HS2 Case Study - Pearson qualifications
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HS2 Case Study
Each case study starts with an introduction, designed to help introduce the
concept of the case study and encourage students to start to explore more about
the project.
There then follows a Topic Lesson Plan. Each Topic Lesson Plan introduces the
topic within the concept of the case study and includes 3 or 4 activities that are
designed to support the teaching the learning of the topic to your students.
The HS2 Case Study covers the following topics from the Core Component:
Construction Maths and Science
Design
Law
CBE Industry Relationship Management / Commercial Business
Project Management
Additional topics from the Core Component are embedded within the Topic Lesson
Plan. These embedded topics are:
Health and Safety
Sustainability
Measurement
Information and Data
Building Technology
Digital Technology
The case study and associated Topic Lesson Plans should be used in conjunction
with the following documents:
HS2 Introduction PowerPoint
HS2 Industry Links
Links to Assessment
HS2: Case Study
Introduce the Case Study
High Speed 2 (HS2) is a new railway line that is intended to increase capacity for rail
travel in and around the four main cities to be connected - London, Birmingham, Leeds
and Manchester.
The new railway will be designed to allow faster trains than most of the other railway
lines in the UK, and when fully open is expected to carry over 100 million passengers
each year. As well as the new railway lines, there will be connections to existing
railway lines to allow trains from HS2 to connect with other towns and cities such as
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Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020Sheffield, Liverpool, York, Newcastle, Carlisle, Preston, Edinburgh and Glasgow.
The project is complex and involves large scale civil engineering and infrastructure
work. The project will be funded by the UK Government and the intention is that the
design will be suitable for all potential users, for example different groups of
passengers who will be using the new stations.
If works go to plan, it is estimated that HS2 will be completed in full by 2040, which is
7 years later than the planned completion date. There are many reasons for this delay,
including redesign of parts of the route and delays due to Government reviews.
The project currently has three phases:
Phase One - London to the West Midlands.
Phase 2a - West Midlands to Crewe.
Phase 2b - Crewe to Manchester and West Midlands to Leeds.
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Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020HS2: Topic Lesson Plan
Topics: Science, Design, Law, CBE Industry, Project Management
Planning a new railway
Aim and The aim of this topic is for students to learn about planning a
objective
construction project through the context of a new railway.
Students will develop an understanding the importance of
functional factors, site information and planning with respect to the
design of the project along with wider consideration such as the
environment and procurement.
Tutors should allocate their students with a relatively local site for
which a site visit might be possible and sufficient information is
available for them to make decisions based on publicly available
information such as borehole reports and planning documentation.
Students will consider a range of factors that will influence the
selection of the route for the railway, including geological and
hydrological information, planning factors that might affect route
selection as well as issues linked to sustainability.
There is opportunity to cover information and data (5.3) when
completing desktop surveys.
How long will The total time that it might take to deliver this topic is 12 hours.
this Topic take
to deliver?
What This topic has been designed to deliver the following knowledge
knowledge and
and understanding from the Core Component content:
understanding
will students
develop?
2.8.1 - Students will acquire a knowledge of physical
geography, including water levels, contaminated land, and
land use.
2.8.2 - Students will acquire a knowledge of hydrology
2.8.3 - Students will acquire a knowledge of geology such
as ground conditions, structure of the ground and
groundwater
8.3.1 – Students will gain an understanding of the
3
Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020functional factors influencing the design of railway buildings
and structures such as spatial requirements, aesthetics and
selection of materials
8.3.1 – Students will gain an understanding of the site
information factors such as site features, bore hole reports,
and restrictions
8.3.3 and 14.2.3 – Students will consider the planning
factors influencing the construction of a new railway for a
given site and will be introduced to planning legislation and
regulations.
8.3.8 - Students will learn about the stages of the design
process for construction projects.
9.2.2 - Students will learn about the contribution to
infrastructure in particular transport networks
9.3.1 and 9.3.2 - students will learn about supply chains
and supply chain integration
13.1.2 - students will learn about the principles of project
management
13.3.2 - students will produce project management
documentation including Gantt Charts and critical path
analysis
Self-study Students could be directed to the available maps and sections from
activities the HS2 website.
They could also watch drone footage of the planned route and fly-
throughs of the route as online videos.
