Model School Teacher Resource

Using your school as a resource A cross curricular project for Upper Primary and Lower Secondary Curriculumn.

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Overview 'ĞŶĞƌĂů ŝŶĨŽƌŵĂƟŽŶ ĂďŽƵƚ ƚŚĞ DŽĚĞů ^ĐŚŽŽů ƉƌŽũĞĐƚ

What is Architecture?

Lesson Plans: ϭ͘ϭ ĚŝƐĐƵƐƐŝŽŶ ĂďŽƵƚ ĂƌĐŚŝƚĞĐƚƵƌĞ ϭ͘Ϯ WĂƉĞƌ ƚƌĂŶƐĨŽƌŵĞƌƐ ϭ͘ϯ tŚĞƌĞ ĚŽ ǁĞ ůĞĂƌŶ͍

Elements of Architecture Lesson Plans: Ϯ͘ϭ ĂƌĚďŽĂƌĚ ƚŽǁĞƌƐ Ϯ͘Ϯ ^ƉĂŐŚĞƫ ƚŽǁĞƌƐ Ϯ͘ϯ ŚŽŵĞ ĨŽƌ ƚŚĞ ƉĞŶŐƵŝŶ͕ ƉĂĚĂ ĂŶĚ ƉŝŐ

Communicating Architecture Lesson Plans: ϯ͘ϭ DŝŶŝͲDĞ ϯ͘Ϯ ƌĐŚŝƚĞĐƚƵƌĂů ĚƌĂǁŝŶŐ ϯ͘ϯ ƌĐŚŝƚĞĐƚƵƌĂů ŵŽĚĞů ŵĂŬŝŶŐ͗ >ŝůůŝƉƵƚ ĐůĂƐƐƌŽŽŵ

Experiencing Architecture Lesson Plan: ϰ͘Ϭ DĂƉƉŝŶŐ ŵLJ ƐĐŚŽŽů

Making Architecture: The Big Design Event.

Lesson Plan: ϱ͘Ϭ DŽĚĞů ĐůĂƐƐƌŽŽŵ ĂŶĚ ŵŽĚĞů ƐĐŚŽŽů

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Overview 'ĞŶĞƌĂů ŝŶĨŽƌŵĂƟŽŶ ĂďŽƵƚ ƚŚĞ DŽĚĞů ^ĐŚŽŽů ƉƌŽũĞĐƚ

DŽĚĞů ^ĐŚŽŽů

WƌŽũĞĐƚ KǀĞƌǀŝĞǁ Architecture and Design Scotland Ăŝŵ ƚŚŝƐ W ƉƌŽŐƌĂŵŵĞ Ăƚ ƚĞĂĐŚĞƌƐ ŽĨ ƵƉƉĞƌ ƉƌŝŵĂƌLJ ĂŶĚ ůŽǁĞƌ ƐĞĐŽŶĚĂƌLJ͘ dŚĞ ŽǀĞƌͲĂƌĐŚŝŶŐ ƚŚĞŵĞ͕ Model School͕ ŽīĞƌƐ ĞdžĐŝƟŶŐ ǁĂLJƐ ƚŽ ƵƐĞ ƚŚĞ ƐĐŚŽŽů ĞŶǀŝƌŽŶŵĞŶƚ͕ ƚŚƌŽƵŐŚ ƚŚĞ ŵĞĚŝƵŵ ŽĨ ĂƌĐŚŝƚĞĐƚƵƌĞ ĂŶĚ ĚĞƐŝŐŶ͕ ƚŽ ĂƐƐŝƐƚ ƚĞĂĐŚĞƌƐ ŝŶ ĚĞůŝǀĞƌŝŶŐ ƚŚĞ ƵƌƌŝĐƵůƵŵ ĨŽƌ džĐĞůůĞŶĐĞ͘ ŶƵŵďĞƌ ŽĨ ĞdžƉĞƌŝĞŶĐĞƐ ĂŶĚ ŽƵƚĐŽŵĞƐ ǁŝůů ĐƵůŵŝŶĂƚĞ ŝŶ LJŽƵƌ ƉƵƉŝůƐ ĚĞƐŝŐŶŝŶŐ ĂŶĚ ŵŽĚĞůůŝŶŐ Ă ŶĞǁ ƐĐŚŽŽů ďĂƐĞĚ ŽŶ ƚŚĞŝƌ ƉĞƌĐĞƉƟŽŶ ŽĨ ƚŚĞ ƉĞƌĨĞĐƚ ƉůĂĐĞ ƚŽ ůĞĂƌŶ͘ Why use architecture as the medium? ƌĐŚŝƚĞĐƚƵƌĞ ŝƐ Ăůů ĂƌŽƵŶĚ ƵƐ͕ ŝƚ ƚŽƵĐŚĞƐ ŽƵƌ ůŝǀĞƐ ĂŶĚ ĂīĞĐƚƐ ƵƐ ŝŶ ƐŽ ŵĂŶLJ ǁĂLJƐ͕ ǁĞ ĞŶĐŽƵŶƚĞƌ ŝƚ ĞǀĞƌLJĚĂLJ ŝŶ ƚŚĞ ŚŽŵĞƐ ǁĞ ůŝǀĞ ŝŶ͕ ƚŚĞ ƐƚƌĞĞƚƐ ǁĞ ǁĂůŬ͕ ǁŚĞƌĞ ǁĞ ǁŽƌŬ͕ ǁŚĞƌĞ ǁĞ ƐŚŽƉ͕ ǁŚĞƌĞ ǁĞ ƉůĂLJ ĂŶĚ ǁŚĞƌĞ ǁĞ ůĞĂƌŶ͘ ƌĐŚŝƚĞĐƚƵƌĞ ĐƌŽƐƐĞƐ ƐŽ ŵĂŶLJ ƐƵďũĞĐƚƐ ͕ ŶŽƚ ũƵƐƚ ƚŚĞ ŽďǀŝŽƵƐ ŽŶĞƐ ƐƵĐŚ ĂƐ Expressive Arts ĂŶĚ Technology͕ in Science͖ ŝƚ͛Ɛ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŚŽǁ ďƵŝůĚŝŶŐƐ ƐƚĂŶĚ ƵƉ͕ Žƌ ŬĞĞƉ ƵƐ ǁĂƌŵ ĂŶĚ ĚƌLJ͕ ĂŶĚ ŚŽǁ ǁĞ ƚƌLJ ƚŽ ĐŽŶƐĞƌǀĞ ƚŚĞ ǁŽƌůĚƐ ƌĞƐŽƵƌĐĞƐ͕ ŝŶ DĂƚŚĞŵĂƟĐƐ͖ ŝƚ ĐŽǀĞƌƐ ƐŚĂƉĞ͕ ƉƌŽƉŽƌƟŽŶ͕ ǀŽůƵŵĞ͕ ƐĐĂůĞ ĂŶĚ ƚŚĞ ŝŶƚĞƌĐŚĂŶŐĞ ŽĨ Ϯ ƚŽ ϯ ͕ In Health & Wellbeing and Social Studies͖ Ă ŐŽŽĚ ĞŶǀŝƌŽŶŵĞŶƚ ǁŝůů ŚĂǀĞ Ă ƉŽƐŝƟǀĞ ĂīĞĐƚ ŽŶ ƵƐ ǁŚĞƚŚĞƌ ǁĞ ƌĞĂůŝƐĞ ŝƚ Žƌ ŶŽƚ͕ Languages͖ ǁĞ ůĞĂƌŶ ŶĞǁ ǁŽƌĚƐ ĂŶĚ ŚŽǁ ƚŽ ĐŽŵŵƵŶŝĐĂƚĞ ŽƵƌ ŝĚĞĂƐ ƚŽ ŽƚŚĞƌƐ͘ What or where is the perfect place to learn? dŚŝƐ ŝƐ ĨŽƌ LJŽƵƌ ĐůĂƐƐ ƚŽ ĚŝƐĐƵƐƐ ĂŶĚ ĚŝƐĐŽǀĞƌ ĨŽƌ ƚŚĞŵƐĞůǀĞƐ͘ ǀĞƌLJŽŶĞ͛Ɛ ƌĞƐƉŽŶƐĞ ǁŝůů ďĞ ĚŝīĞƌĞŶƚ͕ ƐŽŵĞ ŵŝŐŚƚ ůŝŬĞ ƚŚĞ ĐůĂƐƐƌŽŽŵ ƚŚĞLJ ĂůƌĞĂĚLJ ŚĂǀĞ͕ ƐŽŵĞ ŵŝŐŚƚ ǁĂŶƚ Ă ƉůĂĐĞ ƚŚĂƚ ŝƐ ƋƵŝĞƚ ĂŶĚ ƐŵĂůů͕ Žƌ ŵĂLJďĞ ŝƚ͛Ɛ ĂŶ ŽƵƚĚŽŽƌ ƐƉĂĐĞ͕ Žƌ Ă ƐƉĂĐĞ ĮůůĞĚ ǁŝƚŚ ĐƵƐŚŝŽŶƐ ǁŚĞƌĞ ŶŽͲŽŶĞ ƐŝƚƐ Ăƚ Ă ĚĞƐŬ͘ DĂLJďĞ LJŽƵƌ ƉƵƉŝůƐ ĂƌĞ ŝŶŇƵĞŶĐĞĚ ďLJ ŽƚŚĞƌ ƐƉĂĐĞƐ Žƌ ƉůĂĐĞƐ ƚŚĞLJ ŚĂǀĞ ǀŝƐŝƚĞĚ͘ tŚĂƚĞǀĞƌ ƚŚĞLJ ĐŽŵĞ ƵƉ ǁŝƚŚ͕ ƚŚĞ ƉƌŽĐĞƐƐ ŽĨ ĚĞƐŝŐŶŝŶŐ ƚŚĞŝƌ Model School ǁŝůů ƚĞĂĐŚ ƚŚĞŵ Ă ŚƵŐĞ ĂŵŽƵŶƚ ĂďŽƵƚ ƚŚĞŝƌ ƐƵƌƌŽƵŶĚŝŶŐ ĞŶǀŝƌŽŶŵĞŶƚ͘ How to deliver the project: KƵƌ W ƉƌŽŐƌĂŵŵĞ ƉƌŽǀŝĚĞƐ LJŽƵ ǁŝƚŚ Ă ĐŽŵƉůĞƚĞ ƐƚĂƌƚĞƌ ƉĂĐŬĂŐĞ ƚŽ ĚĞůŝǀĞƌ ƚŚĞ ƉƌŽũĞĐƚ͘ /ƚ ďƵŝůĚƐ ŽǀĞƌ Ă ƐĞƌŝĞƐ ŽĨ ůĞƐƐŽŶƐ ǁŝƚŚ ƐŵĂůů ĞdžĞƌĐŝƐĞƐ ĂŶĚ ĚŝƐĐƵƐƐŝŽŶ ďƌĞĂŬƐ ƚŽ ĞƋƵŝƉ LJŽƵƌ ĐůĂƐƐ ǁŝƚŚ ƚŚĞ ŬŶŽǁůĞĚŐĞ ĂŶĚ ĐŽŶĮĚĞŶĐĞ ƚŽ ĞĂĐŚ ŝŵĂŐŝŶĞ͕ ĚĞƐŝŐŶ ĂŶĚ ƉƌŽĚƵĐĞ ƚŚĞŝƌ ŽǁŶ ǀŝƐŝŽŶ ŽĨ Ă Model School. tĞ ƐƵŐŐĞƐƚ ƚŚĞ ƉƌŽũĞĐƚ ĐŽƵůĚ ƚĂŬĞ ƉůĂĐĞ ŽǀĞƌ ƚŚĞ ĐŽƵƌƐĞ ŽĨ ϭ ǁĞĞŬ͕ ŵĂŬŝŶŐ ŝƚ Ă ƐƉĞĐŝĂů ĞǀĞŶƚ ǁŚŝĐŚ͕ ŝĨ ƐƵďŵŝƩĞĚ ƚŽ ƵƐ ǁĞ ǁŝůů ĞŝƚŚĞƌ ĞdžŚŝďŝƚ Žƌ ƉůĂĐĞ ŽŶ ŽƵƌ ǁĞďƐŝƚĞ͘ ůů ƚŚĞ ŝŶĨŽƌŵĂƟŽŶ LJŽƵ ŶĞĞĚ ƚŽ ĐĂƌƌLJ ŽƵƚ ƚŚĞ ƉƌŽũĞĐƚ ŝƐ ĐŽŶƚĂŝŶĞĚ ŝŶ Ă ƐĞƚ ŽĨ ŝŶĨŽƌŵĂƟŽŶ ƐŚĞĞƚƐ͕ ůŽĐĂƚĞĚ Ăƚ ƚŚĞ ďĂĐŬ ŽĨ ĞĂĐŚ ƐĞĐƟŽŶ͘ dŚĞƐĞ ĐŽŶƚĂŝŶ ĐůĞĂƌ ŐƵŝĚĂŶĐĞ ĂŶĚ ďĂƐŝĐ ĂƌĐŚŝƚĞĐƚƵƌĂů ŝŶĨŽƌŵĂƟŽŶ͕ ŝŶĐůƵĚŝŶŐ ŝŵĂŐĞƐ ĂŶĚ ĞdžĂŵƉůĞƐ ŽĨ ǁŚĂƚ LJŽƵ ŵŝŐŚƚ ĞdžƉĞĐƚ ƚŽ ƐĞĞ Ăƚ ƚŚĞ ĞŶĚ ŽĨ ƚŚĞ ƚĂƐŬ͘ dŚĞƌĞ ĂƌĞ ĂůƐŽ ǁĞďůŝŶŬƐ ĂŶĚ ƐƵŐŐĞƐƚĞĚ ĨƵƌƚŚĞƌ ƌĞĂĚŝŶŐ ŝĨ LJŽƵ ĚĞƐŝƌĞ ƚŽ ĮŶĚ ŽƵƚ ŵŽƌĞ LJŽƵƌƐĞůĨ͘ ^ƵŐŐĞƐƚĞĚ ƟŵĞƐ ĨŽƌ ůĞƐƐŽŶƐ ĂŶĚ ĞdžĞƌĐŝƐĞƐ ĂƌĞ ďĂƐĞĚ ŽŶ ϰϱ ŵŝŶƐ͕ ϭ͘ϱ ĂŶĚ Ϯ ŚŽƵƌ ƟŵĞ ĨƌĂŵĞƐ͕ ĂŝŵŝŶŐ ƚŽ Ɛŝƚ ĐŽŵĨŽƌƚĂďůLJ ǁŝƚŚŝŶ ƚŚĞ ƐƚƌƵĐƚƵƌĞ ŽĨ ƚŚĞ ƐĐŚŽŽů ĚĂLJ͘ 0 Overview page.2

WƌŽũĞĐƚ KǀĞƌǀŝĞǁ dŚĞ ŽǀĞƌĂůů ƉƌŽũĞĐƚ ŝƐ ĚŝǀŝĚĞĚ ŝŶƚŽ ƚŚĞ ĨŽůůŽǁŝŶŐ ĮǀĞ ƐĞĐƟŽŶƐ ǁŝƚŚ ĞĂĐŚ ƉĂƌƚ ĐŽŶƚĂŝŶŝŶŐ Ă ŶƵŵďĞƌ ŽĨ ůĞƐƐŽŶƐ͗ ͻ ͻ ͻ ͻ ͻ

/ŶƚƌŽĚƵĐƟŽŶ tŚĂƚ ŝƐ ƌĐŚŝƚĞĐƚƵƌĞ͍ Elements of Architecture ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Experiencing Architecture: think, look, touch, see like an architect Making Architecture: The Big Design Event

ĂĐŚ ƐĞĐƟŽŶ ĂŶĚ ůĞƐƐŽŶ ĐĂŶ ďĞ ĚĞůŝǀĞƌĞĚ ĂƐ Ă ƐƚĂŶĚĂůŽŶĞ ƉƌŽũĞĐƚ Žƌ ďƵŝůĚ ƚŽ ďĞĐŽŵĞ ƚŚĞ ĨƵůů ƉƌŽũĞĐƚ͘ Resources: zŽƵ ƐŚŽƵůĚŶ͛ƚ ƌĞƋƵŝƌĞ Ă ŚƵŐĞ ĂŵŽƵŶƚ ŽĨ ĂĚĚŝƟŽŶĂů ƌĞƐŽƵƌĐĞƐ Žƌ ŵĂƚĞƌŝĂůƐ͕ ĂůƚŚŽƵŐŚ ŝƚ ŵŝŐŚƚ ďĞ ƵƐĞĨƵů ĨŽƌ ƚŚĞ ƉƵƉŝůƐ ƚŽ ƐƚĂƌƚ Ă ƐƉĞĐŝĂů ƉƌŽũĞĐƚ Ŭ ƐŽ Ăůů ƚŚĞŝƌ ĚĞǀĞůŽƉŵĞŶƚ ǁŽƌŬ ĐŽƵůĚ ďĞ ƌĞĐŽƌĚĞĚ ŝŶ ŽŶĞ ƉůĂĐĞ ĂŶĚ ĚŝƐƉůĂLJĞĚ Ăƚ ƚŚĞ ĞŶĚ͘ dŚĞ ůĞƐƐŽŶƐ ĂŶĚ ǁŽƌŬƐŚŽƉƐ ŽƵƚůŝŶĞĚ ƵƐĞ ŽŶůLJ ƐŝŵƉůĞ ĂŶĚ ƌĞĂĚŝůLJ ĂǀĂŝůĂďůĞ ŵĂƚĞƌŝĂůƐ ƐƵĐŚ ĂƐ͗ -­‐ A4 paper / card -­‐ Glue -­‐ Rulers -­‐ Pens and pencils -­‐ Long tape measure ƚ ƚŚĞ ďĞŐŝŶŶŝŶŐ ŽĨ ƚŚĞ ǁĞĞŬ LJŽƵ ĐĂŶ ĂƐŬ ƚŚĞ ĐůĂƐƐ ƚŽ ƐƚĂƌƚ ƚŽ ďƌŝŶŐ ŝŶ ĐĂƌĚďŽĂƌĚ ďŽdžĞƐ͕ ĐĂƌƚŽŶƐ͕ ƉĂƉĞƌ͕ ĨĂďƌŝĐ ĞƚĐ ƚŽ ďƵŝůĚ ƵƉ Ă ƐƚŽƌĞ ŽĨ ŵŽĚĞůůŝŶŐ ŵĂƚĞƌŝĂůƐ͕ ŝƚ͛Ɛ ĂůǁĂLJƐ ŐŽŽĚ ƚŽ ƵƐĞ ƌĞĐLJĐůĞĚ ŵĂƚĞƌŝĂůƐ͘ /Ĩ LJŽƵ ĚĞƐŝƌĞ ƚŽ ŚĂǀĞ Ă ŶĞĂƚĞƌ ĞŶĚ ƉƌŽĚƵĐƚ ƚŚĞŶ LJŽƵ ŵĂLJ ǁĂŶƚ ƚŽ ĐŽŶƚƌŽů ƚŚĞ ƉĂůĞƩĞ ŽĨ ŵĂƚĞƌŝĂůƐ ƚŽ ĐĞƌƚĂŝŶ ĐŽůŽƵƌƐ͕ ƚLJƉĞ ŽĨ ĐĂƌĚ͕ Žƌ ĞǀĞŶ ƵƐĞ ĐŽŵŵĞƌĐŝĂůůLJ ĂǀĂŝůĂďůĞ ŵĂƚĞƌŝĂůƐ ƐƵĐŚ ĂƐ ůŽůůLJ ƐƟĐŬƐ͕ ŵĂƚĐŚƐƟĐŬƐ͕ ƉůĂƐƟĐŝŶĞ͘ We suggest that in later stages classes could present or carry out their work in larger, communal areas of their school.

Teachers should take note of this and plan for booking spaces if need be.

What to expect at the end of the project: dŚĞ ďĂƐŝĐ ĐŽƵƌƐĞ ĂŶĚ ƚƌĂŶƐŝƟŽŶ ƉĞƌŝŽĚ ƐŚŽƵůĚ ĞƋƵŝƉ ƚŚĞ ĐůĂƐƐ ǁŝƚŚ ƚŚĞ ĂďŝůŝƚLJ ĂŶĚ ŬŶŽǁůĞĚŐĞ ƚŽ ĐƌĞĂƚĞ ƚŚĞŝƌ ŽǁŶ Model School͕ ďĞ ŝƚ Ă ƚƌĂĚŝƟŽŶĂů ĐůĂƐƐƌŽŽŵ Žƌ ƐŽŵĞƚŚŝŶŐ ŵŽƌĞ ĂĚǀĞŶƚƵƌŽƵƐ ƐƵĐŚ ĂƐ ůĞĂƌŶŝŶŐ ŝŶ ƚŚĞ Ăŝƌ ŝŶ Ă ƚƌĞĞ ŚŽƵƐĞ Žƌ Ă ĚĞŶ͘ DŽƐƚ ŽĨ ƚŚĞ ĐŚŝůĚƌĞŶ ǁŝůů ďĞ ĂďůĞ ƚŽ ĚĞǀĞůŽƉ Ă ƐŵĂůů ϯ ŵŽĚĞů ŽĨ ŚŽǁ ƚŚĞLJ ŝŵĂŐŝŶĞ ƚŚŝƐ ƚŽ ďĞ͕ ďƵƚ Ă ĚƌĂǁŝŶŐ ŝŶ Ϯ Žƌ ϯ ŝƐ ĞƋƵĂůůLJ ĂĐĐĞƉƚĂďůĞ͘ tŚĞŶ LJŽƵ ŚĂǀĞ Ăůů ƚŚĞ ŝŶĚŝǀŝĚƵĂů ŵŽĚĞůƐ ĂŶĚ ĚƌĂǁŝŶŐƐ ĐŽŵƉůĞƚĞ ƚŚĞ ƉƌŽũĞĐƚ ĐĂŶ ĞŶĚ ǁŝƚŚ Ă ĚŝƐĐƵƐƐŝŽŶ Žƌ ĞdžĞƌĐŝƐĞ ǁŚŝĐŚ ƉƵƚƐ ƚŚĞƐĞ Ăůů ƚŽŐĞƚŚĞƌ ƚŽ ĨŽƌŵ Ă Model School.

Assessing Your Class: For each exercise there is a handy class assessment checklist which allows you to mark your class against each of the curriculum areas covered during the exercise. This can be adapted to your own format.

^ƵŐŐĞƐƟŽŶƐ ĨŽƌ Ă ŵŽĚĞů ĐůĂƐƐƌŽŽŵ͘

0 KǀĞƌǀŝĞǁ ƉĂŐĞ͘ϯ

1

What is Architecture?

Lesson Plans: 1.1 A discussion about architecture 1.2 Paper transformers 1.3 Where do we learn?

Model School

1. What is Architecture?

^ƚĂŐĞ ϭ KǀĞƌǀŝĞǁ͘ The following set of lessons introduces the class to the Model School project and raises awareness of the subject of ĂƌĐŚŝƚĞĐƚƵƌĞ͕ ǁŚĂƚ ŝƚ ŝƐ͕ ĂŶĚ ŚŽǁ ŝƚ ĂīĞĐƚƐ ƵƐ͕ ŝƚ ƐŚŽƵůĚ ĞŶŐĂŐĞ ĂŶĚ ŝŶǀŽůǀĞ ƚŚĞ ĐůĂƐƐ ŝŶ ƚŚĞŝƌ ďƵŝůƚ ĞŶǀŝƌŽŶŵĞŶƚ͘ dŚĞƌĞ ĂƌĞ ƚŚƌĞĞ ƐƵŐŐĞƐƚĞĚ ůĞƐƐŽŶƐ ŝŶ ƚŚŝƐ ƐĞĐƟŽŶ͕ ĞĂĐŚ ƌƵŶƐ ĨŽƌ ĂďŽƵƚ ĂŶ ŚŽƵƌ͘ tĞ͛ǀĞ ĂůƐŽ ƐƵŐŐĞƐƚĞĚ ŝŶ ƚŚĞ ƚŚŝƌĚ ůĞƐƐŽŶ ƚŚĂƚ LJŽƵ ŵĂLJ ǁĂŶƚ ƚŽ ŝŶĐůƵĚĞ Ă ǀŝƐŝƚ ƚŽ Ă ƌĞůĞǀĂŶƚ͕ ĞdžĐŝƟŶŐ͕ ĂŶĚ ĐŽŶƚĞŵƉŽƌĂƌLJ ďƵŝůĚŝŶŐ͘ Teachers should encourage ĐŽŶƚĞŵƉůĂƟŽŶ ŽŶ ƚŚĞ ƐƚƌƵĐƚƵƌĞƐ ĂŶĚ ŵĂƚĞƌŝĂůƐ ƵƐĞĚ ŝŶ ĂŶLJ ďƵŝůĚŝŶŐƐ ƐŚŽǁŶ ŝŶ ƚŚŝƐ ƐĞĐƟŽŶ͕ Žƌ ŽƚŚĞƌƐ ƚŚĂƚ LJŽƵ ŵĂLJ ůŝŬĞ ƚŽ ǀŝƐŝƚ͕ ƚŽ ĞŶŐĂŐĞ ƉƵƉŝůƐ ŝŶ ŝƐƐƵĞƐ ƚŚĂƚ ǁŝůů ĂƌŝƐĞ ŝŶ ůĂƚĞƌ ƐƚĂŐĞƐ͘

>ĞƐƐŽŶ ϭ͘ϭ

ŝƐĐƵƐƐŝŽŶ ďŽƵƚ ƌĐŚŝƚĞĐƚƵƌĞ This introduces the class to the subject of architecture.

