teaching guide

A

guide to

teaching and

exploring the architectural heritage of your

locality...

Vernacular Architecture

Formal Buildings Fortified Architecture

Georgian Architecture

Religious Buildings

Senior Cycle

Construction Studies

A guide to teaching the built heritage in your locality

Noel Frawley

Completed as a Final Year Project

B.Tech (ED) in Materials & Architectural Technology

Exploring the built heritage of your locality Page 2

Table of Contents:

Section One - Guide Overview 4

1 Introduction 5

2 Aims 5

3 Structure of guide 6

4 Key Skills obtained 6

5 Unit 1 – Introductory lesson 6

6 Unit 2 – Class trip 7

7 Unit 3 – Recap lesson & Conservation 7

8 Unit 4 – Conservation of buildings &

Exam questions 8

9 Unit 5 – Individual research of a local heritage

building 8

10 Student workbook 8

11 Exemplar Guide 9

12 Website 9

Section 2 - Units of Study 10

Unit 1 Introductory lesson 11

Unit 2 Class trip 19

Unit 3 Recap lesson & Conservation 22

Unit 4 Conservation of buildings & Exam questions 36

Unit 5 Individual research of a local heritage building 42

Further Study 45


Section one – Guide Overview:


1 Introduction:

Recent Chief Examiners reports by the State Examinations Commission 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 based Leaving Cert project. However by

neglecting such a unique topic we are depriving students of the opportunity to experience the

efforts made by our previous generations.

This booklet aims to guide teachers through 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 lessons which should be asked in order to develop student’s appreciation of

the built heritage. Unit two is a class trip to a local heritage building. Subsequently the guide

will need adjustment to match the building under exploration. The overall structure and

content can be used no matter what type of building is 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 a locality.

In order to further assist teachers in covering the topic a website is part of this project. The

website aims to act as a further resource where teachers can promote students independent

learning. This could be used if the necessary content is not covered in class sufficiently.

2 Aim:

This ‘option taster’ aims to provide students with an insight into Ireland’s rich architectural

heritage with key emphasis being placed on their local heritage. The taster emphasizes

exploration for learning where students are expected to leave the classroom setting and report

their findings. On completion of this resource, there will be an increase in awareness of the

heritage topic, which in turn will affect the numbers considering a heritage related project.

3 Structure of Guide:

Unit 1 – Introductory lesson

Unit 2 – Class Trip

Unit 3 – Recap & conservation introduction

Unit 4 – Conservation of traditional stone walls


Unit 5 – Individual site visit

4 Key skills obtained:

Construction Studies requires a diverse range of skills for both the theory and practical

aspects of the subject. In this guide there is the potential to include many of these skills. By

promoting such skills at an early stage of 4th

year, the improvement will become apparent at

exam/project completion. The skills of the guide include:

Sketching – proportion, shading, rendering, correct use of colour

Concise notes and annotations

Photography

Building exploration

Data collection and analysis

Report writing

ICT – Microsoft word and/or PowerPoint

Creating a Blog

Along with the cognitive and psychomotor skills outlined, the guide also contributes greatly

to student’s affective domain:

Recognising the significance of their local built heritage

Working with others while exploring their built heritage

Communicating data to other groups and to the class

Gaining an appreciation of history and culture embedded in our historic structures.

5 Unit 1 – Introductory lesson:

The built heritage is primarily introduced to students at the beginning of 4th

year;

consequently students will have little knowledge of construction materials and processes.

Some students possibly have on-site experience as a result of a summer job or family

connections.

Students will have recognised ‘old buildings’ in their locality and will refer to these buildings

as structures with historical significance. The type of architectural heritage students will have

experienced depends on the locality of the school. For example Vernacular Architecture in


the west of Ireland differs in design to that in the east due to the prevalent winds that exist.

These differences will occur throughout the country. Therefore this lesson will depend

greatly on the locality of the school. For example if the class trip is based on Vernacular

Architecture teachers should incorporate an insight into another type of built heritage,

fortified buildings perhaps. As stated previously in the document Vernacular Architecture is

the most common category examined so ensure that category is completed.

