Scheme Of Work 5th Cs

SCHOOL PLACEMENT SCHEME OF WORK (2018-2019)

Student Name & ID No. John Keegan (G00332426)

Subject: Construction Studies Pupil Year Group: 5th – 10.1 No. of Lessons: 20 th Date: 26 Nov- 22nd Feb 2019

List of Topics: Roofs & Stairs No. of Pupils: 8 Length Of Lessons: 80 Mins Time of Lesson: 2:30, 3:10

PREVIOUS LEARNING •

KNOWLEDGE Students have a basic knowledge of building substructure (foundations, site layout, planning, building materials).

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Students have a good knowledge of building planning and foundations.

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Students have completed Materials Technology Wood at Junior Cert Level, the theory from the Junior Cert will be the basis of the Senior Cycle.

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The joints created in the Junior Cycle will aid the students as they prepare for the practical day exam.

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SKILLS Students can complete working drawings of foundation details and are proficient with the use of drawing equipment.

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Students have completed numerous exam like questions on other topics.

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Junior Cert drawing abilities- will help when creating scaled drawings.

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Basic sketching skills.

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THE AIMS OF THIS SCHEME ARE TO…

LEARNING OUTCOMES (LOs):

ASSESSMENT of LOs

At the end of this scheme students will be able to…

Affective(AFF)—Cognitive (COG)—Psychomotor (PSY)

Introduce students to the new topics Roofs and Stairs.

Increase pupil problem solving ability.

Relate practical exercises to real world scenarios

Enhance students’ numeracy, oracy and literacy skills.

Provide students with an in-depth knowledge of Roofs. Including roof functions, roof types, roof construction, sketching and precise working drawings for constructional details of roofs.

1. Have a good insight into 1. Questioning (lower and the topic and understand higher order) and class the terminology. (COG) test. 2. Identify key structural 2. Section Drawings features, and their 3. Sketching purpose. 4. Peer Review 3. Define key features the correct use of terminology. 1. More confidently solve 1. Higher order questions on their own questioning ability. (AFF) (COG) 2. Peer Review 2. Adapt knowledge to 3. Section Drawings complete drawings Grasp new learning by Student research and teacher relationship to already known questioning concepts. (COG) (PSY) 1. Express views an experience to the class. 1. Group work. (COG) 2. Student presentations. 2. Collaborate with peers. 3. Observation. 3. Demonstrate necessary 4. Class dialogue. constructional equations. (AFF) 1. Identify the main functions of a roof 1. Questioning 2. Group Work 2. Name the various roof 3. Worksheets handed out types at random to students, each worksheet has 3. Verbally and graphically particular roof type in explain how pitch and flat which student must roofs are constructed then explain.

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4. Draw to scale various aspects of roof (COG) (PSY)

1. Identify the various types of stairs that can be constructed in a home

Provide students with an in depth knowledge of Stairs. Including stair types, stair construction, stair features, stair calculations, sketching and precise working drawings for constructional details of stairs.

2. Explain the difference between the different stair types 3. Draw to scale various aspects of roof 4. Carry out calculations to find the ideal rise and going for a stairs 5. Sketch annotated diagrams of key features of a stairs (COG) (PSY) 1. be comfortable within the class, with their peers and the teacher. (AFF) 2. Be happy and comfortable in the surroundings of the room. (AFF)

Develop a positive learning environment and classroom management.

Encourage self-evaluation in the classroom as a means of increasing the standard of learning and drawing

Provide information both verbally and graphically when questioned about the topics. (AFF) (COG)

4. Teacher observation and correction, peer review and assessment.

1. Questioning to see how well students can verbally differentiate between stair types. 2. Group work to categorize stairs into types, in both written and graphic form. 3. Teacher observation and correction, peer review and assessment. 4. Worksheets 5. Both peer and teacher review and assessment of sketching, in relation to neatness, presentation and drawing quality.

1. Teacher observation 2. Class control. 3. Student Well being

Class dialogue and Class tests.

Word wall – display new words on word wall, Notebook for LITERACY STRATEGIES

definitions, Label drawings, Flashcards, Posters, Worksheets, Traffic Lights, Flipped Classroom, Learning Targets (FIP002)

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NUMERACY

Scaled drawings, Calculations in drawings, Missing measurements

STRATEGIES

on drawing handouts

ORACY

Demonstrations, Peer assessment, Classroom dialogue,

STRATEGIES

Questioning, Link to word wall discussion, Flipped Classroom

GRAPHICACY STRATEGIES

Section detail drawing, solid works models, sketching, Word wall, Posters, Worksheets, Modals, Animated PowerPoints, Traffic Lights, Video

DIFFERENTIATION STRATEGIES Gender Inclusion

*No gender inclusion issues as all students are male.