>ĞƐƐŽŶ ϭ͘Ϯ

Paper Transformers dŚŝƐ ŝŶĐŽƌƉŽƌĂƚĞƐ Ă ĨƵŶ ĂŶĚ ŝůůƵŵŝŶĂƟŶŐ ƚĂƐŬ ƚŽ ĞŶĐŽƵƌĂŐĞ ϯ ƚŚŝŶŬŝŶŐ ĂŶĚ ĐƌĞĂƟǀŝƚLJ͘

>ĞƐƐŽŶ ϭ͘ϯ

tŚĞƌĞ Ž tĞ >ĞĂƌŶ͍ dŚŝƐ ƐĞƐƐŝŽŶ ĨŽĐƵƐĞƐ ƚŚĞ ĐůĂƐƐ ƚŽ ƚŚŝŶŬ ĂďŽƵƚ ƚŚĞ ƐƉĞĐŝĮĐƐ ŽĨ ƚŚĞ ƉƌŽũĞĐƚ Ͳ ƚŚĂƚ ŝƐ to design their own perfect ideal place to learn. There is a suggested list of buildings ƚŚĞ ĐůĂƐƐ ŵĂLJ ǁŝƐŚ ƚŽ ǀŝƐŝƚ ƚŽ ŝŶƐƉŝƌĞ ƚŚĞŵ͘

1 What is Architecture? Page 2

Model School

1. What is Architecture? ^ƚĂŐĞ ϭ KǀĞƌǀŝĞǁ͕ ĐŽŶƟŶƵĞĚ͘ zŽƵ ĐĂŶ ƵƐĞ ƚŚĞ ŝŵĂŐĞƐ ĨƌŽŵ ƚŚĞ ŝŶĨŽƌŵĂƟŽŶ ƐŚĞĞƚƐ ĐŽŶƚĂŝŶĞĚ ŝŶ ƚŚŝƐ ƐĞĐƟŽŶ ƚŽ ŐƵŝĚĞ ƚŚŝƐ ƐƚĂŐĞ Žƌ LJŽƵ ŵĂLJ ǁĂŶƚ ƚŽ ĂĚĚ LJŽƵƌ ŽǁŶ ŝŵĂŐĞƐ Žƌ ĚŽ ŵŽƌĞ ƌĞƐĞĂƌĐŚ ǁŝƚŚ ƚŚĞ ĂƐƐŝƐƚĂŶĐĞ ĨƌŽŵ ƚŚĞ ƵƐĞĨƵů ůŝŶŬƐ ĂŶĚ ƌĞĂĚŝŶŐ ůŝƐƚ͘ /Ĩ LJŽƵ ǁŝƐŚ ƚŽ ǁŝĚĞŶ LJŽƵƌ ŬŶŽǁůĞĚŐĞ ĨŽƌ ƚŚŝƐ ƐƚĂŐĞ Žƌ ƵƐĞ ŵŽƌĞ ŵĂƚĞƌŝĂů ĂŶĚ ŝŵĂŐĞƐ͗

/ŶƚĞƌĞƐƟŶŐ ƌĞĂĚŝŶŐ ďŽŽŬƐ͕ ;ĨŽƌ ƉƵƉŝůƐͿ

ZŽďĞƌƚŽ ƚŚĞ /ŶƐĞĐƚ ƌĐŚŝƚĞĐƚ by Nina Laden, /ŐŐLJ WĞĐŬ ƌĐŚŝƚĞĐƚ ďLJ ŶĚƌĞĂ ĞĂůLJ ĂŶĚ ĂǀŝĚ ZŽďĞƌƚƐ͕ dŚĞ DŽĚĞƌŶ WŽƉͲhƉ͗ &ƌŽŵ ƚŚĞ ŝīĞů dŽǁĞƌ ƚŽ ƚŚĞ 'ƵŐŐĞŶŚĞŝŵ ďLJ ŶƚŽŶ ZĂĚĞǀƐŬLJ ĂŶĚ ĂǀŝĚ ^ĂŬŽů

/ŶƚĞƌĞƐƟŶŐ ƌĞƐĞĂƌĐŚ͕ (for teachers)

www.designboom.com ǁǁǁ͘ƐĐŽƫƐŚĂƌĐŚŝƚĞĐƚƵƌĞ͘ĐŽŵ www.greatbuildings.com www.urbanrealm.com

ϱϬ ƌĐŚŝƚĞĐƚƐ zŽƵ ^ŚŽƵůĚ <ŶŽǁ author: Isabel Kuhl publisher: Prestel /^ E͗ ϵϳϴͲϯͲϳϵϭϯͲϰϬϰϯͲϮ dŚĞ &ƵŶĚĂŵĞŶƚĂůƐ ŽĨ ƌĐŚŝƚĞĐƚƵƌĞ author: Lorraine Farrelly publisher: AVA Publishing /^ E͗ ϭϯ ϵϳϴ ϮϵϰϬ ϯϳϯ ϰϴϮ dŚĞ ^ƚŽƌLJ ŽĨ ƌĐŚŝƚĞĐƚƵƌĞ author: Jonathan Glancey ƉƵďůŝƐŚĞƌ͗ ŽƌůŝŶŐ <ŝŶĚĞƌƐůLJ /^ E͗ ϭϯ ϵϳϴ Ϭϳϱϭϯ ϵϴϴ ϭϭ

1 What is Architecture? Page 3

Model School

1. What is Architecture? >ĞƐƐŽŶ WůĂŶ ϭ͘ϭ

ŝƐĐƵƐƐŝŽŶ ďŽƵƚ ƌĐŚŝƚĞĐƚƵƌĞ

>ŽĐĂƟŽŶ ^ƵŐŐĞƐƚĞĚ ƵƌĂƟŽŶ dĂƐŬ ƚLJƉĞ DĂƚĞƌŝĂůƐ ͬ ƋƵŝƉŵĞŶƚ >ĞĂƌŶŝŶŐ ŝŶƚĞŶƟŽŶs

Classroom ϰϱ ŵŝŶƐ ;ĂƉƉƌŽdžͿ 'ƌŽƵƉ ĚŝƐĐƵƐƐŝŽŶƐ͕ ŝŶĚŝǀŝĚƵĂů ĐƌĞĂƟǀĞ ƚĂƐŬ WƌŽũĞĐƚŽƌͬƉŚŽƚŽĐŽƉŝĞƐ ĨŽƌ ƐŚŽǁŝŶŐ ŝŵĂŐĞƐ͕ ƉĂƉĞƌ ĂŶĚ ƉĞŶƐ ĨŽƌ ĚƌĂǁŝŶŐͬǁƌŝƟŶŐ dŽ ŚĂǀĞ ĂŶ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŽĨ ǀĂƌŝŽƵƐ ƚLJƉĞƐ ŽĨ ĂƌĐŚŝƚĞĐƚƵƌĞ ĂŶĚ ƚŚĞŝƌ ƉƵƌƉŽƐĞƐ

ZĞĐŽƌĚ KĨ >ĞĂƌŶŝŶŐ ĐƟǀŝƚLJ

ƌĂǁŝŶŐ;ƐͿ ĂŶĚͬŽƌ ǁƌŝƟŶŐ

/EdZK h d/KE

ĞŐŝŶ ƚŚĞ ƐĞƐƐŝŽŶ ǁŝƚŚ ƚŚĞ ĨŽůůŽǁŝŶŐ ƐƵŐŐĞƐƚĞĚ ƋƵĞƐƟŽŶƐ͗

YƵĞƐƟŽŶŝŶŐ

ͻ ͻ ͻ ͻ ͻ ͻ

tŚĂƚ ŝƐ LJŽƵƌ ĨĂǀŽƵƌŝƚĞ ďƵŝůĚŝŶŐ͍ ŶĚ ǁŚLJ͍ Who designs buildings?

Where do the ideas for buildings come from?

Why do we need buildings?

EĂŵĞ ĚŝīĞƌĞŶƚ ƚLJƉĞƐ ŽĨ ďƵŝůĚŝŶŐƐ ĂŶĚ ǁŚĂƚ ƚŚĞLJ ĂƌĞ ƵƐĞĚ ĨŽƌ͍ Ž ĚŝīĞƌĞŶƚ ŶĂƟŽŶĂůŝƟĞƐ ŚĂǀĞ ĚŝīĞƌĞŶƚ ďƵŝůĚŝŶŐƐ͍

^ŚŽǁ ƚŚĞ ĐŚŝůĚƌĞŶ ŝŵĂŐĞƐ ŽĨ ĚŝīĞƌĞŶƚ ďƵŝůĚŝŶŐƐ͘ zŽƵ ĐĂŶ ƐƵƉƉůĞŵĞŶƚ ƚŚĞ ŽŶĞƐ ǁĞ ŚĂǀĞ ƉƌŽǀŝĚĞĚ͕ ǁŝƚŚ LJŽƵƌ ŽǁŶ ŝĨ LJŽƵ ǁŝƐŚ͘ 'ĞŶĞƌĂƚĞ Ă ĚŝƐĐƵƐƐŝŽŶ ǁŝƚŚ ƚŚĞ ĐůĂƐƐ ŽŶ the images you show them.

D /E d/s/d/ ^ tƌŝƟŶŐ н ŝůůƵƐƚƌĂƟŽŶ

>K^/E' d, > ^^KE dĂůŬŝŶŐ н ůŝƐƚĞŶŝŶŐ

ƐŬ ƚŚĞ ĐůĂƐƐ ƚŽ ĚƌĂǁ ƚŚĞŝƌ ĨĂǀŽƵƌŝƚĞ ďƵŝůĚŝŶŐ͕ ĂŶĚ ǁƌŝƚĞ ĚŽǁŶ ǁŚĂƚ ƚLJƉĞ ŽĨ ďƵŝůĚŝŶŐ ŝƚ ŝƐ ĂŶĚ ǁŚĂƚ ŚĂƉƉĞŶƐ ŝŶ ƚŚĂƚ ďƵŝůĚŝŶŐ͕ ĨŽƌ ĞdžĂŵƉůĞ͖ ƐĐŚŽŽů͕ ŚŽƵƐĞ͕ ƉůĂLJĐĞŶƚƌĞ͘ ůƐŽ ĂƐŬ ƚŚĞŵ ƚŽ ƌĞĐŽƌĚ ŝŶ ƚŚĞŝƌ ŽǁŶ ǁŽƌĚƐ ǁŚLJ ƚŚĞLJ ůŝŬĞ ŝƚ͘

ŝƐƉůĂLJ Ăůů ƚŚĞ ĚƌĂǁŝŶŐƐ ĂŶĚ ĂƐŬ ĞĂĐŚ ĐŚŝůĚ ƚŽ ƚĂůŬ ĂďŽƵƚ ƚŚĞŝƌ ŽǁŶ ĨĂǀŽƵƌŝƚĞ ďƵŝůĚŝŶŐ͘ džƉůĂŝŶ ƚŽ ƚŚĞ ĐůĂƐƐ ƚŚĂƚ ďLJ ƚŚĞ ĞŶĚ ŽĨ ƚŚĞ ƉƌŽũĞĐƚ ƚŚĞLJ ǁŝůů ŚĂǀĞ ůĞĂƌŶƚ ŚŽǁ ƚŽ ĚĞƐŝŐŶ ĂŶĚ ŵĂŬĞ ĂƌĐŚŝƚĞĐƚƵƌĞ͘

1 What is Architecture? Page 4

Model School

1. What is Architecture? >ĞƐƐŽŶ WůĂŶ ϭ͘Ϯ

Paper Transformers

>ŽĐĂƟŽŶ ^ƵŐŐĞƐƚĞĚ ƵƌĂƟŽŶ dĂƐŬ ƚLJƉĞ DĂƚĞƌŝĂůƐ ͬ ƋƵŝƉŵĞŶƚ >ĞĂƌŶŝŶŐ ŝŶƚĞŶƟŽŶ ZĞĐŽƌĚ KĨ >ĞĂƌŶŝŶŐ ĐƟǀŝƚLJ

Classroom ϰϱ ŵŝŶƐ ;ĂƉƉƌŽdžͿ /ŶĚǀŝĚƵĂů ĐƌĞĂƟǀĞ͕ ƚŚĞŶ ŐƌŽƵƉ ĚŝƐĐƵƐƐŝŽŶ ϰ ƉĂƉĞƌ Ͳ ĐŽůŽƵƌĞĚ Žƌ ƉůĂŝŶ ǁŚŝƚĞ ͕ ^ƟĐŬLJ ƚĂƉĞ͕ ƉůĂƐƟĐŝŶĞ ;ŽƉƟŽŶĂůͿ dŽ ŚĂǀĞ ĂŶ ĂǁĂƌĞŶĞƐƐ ŽĨ ƚŚĞ ďƵŝůƚ ĞŶǀŝƌŽŶŵĞŶƚ ƐŵĂůů ϯ ƉĂƉĞƌ ƐĐƵůƉƚƵƌĞ͕ ƉŚŽƚŽƐ ŽĨ ƚŚĞ ĐŽůůĞĐƟǀĞ ǁŽƌŬ

/EdZK h d/KE

ĞŐŝŶ ƚŚĞ ƐĞƐƐŝŽŶ ǁŝƚŚ ƚŚĞ ĨŽůůŽǁŝŶŐ ƐƵŐŐĞƐƚĞĚ ƋƵĞƐƟŽŶƐ ͻ Where do ideas for buildings come from? ͻ Who decides what shape a building should be or how big it is? ͻ tŚŽ ĚĞĐŝĚĞƐ ǁŚĂƚ ƐƚƌĞĞƚƐ ĂŶĚ ůĂŶĚƐĐĂƉĞƐ ŵŝŐŚƚ ůŽŽŬ ůŝŬĞ͍

YƵĞƐƟŽŶŝŶŐ

dŚĞƌĞ ĂƌĞ ŶŽ ƌŝŐŚƚ Žƌ ǁƌŽŶŐ ĂŶƐǁĞƌƐ͕ ƚŚŝƐ ƐŚŽƵůĚ ŽŶůLJ ŐĞŶĞƌĂƚĞ ĚŝƐĐƵƐƐŝŽŶ ĂŶĚ ĞŶƚŚƵƐŝĂƐŵ ĂďŽƵƚ ƚŚĞ ďƵŝůƚ ĞŶǀŝƌŽŶŵĞŶƚ͘

D /E d/s/d/ ^ DĂŬŝŶŐ

^ŚŽǁŝŶŐ

ŝƐĐƵƐƐŝŶŐ

>K^/E' d, > ^^KE ĞůĞďƌĂƟŽŶ

ƐŬ ĞĂĐŚ ĐŚŝůĚ ƚŽ ƚƌĂŶƐĨŽƌŵ Ă ƐŚĞĞƚ ŽĨ ϰ ƉĂƉĞƌ ŝŶƚŽ ƐŽŵĞƚŚŝŶŐ ƚŚĂƚ ŝƐ ϯ ĚŝŵĞŶƐŝŽŶĂů Suggest they can fold, bend, cut, tear, twist the paper in any way they wish. Use ƐƟĐŬLJ ƚĂƉĞ Žƌ ŐůƵĞ ƚŽ Įdž ƚŚŝŶŐƐ͘ hƐĞ ƚŚĞ ŝŵĂŐĞƐ ŽĨ ƚŚĞ ŵŝŶŝ ƉĂƉĞƌ ƐĐƵůƉƚƵƌĞƐ ŽŶ ƚŚĞ ŝŶĨŽƌŵĂƟŽŶ ƐŚĞĞƚƐ ƚŽ ŐƵŝĚĞ ĂŶĚ ŝŶƐƉŝƌĞ ƚŚĞ ĐůĂƐƐ͘ dŚĞ ĐůĂƐƐ ĐĂŶ ĐƌĞĂƚĞ ŵŽƌĞ ƚŚĂŶ ŽŶĞ ƉĂƉĞƌ ͚ƚƌĂŶƐĨŽƌŵĂƟŽŶ͛ ŝĨ ƟŵĞ ĂůůŽǁƐ͘ WůĂĐĞ Ăůů ƚŚĞ ƉĂƉĞƌ ƐĐƵůƉƚƵƌĞƐ ŽŶ Ă ƚĂďůĞ ƚŽ ĚŝƐƉůĂLJ Ăůů ƚŚĞ ǁŽƌŬ͘ ƐŬ ƚŚĞ ĐůĂƐƐ ƚŽ ƚĂůŬ about the sculptures.

EŽǁ ĂƐŬ ĞĂĐŚ ĐŚŝůĚ ƚŽ ĚƌĂǁ Ă ƉŝĐƚƵƌĞ ŽĨ ƚŚĞŵƐĞůǀĞƐ ƐƚĂŶĚŝŶŐ ƵƉ͕ ŵĂŬŝŶŐ ŝƚ ϮĐŵ ŽŶ Ă ƐŵĂůů ƉŝĞĐĞ ŽĨ ƉĂƉĞƌ͕ ĨŽůĚ ƚŚĞ ƉĂƉĞƌ ƐŽ ƚŚĞ ĮŐƵƌĞ ƐƚĂŶĚƐ ƵƉ͘ zŽƵ ŵĂLJ ǁŝƐŚ ƚŽ ĚŽ ƚŚŝƐ ŝŶ ƉůĂƐƟĐŝŶĞ ŝŶƐƚĞĂĚ͘ WůĂĐĞ ƚŚĞŵ ŽŶ ƚĂďůĞ ĂƌŽƵŶĚ ƚŚĞ ƉĂƉĞƌ ŽďũĞĐƚƐ͘ zŽƵ ŶŽǁ ŚĂǀĞ ĂŶ ŝŶƐƚĂŶƚ ĂƌĐŚŝƚĞĐƚƵƌĂů ŵŽĚĞů ŽĨ Ă ǀŝůůĂŐĞ Žƌ ƚŽǁŶ ĐŽŵƉůĞƚĞ ǁŝƚŚ ƉĞŽƉůĞ͘ What might these buildings in this town be used for? Can we recognise building ƚLJƉĞƐ ďLJ ƚŚĞŝƌ ƐŚĂƉĞ͍ ZĞĂƌƌĂŶŐĞ ƚŚĞ ƉĂƉĞƌ ƐĐƵůƉƚƵƌĞƐ ƚŽ ĨŽƌŵ ƐƚƌĞĞƚƐ ƚŽ ĞdžƚĞŶĚ ƚŚĞ ĚŝƐĐƵƐƐŝŽŶ͘ ŽĞƐ LJŽƵƌ ƚŽǁŶ ŶĞĞĚ Ă ƉĂƌŬ͍ Kƌ ĂŶLJƚŚŝŶŐ ĞůƐĞ͍

Your class has just completed a similar process that an architect might go through ǁŚĞŶ ĚĞƐŝŐŶŝŶŐ Ă ŶĞǁ ďƵŝůĚŝŶŐ Žƌ Ă ŶĞǁ ƚŽǁŶ͘ ŽŶŐƌĂƚƵůĂƚĞ ƚŚĞŵ͘ ǀĞƌLJŽŶĞ ĐŽƵůĚ be an architect.

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Model School

1. What is Architecture? >ĞƐƐŽŶ WůĂŶ ϭ͘ϯ

tŚĞƌĞ Ž tĞ >ĞĂƌŶ͍

>ŽĐĂƟŽŶ ^ƵŐŐĞƐƚĞĚ ƵƌĂƟŽŶ dĂƐŬ ƚLJƉĞ DĂƚĞƌŝĂůƐ ͬ ƋƵŝƉŵĞŶƚ >ĞĂƌŶŝŶŐ ŝŶƚĞŶƟŽŶ ZĞĐŽƌĚ KĨ >ĞĂƌŶŝŶŐ ĐƟǀŝƚLJ

ůĂƐƐƌŽŽŵ͘ dŚŝƐ ůĞƐƐŽŶ ĐŽƵůĚ ďĞ ƟĞĚ ƚŽ Ă ǀŝƐŝƚ ƚŽ ŽŶĞ ŽĨ ƚŚĞ ďƵŝůĚŝŶŐƐ ůŝƐƚĞĚ ďĞůŽǁ ϭ͘ϱ ŚŽƵƌƐ ;ĂƉƉƌŽdžͿ 'ƌŽƵƉ ĂŶĚ /ŶĚŝǀŝĚƵĂů ϰ ƉĂƉĞƌ͕ ƉƌŽũĞĐƚŽƌͬƉŚŽƚŽĐŽƉŝĞƐ dŽ ŝĚĞŶƟĨLJ ĞůĞŵĞŶƚƐ ŽĨ ƐƉĂĐĞƐ Žƌ ƉůĂĐĞƐ ƚŚĂƚ ĨĂĐŝůŝƚĂƚĞ ůĞĂƌŶŝŶŐ

/EdZK h d/KE

hƐĞ ƚŚĞ ĂƌĐŚŝƚĞĐƚƵƌĂů ŝŵĂŐĞƐ ƉƌŽǀŝĚĞĚ ŽŶ ƚŚĞ ŝŶĨŽƌŵĂƟŽŶ ƐŚĞĞƚƐ ƚŽ ŐĞŶĞƌĂƚĞ ĚŝƐĐƵƐƐŝŽŶ ĂďŽƵƚ ƚŚĞ ƉůĂĐĞƐ ǁŚĞƌĞ ǁĞ ůĞĂƌŶ ĨŽƌ ĞdžĂŵƉůĞ͖ ƐĐŚŽŽů͕ ŚŽŵĞ͕ ƐǁŝŵŵŝŶŐ ƉŽŽů͕ ƚŚĞ ƉĂƌŬ͕ ĚĂŶĐĞ ƐƚƵĚŝŽ͕ Ă ůŝďƌĂƌLJ ĞƚĐ͘ hƐĞ ƚŚĞ ŝŵĂŐĞ ŽĨ dŚĞ ĂƌĚďŽĂƌĚ ^ĐŚŽŽů ďLJ ŽƩƌĞůů ĂŶĚ sĞƌŵĞƵůĞŶ ƚŽ ĚŝƐĐƵƐƐ ďƵŝůĚŝŶŐƐ ƚŚĂƚ ĐĂƌĞ ĂďŽƵƚ ƚŚĞ ĞŶǀŝƌŽŶŵĞŶƚ͘

ŝƐĐƵƐƐŝŶŐ

MAIN ACTIVITIES /ůůƵƐƚƌĂƟŽŶ

CLOSING THE LESSON ^ŚŽǁŝŶŐ

/d/KE > d/s/d/ ^

ƌĂǁŝŶŐ;ƐͿ Žƌ Ă ǁƌŝƩĞŶ ƉŝĞĐĞ

ƐŬ ƚŚĞ ĐůĂƐƐ ƚŽ ƚŚŝŶŬ ŽĨ Ă ůĞĂƌŶŝŶŐ ƐƉĂĐĞ ƚŚĞLJ ůŝŬĞ Ăƚ LJŽƵƌ ƐĐŚŽŽů͕ ĂŶĚ ĚƌĂǁ ƚŚĂƚ ƐƉĂĐĞ ƐŚŽǁŝŶŐ ƚŚĞ ůĞĂƌŶŝŶŐ ĂĐƟǀŝƟĞƐ ƚŚĂƚ ŚĂƉƉĞŶ ƚŚĞƌĞ͘ zŽƵ ĐĂŶ ǁŝĚĞŶ ƚŚĞ ƐĐŽƉĞ ƚŽ ŝŶĐůƵĚĞ ŽƚŚĞƌ ůĞĂƌŶŝŶŐ ƐƉĂĐĞƐ ƚŚĞLJ ŬŶŽǁ ŽƵƚƐŝĚĞ ƚŚĞ ƐĐŚŽŽů͕ ďƵƚ ƚŚĞLJ ŵƵƐƚ ďĞ real spaces not imagined. ŝƐƉůĂLJ ƚŚĞ ǁŽƌŬ ƚŽŐĞƚŚĞƌ ĂŶĚ ƚŚĞ ĐůĂƐƐ ƚŽ ƚĂůŬ ĂďŽƵƚ ƚŚĞŝƌ ĚƌĂǁŝŶŐƐ͘ tŚĂƚ ŵĂŬĞƐ ƚŚĞŝƌ ƉĂƌƟĐƵůĂƌ ƐƉĂĐĞ ŐŽŽĚ ƚŽ ůĞĂƌŶ ĂŶĚ ǁŚLJ͍ /Ɛ ƚŚĞ ƚĞĂĐŚĞƌ ƚŚĞ ŵŽƐƚ ŝŵƉŽƌƚĂŶƚ͍ ;,ŽƉĞĨƵůůLJ LJĞƐͿ͘ Kƌ ŝƐ ƚŚĞ ƐƉĂĐĞ Ă ŶŝĐĞ ƉůĂĐĞ ƚŽ ďĞ͍ ŽĞƐ ŝƚ ŚĂǀĞ ůŽƚƐ ŽĨ ĚĂLJůŝŐŚƚ͍

dŽ ǁŝĚĞŶ LJŽƵƌ ƉƵƉŝůƐ ĞdžƉĞƌŝĞŶĐĞ ŽĨ >ĞĂƌŶŝŶŐ ^ƉĂĐĞƐ Ă ǀŝƐŝƚ ƚŽ ŽŶĞ ŽĨ ƚŚĞ ĨŽůůŽǁŝŶŐ buildings is suggested: ͻ ͻ ͻ ͻ ͻ ͻ ͻ ͻ ͻ ͻ

The Lighthouse, Glasgow, original building by Charles Rennie Mackintosh and new parts by Page and Park Scotland Street School, Glasgow, by Charles Rennie Mackintosh dŚĞ DƵƐĞƵŵ ŽĨ ZƵƌĂů >ŝĨĞ͕ ĂƐƚ <ŝůďƌŝĚĞ by Page and Park The Science Centre, Glasgow, by BDP Museum of Scotland, Edinburgh, by Benson and Forsyth The Bridge, Easterhouse, Glasgow, by Gareth Hoskins Architects ^ĐŽƫƐŚ ^ƚŽƌLJƚĞůůŝŶŐ ĞŶƚƌĞ͕ ĚŝŶďƵƌŐŚ͕ ďLJ Malcolm Fraser ƵŶĚĞĞ ŽŶƚĞŵƉŽƌĂƌLJ ƌƚƐ͕ ƵŶĚĞĞ͕ by Richard Murphy ƵůůŽĚĞŶ ĂƩůĞĮĞůĚ sŝƐŝƚŽƌƐ ĞŶƚƌĞ͕ /ŶǀĞƌŶĞƐƐ͕ by Gareth Hoskins ZŝǀĞƌƐŝĚĞ DƵƐĞƵŵ͕ 'ůĂƐŐŽǁ͕ by Zaha Hadid

ƵƌŝŶŐ ƚŚĞ ǀŝƐŝƚ ĂƐŬ ƚŚĞ ĐůĂƐƐ ƚŽ ŽďƐĞƌǀĞ ƐŽŵĞ ŽĨ ƚŚĞ ĨŽůůŽǁŝŶŐ͗ 1. What is the building made from?

