TEACHER’S
Scheme of Work
Junior Cycle
RESOURCE BOOK
WOOD TECHNOLOGY Michael Cross
.
EE digital FR
rces sou re
,
de
re
i m a ti o n s
.
An vi
os and m
o
i Wood Book Teachers resourceCL.indd 1
19/04/2019 14:35
WOOD TECHNOLOGY TEACHER’S RESOURCE BOOK
Michael Cross THE EDUCATIONAL COMPANY OF IRELAND Wood Book Teachers resourceCL.indd 2
19/04/2019 14:35
Introduction
Introduction This teacher’s resource book has been designed to support you, the teacher, in planning and implementing the Junior Cycle specification for Wood Technology. It contains methodologies that may be used to enhance planning and teaching. It is not prescriptive and may be used as required to suit your needs and the needs of your students. This book also provides tools and strategies to support students in improving and taking ownership of their own learning and developing their skills. The resources in this book have been divided into the following sections: • • • • • • • •
Introduction to the Junior Cycle Overview of Junior Cycle Wood Technology Assessment Useful strategies Lesson planning Digital resources Templates for peer assessment, project planning, self-assessment, etc. Sketching and drawing worksheets
1 Wood Book Teachers resourceCL.indd 1
19/04/2019 14:35
Wood Technology Teachers Resource Book
Introduction to the Junior Cycle Eight Principles The framework for the new Junior Cycle places students at the centre of the educational experience. It gives schools the flexibility to design programmes that suit the context of the school and the needs of its students. It provides a balance between knowledge and skills while promoting active and collaborative learning. The framework is underpinned by the following eight principles: • • • • • • • •
Learning to learn: Students will gain experience in independent learning to meet life’s challenges. Choice and flexibility: A broad range of customised learning experiences will better meet students’ needs. Quality: Students who receive a high quality education will be more motivated and can be held to higher standards and expectations. Creativity and innovation: The curriculum, teaching, learning, and assessments foster creativity and innovation in students. Engagement and participation: Class activities and assessment provide a link with the world outside of school by engaging students and promoting participation. Continuity and development: Students will build on their prior learning, recognise progress, and will be supported in developing future learning. Inclusive education: Each student feels included in the educational experience and able to participate equally in activities and discussions. Wellbeing: The learning experience contributes to the physical, emotional, mental, and social wellbeing of the student and the whole school community.
(Source: Department of Education and Skills Framework for Junior Cycle)
2 Wood Book Teachers resourceCL.indd 2
19/04/2019 14:35
Introduction to the Junior Cycle
Twenty-four Statements of Learning The eight principles were developed into 24 Statements of Learning, which further illustrate the aims of the student as they navigate the Junior Cycle learning experience. The student: 1 communicates effectively using a variety of means in a range of contexts in his/her primary language (English or Irish) 2 listens, speaks, reads and writes in his/her secondary language (Irish or English) and one other language at a level of proficiency that is appropriate to her or his ability 3 creates, appreciates and critically interprets a wide range of texts 4 creates and presents artistic works and appreciates the process and skills involved 5 has an awareness of personal values and an understanding of the process of moral decision making 6 appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and culture in which she/he lives 7 values what it means to be an active citizen, with rights and responsibilities in local and wider contexts 8 values local, national and international heritage, understands the importance of the relationship between past and current events and the forces that drive change 9 understands the origins and impacts of social, economic, and environmental aspects of the world around her/him 10 has the awareness, knowledge, skills, values and motivation to live sustainably 11 takes action to safeguard and promote her/his wellbeing and that of others 12 is a confident and competent participant in physical activity and is motivated to be physically active 13 understands the importance of food and diet in making healthy lifestyle choices 14 makes informed financial decisions and develops good consumer skills 15 recognises the potential uses of mathematical knowledge, skills and understanding in all areas of learning 16 describes, illustrates, interprets, predicts and explains patterns and relationships 17 devises and evaluates strategies for investigating and solving problems using mathematical knowledge, reasoning and skills 18 observes and evaluates empirical events and processes and draws valid deductions and conclusions 19 values the role and contribution of science and technology to society, and their personal, social and global importance 20 uses appropriate technologies in meeting a design challenge 21 applies practical skills as she/he develop models and products using a variety of materials and technologies 22 takes initiative, is innovative and develops entrepreneurial skills 23 brings an idea from conception to realisation 24 uses technology and digital media tools to learn, communicate, work and think collaboratively and creatively in a responsible and ethical manner. (Source: Department of Education and Skills Framework for Junior Cycle)
3 Wood Book Teachers resourceCL.indd 3
19/04/2019 14:35
Wood Technology Teachers Resource Book
Eight Key Skills The eight key skills have been identified in the new Junior Cycle for the purpose of preparing students for the world’s challenges, regardless of subject. Through learning experiences, assessments in the classroom, and state examinations, students will have the opportunity to develop these skills.
