Scheme Of Work Mtw
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SCHOOL PLACEMENT SCHEME OF WORK (2018-2019)
Subject: Materials Technology Wood
List of Topics: Paper Holder, Carving Skills, Wood Turning Pencils, Manufactured Board, Timber Seasoning. Wood Conversion & Wood Finishing.
Pupil Year Group: 2nd Year
No. of Pupils: 22
No. of Lessons: 4 classes/week (2 x 40 mins & 1 x 80 mins)
Length of Lessons: 40 mins
Date: 29th November 2018
Lesson Times: Tuesday 14:00 PM Wednesday 11:25 AM & Friday 11:25 AM PREVIOUS LEARNING
KNOWLEDGE ➢ Names of popular machines and tools found within Bench room. ➢ Rules and routines of the Bench room as set out by school rules & co-operating teacher. ➢ Health and safety within the Bench room e.g. Machine safety. ➢ Basic jointing techniques e.g. Half Lap Joint, Mortise and Tenon ➢ Types of sandpaper, able to choose correct grit. ➢ Wood identification. ➢ Wood Conversion. ➢ Hand Tools- chisels/ saws/ planes etc.
SKILLS
➢ Co-ordination of equipment e.g. Bench vice. ➢ Comprehend mathematical measurements used for marking out ➢ ➢ ➢ ➢ ➢ ➢
(millimetres). Basic communication of working drawings. Good craftmanship. Construct various shapes using different drawing apparatus. Correct use of PPE (Personal Protective Equipment). Basic jointing techniques e.g. Half Lap Joint. Comprehend the difference between designing for safety and designing for appearance.
AIMS
LEARNING OUTCOMES (LOs)
➢ To introduce the concept of ‘Working Drawings’ and interpret how to read them. ➢ Explore a design process to allow for personal, creative expression. ➢ Develop Chisel technique and control through carving slot for marble. ➢ Practice Personal Reflection through critically assessing individual work. ➢ Use the resources made available to them, and apply them to their new learning, building on previous knowledge (independence).
LITERACY STRATEGIES ➢ ‘Word Wall’ ➢ Key words/ terms written on whiteboard. ➢ Work sheets annotated. ➢ Posters. ➢ Note-taking. ➢ Headings boxes on drawing sheets.
ASSESSMENT
➢ Demonstrate competence with Chisel safety and use, through developing carving technique. ➢ Proficient in the use of Tenon Saw & Chisels. ➢ Recognise and physical apply the concepts the different principles- making a high standard joint. ➢ Display a high standard of workmanship (by working efficiently and neatly). ➢ Establish a satisfactory understanding of an effective ‘gluing up’ process, keeping the piece square & incorporating multiple clamps.
➢ Formative assessments- homework, peer assessment, constructive criticism. ➢ Exit Card Strategy. ➢ Class discussions/ debates. ➢ Student Demonstrations/ Presentations. ➢ Summative assessments- written exam. ➢ Visual assessment- classroom monitoring. ➢ Peer assessment. ➢ Self-assessment (through reflective practice). ➢ ‘Heads-Up’ Strategy.
NUMERACY
ORACY
GRAPHICACY
STRATEGIES
STRATEGIES
STRATEGIES
➢ Measuring using rulers & drawing apparatus. ➢ Adapting to questions via. centimeters converted to millimeters. ➢ Dimensions. ➢ Adapting piece to fit the brief. ➢ Time Bomb Strategy.
➢ Classroom dialogue. ➢ Correct pronunciation of key terms. ➢ Oral repetition of new key words/terms. ➢ Student feedback. ➢ Groupwork. ➢ Student presentations.
➢ ➢ ➢ ➢ ➢ ➢ ➢
Visual work sheets/ drawings. Drawings annotated. Visual Solidworks examples. Possible solutions sketched. Coloured slideshows. Posters. Health and Safety signs.
DIFFERENTIATION STRATEGIES Multicultural Inclusion
SEN Strategies
Mixed Ability Teaching Strategies
➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢
No multicultural inclusion strategies necessary as students are of local nationality. Mixed seating plan & partially completed drawings double as added supports for potential multicultural requirements. Prepared to create large visual posters with translations of key terms/equipment. Peer Support- to help students with limited English to visualise each step by step. No listed SEN requirements listed within class list & no SNA present. Coloured power points, appropriate seating plans and M/A strategies provide support for students that may require added support. Partially completed drawing sheets to accommodate the progression of weaker students. Comic Sans Print on all posters/handouts/PowerPoints etc. Image integrated into every resource possible, helping weaker students to visualise easier. Peer Support- avoiding students from falling behind and getting discouraged. (incorporated into Seating Plan).