2. ŽĞƐ ŝƚ ŚĂǀĞ ůŽƚƐ ŽĨ ĚĂLJůŝŐŚƚ͍ 3. ŽĞƐ ŝƚ ŶĞĞĚ Ă ǀŝĞǁ ƚŽ ƚŚĞ ŽƵƚƐŝĚĞ ǁŽƌůĚ͍ /Ɛ ƚŚŝƐ ŝŵƉŽƌƚĂŶƚ͍ ϰ͘ ƌĞ ĚŝīĞƌĞŶƚ ƐƉĂĐĞƐ ŝŶ ƚŚĞ ďƵŝůĚŝŶŐ ͚ŐŽŽĚ͛ Žƌ ͚ďĂĚ͍͛ ϱ͘ ƐŬ ƚŚĞŵ ƚŽ ĐŽŶƐŝĚĞƌ ĂŶĚ ŐŝǀĞ ƌĞĂƐŽŶƐ ĨŽƌ ƚŚĞŝƌ ŽƉŝŶŝŽŶƐ͘ See ZĞĐŽƌĚ ^ŚĞĞƚ ϭ͘ϯ͕ ƚŚĞ ƉƵƉŝůƐ ĐĂŶ ƵƐĞ ƚŚŝƐ ƚŽ ƌĞĐŽƌĚ ƚŚĞŝƌ ĞdžƉĞƌŝĞŶĐĞ ŽĨ ǀŝƐŝƟŶŐ one of the buildings.

1 What is Architecture? Page 6

Lesson 1.1 Lesson 1.2 Lesson 1.3

;^ŚĞĞƚ ϭ ŽĨ ϭͿ

y ϭ ͬ ϮͲϬϳĂ y ϮͲϬϮĂ

1 What is Architecture? Page 7

/ ĐĂŶ ĞdžƉůĂŝŶ ŚŽǁ ƚŚĞ ƉŚLJƐŝĐĂů ĞŶǀŝƌŽŶŵĞŶƚ ŝŶŇƵĞŶĐĞƐ the ways in which people use land by comparing my ůŽĐĂů ĂƌĞĂ ǁŝƚŚ Ă ĐŽŶƚƌĂƐƟŶŐ ĂƌĞĂ͘

^K ϮͲϬϴĂ ^K ϮͲϭϬĂ ^K ϮͲϭϯĂ

I can use drawing techniques, manually or electronically, to represent objects or ideas, enhancing them using ĞīĞĐƚƐ ƐƵĐŚ ĂƐ ůŝŐŚƚ͕ ƐŚĂĚŽǁ ĂŶĚ ƚĞdžƚƵƌĞƐ͘

d ,EK>K'/ ^ E <EKt> '

Having explored my local area, I can present ŝŶĨŽƌŵĂƟŽŶ ŽŶ ĚŝīĞƌĞŶƚ ƉůĂĐĞƐ ƚŽ ůŝǀĞ͕ ǁŽƌŬ ĂŶĚ ƌĞůĂdž ĂŶĚ ŝŶƚĞƌĞƐƟŶŐ ƉůĂĐĞƐ ƚŽ ǀŝƐŝƚ͘

>/d ϮͲϬϮĂ

I can discuss the environmental impact of human ĂĐƟǀŝƚLJ ĂŶĚ ƐƵŐŐĞƐƚ ǁĂLJƐ ŝŶ ǁŚŝĐŚ ǁĞ ĐĂŶ ůŝǀĞ ŝŶ Ă ŵŽƌĞ environmentally-­‐responsible way.

^K / > ^dh / ^

When I engage with others, I can respond in ways ĂƉƉƌŽƉƌŝĂƚĞ ƚŽ ŵLJ ƌŽůĞ͕ ƐŚŽǁ ƚŚĂƚ / ǀĂůƵĞ ŽƚŚĞƌƐ͛ ĐŽŶƚƌŝďƵƟŽŶƐ ĂŶĚ ƵƐĞ ƚŚĞƐĞ ƚŽ ďƵŝůĚ ŽŶ ƚŚŝŶŬŝŶŐ͘

> E'h ' ^

I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing combining them for ƐƉĞĐŝĮĐ ƚĂƐŬƐ͘

Class Assessment

/ ĐĂŶ ƌĞƐƉŽŶĚ ƚŽ ƚŚĞ ǁŽƌŬ ŽĨ ĂƌƟƐƚƐ ĂŶĚ ĚĞƐŝŐŶĞƌƐ ďLJ discussing my thoughts and feelings. I can give and ĂĐĐĞƉƚ ĐŽŶƐƚƌƵĐƟǀĞ ĐŽŵŵĞŶƚ ŽŶ ŵLJ ŽǁŶ ĂŶĚ ŽƚŚĞƌƐ͛ work.

WƵƉŝůƐ EĂŵĞ yWZ ^^/s Zd^

Model School

^ƚĂŐĞ ϭ ǀĂůƵĂƟŽŶ

d , ϮͲϭϱĂ

Model School 1. What is Architecture?

INFORMATION SHEET

Ideas and Architecture

͚dŚĞ ŝƌĚƐ EĞƐƚ ^ƚĂĚŝƵŵ͕͛ ĞŝũŝŶŐ by architects, Herzog de Meuron.

dŚĞ ŝĚĞĂ ĨŽƌ ƚŚŝƐ ďƵŝůĚŝŶŐ ĐĂŵĞ ĨƌŽŵ ƚŚĞ ƚĞdžƚƵƌĞ ŽĨ ƚŚĞ ͚ĐƌĂĐŬůĞ ŐůĂnjĞ͛ ŽŶ ĂŶ ŽůĚ ĐŚŝŶĞƐĞ ǀĂƐĞ͕ ŝƚ ǁĂƐ ŶŝĐŬŶĂŵĞĚ ƚŚĞ ͚ďŝƌĚƐ ŶĞƐƚ͛ ďLJ ƚŚĞ ƉƵďůŝĐ ĂƐ ŝƚ ǁĂƐ ďĞŝŶŐ ďƵŝůƚ͘ ĂŶ LJŽƵ ŶĂŵĞ ŽƚŚĞƌ ďƵŝůĚŝŶŐƐ ǁŝƚŚ ŶŝĐŬŶĂŵĞƐ͍ 'ĞƌŬŝŶ͕ ĂƌŵĂĚŝůůŽ ĞƚĐ͘

1 What is Architecture? Page 8

Model School 1. What is Architecture?

INFORMATION SHEET

Ideas and Architecture

͚dŚĞ ^ĐŽƫƐŚ WĂƌůŝĂŵĞŶƚ͛ Edinburgh ďLJ ĂƌĐŚŝƚĞĐƚƐ͕ D d н ZD:D͘

The idea for this building came from the image of upturned boats.

1 What is Architecture? Page 9

Model School 1. What is Architecture?

INFORMATION SHEET

Ideas and Architecture

͚dŚĞ ƌŵĂĚŝůůŽ͛ Glasgow

by architect, Foster Associates

1 What is Architecture? Page 10

Model School 1. What is Architecture?

INFORMATION SHEET

Paper Transformers

1 What is Architecture? Page 11

Model School 1. What is Architecture?

INFORMATION SHEET

Where do we learn? džĂŵƉůĞ͗ dŚĞ ĂƌĚďŽĂƌĚ ^ĐŚŽŽů

Photograph

by Peter Grant

ŽƩƌĞůů ĂŶĚ sĞƌŵĞƵůĞŶ ƌĐŚŝƚĞĐƚƵƌĞ tĞƐƚďŽƌŽƵŐŚ WƌŝŵĂƌLJ ^ĐŚŽŽů ŝƐ ĐŽŶƐƚƌƵĐƚĞĚ ĨƌŽŵ ƌĞͲĐLJĐůĞĚ ĐĂƌĚďŽĂƌĚ ƚŽ ĐƌĞĂƚĞ Ă ƉĞƌŵĂŶĞŶƚ ďƵŝůĚŝŶŐ͕ ƚŚĞ ĮƌƐƚ ŽĨ ŝƚƐ ŬŝŶĚ ŝŶ Europe. ǁǁǁ͘ĐŽƩƌĞůůĂŶĚǀĞƌŵĞƵůĞŶ͘ĐŽ͘ƵŬ 1 What is Architecture? Page 12

Model School 1. What is Architecture?

INFORMATION SHEET

Where do we learn? džĂŵƉůĞ͗ ĂƵƉŝůŽƚĞŶ ůƚĞƌŶĂƟǀĞ >ĞĂƌŶŝŶŐ ^ƉĂĐĞƐ ƉŚŽƚŽŐƌĂƉŚƐ ďLJ :ĂŶ ŝƩĞƌ͘

ŵŽƌĞ ŝŶĨŽƌŵĂƟŽŶ ĐĂŶ ďĞ ĨŽƵŶĚ Ăƚ͗

www.baupiloten.com 1 What is Architecture? Page 13

Model School

Record Sheet -­‐ Exercise 1.3 ƵŝůĚŝŶŐ ^ƚƵĚLJ sŝƐŝƚ EĂŵĞ ŽĨ ƚŚĞ ƵŝůĚŝŶŐ LJŽƵ ƌĞ sŝƐŝƟŶŐ Your Name ĂƚĞ Can you name of the architect who designed the building?

1 1a

ƵŝůĚŝŶŐ DĂƚĞƌŝĂůƐ tŚĂƚ ďƵŝůĚŝŶŐ ŵĂƚĞƌŝĂůƐ ĂƌĞ ƵƐĞĚ ƚŽ ŵĂŬĞ ƚŚĞ ŽƵƚƐŝĚĞ ŽĨ ƚŚĞ ďƵŝůĚŝŶŐ͍ &Žƌ ĞdžĂŵƉůĞ͖ ƐƚŽŶĞ͕ ďƌŝĐŬ͘ ZĞŵĞŵďĞƌ ƚŽ ůŽŽŬ Ăƚ ƚŚĞ ƌŽŽĨ ƚŽŽ͘

1b 1c

Which material is used the most? ƌĂǁ Ă ƉŝĐƚƵƌĞ ŽĨ ƚŚĞ ŽƵƚƐŝĚĞ ŽĨ ƚŚĞ ďƵŝůĚŝŶŐ ƐŚŽǁŝŶŐ ǁŚĞƌĞ ƚŚĞ ŵĂƚĞƌŝĂůƐ ĂƌĞ ůŽĐĂƚĞĚ͘

1d

EĂŵĞ ƚŚĞ ĚŝīĞƌĞŶƚ ƚLJƉĞƐ ŽĨ ďƵŝůĚŝŶŐ ŵĂƚĞƌŝĂůƐ LJŽƵ ƐĞĞ ŽŶ ƚŚĞ ŝŶƐŝĚĞ ŽĨ ƚŚĞ ďƵŝůĚŝŶŐ͘ &Žƌ ĞdžĂŵƉůĞ͖ ǁŽŽĚ͕ ĐĂƌƉĞƚ͕ ƉůĂƐƚĞƌ͕ ŐůĂƐƐ͕ ŵĞƚĂů͘ ZĞĐŽƌĚ ǁŚĞƌĞ LJŽƵ ƐĞĞ ƚŚĞŵ͘ ZĞŵĞŵďĞƌ ƚŽ ůŽŽŬ Ăƚ ƚŚĞ ĐĞŝůŝŶŐƐ ĂŶĚ ŇŽŽƌƐ ĂƐ ǁĞůů ĂƐ ƚŚĞ ǁĂůůƐ͘

1 What is Architecture? Page 14

Ϯ 2.1

ĂLJůŝŐŚƚ ŝŶ ƚŚĞ ƵŝůĚŝŶŐ ŽĞƐ ƚŚĞ ďƵŝůĚŝŶŐ ŚĂǀĞ ůŽƚƐ ŽĨ ĚĂLJůŝŐŚƚ ĐŽŵŝŶŐ ŝŶ͍ tŚĞƌĞ ĚŽĞƐ ƚŚĞ ůŝŐŚƚ ŵŽƐƚůLJ ĐŽŵĞ ĨƌŽŵ͍ &Žƌ ĞdžĂŵƉůĞ͖ ǁŝŶĚŽǁƐ͕ ŐůĂƐƐ ďůŽĐŬ͕ ƌŽŽŇŝŐŚƚƐ ;ǁŝŶĚŽǁƐ ŝŶ ƚŚĞ ƌŽŽĨͿ

ϯ͘

sŝĞǁƐ ŽƵƚ ŽĨ ƚŚĞ ƵŝůĚŝŶŐ ŽĞƐ ƚŚĞ ďƵŝůĚŝŶŐ ƉƌŽǀŝĚĞ ůŽƚƐ ŽĨ ǀŝĞǁƐ ƚŽ ƚŚĞ ŽƵƚƐŝĚĞ ǁŽƌůĚ͍ džƉůĂŝŶ ǁŚĂƚ ŝƐ ƚŚĞ ďĞƐƚ ǀŝĞǁ ĂŶĚ say which room you can see this from.

ϰ͘ ϰ͘ϭ

'ŽŽĚ ĂŶĚ ĂĚ ƐƉĂĐĞƐ tŚŝĐŚ ŝƐ ƚŚĞ ďĞƐƚ ƐƉĂĐĞ ŝŶ ƚŚĞ ďƵŝůĚŝŶŐ͍ džƉůĂŝŶ ǁŚLJ LJŽƵ ƚŚŝŶŬ ŝƚ ŝƐ ƚŚĞ ďĞƐƚ͘

ϰ͘Ϯ

tŚŝĐŚ ŝƐ ƚŚĞ ǁŽƌƐƚ ƐƉĂĐĞ ŝŶ ƚŚĞ ďƵŝůĚŝŶŐ͍ džƉůĂŝŶ ǁŚLJ LJŽƵ ƚŚŝŶŬ ŝƚ ŝƐŶ͛ƚ ŐŽŽĚ͘

1 What is Architecture? Page 15

ϱ

ƌĂǁ LJŽƵƌ ĨĂǀŽƵƌŝƚĞ ƉĂƌƚ ŽĨ ƚŚĞ ďƵŝůĚŝŶŐ͘ džƉůĂŝŶ ǁŚLJ ŝƚ ŝƐ LJŽƵƌ ĨĂǀŽƵƌŝƚĞ͍

1 What is Architecture? Page 16

2

Elements of Architecture Lesson Plans: 2.1 Cardboard towers Ϯ͘Ϯ ^ƉĂŐŚĞƫ ƚŽǁĞƌƐ 2.3 A home for the penguin, pada and pig

Model School

2. Elements of Architecture

Stage 2 Outline.

This part of the project provides the class with small building blocks of knowledge which will help them to work on ƚŚĞŝƌ ŽǁŶ ŝŶ ƚŚĞ ůĂƩĞƌ ƐƚĂŐĞƐ͘ dŚĞ ĮƌƐƚ ƚǁŽ ůĞƐƐŽŶƐ ĂƌĞ ŚŝŐŚůLJ ŝŶƚĞƌĂĐƟǀĞ͕ ƉƵƉŝůƐ ǁŝůů ƚĞƐƚ ƚŚĞ ƚŚŝŶŐƐ ƚŚĞLJ ŚĂǀĞ ŵĂĚĞ ƚŽ ĚĞƐƚƌƵĐƟŽŶ͕ ;ƚŚĞ ĐŚŝůĚƌĞŶ ǁŝůů ůŽǀĞ ŝƚͿ͘ tŽƌŬŝŶŐ ŝŶ ƐŵĂůů ŐƌŽƵƉƐ͕ ƐŚĂƌŝŶŐ ŬŶŽǁůĞĚŐĞ ĂŶĚ ĞdžƉĞƌŝĞŶĐĞ ƉƌŽǀŝĚĞƐ ĐŽŶĮĚĞŶĐĞ ŝŶ ϯ ǁŽƌŬ ĂŶĚ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŝŵƉůŝĐĂƟŽŶƐ ŽĨ ŵĂŬŝŶŐ ĚĞĐŝƐŝŽŶƐ͘

Lesson 2.1

Cardboard Towers dŚŝƐ ŝŶƚƌŽĚƵĐĞƐ ƚŚĞ ĐůĂƐƐ ƚŽ ďĂƐŝĐ ĨŽƌŵƐ ŽĨ ĐŽŶƐƚƌƵĐƟŽŶ ĂŶĚ ĐŚĂůůĞŶŐĞƐ ƚŚĞ ƉƵƉŝůƐ ƚŽ make a model of a tower of their own design which is tested to see if it can support weights.

Lesson 2.2

^ƉĂŐŚĞƫ dŽǁĞƌƐ dŚŝƐ ŝŶƚƌŽĚƵĐĞƐ ĂŶŽƚŚĞƌ ƐŝŵƉůĞ ƚLJƉĞ ŽĨ ĐŽŶƐƚƌƵĐƟŽŶ Ͳ ƚŚĞ ĨƌĂŵĞ͘ >ŝŬĞ >ĞƐƐŽŶ Ϯ͘ϭ͕ ƚŚĞ children build their own towers and test the strength of their designs with weights.

Lesson 2.3

A Home for the Penguin, Panda and Pig This sessions looks at other elements of architecture, the shape of spaces, doors, windows, and materials through designing homes for animals.

/ŶƚĞƌĞƐƟŶŐ ƌĞĂĚŝŶŐ ďŽŽŬƐ ŶLJ ŽŶĞ ŽĨ ƚŚĞƐĞ ďLJ ƚŚŝƐ ĂƵƚŚŽƌ͕ ZŝĐŚĂƌĚƐŽŶ͕ WŚLJůůŝƐ XS: Big Ideas, Small Buildings, 2001. London: Thames and Hudson Ltd. XS: Green: Big Ideas, Small Buildings, 2007. London: Thames and Hudson Ltd. XS: Small Structures, Green Buildings, 2007. London: Thames and Hudson Ltd. XS: Extreme: Big Ideas, Small Buildings, 2009. London: Thames and Hudson Ltd.

2. Elements of Architecture. Page 2

Model School

2. Elements of Architecture

Lesson Plan 2.1

Cardboard Towers

>ŽĐĂƟŽŶ ^ƵŐŐĞƐƚĞĚ ƵƌĂƟŽŶ dĂƐŬ ƚLJƉĞ Materials /Equipment

Classroom ϰϱ ŵŝŶƐ ;ĂƉƉƌŽdžͿ ϯ ĐƌĞĂƟǀĞ͕ ǁŽƌŬŝŶŐ ŝŶ ŐƌŽƵƉƐ͘ ĂƌĚďŽĂƌĚƐ ƐŚĞĞƚƐ͕ ƌĞĐLJĐůĞĚ ĐĂƌĚďŽĂƌĚ͕ ŐůƵĞ͕ ƐĞůůŽƚĂƉĞ͘ Old books or wooden blocks to be used as weights.

>ĞĂƌŶŝŶŐ ŝŶƚĞŶƟŽŶƐ ZĞĐŽƌĚ KĨ >ĞĂƌŶŝŶŐ ĐƟǀŝƚLJ

dŽ ƵŶĚĞƌƐƚĂŶĚ Ă ŵĂƚĞƌŝĂů ĂŶĚ ŝƚƐ ƉƌŽƉĞƌƟĞƐ ŝŶ ŽƌĚĞƌ ƚŽ ďƵŝůĚ Ă ƐƚĂďůĞ ƐƚƌƵĐƚƵƌĞ Finished models and photos.

/ŶƚƌŽĚƵĐƟŽŶ

KƉĞŶ ƚŚĞ ĐůĂƐƐ ǁŝƚŚ ƚŚĞ ƚŚĞƐĞ ƐƵŐŐĞƐƚĞĚ ƋƵĞƐƟŽŶƐ͗ ͻ How do buildings stand up? ͻ tŚĞƌĞ ĚŽĞƐ ƚŚĞ ǁĞŝŐŚƚ ŽĨ ƚŚĞ ƌŽŽĨ ŐŽ͍ ͻ tŚĞƌĞ ĚŽĞƐ ƚŚĞ ǁĞŝŐŚƚ ŽĨ ƚŚĞ ŇŽŽƌ͕ ĂŶĚ Ăůů ƚŚĞ ƚŚŝŶŐƐ ŽŶ ŝƚ ŐŽ͍ ͻ Show images of architecture with ‘load bearing walls’ ͻ 'ĞŶĞƌĂƚĞ Ă ĚŝƐĐƵƐƐŝŽŶ ŽŶ ǁŚĂƚ ďƵŝůĚŝŶŐƐ ĂƌĞ ŵĂĚĞ ĨƌŽŵ Ͳ ďƌŝĐŬƐ͕ ƐƚŽŶĞ͕ ŐůĂƐƐ͕ ƐƚĞĞů͕ ĐŽŶĐƌĞƚĞ͕ ǁŽŽĚ͘ tŚŝĐŚ ĚŽ ƚŚĞLJ ƚŚŝŶŬ ŝƐ ƚŚĞ ƐƚƌŽŶŐĞƐƚ͍ ͻ >ŽŽŬ ĂƌŽƵŶĚ͘ ,Žǁ ŵĂŶLJ ĚŝīĞƌĞŶƚ ƚLJƉĞƐ ŽĨ ŵĂƚĞƌŝĂů ĂƌĞ ƵƐĞĚ ŝŶ ƚŚĞ classroom?

YƵĞƐƟŽŶŝŶŐ

DĂŝŶ ĐƟǀŝƟĞƐ DĂŬŝŶŐ ΎEKd ͗ LJŽƵŶŐĞƌ ƉƵƉŝůƐ ŵĂLJ ƐƚƌƵŐŐůĞ ǁŝƚŚ ĐƵƫŶŐ ƚŚŝĐŬĞƌ card. Thin card or pre-­‐cut components of corrugated card are suggested if this is the case.

Closing the Lesson dĞƐƟŶŐ

Organise the class into small groups of 4/5. Challenge them to build a tower ŽƵƚ ŽĨ ĐĂƌĚďŽĂƌĚ͕ ƚŚĞLJ ƐŚŽƵůĚ ƚƌLJ ĂŶĚ ŵĂŬĞ ŝƚ ĂƐ ƚĂůů ĂŶĚ ĂƐ ƉŽƐƐŝďůĞ͘ /ŶƚƵŝƟǀĞůLJ ƚŚĞ ĐŚŝůĚƌĞŶ ƐŚŽƵůĚ ďĞ ĂďůĞ ƚŽ ĐŽŵĞ ƵƉ ǁŝƚŚ ƐŽŵĞ ĨĂŝƌůLJ ƌŽďƵƐƚ ĚĞƐŝŐŶƐ ĨŽƌ ƚŚĞŝƌ ƚŽǁĞƌƐ͘ zŽƵ ĐŽƵůĚ Ăƚ ƚŚŝƐ ƉŽŝŶƚ ĂƐŬ ƚŚĞŵ ƚŽ ĚƌĂǁ Ă ƉŝĐƚƵƌĞ ŽĨ ƚŚĞ ĮŶŝƐŚĞĚ ĚĞƐŝŐŶ in their project book or on a piece of paper. It will be a record of the works so far.