*Two students have been diagnosed with dyslexia in the group. From research I have found that it is best to present work to them in a typed from and not to get these students to be reading large pieces of work. Dyslexia;

SEN Strategies

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Mainly image based instructional handouts

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Word board breakdowns into syllables

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Bullet pointed info instead of paragraphs

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Comic Sans text on PowerPoints

The cooperating teacher has advised me to have; -Positive reinforcements -Encouragement -Peer work -Breakdown of demonstration into manageable chunks -Repetition of key points

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*One student has a borderline learning disability. I have found that by pairing this student up with one of the higher ability students in the seating plan will increase his output. I hope to bring; Mixed Ability Teaching

-Mixed ability group work

Strategies

-In class assistance and guidance from the teacher -Higher order questioning on demonstrations for stronger students. - Projects add on for stronger (shading of drawings etc.) -Physical models to aid visualization -Different starting points for the different abilities of students.

Creativity and Innovation in the Classroom Two Stars and a Wish

Last Person Standing

One Minute of Fame Heads Up Recap Game

Flipped Classroom Field Trip

Student Presentations Think Pair Share

This teaching strategy will be used throughout the placement to keep track of students understanding of topics. This strategy will be used in the recap stage of a lesson, where each class member must say a term related to the topic until there is only one left standing. This strategy will be used as a recap exercise where a student has a minute to explain their understanding of a particular learning. I plan on using students oracy and critical thinking skills to play a recap game, where one student will hold a card above their head and the rest of the group most explain what the card shows. For different types of roofs I will get the students to investigate at home and do questions in class. To showcase the new learning I will include field trips around the local area to show the students real life examples. Students will be asked to research a certain aspect and to present their findings to the class. Students are encouraged to work independently then share their findings in a group.

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Making Learning Real

By creating models of different details I feel that students will pick up the points better.

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WEEK

LESSON/

CURRICULUM/ SYLLABUS

TEACHING

ASSESSMENT

L0’s

TOPIC

CONTENT

STRATEGIES

STRATEGIES

Key

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1

Introduction Roofs

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2

Roofs

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Presentation (G)

Introduce Scheme for 10 Weeks Set Learning Objectives Set our rules and routines Elect Class Rep Introduction to fundamental requirements of roofs Types of Roofs- sketch and label common types

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Verbal Discussion (O)

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Word wall(MA) Roof Models Videos Sketch types on board in tandem with students(MA) Link new words with model BFK worksheet

Recap Rules & Routines Terminology- terms and parts Eaves detail– labelled detailed drawing (A3 sheet) Encourage Bubby System

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3

Roofs

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Roof construction – Traditional Cut Roof Vs Truss Roof Analyze section detail of Cut and Truss Roofs Ridge Detail - labelled detailed drawing (A3 sheet)

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✓ ✓ ✓ ✓ ✓ ✓

Sketching Worksheets H/O questioning Class discussion. Explain roof topics Two Stars and a Wish (MA) (C&I)

AFF PSY COG WEEKLY

Resources

❖ Generic First Lesson (ET) ❖ Presentation ❖ Video(G) ❖ Model (ET) ❖ Roofs Presentation ❖ Worksheets ❖ Word wall (MA) ❖ Poster(C&I)

Verbal Discussion Solidworks Model(MA) Relate to real life example(C&I) (G) Flipped Classroom(C&I)

✓

Problem based recap on roof terms and requirements Scaffolding Explore details Student Presentation on different types of roofs (MA) (Vygotsky’s ZPD)

✓

✓ ✓ ✓ ✓

✓ ✓ ✓

Section detail drawing/poster(N) Homework Word wall Class Discussion(MA) (O) Correction of drawing Student Presentation(MA) Section detail drawing/poster(C&I) Homework Lower and Higher order questioning

AFF PSY COG

❖ ❖ ❖ ❖ ❖

Word wall PowerPoint (ET) Pictures Worksheets Two Stars and a Wish (MA)