Application WEEK 1 (28th Nov) 2 (5th Dec)
LESSON/ TOPIC
CURRICULUM/ SYLLABUS CONTENT
TEACHING STRATEGIES
ASSESSMENT STRATEGIES
of Theorists
➢ Exams
➢ Christmas Tests
➢ N/A
➢ N/A
➢ N/A
➢ Teacher Introduction. ➢ Introduction of Paper Holder Project. ➢ Working Drawings. ➢ Marking Out Process
➢ Introduction class- ice breakers/learn students’ names, overview of overall project ➢ Q&A with class to determine their current level of understanding of Working Drawings (What they are, why they’re useful & how to read them correctly). ➢ Explore the correlation between 2D & 3D shapes through Solidworks Drawings on Working Drawings. ➢ Begin Marking Out Pieces using Working Drawings (marking ‘Waste Side’ of each line & labelling correctly).
➢ Class Discussion (Formative Assessment for teacher). ➢ Exit Cards Strategy. ➢ Suggestions on Brainstorm. ➢ Classroom Monitoring (Identifying Mixed Ability/ Standard of the class). ➢ Higher/Lower Order Questioning.
➢ Piaget ➢ Vygotsky ➢ Bruner
➢ Manufactured Board
➢ Create a Word Wall with new terminology (Blockboard, Hardboard, Plywood, Fibreboard, Oriented Strand Board, Veneers). ➢ Group Work- Students must join physical samples of different Manufactured Boards with labels. ➢ Discuss various advantages & disadvantages of Manufactured Board vs. Traditional Wood. ➢ Students investigate uses of Manufactured Board in pairs, then present findings to class.
➢ Teacher Presentation (Visual power point slides & images). ➢ Independent or ‘Scaffolding’ Learning (using pupils’ own inquisition to investigate further using Working Drawings). IBL ➢ Class discussion- prompting students to get involved/ maintain concentration. ➢ Time Bomb Strategy (reinforcing time management skills). ET ➢ Recap via. ‘Heads Up’ flashcard strategy. CL ➢ Discovery Learning in pairs via. Investigating various uses of Manufactured Board. IBL MA CL ➢ Time Bomb Strategy (reinforcing time management skills). ET ➢ Recap via. ‘Heads Up’ flashcard strategy. CL ➢ Using physical ‘real life’ samples to making learning relatable and visual. MA ➢ Student Presentations of findings from investigation. CL
➢ Visual Assessment of Student Presentations. ➢ Questioning of students within pairs, discussing the depth of their findings. ➢ Exit Card Strategy.
➢ Dewey ➢ Vygotsky ➢ Bruner
3 (12th Dec)
4 (19th Dec)
➢ Marking Out Process ➢ Application of Working Drawings (through Marking Out & Cutting). ➢ Revision of Tenon Saw.
➢ Recap logistics of Working Drawings. ➢ Begin Marking Out Pieces using Working Drawings (marking ‘Waste Side’ of each line & labelling correctly). ➢ Discuss the importance of cutting on the ‘Waste Side’ before cutting. ➢ Reinforce good craftmanship (sharp pencil, face side/edge, mark waste). ➢ Revise the correct practice for using the Tenon Saw (stance, grip & safety factors).
➢ Manufactured Board
➢ Build on student investigations via. More depth into the materials used/ manufacture/ qualities etc. of each board. ➢ Apply new knowledge to real life experience- which board would be most suitable for different uses e.g. kitchens, desks etc.
➢
➢ Revise the correct use of Compass via. Revision worksheet (Practicing Circles x10). ➢ Solve the correct radius for desired curve and apply to workpiece. ➢ Use Tenon Saw to remove most of the waste, then cleaning closer to the line using file. ➢ Sand piece to create a smoother finish (Sanding with the grain & using correct Sandpaper Grits). ➢ Summative Assessment of work covered within previous two classes (written exam). ➢ Refine and develop Chisel skills via. Wood carving activity. ➢ Draw 2D image onto a piece on MDF (soft & easier to manoeuvre) & use Carving Chisels to create 3D effect.
Creating Curves via. Filing & Sanding. ➢ Compass Revision.
➢ Manufactured Board 5 (9th Jan)
➢ Wood Carving Practice (Creating 3D effect around a 2D image)
➢ Pair Work- catering for Mixed Ability. MA ➢ Use of Educational Technology to enhance the learning process (visual aids and annotated PowerPoint). ET ➢ Active Learning- physical drawing and breakdown of questions. ➢ Accommodation of Independent Learning. IBL ➢ Time Bomb Strategy (reinforcing time management skills). ET ➢ Class debate pushing higher order thinking and critical thinking. MA CL ➢ Placemat Strategy covering all 6 main manufactured boards. MA ➢ Real-Life Examples to relate learning. ➢ Accommodation of Group Learning. IBL ➢ Time Bomb Strategy (reinforcing time management skills). ET ➢ Pair Work (Reducing teacher workload). MA ➢ Student Demonstrations (via active example on visualiser / graphic aids). CL ET ➢ Active Learning- applying theory to 3D workpieces. PBL ➢ Group Work (developing each other’s’ understanding through critical discussion). CL
➢ Classroom Monitoring. ➢ Higher and Lower Order Questioning. ➢ Visual Assessment of work pieces. ➢ Exit Card Strategy. ➢ Formative Assessment: constructive criticism.