KŶĐĞ Ăůů ƚŚĞ ƚŽǁĞƌƐ ĂƌĞ ĐŽŵƉůĞƚĞĚ͕ ĚŝƐƉůĂLJ ƚŚĞŵ Ăůů ŝŶ ŽŶĞ ƉůĂĐĞ͕ ĂƐŬ ĞĂĐŚ ŐƌŽƵƉ ƚŽ ƚĂůŬ ĂďŽƵƚ ǁŚĂƚ ƚŚĞLJ ĚŝĚ͘ EŽǁ LJŽƵ ĐĂŶ ƚĞƐƚ ĞĂĐŚ ŽŶĞ ƚŽ ƐĞĞ ŚŽǁ ŵƵĐŚ ǁĞŝŐŚƚ it can take before it collapses, the one that can take the most without collapsing is ƚŚĞ ǁŝŶŶĞƌ͘ dŚŝƐ ƐŚŽƵůĚ ďĞ ĨƵŶ ĂŶĚ ǀĞƌLJ ĞdžĐŝƟŶŐ͊ dĂŬĞ ƉŚŽƚŽŐƌĂƉŚƐ Žƌ Ă ǀŝĚĞŽ ŽĨ ƚŚĞ ƉƌŽĐĞĞĚŝŶŐƐ ŝĨ LJŽƵ ĐĂŶ͘

dŚĞ ĐůĂƐƐ ƐŚŽƵůĚ ďĞ ĂďůĞ ƚŽ ƚĞůů LJŽƵ ǁŚLJ ƐŽŵĞ ƐƚŽŽĚ ƵƉ ƚŽ ŵŽƌĞ ǁĞŝŐŚƚ ƚŚĂŶ ŽƚŚĞƌƐ͘ KŶĞƐ ǁŝƚŚ ƚŚŝĐŬĞƌ ǁĂůůƐ ĂƌĞ ůŝŬĞůLJ ƚŽ ďĞ ƐƚƌŽŶŐĞƌ͕ ƚĂůů ƚŚŝŶ ǁĂůůƐ ĂƌĞ ůŝŬĞůLJ ƚŽ ŚĂǀĞ ĐŽůůĂƉƐĞĚ ƋƵŝĐŬĞƌ͘ dŽǁĞƌƐ ǁŝƚŚ ůŽƚƐ ŽĨ ŝŶƚĞƌŶĂů ǁĂůůƐ ĂƌĞ ĂůƐŽ ůŝŬĞůLJ ƚŽ ďĞ ƐƚƌŽŶŐĞƌ ĂƐ ƚŚĞLJ ŚĂǀĞ ƐƚƌĞŶŐƚŚ ĨƌŽŵ ĂƌĞĂ ƚŽ ƐƉƌĞĂĚ ƚŚĞ ůŽĂĚ͘ ŝƐĐƵƐƐŝŽŶƐ ĐĂŶ ƌĞůĂƚĞ ďĂĐŬ ƚŽ ŽďƐĞƌǀĂƟŽŶƐ ĚƵƌŝŶŐ ĂŶLJ ďƵŝůĚŝŶŐ ǀŝƐŝƚƐ Žƌ ŝŵĂŐĞƐ ƚŚĂƚ ŚĂǀĞ ďĞĞŶ ƐŚŽǁŶ ƚŽ ƚŚĞ class.

2. Elements of Architecture. Page 3

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2. Elements of Architecture

Lesson Plan 2.2

^ƉĂŐŚĞƫ dŽǁĞƌƐ

>ŽĐĂƟŽŶ ^ƵŐŐĞƐƚĞĚ ƵƌĂƟŽŶ dĂƐŬ ƚLJƉĞ Materials /Equipment >ĞĂƌŶŝŶŐ ŝŶƚĞŶƟŽŶƐ ZĞĐŽƌĚ KĨ >ĞĂƌŶŝŶŐ ĐƟǀŝƚLJ

Classroom ϰϱ ŵŝŶƐ ;ĂƉƉƌŽdžͿ ϯ ĐƌĞĂƟǀĞ͕ ǁŽƌŬŝŶŐ ŝŶ 'ƌŽƵƉƐ ^ƉĂŐŚĞƫ ĂŶĚ ũĞůůLJ ďĂďŝĞƐ͊ KůĚ ďŽŽŬƐ Žƌ ǁŽŽĚĞŶ ďůŽĐŬƐ͘ dŽ ƵŶĚĞƌƐƚĂŶĚ Ă ŵĂƚĞƌŝĂů ĂŶĚ ŝƚƐ ƉƌŽƉĞƌƟĞƐ ŝŶ ŽƌĚĞƌ ƚŽ ďƵŝůĚ Ă ƐƚĂďůĞ ƐƚƌƵĐƚƵƌĞ ƌĂǁŝŶŐƐ͕ ĮŶŝƐŚĞĚ ŵŽĚĞůƐ ĂŶĚ ƉŚŽƚŽƐ͘

/ŶƚƌŽĚƵĐƟŽŶ

dŚŝƐ ĨŽůůŽǁƐ ĚŝƌĞĐƚůLJ ŽŶ ĨƌŽŵ ůĞƐƐŽŶ Ϯ͘ϭ ĂƌĚďŽĂƌĚ dŽǁĞƌƐ Show images of architecture with ‘framed buildings’ ZĞŝŶƚƌŽĚƵĐĞ ƚŚĞ ĚŝƐĐƵƐƐŝŽŶ ŽŶ ǁŚĂƚ ďƵŝůĚŝŶŐƐ ĂƌĞ ŵĂĚĞ ĨƌŽŵ Ͳ ďƌŝĐŬƐ͕ ƐƚŽŶĞ͕ ŐůĂƐƐ͕ ƐƚĞĞů͕ ĐŽŶĐƌĞƚĞ͕ ǁŽŽĚ͘ dŚĞ ĐůĂƐƐ ĐŽƵůĚ ƌĞĨĞƌ ďĂĐŬ ƚŽ ƚŚĞ ĚĂƚĂ ĐŽůůĞĐƟŽŶ ƐŚĞĞƚƐ ƵƐĞĚ in Lesson 1.3.

Discussing

DĂŝŶ ĐƟǀŝƟĞƐ DĂŬŝŶŐ

Closing the Lesson /ŶǀĞƐƟŐĂƟŶŐ

Organise the class into small groups of 4/5. Challenge them to build framed tower ŽƵƚ ŽĨ ƚŚĞ ƐƉĂŐŚĞƫ ĂŶĚ ũĞůůLJ ďĂďŝĞƐ͕ ŵĂŬŝŶŐ ŝƚ ĂƐ ƚĂůů ĂƐ ƉŽƐƐŝďůĞ͘ /ŶƚƵŝƟǀĞůLJ ƚŚĞ ĐŚŝůĚƌĞŶ ƐŚŽƵůĚ ďĞ ĂďůĞ ƚŽ ĐŽŵĞ ƵƉ ǁŝƚŚ ƐŽŵĞ ĨĂŝƌůLJ ƌŽďƵƐƚ ĚĞƐŝŐŶƐ ĨŽƌ ƚŚĞŝƌ ƚŽǁĞƌƐ͘ zŽƵ ĐŽƵůĚ Ăƚ ƚŚŝƐ ƉŽŝŶƚ ĂƐŬ ƚŚĞŵ ƚŽ ĚƌĂǁ Ă ƉŝĐƚƵƌĞ ŽĨ ƚŚĞ ĮŶŝƐŚĞĚ ĚĞƐŝŐŶ ŝŶ ƚŚĞŝƌ project book or on a piece of paper. It will be a record of the works so far. Once Ăůů ƚŚĞ ƚŽǁĞƌƐ ĂƌĞ ĐŽŵƉůĞƚĞĚ͕ ĚŝƐƉůĂLJ ƚŚĞŵ Ăůů ŝŶ ŽŶĞ ƉůĂĐĞ͕ ĂƐŬ ĞĂĐŚ ŐƌŽƵƉ ƚŽ ƚĂůŬ ĂďŽƵƚ ǁŚĂƚ ƚŚĞLJ ĚŝĚ͘ EŽǁ LJŽƵ ĐĂŶ ƚĞƐƚ ĞĂĐŚ ŽŶĞ ƚŽ ƐĞĞ ŚŽǁ ŵƵĐŚ ǁĞŝŐŚƚ ŝƚ ĐĂŶ take before it collapses, the one that can take the most without collapsing is the ǁŝŶŶĞƌ͘ dŚŝƐ ƐŚŽƵůĚ ďĞ ĨƵŶ ĂŶĚ ǀĞƌLJ ĞdžĐŝƟŶŐ͊ dĂŬĞ ƉŚŽƚŽŐƌĂƉŚƐ ŽĨ ƚŚĞ ƉƌŽĐĞĞĚŝŶŐƐ ŝĨ LJŽƵ ĐĂŶ͘

dŚĞ ĐůĂƐƐ ƐŚŽƵůĚ ďĞ ĂďůĞ ƚŽ ƚĞůů LJŽƵ ǁŚLJ ƐŽŵĞ ƐƚŽŽĚ ƵƉ ƚŽ ŵŽƌĞ ǁĞŝŐŚƚ ƚŚĂŶ ŽƚŚĞƌƐ͘ The ones with lots of diagonals or ‘cross bracing’ should be strongest. Look around ƚŚĞ ĐůĂƐƐƌŽŽŵ ĂŶĚ ƚŚĞ ƐĐŚŽŽů͍ ĂŶ LJŽƵ ƚĞůů ŝĨ ŝƚ ŝƐ ŵĂĚĞ ĨƌŽŵ Ă ͚ĨƌĂŵĞ͛ Žƌ ůŽĂĚ ďĞĂƌŝŶŐ ǁĂůůƐ͍ /Ĩ ƚŚĞƌĞ ĂƌĞ ůŽƚƐ ŽĨ ĐŽůƵŵŶƐ ŝƚ ŝƐ ůŝŬĞůLJ ƚŽ ďĞ Ă ĨƌĂŵĞĚ ďƵŝůĚŝŶŐ͘ ŝƐĐƵƐƐŝŽŶƐ ĐĂŶ ƌĞůĂƚĞ ďĂĐŬ ƚŽ ŽďƐĞƌǀĂƟŽŶƐ ĚƵƌŝŶŐ ĂŶLJ ďƵŝůĚŝŶŐ ǀŝƐŝƚƐ Žƌ ŝŵĂŐĞƐ that have been shown to the class.

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2. Elements of Architecture

Lesson Plan 2.3

A Room for Panda, Pig and Penguin

>ŽĐĂƟŽŶ ^ƵŐŐĞƐƚĞĚ ƵƌĂƟŽŶ dĂƐŬ ƚLJƉĞ Materials /Equipment >ĞĂƌŶŝŶŐ ŝŶƚĞŶƟŽŶƐ ZĞĐŽƌĚ KĨ >ĞĂƌŶŝŶŐ ĐƟǀŝƚLJ

Classroom ϭ͘ϱ ŚŽƵƌƐ ;ĂƉƉƌŽdžͿ ϯ ĐƌĞĂƟǀĞ͕ ǁŽƌŬŝŶŐ ŝŶ 'ƌŽƵƉƐ WůĂƐƟĐŝŶĞ͕ ĐĂƌĚ ĚƌŝŶŬŝŶŐ ƐƚƌĂǁƐ͕ ůŽůůLJ ƐƟĐŬƐ ĂŶĚ ƐƵŐĂƌ ĐƵďĞƐ͕ ƌƵŶŶLJ ŚŽŶĞLJ Θ ŐůƵĞ͘ dŽ ďĞ ĂďůĞ ƚŽ ĚĞƐŝŐŶ Ă ƌŽŽŵ ƚŚĂƚ ƐƉĂƟĂůůLJ ĂŶĚ ĞƌŐŽŶŽŵŝĐĂůůLJ ĐŽŶƐŝĚĞƌĞĚ ƌĂǁŝŶŐƐ͕ ĮŶŝƐŚĞĚ ŵŽĚĞůƐ ĂŶĚ ƉŚŽƚŽƐ͘

/ŶƚƌŽĚƵĐƟŽŶ

hƐĞ ƚŚĞ ŝŶĨŽƌŵĂƟŽŶ ƉƌŽǀŝĚĞĚ ŝŶ ƚŚŝƐ ƐĞĐƟŽŶ ŽĨ ƚŚĞ ƉĂĐŬ ƚŽ ŐĞŶĞƌĂƚĞ Ă ĚŝƐĐƵƐƐŝŽŶ ĂďŽƵƚ ƚŚĞ ĚŝīĞƌĞŶƚ ŵĂƚĞƌŝĂůƐ ďƵŝůĚŝŶŐƐ ĂƌĞ ŵĂĚĞ ĨƌŽŵ͘ DŽǀĞ ŽŶ ƚŽ ĚŝƐĐƵƐƐ ƚŚĞ shapes of spaces and what these are like to be inside, and doors and windows.

How do we get in? How do we look out? Look around the classroom, what shape is ŝƚ͍ tŚĞƌĞ ŝƐ ƚŚĞ ĚŽŽƌ͍ /Ɛ ŝƚ ƐŵĂůůĞƌ ƚŚĂŶ ƚŚĞ ĚŽŽƌ Ăƚ ƚŚĞ ĨƌŽŶƚ ŽĨ ƚŚĞ ďƵŝůĚŝŶŐ͍ ,Žǁ ďŝŐ Žƌ ŚŝŐŚ ĂƌĞ ƚŚĞ ǁŝŶĚŽǁƐ ƚŽ ůŽŽŬ ŽƵƚ ŽĨ͍ tŚĂƚ ŝƐ ƚŚĞ ǀŝĞǁ ůŝŬĞ͍

ŝƐĐƵƐƐŝŶŐ н YƵĞƐƟŽŶŶŝŶŐ

There are three friends: Panda, Pig and Penguin. The challenge is to design a ‘classroom’ for one of them.

DĂŝŶ ĐƟǀŝƟĞƐ

DĂŬŝŶŐ

KƌŐĂŶŝƐĞ ƚŚĞ ĐůĂƐƐ ŝŶƚŽ ŐƌŽƵƉƐ ϮͲϯ ĐŚŝůĚƌĞŶ͘ &Žƌ ĞĂĐŚ ŐƌŽƵƉ ĂůůŽĐĂƚĞ Žƌ ŐŝǀĞ ƚŚĞŵ Ă choice of animal and the associated material listed below,

1. Mr Panda Ͳ ƉůĂƐƟĐŝŶĞ͕ ĐĂƌĚ͕ ĚƌŝŶŬŝŶŐ ƐƚƌĂǁƐ͕ ŐůƵĞ

2. Mr Pig Ͳ ƉůĂƐƟĐŝŶĞ͕ ĐĂƌĚ͕ ůŽůůLJ ƐƟĐŬƐ ͕ ŐůƵĞ

3. Mrs Penguin Ͳ ƉůĂƐƟĐŝŶĞ͕ ĐĂƌĚ͕ ƐƵŐĂƌ ĐƵďĞƐ ĂŶĚ ƌƵŶŶLJ ŚŽŶĞLJ

for glue ĂĐŚ ŐƌŽƵƉ ŝƐ ƚŽ ŵĂŬĞ Ă ƉůĂƐƟĐŝŶĞ ŵŽĚĞů ŽĨ ƚŚĞŝƌ ĂŶŝŵĂů͕ ĂŶĚ ƚŚĞŶ ďƵŝůĚ Ă ƌŽŽŵ ĨŽƌ ƚŚĞŝƌ ĂŶŝŵĂů ĨƌŽŵ ƚŚĞ ŵĂƚĞƌŝĂůƐ ƚŚĞLJ ŚĂǀĞ ďĞĞŶ ŐŝǀĞŶ͘ dŚĞLJ ƐŚŽƵůĚ ĂůƐŽ ƚƌLJ ƚŽ ďƵŝůĚ Ă ƐŝŵƉůĞ ƐŚĂƉĞ Ͳ Ă ĐŝƌĐƵůĂƌ͕ ƌĞĐƚĂŶŐƵůĂƌ͕ Žƌ Ă ƐƋƵĂƌĞ ŚŽŵĞ͘ dŚĞLJ ƐŚŽƵůĚ ƚŚŝŶŬ ĂďŽƵƚ ŝŶĐůƵĚŝŶŐ Ă ĚŽŽƌ ĂŶĚ Ă ǁŝŶĚŽǁ͘ ZĞƐƚƌŝĐƚ ƚŚĞ ĐŚŝůĚƌĞŶ ƚŽ ŵĂŬŝŶŐ ƚŚĞŝƌ ŵŽĚĞůƐ ŽŶ Ă ďĂƐĞ ŽĨ ϰ ĐĂƌĚ ƐŽ ƚŚĂƚ ŝƚ ĐĂŶ ďĞ ĞĂƐŝůLJ ŵŽǀĞĚ͘

Closing the Lesson Showing

'ĂƚŚĞƌ Ăůů ƚŚĞ ĐƌĞĂƟŽŶƐ ƚŽŐĞƚŚĞƌ ĂŶĚ ĚŝƐĐƵƐƐ ǁŝƚŚ ƚŚĞ ĐůĂƐƐ͘ ƐŬ ƚŚĞŵ ƚŽ ŝŵĂŐŝŶĞ ŝĨ ƚŚĞ ǁŽůĨ ǁŽƵůĚ ůŝŬĞ ƚŚĞ ŚŽŵĞƐ ƚŚĞLJ ŚĂǀĞ ŵĂĚĞ͘ DŽĚĞůƐ ƐŚŽƵůĚ ďĞ ŬĞƉƚ ƐĂĨĞ ĨŽƌ ƵƐĞ ŝŶ ĨƵƚƵƌĞ ĂĐƟǀŝƟĞƐ͘

2. Elements of Architecture. Page 5

Pupils Name y ϭ ͬ ϮͲϬϳĂ y ϮͲϬϯĂ y ϮͲϬϲĂ

2. Elements of Architecture. Page 6

tŚĞŶ / ĞŶŐĂŐĞ ǁŝƚŚ ŽƚŚĞƌƐ͕ / ĐĂŶ ƌĞƐƉŽŶĚ ŝŶ ǁĂLJƐ ĂƉƉƌŽƉƌŝĂƚĞ ƚŽ ŵLJ ƌŽůĞ͕ ƐŚŽǁ ƚŚĂƚ / ǀĂůƵĞ ŽƚŚĞƌƐ͛ ĐŽŶƚƌŝďƵƟŽŶƐ ĂŶĚ ƵƐĞ ƚŚĞƐĞ ƚŽ ďƵŝůĚ ŽŶ ƚŚŝŶŬŝŶŐ͘

/ ĐĂŶ ƌĞĐŽŐŶŝƐĞ ŚŽǁ ƚŚĞ ĨĞĂƚƵƌĞƐ ŽĨ ƐƉŽŬĞŶ ůĂŶŐƵĂŐĞ ĐĂŶ ŚĞůƉ ŝŶ ĐŽŵŵƵŶŝĐĂƟŽŶ͕ ĂŶĚ / ĐĂŶ ƵƐĞ ǁŚĂƚ / ůĞĂƌŶ͘ / ĐĂŶ ƌĞĐŽŐŶŝƐĞ ĚŝīĞƌĞŶƚ ĨĞĂƚƵƌĞƐ ŽĨ ŵLJ ŽǁŶ ĂŶĚ ŽƚŚĞƌƐ͛ ƐƉŽŬĞŶ ůĂŶŐƵĂŐĞ͘

,t ϮͲϮϯĂ͘

LANGUAGES

tŚŝůĞ ǁŽƌŬŝŶŐ ǁŝƚŚ ŽƚŚĞƌƐ͕ / ŝŵƉƌŽǀĞ ŵLJ ƌĂŶŐĞ ŽĨ ƐŬŝůůƐ͕ ĚĞŵŽŶƐƚƌĂƚĞ ƚĂĐƟĐƐ ĂŶĚ ĂĐŚŝĞǀĞ ŝĚĞŶƟĮĞĚ ŐŽĂůƐ͘

HEALTH AND WELLBEING

/ ĐĂŶ ĚĞǀĞůŽƉ ĂŶĚ ĐŽŵŵƵŶŝĐĂƚĞ ŵLJ ŝĚĞĂƐ͕ ĚĞŵŽŶƐƚƌĂƟŶŐ ŝŵĂŐŝŶĂƟŽŶ ĂŶĚ ƉƌĞƐĞŶƟŶŐ Ăƚ ůĞĂƐƚ ŽŶĞ ƉŽƐƐŝďůĞ ƐŽůƵƟŽŶ ƚŽ Ă ĚĞƐŝŐŶ ƉƌŽďůĞŵ͘

džĞƌĐŝƐĞƐ Ϯ͘ϭ͕ Ϯ͘Ϯ͕ 2.3 ;ƐŚĞĞƚ ϭ ŽĨ ϮͿ / ĐĂŶ ĐƌĞĂƚĞ ĂŶĚ ƉƌĞƐĞŶƚ ǁŽƌŬ ƚŚĂƚ ƐŚŽǁƐ ĚĞǀĞůŽƉŝŶŐ ƐŬŝůů ŝŶ ƵƐŝŶŐ ƚŚĞ ǀŝƐƵĂů ĞůĞŵĞŶƚƐ ĂŶĚ ĐŽŶĐĞƉƚƐ͘

Assessment

/ ĐĂŶ ƌĞƐƉŽŶĚ ƚŽ ƚŚĞ ǁŽƌŬ ŽĨ ĂƌƟƐƚƐ ĂŶĚ ĚĞƐŝŐŶĞƌƐ ďLJ ĚŝƐĐƵƐƐŝŶŐ ŵLJ ƚŚŽƵŐŚƚƐ ĂŶĚ ĨĞĞůŝŶŐƐ͘ / ĐĂŶ ŐŝǀĞ ĂŶĚ ĂĐĐĞƉƚ ĐŽŶƐƚƌƵĐƟǀĞ ĐŽŵŵĞŶƚ ŽŶ ŵLJ ŽǁŶ ĂŶĚ ŽƚŚĞƌƐ͛ ǁŽƌŬ͘​͘

EXPRESSIVE ARTS

Model School

^ƚĂŐĞ Ϯ ǀĂůƵĂƟŽŶ͘

>/d ϮͲϬϮĂ E' ϮͲϬϯĂ

Assessment

džĞƌĐŝƐĞƐϮ͘ϭ͕ 2.2, 2.3 ;ƐŚĞĞƚ Ϯ ŽĨ ϮͿ

Pupils Name Dd, ϮͲϭϲĂ ^ E ϮͲϬϰĂ

2. Elements of Architecture. Page 7

dŚƌŽƵŐŚ ĚŝƐĐŽǀĞƌLJ ĂŶĚ ŝŵĂŐŝŶĂƟŽŶ͕ / ĐĂŶ ĚĞǀĞůŽƉ ĂŶĚ ƵƐĞ ƉƌŽďůĞŵ ƐŽůǀŝŶŐ ƐƚƌĂƚĞŐŝĞƐ ƚŽ ĐŽŶƐƚƌƵĐƚ ŵŽĚĞůƐ͘

,ĂǀŝŶŐ ĞǀĂůƵĂƚĞĚ ŵLJ ǁŽƌŬ͕ / ĐĂŶ ĂĚĂƉƚ ĂŶĚ ŝŵƉƌŽǀĞ͕ ǁŚĞƌĞ ĂƉƉƌŽƉƌŝĂƚĞ͕ ƚŚƌŽƵŐŚ ƚƌŝĂů ĂŶĚ ĞƌƌŽƌ Žƌ ďLJ ƵƐŝŶŐ ĨĞĞĚďĂĐŬ͘

LJ ĂƉƉůLJŝŶŐ ŵLJ ŬŶŽǁůĞĚŐĞ ĂŶĚ ƐŬŝůůƐ ŽĨ ƐĐŝĞŶĐĞ ĂŶĚ ŵĂƚŚĞŵĂƟĐƐ͕ / ĐĂŶ ĞŶŐŝŶĞĞƌ ϯ ŽďũĞĐƚƐ ǁŚŝĐŚ ĚĞŵŽŶƐƚƌĂƚĞ ƐƚƌĞŶŐƚŚĞŶŝŶŐ͕ ĞŶĞƌŐLJ ƚƌĂŶƐĨĞƌ ĂŶĚ ŵŽǀĞŵĞŶƚ͘

^K ϮͲϭϬĂ

TECHNOLOGY

,ĂǀŝŶŐ ĞdžƉůŽƌĞĚ ŵLJ ůŽĐĂů ĂƌĞĂ͕ / ĐĂŶ ƉƌĞƐĞŶƚ ŝŶĨŽƌŵĂƟŽŶ ŽŶ ĚŝīĞƌĞŶƚ ƉůĂĐĞƐ ƚŽ ůŝǀĞ͕ ǁŽƌŬ ĂŶĚ ƌĞůĂdž ĂŶĚ ŝŶƚĞƌĞƐƟŶŐ ƉůĂĐĞƐ ƚŽ ǀŝƐŝƚ͘

SOCIAL STUDIES

LJ ĐŽŶƐŝĚĞƌŝŶŐ ĞdžĂŵƉůĞƐ ǁŚĞƌĞ ĞŶĞƌŐLJ ŝƐ ĐŽŶƐĞƌǀĞĚ͕ / ĐĂŶ ŝĚĞŶƟĨLJ ƚŚĞ ĞŶĞƌŐLJ ƐŽƵƌĐĞ͕ ŚŽǁ ŝƚ ŝƐ ƚƌĂŶƐĨĞƌƌĞĚ ĂŶĚ ǁĂLJƐ ŽĨ ƌĞĚƵĐŝŶŐ ǁĂƐƚĞĚ ĞŶĞƌŐLJ͘

SCIENCES

,ĂǀŝŶŐ ĞdžƉůŽƌĞĚ Ă ƌĂŶŐĞ ŽĨ ϯ ŽďũĞĐƚƐ ĂŶĚ Ϯ ƐŚĂƉĞƐ͕ / ĐĂŶ ƵƐĞ ŵĂƚŚĞŵĂƟĐĂů ůĂŶŐƵĂŐĞ ƚŽ ĚĞƐĐƌŝďĞ ƚŚĞŝƌ ƉƌŽƉĞƌƟĞƐ͕ ĂŶĚ ƚŚƌŽƵŐŚ ŝŶǀĞƐƟŐĂƟŽŶ ĐĂŶ ĚŝƐĐƵƐƐ ǁŚĞƌĞ ĂŶĚ ǁŚLJ ƉĂƌƟĐƵůĂƌ ƐŚĂƉĞƐ ĂƌĞ ƵƐĞĚ ŝŶ ƚŚĞ ĞŶǀŝƌŽŶŵĞŶƚ͘

MATHEMATICS

Model School

^ƚĂŐĞ Ϯ ǀĂůƵĂƟŽŶ͘

d , ϭ ͬ ϮͲϭϰĂ d , ϭ ͬ ϮͲϭϰď d , ϮͲϭϮĂ

Model School 2. Elements of Architecture INFORMATION SHEET

tŚŽ ŵĂŬĞƐ ĂƌĐŚŝƚĞĐƚƵƌĞ͍

ƌĐŚŝƚĞĐƚƐ ĂůǁĂLJƐ ǁŽƌŬ ŝŶ ƚĞĂŵƐ ƚŽ ĚĞƐŝŐŶ ĂŶĚ ďƵŝůĚ ďƵŝůĚŝŶŐƐ͘ >ŽƚƐ ŽĨ ƉĞŽƉůĞ ĂƌĞ ŝŶǀŽůǀĞĚ͘ ĂŶ LJŽƵ ƚĞůů ǁŚĂƚ ĞĂĐŚ ƉĞƌƐŽŶ ĚŽĞƐ͍

Model School 2. Elements of Architecture INFORMATION SHEET

^ƉĂŐŚĞƫ dŽǁĞƌ

Cardboard Tower

Model School 2. Elements of Architecture INFORMATION SHEET

,ŽƵƐĞ ĨŽƌ Ă WŽůĂƌ ĞĂƌ

House for a Penguin

House for a Panda

Model School 2. Elements of Architecture INFORMATION SHEET

ŝīĞů dŽǁĞƌ Ͳ ƐƚĞĞů ĨƌĂŵĞ ƐƚƌƵĐƚƵƌĞ͘ ZĞĂů ůŝĨĞ ͚^ƉĂŐŚĞƫ dŽǁĞƌ͛

dŽǁĞƌ ŽĨ WŝƐĂ Ͳ >ŽĂĚͲďĞĂƌŝŶŐ ƐƚŽŶĞ ƐƚƌƵĐƚƵƌĞ͘ ZĞĂů ůŝĨĞ ͚ ĂƌĚďŽĂƌĚ dŽǁĞƌ͛

Model School 2. Elements of Architecture INFORMATION SHEET

^ĐŽƫƐŚ ůĂĐŬŚŽƵƐĞ >ŽĂĚͲďĞĂƌŝŶŐ ƐƚŽŶĞ͘

EĞǁ zŽƌŬ ^ŬLJ ^ĐƌĂƉĞƌ Steel Frame Structure, clad in stone, steel and glass.

