Construction Studeies Scheme 5th
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SCHOOL PLACEMENT SCHEME OF WORK (2018-2019) Student Name & ID No: Dáire Regan – G00336565
List of Topics: Stool / Planning Development, Site Selection, Design No. of Pupils: Unknown Length Of Lessons: 40 mins, 80 mins Time of Lesson: Unknown
Subject: Construction Studies Pupil Year Group: 5th Year No. of Lessons: (TBD) Date: 26/11/17 – 15/02/19
PREVIOUS LEARNING KNOWLEDGE • • •
Use of hand tools Use of basic machinery (band saw and pillar drill) Health and safety in the classroom
SKILLS • • • • •
Sufficient hand tool competence Ability to use specified power tools/ machinery Basic jointing and gluing Sketching and Designing Reading Working Drawing
AIMS The aims of this scheme are to…
LEARNING OUTCOMES (LOs) At the end of this scheme students will be able to…
1. Allow students have their own design and create aspect on project.
1. Independently design their own project 2. Complete the creation of their own design. 3. Have their very own project which they designed
2. Develop students jointing skills.
1. Execute all aspect of jointing to a high level. Including cutting, chiseling, fitting and gluing.
3. Successfully train students on use of band saw and power tools.
1. Independently, confidently and safely use the band saw and power tools.
4. Introduce and define key terminology and notes under Planning Development and Site Selection.
1. Define and discuss to high level each process and its correct terminology.
LITERACY STRATEGIES - Power Point - Learning Targets/Key Learnings
NUMERACY STRATEGIES
ASSESSMENT Each LO has a corresponding Assessment
1. Inspection of design before going ahead 2. Grading of final product. 1. Inspect each stage of students work. 2. Grading at end of project 1. Sign off on students before allowed use tools independently. 2. Each students must take it in turn to be inspected using each tool 1. Class Test 2. Class Discussions 3. Feedback
ORACY STRATEGIES
- Marking out reading dimension
- Ice Breaker used in first lesson
- Measuring (adding and subtracting to figure out dimensions)
- Questioning (by bother teacher and student)
- Setting/Measuring angles
- Demonstration (getting students involved in demonstrating)
- Reading from book - Answering questions from book/ Worksheets - Posters
--Use under defined Working Drawings to increase numeracy skills as require solving.
- Encouraged peer teaching ( higher level students helping
GRAPHICACY STRATEGIES
- Animated PowerPoint - Physical Models + Solidworks Models - Animations/ Images -Working Drawings
- Taking notes from Power Point / blackboard
- Include questioning which involves scaling (building on previous knowledge).
- Homework
neighboring class mates ) - Discussions in class / feedback
DIFFERENTIATION STRATEGIES This section must reflect your actual class group… change the headings to suit your group.
➢
Prepare Projects which appeal and relate to both genders.
Gender Inclusion
➢
Develop classroom seating plan which supports equal participation
➢
Have equal expectations for both genders
➢
Address / Discipline students equally
➢ Create open ended projects which allow higher level students to move on and design further while lower level students are still able to complete project independently.
➢ Create supportive learning environment which students feel confident and are able to perform.
Mixed Ability Teaching Strategies
➢ Create seating plan using advice from co – operating teacher seating higher level students with lower level. (Encourage students to help one and other)
➢ Use learning targets from beginning of class to encourage students to achieve goal by end of lesson.
➢ Pitch lesson at a pace to match abilities of the students, using higher order and lower order question where necessary.
WEEK
LESSON/ TOPIC
Stool
CURRICULUM/ SYLLABUS CONTENT ✓ ✓ ✓ ✓
Practice, 1
Planning Permission
✓ ✓ ✓ ✓ ✓ ✓
Stool Practice, 2
Planning Permission
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
StoolPractice, 3
Planning Permission
✓ ✓ ✓
✓
Teacher/Student Introduction Set out learning targets Ice Breaker (Fact or Fiction) Present goals for 10 week period (scheme of work snippet) Breakout/Handout Material Go through working drawing with students Model of stool shown Demonstration on how to mark through mortise and tennon Students independently mark own pieces Introduction of planning permission Re – cap on previous weeks learning Identify learning targets for week Continue marking out joints Demo on cutting and chiseling out joints Students demo back to class on what just seen Students independently cut joints Urban and rural development Examples of buildings in urban area to rural Re – cap on previous weeks learning Identify learning targets for week Complete cutting and chiseling of first set of joints Demonstration on mortiser, each student must be cleared by teacher before using it Students put in pair when using machinery.
