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Energy House → Focus on Technologies
New homes Learning Journey
Introduction
In the vlast 200 years, the main building materials for houses in the UK have been bricks and concrete. Both of these
materials use a lot of energy to produce and transport and therefore add to carbon dioxide emissions which contributes
to climate change.
The Glasgow House is a project to create, desirable, energy efficient social housing to reduce fuel poverty. This learning
context could be used as a starting point for this project. This Technologies learning journey is aimed at third level and
encourages learners consider the ethical issues associated with sustainable housing, and the factors architects and
builders have to take into account when planning for sustainable housing. Finally learners are challenged with planning,
developing and evaluating a proposal for a starter home. This learning context provides rich opportunities for planning
for interdisciplinary learning with other curriculum areas such as sciences, geography and maths.
An overview planning sheet is shown on the next page which gives a plan for learning and teaching starting from the
experiences and outcomes. Learning intentions, success criteria and possible evidence of learning which could be
gathered are shown. The pages that follow the overview give examples of learning experiences which would address
the learning intentions. They illustrate opportunities for learners to develop knowledge and understanding, concepts and
skills and opportunities to apply these.
Technologies experiences and
outcomes
From my studies of sustainable development, I can
reflect on the implications and ethical issues arising
from technological developments for individuals
and societies. TCH 3-02a
By using problem-solving strategies and showing
creativity in a design challenge, I can plan,
develop, organise and evaluate the production of
items which meet needs at home or in the world of
work.
TCH 3-14a
Responsibility of all areas which
could be addressed in this learning
journey:
I am developing confidence when engaging with
others within and beyond my place of learning. I
can communicate in a clear, expressive way and I
am learning to select and organise resources
independently.
LIT 2-10a / LIT 3-10a
Interdisciplinary learning planning
opportunities
An engineering challenge related to designing
and modelling a sustainable, energy efficient
house for a family could be incorporated into
planning for interdisciplinary learning between
departments.
Possible links
Sciences - SCN 3-04b
Social studies - SOC 3-08a, SOC 3-14a
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Energy House → Focus on Technologies
New homes Learning Journey
Experiences and
outcomes
From my studies of sustainable
development, I can reflect on the
implications and ethical issues arising
from technological developments for
individuals and societies.
TCH 3-02a
By using problem-solving strategies
and showing creativity in a design
challenge, I can plan, develop,
organise and evaluate the production
of items which meet needs at home
or in the world of work.
TCH 3-14a
Learning intentions
Success criteria
Be able to explain key features of
sustainable housing and explain how
it is important to our society
I can define what sustainable
housing is and explain why it is
important to our society
I can explain features of sustainable
housing design
Recordings of group discussions
Understand what constitutes a
sustainable source and be able to
assess the validity of sustainable
products
Analyse sustainability issues relating
to house building
Having evaluated their work, learners
will have had opportunities to adapt
and improve items they have
produced
I can analyse the validity of a
company’s claim to be producing a
sustainable product
I can give examples of issues
considered during the planning of
sustainable housing
I can assess different building
materials in terms of their
sustainability
Prior knowledge
Having analysed how lifestyle can
impact on the environment and
Earth’s resources, learners will have
made suggestions about how to live
in a more sustainable way.
Possible evidence
Applying knowledge of sustainability
issues to develop a design solution
for a sustainable home
I can create a ‘client profile’ for a
sustainable starter homes
I can develop design criteria for a
starter home taking into account the
requirements of a ‘client group’
I can present my idea for a
sustainable starter home
I can evaluate the strengths and
weaknesses of my design ideas and
those of others
Product showing learners ideas
about validity of claims that a product
is sustainable against agreed criteria
Examples of practice and learners
comments about them recorded in a
range of ways e.g. annotated
photographs, talk, poster
Information sheet/board
Top trump cards about different
materials with ratings on
sustainability relating to a range of
criteria
‘Client’ profiles peer assessed
against agreed criteria
Client image boards
Worked up design criteria
Sketches of design ideas, worked up
ideas and reflections on why these
were chosen.
