Your House
`
`© Nicolette Di Lernia, Sue Coad, Christina Coleiro
`
`September 1998
`Reviewed 2005
`
`Published under licence by
`The Royal Australian Institute of Architects
`
`
`
`
`
`Your House
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 1 of 197
`
`

`

`Acknowledgments
`
`Your House, Topics 1 to 6 were prepared by:
`Nicolette Di Lernia B Arch (Hon)
`RAIA SA BEE Convenor
`Sue Coad Grad Dip T Grad Cert DETE Curriculum Officer SOSE
`Christina Coleiro B Arch (Hon)
`RAIA National BEE Chairperson
`
`Your House, Topic 3 was prepared in conjunction with:
`Jane Anlezark
`NT Department of Education, Senior Education Officer
`Simon Scally
`RAIA NT BEE Convenor
`
`Your House, Topic 6 was prepared in conjunction with:
`Angela Colliver
`
`Illustrations by Wayne Grivell and Nicolette Di Lernia
`
`DIAS
`DIAS
`Architects Ink
`
`We would like to acknowledge the involvement of the following people in the development of
`the Your House project:
`David Mollison
`David Mollison Architect
`Lello Rositano
`Lello Rositano Architect
`Phillipe Mortier
`DHUD
`Chris Bayly
`
`DETE (formerly DECS) Project Officer Environment
`Robin Bussenschutt St Martin De Porres Primary School
`Ross Ellis
`
`St Bernadette Primary School
`Rosalie Haese
`Camden Park Primary School
`Graeme Hunt
`Black Forest Primary School
`Max Rayner
`
`Westbourne Park Primary School
`Tanya Bahnisch
`Ingrid Kirkhoven
`Patricia Les
`Antonio Lippis
`Deborah Tuck
`Ron Corso
`
`Chris Seaman
`Marie Flavel
`
`Deane de Laine
`David Parken
`Emilis Prelgauskas
`Antony Coupe
`Carol Go Sam
`John Hales
`Kim Irons
`David Bridgman
`Christine DiMuccio
`Janet Thomson
`Ross Feller
`Jodie Sanders
`Sheona Thomson
`
`University of South Australia
`Ardtornish Primary School
`Tailem Bend Primary School
`Torrens Valley Christian School
`Jackman Gooden Architects and Interior Designers
`Architect
`Mulloway Studios
`
`All reasonable efforts have been made to acknowledge the contributions made by various people
`to this publication. Furthermore, where appropriate, the authors have endeavoured to obtain all
`approvals for reproduction of material in whole or in part for which such approval is required.
`Please do not hesitate to contact the RAIA National office (02 6273 1548) if you have any
`queries in relation to the above.
`
`Your House
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 2 of 197
`
`

`

`Contents
`
`Foreword
`The RAIA and its role in Built Environment Education
`Your House Objectives
`Your House Topic and Objectives Mapping
`Overview of Topics
`
`Introductory Topic: The Architect’s Role and Skills
`
`1 Your House in Your Neighbourhood
`
`2 Building Elements and Materials
`
`3 Indigenous Housing
`
`4 Australian Housing Types
`
`5 Impact of the Built Environment
`
`6 Preferred Futures
`
`Glossary
`
`References
`
`
`
`
`
`Your House
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 3 of 197
`
`

