2nd Year Mtw Scheme Of Work

SCHOOL PLACEMENT SCHEME OF WORK DTE Student Name & ID No. Niall Keenan G00323351

Subject: MTW Pupil Year Group: Second No. of Lessons: 48 Date: 26th Nov 2018 – 15th Feb 2019

List of Topics: No. of Pupils: 14 Length Of Lessons: 40 Time of Lesson: Tues (11:20, 12:00) Wed (10:25) Thurs (9:45)

PREVIOUS LEARNING KNOWLEDGE    

Basic Understanding of health and safety. Identification of various materials. The identification of the basic hand tools. Label the parts of the basic hand tools.

AIMS 1. Introduce mobile phone amplifier project.

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SKILLS Basic sketching skills Marking out ability (Mortice Gauge most recent) Constructing basic butt and housing joints Constructing a mortice and tenon joint.

LEARNING OUTCOMES (LOs)

ASSESSMENT

1. Determine student’s previous knowledge of hand tools and materials. 2. Identify the coping saw and

1. Students to be given illustrated worksheet to label the parts of the tool.

parts, how it’s used and how to replace a blade. 3. Construct first layer of Amplifier project (Middle section).

2. Outline the various jointing techniques.

3. Stimulate the student’s critical thinking on renewable resources and innovative techniques.

4. Demonstrate the process of veneering.

5. Introduce adhesives.

LITERACY STRATEGIES

1. Identify the different joints and their parts. 2. Explain the forces applied to different joints. 3. Relate to real world applications. 1. Distinguish a renewable resource. 2. Display recycling through the amplifier project. 3. Build on creativity skills by been given the opportunity to be innovative. 1. Understand the process of manufacturing veneer. 2. Identify the various decorative features. 3. Explain the process and determine its uses. 1. Compare and contrast between the various types. 2. Outline their uses. 3. Apply and carry out the correct clamping procedure.

NUMERACY STRATEGIES

2. Student demonstration (blade changing) Higher order questioning. 3. Peer assessment and classroom observation. 1. Label the worksheet. 2. Homework activity. 3. Classroom debate on suitable jointing technique for given problem. 1. Classroom discussion. 2. Peer demonstration. 3. Exit Cards

1. Peer assessment. 2. Graded worksheet. 3. Student Demonstration. 1. Classroom Discussion and higher order questioning. 2. Graded project, classroom observation. 3. Exit cards.

ORACY STRATEGIES

GRAPHICACY STRATEGIES

Demonstrations Displaying new key

Converting mm to cm’s

Questioning

words on the board

Measuring Dimensions

Peer correction/

(Word Wall)

Calculations

feedback

YouTube demonstration

Labeling worksheets

Numbering Parts

Group work

Illustrated worksheets

Feedback

Cutting list

Discussions

PowerPoints

Brainstorming / Mind

Grading

Poster Presentations

Story Board

maps

Public speaking and Debate.

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Gender Use gender neutral phrases, e.g. instead of using phrases like boys and girls boys use phrases like “class” or “folks” etc. Mixed Gender groups Rather than saying girls/boys stop talking. Call the students by their name. When creating groups mix up

Differentiation Strategies Ethnicity Culture Special Needs  Be aware of  Use visual raceism in the aid in your classroom. classroom.  Intercultural  Facilitate project. those with dyslexia  Allow students (Picture express their Handouts). culture through their project  Using Comic sans  Include writing and different off white cultures in background presentations. on  My friend’s PowerPoints culture: for dyslexic Students are students. paired, share  Build information relationship about each with SNA other’s culture both ways.  Make an appointment with the

Mixed Ability  Pair higher students with weaker student.  Peer seating plan  Give the weaker students an easier project.  Have more challenging projects.  Divide up the class (Previous MTW/TG students with new students).  Observation around the classroom and giving individual assistance

Design Led Teaching  Mood Boards  See different viewpoints from student’s perspective.  Allow students express themselves through their project.  Stimulate problem solving learning for the students.

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equal division of bays and girls. Don’t categorise girls from boys. Characters on posters both male and female. Mixed seating plans Gender neutral projects Equal opportunities given to both When doing a study on a certain topic find a study a woman carried out on the topic. (a lot of studies are from the construction industry are male orientated.

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SENO officer for advice. Don’t ignore a student that has a SNA officer.

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where needed. Design led teaching.

WEEK

LESSON/ TOPIC

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1

Smartphone Amplifier Design

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2

Amplifier project. Coping Saw.

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3

Amplifier project.

Present students with smartphone amplifier brief (Analysis of Brief). Sketching ideas and identifying the mechanics of the amp. (Sound) The design process. Discuss amplifier ideas and encourage the students to be creative and innovative. Possible solutions for amplifier project. Finalise design for project. How to use the coping saw, name of parts, blade replacement. Marking out project.

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Deliver SEN Story Boards where needed

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Recap on previous week. Previous knowledge on woodworking joints. Sketch and label joints. Outline the forces attached to them. (Pg’s 188-193) Process first piece for project.

Woodworking Joints.

TEACHING

CURRICULUM/ SYLLABUS CONTENT

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Recap on previous lesson

STRATEGIES Word Wall. Classroom discussion on various types of amp’s. Ideas Funnel Group poster presentation activity. Mood Board. Socratic Method.

Class Discussion. Demonstration Higher order questioning Inquiry based learning. Story Boards SEN. Student centered recap Word Wall Link to furniture in the room. Class Discussion Back-To-Back Demonstration on how to process first piece. Each one teach one.

ASSESSMENT STRATEGIES  

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Classroom observation Graded Poster design and student presentation. 3 things I learned today

Peer demonstration Random Questioning Graded worksheet (Coping Saw) Exit Cards

Higher order questioning. Fist to Five Peer Assessment.