Model School 2. Elements of Architecture INFORMATION SHEET

Architectural model using a frame structure

Architectural model using solid walls

Model School 2. Elements of Architecture INFORMATION SHEET

h/> /E' D d Z/ >^

Z/ <

d/D Z

KWW Z ^dKE

Model School 2. Elements of Architecture INFORMATION SHEET

h/> /E' D d Z/ >^

GLASS

KE Z d

Model School 2. Elements of Architecture INFORMATION SHEET

h/> /E' D d Z/ >^

STEEL

t, d Kd, Z h/> /E' D d Z/ >^ E zKh d,/E< K&͍

3

Communicating Architecture Lesson Plans: 3.1 Mini-­‐Me 3.2 Architectural drawing 3.3 Architectural model making: Lilliput classroom

Model School

ϯ͘ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ

Stage 3 Outline.

In the beginning of any architectural design the building is only an idea which needs to be developed and communicated to the people involved. This involves everything from telling the client how their building will look before it is built, or applying for planning permission, or working out how much it would cost to build, to giving the builder drawings so that he can construct it.

DRAWINGS + MODELS This stage of the project looks at the methods architects and designers use to communicate their designs through drawings and models: A PLAN is a horizontal cut through a building -­‐ ďŝƌĚƐ ĞLJĞ ǀŝĞǁ ůŽŽŬŝŶŐ ĚŽǁŶ Ăƚ ƚŚĞ ƐƉĂĐĞƐ ĂƐ ŝĨ ƚŚĞ ƌŽŽĨ ŚĂƐ ďĞĞŶ ƚĂŬĞŶ Žī͘ ^ d/KE ŝƐ Ă ǀĞƌƟĐĂů ĐƵƚ ƚŚƌŽƵŐŚ Ă ďƵŝůĚŝŶŐ -­‐ ĐƵƚͲǁĂLJ ĚŽůůƐ ŚŽƵƐĞ ǀŝĞǁ͘ dŚĞ ƉůĂŶ ĂŶĚ ƐĞĐƟŽŶ ŽĨ Ă ďƵŝůĚŝŶŐ ĐĂŶ ůŽŽŬ ǀĞƌLJ ĚŝīĞƌĞŶƚ͕ ũƵƐƚ ůŝŬĞ ĐƵƫŶŐ ƚŚƌŽƵŐŚ Ă ƌĞĚ ƉĞƉƉĞƌ ǀĞƌƟĐĂůůLJ ĂŶĚ ŚŽƌŝnjŽŶƚĂůůLJ͘ Models are also made to allow us to imagine what it could be like to be inside. Drawing to scale is very important so that ƐƉĂĐĞƐ ĂƌĞ ŵĂĚĞ ĂƉƉƌŽƉƌŝĂƚĞ ƚŽ ƚŚĞ ĂĐƟǀŝƚLJ ŝƚ ĐŽŶƚĂŝŶƐ͘ dŚĞƌĞ ĂƌĞ ƚŚƌĞĞ ůĞƐƐŽŶƐ ŵĂŬŝŶŐ ƵƉ ƚŚŝƐ ƐƚĂŐĞ͕ ĞĂĐŚ ůŽŽŬƐ Ăƚ ĚŝīĞƌĞŶƚ ĂƐƉĞĐƚƐ ŽĨ ĐŽŵŵƵŶŝĐĂƟŽŶ͘

Lesson 3.1

Lesson 3.2

Lesson 3.3

Mini-­‐Me dŚŝƐ ĞdžƉůŽƌĞƐ ƚŚĞ ŶĞĞĚ ƚŽ ƵŶĚĞƌƐƚĂŶĚ ŚŽǁ ǁĞ ƌĞůĂƚĞ ŝŶ ƐŝnjĞ ƚŽ ƚŚĞ ƌŽŽŵƐ we inhabit and the ones we design at a smaller scale on paper.

Architectural Drawing zŽƵƌ ĐůĂƐƐ ǁŝůů ůĞĂƌŶ ŚŽǁ ƚŽ ĚƌĂǁ ƉůĂŶƐ ĂŶĚ ƐĞĐƟŽŶƐ ŽĨ LJŽƵƌ classroom just like a real architect.

Architectural Model making: Lilliput Classroom /Ŷ ƚŚŝƐ ůĞƐƐŽŶ LJŽƵƌ ĐůĂƐƐ ǁŝůů ĚĞǀĞůŽƉ ƐƉĂƟĂů ĂǁĂƌĞŶĞƐƐ ĂŶĚ ŚŽǁ ƚŽ ƌĞƉƌĞƐĞŶƚ ƌĞĂů ƚŚŝŶŐƐ ƚŽ Ă ĮdžĞĚ ƐĐĂůĞ͘

ϯ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Page 2

Model School

ϯ͘ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Ŷ ĂĚĚŝƟŽŶĂů ĞdžĞƌĐŝƐĞ ĐĂŶ ďĞ ĐĂƌƌŝĞĚ ŽƵƚ ǁŝƚŚ ƌĞŐĂƌĚ ƚŽ ƉůĂŶŶŝŶŐ ƉĞƌŵŝƐƐŝŽŶ͘ dŚŝƐ ŝƐ ƚŚĞ ƉƌŽĐĞƐƐ ĂŶLJ ďƵŝůĚŝŶŐ ŵƵƐƚ ŐŽ through in order to be built and stops any development that is deemed unsuitable for the area proposed. Role play ĞdžĞƌĐŝƐĞƐ ĐŽƵůĚ ďĞ ĚĞǀŝƐĞĚ ǁŝƚŚ Ă ĚĞďĂƚĞ ďĞƚǁĞĞŶ ĂƌĐŚŝƚĞĐƚƐ ͬ ƉůĂŶŶĞƌƐ ĨŽƌ Ă ĐĞƌƚĂŝŶ ďƵŝůĚŝŶŐ͘ ůƚĞƌŶĂƟǀĞůLJ͕ ƉƵƉŝůƐ ĐŽƵůĚ be asked to photograph one building they like and one building they do not. They can then debate why this is the case.

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Use this space for your own notes

ϯ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Page 3

Model School

ϯ͘ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Lesson Plan 3.1

Mini-­‐Me

>ŽĐĂƟŽŶ ^ƵŐŐĞƐƚĞĚ ƵƌĂƟŽŶ Task type Materials /Equipment >ĞĂƌŶŝŶŐ ŝŶƚĞŶƟŽŶƐ ZĞĐŽƌĚ KĨ >ĞĂƌŶŝŶŐ ĐƟǀŝƚLJ

Classroom 1.5 hours (approx) Group >ĂƌŐĞ ƐŚĞĞƚƐ ŽĨ ŶĞǁƐƉĂƉĞƌ Žƌ ǁƌĂƉƉŝŶŐ ƉĂƉĞƌ Žƌ ƉĂŝŶƚ͕ ƚĂƉĞ ŵĞĂƐƵƌĞƐ͕ ƉůĂƐƟĐŝŶĞ To be able to create a scale model Drawings.

INTRODUCTION

džƉůĂŝŶ ŚŽǁ ĂƌĐŚŝƚĞĐƚƐ ĂŶĚ ĂƌƟƐƚƐ ƵƐĞ ƚŚĞ ŚƵŵĂŶ ďĞŝŶŐ ŝŶ ĚĞƐŝŐŶ ďŽƚŚ ƚŽ ƚŚŝŶŬ ĂďŽƵƚ ƚŚĞ ƐŚĂƉĞ ĂŶĚ ƐŝnjĞ ŽĨ ƐƉĂĐĞƐ ĂŶĚ ĂƐ Ă ŵĞĂƐƵƌĞ ŽĨ ƉƌŽƉŽƌƟŽŶ͕ ĂŶĚ ǁŚLJ ŝƚ ŝƐ ŝŵƉŽƌƚĂŶƚ ƚŽ ĚƌĂǁ ƚŚŝŶŐƐ Ăƚ ƚŚĞ ĐŽƌƌĞĐƚ ƐŝnjĞ ŽŶ ƉĂƉĞƌ͘ &ŝŶŝƐŚ ǁŝƚŚ ƚŚĞ ŝŵĂŐĞ ŽĨ Leonardo de Vinci’s Vitruvian man or Le Corbusiers, le Modulor man.

Listening

MAIN ACTIVITIES Making

Measuring+ recording

CLOSING THE LESSON Discussing

Your pupils should work in pairs or small groups for this task. Use a roll of lining paper or sellotape sheets of large format paper together to form bedsheets that are big enough for one pupil to lie on. Whilst one lies on the paper in a chosen ƉŽƐŝƟŽŶ ƐƵĐŚ ĂƐ sŝƚƌƵǀŝĂŶ ŵĂŶ Žƌ DŽĚƵůŽƌ ŵĂŶ ƚŚĞ ŽƚŚĞƌƐ ƚƌĂĐĞ ƚŚĞ ŽƵƚůŝŶĞ ůŝŬĞ a crime scene. Once drawn the group take measurements of heights and widths.

You can experiment to see if the pupil is square by checking if the measurement ĨŽƌ ŽƵƚƐƚƌĞƚĐŚĞĚ ĂƌŵƐ ĮŶŐĞƌƟƉ ƚŽ ĮŶŐĞƌƟƉ ŵĂƚĐŚĞƐ ƚŚĞŝƌ ŚĞŝŐŚƚ͘ WŝŶ ƚŚĞ ŽƵƚůŝŶĞ people on the wall to compare. dŚĞ ƐĞĐŽŶĚ ƉĂƌƚ ŽĨ ƚŚĞ ƚĂƐŬ ŝƐ ƚŽ ŵĂŬĞ Ă DŝŶŝͲDĞ ƉůĂƐƟĐŝŶĞ ŵŽĚĞů ϭϬ ƟŵĞƐ ƐŵĂůůĞƌ ƚŚĂŶ ƌĞĂů ůŝĨĞ͕ ƚŚĂƚ ŝƐ Ăƚ Ă ƐĐĂůĞ ŽĨ ϭ͗ϭϬ͘ hƐŝŶŐ ƚŚĞ ƉĂƉĞƌ ĮŐƵƌĞ ƚŚĞ ĐůĂƐƐ ŶĞĞĚ ƚŽ calculate the new measurements for the scale person and record, the more ŵĞĂƐƵƌĞŵĞŶƚƐ ƚŚĞLJ ƵƐĞ ĨƌŽŵ ƚŚĞ ĨƵůů ƐŝnjĞ ƉĂƉĞƌ ĚƌĂǁŝŶŐ ƚŚĞ ŵŽƌĞ ĂĐĐƵƌĂƚĞ ƚŚĞ ƐĐĂůĞ ƉĞƌƐŽŶ ǁŝůů ďĞ͕ Ğ͘Ő͘ Ăƌŵ ůĞŶŐƚŚƐ͕ ůĞŐ ůĞŶŐƚŚƐ͕ ƐŝnjĞ ŽĨ ƚŚĞ ŚĞĂĚ ĞƚĐ͘ KŶĐĞ ƚŚĞ new measurements or dimensions are complete the class can proceed to draw the ƉƵƉŝů Ăƚ ϭ͗ϭϬ ƐĐĂůĞ ŽŶ ƉĂƉĞƌ͘ dŚŝƐ ŝƐ ĂŶ ŝŶƚĞƌŵĞĚŝĂƌLJ ƐƚĞƉ ĨƌŽŵ ǁŚŝĐŚ ƚŚĞ ƉůĂƐƟĐŝŶĞ ŵŽĚĞů ĐĂŶ ƚŚĞŶ ďĞ ĐŽƌƌĞĐƚůLJ ƐŝnjĞĚ͘ &ŝŐƵƌĞƐ ĐĂŶ ďĞ ĐŽůŽƵƌĞĚ ĨŽƌ ŝŶĚŝǀŝĚƵĂůŝƚLJ͘

'ĂƚŚĞƌ ƚŚĞ ǁŽƌŬ ƚŽŐĞƚŚĞƌ ƚŽ ĚŝƐĐƵƐƐ ĂŶĚ ĐŽŵƉĂƌĞ͘ WůĂĐĞ Ăůů ƚŚĞ ƉůĂƐƟĐŝŶĞ ŵŽĚĞůƐ ŽŶ ŽŶĞ ƚĂďůĞ ƚŽ ĨŽƌŵ Ă ϭ͗ϭϬ DŝŶŝͲĐůĂƐƐ͘ ƐŬ LJŽƵƌ ƉƵƉŝůƐ ƚŽ ĐŚĞĐŬ ƚŚĞ ĂĐĐƵƌĂĐLJ ŽĨ ƚŚĞŝƌ ŵŽĚĞůƐ ďLJ ŵĞĂƐƵƌŝŶŐ ĂŐĂŝŶƐƚ ƚŚĞ ŽƌŝŐŝŶĂů ĨƵůů ƐŝnjĞ ƉĂƉĞƌ ǀĞƌƐŝŽŶ͕ Žƌ ƚŚĞ ŽƌŝŐŝŶĂů ƉƵƉŝů͘ dŚĞLJ ƐŚŽƵůĚ Įƚ ϭϬ ƟŵĞƐ ďĞƐŝĚĞ ƚŚĞ ŽƌŝŐŝŶĂů͘

ϯ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Page 4

Model School

ϯ͘ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Lesson Plan 3.2

Architectural Drawing

>ŽĐĂƟŽŶ ^ƵŐŐĞƐƚĞĚ ƵƌĂƟŽŶ Task type Materials /Equipment >ĞĂƌŶŝŶŐ ŝŶƚĞŶƟŽŶƐ

Classroom 1.5 -­‐ 2 hours (approx) Individual WĂƉĞƌͲ ϯ ^ŝnjĞ͕ ƚĂƉĞ ŵĞĂƐƵƌĞƐ ĂŶĚ ǁŽƌŬŬƐ͘ dŽ ŬŶŽǁ ƚŚĞ ĚŝīĞƌĞŶĐĞƐ ďĞƚǁĞĞŶ Ă ƉůĂŶ͕ ƐĞĐƟŽŶ ĂŶĚ ĞůĞǀĂƟŽŶ ĂŶĚ ďĞ ĂďůĞ ƚŽ draw to scale Drawings.

ZĞĐŽƌĚ KĨ >ĞĂƌŶŝŶŐ ĐƟǀŝƚLJ INTRODUCTION Listening

MAIN ACTIVITIES

/ůůƵƐƚƌĂƟŶŐ

dŚŝƐ ŝƐ ĂŶ ŝŶƚƌŽĚƵĐƟŽŶ ƚŽ ĚƌĂǁŝŶŐ ĂƌĐŚŝƚĞĐƚƵƌĂů ƉůĂŶƐ ĂŶĚ ƐĞĐƟŽŶƐ͘ hƐĞ ƚŚĞ ŝŶĨŽƌŵĂƟŽŶ ƐŚĞĞƚƐ ƚŽ ĞdžƉůĂŝŶ ƚŚĞ ĚŝīĞƌĞŶĐĞ ďĞƚǁĞĞŶ Ă ƉůĂŶ͕ ƐĞĐƟŽŶ ĂŶĚ ĞůĞǀĂƟŽŶ͘ ĂĐŚ ƐŚŽǁƐ ĚŝīĞƌĞŶƚ ǁĂLJƐ ŽĨ ƐĞĞŝŶŐ Ă ĚĞƐŝŐŶ ĨŽƌ Ă ďƵŝůĚŝŶŐ ŽŶ ƉĂƉĞƌ ŝŶ Ϯ ͕ ůŽŽŬŝŶŐ ĚŽǁŶ ŝŶƚŽ Ă ďƵŝůĚŝŶŐ ĨŽƌ Ă ƉůĂŶ͕ ĂŶĚ ǀĞƌƟĐĂůůLJ ĂĐƌŽƐƐ Ă ďƵŝůĚŝŶŐ ĨŽƌ Ă ƐĞĐƟŽŶ͘ džƉůĂŝŶ ƚŚĂƚ ĞůĞǀĂƟŽŶƐ ƐŚŽǁ ŚŽǁ ƚŚĞ ŽƵƚƐŝĚĞ ŽĨ Ă ďƵŝůĚŝŶŐ ǁŝůů ůŽŽŬ͘ &Žƌ ĨƵƌƚŚĞƌ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŽĨ ĂƌĐŚŝƚĞĐƚƵƌĂů ƉůĂŶƐ ƚĞĂĐŚĞƌƐ ĐĂŶ ƵƐĞ ƚŚĞ ƉůĂŶƐ ŝŶ ƚŚĞ ŝŶĨŽƌŵĂƟŽŶ sheets and ask pupils to draw the route they would take from the front door to watch television or go to bed. dŚĞƌĞ ĂƌĞ ƚǁŽ ǀĂƌŝĂƟŽŶƐ ƚŽ ƚŚŝƐ ƚĂƐŬ͗ Ă͘ hƐĞ ƚŚĞ ŵŽĚĞůƐ ŵĂĚĞ ŝŶ ^ƚĂŐĞ Ϯ͕ >ĞƐƐŽŶ Ϯ͘ϯ ƚŽ ĚƌĂǁ ƉůĂŶƐ ĂŶĚ ƐĞĐƟŽŶƐ͘ WƵƉŝůƐ ƐŚŽƵůĚ ƉŽƐŝƟŽŶ ƚŚĞŵƐĞůǀĞƐ ƐŽ ƚŚĞLJ ĐĂŶ ƐĞĞ ĚŝƌĞĐƚůLJ ŽŶ ƚŽƉ ŽĨ ƚŚĞŝƌ ŵŽĚĞůƐ͘ dŚĞLJ ƐŚŽƵůĚ ĚƌĂǁ ǁŚĂƚ ƚŚĞLJ ƐĞĞ ĂŶĚ ĂƩĞŵƉƚ ƚŽ ĚƌĂǁ ƚŚĞŝƌ ƉŝĐƚƵƌĞ Ăƚ ƚŚĞ ƐĂŵĞ ƐŝnjĞ as the model. ŌĞƌ ƚŚŝƐ͕ ƉƵƉŝůƐ ƐŚŽƵůĚ ŝŵĂŐŝŶĞ ǁŚĂƚ ƚŚĞŝƌ ŵŽĚĞů ǁŽƵůĚ ůŽŽŬ ůŝŬĞ ŝĨ LJŽƵ ĐƵƚ ŝƚ ŝŶ half and looked into it from it’s front. They should draw this, again keeping it in ƉƌŽƉŽƌƟŽŶ ǁŝƚŚ ƚŚĞŝƌ ƉƌĞǀŝŽƵƐ ƉůĂŶ ĚƌĂǁŝŶŐ ĂŶĚ ŵŽĚĞů͘ Allow up to 1 hour or

Measuring + recording

CLOSING THE LESSON Reviewing

ď͘ DĞĂƐƵƌĞ LJŽƵƌ ĐůĂƐƐƌŽŽŵ ĂŶĚ ĚƌĂǁ Ă ƉůĂŶ ĂŶĚ ƐĞĐƟŽŶ ŽĨ ŝƚ͘ dŚŝƐ ƌĞŝŶƚƌŽĚƵĐĞƐ scale again to the task.

Taking the measuring tape, pupils should record the length, width and height of the classroom and note these in their project books. These measurements can be used ƚŽ ĚƌĂǁ ƚŚĞ ĐůĂƐƐƌŽŽŵ ŝŶ ƉůĂŶ ĂŶĚ ƐĞĐƟŽŶ͘ dĞĂĐŚĞƌƐ ĐŽƵůĚ ƵƐĞ ŶŽƌŵĂů ƌƵůĞƌƐ ĂŶĚ ĞdžƉůĂŝŶ ƚŚĂƚ Ăƚ ƐĐĂůĞ ϭ͗ϭϬ ĞǀĞƌLJ ŽŶĞ ŵĞƚƌĞ ŝŶ ƌĞĂů ůŝĨĞ ŝƐ ƚŚĞ ƐĂŵĞ ĂƐ ƚĞŶ ĐĞŶƟŵĞƚƌĞƐ ŽŶ ƚŚĞ ƌƵůĞƌ͘ ŝǀŝĚŝŶŐ ƚŚĞ ŵĞĂƐƵƌĞŵĞŶƚƐ ďLJ ϭϬ ǁŝůů ŐŝǀĞ ƐĐĂůĞĚ ĚŝŵĞŶƐŝŽŶƐ ĂůƐŽ͘ tŚĞŶ ƚŚĞ ƉƵƉŝůƐ ŚĂǀĞ Ă ďĂƐŝĐ ƐƋƵĂƌĞ Žƌ ƌĞĐƚĂŶŐůĞ ƌĞƉƌĞƐĞŶƟŶŐ ƚŚĞ ƐŚĂƉĞ ŽĨ ƚŚĞ classroom, they can add furniture from the template or people from their earlier ĚƌĂǁŝŶŐƐ ͬ ŵŽĚĞůƐ͘ ƐƟŵĂƟŶŐ ƚŚĞ ƉŽƐŝƟŽŶ ĂŶĚ ƐŝnjĞ ŽĨ ǁŝŶĚŽǁƐ ĂŶĚ ĚŽŽƌ ĐĂŶ ďƌŝŶŐ the drawing to life. See record sheet 3.2 for template and further guidance.

Allow up to 2 hours.

Gather the work together and ask the class if their drawings correctly represent either their models or the classroom in 2D. The drawings can be made more ĂƌĐŚŝƚĞĐƚƵƌĂů ďLJ ĂĚĚŝŶŐ ƚŚŝĐŬŶĞƐƐ ƚŽ ƚŚĞ ǁĂůůƐ ĂŶĚ ůŽĐĂƟŽŶƐ ŽĨ ĚŽŽƌƐ͕ ǁŝŶĚŽǁƐ ĂŶĚ furniture. ϯ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Page 5

Model School

ϯ͘ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Lesson Plan 3.3

Architectural Models

>ŽĐĂƟŽŶ ^ƵŐŐĞƐƚĞĚ ƵƌĂƟŽŶ Task type Materials /Equipment

Classroom 2 hours (approx) Individual Cardboard / Shoeboxes, scissors, tape / glue and workbooks.