`

`Foreword
`
`The Royal Australian Institute of Architects (RAIA) Built Environment Education (BEE)
`package Your House has evolved as a response to the need perceived by the RAIA
`to increase the knowledge and understanding of the built environment in the wider
`community. The built environment is the sphere in which the majority of human life is
`conducted. It affects the quality and nature of lifestyle, which consumes a vast proportion
`of physical and economic resources, and influences the impact people have on the natural
`environment.
`
`While there is intrinsic importance in the built environment, knowledge of, and the
`ability to discuss issues relating to the built environment, is generally poor in Australian
`society. Living in a vast country with plenty of space and having a relatively easy and
`uncomplicated way of life, Australians have largely managed to avoid having to seriously
`consider their built environment. However, Australians are becoming increasingly informed
`and responsible for the natural environment and, much of the success of the natural
`environment movement can be attributed to education programs.
`
`Continued complacency about the built environment may have detrimental consequences.
`In the future, as the demands of lifestyle increase, and society becomes more diverse and
`complex, the way in which the built environment responds to lifestyle needs and needs
`for shelter, self expression and security will become more critical. The only way to achieve
`a built environment which meets the needs of individuals and society as a whole is to
`responsibly participate in its development. The ability to participate requires knowledge,
`understanding and confidence. Your House provides a foundation for this understanding
`to be developed in a school setting.
`
`The RAIA architects involved in this program consider it to be the responsibility of
`architects to assist the community in the development of a deeper and more mature
`understanding of the built environment. They consider it their duty to share some of
`their passion, knowledge and concern in order to develop a built environment that truly
`reflects the needs and dreams of the community. This will permit the development of an
`environment that all will want to be a part of, and take ownership and pride in.
`
`Foreword
`
`Page 1
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`Your House
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 4 of 197
`
`

`

`It is from this background that the Your House program has developed. Your House
`aims to:
`• raise awareness and understanding of the built environment
`• encourage a sense of responsibility for the form of the built environment
`• reinforce the role of the individual in the decision making process
`• develop people’s ability to communicate effectively with respect to built environment
`issues
`• reinforce the relationship between the individual, the built environment and the natural
`environment.
`
`Your House has been developed for middle and upper primary students. It seeks to
`introduce the main issues which affect the built environment through aspects with which
`children are very familiar: the home, the school and the neighbourhood. The program
`can easily be adapted to suit junior primary and lower secondary learning. There are no
`anticipated timelines in the topics, as teachers are encouraged to adapt the teaching and
`learning sequence to suit their students, classrooms and school contexts.
`
`The RAIA SA Chapter Built Environment Education Committee has worked closely with
`educators and curriculum advisers in the development of Your House. The process
`included trialling the program in a range of schools across South Australia. Working closely
`with teachers and curriculum advisers, the Your House program was refined to ensure
`its accessibility and relevance to the broader curriculum.
`
`Each Your House topic will give teachers and students a stronger affinity with the built
`environment. The Your House program will contribute to actively changing society’s
`responsibility for the built environment.
`
`Your House
`
`Page 2
`
`Foreword
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 5 of 197
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`

`

`The RAIA and its role in Built Environment
`Education
`
`The RAIA is the professional association representing architects and promoting the
`appreciation and advancement of architecture throughout Australia. It encourages policies
`and practices which promote environmental awareness and the principles of conservation
`and sustainable, responsible development.
`
`The aim of the Built Environment Education program is:
` “to positively influence an understanding of, and a sense of responsibility for, the built
`environment.”
`
`The mission statement for the Built Environment Education program is:
` “to ensure the advancement of architecture at a schools level, through the celebration
`of culture and a desire for innovation and design excellence in Australia.”
`
`Your House has been developed by the RAIA South Australian BEE Committee,
`reviewed and updated by the National Education Unit of the RAIA and published
`electronically on the RAIA website in 2005.
`
`Foreword
`
`Page 3
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`Your House
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 6 of 197
`
`