Activity 1
Title Planning the route of the railway
How long will It is anticipated that this activity will take 8 hours.
this activity
take to deliver?
Instructions Tutor Instructions
In this activity your students will investigate the design process for
construction projects. With a specific focus on HS2 and railways.
First your students should gain an understanding of activities that
are completed at each stage of a construction project.
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Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020You could then introduce students to the concepts of functional
factors, discuss with them how these may vary depending on the
project or parts of a project that they are considering. You could
use examples of the different needs of stations and tunnels in HS2
and similar infrastructure projects.
Introduce students to the range of site factors that will influence
construction projects. This could include drawing together a range
of specific factors such as land use, geology and geography. If
possible a site visit would be effective so that students are able to
visualise the constraints that affect the potential line of route for
the railway they are planning.
Site visits / walk-arounds of the local area could be used to explain
how site conditions can affect types of development, and how
these relate to planning requirements.
You can then introduce students to some of the wider factors that
would affect the project, such as planning constraints due to listed
buildings or sites of special scientific interest.
Student Instructions
You have been asked to plan a railway between [XXX and YYYY
insert locations XXX and YYY]. You are to:
(a) Research the geography of the area, including information
about:
a. site features, including their location, size, configuration,
orientation, access, topography, flood risk
b. existing buildings and structures
c. restrictions – trees and tree preservation orders, rights
of way/wayleaves and underground transport
Using this information, suggest a suitable route that could be used
for the new railway line. You should remember that where possible
the railway line should be level and that any curves you use should
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Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020have a wide radius.
(b) Consider your chosen route and identify if there are specific
restrictions which apply, for example:
a. Listed buildings
b. green belt land
c. conservation areas
d. Areas of Outstanding Natural Beauty (AONBs)
e. Sites of Special Scientific Interest (SSSIs)
Produce a short report that explains mitigation approaches that can
be used to reduce the impact of the new railway. You should use
the HS2 project as a guide for approaches that can be used, or
largescale road projects which might use similar approaches.
(c) You then need to investigate functional factors that will impact
on the design of overall project and what design features will be
needed to address these. You should consider:
a. Locations of stations,
b. Locations of bridges, tunnels and viaducts,
You should research existing structures and buildings as a starting
point and collate examples which you think would be in keeping
with the nature of the project.
(d) For the identified factors you should produce some concept
sketch ideas for them. You should consider:
a. the size and form of the building or structure
b. the aesthetics of the design
c. choice of materials
Worksheets / Railway planning sheet
templates
English, maths There will be an opportunity for students to practice:
and digital M5 Processing data
skills
M6 Understand data and risk
D1 Use digital technology and media effectively
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Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020 D4 Process and analyse numerical data
Industry Links To support this activity the following Industry Resources Links
could be used:
High Speed 2
UK Planning Portal
HS2 planning
High Speed 2 maps and plans
HS2 Planning Context Report
Activity 2:
Title Delivering the construction of a railway
How long will It is anticipated that this activity will take 4 hours.
this activity
take to deliver?
Instructions Tutor Instructions
In this activity your students will develop an understanding of how
construction projects are procured and the importance of the
supply chain for a construction project, with a focus on HS2 in
particular.
You should introduce students to ways in which projects are
procured, including different procurement routes, methods of
tendering and the documentation required for procurement and
tendering.
You can begin by introducing students to the characteristics of a
range of procurement routes. Discuss with them characteristics of
each and the types of project that they apply to. Move on to
consider methods of tendering that would be used for projects such
as HS2 for different parts of the project and the types of work for
which tenders are issued and bid for.
Moving on, you can then introduce students to the range of texts
and documents that are used during procurement and tendering
activities. Make links with other areas of the Core Component, such
as drawings (Topic 8), Costing documents (Topic 9.6) and Method
Statements (Topic 1). Discuss how documentation is brought
together during procurement activities.
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Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020Once students have an understanding of procurement routes you
can then demonstrate to students the importance of the supply
chain in the on-time delivery of construction projects. They will
gain an understanding of logistic activities in the supply chain and
how supply chains are integrated. You can link this logically with
project management techniques and introduce students to the use
of Gantt charts and Critical Path Analysis tools.
Student Instructions
You have been asked by a member of the project team for the new
railway to carry out an investigation into similar projects, and it
has been suggested that HS2 would be suitable as it is a railway
project and will include features that are common to both projects.