• Using language • Using numbers • Listening and expressing myself • Performing and presenting • Discussing and debating • Using digital technology to communicate
• Developing my understanding and enjoyment of words and language • Reading for enjoyment and with critical understanding • Writing for different purposes • Expressing ideas clearly and accurately • Developing my spoken language • Exploring and creating a variety of texts, including multi-modal texts
• • • •
Knowing myself Making considered decisions Setting and achieving personal goals Being able to reflect on my own learning • Using digital technology to manage myself and my learning
BEING LITERATE COMMUNICATING
• Developing good relationships and dealing with conflict • Co-operating • Respecting difference • Contributing to making the world a better place • Learning with others • Working with others through digital technology
• • • • •
WORKING WITH OTHERS
BEING CREATIVE
Imagining Exploring options and alternatives Implementing ideas and taking action Learning creatively Stimulating creativity using digital technology
• Being healthy and physically active • Being social • Being safe • Being spiritual • Being confident • Being positive about learning • Being responsible, safe and ethical in using digital technology
MANAGING MYSELF
KEY SKILLS
STAYING WELL
MANAGING INFORMATION & THINKING
BEING NUMERATE
• Being curious • Gathering, recording, organising and evaluating information and data • Thinking creatively and critically • Reflecting on and evaluating my learning • Using digital technology to access, manage and share content
• Expressing ideas mathematically • Estimating, predicting and calculating • Developing a positive disposition towards investigating, reasoning and problem-solving • Seeing patterns, trends and relationships • Gathering, interpreting and representing data • Using digital technology to develop numeracy skills and understanding
(Source: Department of Education and Skills Framework for Junior Cycle)
4 Wood Book Teachers resourceCL.indd 4
19/04/2019 14:35
Introduction to the Junior Cycle Wood Technology can apply the eight key skills in innumerable ways. Below are some examples of how these skills are incorporated into the curriculum. Wood Technology is a design-based subject that emphasises creative skills by designing and making useful artefacts. Students will explore solutions through research and report findings in a variety of ways. Students will communicate through discussion and interaction in class, written work, as well as design illustration. Working with others is fundamental to Wood Technology. As students work to design, create and manufacture their task work they must work in a well organised way that is safe and mindful of the needs of others. Key Skill
Key Skill Element
Example of student learning activity
Being creative
Implementing ideas and taking action
Students will research and compile designs for an artefact and write a plan for its manufacture, including materials and tools needed.
Being literate
Exploring and creating a variety of texts, including multi-modal texts
Students investigate and report on design choices and the reasoning behind their choices of material, finish or hardware.
Being numerate
Estimating, predicting and calculating
Students learn to calculate the gear ratio of a gear train.
Communicating
Discussing and debating
Students create mind maps based on their discussion of trees and the environment.
Managing information and thinking
Thinking creatively and critically
In groups, students research, discuss and present the consequences of unmanaged resources.
Managing myself
Being able to reflect on my own learning
After creating an artefact, students reflect on the process and final result.
Staying well
Being safe
Students create a comprehensive list of safety rules for the workshop.
Working with others
Learning with others
Students collaborate to present the features of various machines found in the Wood Technology room.
(Source: Department of Education and Skills Framework for Junior Cycle)
5 Wood Book Teachers resourceCL.indd 5
19/04/2019 14:35
Wood Technology Teachers Resource Book
Junior Cycle Wood Technology Three strands The specification for Junior Cycle Wood Technology uses three interconnected strands to develop students’ understanding and skills. Wood science and materials (Strand 3)
Principles and practices (Strand 1)
Design Thinking (Strand 2)
In this strand, students explore the natural and physical properties and characteristics of wood. They learn how to use the natural aesthetics and properties of wood to enhance the appearance and function of artefacts. They explore the role of forestation and wood in terms of local/global ecology and sustainability and recognise the importance of considering the impact on the natural environment when sourcing materials.
In this strand, students learn about and employ the fundamental principles and practices associated with the study of Wood Technology. They learn to work safely and efficiently with equipment and materials, and apply principles of craft excellence through design and manufacture. They will investigate the environmental benefits and impacts of using wood as a natural and renewable resource and learn about sustainable practice.
In this strand, students explore design briefs and their solutions. They use key principles of design and produce sketches, drawings, models/prototypes and artefacts that illustrate their design thinking. Students consider factors such as materials, cost, time resources and skills to produce purposeful, functional, appealing artefacts. They also consider the environmental and social impacts of design decisions and investigate how to minimise material use and manage waste.
(Source: NCCA Junior Cycle Wood Technology)
6 Wood Book Teachers resourceCL.indd 6
19/04/2019 14:35
Junior Cycle Wood Technology
Four Elements The three strands are meant to work together to create a holistic learning experience using the four elements outlined below:
1 Planning and managing
The learning outcomes in this element encourage students to develop a range of project management skills while evolving their designs to the creation stage. Students develop the necessary knowledge and skills that will enable them to effectively solve contextual problems.