Plan for a family home
Peer assessment of presentation of
design
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Energy House → Focus on Technologies
New homes Learning Journey
Learning experiences: Engage
Possible tasks
Possible evidence
Introduction
Present learners with images which highlight
housing issues from across the world such as
slums, landfills, deforestation. Also share with
them world population figures. Ask them to think
about what some of the consequences are of so
many people on the planet and their need for
housing. Draw out the sustainability issues relating
to housing. What is sustainability and sustainable
housing? Learners could work in groups to create
a list of what the terms mean. These could then be
shared before the class comes to a shared
‘definition’ or list of some of the main features
relating to ‘sustainable’ housing.
Recordings of group discussions
An important part of engage activities is to hook
learners’ interest and to begin to allow them to
become familiar with and immerse themselves in
the topic.
In understanding how sustainable homes are
designed and built learners need to consider the
materials that can be used and some of the factors
that have to be considered such as cost,
environmental impact, function. Learners could
work in collaborative groups, creating their own
company.
Stimulus
Video stimulus or pictures of the impact on the
planet of not having sustainable homes e.g.
landfills, deforestation
Examples of pictures of buildings and homes (from
the internet, local estate agent details, house
details)
A local architect could be invited in to show and
allow them to explore examples of their work.
A field trip in the local areas to photograph or
sketch homes
As a class discuss how companies use branding
i.e. environmentally-friendly products, to sell an
idea. The learners could work in groups to find an
example of this branding and then analyse the
authenticity of the claim. Ask learners to consider
the source of the materials used to make the
product. Criteria for judging the claim could be
negotiated as a class. They could display their
findings in a range of ways, for example, an
infographic, an exhibition piece, a Glow wiki.
Product showing learners ideas about validity of
claims that a product is sustainable against agreed
criteria
Examples of practice and learners comments
about them recorded in a range of ways e.g.
annotated photographs, talk, poster
Taking it further
Closed loop thinking could be explored to help
learners understand ideas about how housing
could be seen as a system and closed loop
thinking could inform design. Ideas and resources
on this type of thinking can be found at the website
below.
Ellen MacArthur foundation website
International examples of environmentally friendly
housing could then be looked at to consider key
features of sustainable design and to see what can
be learned from practice elsewhere, for example,
the German ‘passive house’ building standard.
Learning intention
Be able to explain key features and explain how it
is important to our society. Understand what
constitutes a sustainable source and be able to
assess the validity of sustainable products
The organisation Practical Action has a range of
examples of traditional building techniques using
locally available material.
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Energy House → Focus on Technologies
New homes Learning Journey
Learning experiences
Possible activities
Possible evidence
Introduction
What are the factors that could make a house
‘sustainable’? Learners could work in groups to
produce information sheets/board or another
product such as a Glow wiki on a number of
building materials. Part of their remit should be to
include details of any environmental issues linked
to the material.
Information sheet/board
Top trump cards about different materials with
ratings on sustainability relating to a range of
criteria
Another possible activity could be for learners to
produce top trump cards which would allow
learners to develop their own criteria and ratings
for each of the materials.
Each group should consider the main
criteria/specification points they want for the
materials.
Learners could deepen their understanding of the
materials used in the construction of homes by
now considering factors such as cost,
environmental impact, suitability for purpose in
order to narrow their options and start choosing
materials for design.
Stimulus
Building materials catalogues
Samples of different building materials
Internet
Information on the materials used at the Glasgow
house. Useful websites for materials research:
 Centre for Alternative Technology
 Practical Action’s education site has
information on materials
 The My sust house website has interactive
games giving insights into the issues
relating to sustainable housing
Learning intentions
Analyse sustainability issues relating to house
building
The The My sust house website could be a useful
stimulus
v to their thinking
Ideas they may come up with might include:
 Name
 Image
 Carbon footprint relating to:
 Source
 Mileage from source
 Energy used in production
 Was the material re used?
Taking it further
Some of the materials specification points could be
provided on cards as a stimulus to discussion.
Some examples are provided below:
 Select materials that are available in the
UK.
 Choose mainly materials from a renewable
source.
 Consider the energy used to produce the
materials.
 Choose materials which are easier to
recycle, rather than those that will end up
in a landfill.
Further research could be done into examples of
materials used in sustainable housing projects in
Scotland and shared on a Glow group or a wiki.
Schools from other countries could be asked to
collaborate on the wiki project.
