HS2 Case Study...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 …

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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

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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Lesson Plans


Sheffield, 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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Lesson Plans


HS2: Topic Lesson Plan

Topics: Science, Design, Law, CBE Industry, Project Management

Planning a new railway

Aim and

objective The aim of this topic is for students to learn about planning a

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

this Topic take

to deliver?

The total time that it might take to deliver this topic is 12 hours.

What

knowledge and

understanding

will students

develop?

This topic has been designed to deliver the following knowledge

and understanding from the Core Component content:

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

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Lesson Plans


functional 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

activities

Students could be directed to the available maps and sections from

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

this activity

take to deliver?

It is anticipated that this activity will take 8 hours.

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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Lesson Plans


You 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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Lesson Plans


have 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 /

templates

Railway planning sheet

English, maths

and digital

skills

There will be an opportunity for students to practice:

M5 Processing data

M6 Understand data and risk

D1 Use digital technology and media effectively

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Lesson Plans


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

this activity

take to deliver?



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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Lesson Plans


Once 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.


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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Lesson Plans


Worksheets /

templates

Maps and plans for HS2

Tender documents for HS2

English, maths

and digital

skills


E2 Present information and ideas

E4 Summarise information/ideas

E5 Synthesise information

M5 Processing data

D5 Be safe and responsible online


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

objective

In this topic students will be introduced to the maths and science

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

https://www.amazon.co.uk/Introduction-Construction-Management-Fred-Sherratt/dp/0415707420/ref=sr_1_1?crid=3VVWX7OFSFCNM&dchild=1&keywords=introduction+to+construction+management&qid=1590047450&sprefix=introduction+to+construction++%2Caps%2C144&sr=8-1https://www.amazon.co.uk/Introduction-Construction-Management-Fred-Sherratt/dp/0415707420/ref=sr_1_1?crid=3VVWX7OFSFCNM&dchild=1&keywords=introduction+to+construction+management&qid=1590047450&sprefix=introduction+to+construction++%2Caps%2C144&sr=8-1https://www.amazon.co.uk/Introduction-Construction-Management-Fred-Sherratt/dp/0415707420/ref=sr_1_1?crid=3VVWX7OFSFCNM&dchild=1&keywords=introduction+to+construction+management&qid=1590047450&sprefix=introduction+to+construction++%2Caps%2C144&sr=8-1https://www.amazon.co.uk/Introduction-Construction-Management-Fred-Sherratt/dp/0415707420/ref=sr_1_1?crid=3VVWX7OFSFCNM&dchild=1&keywords=introduction+to+construction+management&qid=1590047450&sprefix=introduction+to+construction++%2Caps%2C144&sr=8-1https://www.amazon.co.uk/Introduction-Construction-Management-Fred-Sherratt/dp/0415707420/ref=sr_1_1?crid=3VVWX7OFSFCNM&dchild=1&keywords=introduction+to+construction+management&qid=1590047450&sprefix=introduction+to+construction++%2Caps%2C144&sr=8-1https://www.amazon.co.uk/Introduction-Construction-Management-Fred-Sherratt/dp/0415707420/ref=sr_1_1?crid=3VVWX7OFSFCNM&dchild=1&keywords=introduction+to+construction+management&qid=1590047450&sprefix=introduction+to+construction++%2Caps%2C144&sr=8-1

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Lesson Plans


regards to working with electricity and working at heights.

Additionally sustainable energy production methods can be covered

in depth (10.8)

How long will

this Topic take

to deliver?

The total time that it might take to deliver this topic section is 10

hours.

What

knowledge,

understanding

and skills will

students

develop?



2.3.2 - Students will learn about stress and strain and

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

activities

Students could watch a range of videos produced by Network Rail

(available online) related to the electrification of railways

Activity 1:

Title Providing electricity for the railway

How long will

this activity

take to deliver?



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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Lesson Plans


energy 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 /

templates

NA

English, maths There will be an opportunity for students to practice:

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Lesson Plans


and digital

skills

E1 Convey technical information to different audiences


M5 Processing data


D2 Design, create and edit documents and digital media

D3 Communicate and collaborate


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

this activity

take to deliver?



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.

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Lesson Plans


There is opportunity to cover 6.2.1 (Simulation) and 6.2.3 (CAD

modelling) as part of this activity.


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 /

templates

Overhead electrification structures worksheet

English, maths

and digital

skills


M2 Estimating, calculating and error spotting

M5 Processing data

M6 Understanding data and risk

M7 Interpreting and representing with mathematical

diagrams


could be used:

Overhead line equipment

Guide to overhead electrification

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Lesson Plans


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Lesson Plans


Topic: Construction Maths and Science

Bridges, Tunnels and Cuttings

Aim and

objective

In this topic students will be introduced to the maths and science

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

this Topic take

to deliver?


hours.

What

knowledge,

understanding

and skills will

students

develop?



2.1.1 – Students will gain an understanding of the materials

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

activities

Students could watch the vlog, entitled ‘Moving Houses with a

Crane’ and record the key stages of the lift, along with any issues

presented in the video.

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Lesson Plans


Activity 1:

Title Selecting materials for a railway bridge

How long will

this activity

take to deliver?


Instructions

Tutor Instructions


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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Lesson Plans


authority 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 /

templates

Material specification template

English, maths

and digital

skills


E1 Convey technical information to different audiences




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

this activity

take to deliver?



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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Lesson Plans


drawings 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 /

templates

Cuttings worksheet

English, maths

and digital

skills


M2 Estimating, calculating and error spotting

M5 Processing data

M6 Understanding data and risk

M7 Interpreting and representing with mathematical

diagrams

19


Lesson Plans



could be used:

HS2 maps and plans

Topic: Design and Law

Station Design

Aim and

objective

In this topic students will be introduced to the benefits of good

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

this Topic take

to deliver?


hours.

What

knowledge,

understanding

and skills will

students

develop?



8.1 – Students will gain an understanding of the benefits of

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

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Lesson Plans


building, including planning regulations, easements and

wayleaves.

Self-study

activities

Students could watch an interview with Nicolas Grimshaw about

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

this activity

take to deliver?

It is anticipated that this activity will take 8hours.



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

https://www.dezeen.com/2020/02/27/nicholas-grimshaw-waterloo-station-video/https://www.dezeen.com/2020/02/27/nicholas-grimshaw-waterloo-station-video/

21


Lesson Plans


of 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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Lesson Plans


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,

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Lesson Plans


this 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 /

templates

Design of HS2 Stations - research notes

English, maths

and digital

skills


E3 Create texts for different purposes and audiences

E4 Summarising information/ideas




could be used:

Aesthetics and Architecture

Understanding Sustainable Construction

The Building Regulations 2010

Curzon Street Station design engagement

HS2 Euston Station Vision

Documents

HS2 Case Study...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 …