You need to:
Research types of procurement and then explain which aspects of
the railway project they would be used for and why this types of
tender would be appropriate.
Produce a list of documents that would be included in a tender for
one part of the project, for example a building or structure.
Next, you will focus on one part of the HS2 project, for example a
road bridge or small building. You need to research this part of the
project and the materials or components used from source to use
on site. You need to produce a roadmap of the journey of the
material including all the various stages and organisations involved
and then explain the importance of integration in the supply chain.
You will also produce a Gantt Chart for your chosen phase of the
project and a Critical Path Analysis for one individual part of your
chosen project. For example, if you have chosen a bridge, your
Gantt Chart would be for the construction of the whole bridge, and
your Critical Path Analysis could be for constructing one pier, or
installing the bridge deck.
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Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020Worksheets / Maps and plans for HS2
templates Tender documents for HS2
English, maths There will be an opportunity for students to practice:
and digital E2 Present information and ideas
skills
E4 Summarise information/ideas
E5 Synthesise information
M5 Processing data
D5 Be safe and responsible online
Industry Links To support this activity the following Industry Resources Links
could be used:
UK Construction Industry
https://www.amazon.co.uk/Introduction-Construction-
Management-Fred-
Sherratt/dp/0415707420/ref=sr_1_1?crid=3VVWX7OFSFCN
M&dchild=1&keywords=introduction+to+construction+man
agement&qid=1590047450&sprefix=introduction+to+constr
uction++%2Caps%2C144&sr=8-1
Topic: Construction Science and Maths
Electrification
Aim and In this topic students will be introduced to the maths and science
objective
embedded within the context of the electrification of a new railway
line.
Students will learn about the generation of electricity for both
railway and wider uses, with both renewable and non-renewable
approaches being examined. Student will then focus on how
electricity is distributed around the country and then transformed
into voltages that are appropriate for use with electrified railways
as well as related commercial supplies for stations and
maintenance facilities.
Students will calculate the loadings from overhead wires on
structures to support them, along with stresses and strains that
will occur in individual components of the structures.
There will also be opportunity to consider health and safety with
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Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020regards to working with electricity and working at heights.
Additionally sustainable energy production methods can be covered
in depth (10.8)
How long will The total time that it might take to deliver this topic section is 10
this Topic take
hours.
to deliver?
What This topic has been designed to deliver the following knowledge
knowledge,
and understanding from the Core Component content:
understanding
and skills will
students
2.3.2 - Students will learn about stress and strain and
develop?
calculations of these
2.3.3 - students will complete calculations for loadings on
simply supported beams in a rail context.
2.4.1 - Students will acquire an understanding of generation
of electricity and types of power station
2.4.2 - Students will acquire an understanding of the
relationship between voltage, current and resistance (Ohm’s
Law), electrical power, energy, efficiency and work done.
2.4.3 - Students will acquire an understanding of
transformation and the principles of electro-magnetic
induction, including transformer equations
2.4.4 - Students will acquire an understanding of electricity
distribution in the context of an electrified railway.
2.3.1 – Students will acquire an understanding of the
structural science of how loads and forces act on buildings.
8.2.4 - Students will examine the use of sustainable
technology in a railway context.
Self-study Students could watch a range of videos produced by Network Rail
activities
(available online) related to the electrification of railways
Activity 1:
Title Providing electricity for the railway
How long will It is anticipated that this activity will take 5 hours.
this activity
take to deliver?
Instructions Tutor Instructions
In this activity you will support students to gain an understanding
of the various ways in which electricity can be generated to provide
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Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020energy on a large scale.
You will introduce students to non-renewable power stations
including gas-, oil- and coal-fired versions. You should also
introduce students to nuclear power and how electricity is
generated in these thermal power stations. Discuss with students
the advantages and disadvantages associated with each.
When students have an understanding of these conventional power
stations, introduce alternative sources which are able to produce
power on a large scale such as hydroelectricity, solar farms and
wind farms.
Then you should introduce the concepts of distribution and
transmission for electricity and the use of transformation at each
end of the transmission network. You should also show students
calculations for power, current and voltages along with the
application of transformer equations.
Student Instruction
You have been asked to provide a presentation to new members of
the project team to explain how electricity is generated and
supplied for the electrified railway.