WEEKLY AFF PSY COG WEEKLY

❖ PowerPoint(ET) ❖ ❖ ❖ ❖ ❖

White Board(G) Models Poster(MA) Work Sheets Drawing Marking Scheme

(MA)

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4

Roofs ➢

Roof construction – Lean-to Roof/ Flat Roofs Investigate and flat roofs, (cold and warm deck), ventilation and guttering Flat Roof- labelled detailed drawings (A3 sheet)

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Presentation Class Discussion Field Trip(MA) Explore Details H/O questioning Visual props Goal setting for the break (Rogers)

✓ ✓ ✓ ✓

Section detail drawing(N) Homework One Minute of Fame

AFF

(C&I) (O)

COG

PSY

Analyze sketch book WEEKLY

❖ PowerPoint(ET) ❖ White Board ❖ Models(ET) ❖ Poster(MA) ❖ Drawing Marking Scheme

Christmas Holidays ▪ ➢

5

Roofs

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6

Roofs

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Recap Quiz on what has been covered Living spaces in a roof space – dormer roofs Covering a roof – details of what and why

Ventilation and wood rot Guttering and drainage Chimney Detail – labelled detailed drawing (A3 sheet)

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Peer work (MA) (Vygotsky’s ZPD) Active Learning Recap Presentation(G)

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Class Discussion(O) Compare and Contrast

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Field Trip (MA) Presentation Higher order questioning Quiz(C&I) BFK worksheet Peer work (MA) (Vygotsky’s ZPD)

✓ ✓ ✓ ✓

Quiz Two Stars and a Wish (MA) Student Presentation Last Person Standing

AFF

❖ PowerPoint(ET) ❖ Models(ET)

PSY

❖ Videos(G)

COG WEEKLY

✓ ✓ ✓

Section detail drawing(N) Homework One Minute of Fame(O)

AFF PSY

❖ ❖ ❖ ❖

PowerPoint(ET) Marking Scheme Videos(ET) Quiz

COG WEEKLY

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7

Stairs

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8

Stairs ➢ ➢

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9

Stairs ➢

Introduction to Roofs Outline objectives for next 4 weeks Intro – functional requirements of stairs Begin with Stairs Terminology and associate them with their functions. New words on Word wall Recap on the functional requirements of stairs Group Work- Poster making of the terms Outline types of stairs and where they are used. Sketch the types of stairs Bottom 3 step detail – labelled detailed drawing (A3 sheet Stair safety – Regulations and dimensions Sample Leaving Certificate exam

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Presentation (PowerPoint) on stairs(G) Word wall(MA) Higher order questioning Discussion Flipped Classroom

✓ ✓ ✓ ✓

Verbal Discussion (O) Word wall Worksheets Last Person Standing

AFF PSY COG

❖ PowerPoint(G) ❖ ❖ ❖ ❖

Video(ET) Models Worksheets Poster(MA)

❖ ❖ ❖ ❖ ❖

PowerPoint(ET) Images Worksheets Marking Scheme Poster(MA)

WEEKLY

(C&I)

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Presentation Scaffolding Group work (MA) (Vygotsky’s ZPD)

✓ ✓ ✓ ✓

Section Detailed Drawing(N) Homework Quiz(MA) Sketching

AFF PSY COG

Verbal Discussion (O) WEEKLY

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Student Presentation One minute of fame Discussion(MA) Problem Solving (Dewey)

✓ ✓

Student Presentation (O) One minute of fame(C&I)

AFF PSY

❖ Worksheets(G) ❖ Whiteboard ❖ Marking Scheme

COG

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10

Stairs

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questions on Stair Regulations – Technical Guidance Documents Stair calculations – calculate rise and going of a stairs, worked Top 3 step detail – labelled detailed drawing (A3 sheet) Evaluate students learning experience BFK survey Summative test – provide basis for feedback to cooperating teacher on progress from 10 week period.

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Critical thinking/ design work (C&I) (Vygotsky’s ZPD)

✓

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Verbal Discussion (MA)

✓

▪

Presentation (G)

✓

✓

✓

Completion of Questions Homework

Section Detailed Drawing(N) Review learning and teaching experience through BFK survey Homework

WEEKLY

AFF

❖ Marking Scheme ❖ Worksheets

PSY COG WEEKLY

Mid Term Break

KEY: (L)= Literacy, (N) = Numeracy, (O) = Oracy, (G) = Graphicacy, (MA) = Mixed Ability, (ET)= Educational Technology and (C&I)= Creativity and Innovation.

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