2 Communicating
The learning outcomes in this element encourage students to select and use appropriate media to communicate design ideas and technical information. Students will use technical language associated with wood science and technology. They learn about the important role that communication plays in addressing global and local environmental issues. Students will plan and narrate their design evolution highlighting critical features of their solutions to design problems.
3 Creating
The learning outcomes in this element encourage students to be creative and to explore ways in which they can apply their knowledge and skills and appreciate the practices needed to produce purposeful, functional, appealing artefacts. Students develop their creativity across the three strands and use the natural aesthetics and properties of wood to enhance the appearance and function of their artefacts.
4 Environment and sustainability
The learning outcomes in this element encourage students to appreciate the environmental benefits and impacts of using wood as a natural and renewable resource, and to use sustainable practice throughout their learning. Students explore the role of forestation and wood in terms of global and local ecology and sustainability.
(Source: NCCA Junior Cycle Wood Technology)
7 Wood Book Teachers resourceCL.indd 7
19/04/2019 14:35
Wood Technology Teachers Resource Book
Learning outcomes
Wood Science and materials
Design Thinking
Principles and practices
Junior Cycle Wood Technology specifications have outlined expectations for students. For each of the three strands and four elements, students should be able to perform each of the outcomes listed in the following table. These Learning Outcomes are noted at the start of each chapter in the Wood Technology textbook. Planning and managing
Communicating
Creating
Environment and sustainability
1.1 explore key elements required for the completion of tasks1 1.2 justify the selection of plans, processes and materials for the completion of tasks 1.3 collaborate effectively in a workshop learning environment 1.4 manage themselves and their resources
1.5 represent key information graphically 1.6 create sketches and working drawings to recognised standards using a variety of media 1.7 explain the function and application of a range of tools, equipment, fixtures and fittings
1.8 apply knowledge of and skills in a range of appropriate existing and emerging principles, processes and techniques 1.9 demonstrate principles of craft excellence through the design and realisation of tasks and artefacts2 1.10 apply recognised health and safety practices in the use of tools, equipment and materials
1.11 investigate the environmental impacts of using wood as a natural and renewable resource 1.12 appreciate sustainable practice throughout their learning
2.1 explore design problems 2.2 manage information and thinking to support an iterative design process 2.3 evaluate their own progress to inform future learning 2.4 understand key principles of design and ergonomics
2.5 communicate relevant information 2.6 produce sketches, drawings and models/ prototypes to explore design ideas 2.7 communicate a suitable approach to solving a problem 2.8 compile a folio through appropriate media
2.9 evolve their solutions based on critical reflection 2.10 devise templates and models using various media 2.11 produce purposeful, functional, appealing artefacts 2.12 create an artefact having considered factors such as materials, cost, time resources and skills
2.13 recognise the environmental and social impacts of design decisions 2.14 investigate how to minimise material use and manage waste
3.1 identify common species of wood 3.2 evaluate the characteristics and properties of common species of wood 3.3 understand the properties associated with a range of materials applicable to Wood Technology 3.4 evaluate the use of wood in comparison to alternative materials
3.5 explain the properties associated with the classification of wood 3.6 discuss the use of wood in comparison to alternative materials 3.7 justify the use of materials based on characteristics and properties within a context
3.8 utilise the natural aesthetics and properties of wood to enhance the appearance and function of an artefact 3.9 create an artefact that demonstrates an understanding of the properties associated with a range of materials applicable to Wood Technology
3.10 appreciate the role of forestation and wood in terms of local/ global ecology and sustainability 3.11 investigate the use of wood from forest to end use 3.12 consider the impact on the natural environment when sourcing materials
(Source: NCCA Junior Cycle Wood Technology)
8 Wood Book Teachers resourceCL.indd 8
19/04/2019 14:35
Assessment
Assessment The new Junior Cycle uses assessment as a learning tool by encouraging students to reflect on their learning and to engage in feedback with their teachers and peers. Every Wood Technology student will undertake two classroom based assessments: one in term 2 of second year and one in term 1 of third year. These assessments will allow them to demonstrate analysis and research skills and to determine how well they work with and communicate with others while doing tasks.
Year 2 CBA 1: Wood science in our environment
This assessment will encourage students to develop research skills individually or as part of a group and communicate their results or findings. It will mainly focus on the area of wood science and materials, but could include elements from the other two strands (Design Thinking and Principles and Practices). Students will be asked to explore a wood science-related issue within a local or wider context. They will research and collect information or data about the issue and analyse it carefully. Then, they will evaluate this information before making a presentation of their research findings. Their findings could be presented using any appropriate media such as a document, video, poster, or PowerPoint presentation.
