
must be realised through
evaporation. The materials
used in the construction
must allow for this.
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Mortars, plasters and renders must be pliable and porous. Pliable means flexible while porous
involves having minute holes which allows liquid or air to pass. The most important material
to achieve such characteristics is lime. Later in the year we will look at lime in detail but for
now it is vital we acknowledge its importance to the life of heritage buildings.
Repointing:
A common problem associated with traditional walls is decayed pointing. Decayed
and loose pointing allows water into the wall and lodge there. The procedure for
repairing this problem is illustrated in three basic steps:
The mortar joint should always be weaker than the stone/brick work to allow for the
release of moisture.
Rendering - is an external coat applied to the building to protect it from water/moisture
penetration
Most common render – Lime Based render applied to rubble walls.
Conservation Problems – Removal of this render & effects of
weathering
•Exposes Rubble Wall to rain (Water penetration)
•Uncovering unseen work, may be poor quality
•Material Mixtures (lime mortar & animal hair) not available
•Cannot be recovered, lack of respect for the craft
•Disrupts Aesthetics of building
Remove loose mortar
and cut back to a square
face
Air gaps occur due to
poor craftsmanship
Correct method- mortar
well pushed in
1
2 3
Unit 4 – Continued...
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The original external plaster of an old house is to be removed to reveal solid stone walls
of random rubble construction as shown on the sketch. The
owner has the option of either leaving the external
stonework exposed or replastering the walls
Outline two reasons in favour of each option listed above.
If the house is to be replastered, a 1 lime: 3 sand mix is
recommended for the external render. Give two reasons why such a mix is
recommended for this house.
Teacher instruction: allow students time to complete the outlined exam question.
Provide feedback throughout on work. It must be noted that random rubble plastered
walls are not supposed to be exposed. They were not built with this in mind. Key points
to be included in answer:
In favour of exposing stone work:
Current render is cracked and is offering no protection to rain.
Crack render is reducing the aesthetics of the building. Exposing the stone work
would be more visually pleasing.
The original stone work will enhance the appearance of the house.
Exposing the stone show cases traditional skills which are now diminishing. These
old skills suit the age and characteristics of the house more.
In favour of replastering:
Most important – The random rubble wall was never intended to be seen. It could be
poor quality workmanship. More importantly the wall was built with the intention of
being plastered. Removing the plaster will result in the wall not being water and
weather resistant. Replastering the wall will protect it from water/moisture
penetration.
Simplicity is the key to the Vernacular design. These houses blend seamlessly into the
landscape. A common trait of vernacular house is the whitewashed plastered walls.
Unit 4 – Continued...
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Replastering with a lime and sand mix:
Random rubble walls need to be able to breathe. They need to allow for the release of
the absorbed moisture. Lime has these characteristics which absorbs and releases
moisture. (porosity)
Traditional walls need to be flexible in order to expand and contract. Lime can
achieve this.
Lime renders can be easily moulded in order to follow contours of the wall.
Correct question at the end of class. This will act as the recap.
Unit 4 – Continued...
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For the Construction Studies coursework option (iii) the actual building is the focus of
the project. It is the investigation and research which determines the standard of the project.
In order for students to gain further experience associated with these skills this unit should be
encouraged. Students will also have to complete a report on the building which is further
preparation for the coursework. Despite what option chosen by the student a portfolio will
have to be completed. By encouraging the use of software such as Microsoft word and
PowerPoint at this stage of fourth year that standard of portfolios will be higher come
Leaving Certificate. Also by getting students to complete such tasks will provide more
information and data for the class blog. The following worksheet could be used as guide
when exploring the building. Photos, sketches, historical record/documents and interviews
should be used to support the report.
Aim(s):
To further develop students skills necessary to investigate and
explore a heritage building
To further encourage students to undertake a heritage related
project for the leaving certificate.
Objectives: Students will:
Demonstrate exploration skills by successfully completing a report of a
heritage building
Recognise the importance of the building to their locality
Recognise the cultural history of the building
Develop communication skills by interviewing home owner/local
people.
Assessment
of pupil
learning
Ask students questions at various stages throughput the term to assess
their development in their research.
Correct students work at various stages throughout the term and provide
feedback on areas which require improvement.
Collect and correct report when completed providing feedback where
required.
Unit 5 –Individual research of a local heritage building... Unit 5 –Continued...
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History of the building:
What people lived in the building?
What was the occupation of the building?
Did famous people live in the building?
What contribution did such famous people make to the locality?
What key historic events are associated with the building?
How has the building linked with the historical development of the locality?
Architectural style:
When was the building constructed?
What particular period?
Who built it? A famous designer? Local untrained residents?
Integrity of the building:
Has the building maintained its original state? Seek old photos for evidence
How has the building evolved in terms of function?
Has the historical significance of the building been maintained?
Description of conservation/restoration works – have they complied with the
conservation principle as outlined by the Heritage council?
Environment:
How does the building relate to it surroundings?
Does it blend seamlessly into the landscape or stand out as a formal building?
Is there a link with the buildings and other buildings in the locality?
Construction details:
What construction processes were used in the construction process?
What materials were used?
How do the materials used reflect the economic/social statuses?
Complete sectional sketches/drawing. Seek original drawings if possible.
Unit 5 –Continued...
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When should students complete this unit?
It would be advised to assign students this task directly after the completion of unit 4.
Typically this topic should be introduced at the start of 4th
year. By providing the task at this
stage and setting the deadline for the first lesson back after the Halloween midterm break
students will have sufficient time. It is not expected students spend large amounts of time on
this tasks as other aspects of the course will the focal point. However by completing this unit
students are developing key skills necessary for this type of project in their leaving cert year.
Unit 5 –Continued...