>ĞĂƌŶŝŶŐ ŝŶƚĞŶƟŽŶƐ ZĞĐŽƌĚ KĨ >ĞĂƌŶŝŶŐ ĐƟǀŝƚLJ

To be able to measure in 3 dimensions and create a scale model Models

INTRODUCTION

dŚŝƐ ŝƐ ĂŶ ŝŶƚƌŽĚƵĐƟŽŶ ƚŽ ĂƌĐŚŝƚĞĐƚƵƌĂů ŵŽĚĞů ŵĂŬŝŶŐ͘ hƐĞ ƚŚĞ ŝŶĨŽƌŵĂƟŽŶ ƐŚĞĞƚƐ to show pupils images of childrens’ models and architects’ models. Explain why they are used and how they are made. Architectural models are usually made ĂŌĞƌ Ă ƉůĂŶ ĂŶĚ ƐĞĐƟŽŶ ŚĂƐ ďĞĞŶ ĚƌĂǁŶ ƐŽ ĞdžƉůĂŝŶ ƚŚĂƚ ƚŚĞ ŶĞdžƚ ƐƚĂŐĞ ĨŽƌ ƚŚĞŵ ;ĂŌĞƌ >ĞƐƐŽŶ ϯ͘ϮͿ ŝƐ ƚŽ ďƵŝůĚ Ă ŵŽĚĞů͘

Listening

Discussion

A discussion and list of objects / furniture that can be seen in the classroom should be made and listed on the board. Pupils should then be split into small groups or work individually to start measuring and recording these things.

Measuring + recording

Pupils should follow a similar process to measuring the classroom when measuring and recording individual objects within it. All the items listed on the board should be recorded in pupils workbooks and emphasis should be placed on the 3D element.

MAIN ACTIVITIES

Making

CLOSING THE LESSON Showing

KďũĞĐƚƐ ͬ ĨƵƌŶŝƚƵƌĞ ƐŚŽƵůĚ ƚŚĞŶ ďĞ ŵŽĚĞůůĞĚ Ăƚ ƐĐĂůĞ ϭ͗ϭϬ͘ ŐĂŝŶ͕ ƐĐĂůĞ ƌƵůĞƌƐ ĐĂŶ ďĞ ƵƐĞĚ ĨŽƌ ƚŚŝƐ Žƌ ƉƵƉŝůƐ ĞŶĐŽƵƌĂŐĞĚ ƚŽ ĚŝǀŝĚĞ ŽƌŝŐŝŶĂů ĚŝŵĞŶƐŝŽŶƐ ďLJ ϭϬ ƚŽ ŽďƚĂŝŶ ƐĐĂůĞĚ ĚŝŵĞŶƐŝŽŶƐ͘ ůĂƌŐĞ ďŽdž Žƌ ŵŽĚĞů ;ƌĞƉƌĞƐĞŶƟŶŐ ƚŚĞ ƌŽŽŵͿ ǁŝůů ŶĞĞĚ ƚŽ ďĞ built to contain all the smaller elements in it such as tables and chairs. These can ŵĂĚĞ ŽĨ ĐĂƌĚďŽĂƌĚ͕ ƐƚƌĂǁƐ͕ ůŽůůLJ ƐƟĐŬƐ Žƌ ďĂůƐĂ ǁŽŽĚ͘ ĚŽůů͛Ɛ ŚŽƵƐĞ ǀŝĞǁ ŽĨ ƚŚĞ ĐůĂƐƐƌŽŽŵ ŝƐ ĚĞƐŝƌĂďůĞ ƐŽ ƉƵƉŝůƐ ĐĂŶ ƐĞĞ ŝŶƚŽ ƚŚĞ ďŽdž ĚƵƌŝŶŐ ĂŶLJ ĚĞŵŽŶƐƚƌĂƟŽŶƐ͘ /Ĩ ŝƚ ŝƐ ƉƌŽǀŝŶŐ ĚŝĸĐƵůƚ ǁŽƌŬŝŶŐ ĞdžĂĐƚůLJ ƚŽ ƐĐĂůĞ ƚŚĞŶ ƉƵƉŝůƐ ĐĂŶ ŵĂŬĞ ƚŚĞŝƌ ĨƵƌŶŝƚƵƌĞ ƐŝnjĞƐ ŝŶ ĚŝƌĞĐƚ ƌĞůĂƟŽŶ ƚŽ ƚŚĞŝƌ ͚ŵŝŶŝͲŵĞ͛ ŵŽĚĞů͕ ƚŚŝƐ ƐŚŽƵůĚ ƐƟůů ŐŝǀĞ ĂŶ ĂĐĐƵƌĂƚĞ ƌĞƉƌĞƐĞŶƚĂƟŽŶ ŽĨ ƐĐĂůĞ ĂŶĚ ƉƌŽƉŽƌƟŽŶ͘

Ask pupils to arrange the model desks so they are the same as in the real class ĂŶĚ ĮŶĚ ƚŚĞ ĐŽƌƌĞĐƚ ƐĞĂƚ ĨŽƌ ƚŚĞŝƌ DŝŶŝͲŵĞ͘ dŚĞLJ ĐŽƵůĚ ƐƵŐŐĞƐƚ ĂůƚĞƌŶĂƟǀĞ ƐĞĂƟŶŐ ĂƌƌĂŶŐĞŵĞŶƚƐ Žƌ ŵĂŬĞ DŝŶŝͲƉĂŝŶƟŶŐƐ ĨŽƌ ƚŚĞ ǁĂůů ŽĨ ƚŚĞ ŵŽĚĞů͘ hƐĞ ƚŚĞ ŵŽĚĞů ƚŽ ƌĞŝŶĨŽƌĐĞ ƚŚĞ ĐŽŶĐĞƉƚ ŽĨ ƚŚĞ ƐĞĐƟŽŶ͘

ϯ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Page 6

Class Assessment Lesson 3.1 Lesson 3.2 Lesson 3.3

(Sheet 1 of 1)

Pupils Name EXA ϮͲϬϮĂ

I can use the common units of measure, convert between related units of the metric system and carry ŽƵƚ ĐĂůĐƵůĂƟŽŶƐ ǁŚĞŶ ƐŽůǀŝŶŐ ƉƌŽďůĞŵƐ͘ / ĐĂŶ ĚƌĂǁ Ϯ ƐŚĂƉĞƐ ĂŶĚ ŵĂŬĞ ƌĞƉƌĞƐĞŶƚĂƟŽŶƐ ŽĨ ϯ objects using an appropriate range of methods and ĞĸĐŝĞŶƚ ƵƐĞ ŽĨ ƌĞƐŽƵƌĐĞƐ͘

MNU 2-­‐11a MNU 2-­‐11b MTH 2-­‐16c

ϯ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Page 7

ƵƌŝŶŐ ƉƌĂĐƟĐĂů ĂĐƟǀŝƟĞƐ ĂŶĚ ĚĞƐŝŐŶ ĐŚĂůůĞŶŐĞƐ͕ / ĐĂŶ ĞƐƟŵĂƚĞ ĂŶĚ ŵĞĂƐƵƌĞ ƵƐŝŶŐ ĂƉƉƌŽƉƌŝĂƚĞ ŝŶƐƚƌƵŵĞŶƚƐ and units.

TECHNOLOGIES

/ ĐĂŶ ƵƐĞ ŵLJ ŬŶŽǁůĞĚŐĞ ŽĨ ƚŚĞ ƐŝnjĞ ŽĨ ĨĂŵŝůŝĂƌ ŽďũĞĐƚƐ Žƌ ƉůĂĐĞƐ ƚŽ ĂƐƐŝƐƚ ŵĞ ǁŚĞŶ ŵĂŬŝŶŐ ĂŶ ĞƐƟŵĂƚĞ ŽĨ measure.

HWB 2-­‐23a.

MATHEMATICS

While working with others, I improve my range of skills, ĚĞŵŽŶƐƚƌĂƚĞ ƚĂĐƟĐƐ ĂŶĚ ĂĐŚŝĞǀĞ ŝĚĞŶƟĮĞĚ ŐŽĂůƐ͘

HEALTH AND WELLBEING

I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing combining them for ƐƉĞĐŝĮĐ ƚĂƐŬƐ͘

EXPRESSIVE ARTS

Model School

^ƚĂŐĞ ϯ ǀĂůƵĂƟŽŶ

TCH 1 / 2-­‐13a

Model School ϯ͘ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ /E&KZD d/KE ^, d

Da Vinci: Vitruvian Man

Le Corbusier: Modulor

ϯ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Page 8

Model School ϯ͘ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ /E&KZD d/KE ^, d

džĂŵƉůĞƐ ŽĨ ƉůĂƐƟĐŝŶĞ DŝŶŝͲŵĞ ŵŽĚĞůƐ

ϯ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Page 9

Model School ϯ͘ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ /E&KZD d/KE ^, d

W> E Z t/E' Ͳ 'ůĂƐŐŽǁ dĞŶĞŵĞŶƚ &ůĂƚƐ

ϯ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ WĂŐĞ ϭϬ

Model School ϯ͘ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ /E&KZD d/KE ^, d

W> E Z t/E' Ͳ 'ůĂƐŐŽǁ dĞŶĞŵĞŶƚ &ůĂƚƐ

ϯ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Page 11

Model School ϯ͘ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ /E&KZD d/KE ^, d

^ d/KE Z t/E' Ͳ 'ůĂƐŐŽǁ dĞŶĞŵĞŶƚ &ůĂƚ

ϯ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Page 12

Model School ϯ͘ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ /E&KZD d/KE ^, d

ELEVATION DRAWING -­‐ Glasgow Tenement.

ϯ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Page 13

Model School ϯ͘ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ /E&KZD d/KE ^, d

Double bed

Table + chairs

Toilet

Shower / bath

Study desk

TV

Boiler Couch

Radiator Armchair

Kitchen sink

Washing machine

Bathroom sink

Hob / cooker

Window

Window

&ŝƌĞƉůĂĐĞ

Door

Plan Drawings of Furniture ϯ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Page 14

Model School ϯ͘ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ /E&KZD d/KE ^, d

Architectural Models

ϯ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Page 15

Model School ϯ͘ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ /E&KZD d/KE ^, d

Model made from scrap -­‐ cardboard.

Model made from balsa -­‐ wood (House for a Jelly Baby).

ϯ ŽŵŵƵŶŝĐĂƟŶŐ ƌĐŚŝƚĞĐƚƵƌĞ Page 16

Model School

Record Sheet -­‐ Exercise 3.2 Architectural Models: Lilliput Classroom 1

Write down the names of the people in your group

1

What is the object you are measuring?

2

Draw a plan of your object. Then write down the measurements of the width and depth of your object and note on the heights too.

Model School

Record Sheet -­‐ Exercise 3.2 width length

height

Write down your measurements against the lengths you have measured.

height length width

4

Experiencing Architecture Lesson Plan: 4.0 Mapping my school

Model School

4. Experiencing Architecture

Stage 4 Outline.

We experience our surroundings, not just visually, but through all our senses. This is how we interpret the atmosphere of Ă ƉůĂĐĞ͘ KƵƌ ĞŵŽƟŽŶƐ ĂůƐŽ ƉůĂLJ ĂŶ ŝŵƉŽƌƚĂŶƚ ƉĂƌƚ ŝŶ ŚŽǁ ǁĞ ĨĞĞů ĂďŽƵƚ Ă ƐƉĂĐĞ͘ dŚĞ ŽďũĞĐƟǀĞ ŽĨ ƚŚŝƐ ůĞƐƐŽŶ ŝƐ ƚŽ ĂƐŬ LJŽƵƌ ĐůĂƐƐ ƚŽ ƐŝŵŝůĂƌůLJ ĞdžƉůŽƌĞ ƚŚĞŝƌ ƐĐŚŽŽů ĂŶĚ ƌĞĐŽƌĚ ƚŚĞŝƌ ĞŵŽƟŽŶĂů ĨĞĞůŝŶŐƐ ĂŶĚ ƉŚLJƐŝĐĂů ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŽĨ ŝƚ ŽŶ Ă ͚ĐŽůůĂŐĞ͛ ŵĂƉ͘ dŚĞ ŝŶƚĞŶƟŽŶ ŝƐ ĨŽƌ ƚŚĞ ƉƵƉŝůƐ ƚŽ ƵŶĚĞƌƐƚĂŶĚ ƚŚĂƚ ŽƵƌ ĞŶǀŝƌŽŶŵĞŶƚ ŚĂƐ ĂŶ ĂīĞĐƚ ŽŶ ŽƵƌ ƐĞŶƐĞƐ ĂŶĚ ŽƵƌ ŵŽŽĚƐ ĂŶĚ ĚĞƉŝĐƚ ƚŚŝƐ ŝŶ Ă ŐƌĂƉŚŝĐ ǁĂLJ͘ dŚŝƐ ŝƐ ĂŶ ŝŶƚĞŶƐŝǀĞ ůĞƐƐŽŶ ǁŚŝĐŚ ŵŝŐŚƚ ůĂƐƚ ϭͬϮ Ă ĚĂLJ͕ Žƌ LJŽƵ ĐĂŶ ďƌĞĂŬ ŝƚ ĚŽǁŶ ŝŶƚŽ ƐŵĂůůĞƌ ĐŚƵŶŬƐ ŝĨ LJŽƵ ǁŝƐŚ͘ zŽƵ ĐĂŶ ĞŝƚŚĞƌ ƚŽ ĚƌĂǁ ĂŶ ŽƵƚůŝŶĞ ƉůĂŶ ŽĨ LJŽƵƌ ƐĐŚŽŽů ĂƐ ƉƌĞƉĂƌĂƟŽŶ͕ ĚŽŶ͛ƚ ǁŽƌƌLJ ŝƚ ĐĂŶ ďĞ Ă s Zz ďĂƐŝĐ ĚƌĂǁŝŶŐ͕ ŝŶĚŝĐĂƟŶŐ classrooms, and the big spaces, or simply let the class draw their own version of the map. Whichever method you use, it will form the base for your pupils to record their experiences. Give your pupils a free rein to develop their own graphic ǁĂLJ ŽĨ ƌĞĐŽƌĚŝŶŐ ƚŚĞŝƌ ĮŶĚŝŶŐƐ͘

Lesson 4.

Mapping My School ^ŵĂůů ŐƌŽƵƉƐ ŽĨ ƉƵƉŝůƐ ƐŚŽƵůĚ ĨŽĐƵƐ ŽŶ ĚŝīĞƌĞŶƚ ĂƐƉĞĐƚƐ ŽĨ ƚŚĞŝƌ ĞŶǀŝƌŽŶŵĞŶƚ ĨŽƌ ĞdžĂŵƉůĞ͖ ůŝǀĞůLJ ƐƉĂĐĞƐ͕ ƋƵŝĞƚ ƐƉĂĐĞƐ͕ ƐŽŌ ĂŶĚ ŚĂƌĚ ƐƉĂĐĞƐ͘ /ŶǀŽůǀĞ Ăůů ƚŚĞ ƐĞŶƐĞƐ ŝŶĐůƵĚŝŶŐ ĞdžƉĞƌŝĞŶĐĞƐ ŽĨ ƐŵĞůů͕ warmth, textures, sounds etc. Blindfolds could be carefully used to enhance certain experiences.

WƵƉŝůƐ ƐŚŽƵůĚ ŵĂŬĞ Ă ŵĂƉ ŽĨ ƚŚĞŝƌ ƐĐŚŽŽů ďĂƐĞĚ ŽŶ ƚŚĞŝƌ ĞdžƉĞƌŝĞŶĐĞ͕ Ğ͘Ő͕ ĨŽƌ ƐŽƵŶĚ͕ Ă ůŽƵĚ ƐƉĂĐĞ would have a large area on the map where as a quiet space could be small. Colour and texture could ĂůƐŽ ďĞ ĂĚĚĞĚ ƚŽ ƚŚĞ ŵĂƉƐ ƚŽ ŝŶĚŝĐĂƚĞ ĂĚĚŝƟŽŶĂů ĨĂĐƚŽƌƐ͘ dŚŝƐ ŝŶǀĞƐƟŐĂƟŽŶ ĐĂŶ ďĞ ǁŝĚĞŶĞĚ ƚŽ ůŽĐĂů areas around the school as well, giving you more coverage of the curriculum.

Further reading /Ĩ LJŽƵ ǁŝƐŚ ƚŽ ǁŝĚĞŶ LJŽƵƌ ŬŶŽǁůĞĚŐĞ ĨŽƌ ƚŚŝƐ ƐƚĂŐĞ Žƌ ĮŶĚ ŵŽƌĞ ŵĂƚĞƌŝĂů ĂŶĚ ŝŵĂŐĞƐ͗

MAPS ďLJ EŝŐĞů WĞĂŬ͕ /^ E͗ ϵϳϴͲϬͲϵϱϱϲϮϴϰͲϭͲϮ In Praise of Shadows ďLJ :ƵŶ͛/ĐŚŝƌŽ dĂŶĂnjĂŬŝ͕ /^ E͗ ϭϯͲϵϳϴ ϬϬϵϵ Ϯϴϯ ϱϳϳ Atomospheres ďLJ WĞƚĞƌ ƵŵƚŚŽƌ͕ /^ E͗ ϭϯͲϵϳϴ ϯϳϲϰϯϳϰϵϱϮ DĂƉ ĂƐ ƌƚ͕ ĐŽŶƚĞŵƉŽƌĂƌLJ ĂƌƟƐƚƐ ĞdžƉůŽƌĞ ĐĂƌƚŽŐƌĂƉŚLJ ďLJ <ĂƚŚĞƌŝŶĞ ,ĂƌŵŽŶ͕ /^ E͗ ϭϯͲϵϳϴ ϭϱϲϴ ϵϴϳϲϮϬ

4 Experiencing Architecture Page 2

Model School

4. Experiencing Architecture Lesson Plan 4

Mapping My School

>ŽĐĂƟŽŶ ^ƵŐŐĞƐƚĞĚ ƵƌĂƟŽŶ Task type Materials /Equipment

>ĞĂƌŶŝŶŐ ŝŶƚĞŶƟŽŶ

Classroom/ School grounds Ϯ dž ϭ͘ϱ ŚŽƵƌƐ ;ĂƉƉƌŽdžͿ Group ĂŵĞƌĂƐ͕ ƉĞŶƐ͕ ĐŽůŽƵƌĞĚ ƉĂƉĞƌ͕ ŽůĚ ŵĂŐĂnjŝŶĞƐ͕ ĐƌĂLJŽŶƐ͕ ĐŚĂƌĐŽĂů ĨŽƌ ƌƵďďŝŶŐƐ͕ ϭ ůĂƌŐĞ ƐŚĞĞƚ ƉĂƉĞƌ Ͳ ƉůĂŝŶ ǁƌĂƉƉŝŶŐ ƉĂƉĞƌ Žƌ Ϭ ƉĂƉĞƌ͕ Žƌ ƚŚĞ ĞŶĚ ŽĨ Ă ƌŽůů ŽĨ newspaper print dŽ ĂƉƉůLJ ŵĂƉƉŝŶŐ ŬŶŽǁůĞĚŐĞ ƚŽ ŝŶƚĞƌƉƌĞƚ ƐƉĂĐĞ ĐƌĞĂƟǀĞůLJ

ZĞĐŽƌĚ KĨ >ĞĂƌŶŝŶŐ ĐƟǀŝƚLJ

Map in the form of a collage or drawing

INTRODUCTION Discussing

'ĞŶĞƌĂƚĞ Ă ĚŝƐĐƵƐƐŝŽŶ ĂďŽƵƚ ƚŚĞ ƉƵƌƉŽƐĞ ŽĨ ŵĂƉƐ ĂŶĚ ƚŚĞ ƚLJƉĞ ŽĨ ŝŶĨŽƌŵĂƟŽŶ which is recorded.

Allow 5 mins.

MAIN ACTIVITIES

dŚĞ ĮƌƐƚ ƚĂƐŬ ŝƐ ĂŶ ŝŶǀĞƐƟŐĂƟŽŶ ŽĨ LJŽƵƌ ƐƵƌƌŽƵŶĚŝŶŐƐ͘ ŝǀŝĚĞ ƚŚĞ ĐůĂƐƐ ŝŶƚŽ ƐŵĂůů ŐƌŽƵƉƐ ĂŶĚ ĂůůŽǁ ƚŚĞŵ ƚŽ ĚŝƐĐŽǀĞƌ ĚŝīĞƌĞŶƚ ƉĂƌƚƐ ŽĨ ƚŚĞ ƐĐŚŽŽů͘ tĞ ƐƵŐŐĞƐƚ ƚŚĂƚ ĞĂĐŚ ŐƌŽƵƉ ƐŚŽƵůĚ ƉƌŽĚƵĐĞ ŽŶĞ ŵĂƉ ƵƐŝŶŐ Ă ĚŝīĞƌĞŶƚ ƐĞŶƐĞ͗

Recording

Mapping

Map of smells Map of sounds DĂƉ ŽĨ ƚĞdžƚƵƌĞƐ

dĞĂĐŚĞƌƐ ĐĂŶ ŝŵƉƌŽǀŝƐĞ ŚĞƌĞ ĂŶĚ ĐŽŵĞ ƵƉ ǁŝƚŚ ƚŚĞŝƌ ŽǁŶ ĂƐƉĞĐƚƐ ƚŽ ŝŶǀĞƐƟŐĂƚĞ͕ another theme could be Spaces for pupils : Spaces for teachers͕ ƉƵƉŝůƐ ĐŽƵůĚ ƚĂŬĞ ƉŚŽƚŽƐ ŽĨ ƚŚĞ ĂƌĞĂƐ ƚŚĞLJ ĂƌĞ ŝŶǀĞƐƟŐĂƟŶŐ ƐŽ ƚŚĂƚ ƚŚĞƐĞ ĐĂŶ ďĞ ƉƌŝŶƚĞĚ ĂŶĚ ƵƐĞĚ ĂƐ ŵĂƚĞƌŝĂů ĨŽƌ ŵĂŬŝŶŐ ĐŽůůĂŐĞƐ͘ dŚĞ ƐĞĐŽŶĚ ƚĂƐŬ ŝƐ ŵĂƉ ŵĂŬŝŶŐ͕ ƵƐĞ ƉƌŝŶƚƐ ŽĨ LJŽƵƌ ƐĐŚŽŽů ŵĂƉ͕ ůŽĐĂů ĂƌĞĂ ŵĂƉ Žƌ ĐŽŵďŝŶĞ ǁŝƚŚ / d ůĞƐƐŽŶ ƵƐŝŶŐ ŐŽŽŐůĞŵĂƉƐ ĂƐ ƚŚĞ ďĂƐŝƐ ĨŽƌ ƚŚĞ ĐůĂƐƐ ƚŽ ĐƌĞĂƚĞ ƚŚĞŝƌ ĐŽůůĂŐĞ ŵĂƉƐ͘ dŚĞ ĐůĂƐƐ ĐĂŶ ƵƐĞ ĐŽůŽƵƌĞĚ ĂŶĚ ƚĞdžƚƵƌĞĚ ƉĂƉĞƌ ƚŽ ƐŚŽǁ ĚŝīĞƌĞŶƚ ĂƚŵŽƐƉŚĞƌĞƐ͕ Ğ͘Ő͕ ƌĞĚ ĨŽƌ ǁĂƌŵ ĂƌĞĂƐ͕ ŐƌĞĞŶ ŇŽǁĞƌĞĚ ƉĂƉĞƌ ĨŽƌ ŐƌĂƐƐLJ ĂƌĞĂƐ͘ zŽƵ ŵĂLJ ǁĂŶƚ ƚŽ ŵĂŬĞ ĂŶ ĞdžƚƌĞŵĞůLJ ůĂƌŐĞ ƐĐĂůĞ ŵĂƉ ƚŽ ĂůůŽǁ ƚŚĞ ǁŚŽůĞ ĐůĂƐƐ ƚŽ contribute. End rolls of newspaper print are excellent for this or use a projector to project a base image on to a large wall and overlay with drawing. Maps should ďĞ ĚĞƐŝŐŶĞĚ ŝŶ ƌĞůĂƟŽŶ ƚŽ ƚŚĞ sense ƚŚĂƚ ƉƵƉŝůƐ ĂƌĞ ŝŶǀĞƐƟŐĂƟŶŐ͘ dŚĞ ůĂƌŐĞƐƚ ĂƌĞĂ ŽŶ ƚŚĞ ŵĂƉ ƐŚŽƵůĚ ďĞ ƚŚĞ ƉůĂĐĞ ǁŚĞƌĞ ƚŚĞ ƐĞŶƐĞ ǁĂƐ ĞǀŽŬĞĚ ƚŚĞ ŵŽƐƚ͘ dŚĞ ŵĂƉƐ should be colourful, textured and vibrant.