(a) Prepare a flow chart illustrating how electricity is generated at
one non-renewable power station and one renewable power
station.
(b) Explain the principles of distribution and transmission, including
examples of calculations for step-up and step-down transformers
to provide supplies for overhead electrification of the railway.
(c) Explain the concepts of electrical power, efficiency and energy
using examples and calculations from existing rail electrification
projects.
Worksheets / NA
templates
English, maths There will be an opportunity for students to practice:
11
Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020and digital E1 Convey technical information to different audiences
skills
E2 Present information and ideas
M5 Processing data
D1 Use digital technology and media effectively
D2 Design, create and edit documents and digital media
D3 Communicate and collaborate
Industry Links To support this activity the following Industry Resources Links
could be used:
Fact Sheet : High Voltage Direct Current Electricity
Guide to overhead electrification
What are the different types of power plants used to
generate energy?
Energy watch
Energy UK
Activity 2:
Title Calculating forces in the electrification infrastructure
How long will It is anticipated that this activity will take 5 hours.
this activity
take to deliver?
Instructions Tutor Instructions
Introduce students to the different types of loadings that can act
on structural members including beams, columns and ties. Relate
the concepts to the overhead support structures for electrified
railways, explaining that the loadings from individual cables can be
considered as point loads on a beam and the processes that need
to be followed when calculating loads would be the same as for
other simply supported beams.
You can then explain to students the effects of stress and strain in
columns and ties within the structure and demonstrate calculations
that are appropriate. Beams, columns, struts and ties that form
structural frames and explain the differences between point loads
and uniformly distributed loads. Demonstrate to students how to
complete calculations.
12
Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020There is opportunity to cover 6.2.1 (Simulation) and 6.2.3 (CAD
modelling) as part of this activity.
Student Instructions
You need to use appropriate online resources to determine the
typical loadings that would be associated with overhead electrical
cables for an electrified railway. You should concentrate on the
loadings from lengths of cable on individual supports.
You will need to examine different types of force, stresses and
strains that occur within different parts of the overhead structures,
and produce brief notes about how these affect the performance of
the structure.
You will then complete calculations related to:
a) Forces and strain in components which connect the cables to
the overhead beam structure
b) Forces in beams which span the width of the railway, including
reaction forces where they are supported on columns and masts
c) Stress in columns
Worksheets / Overhead electrification structures worksheet
templates
English, maths There will be an opportunity for students to practice:
and digital M2 Estimating, calculating and error spotting
skills
M5 Processing data
M6 Understanding data and risk
M7 Interpreting and representing with mathematical
diagrams
Industry Links To support this activity the following Industry Resources Links
could be used:
Overhead line equipment
Guide to overhead electrification
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Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 202014 Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic Lesson Plans – © Pearson Education Limited 2020
Topic: Construction Maths and Science
Bridges, Tunnels and Cuttings
Aim and In this topic students will be introduced to the maths and science
objective
embedded within the context of constructing bridges, tunnels and
cuttings for a new railway line.
Students will learn about the properties of materials that can be
used to construct a bridge to ensure it has a sufficient service life
given levels of exposure and ways that could be used to protect it
from environmental conditions.
Student will then focus on how to determine the amount of
material that will be excavated when constructing a tunnel or
cutting. Students will calculate the total amount of material that
will be removed from a section of the works using numerical
integration techniques.
There is opportunity to cover 5.3.4 Weather and climatic data
during these activities.
How long will The total time that it might take to deliver this topic section is 10
this Topic take
hours.
to deliver?
What This topic has been designed to deliver the following knowledge
knowledge,
and understanding from the Core Component content:
understanding
and skills will
students
2.1.1 – Students will gain an understanding of the materials
develop?
that can be used for the bridge structures and how these
can be protected from the effects of environmental
conditions.
2.3.4 - Students will gain an understanding of the
materials and types of structural element – beams,
columns, struts and ties found in bridges
7.2.3 - Students will apply numerical integration: Simpson’s
Rule, Mid-Ordinate Rule, Trapezoidal Rule
Self-study Students could watch the vlog, entitled ‘Moving Houses with a
activities
Crane’ and record the key stages of the lift, along with any issues
presented in the video.
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Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020Activity 1:
Title Selecting materials for a railway bridge
How long will It is anticipated that this activity will take 5 hours.
this activity
take to deliver?