Year 3 CBA 2: Student self-analysis and evaluation
In this CBA, students will conduct an analysis of the practical work that they have completed during their two years. They will examine how they have developed their skills and how well they have improved during this time. They will examine a range of completed tasks or on one specific task. They will analyse and evaluate their work to identify areas of strength and areas of their work which need improvement. This critical examination and review will help them to make constructive decisions about planning and designing their project later in third year. As with CBA 1, their findings could be presented using any appropriate media.
Project (70%)
After completing the CBA 2, students will complete a project as part of their final assessment. The brief is created by the State Examinations Commission, which also is responsible for marking the projects.
Written examination (30%)
At the end of Year 3, students will take a 90-minute written examination set and marked by the State Examinations Commission.
(Source: NCCA Junior Cycle Wood Technology)
9 Wood Book Teachers resourceCL.indd 9
19/04/2019 14:35
Wood Technology Teachers Resource Book
Yearly schemes Year 1 Key: P = Practical Work, T = Theory, S = Strand, CBA = Classroom Based Assessment, TA = Topic Assessment, HW = Homework WR = Written Reflection, SRP = Student Reflection Page
October
September
Week
Unit of Learning
Textbook Chapter & Pages
Learning Outcomes
Statements of Learning
Central Elements
Homework
1
P&T Introduction
Chapter 1 Pg 1
1.4, 1.10
15, 24
Analysis and assessment of the room, safety procedures and group/ individual organisation.
Pg 1
2
T Health & Safety P Health & Safety & Basic Trench
Chapter 2 Pgs 4–8
1.1, 1.2, 1.3, 1.4
1, 11, 15, 24
T Identifying Safety Aspects – Considering Rules – Group Safety Statement – Working with Others P Familiarisation with Basic Marking and Cutting Tools
Pg 8 + H&S Quiz
3
T Wood P Teapot Stand
Chapter 3 Pgs 12–16
1.1, 1.2, 1.3, 1.10 2.11
15, 24
T Describing Benefits – Explaining Differences – Exploring Ecology, Forestry & Sustainability. P Accurately Marking Out – Ruler, Tri Square & Gauge
Pg 16
4
T Tree Growth P Ring Box
1.3, 1.10 2.11
12, 24
T Describing the stages of Tree Growth – Forest Types P Sawing, Drilling & Pillar Drill Finishing
5
T Trees P Ring Box
Chapter 4 Pgs 17–33
1.3, 1.10 2.11 3.1, 3.2, 3.3
12, 24
T Identifying Common Species & Characteristics P Assembly with dowel and Finishing Analysing Accuracy, Quality and Possible Improvements.
Pgs 32–33
6
T Trees P Model Boat
Chapter 4 Pgs 17–33
1.1, 1.2, 1.3 2.11 3.1, 3.2, 3.3
1, 24
T Making of Trees Booklet & Hardwood V Softwood Poster P Marking out of Boat Body & Propeller
Pgs 32 & 33
7
T Timber & Environment P Model Boat
Chapter 5 Pgs 34–38
1.3, 1.10, 1.11, 1.12 2.11, 2.14 3.10, 3.11, 3.12
5, 6, 7, 8, 9, 10, 12, 24
T Understanding Deforestation & our Impact. P Accurate Cutting and Joining of Propeller Halving. Coping Saw Introduction for Body Curve and Rear.
Pg 38
8
T Timber & Environment P Model Boat
Chapter 5 Pgs 34–38
1.3, 1.10, 1.11, 1.12 2.11, 2.14 3.10, 3.11, 3.12
5, 6, 7, 8, 9, 10, 12, 24
T Choices – Rainforests – Carbon Footprint P Designing of Boat Cabin with Constraints Cutting, Assembly and Gluing of all Parts
Pg 38
10 Wood Book Teachers resourceCL.indd 10
19/04/2019 14:35
Yearly Schemes
February
January
December
November
Week
Unit of Learning
Textbook Chapter & Pages
Learning Outcomes
Statements of Learning
Central Elements
Homework
9
T Reflection & Assessment P Model Boat
SRP
1.4, 1.10 2.3, 2.11, 2.14
18, 24
T WR P Finishing & Preserving of Project. Carefully Thought Out Application of Preservative
10
T Hand Tools P Pencil Case
Chapter 14 Pgs 100–123
1.1, 1.2, 1.3, 1.7 2.11
12, 24
T Identification of Name & Use of Basic Hand Tools P Marking Out & Cutting of Rebated Butt Joints
Pgs 122–123
11
T Hand Tools P Pencil Case
Chapter 14 Pgs 100–123
1.3, 1.7 2.11
12, 24
T Understanding Safe use of Basic Hand Tools P Gluing of Butt Joints
Pgs 122–123
12
T Joints P Pencil Case
Chapter 21 Pgs 184–197
1.3, 1.10 2.11
12, 24
T Understanding Name, Strength, Weakness & Use P Careful Pining of Top and Bottom Covers
Pgs 196–197
13
T Joints P Pencil Case
Chapter 21 Pgs 184–197
1.3,1.10 2.11
24
T Analysis of Joint Suitability for Various Projects P Assembly & Finishing of Case – Analysis of Success