CLOSING THE LESSON Discussing

hƉŽŶ ĐŽŵƉůĞƟŽŶ ŽĨ ƚŚĞ ŵĂƉƐ ĂƐŬ ĞĂĐŚ ŐƌŽƵƉ ƚŽ ƚĂůŬ ĂďŽƵƚ ƚŚĞ ŝŶĨŽƌŵĂƟŽŶ ƚŚĞLJ have gathered and the way they have chosen to depict this. A general discussion across the class will reveal their experience of the school environment. Maps ƐŚŽƵůĚ ďĞ ŬĞƉƚ ĨŽƌ ĨƵƚƵƌĞ ƌĞĨĞƌĞŶĐĞ ĂŶĚ ƉƌĞƐĞŶƚĂƟŽŶ͘

HOMEWORK (OPTIONAL)

dŚŝƐ ŚŽŵĞǁŽƌŬ ƚĂƐŬ ƐŚŽƵůĚ ƉƌĞƉĂƌĞ LJŽƵƌ ƉƵƉŝůƐ ĨŽƌ ^ƚĂŐĞ ϱ͗ dŚĞ ŝŐ ĞƐŝŐŶ ǀĞŶƚ ĂŶĚ ĂůƐŽ ďƵŝůĚƐ ŽŶ ƚŚĞ ǁŽƌŬ ĚŽŶĞ ŝŶ ƚŚŝƐ ƐƚĂŐĞ͘ ƐŬ LJŽƵƌ ĐůĂƐƐ ƚŽ ĚƌĂǁ Ă ŵĂƉ ŽĨ Ă ĮĐƟŽŶĂů ĐůĂƐƐƌŽŽŵ ĂŶĚ ŵĂŬĞ Ă ĐŽůůĂŐĞ ŽĨ Ăůů ƚŚĞ ĂƐƉĞĐƚƐ ƚŚĞLJ ǁŽƵůĚ ǁĂŶƚ ƚŽ include in a classroom of their own design for example materials, textures, views, ƐŽƵŶĚƐ ĞƚĐ͘ Ŷ ϯ ƐŝnjĞ ƉŝĞĐĞ ŽĨ ƉĂƉĞƌ ŝƐ ƐƵŐŐĞƐƚĞĚ ĨŽƌ ƚŚŝƐ͘

/ůůƵƐƚƌĂƟŶŐ н ŵĂŬŝŶŐ

4 Experiencing Architecture WĂŐĞ ϯ

/ ĐĂŶ ĐƌĞĂƚĞ ĂŶĚ ƉƌĞƐĞŶƚ ǁŽƌŬ ƚŚĂƚ ƐŚŽǁƐ ĚĞǀĞůŽƉŝŶŐ ƐŬŝůů ŝŶ ƵƐŝŶŐ ƚŚĞ ǀŝƐƵĂů ĞůĞŵĞŶƚƐ ĂŶĚ ĐŽŶĐĞƉƚƐ͘ / ĐĂŶ ĚĞǀĞůŽƉ ĂŶĚ ĐŽŵŵƵŶŝĐĂƚĞ ŵLJ ŝĚĞĂƐ͕ ĚĞŵŽŶƐƚƌĂƟŶŐ ŝŵĂŐŝŶĂƟŽŶ ĂŶĚ ƉƌĞƐĞŶƟŶŐ Ăƚ ůĞĂƐƚ ŽŶĞ ƉŽƐƐŝďůĞ ƐŽůƵƟŽŶ ƚŽ Ă ĚĞƐŝŐŶ ƉƌŽďůĞŵ͘

EXA ϭ ͬ ϮͲϬϱĂ EXA ϭ ͬ ϮͲϬϳĂ EXA ϮͲϬϮĂ EXA ϮͲϬϯĂ EXA ϮͲϬϰĂ

4 Experiencing Architecture Page 4

tŚĞŶ / ĞŶŐĂŐĞ ǁŝƚŚ ŽƚŚĞƌƐ͕ / ĐĂŶ ƌĞƐƉŽŶĚ ŝŶ ǁĂLJƐ ĂƉƉƌŽƉƌŝĂƚĞ ƚŽ ŵLJ ƌŽůĞ͕ ƐŚŽǁ ƚŚĂƚ / ǀĂůƵĞ ŽƚŚĞƌƐ͛ ĐŽŶƚƌŝďƵƟŽŶƐ ĂŶĚ ƵƐĞ ƚŚĞƐĞ ƚŽ ďƵŝůĚ ŽŶ ƚŚŝŶŬŝŶŐ͘ / ĐĂŶ ƵƐĞ ŵLJ ŶŽƚĞƐ ĂŶĚ ŽƚŚĞƌ ƚLJƉĞƐ ŽĨ ǁƌŝƟŶŐ ƚŽ ŚĞůƉ ŵĞ ƵŶĚĞƌƐƚĂŶĚ ŝŶĨŽƌŵĂƟŽŶ ĂŶĚ ŝĚĞĂƐ͕ ĞdžƉůŽƌĞ ƉƌŽďͲ ůĞŵƐ͕ ŵĂŬĞ ĚĞĐŝƐŝŽŶƐ͕ ŐĞŶĞƌĂƚĞ ĂŶĚ ĚĞǀĞůŽƉ ŝĚĞĂƐ Žƌ create new text.

EXA ϮͲϬϲĂ

LANGUAGES

Through observing and recording from my experiences ĂĐƌŽƐƐ ƚŚĞ ĐƵƌƌŝĐƵůƵŵ͕ / ĐĂŶ ĐƌĞĂƚĞ ŝŵĂŐĞƐ ĂŶĚ ŽďũĞĐƚƐ ǁŚŝĐŚ ƐŚŽǁ ŵLJ ĂǁĂƌĞŶĞƐƐ ĂŶĚ ƌĞĐŽŐŶŝƟŽŶ ŽĨ ĚĞƚĂŝů͘

/ ŚĂǀĞ ƚŚĞ ŽƉƉŽƌƚƵŶŝƚLJ ƚŽ ĐŚŽŽƐĞ ĂŶĚ ĞdžƉůŽƌĞ ĂŶ extended range of media and technologies to create images and objects, comparing and combining them ĨŽƌ ƐƉĞĐŝĮĐ ƚĂƐŬƐ͘

Pupils Name / ĐĂŶ ƌĞƐƉŽŶĚ ƚŽ ƚŚĞ ǁŽƌŬ ŽĨ ĂƌƟƐƚƐ ĂŶĚ ĚĞƐŝŐŶĞƌƐ ďLJ ĚŝƐĐƵƐƐŝŶŐ ŵLJ ƚŚŽƵŐŚƚƐ ĂŶĚ ĨĞĞůŝŶŐƐ͘ / ĐĂŶ ŐŝǀĞ ĂŶĚ ĂĐĐĞƉƚ ĐŽŶƐƚƌƵĐƟǀĞ ĐŽŵŵĞŶƚ ŽŶ ŵLJ ŽǁŶ ĂŶĚ ŽƚŚĞƌƐ͛ ǁŽƌŬ͘

Class Assessment Lesson 4 ;^ŚĞĞƚ ϭ ŽĨ ϮͿ /ŶƐƉŝƌĞĚ ďLJ Ă ƌĂŶŐĞ ŽĨ ƐƟŵƵůŝ͕ / ĐĂŶ ĞdžƉƌĞƐƐ ĂŶĚ communicate my ideas, thoughts and feelings through ĂĐƟǀŝƟĞƐ ǁŝƚŚŝŶ Ăƌƚ ĂŶĚ ĚĞƐŝŐŶ͘

EXPRESSIVE ARTS

Model School

^ƚĂŐĞ ϰ ǀĂůƵĂƟŽŶ͘

>/d ϮͲϬϮĂ >/d ϮͲϮϱĂ

dŽ ĞdžƚĞŶĚ ŵLJ ŵĞŶƚĂů ŵĂƉ ĂŶĚ ƐĞŶƐĞ ŽĨ ƉůĂĐĞ͕ / ĐĂŶ ŝŶƚĞƌƉƌĞƚ ŝŶĨŽƌŵĂƟŽŶ ĨƌŽŵ ĚŝīĞƌĞŶƚ ƚLJƉĞƐ ŽĨ ŵĂƉƐ ĂŶĚ Ăŵ ďĞŐŝŶŶŝŶŐ ƚŽ ůŽĐĂƚĞ ŬĞLJ ĨĞĂƚƵƌĞƐ ǁŝƚŚŝŶ ^ĐŽƚůĂŶĚ͕ UK, Europe or the wider world.

SOC ϮͲϬϴĂ SOC ϮͲϬϴď SOC ϮͲϭϯĂ SOC ϮͲϭϰĂ

4 Experiencing Architecture WĂŐĞ ϱ

dŚƌŽƵŐŚ ĚŝƐĐŽǀĞƌLJ ĂŶĚ ŝŵĂŐŝŶĂƟŽŶ͕ / ĐĂŶ ĚĞǀĞůŽƉ ĂŶĚ use problem solving strategies to construct models.

/ ĐĂŶ ƵƐĞ ĚƌĂǁŝŶŐ ƚĞĐŚŶŝƋƵĞƐ͕ ŵĂŶƵĂůůLJ Žƌ electronically, to represent objects or ideas, enhancing ƚŚĞŵ ƵƐŝŶŐ ĞīĞĐƚƐ ƐƵĐŚ ĂƐ ůŝŐŚƚ͕ ƐŚĂĚŽǁ ĂŶĚ ƚĞdžƚƵƌĞƐ͘ dŚƌŽƵŐŚŽƵƚ ŵLJ ůĞĂƌŶŝŶŐ͕ / ĞdžƉĞƌŝŵĞŶƚ ǁŝƚŚ ƚŚĞ ƵƐĞ ŽĨ ĐŽůŽƵƌ ƚŽ ĚĞǀĞůŽƉ ĂŶ ĂǁĂƌĞŶĞƐƐ ŽĨ ƚŚĞ ĞīĞĐƚƐ ĂŶĚ impacts it can have.

d ,EK>K'/ ^

/ ĐĂŶ ĞdžƉůĂŝŶ ŚŽǁ ƚŚĞ ƉŚLJƐŝĐĂů ĞŶǀŝƌŽŶŵĞŶƚ ŝŶŇƵĞŶĐĞƐ the ways in which people use land by comparing my ůŽĐĂů ĂƌĞĂ ǁŝƚŚ Ă ĐŽŶƚƌĂƐƟŶŐ ĂƌĞĂ͘

Pupils Name / ĐĂŶ ĐŽŶƐŝĚĞƌ ƚŚĞ ĂĚǀĂŶƚĂŐĞƐ ĂŶĚ ĚŝƐĂĚǀĂŶƚĂŐĞƐ ŽĨ Ă proposed land use development and discuss the impact this may have on the community.

Class Assessment Lesson 4 ;^ŚĞĞƚ Ϯ ŽĨ ϮͿ / ĐĂŶ ĚŝƐĐƵƐƐ ƚŚĞ ĞŶǀŝƌŽŶŵĞŶƚĂů ŝŵƉĂĐƚ ŽĨ ŚƵŵĂŶ ĂĐƟǀŝƚLJ ĂŶĚ ƐƵŐŐĞƐƚ ǁĂLJƐ ŝŶ ǁŚŝĐŚ ǁĞ ĐĂŶ ůŝǀĞ ŝŶ Ă ŵŽƌĞ ĞŶǀŝƌŽŶŵĞŶƚĂůůLJͲƌĞƐƉŽŶƐŝďůĞ ǁĂLJ͘

SOCIAL STUDIES

Model School

^ƚĂŐĞ ϰ ǀĂůƵĂƟŽŶ͘

TCH ϭ ͬ ϮͲϭϰĂ TCH ϮͲϭϱĂ TCH ϮͲϭϱď

Model School 4. Experiencing Architecture INFORMATION SHEET

DĂŬŝŶŐ ĐŽůůĂŐĞ ŵĂƉƐ ǁŝƚŚ textured and coloured paper

Model School 4. Experiencing Architecture INFORMATION SHEET

ƌĞĂƟŶŐ Ă ďŝŐ ŵĂƉ

Mapping by P4 pupil

Model School 4. Experiencing Architecture INFORMATION SHEET

^ E^KZz Z ,/d dhZ D ''/ ͛^ EdZ

hE ďLJ &ƌĂŶŬ K 'ĞŚƌLJ

/Es ZE ^^ ďLJ WĂŐĞ н WĂƌŬ

Photograph: ©Keith Hunter

, >tKK ^ ,KK> For children and young people with sensory impairment

ǁǁǁ͘ŚĂnjĞůǁŽŽĚ͘ŐůĂƐŐŽǁ͘ƐĐŚ͘ƵŬ

5

Making Architecture: The Big Design Event.

Lesson Plan: 5.0 Model classroom and model school

Model School

5. Making Architecture dŚĞ ŝŐ ĞƐŝŐŶ ǀĞŶƚ

Stage 5 Outline ^ƚĂŐĞ ϱ ŝƐ ƐĞĞŶ ĂƐ ƚŚĞ ĐƵůŵŝŶĂƟŽŶ ŽĨ ŬŶŽǁůĞĚŐĞ ŐĂŝŶĞĚ ŝŶ ^ƚĂŐĞƐ ϭͲϰ ďƵƚ ĐĂŶ ĂůƐŽ ďĞ ƐĞƚ ĂƐ Ă ƐƚĂŶĚ ĂůŽŶĞ ƉƌŽũĞĐƚ͘ dŚĞ ĮƌƐƚ ĐŚĂůůĞŶŐĞ ŝƐ ĨŽƌ ĞĂĐŚ ĐŚŝůĚ ƚŽ ĚĞƐŝŐŶ ĂŶĚ ĐƌĞĂƚĞ ƚŚĞŝƌ ŽǁŶ ŝĚĞĂů ůĞĂƌŶŝŶŐ ƉůĂĐĞ͘ WƵƉŝůƐ ƐŚŽƵůĚ ďĞ ĞŶĐŽƵƌĂŐĞĚ ƚŽ ƌĞͲƚŚŝŶŬ ĐŽŶǀĞŶƟŽŶĂů ŝĚĞĂƐ ĂďŽƵƚ ǁŚĂƚ ǁĞ ůĞĂƌŶ ĂŶĚ ƚŚĞ ƐƉĂĐĞƐ ǁĞ ůĞĂƌŶ ŝŶ͕ ƚŚĞLJ ƐŚŽƵůĚ ďĞ ůŝŵŝƚĞĚ ŽŶůLJ ďLJ ƚŚĞŝƌ ŝŵĂŐŝŶĂƟŽŶ͘ /ƚ ĐŽƵůĚ ďĞ Ă ƐǁŝŵŵŝŶŐ ƉŽŽů ĨŽƌ ĞĂƐLJ ůĞĂƌŶŝŶŐ͕ ĂŶ ŽƵƚĚŽŽƌ ƐƉĂĐĞ ĨŽƌ ůĞĂƌŶŝŶŐ ĂďŽƵƚ ŶĂƚƵƌĞ͕ Žƌ Ă ƟŶLJ ƋƵŝĞƚ ƐƉĂĐĞ ĨŽƌ ŽŶĞ ƉĞƌƐŽŶ ĨŽƌ ƌĞĂĚŝŶŐ͘ dŚĞ ƐĞĐŽŶĚ ĐŚĂůůĞŶŐĞ ďƌŝŶŐƐ ƚŽŐĞƚŚĞƌ Ăůů ƚŚĞ ŝŶĚŝǀŝĚƵĂů ĐůĂƐƐƌŽŽŵ ĚĞƐŝŐŶƐ ƚŽ ĨŽƌŵ Ă DŽĚĞů ^ĐŚŽŽů͘ dŚŝƐ ŝŶƚƌŽĚƵĐĞƐ ŶŽƟŽŶƐ ŽĨ ƐŚĂƌĞĚ ƐƉĂĐĞ͕ ůŝŶŬŝŶŐ ƐƉĂĐĞƐ ĂŶĚ ŝŶͲďĞƚǁĞĞŶ ƐƉĂĐĞƐ ƐƵĐŚ ĂƐ ƚŚĞ ƚƌĂĚŝƟŽŶĂů ƐĐŚŽŽů ŚĂůů ĂŶĚ ĐŽƌƌŝĚŽƌƐ͕ ĐŽůůĞĐƟǀĞůLJ ƚŚĞ ĐůĂƐƐ ǁŝůů ĐƌĞĂƚĞ ƚŚĞŝƌ ǀĞƌLJ ŽǁŶ Model School. tĞ ƐƵŐŐĞƐƚ ƵƐŝŶŐ ŽůĚ ƐŚŽĞďŽdžĞƐ ĂƐ ƚŚĞ ƉĞƌĨĞĐƚ ďĂƐĞ ĨŽƌ ĐƌĞĂƟŶŐ ƚŚĞ ŝŶĚŝǀŝĚƵĂů ǁŽƌŬ ǁŚŝĐŚ ƚŚĞŶ ĞĂƐŝůLJ ĨŽƌŵƐ Ă ŵŽĚƵůĞ ĨŽƌ ŵĂŬŝŶŐ ƚŚĞ DŽĚĞů ^ĐŚŽŽů͕ ďƵƚ ĂŶLJ ŵŽĚĞůůŝŶŐ ŵĂƚĞƌŝĂů ǁŝůů ĚŽ͕ LJŽƵ ĐĂŶ ĞǀĞŶ ƌĞƵƐĞ ƚŚĞ ƐƉĂŐŚĞƫ ĂŶĚ ũĞůůLJďĂďŝĞƐ ĨƌŽŵ ^ƚĂŐĞ Ϯ ŝĨ LJŽƵ ǁŝƐŚ͘

>ĞƐƐŽŶ ϱ

Model Classroom + Model School. /Ŷ ƚŚŝƐ ƐƚĂŐĞ ƚŚĞ ĐůĂƐƐ ǁŝůů ĚĞǀĞůŽƉ ŵŽĚĞů ŵĂŬŝŶŐ ƐŬŝůůƐ ĂŶĚ ĂǁĂƌĞŶĞƐƐ ŽĨ ϯ ƐŚĂƉĞƐ ĂƐ ǁĞůů ĂƐ ƚĞĐŚŶŝƋƵĞƐ ŝŶ ŵĞĂƐƵƌŝŶŐ ĂŶĚ ĐŽŶĐĞƉƚƐ ŽĨ ƐĐĂůĞ͘ dŚĞ ĐůĂƐƐ ǁŝůů ĚĞǀĞůŽƉ ƚŚŽƵŐŚƚƐ ŽŶ ŝŵƉƌŽǀŝŶŐ ĞŶǀŝƌŽŶŵĞŶƚƐ ĨŽƌ LJŽƵƌ ƐĐŚŽŽů ĂŶĚ ƐŽĐŝĞƚLJ ŝŶ ŐĞŶĞƌĂů͘ /ŵĂŐŝŶŝŶŐ ƚŚĞŵƐĞůǀĞƐ ŝŶ ƚŚĞ ƌŽůĞ ŽĨ ŽƚŚĞƌƐ͕ ƐƵĐŚ ĂƐ ƚŚĞ ƚĞĂĐŚĞƌ͕ ǀŝƐŝƚŽƌ ĂŶĚ ůĞĂƌŶĞƌ͕ ŝƐ Ă ǀĞƌLJ ŝŵƉŽƌƚĂŶƚ ĂƐƉĞĐƚ ŽĨ ƚŚŝƐ ƐƚĂŐĞ ŽĨ ƚŚĞ ƉƌŽũĞĐƚ͘ dŚĞ ǁŽƌŬ ǁŝůů ďĞ ŵĞƐƐLJ͕ ĨƵŶ͕ ŝŶƚĞŶƐŝǀĞ͕ ďƵƚ ǀĞƌLJ ĐƌĞĂƟǀĞ ĂŶĚ ƌĞǁĂƌĚŝŶŐ͘ DŽĚĞů ^ĐŚŽŽů džŚŝďŝƟŽŶ &ŝŶĂůůLJ͕ ŝƚ ŝƐ ĂůǁĂLJƐ ŐŽŽĚ ƚŽ ĐĞůĞďƌĂƚĞ ŐƌĞĂƚ ĞīŽƌƚ ĂŶĚ ŐŽŽĚ ǁŽƌŬ͕ ǁŚLJ ŶŽƚ ƉƵƚ ŽŶ ĂŶ ĞdžŚŝďŝƟŽŶ ŽĨ LJŽƵƌ DŽĚĞů ^ĐŚŽŽů ĂŶĚ ŝŶǀŝƚĞ ƚŚĞ ƌĞƐƚ ŽĨ ƚŚĞ ƐĐŚŽŽů ĂŶĚ ƉĂƌĞŶƚƐ ĂůŽŶŐ͘ /Ĩ LJŽƵ ŚĂǀĞ ĐĂƌƌŝĞĚ ŽƵƚ Ăůů ^ƚĂŐĞƐ ϭͲϱ LJŽƵ ǁŝůů ŚĂǀĞ ƉůĞŶƚLJ ŽĨ ŵĂƚĞƌŝĂů ƚŽ ĞdžŚŝďŝƚ͘ Ɛ ƉĂƌƚ ŽĨ ƚŚĞ ĞdžŚŝďŝƟŽŶ ĂƐŬ ƚŚĞ ĐŚŝůĚƌĞŶ ƚŽ ǀĞƌďĂůůLJ ƉƌĞƐĞŶƚ ƚŚĞŝƌ ƚŚŽƵŐŚƚƐ ĂŶĚ ŝĚĞĂƐ͘ /ƚ ǁŝůů ďĞ Ă ǀĞƌLJ ƚŚŽƵŐŚƚ ƉƌŽǀŽŬŝŶŐ͕ ĞŶůŝŐŚƚĞŶŝŶŐ ĂŶĚ ĞŶũŽLJĂďůĞ ĞǀĞŶƚ͘ hƉůŽĂĚ ƚŚĞ ƌĞƐƵůƚƐ ƚŽ '>Kt ƵƐŝŶŐ ƚŚĞ ƌĐŚŝƚĞĐƚƵƌĞ ĂŶĚ ĞƐŝŐŶ ^ĐŽƚůĂŶĚ '>Kt ŐƌŽƵƉ͘

ZĞĂĚŝŶŐ ůŝƐƚ /Ĩ LJŽƵ ǁŝƐŚ ƚŽ ǁŝĚĞŶ LJŽƵƌ ŬŶŽǁůĞĚŐĞ ĨŽƌ ƚŚŝƐ ƐƚĂŐĞ Žƌ ƵƐĞ ŵŽƌĞ ŵĂƚĞƌŝĂů ĂŶĚ ŝŵĂŐĞƐ͗ &Žƌ ďĞĂƵƟĨƵůůLJ ĚĞƐŝŐŶĞĚ ĐŽŶƚĞŵƉŽƌĂƌLJ ůĞĂƌŶŝŶŐ ƐƉĂĐĞƐ Ͳ ǁǁǁ͘ďĂƵƉŝůŽƚĞŶ͘ĐŽŵ &Žƌ ƵŶƵƐƵĂů ƐƵďũĞĐƚƐ ƚŽ ůĞĂƌŶ Ͳ :ĂŵŝĞ KůŝǀĞƌ͛Ɛ ƌĞĂŵ ^ĐŚŽŽů͕ ŚĂŶŶĞů ϰ ǁǁǁ͘ĐŚĂŶŶĞůϰ͘ĐŽŵͬƉƌŽŐƌĂŵŵĞƐͬũĂŵŝĞƐͲĚƌĞĂŵͲƐĐŚŽŽů &Žƌ ŚŝƐƚŽƌŝĐĂů ƌĞĨĞƌĞŶĐĞ ƚŽ ĐŚŝůĚƌĞŶ ƉĂƌƟĐŝƉĂƟŶŐ ŝŶ ƐĐŚŽŽů ĚĞƐŝŐŶ ǁǁǁ͘ŐƵĂƌĚŝĂŶ͘ĐŽ͘ƵŬͬĞĚƵĐĂƟŽŶͬϮϬϬϭͬũƵŶͬϬϱͬƐĐŚŽŽůƐ͘ƵŬϳ ŝŶ ǁŚŝĐŚ ƚŚĞ 'ƵĂƌĚŝĂŶ ƌĂŶ Ă ĐŽŵƉĞƟƟŽŶ ŝŶ ϮϬϬϭ ĨŽƌ ĐŚŝůĚƌĞŶ ƚŽ ĚĞƐŝŐŶ ƚŚĞŝƌ ŽǁŶ ƐĐŚŽŽů͘

5 ‘Making Architecture’ Page 2

Model School

5. Making Architecture The Big Design Event >ĞƐƐŽŶ WůĂŶ ϱ

Model Classroom & Model School

>ŽĐĂƟŽŶ ^ƵŐŐĞƐƚĞĚ ƵƌĂƟŽŶ dĂƐŬ ƚLJƉĞ DĂƚĞƌŝĂůƐ ͬ ƋƵŝƉŵĞŶƚ

ZĞĐŽƌĚ KĨ >ĞĂƌŶŝŶŐ ĐƟǀŝƚLJ

ůĂƐƐƌŽŽŵ ĂŶĚ ^ĐŚŽŽů ,Ăůů ϭ ĚĂLJ ĂƉƉƌŽdž /ŶĚŝǀŝĚƵĂů Ă͘ŵ͘ ͬ 'ƌŽƵƉ Ɖ͘ŵ͘ ĂƌĚďŽĂƌĚ͕ ƐŚŽĞďŽdžĞƐ͕ ĐƌĂŌ ŵĂƚĞƌŝĂůƐ͕ ŐůƵĞ͕ ƉĞŶƐ͕ ƉĂƉĞƌ͕ ƐĐŝƐƐŽƌƐ͕ ƐĞůůŽƚĂƉĞ dŽ ĂƉƉůLJ ŬŶŽǁůĞĚŐĞ ŽĨ ƐƉĂĐĞ͕ ƐĐĂůĞ͕ ĞƌŐŽŶŽŵŝĐƐ͕ ŵĂƚĞƌŝĂůƐ ĂŶĚ ĚĞƐŝŐŶ ƚŽ ĐƌĞĂƚĞ Ă model school /ŶĚŝǀŝĚƵĂů ŵŽĚĞůƐ͕ ĨŽƌŵŝŶŐ ŽŶĞ ďŝŐ ŐƌŽƵƉ ŵŽĚĞů