TEACHING
ASSESSMENT
STRATEGIES
STRATEGIES ✓
✓ ✓ ✓
Ice breaker(O) Setting long/short term goals(L) Discussion on working drawing(O)(N)(MA) Demonstration Independent work(N) Physical Model(G)
✓
Demonstration(O)
✓ Student
✓
Student Demo(CL)
✓
Independent work(N)
✓ ✓ ✓
✓
Questioning on work and drawing(O)(N) Visual inspection of marking out
Demonstration(O)
✓ Visual inspection
✓ Visual inspection
✓
Demonstration (O)
✓
✓
Pair Work(MA)
✓ Questioning during
✓
Group Work(CL)
✓ Health And safety(L)
Visual inspection
demonstration(O)
4
Stool
✓
Practise,
✓ ✓
Planning Permission
✓ ✓ ✓ ✓
Stool, 5
Planning Permission
✓ ✓ ✓ ✓ ✓ ✓ ✓
6
Stool, Exam
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
7
Stool, Site Selection
✓ ✓ ✓ ✓
Re – cap on previous weeks learning Identify learning targets for week Demonstration on assembling of first set of mortise and tenon joints Students independently assemble first set of joints Joints graded and signed off Types of planning permission Re – cap on previous weeks learning Identify learning targets for week Front and side pieces sanded Begin actual project Working drawings handed out and gone through Students independently work on the mortise joints Planning Process/ real life exaples Re – cap on previous weeks learning Identify learning targets for week Students show design to teacher Continuation of jointing Second joint introduced Design aspect of project introduced Asked for design for next week Class exam on Planning permission Re – cap on previous weeks learning Identify learning targets for week Demonstration on gluing process and dry run Demonstration of wood burning Completion of joints and glued up
✓
Demonstration
✓
✓
Observation of
✓ Signing off on student
students work
Discussion(O)
before use(L)(MA)
✓ Discussion how class getting on(O) ✓
Teacher Demo
✓
Pair Work(O)(CL)
✓
Buddy
✓
Assessment of dry run before allowed glue
✓ Student demo(O)
system(CL)(MA) ✓
SelfDesigning(G)(MA)
✓ Homework(L)(N) ✓
Demonstration(O)
✓
Feedback(O)
✓
Feedback
✓
Sign off sheet(L)
✓
Observation/Input(O)
✓ Homework(L)
✓ Sign off sheet/ health
✓ Exam(L)
and safety(L)(MA)
✓ Homework(N)(L) ✓
Independent Work
✓
✓
Station Set up(CL)
✓ Feedback(O)
✓ Visual inspection / Feedback(O)
Visual inspection
✓ ✓ ✓ ✓ ✓
Stool, Site
✓ ✓ ✓
Surveying
✓
8
✓ ✓
Stool, 9
Site Surveying
✓ ✓ ✓ ✓
✓
10
Stool, Exam
✓ ✓ ✓
Designs for seat and back inspected and signed off on Independent work on own designs Introduction of site selection Aspects in considering a site Re – cap on previous weeks learning Identify learning targets for week Completion of project work Dry run assembly of backing and seat All projects assembles and ready for sanding Site Surveying/Project planning Re – cap on previous weeks learning Identify learning targets for week Competition of sanding of project Introduction to varnishing Recap on chapter for next week’s exam
Re – cap on previous weeks learning Identify learning targets for week Total completion of projects and finishing Grading and feedback of class exam and projects
✓
Demonstration(O)
✓ Homework(L)
✓
Station
✓
Work(MA)(CL)
✓ Questioning during
Visual inspection
✓
Exit Cards(L)
✓
Independent work
✓
Demonstration(O)
✓ Homework(L)
✓
Station
✓ Student
demonstration(O)
Work(MA)(CL)
Demonstration(O)
✓
Exit Cards(L)
✓ Visual inspection
✓
Independent work
✓
✓
Demonstration(O)
✓
Exit Cards(L)(G)
✓
Station
✓
Final Grades(L)
✓
Work(MA)(CL) ✓
Exit Cards(L)
✓
Independent work
✓
Exam work (L)
KEY: L= Literacy, N= Numeracy, O= Oracy, G= Graphicacy, MA= Mixed Ability, CL= Cooperative Learning (L) (N) (O) (G) (MA) (CL)
List of Topics: Stool / Planning Development, Site Selection, Design No. of Pupils: Unknown Length Of Lessons: 40 mins, 80 mins Time of Lesson: Unknown
Subject: Construction Studies Pupil Year Group: 5th Year No. of Lessons: (TBD) Date: 26/11/17 – 15/02/19
PREVIOUS LEARNING KNOWLEDGE • • •
Use of hand tools Use of basic machinery (band saw and pillar drill) Health and safety in the classroom
SKILLS • • • • •
Sufficient hand tool competence Ability to use specified power tools/ machinery Basic jointing and gluing Sketching and Designing Reading Working Drawing