Pgs 196–197
14
T Conversion P Coat Hanger
Chapter 6 Pgs 39–43
1.1, 1.2, 1.3, 1.10 2.11
12, 24
T Identification of Different Conversion Methods P Marking & Drilling, Pillar drill
Pgs 122–123
15
T Conversion P Coat Hanger
Chapter 6 Pgs 39–43
1.3,1.10 2.11
12, 24
T Understanding the Different Characteristics of Each P Cutting and finishing curves
Pg 43
16
T Reflection & Assessment
SRP
1.4, 2.3, 2.11
18, 24
Written Reflection
17
T Seasoning P Tablet Stand
Chapter 7 Pgs 44–49
1.1, 1.2, 1.3 2.11
15, 24
T Understanding the need for Seasoning & Its Effects P Design & planning for Tablet Stand – Marking out
Pg 49
18
T Seasoning P Tablet Stand
Chapter 7 Pgs 44–49
1.3, 1.8, 1.10 2.11
12, 24
T Identifying & Explaining Seasoning Methods P Tablet stand (Dowels/ Bridle/Screw & Plug joint)
Pg 49
19
T Diseases & Defects P Tablet Stand
Chapter 10 Pgs 62–70
1.3,1.8, 1.10 2.11
12, 24
T Identify Various Diseases & Defects & Their Effects P Cutting of joints & Analysis of Joint Quality
Pg 70
20
T Diseases & Defects P Tablet Stand
Chapter 10 Pgs 62–70
1.3,1.8, 1.10 2.11
12, 24
T Investigate Appropriate Solutions P Marking & Cutting of joints and assembly
Pg 70
21
T Adhesives P Tablet Stand
Chapter 18 Pgs 152–159
1.3,1.8, 1.10 2.11
24
T Comparison of Different Adhesives and Use P Assembly and Gluing & Finish
Pg 159
22
T Adhesives P Tablet Stand
Chapter 18 Pgs 152–159 SRP
1.3, 1.4 2.3, 2.11
18, 24
T Analysis of Proper Adhesive Application P Application of finish to artefact WR
Pg 159
11 Wood Book Teachers resourceCL.indd 11
19/04/2019 14:35
Week
Unit of Learning
Textbook Chapter & Pages
23
T Manufactured Boards P Storage Unit
Chapter 9 Pgs 54–61
1.1, 1.2, 1.3 2.11
24
T Understanding Properties & Characteristics of Boards – Comparison of Different Types P Accurate Marking out of Finger Joints
Pg 61
24
T Manufactured Boards P Storage Unit
Chapter 9 Pgs 54–61
1.3,1.8, 1.10 2.11
12, 24
T Justification of Different Types for Different Uses P Cutting of Finger Joints & Accurate Assembly
Pg 61
25
T Properties of Materials P Storage Unit
Chapter 11 Pgs 71–76
1.3,1.8, 1.10 2.11 3.3, 3.4, 3.5, 3.6, 3.7
24
T Comparisons of Various Materials & Characteristics P Marking & Planing of Base & Top Pieces
Pg 76
26
T Properties of Materials P Storage Unit
Chapter 11 Pgs 71–76
1.3,1.8, 1.10 2.11 3.3, 3.4, 3.5, 3.6, 3.7
24
T Analysis of Various Properties & Applications P Input on Personal Design Element on Handle
Pg 76
27
T Metals P Storage Unit
Chapter 12 Pgs 77–86
1.3,1.8, 1.10 2.11 3.3, 3.4, 3.5, 3.6, 3.7
24
T Understanding of Different Metals, Properties & Uses P Assembly of all Parts
Pg 86
28
T Plastics & Other Materials P Storage Unit
Chapter 13 Pgs 87–98
1.3,1.8, 1.10 2.11 3.3, 3.4, 3.5, 3.6, 3.7
24
T Understanding of Different Plastics, Properties & Uses P Appropriate Finish & Application of Finish
Pgs 97–98
29
T Reflection & Assessment
SRP
1.4, 2.3, 2.11
18, 24
WR
30
T Finishes P Cup Stand
Chapter 19 Pgs 160–172
1.1, 1.2, 1.3 2.11
12, 24
T Demonstration of How to Achieve a High Quality Finish P Accurate Marking and Drilling of Centre
Pg 172
31
T Finishes P Cup Stand
Chapter 19 Pgs 160–172
1.3,1.8, 1.10 2.11
12, 24
T Comparison of Different Types of Finish P Marking and Cutting of Mortise & Tenon
Pg 172
32
T Preservatives P Cup Stand
Chapter 8 Pgs 50–53
1.3,1.8, 1.10 2.11
12, 24
T Description of the Different Types P Shaping of Hanger Pieces & Full Assembly
Pg 53
33
T Preservatives P Cup Stand
Chapter 8 Pgs 50–53
1.3,1.8, 1.10 2.11
24
T Consideration to the Impacts of Preservatives P Appropriate Finishing of Piece
Pg 53
34
T Reflection & Assessment
SRP
1.4, 2.3
18, 24
WR
May
April
March
Wood Technology Teachers Resource Book
Learning Outcomes
Statements of Learning
Central Elements
Homework
12 Wood Book Teachers resourceCL.indd 12
19/04/2019 14:35
Yearly Schemes
Year 2 Key: P = Practical Work, T = Theory, S = Strand, CBA = Classroom Based Assessment, TA = Topic Assessment, HW = Homework WR = Written Reflection, SRP = Student Reflection Page
November
October
September
Week
Unit of Learning
Textbook Chapter & Pages
1
P&T Review & Reflection
2
T Health & Safety Review P Mirror Frame
Ch 2 Pgs 4–8
3
T Wood Science P Mirror Frame
4
T Environment P Mirror Frame
5
Learning Outcomes
Statements of Learning
Central Elements
Homework
24
Reflection, Planning & Managing.