➢ Piaget ➢ Vygotsky ➢ Bruner
➢ Higher Order Questioning through class discussion. ➢ Exit Card Strategy.
➢ Vygotsky ➢ Bruner
➢ Classroom Monitoring, analysing student progress. ➢ Higher/ Lower order Questioning (prompting Critical Thinking). MA ➢ Exit Card Strategy. ➢ Peer Assessment (Reducing teacher workload).
➢ Vygotsky ➢ Bruner
➢ Use of written exam as formative assessment (constructive criticism).
➢ Use of written exam as formative assessment (constructive criticism).
➢ ‘Heads-Up’ flashcards to reinforce learning (Higher Order Thinking).
➢ Standard of Brainstorm session. ➢ Higher Order Questioning through class discussion.
➢ Vygotsky ➢ Bruner
➢ Timber Seasoning
6 (16th Jan)
➢ Apply carving skills to project via. Slot for Marble
➢ Timber Seasoning (Air Drying & Kiln Drying Seasoning).
7 (23rd Jan)
➢ Sanding Process
➢ Discuss correct safety procedures via. Teacher & student demonstrations and class discussions.
➢ Scaffold Learning through guidance, rather than feeding information. PBL ➢ Student Demonstrations & Rhetorical Questioning. CL MA ➢ Independent work encouraged IBL
➢ Visual Assessment: Classroom Monitoring of work pieces. ➢ Exit Card Strategy.
➢ Create a Word Wall with new terminology (Equilibrium, Kiln, Stickers, Hygroscopic, Relative Humidity & Timber Seasoning). ➢ Discuss various advantages & disadvantages of Manufactured Board vs. Traditional Wood. ➢ Students investigate uses of Timber Seasoning in pairs, then present findings to class. ➢ Work out the necessary depth required to allow for roughly half the width of the marble. ➢ Create the necessary slot to allow for the marble to move adequately via. Carving at an angle into the Pine. ➢ Reinforce safety procedures via. Clamping onto the table & face blade outwards. ➢ Build on student investigations via. Air Drying vs. Kiln Drying Seasoning. ➢ Student Demonstrations comparing and contrasting both methods of Seasoning Timber.
➢ Discovery Learning in pairs via. Investigating various uses of Timber Seasoning. IBL MA CL ➢ Time Bomb Strategy (reinforcing time management skills). ET ➢ Recap via. ‘Heads Up’ flashcard strategy. CL ➢ Student Presentations of findings from investigation. CL ➢ Independent Leaning- developing students’ skills to further their own inquisition. PBL ➢ PowerPoint of visuals & safety posters. ET ➢ Peer assistance, managing work load of teacher & keeping students engaged. MA CL ➢ Class debate pushing higher order thinking and critical thinking. MA CL ➢ ‘Heads Up’ flashcard strategy. CL ➢ Accommodation of Group Learning. IBL ➢ Time Bomb Strategy (reinforcing time management skills). ET ➢ Accommodate Independent Learning. IBL ➢ Scaffolding Learning (teacher/ peer guidance). PBL ➢ Teacher assistance via. Student feedback. MA ➢ Time Bomb Strategy (reinforcing time management skills). ET
➢ Visual Assessment of Student Presentations. ➢ Questioning of students within pairs, discussing the depth of their findings. ➢ Exit Card Strategy.
➢ Dewey ➢ Vygotsky ➢ Bruner
➢ Higher/ Lower Order Questioning during demonstration (rhetorical questioning). ➢ Peer Feedback (constructive criticism). ➢ Exit Card Strategy. ➢ Visual Monitoring. ➢ Higher Order Questioning through class discussion. ➢ Exit Card Strategy. ➢ Monitoring of Student Demonstrations.
➢ Piaget ➢ Vygotsky ➢ Bruner
➢ Rhetorical Questioning pushing critical thinking. ➢ Classroom monitoring of students work pieces. ➢ Exit Card Strategy.
➢ Piaget ➢ Vygotsky ➢ Bruner
➢ Determine students’ current knowledge of Sanding through oral discussion. ➢ Explain how Sanding removes marks from wood by scratching off different surfaces/ layers (use poster). ➢ Explain the different grits of Sandpaper & how they are used in a process.
➢ Dewey ➢ Vygotsky ➢ Bruner
➢ Timber Seasoning
8 (30th Jan)
➢ Gluing Up Process.