Instructions Tutor Instructions
In this activity you will support students to gain an understanding
of the material that can be used for the structure of a bridge.
It is intended that students will learn firstly about the
environmental conditions that are likely to affect the performance
of the bridge and the materials that it is to be made out of. You
could provide students with a location for the bridge and then they
would need to investigate the local geography and also climatic
information for the location. Through this process students will be
made aware of the conditions which the bridge structure must be
designed to resist.
Once familiar with the potential environment in which the bridge
will operate you should work with students to understand the
properties of different materials. These materials might include
brick, reinforced concrete or steel and you should also ensure
students relate the properties of these materials to their intended
function which will be to retain structural integrity when dynamic
loads are imposed.
Once familiar with the material properties and the expected local
environment, students should justify materials for the bridge and
then develop an outline concept design.
Student Instruction
You have been asked to propose an alternative solution for one of
the bridges that will be constructed for HS2. The local planning
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Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020authority are concerned about the aesthetics of the design and an
alternative proposal is needed. The location of the bridge is XXX.
As with all HS2 structures, the design life for the bridge is 120
years.
You are to prepare an outline concept design for the bridge which
includes:
An initial design for the form of the bridge to be used at
XXX
Recommendations for materials to use for the bridge,
including a justification of the choice of materials with
respect to the design life of the bridge, local environmental
conditions and local geography.
Your design can be produced by hand, or using CAD.
Worksheets / Material specification template
templates
English, maths There will be an opportunity for students to practice:
and digital E1 Convey technical information to different audiences
skills
E2 Present information and ideas
D2 Design, create and edit documents and digital media
Industry Links To support this activity the following Industry Resources Links
could be used:
Materials for Architects and Builders
The Constructor - Properties of Building Materials
HS2 Sustainability Approach
Activity 2:
Title Calculating volumes of materials
How long will It is anticipated that this activity will take 5 hours.
this activity
take to deliver?
Instructions Tutor Instructions
In this activity your students will calculate the volume of material
that will be excavated for a tunnel and for a cutting.
To start this exercise, you will need to provide the students with
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Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020drawings that have sufficient information to allow them to
complete the calculations. It is suggested that the cutting has
vertical sides to reduce the complexity of the calculations.
Students will use mathematical skills to calculate the amount of
material that will be removed for a section of bored tunnel and also
for a section of a cutting.
You should support your students when completing calculations
and encourage them to use more than one numerical integration
method to evaluate if there are any discrepancies.
Student Instruction
You have been asked by a member of the project team to complete
some calculations to determine the amount of material that will be
excavated during two parts of the project, a tunnel and also a
cutting. Your calculations will be used to assess whether enough
material will be available from these two sites to provide in-fill for
an embankment that is being constructed.
(a) Calculate the amount of material removed from the given
bored tunnel.
(b) Calculate the amount of material removed from the section
of cutting. This cutting will have vertical sides. You should
use one of the three methods of numerical integration to
complete this calculation.
(c) Check your answer to (b) by using one of the other
numerical integration methods.
Worksheets / Cuttings worksheet
templates
English, maths There will be an opportunity for students to practice:
and digital M2 Estimating, calculating and error spotting
skills
M5 Processing data
M6 Understanding data and risk
M7 Interpreting and representing with mathematical
diagrams
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Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020Industry Links To support this activity the following Industry Resources Links
could be used:
HS2 maps and plans
Topic: Design and Law
Station Design
Aim and In this topic students will be introduced to the benefits of good
objective
design.
Students will learn about the theories related to good design,
including the aesthetics of design and how this interacts with the
buildability of a project.
Student will then focus on the design of a station can meet the
requirements of related legislation whilst also being aesthetically
pleasing and compliant with sustainability targets.
Students will also suggest ways in which designs for the station
could be amended to meet future changing needs.
How long will The total time that it might take to deliver this topic section is 10
this Topic take
hours.
to deliver?
What This topic has been designed to deliver the following knowledge
knowledge,
and understanding from the Core Component content:
understanding
and skills will
students
8.1 – Students will gain an understanding of the benefits of
develop?
good design.
8.2 - Students will gain an understanding of the principles
of aesthetics of design, buildability, environmental
protection and safety within the context of railway station
building design.