AIMS The aims of this scheme are to…
LEARNING OUTCOMES (LOs) At the end of this scheme students will be able to…
1. Allow students have their own design and create aspect on project.
1. Independently design their own project 2. Complete the creation of their own design. 3. Have their very own project which they designed
2. Develop students jointing skills.
1. Execute all aspect of jointing to a high level. Including cutting, chiseling, fitting and gluing.
3. Successfully train students on use of band saw and power tools.
1. Independently, confidently and safely use the band saw and power tools.
4. Introduce and define key terminology and notes under Planning Development and Site Selection.
1. Define and discuss to high level each process and its correct terminology.
LITERACY STRATEGIES - Power Point - Learning Targets/Key Learnings
NUMERACY STRATEGIES
ASSESSMENT Each LO has a corresponding Assessment
1. Inspection of design before going ahead 2. Grading of final product. 1. Inspect each stage of students work. 2. Grading at end of project 1. Sign off on students before allowed use tools independently. 2. Each students must take it in turn to be inspected using each tool 1. Class Test 2. Class Discussions 3. Feedback
ORACY STRATEGIES
- Marking out reading dimension
- Ice Breaker used in first lesson
- Measuring (adding and subtracting to figure out dimensions)
- Questioning (by bother teacher and student)
- Setting/Measuring angles
- Demonstration (getting students involved in demonstrating)
- Reading from book - Answering questions from book/ Worksheets - Posters
--Use under defined Working Drawings to increase numeracy skills as require solving.
- Encouraged peer teaching ( higher level students helping
GRAPHICACY STRATEGIES
- Animated PowerPoint - Physical Models + Solidworks Models - Animations/ Images -Working Drawings
- Taking notes from Power Point / blackboard
- Include questioning which involves scaling (building on previous knowledge).
- Homework
neighboring class mates ) - Discussions in class / feedback
DIFFERENTIATION STRATEGIES This section must reflect your actual class group… change the headings to suit your group.
➢
Prepare Projects which appeal and relate to both genders.
Gender Inclusion
➢
Develop classroom seating plan which supports equal participation
➢
Have equal expectations for both genders
➢
Address / Discipline students equally
➢ Create open ended projects which allow higher level students to move on and design further while lower level students are still able to complete project independently.
➢ Create supportive learning environment which students feel confident and are able to perform.
Mixed Ability Teaching Strategies
➢ Create seating plan using advice from co – operating teacher seating higher level students with lower level. (Encourage students to help one and other)
➢ Use learning targets from beginning of class to encourage students to achieve goal by end of lesson.
➢ Pitch lesson at a pace to match abilities of the students, using higher order and lower order question where necessary.
WEEK
LESSON/ TOPIC
Stool
CURRICULUM/ SYLLABUS CONTENT ✓ ✓ ✓ ✓
Practice, 1
Planning Permission
✓ ✓ ✓ ✓ ✓ ✓
Stool Practice, 2
Planning Permission
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
StoolPractice, 3
Planning Permission
✓ ✓ ✓
✓
Teacher/Student Introduction Set out learning targets Ice Breaker (Fact or Fiction) Present goals for 10 week period (scheme of work snippet) Breakout/Handout Material Go through working drawing with students Model of stool shown Demonstration on how to mark through mortise and tennon Students independently mark own pieces Introduction of planning permission Re – cap on previous weeks learning Identify learning targets for week Continue marking out joints Demo on cutting and chiseling out joints Students demo back to class on what just seen Students independently cut joints Urban and rural development Examples of buildings in urban area to rural Re – cap on previous weeks learning Identify learning targets for week Complete cutting and chiseling of first set of joints Demonstration on mortiser, each student must be cleared by teacher before using it Students put in pair when using machinery.