➢ Wood Conversion
9 (6th Feb)
➢ Incorporate personalized designs via. Pyrography
➢ Integration of Student Demonstration (ask other students to peer-assist- “is he correct?” “why?”). ➢ Students work independently using design brief/ PowerPoint/ 3D model/ 3D graphics and knowledge from demonstration as resources. ➢ Summative Assessment of work covered ➢ Use of written exam as formative within previous two classes (written assessment (constructive exam). criticism). ➢ Teacher/Student Demonstration ➢ Class dialogue prompting Higher discussing correct practice for Gluing Order & Critical Thinking. CL Process (white cloth, correct amount of ➢ Recap via. ‘Heads Up’ flashcard glue, clamping to ensure workpieces are strategy. CL square etc). ➢ Combine Active, Guided Learning ➢ Discuss how glue will not bond to end grain via. Peer assistance. MA CL and how to spread an appropriate amount ➢ Time Bomb Strategy (reinforcing of glue. time management skills). ET ➢ Discuss types of glue- animal glue/ hot ➢ Use of posters/ visual aids. MA glue/ PVA etc. ➢ Integration of Student Demonstration (ask other students to peer-assist- “is he correct?” “why?”). ➢ Create a Word Wall with new terminology ➢ Discovery Learning in pairs via. (Clear Felling, Flame Figure, Radial Sawing, Investigating various uses of Conversion, Plain Sawing, Slash Sawing, Timber Seasoning. IBL MA CL Cupping, Quarter & Tangential Sawing). ➢ Time Bomb Strategy (reinforcing ➢ Students investigate uses of Conversion of time management skills). ET Timber in pairs, then present findings to ➢ Recap via. ‘Heads Up’ flashcard class. strategy. CL ➢ Student Presentations of findings from investigation. CL ➢ Complete a design process to integrate a ➢ Use of Design Process to allow ‘personal touch’ to each project. for imagination & individuality. ➢ Students draw the design with pencil on PBL the face of the paper holder. ➢ Student Demonstrations to allow ➢ Safety Brief demonstration to ensure each for rhetorical questioning & peer student is competent with Pyrography Pen mentoring. MA (Student Demonstrations & dialogue). ➢ Time Bomb Strategy (reinforcing time management skills). ET
➢ Use of written exam as formative assessment (constructive criticism). ➢ Higher/ Lower Order Questioning during demonstrations. ➢ Class Dialogue (rhetorical questioning to promote critical thinking). ➢ Exit Card Strategy.
➢ Vygotsky ➢ Bruner
➢ Visual Assessment of Student Presentations. ➢ Questioning of students within pairs, discussing the depth of their findings. ➢ Exit Card Strategy.
➢ Dewey ➢ Vygotsky ➢ Bruner
➢ Visually assessing progress of projects. ➢ Monitoring Student Demonstrations. ➢ Guided Learningteacher establishes areas of confusion through dialogue. ➢ Exit Card Strategy.
➢ Piaget ➢ Vygotsky ➢ Bruner
➢ Recap via. ‘Heads Up’ flashcard strategy. CL ➢ Wood Finishes ➢ Create a Word Wall with new terminology ➢ Discovery Learning in pairs via. ➢ Quality of Brainstorm. (Abrasive, Denibbing, Micropores, Applied Investigating various uses of ➢ Visual Assessment of Finish, Finish, Scraper, arris & Lacquer). Wood Finishes. IBL MA CL Student Presentations. ➢ Brainstorm what each of these words ➢ Time Bomb Strategy (reinforcing ➢ Questioning of students mean & then investigate pairs. time management skills). ET within pairs, discussing ➢ Apply new learning to the projects, discuss ➢ Recap via. ‘Heads Up’ flashcard the depth of their correct sanding and oiling etc. strategy. CL findings. ➢ Student Presentations of findings ➢ Exit Card Strategy. from investigation. CL 10 ➢ Finishing Process ➢ Once projects are glued, sanded and ➢ Peer Mentoring via. Peer Assisted ➢ Oral Dialogue during (13th personalized accordingly, students may Oiling Process (achieve good Safety Brief. Feb) undergo a Finishing process whereby Oil quality finish). MA CL ➢ Visual Monitoring of may be applied. ➢ Active Discussion during Peer Mentoring. ➢ Safety Brief demonstration to ensure each Demonstration- probing Higher ➢ Collection of Projects & student is clear on the amount of oil, the Order Thinking & Critical through standards of use of gloves & within the ‘safety zone’ for Thinking. CL work pieces. using chemicals. ➢ Recap via. ‘Heads Up’ flashcard ➢ Exit Card Strategy. strategy. CL ➢ Wood Finishes ➢ Allow students to work in pairs/ or ➢ Peer Mentoring via. Peer ➢ Higher Order independently to finish projects before Assistance for Oiling Process Questioning through end of class. (ensuring good quality finish). MA class discussion. ➢ Thank students for all the good work they ➢ Accommodate Independent ➢ Exit Card Strategy. covered throughout the 10 weeks with ➢ Monitoring of Student Learning. IBL them. Groups. ➢ Scaffolding Learning (teacher/ peer guidance). PBL Key: MA- Mixed Ability, CL- Collaborative Learning, ET- Educational Technology, PBL- Problem Based Learning, IBL- Inquiry Based Learning
➢ Dewey ➢ Vygotsky ➢ Bruner
➢ Vygotsky ➢ Bruner
➢ Piaget ➢ Vygotsky ➢ Bruner
Subject: Materials Technology Wood
List of Topics: Paper Holder, Carving Skills, Wood Turning Pencils, Manufactured Board, Timber Seasoning. Wood Conversion & Wood Finishing.
