TRIPS - Supporting holistic delivery of Core Content and Occupational Specialism content for the T Level in Design, surveying and planning
Produced by London Design & Engineering UTC, this TRIP provides an accessible Framework for learning, lesson plans and supporting learning materials. Together, these will enable learners to develop knowledge and understanding of Core Content Area 3- Measurement and Core Content Area 7- Construction mathematical techniques, through the delivery of Performance Outcome 1- Measure the built environment.
The resources include:
- A Framework for learning to show how learning can be scaffolded and holistically sequenced to develop the required knowledge and skills.
- 10 lesson plans which cover 20 hours of learning to support the scaffolding of the knowledge and skills within the Occupational Specialism content, with links to Industry Placement practice.
- Learning materials to support each lesson which enables the delivery of the 20 hours of learning.
The lessons adopt a practical, hands-on approach, enabling learners to build understanding using real measuring instruments. Learners will engage in quality assurance and validation of measurements to consolidate their learning. Additionally, they will analyse case studies to develop the skills and knowledge required for measuring this aspect of the built environment.
The lessons aim to help learners connect classroom learning to real-world applications and appreciate the impact of inaccuracies in measuring the built environment to support the application of that learning.
Predominantly, learners will be using the total station as the main measurement tool. This will involve learners working both inside and outside of a normal classroom environment.
The content of the lessons is designed using Bloom’s hierarchical framework to progressively develop higher order thinking skills from Lesson one through to Lesson nine. The final lesson provides a formative assessment, requiring learners to apply their acquired knowledge and skills by responding to a client brief.
The learning is sequenced into four phases: Remember, understand and apply, analyse, and create. The initial lessons have a clear focus, presenting familiar ideas of perimeter, area and volume and reviewing learners’ prior knowledge. The focus is on basic measurement and the importance of accuracy and tolerance in construction. The next phase focuses on understanding and application, spanning lessons three to five. Learners will recognise situations where objects to be measured are beyond the range of basic tools and require specialist instruments. They will be introduced to setting up and taking measurements of building elements above ground level. Instruction will include how to set up and operate a total station to achieve accurate measurements. Learners will repeat these activities to consolidate their skills and ensure proficiency with the equipment. Health and safety considerations (CK1) related to using the total station will also be reviewed. The concept of quality assurance is also incorporated into this phase.
As the learning progresses, the lessons become increasingly complex, incorporating case studies that may involve unfamiliar contexts. These later lessons require learners to apply higher order thinking to address issues, solve problems, and make informed decisions.
This next phase aligns with the ‘Analyse’ phase of Bloom’s taxonomy. Learners will work with case studies to determine what needs to be measured, how it should be measured, whether specialised instruments are required, and what factors could negatively impact the process. After completing their analysis, learners will carry out the necessary measurement activities. To resolve problems, learners will use trigonometry techniques.
The final create phase is l10, which is designed as a formative assessment, bringing together all stages of learning. This phase ensures that learners can accurately measure aspects of the built environment using the appropriate tools and techniques.
Downloadable resources
| Word document including introduction, Framework for Learning, 10 lesson plans and associated supporting resources | 1 |
| PowerPoint to support lesson plans | 1 |
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