1.1 2.11
2, 11, 24
T Group Discussions and Creation of Safety Posters: Hazard Identification, Risk Assessment & Precautions P Marking of Bridle Joints
H&S Quiz
Ch 5
1.3, 1.10 2.14
2, 24
T In Depth Recap and Discussion on Wood Science P Accurate Cutting, Assembly & Gluing
Mind Mapping
Ch 5 Pgs 34–38
1.3, 1.10, 1.11, 1.12 2.11, 2.14
5, 6, 7, 8, 9, 10, 24
T In Depth Recap on Our Daily Impact P Adding of Base and Quality Finish of Piece
Mind Mapping
T CBA Prep P Mirror Frame
1.2, 1.10 2.11
24
T CBA Preparations P Placement of Acrylic Mirror
6
CBA1 Wood Science in Our Environment
1.4, 1.11 2.5
7
CBA1 Wood Science in Our Environment
1.4, 1.11 2.5
8
CBA1 Wood Science in Our Environment
1.4, 1.11 2.5
9
T Reflection & Assessment
SRP
1.4 2.3
18, 24
WR
10
T Design Intro P Towel Holder
Ch 30 Pgs 281–285
1.1, 1.3 2.1, 2.2, 2.4, 2.7, 2.11, 2.13
1, 3, 17, 20, 24
T Exploring the Key Aspects of Design & Ergonomics P Introduction to Design Brief
Designs
11
T Design Process & Sketching P Towel Holder
Ch 30 Pgs 286–292
1.2, 1.3, 1.5, 1.6 2.1, 2.2, 2.4, 2.6, 2.11, 2.13
1, 3, 17, 20, 24
T Analysing a Variety of Design Problems P Initial Solutions to Projects Through Sketching
Home Sketches
12
T Design Planning & Reporting P Towel Holder
Ch 30 Pgs 293–297
1.3, 1.5, 1.8, 1.10 2.1, 2.2, 2.4, 2.6, 2.11, 2.13
1, 3, 12, 17, 20, 24
T Oblique Sketching Techniques P Marking out & Cutting of Marble Trench
Pg 298
13
T Designing & sketching P Towel Holder
Ch 30 Pgs 281–298
1.3, 1.5, 1.6, 1.8, 1.10 2.6, 2.11, 2.13
1, 12, 20, 24
T Isometric Sketching Techniques P Shaping of Individual Design Element After Transfer With Carbon Paper
Design Sketches
13 Wood Book Teachers resourceCL.indd 13
19/04/2019 14:35
Wood Technology Teachers Resource Book
February
January
December
Week
Unit of Learning
Textbook Chapter & Pages
Learning Outcomes
Statements of Learning
Central Elements
Homework
14
T Designing & sketching P Towel Holder
Ch 30 Pgs 281–298
1.3, 1.5, 1.6, 1.8, 1.10 2.6, 2.11, 2.13
1, 12, 20, 24
T Isometric Sketching Development P Cutting of Curves/Designs – Coping Saw, Plane, Spokeshave etc.