`

`Your House Objectives
`
`In order to manage the desired outcomes of the Your House program, eight built
`environment objectives have been established. These form an integral part of each topic.
`
`The Your House Objectives are:
`1. To raise awareness and understanding of the built environment both for itself and how
`it relates to the natural environment.
`
`2. To develop an understanding of the effects on people of aspects of built and natural
`environments.
`
`3. To develop an appreciation of the diversity of human shelter.
`
`4. To involve students in their built environment and to develop an understanding of the
`ways in which the built form of their local communities is developed. Students learn
`about cultural, social and economic influences.
`
`5. To look at social justice issues which impact on built environments. Students learn
`about cultural, social and economic influences.
`
`6. To raise awareness of the role of the individual in the decision-making process and to
`encourage a sense of responsibility for the form of the built environment.
`
`7. To develop an understanding of the relationship between technology and the built
`environment.
`
`8. To develop an understanding of the elements and materials which form the built
`environment.
`
`The following page maps these objectives against the Your House Topics.
`
`Your House
`
`Page 4
`
`Foreword
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 7 of 197
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`

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`Your House Topic and Objective Mapping
`
`Topic 1:
` Your House
`in Your
`Neighbourhood
`
`Topic 2:
` Building
`Elements and
`Materials
`
`Topic 3:
`Indigenous
`Housing
`Topic
`
`Topic 4:
`Australian
`Housing
`Types
`
`Topic 5:
` Impact of
` the Built
`Environment
`
`Topic 6:
`Preferred
`Futures
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`Objective 1:
`To raise awareness and
`understanding of the
`built environment both
`for itself and how it
`relates to the natural
`environment.
`
`Objective 2:
`To develop an
`understanding of the
`effects on humans of
`aspects of built and
`natural environments.
`
`Objective 3:
`To develop an
`appreciation of the
`diversity of human
`shelter.
`
`Objective 4:
`To involve students in
`their built environment
`and to develop an
`understanding of the
`ways in which the built
`form of their local
`communities is
`developed. Students
`learn about cultural,
`social and economic
`influences.
`
`Objective 5:
` To look at social justice
`issues which impact on
`built environments.
`Students learn about
`cultural, social and
`economic influences.
`
`Objective 6:
` To raise awareness of
`the role of the individual
`in the decision-making
`process and to
`encourage a sense of
`responsibility for the
`form of the built
`environment.
`
`Objective 7:
`To develop an
`understanding of the
`relationship between
`technology and the built
`environment.
`
`Objective 8:
`To develop an
`understanding of the
`elements and materials
`which form the built
`environments.
`
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`Foreword
`
`Page 5
`
`Your House
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 8 of 197
`
`

`

`Overview of Topics
`
`The following pages provide an overview of the Your House topics. In each overview,
`the following are outlined:
`• the purpose of the topic
`• the relationship between the topic and the Your House built environment objectives
`• the student learning aims for the topic.
`
`Your House
`
`Page 6
`
`Foreword
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 9 of 197
`
`

`

`Topic 1
`Your House in Your Neighbourhood
`
`Purpose: To develop an awareness of the local environment and
`the role of the individual within it.
`
`Built Environment Objectives
`• To develop an understanding of the effects on people of aspects of the built and natural
`environments.
`• To involve students in their built environment and to develop an understanding of the
`ways in which the built form of their local communities is developed. Students learn
`about cultural, social and economic influences.
`• To raise awareness of the role of the individual in the decision making process and to
`encourage a sense of responsibility for the form of the built environment.
`• To look at social justice issues which impact on the built environment.
`
`Aims
`At the end of this topic, students will:
`• be more aware of the features and facilities located in their local community
`• have investigated the interrelation between lifestyles and the built environment
`• be encouraged to participate in and become more responsible for the local community
`• be aware of the role of government in regulating and shaping the local built
`environment
`• understand the necessity to balance the needs of the individual against the needs of the
`community.
`
`Foreword
`
`Page 7
`
`Your House
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 10 of 197
`
`