6 Unit 2 – Class Trip :

This unit is arguably the most important aspect of the taster. By encouraging students to leave

the classroom setting and explore in order to learn at this stage, we are developing students

awareness of real life examples of the subject content. Construction Studies is fortunate to

have the ability to incorporate such examples into the lessons.

More importantly this trip will help to develop student's appreciation for historic buildings

which is one of the main aims of this guide. This guide promotes the use of group work

during the class trip. Groups will be given a specific task by which they can explore and bring

data back into the classroom.

7 Unit 3 – Recap & Conservation Introduction:

The recap lesson provides students with the opportunity to share their information with the

rest of the class. During the class trip different groups would have received different tasks in

order to provide focus. Now it is time to share the information. There are many different

ways in which the information can be shared from two minute group presentations to simply

photocopying data and distributing it. However it is encouraged that the following three

methods are considered and one selected:

Make a class blog where each group has access

Each group makes a poster & which is put up around the room

Create a class report on the building using Microsoft word/PowerPoint

This lesson also provides students with an insight into conservation principles and the

importance of the traditional sash window.


8 Unit 4 – Conservation of Traditional walls:

Conservation and maintenance of buildings is amongst the most popular areas of the heritage

sector today. The Heritage Council was set up in 1997 with a key aim to maintaining

Ireland’s heritage for future generations. The council provides grants as an initiative to

conserve such structures. A prime example is the Rural Environmental Protection Scheme

(REPS) grant set up in conjugation with the Department of Agriculture. The aim of the

scheme is to repair and conserve traditional farm buildings. This lesson further promotes

heritage conservation with the focus being on traditional stone walls.

While all this exploration for learning is very pleasing we must not lose sight of the Leaving

Certificate. The majority of students are completing the subject with a view to proceeding to

further education. Completing two exam questions based on the topic of built heritage will

not only act as a recap but will begin to get students focused on exam format and technique.

9 Unit 5 – Individual research of a heritage building:

Up to this point students have attained sufficient knowledge which allows them to

successfully explore a heritage building. It should be encouraged to instruct students to

research a building individually. A site visit is not absolutely necessary as there is a vast

amount of information available on line. However where possible a site visit and perhaps an

interview of the home owner should be encouraged. Students will complete this unit in their

own time – the deadline envisaged would be the first class post Halloween break. This will

allow students sufficient time and opportunity to ask the teacher questions relating to the

building or problems that occur. Each student should complete a report either neatly hand

written or typed on Microsoft word. It must be stressed that students are not expected to

allocated large amounts of time to this unit, simply enough to gain sufficient data. This unit

will solidify student’s value and interest in their local built heritage and further influence their

decision in taking option (iii) for the coursework.

10 Student workbook:

A student work book also exists with this guide. The workbook corresponds with the lessons

outlined. The workbook is in A5 format. Similar to the PowerPoint Presentation the

workbook also has vacancies for the incorporation of the student’s local built heritage.


11 Exemplar:

An exemplar guide is also part of this teaching package and it should help in providing

teachers and students with a further insight into the completion of the prescribed units.

12 Website:

In order to further assist teachers in covering the topic a website is part of this project. The

website aims to act as a further resource where teachers can promote students independent

learning. This could be used if the necessary content is not covered in class sufficiently. The

website contains an exemplar class trip which teacher can direct students towards for

guidance before/during/after respective units. Students have the potential to access this

website on their smart phone by using the QR code embedded in their workbook.


Section two – Units of Study:


Recognising a heritage building

The importance of the built heritage

Heritage council (in brief)

Local built heritage

Type 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 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



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:


Introduction – set learning goals:


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. Develop a personal value.

Key points of answer:

Our heritage is things/objects/belongings passed on by previous generations

These include houses, farms, sites, personal belongings and so on.

Our predecessors pass on such belongings as they trust us to care for and value

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. 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 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!


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 or a

poor example. 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 when 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 were, the more

potential the building has regarding historical stories or information. If a person was 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 is the General Post Office in Dublin as it had a

direct link with the 1916 Easter rising and it was from her the Proclamation of Independence



was read by Patrick Pearse. Other factors to be considered would be the residence of a key

personality or an iconic landmark of an area in years gone by.