Pupil Year Group: 2nd Year
No. of Pupils: 22
No. of Lessons: 4 classes/week (2 x 40 mins & 1 x 80 mins)
Length of Lessons: 40 mins
Date: 29th November 2018
Lesson Times: Tuesday 14:00 PM Wednesday 11:25 AM & Friday 11:25 AM PREVIOUS LEARNING
KNOWLEDGE ➢ Names of popular machines and tools found within Bench room. ➢ Rules and routines of the Bench room as set out by school rules & co-operating teacher. ➢ Health and safety within the Bench room e.g. Machine safety. ➢ Basic jointing techniques e.g. Half Lap Joint, Mortise and Tenon ➢ Types of sandpaper, able to choose correct grit. ➢ Wood identification. ➢ Wood Conversion. ➢ Hand Tools- chisels/ saws/ planes etc.
SKILLS
➢ Co-ordination of equipment e.g. Bench vice. ➢ Comprehend mathematical measurements used for marking out ➢ ➢ ➢ ➢ ➢ ➢
(millimetres). Basic communication of working drawings. Good craftmanship. Construct various shapes using different drawing apparatus. Correct use of PPE (Personal Protective Equipment). Basic jointing techniques e.g. Half Lap Joint. Comprehend the difference between designing for safety and designing for appearance.
AIMS
LEARNING OUTCOMES (LOs)
➢ To introduce the concept of ‘Working Drawings’ and interpret how to read them. ➢ Explore a design process to allow for personal, creative expression. ➢ Develop Chisel technique and control through carving slot for marble. ➢ Practice Personal Reflection through critically assessing individual work. ➢ Use the resources made available to them, and apply them to their new learning, building on previous knowledge (independence).
LITERACY STRATEGIES ➢ ‘Word Wall’ ➢ Key words/ terms written on whiteboard. ➢ Work sheets annotated. ➢ Posters. ➢ Note-taking. ➢ Headings boxes on drawing sheets.
ASSESSMENT
➢ Demonstrate competence with Chisel safety and use, through developing carving technique. ➢ Proficient in the use of Tenon Saw & Chisels. ➢ Recognise and physical apply the concepts the different principles- making a high standard joint. ➢ Display a high standard of workmanship (by working efficiently and neatly). ➢ Establish a satisfactory understanding of an effective ‘gluing up’ process, keeping the piece square & incorporating multiple clamps.
➢ Formative assessments- homework, peer assessment, constructive criticism. ➢ Exit Card Strategy. ➢ Class discussions/ debates. ➢ Student Demonstrations/ Presentations. ➢ Summative assessments- written exam. ➢ Visual assessment- classroom monitoring. ➢ Peer assessment. ➢ Self-assessment (through reflective practice). ➢ ‘Heads-Up’ Strategy.
NUMERACY
ORACY
GRAPHICACY
STRATEGIES
STRATEGIES
STRATEGIES
➢ Measuring using rulers & drawing apparatus. ➢ Adapting to questions via. centimeters converted to millimeters. ➢ Dimensions. ➢ Adapting piece to fit the brief. ➢ Time Bomb Strategy.
➢ Classroom dialogue. ➢ Correct pronunciation of key terms. ➢ Oral repetition of new key words/terms. ➢ Student feedback. ➢ Groupwork. ➢ Student presentations.
➢ ➢ ➢ ➢ ➢ ➢ ➢
Visual work sheets/ drawings. Drawings annotated. Visual Solidworks examples. Possible solutions sketched. Coloured slideshows. Posters. Health and Safety signs.
DIFFERENTIATION STRATEGIES Multicultural Inclusion
SEN Strategies
Mixed Ability Teaching Strategies
➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢
No multicultural inclusion strategies necessary as students are of local nationality. Mixed seating plan & partially completed drawings double as added supports for potential multicultural requirements. Prepared to create large visual posters with translations of key terms/equipment. Peer Support- to help students with limited English to visualise each step by step. No listed SEN requirements listed within class list & no SNA present. Coloured power points, appropriate seating plans and M/A strategies provide support for students that may require added support. Partially completed drawing sheets to accommodate the progression of weaker students. Comic Sans Print on all posters/handouts/PowerPoints etc. Image integrated into every resource possible, helping weaker students to visualise easier. Peer Support- avoiding students from falling behind and getting discouraged. (incorporated into Seating Plan).