`

`Topic 2
`Building Elements and Materials
`
`Purpose: To develop an understanding of the elements and
`materials which form the built environment, the origin, nature and
`properties of these materials and their appropriate integration into
`built form.
`
`Built Environment Objectives
`• To develop an appreciation of the diversity of human shelter.
`• To develop an understanding of the relationship between technology and the built
`environment.
`• To develop an understanding of the elements and materials which form the built
`environment.
`• To raise awareness and understanding of the built environment, both for itself and how
`it relates to the natural environment.
`
`Aims
`At the end of this topic, students will:
`• know that houses consist of elements which serve different functions (such as, roof,
`walls, floor, doors, windows)
`• understand that elements of houses provide protection from weather and danger
`• know that the materials which form these elements are chosen because of their physical
`properties and availability
`• understand that the elements of houses are constructed in particular ways, using
`materials which have particular properties
`• know some of the resources and production methods used to make some building
`materials.
`
`Your House
`
`Page 8
`
`Foreword
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 11 of 197
`
`

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`Topic 3
`Indigenous Housing
`
`Purpose: To develop an understanding of the principles of
`indigenous housing.
`
`Built Environment Objectives
`• To raise awareness and understanding of the built environment both for itself and how
`it relates to the natural environment.
`• To develop an appreciation of the diversity of human shelter.
`• To involve students in their built environment and to develop an understanding of the
`ways in which the built form of their local communities is developed. Students learn
`about cultural, social and economic influences.
`• To develop an understanding of the elements and materials which form the built
`environment.
`
`Aims
`At the end of this topic, students will:
`• understand why people build houses
`• have an understanding of the interrelationship between people and the environment
`• have an understanding of the cultural influences on the built form
`• have compared indigenous housing from various places to understand why the built
`forms differ.
`
`Foreword
`
`Page 9
`
`Your House
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 12 of 197
`
`

`

`Topic 4
`Australian Housing Types
`
`Purpose: To develop an understanding of the major factors which
`influence the form and style of housing in Australia.
`
`Built Environment Objectives
`• To develop an understanding of the effects on people of aspects of built and natural
`environments.
`• To develop an appreciation of the diversity of human shelter.
`• To involve students in their built environment and to develop an understanding of
`the ways in which the built environment form of their local communities reflects the
`development of cultural, social and economic contexts. Students learn about cultural,
`social and economic influences.
`• To develop an understanding of the elements and materials which form the built
`environment.
`
`Aims
`At the end of this topic, students will:
`• know that the elements of a house are represented in different ways, each belonging to
`a particular housing style
`• understand that the shape and style of houses are influenced by many factors
`• understand that the form of a house, or parts of a house vary across Australia and may
`be a result from a response to the climatic influences and available resources
`• understand that housing responds to changing lifestyle requirements, stylistic trends and
`technological developments
`• understand that housing changes over time, in response to changing needs.
`
`Your House
`
`Page 10
`
`Foreword
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 13 of 197
`
`

`

`Topic 5
`Impact of the Built Environment
`
`Purpose: Students consider the ways in which current approaches
`to the built environment can improve the impact on the total
`environment. Students also investigate the role of architects in
`balancing human needs with consideration of environmental impact
`and ecological sustainability.
`
`Built Environment Objectives
`• To raise awareness and understanding of the built environment, both for itself and how
`it relates to the natural environment.
`• To develop an understanding of the effects on people of aspects of built and natural
`environments.
`• To raise awareness of the role of the individual in the decision-making process and to
`encourage a sense of responsibility for the form of the built environment.
`• To develop an understanding of the relationship between technology and the built
`environment.
`
`Aims
`At the end of this topic, students will:
`• develop an understanding of the changes to the built environment over time
`• develop an understanding of the impact of urbanisation on the natural environment
`• understand the way architects consider the local environment when designing houses
`• encourage action with the aim of improving the built environment, particularly in
`relation to planning environmentally sustainable built environments.
`
`Foreword
`
`Page 11
`
`Your House
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 14 of 197
`
`