Design Sketches
15
T Designing & sketching P Towel Holder
Ch 30 Pgs 281–298
1.3, 1.5, 1.6, 1.8, 1.10 2.6, 2.11, 2.13
1, 20, 24
T Isometric Sketching, Shading & Rendering P Assembly of Project Using Drill, Screws, Marble and Spacer
Design Sketches
16
T Reflection & Assessment
SRP
1.4, 2.3
18, 24
P High Quality Finishing of Towel Holder WR
17
T Drawing Intro P Phone Stand
Ch 29 Pgs 271–274
1.1, 1.3, 1.5, 1.8 2.1, 2.4, 2.6, 2.11
1, 3, 15, 24
T Analysis & Interpretation of Basic Working Drawings P Marking Out of Acrylic Piece
Basic Ortho Worksheets
18
T Basic Orthographic P Phone Stand
Ch 29 Pgs 275–278
1.2, 1.3, 1.5, 1.8, 1.10 2.6, 2.10, 2.11
1, 3, 15, 24
T Analysis of 3D Shapes and View Interpretation P Cutting, Shaping & Drilling of Acrylic
Orthographic Worksheets
19
T Orthographic Drawing P Phone Stand
Ch 29 Pgs 278–280
1.3, 1.5, 1.6, 1.8, 1.10 2.6, 2.10, 2.11
1, 12, 15, 24
T Basic Orthographic Outlines & Shapes P Bending of Acrylic Sheet using Strip Heater
Orthographic Worksheets
20
T Drawing P Phone Stand
Ch 29 Pgs 271–280
1.3, 1.5, 1.6, 1.8, 1.10 2.6, 2.10, 2.11
1, 12, 24
T More Detailed Orthographic Drawing P Shaping of Base Piece & Assembly of 2 Parts
Basic Orthographic
21
T Drawing P Birdhouse
Ch 29 Pgs 271–280
1.1, 1.3, 1.5, 1.8 2.1, 2.2, 2.4, 2.6, 2.11
1, 24
T Fully Detailed, Dimensioned Working Drawing P Marking out of Side Dovetails
Pg 280
22
T Reflection & Assessment P Birdhouse
SRP
1.2, 1.3, 1.4 2.3, 2.11
12, 18, 24
T Detailed Production of Birdhouse Orthographic P Cutting of Dovetail Joints WR
Birdhouse Orthographic
23
T Power Tools & Machines P Birdhouse
Ch 16 Pgs 129–151
1.3, 1.10 2.11
24
T Identification of Name & Use of Various P Marking & Cutting of Base Finger Joints & Planing of Roof Sides
Pgs 139, 140, 150 & 151
24
T Woodturning P Birdhouse
Ch 23 Pgs 207–214
1.3,1.8, 1.10 2.11
12, 24
T Identification of Lathe Parts & Purpose P Full Assembly of all Parts with Gluing
Pgs 219 & 220
14 Wood Book Teachers resourceCL.indd 14
19/04/2019 14:35
Yearly Schemes
May
April
March
Week
Unit of Learning
Textbook Chapter & Pages
Learning Outcomes
Statements of Learning
Central Elements
Homework
25
T Woodturning P Birdhouse
Ch 23 Pgs 215–220
1.1, 1.3, 1.8 2.1, 2.2, 2.4, 2.9, 2.11
24
T Analysis of Associated Risks & Safety Precautions P Quality Finish and External Preservative Application
Pgs 219 & 220
26
T Woodturning P Jewellery Box
Ch 23 Pgs 207–220
1.2, 1.3, 1.8 2.11
3, 12, 24
T Outline of Piece Preparation & Tools P Marking and Processing of Mitre Joint Sides
Pgs 219 & 220
27
T Carving P Jewellery Box
Ch 22 Pgs 198–206
1.3,1.8, 1.10 2.11
3, 12, 24
T Identification of Carving Types & Tools P Turning of Lathe Handle/ Personal Carving on Lid
Pg 206
28
T Fasteners & Fixtures P Jewellery Box
Ch 20 Pgs 173–183
1.3, 1.7, 1.8, 1.10 2.11
12, 24
T Identification of Name & Use of Various F&F P Turning of Lathe Handle/ Personal Carving on Lid
Pg 183
29
T Reflection & Assessment
SRP
1.4 2.3
18, 24
P Assembly & Finishing WR
30
T Laminating P Craft Project
Ch 25 Pgs 231–234
1.1, 1.3,1.8 2.1, 2.2, 2.4, 2.11
3, 24
T Understanding of Short Grain & Laminating Process P Design of Pyro/Scroll Saw/ Veneered Image
Pg 238
31
T Scroll saw P Craft Project
Ch 25 Pgs 235–236
1.2, 1.3,1.8 2.2, 2.9, 2.11
3, 24
T Explanation of Scroll Saw Process & Possibilities P Work on Pyro/Scroll Saw/ Veneered Image
Pg 238
32
T Pyrography P Craft Project
Ch 25 Pgs 237–238
1.3,1.8, 1.10 2.11
12, 24
T Demonstration & Practice of Basic Pyro Work P Work on Pyro/Scroll Saw/ Veneered Image
Pg 238
33
T Forces, Mechanisms & Structures P Craft Project