Application WEEK 1 (28th Nov) 2 (5th Dec)
LESSON/ TOPIC
CURRICULUM/ SYLLABUS CONTENT
TEACHING STRATEGIES
ASSESSMENT STRATEGIES
of Theorists
➢ Exams
➢ Christmas Tests
➢ N/A
➢ N/A
➢ N/A
➢ Teacher Introduction. ➢ Introduction of Paper Holder Project. ➢ Working Drawings. ➢ Marking Out Process
➢ Introduction class- ice breakers/learn students’ names, overview of overall project ➢ Q&A with class to determine their current level of understanding of Working Drawings (What they are, why they’re useful & how to read them correctly). ➢ Explore the correlation between 2D & 3D shapes through Solidworks Drawings on Working Drawings. ➢ Begin Marking Out Pieces using Working Drawings (marking ‘Waste Side’ of each line & labelling correctly).
➢ Class Discussion (Formative Assessment for teacher). ➢ Exit Cards Strategy. ➢ Suggestions on Brainstorm. ➢ Classroom Monitoring (Identifying Mixed Ability/ Standard of the class). ➢ Higher/Lower Order Questioning.
➢ Piaget ➢ Vygotsky ➢ Bruner
➢ Manufactured Board
➢ Create a Word Wall with new terminology (Blockboard, Hardboard, Plywood, Fibreboard, Oriented Strand Board, Veneers). ➢ Group Work- Students must join physical samples of different Manufactured Boards with labels. ➢ Discuss various advantages & disadvantages of Manufactured Board vs. Traditional Wood. ➢ Students investigate uses of Manufactured Board in pairs, then present findings to class.
➢ Teacher Presentation (Visual power point slides & images). ➢ Independent or ‘Scaffolding’ Learning (using pupils’ own inquisition to investigate further using Working Drawings). IBL ➢ Class discussion- prompting students to get involved/ maintain concentration. ➢ Time Bomb Strategy (reinforcing time management skills). ET ➢ Recap via. ‘Heads Up’ flashcard strategy. CL ➢ Discovery Learning in pairs via. Investigating various uses of Manufactured Board. IBL MA CL ➢ Time Bomb Strategy (reinforcing time management skills). ET ➢ Recap via. ‘Heads Up’ flashcard strategy. CL ➢ Using physical ‘real life’ samples to making learning relatable and visual. MA ➢ Student Presentations of findings from investigation. CL
➢ Visual Assessment of Student Presentations. ➢ Questioning of students within pairs, discussing the depth of their findings. ➢ Exit Card Strategy.
➢ Dewey ➢ Vygotsky ➢ Bruner
3 (12th Dec)
4 (19th Dec)
➢ Marking Out Process ➢ Application of Working Drawings (through Marking Out & Cutting). ➢ Revision of Tenon Saw.
➢ Recap logistics of Working Drawings. ➢ Begin Marking Out Pieces using Working Drawings (marking ‘Waste Side’ of each line & labelling correctly). ➢ Discuss the importance of cutting on the ‘Waste Side’ before cutting. ➢ Reinforce good craftmanship (sharp pencil, face side/edge, mark waste). ➢ Revise the correct practice for using the Tenon Saw (stance, grip & safety factors).
➢ Manufactured Board
➢ Build on student investigations via. More depth into the materials used/ manufacture/ qualities etc. of each board. ➢ Apply new knowledge to real life experience- which board would be most suitable for different uses e.g. kitchens, desks etc.
➢
➢ Revise the correct use of Compass via. Revision worksheet (Practicing Circles x10). ➢ Solve the correct radius for desired curve and apply to workpiece. ➢ Use Tenon Saw to remove most of the waste, then cleaning closer to the line using file. ➢ Sand piece to create a smoother finish (Sanding with the grain & using correct Sandpaper Grits). ➢ Summative Assessment of work covered within previous two classes (written exam). ➢ Refine and develop Chisel skills via. Wood carving activity. ➢ Draw 2D image onto a piece on MDF (soft & easier to manoeuvre) & use Carving Chisels to create 3D effect.
Creating Curves via. Filing & Sanding. ➢ Compass Revision.
➢ Manufactured Board 5 (9th Jan)
➢ Wood Carving Practice (Creating 3D effect around a 2D image)
➢ Pair Work- catering for Mixed Ability. MA ➢ Use of Educational Technology to enhance the learning process (visual aids and annotated PowerPoint). ET ➢ Active Learning- physical drawing and breakdown of questions. ➢ Accommodation of Independent Learning. IBL ➢ Time Bomb Strategy (reinforcing time management skills). ET ➢ Class debate pushing higher order thinking and critical thinking. MA CL ➢ Placemat Strategy covering all 6 main manufactured boards. MA ➢ Real-Life Examples to relate learning. ➢ Accommodation of Group Learning. IBL ➢ Time Bomb Strategy (reinforcing time management skills). ET ➢ Pair Work (Reducing teacher workload). MA ➢ Student Demonstrations (via active example on visualiser / graphic aids). CL ET ➢ Active Learning- applying theory to 3D workpieces. PBL ➢ Group Work (developing each other’s’ understanding through critical discussion). CL
➢ Classroom Monitoring. ➢ Higher and Lower Order Questioning. ➢ Visual Assessment of work pieces. ➢ Exit Card Strategy. ➢ Formative Assessment: constructive criticism.