`

`Topic 6
`Preferred Futures
`
`Purpose: Students explore concepts of family structures in
`the future and their needs and wants, to determine how built
`environments can best respond to these. Students investigate the
`features of suburbs that encourage community life. Sustainability is
`explored as a key factor in determining future lifestyle options and
`built form.
`
`Built Environment Objectives
`• To raise awareness and understanding of the built environment, both for itself and how
`it relates to the natural environment.
`• To develop an understanding of the effects on people of aspects of built and natural
`environments.
`• To involve students in their built environment and to develop an understanding of the
`ways in which the built form of their local communities is developed. Students learn
`about culture, social and economic influences.
`• To look at social justice issues which impact on built environments. Students learn
`about culture, social and economic influences.
`• To raise awareness of the role of the individual in the decision-making process and to
`encourage a sense of responsibility for the form of the built environment.
`• To develop an understanding of the relationship between technology and the built
`environment.
`
`Aims
`At the end of this topic, students will:
`• develop a more futures oriented perspective on built environments, lives of families and
`infrastructure solutions for sustained living
`• identify and envision alternative futures which are just and sustainable
`• engage in active and responsible citizenship in the local community and on behalf of
`present and future generations
`• explore and describe different views of individuals, about how environments can best
`meet the needs of people in the future.
`
`Your House
`
`Page 12
`
`Foreword
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 15 of 197
`
`

`

`Introductory Topic
`
`The Architect’s Role and Skills
`The word “architect” originates from the Greek word “arkhitekton”, meaning “master
`builder” or “chief workman”. This suggests the leading role architects played in the
`construction of ancient Greek buildings. For centuries, the master stone mason fulfilled
`the current role of an architect for large buildings such as cathedrals.
`
`Today the architect is a professionally trained designer with a practical understanding of
`construction, structures, materials and building science.
`
`Architects are bound by State and Territory legislation which outlines an architect’s
`responsibility to their clients, to public safety and generally focuses on an architect’s ethical
`responsibilities.
`
`The architect must be multi-skilled with some competent knowledge in all of the various
`aspects of building design. The total design of buildings today requires the involvement of
`a team of people with a range of relevant experience. It is the architect’s role to design
`the building fabric and to co-ordinate the input of the specialist consultants in the team.
`This team may consist of the following consultants:
`• architects, who design the building and co-ordinate the input of other specialists in
`the team
`• land surveyors, who survey the property
`• structural engineers, who design the footings and structure of the building
`• electrical engineers, who design the power, lighting and communication
`requirements of the building
`• mechanical engineers, who design the heating, cooling and ventilation of the building
`• hydraulics engineers, who design the water and sewerage requirements
`• quantity surveyors, who guide the cost of the design.
`
`As well as co-ordinating a team of specialist consultants, an architect must also be able
`to design and co-ordinate very small and very large projects with the same attention to
`detail. Architects play a valuable mediation role in the built environment, working closely
`with user groups and clients, builders, trades-people, government bodies, councillors and
`consultants, balancing their needs and requirements. This mediating role requires the
`architect to have co-ordination, negotiation and resolution skills.
`
`Introduction
`
`Page 1
`
`Your House
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 16 of 197
`
`

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`Architects are one of a number of contributors to the housing industry in Australia. The
`other contributors in the housing industry are:
`• project home companies, who mainly employ draftspeople
`• government, responsible for public housing, and employs both architects and
`draftspeople
`• developers and private clients, who will employ architects or draftspersons/ building
`designers.
`
`An architect develops an understanding of proportion, mass, space, volume, scale, balance,
`texture, materials, pattern, rhythm and colour. This understanding assists the architect
`to effectively translate an idea into a design concept. Technical drawing skills (manual or
`computer aided) further enable the architect to develop the design concept into design
`and documentation (construction) drawings. These drawings are commonly referred to as
`architectural drawings or plans.
`
`Architects are trained to be lateral thinkers. They are trained to carefully analyse a
`problem and to consider its possible solutions from a variety of angles and outcomes.
`Many aspects of the Design Process can be paralleled to problem solving.
`
`There is a lot of variety in an architect’s tasks. On a daily basis an architect might
`undertake the following:
`• meet with clients, interpret their needs and discuss designs
`• prepare concept drawings
`• design a building
`• co-ordinate the project consultant team
`• estimate indicative costs for a project
`• prepare drawings and other documents for construction and council approval
`• meet with the builder and trades-people
`• meet with building material producers
`• prepare contract documents which form the agreement between the client and the
`builder for the construction of a project and by which the client employs the builder
`• visit a project under construction to monitor its progress in accordance with the
`contract agreements
`• design other aspects of a project such as furniture, landscaping, or lighting.
`
`Throughout Your House there are times when the students will be asked to draw the
`plan and front view of a house, draw to scale or design something. Consequently, the
`following activities have been developed to provide some preliminary understanding
`of principles of drawing and the Design Process:
`
`Your House
`
`Page 2
`
`Introduction
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 17 of 197
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`

