SHS2 Applied Technology · Semester 1 Week 14: Substructure and Superstructure

Lesson notes

Learning Objectives

Indicator: 2.3.2.LI.2 - Explain what setting out is.

By the end of the lesson, learners can:

Define setting out in their own words as the process of transferring the building design from drawings onto the ground before construction begins.
Explain at least three reasons why setting out must be done accurately before any excavation or construction work starts.
Identify and describe the main tools and equipment used for setting out, including the builder’s square, profile boards, string lines, pegs, tape measure and theodolite or level.
Describe the basic steps involved in setting out a simple rectangular building on site.
Explain the consequences of poor or inaccurate setting out, giving real examples of problems that may arise during construction.

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Curriculum details

Strand: Building Construction Technology (Strand 3)
Sub-strand: Substructure and Superstructure (3.2)
Content standard: 2.3.2.CS.1 - 2.3.2.CS.1 Demonstrate Knowledge and understanding of sub-structure of buildings. 2.3.2.LO.1 Categorize and describe foundations used under various soil conditions. 2.3.2.LO.1 Be able to differentiate Load bearing from non-load bearing components and their functions in the Super structure.
Indicator: 2.3.2.LI.2 - Explain what setting out is.
Suggested placement: Semester 1, Week 14 (Week 14 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.89: prints the assessment code as "2.3.1.AS.2"; filed under the section's own 2.3.2.AS.2
Curriculum reference: NaCCA curriculum document, p. 89

Exemplars (from the NaCCA curriculum)

Communication: Organise whole Class and ask learners to explain the meaning of setting out and discuss the reasons why setting out of a building has to be done.
Collaboration: In mixed ability groups ask learners to discuss methods of setting out.

Assessment (2.3.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.

Teaching and Learning Materials:
- Use of Simulation; Virtual to illustrate setting out.
- Use of Flip Chat to illustrate excavations.
- Use of Simulation, Virtual and Typical foundational works as seen in progress at different Construction sites to discuss various types of foundations given the soil type.
- The use of Simulation; (virtual) to illustrate types of load-bearing and non-load bearing members of the superstructure.
- The use of Superstructure works as observed at different Construction sites to illustrate the use of load and non-load bearing members.
- The use of flip-charts to illustrate types and functions of load-bearing and non- load bearing members of the Superstructure.