➢ Piaget ➢ Vygotsky ➢ Bruner
➢ Higher Order Questioning through class discussion. ➢ Exit Card Strategy.
➢ Vygotsky ➢ Bruner
➢ Classroom Monitoring, analysing student progress. ➢ Higher/ Lower order Questioning (prompting Critical Thinking). MA ➢ Exit Card Strategy. ➢ Peer Assessment (Reducing teacher workload).
➢ Vygotsky ➢ Bruner
➢ Use of written exam as formative assessment (constructive criticism).
➢ Use of written exam as formative assessment (constructive criticism).
➢ ‘Heads-Up’ flashcards to reinforce learning (Higher Order Thinking).
➢ Standard of Brainstorm session. ➢ Higher Order Questioning through class discussion.
➢ Vygotsky ➢ Bruner
➢ Timber Seasoning
6 (16th Jan)
➢ Apply carving skills to project via. Slot for Marble
➢ Timber Seasoning (Air Drying & Kiln Drying Seasoning).
7 (23rd Jan)
➢ Sanding Process
➢ Discuss correct safety procedures via. Teacher & student demonstrations and class discussions.
➢ Scaffold Learning through guidance, rather than feeding information. PBL ➢ Student Demonstrations & Rhetorical Questioning. CL MA ➢ Independent work encouraged IBL
➢ Visual Assessment: Classroom Monitoring of work pieces. ➢ Exit Card Strategy.
➢ Create a Word Wall with new terminology (Equilibrium, Kiln, Stickers, Hygroscopic, Relative Humidity & Timber Seasoning). ➢ Discuss various advantages & disadvantages of Manufactured Board vs. Traditional Wood. ➢ Students investigate uses of Timber Seasoning in pairs, then present findings to class. ➢ Work out the necessary depth required to allow for roughly half the width of the marble. ➢ Create the necessary slot to allow for the marble to move adequately via. Carving at an angle into the Pine. ➢ Reinforce safety procedures via. Clamping onto the table & face blade outwards. ➢ Build on student investigations via. Air Drying vs. Kiln Drying Seasoning. ➢ Student Demonstrations comparing and contrasting both methods of Seasoning Timber.
➢ Discovery Learning in pairs via. Investigating various uses of Timber Seasoning. IBL MA CL ➢ Time Bomb Strategy (reinforcing time management skills). ET ➢ Recap via. ‘Heads Up’ flashcard strategy. CL ➢ Student Presentations of findings from investigation. CL ➢ Independent Leaning- developing students’ skills to further their own inquisition. PBL ➢ PowerPoint of visuals & safety posters. ET ➢ Peer assistance, managing work load of teacher & keeping students engaged. MA CL ➢ Class debate pushing higher order thinking and critical thinking. MA CL ➢ ‘Heads Up’ flashcard strategy. CL ➢ Accommodation of Group Learning. IBL ➢ Time Bomb Strategy (reinforcing time management skills). ET ➢ Accommodate Independent Learning. IBL ➢ Scaffolding Learning (teacher/ peer guidance). PBL ➢ Teacher assistance via. Student feedback. MA ➢ Time Bomb Strategy (reinforcing time management skills). ET
➢ Visual Assessment of Student Presentations. ➢ Questioning of students within pairs, discussing the depth of their findings. ➢ Exit Card Strategy.
➢ Dewey ➢ Vygotsky ➢ Bruner
➢ Higher/ Lower Order Questioning during demonstration (rhetorical questioning). ➢ Peer Feedback (constructive criticism). ➢ Exit Card Strategy. ➢ Visual Monitoring. ➢ Higher Order Questioning through class discussion. ➢ Exit Card Strategy. ➢ Monitoring of Student Demonstrations.
➢ Piaget ➢ Vygotsky ➢ Bruner
➢ Rhetorical Questioning pushing critical thinking. ➢ Classroom monitoring of students work pieces. ➢ Exit Card Strategy.
➢ Piaget ➢ Vygotsky ➢ Bruner
➢ Determine students’ current knowledge of Sanding through oral discussion. ➢ Explain how Sanding removes marks from wood by scratching off different surfaces/ layers (use poster). ➢ Explain the different grits of Sandpaper & how they are used in a process.
➢ Dewey ➢ Vygotsky ➢ Bruner
➢ Timber Seasoning
8 (30th Jan)
➢ Gluing Up Process.