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`Introductory Activities
`
`Proportion and Scale Drawings
`Working as individuals, ask students to draw a bird’s eye view of their bedroom,
`showing the shape of the room and the layout of the furniture and any built in items. The
`classroom is another good choice of space. As they are drawing, ask them to consider
`size and relative proportions.
`
`For homework ask the students (with the help of an adult) to measure and record the
`size of their bedroom, the location and size of the door and window and the size of the
`items of furniture within it. All measurements should be in centimetres.
`
`Using a piece of 5mm graph paper, introduce the concept of scale, explaining that
`each square (0.5cm) can represent ten centimetres. Architects, like most others in the
`building industry in Australia, work with millimetres not centimetres, but for clarity and
`simplicity we have kept this activity in centimetres.
`
`On graph paper ask the students to redraw their bedrooms (or classrooms) from
`their recorded measurements. Comparing the students original drawings with their
`scale drawings, ask them to comment on their perceived proportions and the actual
`proportions of the room and the items within it.
`
`Reading and Interpreting Drawings
`Using the attached Information Page (page 5), demonstrate the ways in which the
`following items are represented on plan drawings: doors, windows, inside walls, outside
`walls, kitchen bench, sink, toilet, bath, basin, laundry tub, fridge, table and chair.
`
`To illustrate a project in three dimensions, an architect will draw a series of views (front,
`sides and rear.) These are called elevations. The elevations illustrate the height of the
`walls, the location and size of windows and doors and the shape of the roof. Ask the
`students to draw by memory the front elevation of their home on graph paper. They
`should consider scale and proportion.
`
`To demonstrate the size and shape of the spaces, and perhaps the materials and method
`of construction, an architect will include a cut view through the building. This is called a
`sectional view or a section.
`
`The architect usually draws a site plan. This illustrates the location of the building relative
`to the site boundaries.
`
`Invite an architect to visit your class. Ask them to discuss their role and skills. Suggest
`that they might bring with them an architectural drawing to demonstrate some of these
`aspects to students.
`
`Introduction
`
`Page 3
`
`Your House
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 18 of 197
`
`

`

`Introductory Activities
`
`The Design Process
`To design a building, an architect works through a careful process of discussing, consulting,
`establishing, evaluating, conceptualising, analysing and refining to reach the final design. This
`process is called the Design Process. The following activity, the design of a Cubby House,
`simulates the Design Process for students.
`
`Before moving the students into groups, explain the stages of the Design Process:
`• Design Brief: The client’s needs, expectations, project requirements and the budget
`are discussed. This is usually formalised in a written document called a Design Brief.
`• Design Brief analysis: The Design Brief is analysed to see if it is an accurate record
`of the client’s requirements. (This process of analysis continues throughout the other
`stages.)
`• Site analysis: The site conditions, orientation, views, features, constraints, and weather
`impact (e.g. prevailing winds and rain) are considered and analysed to establish the most
`appropriate location and orientation.
`• Concept/sketch design: This is the “big picture” time, when the main issues of
`the design are resolved. During this stage all previous information is considered and
`translated into concepts or ideas. These ideas are brought together in a drawing as a
`Concept Design drawing
`• Design development: This is the detailed decision making stage. The concepts
`established in the previous stage are developed further, refined and tested against the
`Design Brief.
`• Documentation: The design is developed technically, establishing the method of
`construction and resolving the detailed design issues completely.
`
`In groups, ask students to consider and analyse the attached Cubby House Design
`Brief on page 6 and the conditions of the proposed site.
`
`Still in groups, ask students to develop about five different ideas (concepts) for the design.
`Individually, ask the students to take one of the concept ideas and develop it further.
`
`On completion the students should be able to produce a sketch design drawing using the
`techniques of scale and representation previously learnt. The drawings should include a
`floor plan, at least one elevation and a section.
`
`Your House
`
`Page 4
`
`Introduction
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 19 of 197
`
`