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 buildings 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 possess 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. 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 building's

historical significance.



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 in the lesson. One of these will be the

building selected for the class trip. Remember vernacular architecture is a common heritage

exam question so do not 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 to 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:



Exploring the heritage in your local community involves two key stages. Firstly it is

necessary to examine and investigate the building's 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 centre to obtain 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 brief handout for homework

would suffice to give a background on the building. 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 are 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:



In order to increase the educational value of the class trip and provide structure, it would be

advisable to provide groups of students with specific tasks. This would insure all the key

information is obtained and can be shared in class. This approach also provides students with

a focus from the start of the trip as 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 study 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

Architecture Covered )

Unit 1 – Continued...

Recap Questions:


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 student's positive attitudes and appreciation towards their

architectural heritage in their local community.

To enable students to evaluate the 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


Demonstrate exploration skills through sketching, photography, taking

notes and working in groups.

Work in groups to explore the history and significance of the building,

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.

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 domain). The

guide may need to be adjusted 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.


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)

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 the 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 whilst assisting 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?

Lesson Resources:




Recap:


What key historic events/dates/people are associated with the building?

What are the main features of the building?

How has the building evolved in terms 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



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


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 principles

Traditional sash window – problems associated

Replacement windows.

Model of Heritage building demonstrating further heritage buildings in the locality

Subject matter

Lesson Resources:

Unit 3 –Recap & Conservation introduction


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

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.




Introduction – set learning goals (5 minutes):


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 students are encouraged 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 have more appeal to students. More and more teachers are

using strategies such as blogs in their teaching either to allow students access 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.


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.



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.



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.



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



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.



Teacher Instruction: Instruct students to take notes on the stages involved. Print off and

present the ‘setting up a blog’ poster. This is in A2 format.

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 students 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 the outlined 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

Setting up blog page:

Setting up blog pages or reading handout:



Recognise the importance traditional sash windows have on the integrity of our

heritage buildings.

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 g

uidelines 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.

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?



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:

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 buildings 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.

Teacher instruction: Show students the video of the sliding sash window working on

PowerPoint.

Common problems associated with windows to be addressed to students:

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.

Question What principles of vernacular architecure depend on

the restoration of the traditional sash windows.



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 and pulleys (right):

Over the years the build up of paint causes sashes and pulley 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 any 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.

2007 Exam question:

Answer section a and b in

relation to the repair of the

windows


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 the 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... Unit 3 – Continued...


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.


Recap – correct exam question:


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

traditional walls.


Compare and contrast the walls of modern buildings with those of

traditional heritage structures to establish key principles.

List and explain the process of re-pointing 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 functioned 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...


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. Instruct students to visualise a vertical section.

Key points:

Traditional walls are thicker than walls today

Traditional walls were constructed using random rubble stone as opposed to concrete

blocks



Key question What differences exist between modern walls and

old traditional walls?

Key question Why are traditional walls thicker than walls today?



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)


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.


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



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. Re-plastering 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.



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.



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 which option is 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 as Leaving

Certificate nears. Also by getting students to complete such tasks it will provide more

information and data for the class blog. The following worksheet could be used as a 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.


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 on order to

assess the 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 –Individual research of a heritage building.


History of the building:

What people lived in the building?

What was their occupation?

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...


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 that students should spend large amounts

of time on this tasks as other aspects of the course will be the focal point. However by

completing this unit students are developing key skills necessary for this type of project in

their leaving certificate year.

Unit 5 –Continued...


Further Study:

On completion of the five units of study teachers are encouraged to further promote the built

heritage within the subject. On their class blogs links should be provided relating to heritage

projects. Students should be encouraged to refer to http://archheritage.blogspot.ie/ regularly in

order to check out updated links that the site contains.

More importantly teachers should encourage a number of students within a class group to

undertake a heritage based project for their Leaving Cert. It is class groups who do not

undertake a heritage project that are neglecting the educational value of the subject. By

simply encouraging a minority of the class to explore the built heritage students will learn

from each other.

http://archheritage.blogspot.ie/


Notes:

teaching guide

Documents

built heritage

heritage topic

local heritage building

class trip unit

introductory lesson

heritage related project

structure of guide

guide overview