➢ Wood Conversion
9 (6th Feb)
➢ Incorporate personalized designs via. Pyrography
➢ Integration of Student Demonstration (ask other students to peer-assist- “is he correct?” “why?”). ➢ Students work independently using design brief/ PowerPoint/ 3D model/ 3D graphics and knowledge from demonstration as resources. ➢ Summative Assessment of work covered ➢ Use of written exam as formative within previous two classes (written assessment (constructive exam). criticism). ➢ Teacher/Student Demonstration ➢ Class dialogue prompting Higher discussing correct practice for Gluing Order & Critical Thinking. CL Process (white cloth, correct amount of ➢ Recap via. ‘Heads Up’ flashcard glue, clamping to ensure workpieces are strategy. CL square etc). ➢ Combine Active, Guided Learning ➢ Discuss how glue will not bond to end grain via. Peer assistance. MA CL and how to spread an appropriate amount ➢ Time Bomb Strategy (reinforcing of glue. time management skills). ET ➢ Discuss types of glue- animal glue/ hot ➢ Use of posters/ visual aids. MA glue/ PVA etc. ➢ Integration of Student Demonstration (ask other students to peer-assist- “is he correct?” “why?”). ➢ Create a Word Wall with new terminology ➢ Discovery Learning in pairs via. (Clear Felling, Flame Figure, Radial Sawing, Investigating various uses of Conversion, Plain Sawing, Slash Sawing, Timber Seasoning. IBL MA CL Cupping, Quarter & Tangential Sawing). ➢ Time Bomb Strategy (reinforcing ➢ Students investigate uses of Conversion of time management skills). ET Timber in pairs, then present findings to ➢ Recap via. ‘Heads Up’ flashcard class. strategy. CL ➢ Student Presentations of findings from investigation. CL ➢ Complete a design process to integrate a ➢ Use of Design Process to allow ‘personal touch’ to each project. for imagination & individuality. ➢ Students draw the design with pencil on PBL the face of the paper holder. ➢ Student Demonstrations to allow ➢ Safety Brief demonstration to ensure each for rhetorical questioning & peer student is competent with Pyrography Pen mentoring. MA (Student Demonstrations & dialogue). ➢ Time Bomb Strategy (reinforcing time management skills). ET
➢ Use of written exam as formative assessment (constructive criticism). ➢ Higher/ Lower Order Questioning during demonstrations. ➢ Class Dialogue (rhetorical questioning to promote critical thinking). ➢ Exit Card Strategy.
➢ Vygotsky ➢ Bruner
➢ Visual Assessment of Student Presentations. ➢ Questioning of students within pairs, discussing the depth of their findings. ➢ Exit Card Strategy.
➢ Dewey ➢ Vygotsky ➢ Bruner
➢ Visually assessing progress of projects. ➢ Monitoring Student Demonstrations. ➢ Guided Learningteacher establishes areas of confusion through dialogue. ➢ Exit Card Strategy.
➢ Piaget ➢ Vygotsky ➢ Bruner
➢ Recap via. ‘Heads Up’ flashcard strategy. CL ➢ Wood Finishes ➢ Create a Word Wall with new terminology ➢ Discovery Learning in pairs via. ➢ Quality of Brainstorm. (Abrasive, Denibbing, Micropores, Applied Investigating various uses of ➢ Visual Assessment of Finish, Finish, Scraper, arris & Lacquer). Wood Finishes. IBL MA CL Student Presentations. ➢ Brainstorm what each of these words ➢ Time Bomb Strategy (reinforcing ➢ Questioning of students mean & then investigate pairs. time management skills). ET within pairs, discussing ➢ Apply new learning to the projects, discuss ➢ Recap via. ‘Heads Up’ flashcard the depth of their correct sanding and oiling etc. strategy. CL findings. ➢ Student Presentations of findings ➢ Exit Card Strategy. from investigation. CL 10 ➢ Finishing Process ➢ Once projects are glued, sanded and ➢ Peer Mentoring via. Peer Assisted ➢ Oral Dialogue during (13th personalized accordingly, students may Oiling Process (achieve good Safety Brief. Feb) undergo a Finishing process whereby Oil quality finish). MA CL ➢ Visual Monitoring of may be applied. ➢ Active Discussion during Peer Mentoring. ➢ Safety Brief demonstration to ensure each Demonstration- probing Higher ➢ Collection of Projects & student is clear on the amount of oil, the Order Thinking & Critical through standards of use of gloves & within the ‘safety zone’ for Thinking. CL work pieces. using chemicals. ➢ Recap via. ‘Heads Up’ flashcard ➢ Exit Card Strategy. strategy. CL ➢ Wood Finishes ➢ Allow students to work in pairs/ or ➢ Peer Mentoring via. Peer ➢ Higher Order independently to finish projects before Assistance for Oiling Process Questioning through end of class. (ensuring good quality finish). MA class discussion. ➢ Thank students for all the good work they ➢ Accommodate Independent ➢ Exit Card Strategy. covered throughout the 10 weeks with ➢ Monitoring of Student Learning. IBL them. Groups. ➢ Scaffolding Learning (teacher/ peer guidance). PBL Key: MA- Mixed Ability, CL- Collaborative Learning, ET- Educational Technology, PBL- Problem Based Learning, IBL- Inquiry Based Learning
➢ Dewey ➢ Vygotsky ➢ Bruner
➢ Vygotsky ➢ Bruner
➢ Piaget ➢ Vygotsky ➢ Bruner
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