`

`Information Page
`
`Drawing Representation
`The illustrations below show the conventions for drawing the following items:
`
`
`
`
`
`inside wall
`outside wall
`(Note that the outside wall is thicker than inside wall)
`
`window
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`sliding door
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`single door
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`double door
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`
`
`
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`toilet
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`bath
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`
`
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`hand basin
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`
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`vanity unit
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`shower
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` fridge
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` machine
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` sink kitchen bench
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`
`
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`laundry washing
` tub
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` dining table
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` chair
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` lounge
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` coffee table
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`
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` single bed
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` double bed
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`
`
`
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` wardrobe
`
`Introduction
`
`Page 5
`
`Your House
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 20 of 197
`
`

`

`Actitivity Page
`
`Cubby House Design Brief
`Tina, Colin and Ann live in the same group of flats and are great friends. They take it in
`turn playing at each other’s home but this is not always simple. Tina has an older brother
`in high school, who needs to study without being disturbed. Colin has two brothers and
`a baby sister, so there are a lot of people and a lot of noise at his place. Ann’s mother
`works at night and sleeps during the day, so they must play quietly at Ann’s place.
`
`Phoebe Mill is Tina’s aunty. She lives in a house on the same street as the children. Her
`house has a big garden. Often the children will visit her and ask to play in her garden.
`They like to play outside but sometimes it is too hot and other times it is too wet and
`windy.
`
`Aunty Phoebe realises that what the children need is their own protected play space. So
`she has agreed to let the children build a cubby house in her garden, but she has a few
`conditions:
`• the cubby house needs to be as far away from the house as possible so that noise of
`the children playing will not interrupt her work
`• the design of the cubby house should be only big enough for six children to play inside
`(otherwise all the neighbourhood children will want to come here to play)
`• the cubby house should be tall enough (in parts) so that she and their parents can
`enter the cubby house
`• the cubby house can not be located on her rose garden or her vegetable patch.
`
`The children are delighted by the offer and begin to put their wish list together for the
`design of the cubby house:
`• Ann wants to capture the views to the east from the garden to the hills beyond
`• Colin wants to place the cubby house near the pond and the tall trees to capture the
`feeling of a forest or a jungle
`• Tina wants it to be a special secret place almost hidden in the garden
`• together they decide that they want the cubby house to have two parts; an outdoor
`part that is shady and an indoor part that protects them from the wind and rain.
`
`With all these requirements established, they now need someone to design the cubby
`house for them. They have contacted their local Royal Australian Institute of Architects
`Chapter office to help them choose an architect. On recommendation, you have been
`appointed by Tina, Ann and Colin to be their architect and your task is to design the new
`cubby house based on the above Design Brief.
`
`Your House
`
`Page 6
`
`Introduction
`
`Petitioner Walmart Inc.
`Exhibit 1036 -Page 21 of 197
`
`

`

`Topic 1
`Your House in Your Neighbourhood
`
`Purpose: To develop an awareness of the local environment and
`the role of the individual within it.
`
`Built Environment Objectives
`• To develop an u