TEACHING
ASSESSMENT
STRATEGIES
STRATEGIES ✓
✓ ✓ ✓
Ice breaker(O) Setting long/short term goals(L) Discussion on working drawing(O)(N)(MA) Demonstration Independent work(N) Physical Model(G)
✓
Demonstration(O)
✓ Student
✓
Student Demo(CL)
✓
Independent work(N)
✓ ✓ ✓
✓
Questioning on work and drawing(O)(N) Visual inspection of marking out
Demonstration(O)
✓ Visual inspection
✓ Visual inspection
✓
Demonstration (O)
✓
✓
Pair Work(MA)
✓ Questioning during
✓
Group Work(CL)
✓ Health And safety(L)
Visual inspection
demonstration(O)
4
Stool
✓
Practise,
✓ ✓
Planning Permission
✓ ✓ ✓ ✓
Stool, 5
Planning Permission
✓ ✓ ✓ ✓ ✓ ✓ ✓
6
Stool, Exam
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
7
Stool, Site Selection
✓ ✓ ✓ ✓
Re – cap on previous weeks learning Identify learning targets for week Demonstration on assembling of first set of mortise and tenon joints Students independently assemble first set of joints Joints graded and signed off Types of planning permission Re – cap on previous weeks learning Identify learning targets for week Front and side pieces sanded Begin actual project Working drawings handed out and gone through Students independently work on the mortise joints Planning Process/ real life exaples Re – cap on previous weeks learning Identify learning targets for week Students show design to teacher Continuation of jointing Second joint introduced Design aspect of project introduced Asked for design for next week Class exam on Planning permission Re – cap on previous weeks learning Identify learning targets for week Demonstration on gluing process and dry run Demonstration of wood burning Completion of joints and glued up
✓
Demonstration
✓
✓
Observation of
✓ Signing off on student
students work
Discussion(O)
before use(L)(MA)
✓ Discussion how class getting on(O) ✓
Teacher Demo
✓
Pair Work(O)(CL)
✓
Buddy
✓
Assessment of dry run before allowed glue
✓ Student demo(O)
system(CL)(MA) ✓
SelfDesigning(G)(MA)
✓ Homework(L)(N) ✓
Demonstration(O)
✓
Feedback(O)
✓
Feedback
✓
Sign off sheet(L)
✓
Observation/Input(O)
✓ Homework(L)
✓ Sign off sheet/ health
✓ Exam(L)
and safety(L)(MA)
✓ Homework(N)(L) ✓
Independent Work
✓
✓
Station Set up(CL)
✓ Feedback(O)
✓ Visual inspection / Feedback(O)
Visual inspection
✓ ✓ ✓ ✓ ✓
Stool, Site
✓ ✓ ✓
Surveying
✓
8
✓ ✓
Stool, 9
Site Surveying
✓ ✓ ✓ ✓
✓
10
Stool, Exam
✓ ✓ ✓
Designs for seat and back inspected and signed off on Independent work on own designs Introduction of site selection Aspects in considering a site Re – cap on previous weeks learning Identify learning targets for week Completion of project work Dry run assembly of backing and seat All projects assembles and ready for sanding Site Surveying/Project planning Re – cap on previous weeks learning Identify learning targets for week Competition of sanding of project Introduction to varnishing Recap on chapter for next week’s exam
Re – cap on previous weeks learning Identify learning targets for week Total completion of projects and finishing Grading and feedback of class exam and projects
✓
Demonstration(O)
✓ Homework(L)
✓
Station
✓
Work(MA)(CL)
✓ Questioning during
Visual inspection
✓
Exit Cards(L)
✓
Independent work
✓
Demonstration(O)
✓ Homework(L)
✓
Station
✓ Student
demonstration(O)
Work(MA)(CL)
Demonstration(O)
✓
Exit Cards(L)
✓ Visual inspection
✓
Independent work
✓
✓
Demonstration(O)
✓
Exit Cards(L)(G)
✓
Station
✓
Final Grades(L)
✓
Work(MA)(CL) ✓
Exit Cards(L)
✓
Independent work
✓
Exam work (L)
KEY: L= Literacy, N= Numeracy, O= Oracy, G= Graphicacy, MA= Mixed Ability, CL= Cooperative Learning (L) (N) (O) (G) (MA) (CL)
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