8.3.4 - students will learn about statutory constraints and
their requirements and impacts on inclusivity of design, in
particular for railway stations:
14.2.3 - students will gain an understanding of legislation
and regulations that would impact on use of land and
19
Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020building, including planning regulations, easements and
wayleaves.
Self-study Students could watch an interview with Nicolas Grimshaw about
activities
the Eurostar rail terminal at Waterloo Station
https://www.dezeen.com/2020/02/27/nicholas-grimshaw-
waterloo-station-video/
Activity 1:
Title The Benefits of Good Station Design
How long will It is anticipated that this activity will take 8hours.
this activity
take to deliver?
Instructions Tutor Instructions
In this activity you will support students to gain an understanding
of the benefits of good design for public buildings, and in particular
railway stations.
To start this activity you could show students one of the online
videos of the existing stations that exist on any of the mainline
railways in the United Kingdom, preferably one that was built
before WW2 and has needed to be adapted for modern use.
You can use this as a starting point to discuss what is wrong with
the designs and how these could be improved upon for a new build
project. Discuss with students what they think are the benefits of
good design for a construction project, and railway stations in
particular.
You should then recap with students the locations of the four new
stations for HS2 and the design requirements of these.
Then you should explain to students that benefits of good design
come in a range of different formats, not only for the client but also
contractors and end users of buildings and infrastructure.
This leads naturally into further discussions of spatial requirements
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Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020of buildings, develop this by questions linked to buildability.
Then you should move on to introduce students to approaches that
can be taken to protect the environment and improve the
sustainability of the station buildings, making reference to the
sustainability approach published by HS2.
Before students start their appraisal of one of the new stations you
should review student understanding of the benefits of good
design. Discuss what is meant by the term ‘aesthetics of design’
and how the principles of aesthetics can affect the visual appeal of
a construction project. Develop the discussion to consider the
contrasting needs for buildability and what this includes. Introduce
students to the requirements for inclusivity, including the need to
meet statutory requirements of the Equalities Act, Building
Regulation and also planning constraints.
Student Instruction
You are going to research and appraise one of the new stations for
HS2:
Euston
Old Oak Common
Birmingham Interchange
Birmingham Curzon Street
You can present your appraisal as either a report or presentation,
however you need to complete the following:
a) Using a range of available information, you are going to
evaluate the design that has been proposed with respect to the
aesthetics of the design. As part of the evaluation you should
consider:
Use of design features to provide symmetry
Use of repeated elements
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Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020 Proportion of design features
Use of contrasting materials to provide emphasis
Use of colour and texture.
You should also consider how the designer of the station has
considered environmental protection, sustainability and health and
safety in the station designs.
b) Having considered aesthetics of the designs, you then need to
investigate the buildability of the design for the station and identify
opportunities where modern methods of construction could be
incorporated.
c) You now need to move on to think about how the design of the
station complies with statutory requirements which apply, and in
particular:
Equality Act
Building Regulations Approved Document M
You should consider as part of your response the use of space
within the building.
d) Next, you need to examine how the design team, architect
and construction teams have addressed issues related to:
Planning regulations
Easements and wayleaves.
How have existing structures been incorporated in to the design?
e) Finally, considering the design of the station, how could the
design be amended to allow it to be futureproofed to allow for
changing needs in the future? This has been one of the main issues
with older infrastructure, and HS2 have stated that the railway
needs to be designed to be futureproofed. Discuss your ideas with
other members of your group.
Students then work in pairs or small groups to examine how good
design and the use of materials can improve local environments,
22
Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020this could focus on one of the new railway stations or another
similar project.
Students to then investigate how the use of space contributes to
good design.
Worksheets / Design of HS2 Stations - research notes
templates
English, maths There will be an opportunity for students to practice:
and digital E3 Create texts for different purposes and audiences
skills
E4 Summarising information/ideas
D1 Use digital technology and media effectively
D2 Design, create and edit documents and digital media
Industry Links To support this activity the following Industry Resources Links
could be used:
Aesthetics and Architecture
Understanding Sustainable Construction
The Building Regulations 2010
Curzon Street Station design engagement
HS2 Euston Station Vision
23
Pearson T Level Technical Qualification in Design, Surveying and Planning: Construction – HS2 Case Study and Topic
Lesson Plans
– © Pearson Education Limited 2020You can also read