/EdZK h d/KE ŝƐĐƵƐƐŝŶŐ

ZĞŝŶƚƌŽĚƵĐĞ ĚŝƐĐƵƐƐŝŽŶ ŽŶ ƐƉĂĐĞƐ ĂŶĚ ƉůĂĐĞƐ ĨŽƌ ůĞĂƌŶŝŶŐ͘ /Ĩ LJŽƵ ŚĂǀĞ ĐŽŵƉůĞƚĞĚ ^ƚĂŐĞ ϰ ƵƐĞ ƚŚĞ ŽƵƚĐŽŵĞƐ ĨƌŽŵ ƚŚŝƐ ƚŽŽ͘

D /E d/s/d/ ^

dĂƐŬ ϭ͗ dŚŝŶŬŝŶŐ ŽĨ ƚŚĞ ĞƐŝŐŶ ƐŬ LJŽƵƌ ƉƵƉŝůƐ ƚŽ ƚŚŝŶŬ ŽĨ Ă ƐƵďũĞĐƚ Žƌ ĂĐƟǀŝƚLJ ƚŚĞLJ ůŝŬĞ ůĞĂƌŶŝŶŐ͕ Žƌ ƚŚŝŶŬ ŝƐ ŝŵƉŽƌƚĂŶƚ ƚŽ ůĞĂƌŶ͕ ƚŚĞŶ ŝŵĂŐŝŶĞ ƚŚĞ ƐŽƌƚ ŽĨ ƐƉĂĐĞ Žƌ ĐůĂƐƐƌŽŽŵ ŝŶ ǁŚŝĐŚ ƚŚŝƐ ĐŽƵůĚ ŚĂƉƉĞŶ͘ dŚŝƐ ĐŽƵůĚ ďĞ ƉƌĞƉĂƌĞĚ ĂŶĚ ƌĞĐŽƌĚĞĚ ŝŶ ƐĞǀĞƌĂů ǁĂLJƐ͕ ͻ &ƵŶĐƟŽŶĂů tƌŝƟŶŐ͗ ƚŽ ĞdžƉůĂŝŶ ƚŚĞŝƌ ĚĞƐŝŐŶ ŝŶƚĞŶƟŽŶƐ ͻ ďLJ ĚƌĂǁŝŶŐ ĂŶ ĂƌĐŚŝƚĞĐƚƵƌĂů ƉůĂŶ ŽĨ ƚŚĞŝƌ ƉůĂĐĞ ͻ ďLJ ĐƌĞĂƟŶŐ Ă ϯ ƉŝĐƚƵƌĞ ŽĨ ƚŚĞŝƌ ƐƉĂĐĞ dŚĞ ŽƵƚĐŽŵĞ ĨŽƌ ƚŚŝƐ ƉƌŽǀŝĚĞƐ ĨŽĐƵƐ ĨŽƌ ƚŚĞ ŵĂŝŶ ƚĂƐŬƐ͘

>ĞĂƌŶŝŶŐ ŝŶƚĞŶƟŽŶ

tƌŝƟŶŐ ͬ ŝůůƵƐƚƌĂƟŶŐ

DĂŬŝŶŐ

DĂŬŝŶŐ н ĚŝƐĐƵƐƐŝŽŶ

>K^/E' d, > ^^KE ǀĂůƵĂƟŶŐ

dĂƐŬ Ϯ͗ /ŶĚŝǀŝĚƵĂů DŽĚĞů ůĂƐƐƌŽŽŵƐ hƐĞ ƚŚĞ ŽƵƚƉƵƚ ŽĨ dĂƐŬ ϭ ĂƐ ƚŚĞ ƐƚĂƌƟŶŐ ƉŽŝŶƚ ĨŽƌ ĞĂĐŚ ĐŚŝůĚ ƚŽ ŵĂŬĞ Ă ŵŽĚĞů ŽĨ Ă ƚŚĞŝƌ ŝŵĂŐŝŶĂƌLJ ŝĚĞĂů ĐůĂƐƐƌŽŽŵ͘ hƐĞ DŝŶŝͲŵĞ ŵŽĚĞůƐ ƚŽ ƉůĂŶ ƚŚĞ ƐƉĂĐĞ ƐŽ ƚŚĂƚ ĂŶLJ ĨƵƌŶŝƚƵƌĞ Žƌ ǁĂůůƐ ŚĂǀĞ Ă ƌĞůĂƟǀĞ ƐĐĂůĞ͘ zŽƵ ĐŽƵůĚ ƌĞͲƵƐĞ ƚŚĞ DŝŶŝͲŵĞ ŵŽĚĞůƐ ĐƌĞĂƚĞĚ ŝŶ ^ƚĂŐĞ ϯ͘ϭ ŝĨ LJŽƵ ŚĂǀĞ ƚŚĞŵ͘ zŽƵ ŵŝŐŚƚ ĂƐŬ ƚŚĞ ĐůĂƐƐ ƚŽ ĐŽŶƐŝĚĞƌ ƚŚĞ ƌĞůĂƟŽŶƐŚŝƉ ŽĨ ƚŚĞŝƌ ƐƉĂĐĞ ǁŝƚŚ ƚŚĞ ǁŽƌůĚ ďĞLJŽŶĚ Ğ͘Ő͘ ǁŝŶĚŽǁƐ ĨŽƌ ǀŝĞǁƐ͕ ŽƉĞŶ ƉůĂŶ ƐƚƌƵĐƚƵƌĞ ĞƚĐ͘ ĚĚ ĂŶ ĞŶǀŝƌŽŶŵĞŶƚĂů ĚŝŵĞŶƐŝŽŶ ďLJ ĂƐŬŝŶŐ ĂďŽƵƚ ƚŚĞ ĐŽŶƐƚƌƵĐƟŽŶ ŵĂƚĞƌŝĂůƐ͘ Ğ͘Ő͘ ƌĞĐLJĐůĞĚ ǁŽŽĚ͕ Žƌ ďƵŝůƚ ĨƌŽŵ ĐĂƌĚďŽĂƌĚ ůŝŬĞ ƚŚĞ ĞdžĂŵƉůĞ ŽĨ ƚŚĞ ƌĞĂů ĐĂƌĚďŽĂƌĚ ƐĐŚŽŽů ŐŝǀĞŶ ŝŶ ^ƚĂŐĞ ϭ͘

dĂƐŬ ϯ͗ 'ƌŽƵƉ ǁŽƌŬ͕ ĐƌĞĂƟŶŐ ƚŚĞ DŽĚĞů ^ĐŚŽŽů ƌŝŶŐ ƚŽŐĞƚŚĞƌ Ăůů ƚŚĞ ŝŶĚŝǀŝĚƵĂů ĐůĂƐƐƌŽŽŵ ĚĞƐŝŐŶƐ͕ ƚŚŝƐ ŝƐ ďĞƐƚ ƐĞƚ ŽƵƚ ŝŶ Ă ůĂƌŐĞ ƐƉĂĐĞ ƐƵĐŚ ĂƐ ƚŚĞ ƐĐŚŽŽů ŚĂůů͘ ƌƌĂŶŐĞ ƚŚĞ ŵŽĚĞůƐ ŝŶ ƐƵĐŚ Ă ǁĂLJ ƚŚĂƚ ƚŚŝƐ ŐĞŶĞƌĂƚĞƐ Ă ĚŝƐĐƵƐƐŝŽŶ ŽŶ ůŝŶŬŝŶŐ ƐƉĂĐĞƐ ĂŶĚ ŝŶͲďĞƚǁĞĞŶ ƐƉĂĐĞƐ ĂŶĚ ǁŚĂƚ ŵŝŐŚƚ ŚĂƉƉĞŶ ŝŶ ƚŚĞƐĞ͘ hŶĚĞƌ LJŽƵƌ ĚŝƌĞĐƟŽŶ͕ ĐŽůůĞĐƟǀĞůLJ ĐƌĞĂƚĞ ƚŚĞ DŽĚĞů ^ĐŚŽŽů ĨƌŽŵ ƚŚĞ ŝŶĚŝǀŝĚƵĂů ƉŝĞĐĞƐ͘ dŚĞ ƐĐŚŽŽů ĐŽƵůĚ ďĞ ƐƚĂĐŬĞĚ ǀĞƌƟĐĂůůLJ ƚŽ ŐŝǀĞ ƚŚĞ ĐƵƚ ĂǁĂLJ ĚŽůůƐ ŚŽƵƐĞ ĂƉƉĞĂƌĂŶĐĞ Žƌ ĂƌƌĂŶŐĞĚ ŽŶ ŽŶĞ ƐƚŽƌĞLJ ĂůŽŶŐ Ă ƌŽƵƚĞ ĂŶĚ ƉĂƐƐĂŐĞƐ͘ ĞƐŝŐŶĂƚĞ ŐƌŽƵƉƐ ŽĨ ƉƵƉŝůƐ ƚŽ ĐŽŵƉůĞƚĞ ƚŚĞ ĚĞƐŝŐŶ ŽĨ ƚŚĞ ƐŚĂƌĞĚ ĂƌĞĂƐ ŽĨ LJŽƵƌ DŽĚĞů ^ĐŚŽŽů͘ ƐŬ ƚŚĞ ĐůĂƐƐ ƚŚĞŝƌ ŽƉŝŶŝŽŶƐ ŽĨ ƚŚĞ DŽĚĞů ^ĐŚŽŽů ƚŚĞLJ ŚĂǀĞ ũƵƐƚ ĐŽŵƉůĞƚĞĚ͘ tŽƵůĚ ƚŚĞLJ ůĞĂƌŶ ďĞƩĞƌ ŝŶ Ă ƐĐŚŽŽů ůŝŬĞ ƚŚŝƐ͍ ZĞĐŽƌĚ ƚŚĞ ŽƵƚĐŽŵĞ ŝŶ ƉŚŽƚŽŐƌĂƉŚƐ Žƌ ĞǀĞŶ Įůŵ ƚŚĞ ŵŽĚĞů ǁŝƚŚ ƚŚĞ ĐŚŝůĚƌĞŶ ƐƉĞĂŬŝŶŐ ĂďŽƵƚ ƚŚĞŝƌ ǁŽƌŬ͘

5 ‘Making Architecture’ WĂŐĞ ϯ

Model School

5. Making Architecture The Big Design Event >K^/E' d, WZK: d

DĂŬĞ ĂŶ ĞdžŚŝďŝƟŽŶ ŽĨ ƚŚĞ DŽĚĞů ^ĐŚŽŽů ƉƌŽũĞĐƚ͘ ƐŬ LJŽƵƌ ĐůĂƐƐ ƚŽ ǀĞƌďĂůůLJ ƉƌĞƐĞŶƚ ƚŚĞŝƌ ŝĚĞĂƐ ĂŶĚ ǁŽƌŬ ƚŽ ƚŚĞ ŝŶǀŝƚĞĚ͘ dĞĂĐŚĞƌƐ ĐŽƵůĚ ƐĞƚ ƵƉ ĂŶ ƌĐŚŝͲ ƌĂŐŽŶƐ ĞŶ ĂŶĚ ŚĂǀĞ ƉƵƉŝůƐ ŝŶǀŽůǀĞĚ ŝŶ ĂŶ ŝŶƚĞůůŝŐĞŶƚ ĐŽŵƉĞƟƟŽŶ ĂŶĚ ĞŶĐŽƵƌĂŐĞ ĞīĞĐƟǀĞ ĐŽŵŵƵŶŝĐĂƟŽŶ͘ ǀĞƌďĂů ĚĞƐŝŐŶ ƉŝƚĐŚ ĐŽƵůĚ ďĞ ĚĞůŝǀĞƌĞĚ ĨƌŽŵ ƚŚĞ ĂƌĐŚŝƚĞĐƚƐ͛ ƉŽŝŶƚ ŽĨ ǀŝĞǁ ĂŶĚ ĐŽƵůĚ ƐƚĂƌƚ ǁŝƚŚ ͚>Ğƚ ŵĞ ƐŚŽǁ LJŽƵ ĂƌŽƵŶĚ͘​͘​͛͘ Žƌ ĐŽƵůĚ ƚĂŬĞ ƚŚĞ ƉĞƌƐƉĞĐƟǀĞ ŽĨ Ă ũŽƵƌŶĂůŝƐƚ ƚĂůŬŝŶŐ ĂďŽƵƚ Ă ĚĂLJ ŝŶ ƚŚĞ ůŝĨĞ ŽĨ ƚŚĞ ƐƉĂĐĞ;ƐͿ͘ dŚĞ ƉƌĞƐĞŶƚĂƟŽŶ ƐŚŽƵůĚ ďĞ ƐĞĞŶ ĂƐ Ă ƐĂůĞƐ ƉŝƚĐŚ ĂŶĚ ƐƵŝƚĂďůLJ ƐĐĂƌLJ ĚƌĂŐŽŶƐ ƐŚŽƵůĚ ďĞ ůŝŶĞĚ ƵƉ͘ ŝƐƉůĂLJ ĂƐ ŵƵĐŚ ŽĨ ƚŚĞ ǁŽƌŬ ĐŽŶƚƌŝďƵƟŶŐ ƚŽ ƚŚĞ DŽĚĞů ^ĐŚŽŽů ĂƐ LJŽƵ ĐĂŶ͘ hƉůŽĂĚ ƚŚĞ ƌĞƐƵůƚƐ ƚŽ '>Kt ƵƐŝŶŐ ƌĐŚŝƚĞĐƚƵƌĞ ĂŶĚ ĞƐŝŐŶ ^ĐŽƚůĂŶĚ͛Ɛ ĐƌĞĂƟǀĞ '>Kt ŐƌŽƵƉ

hƐĞ ƚŚŝƐ ƐƉĂĐĞ ĨŽƌ LJŽƵƌ ŽǁŶ ŶŽƚĞƐ

5 ‘Making Architecture’ WĂŐĞ ϰ

dŚƌŽƵŐŚ ŽďƐĞƌǀŝŶŐ ĂŶĚ ƌĞĐŽƌĚŝŶŐ ĨƌŽŵ ŵLJ ĞdžƉĞƌŝĞŶĐĞƐ ĂĐƌŽƐƐ ƚŚĞ ĐƵƌƌŝĐƵůƵŵ͕ / ĐĂŶ ĐƌĞĂƚĞ ŝŵĂŐĞƐ ĂŶĚ ŽďũĞĐƚƐ ǁŚŝĐŚ ƐŚŽǁ ŵLJ ĂǁĂƌĞŶĞƐƐ ĂŶĚ ƌĞĐŽŐŶŝƟŽŶ ŽĨ ĚĞƚĂŝů͘ / ĐĂŶ ĚĞǀĞůŽƉ ĂŶĚ ĐŽŵŵƵŶŝĐĂƚĞ ŵLJ ŝĚĞĂƐ͕ ĚĞŵŽŶƐƚƌĂƚ-­‐ ŝŶŐ ŝŵĂŐŝŶĂƟŽŶ ĂŶĚ ƉƌĞƐĞŶƟŶŐ Ăƚ ůĞĂƐƚ ŽŶĞ ƉŽƐƐŝďůĞ ƐŽůƵƟŽŶ ƚŽ Ă ĚĞƐŝŐŶ ƉƌŽďůĞŵ͘

y ϭ ͬ ϮͲϬϱĂ y ϭ ͬ ϮͲϬϳĂ y ϮͲϬϮĂ y ϮͲϬϯĂ y ϮͲϬϰĂ y ϮͲϬϲĂ

5 ‘Making Architecture’ Page 5

dŚƌŽƵŐŚ ĚŝƐĐŽǀĞƌLJ ĂŶĚ ŝŵĂŐŝŶĂƟŽŶ͕ / ĐĂŶ ĚĞǀĞůŽƉ ĂŶĚ ƵƐĞ ƉƌŽďůĞŵ ƐŽůǀŝŶŐ ƐƚƌĂƚĞŐŝĞƐ ƚŽ ĐŽŶƐƚƌƵĐƚ ŵŽĚĞůƐ͘

d ,EK>K'/ ^ E <EKt> '

/ ĐĂŶ ĐƌĞĂƚĞ ĂŶĚ ƉƌĞƐĞŶƚ ǁŽƌŬ ƚŚĂƚ ƐŚŽǁƐ ĚĞǀĞůŽƉŝŶŐ ƐŬŝůů ŝŶ ƵƐŝŶŐ ƚŚĞ ǀŝƐƵĂů ĞůĞŵĞŶƚƐ ĂŶĚ ĐŽŶĐĞƉƚƐ͘

WƵƉŝůƐ EĂŵĞ / ŚĂǀĞ ƚŚĞ ŽƉƉŽƌƚƵŶŝƚLJ ƚŽ ĐŚŽŽƐĞ ĂŶĚ ĞdžƉůŽƌĞ ĂŶ ĞdžƚĞŶĚĞĚ ƌĂŶŐĞ ŽĨ ŵĞĚŝĂ ĂŶĚ ƚĞĐŚŶŽůŽŐŝĞƐ ƚŽ ĐƌĞĂƚĞ ŝŵĂŐĞƐ ĂŶĚ ŽďũĞĐƚƐ͕ ĐŽŵƉĂƌŝŶŐ ĐŽŵďŝŶŝŶŐ ƚŚĞŵ ĨŽƌ ƐƉĞĐŝĮĐ ƚĂƐŬƐ͘

;^ŚĞĞƚ ϭ ŽĨ ϮͿ / ĐĂŶ ƌĞƐƉŽŶĚ ƚŽ ƚŚĞ ǁŽƌŬ ŽĨ ĂƌƟƐƚƐ ĂŶĚ ĚĞƐŝŐŶĞƌƐ ďLJ ĚŝƐĐƵƐƐŝŶŐ ŵLJ ƚŚŽƵŐŚƚƐ ĂŶĚ ĨĞĞůŝŶŐƐ͘ / ĐĂŶ ŐŝǀĞ ĂŶĚ ĂĐĐĞƉƚ ĐŽŶƐƚƌƵĐƟǀĞ ĐŽŵŵĞŶƚ ŽŶ ŵLJ ŽǁŶ ĂŶĚ ŽƚŚĞƌƐ͛ ǁŽƌŬ͘

ůĂƐƐ ƐƐĞƐƐŵĞŶƚ >ĞƐƐŽŶ ϱ

/ŶƐƉŝƌĞĚ ďLJ Ă ƌĂŶŐĞ ŽĨ ƐƟŵƵůŝ͕ / ĐĂŶ ĞdžƉƌĞƐƐ ĂŶĚ ĐŽŵŵƵŶŝĐĂƚĞ ŵLJ ŝĚĞĂƐ͕ ƚŚŽƵŐŚƚƐ ĂŶĚ ĨĞĞůŝŶŐƐ ƚŚƌŽƵŐŚ ĂĐƟǀŝƟĞƐ ǁŝƚŚŝŶ Ăƌƚ ĂŶĚ ĚĞƐŝŐŶ͘

yWZ ^^/s Zd^

Model School

^ƚĂŐĞ ϱ ǀĂůƵĂƟŽŶ

d , ϭ ͬ ϮͲϭϰĂ

WƵƉŝůƐ EĂŵĞ Dd, ϮͲϭϲĂ Dd, ϮͲϭϲď Dd, ϮͲϭϲĐ

5 ‘Making Architecture’ WĂŐĞ ϲ ,t ϮͲϮϯĂ͘

/ Ăŵ ĚĞǀĞůŽƉŝŶŐ ŵLJ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŽĨ ŚŽǁ ŵLJ ŽǁŶ ĂŶĚ ŽƚŚĞƌ ƉĞŽƉůĞ͛Ɛ ďĞůŝĞĨƐ ĂŶĚ ǀĂůƵĞƐ ĂīĞĐƚ ƚŚĞŝƌ ĂĐƟŽŶƐ͘

Z >/'/Kh^ E DKZ > h d/KE

tŚŝůĞ ǁŽƌŬŝŶŐ ǁŝƚŚ ŽƚŚĞƌƐ͕ / ŝŵƉƌŽǀĞ ŵLJ ƌĂŶŐĞ ŽĨ ƐŬŝůůƐ͕ ĚĞŵŽŶƐƚƌĂƚĞ ƚĂĐƟĐƐ ĂŶĚ ĂĐŚŝĞǀĞ ŝĚĞŶƟĮĞĚ ŐŽĂůƐ͘

, >d, E t >> /E'

/ ĐĂŶ ĚƌĂǁ Ϯ ƐŚĂƉĞƐ ĂŶĚ ŵĂŬĞ ƌĞƉƌĞƐĞŶƚĂƟŽŶƐ ŽĨ ϯ ŽďũĞĐƚƐ ƵƐŝŶŐ ĂŶ ĂƉƉƌŽƉƌŝĂƚĞ ƌĂŶŐĞ ŽĨ ŵĞƚŚŽĚƐ ĂŶĚ ĞĸĐŝĞŶƚ ƵƐĞ ŽĨ ƌĞƐŽƵƌĐĞƐ͘

;^ŚĞĞƚ Ϯ ŽĨ ϮͿ dŚƌŽƵŐŚ ƉƌĂĐƟĐĂů ĂĐƟǀŝƟĞƐ͕ / ĐĂŶ ƐŚŽǁ ŵLJ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŽĨ ƚŚĞ ƌĞůĂƟŽŶƐŚŝƉ ďĞƚǁĞĞŶ ϯ ŽďũĞĐƚƐ ĂŶĚ ƚŚĞŝƌ ŶĞƚƐ͘

ůĂƐƐ ƐƐĞƐƐŵĞŶƚ >ĞƐƐŽŶ ϱ

,ĂǀŝŶŐ ĞdžƉůŽƌĞĚ Ă ƌĂŶŐĞ ŽĨ ϯ ŽďũĞĐƚƐ ĂŶĚ Ϯ ƐŚĂƉĞƐ͕ / ĐĂŶ ƵƐĞ ŵĂƚŚĞŵĂƟĐĂů ůĂŶŐƵĂŐĞ ƚŽ ĚĞƐĐƌŝďĞ ƚŚĞŝƌ ƉƌŽƉĞƌƟĞƐ͕ ĂŶĚ ƚŚƌŽƵŐŚ ŝŶǀĞƐƟŐĂƟŽŶ ĐĂŶ ĚŝƐĐƵƐƐ ǁŚĞƌĞ ĂŶĚ ǁŚLJ ƉĂƌƟĐƵůĂƌ ƐŚĂƉĞƐ ĂƌĞ ƵƐĞĚ ŝŶ ƚŚĞ ĞŶǀŝƌŽŶŵĞŶƚ͘

D d, D d/ ^

Model School

^ƚĂŐĞ ϱ ǀĂůƵĂƟŽŶ

ZD ϮͲϬϵĚ

Model School 5. Making Architecture INFORMATION SHEET

ƌĐŚŝƚĞĐƚƵƌĂů ƐĞĐƟŽŶ ŵŽĚĞů through a classroom.

An outdoor classroom.

Model School 5. Making Architecture INFORMATION SHEET

DŽĚĞů ŽĨ Ă ůĞĂƌŶŝŶŐ ƉůĂĐĞ ĨŽƌ ƐƉŽƌƚ͘

DŽĚĞů ŽĨ ĂŶ ĐŽŶƚĞŵƉŽƌĂƌLJ classroom.

Model School 5. Making Architecture INFORMATION SHEET

School on a hill.

^ŬĞƚĐŚ ŽĨ ĂŶ ƵŶƵƐƵĂů ƉůĂĐĞ ƚŽ learn.

Model School 5. Making Architecture INFORMATION SHEET

'ƌŽƵƉƐ ŽĨ ^ƉĂĐĞƐ

ŽƌƌƵŐĂƚĞĚ ŵŽĚĞů ƌŽŽŵ ǁŝƚŚ ǁŝŶĚŽǁƐ ĂŶĚ ĚŽŽƌ

Model School 5. Making Architecture INFORMATION SHEET

DŽŶƚĂŐĞƐ ďLJ ^ĞĐŽŶĚĂƌLJ ^ĐŚŽŽů ƉƵƉŝůƐ

Project Information A+DS’s Access to Architecture programme aims to support learning and debate through exhibitions, events and workshops.

At the heart of our programme is the belief in the capacity of architecture HUK WSHJL THRPUN [V PUMVYT PUZWPYL PUÅ\LUJL HUK JOHSSLUNL Our work seeks to: Involve and empower people to aspire to better places by encouraging engagement and ownership of the places they live in and use.

Improve access, understanding and enjoyment of architecture, design and placemaking.

Develop and demonstrate historical precedent, current issues and future thinking.

Encourage debate at local, national and international levels and to engage public and professional audiences.

This project has been developed with: Katherine Li and Dress for the Weather.

For more information on our resources and courses, please contact: education@ads.org.uk

Architecture and Design Scotland Bakehouse Close, 146 Canongate Edinburgh EH8 8DD Level 2, 11 Mitchell Lane, Glasgow, G1 3NU T: +44 (0) 845 1 800 642 F: +44 (0) 845 1 800 643 E: info@ads.org.uk

www.ads.org.uk www.scottisharchitecture.com