Video about the Glasgow house project
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Energy House → Focus on Technologies
New homes Learning Journey
Learning experiences
Introduction
Learners could be introduced to a scenario where
they are asked to design family homes for a local
authority which are affordable, make use of
sustainable building materials and are energy
efficient. Rich opportunities are provided in this
learning context for planning for interdisciplinary
learning with other departments such as sciences,
and geography.
Client profiles will be introduced and learners will
look at examples of these to help them consider
their purposes and features. Learners will then
create their own client profiles.
Stimulus
Look at a profile of a family in Glasgow and one in
Kenya and compare and contrast housing needs
and wants. Then look at video clips of the Glasgow
House and a Massai housing development.
Pictures of people (covering a range of ages and
lifestyles)
Magazines on home building and housing, interior
design
Learning intention
Applying knowledge of sustainability issues to
develop a design solution for a sustainable home
Possible tasks/challenges
This video clip of the ‘Glasgow house’ project
below could be used to get learners thinking about
some of the things that people might want from a
new home.
Video about the Glasgow house project
In their design groups learners could be asked to
think about the type of information an architect
might need before designing a family home. They
could create a mind map or similar.
Ideas they may come up with could include:
Who is most likely to need a family home in this
area?
Who will be the main target group ‘client’?
Which rooms or spaces might they want in their
homes?
What might be some of the client groups
needs/wants?
Groups could then develop client profiles based
upon a typical family home client.
Learners could create an image board to present
their client’s profile.
Possible evidence
Written report outlining the investigations carried
out and summarising what they show
Reflection
Groups could display their image boards as a
gallery and using negotiated success criteria give
other groups feedback. Time should be given for
groups to make improvements based on feedback
Taking it further
Making use of the client profiles learners can now
start to consider their clients needs and wants in
more depth.
Maps/Google Earth type applications could be
used so that learners can consider where their
clients would be most likely to want a home and to
give reasons for their thoughts.
Brown sites could be considered that might be
suitable spaces for the development of starter
homes.
Sustainability issues could be considered relating
to travel, possible flood risk areas, impact on
wildlife.
In groups learners could select a site for
development and justify their reasons.
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Energy House → Focus on Technologies
New homes Learning Journey
Learning experience
Introduction
Possible tasks/challenges
Possible evidence
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Worked up design criteria
Sketches of design ideas, worked up ideas
and reflections on why these were chosen.
Plan for a family home
Peer assessment of presentation of design
Introduce the scenario that the groups now have a
chosen site for development, a client group and
criteria for material choice for their family homes.
Learners could research and explore designs for
family homes and houses that inspire them and
create a board displaying some of the ideas they
have found that they could use for inspiration.
Learners will have the opportunity to explore
designs for family homes and develop their own
initial design ideas.
Set a challenge for the learners to finalise the
internal space/rooms based on their client’s needs.
Reflection
Learners could be given grid paper to plan the
interior space. They should be asked to develop a
number of possible ideas so that they can select
one or two to work into a final design.
Learners could reflect upon which ways their
design is meeting the need of their client group.
Groups could share their design ideas and get
peer feedback.
Stimulus
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Inspirational design for homes that use
materials in interesting ways
Architectural drawings and plans
Estate agents house sale details which
include internal plans
Speakers or site visit to architect/builders
Learning intention
Applying knowledge of sustainability issues to
develop a design solution for a sustainable home
Learners could present their final design plans in a
number of ways. These plans should include
information on materials choice which shows that
they have considered the issue of sustainability
and other details of the inside of the house.
Learners could also be given a choice of other
aspects of the house design to explore, for
example, energy and water saving features. A
good stimulus to thinking about further research
could be
The TED talk below.
Arthur Pott’s TED talk on his vision for a
sustainable restaurant
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Taking it further
This project provides rich opportunities for
planning for interdisciplinary working. An
engineering challenge such as creating a 3D
model of a family home could be part of a plan for
interdisciplinary learning, incorporating aspects of
learning from sciences relating to energy efficiency
and geography relating to issues of sustainability
and location.
Ideas are also provided in the STEM Central Glow
group for helping learners understand more about
forces and structures as they relate to house
building.
wildlife.
In groups learners could select a site for
development and justify their reasons.