Ch 26 Pgs 239–249
1.3,1.8, 1.10 2.11
12, 24
T Identification & Understanding Forces & Structures P Finish Work on Pyro/Scroll Saw/ Veneered Image
Pg 249
34
T Reflection & Assessment
SRP
1.4 2.3
18, 24
WR
15 Wood Book Teachers resourceCL.indd 15
19/04/2019 14:35
Wood Technology Teachers Resource Book
Year 3 Key: P = Practical Work, T = Theory, S = Strand, CBA = Classroom Based Assessment, TA = Topic Assessment, HW = Homework WR = Written Reflection, SRP = Student Reflection Page
December
November
October
September
Week
Unit of Learning
1
P&T Review & Reflection P Small Toy
2
T Design Process P Small Toy
3
Textbook Chapter & Pages
Learning Outcomes
Statements of Learning
Central Elements
Homework
1.1 2.1
1, 11, 17, 24
T Mind Mapping, Reflection & Planning P Re-Cap of Design Brief Process/ Analysis
Small Toy Research
Ch 30
1.2, 1.3, 1.5, 1.8 2.1, 2.2, 2.6
1, 3, 12, 17, 24
T Design Process Review – Research and Solutions P Sketching and Design CreationTransfer of Designs from Paper to Wood
Small Toy Sketches
T Design & Drawing P Small Toy
Ch 30 Ch 29
1.3, 1.5, 1.8 2.6
1, 3, 12, 17, 24
T Design Process – Manufacturing & Reporting P Individual Material Processing
Small Toy Drawing
4
T Drawing P Small Toy
Ch 29
1.3, 1.5, 1.6, 1.8 2.6
1, 24
T Design Process – Evaluating P Individual Material Processing
Small Toy Evaluation
5
T CBA Prep
1.4
24
CBA Prep
6
CBA2 Self-analysis and Evaluation
1.4 2.5
18, 24
7
CBA2 Self-analysis and Evaluation
1.4 2.5
18, 24
8
CBA2 Self-analysis and Evaluation
1.4 2.5
18, 24
9
T Reflection & Assessment
SRP
1.4 2.3
18, 24
WR
10
T Brief Analysis P Project Brief Analysis
Ch 30
1.1 2.1, 2.2, 2.4, 2.6, 2.7
1, 3, 17, 20, 22, 23, 24
T Design Brief Analysis P Consideration of Practical Elements of Briefs
Brief Analysis & Research
11
T Design
Ch 30
1.3, 1.5 2.1, 2.2, 2.4, 2.6, 2.7, 2.9, 2.13
1, 3, 17, 20, 22, 23, 24
T Continued Analysis – Research and Discussion P Continued Development of Solutions
Development
12
T Design
Ch 30
1.2, 1.3 2.1, 2.2, 2.4, 2.6, 2.7, 2.9, 2.13
1, 3, 17, 20, 22, 23, 24
T Development of Research by Digital Means P Group Discussion and Presentation of Developments
Development
13
T Design
Ch 30
1.3, 1.5 2.1, 2.2, 2.4, 2.6, 2.7, 2.9, 2.13 3.7
1, 17, 20, 22, 23, 24
T Individual Presentation of Ideas Through Sketches P Movement Towards Final Solution
Sketches
16 Wood Book Teachers resourceCL.indd 16
19/04/2019 14:35
14
T Design P Cutting Lists
Ch 30
1.3, 1.5 2.1, 2.2, 2.4, 2.6, 2.7, 2.9, 2.13 3.7
1, 22, 23, 24
T Finalisation of Design Solutions P Development of Considered & Accurate Cutting Lists
Solutions & Cutting List
15
T Design P Project
Ch 30
1.3, 1.5, 1.6 2.4, 2.6, 2.7, 2.13
1, 22, 23, 24
T Development of Accurate Individual Working Drawing P Completion of Accurate Cutting Lists
Working Drawing
16
T Design P Project
SRP
1.3, 1.5, 1.6
1, 22, 23, 24
WR
Working Drawing
17
T Sharpening P Manufacture
Ch 15 Page 124–128
1.3, 1.8, 1.9, 1.10 2.11, 2.12
12, 22, 23, 24
T Planning for Development of Portfolio P Initial Individual Marking Out
Page 128
18
T Electronics & Computers P Manufacture
Ch 27 Page 250–258
1.3, 1.8, 1.9, 1.10 2.11, 2.12
12, 22, 23, 24
T Exam Preparation P Initial Individual Marking Out
Page 258
19
T Veneering & Inlay P Manufacture
Ch 24 Page 221–230
1.3, 1.8, 1.9, 1.10 2.11, 2.12
12, 22, 23, 24
T Exam Preparation P Initial Individual Marking Out & Processing
Page 230
20
T Review & Exam Prep P Manufacture
SRP
1.3, 1.8, 1.9, 1.10 2.3, 2.11, 2.12
12, 22, 23, 24
Exam Preparation WR
21
Pre-Junior Certificate Exam
22
Pre-Junior Certificate Exam
23
T Design P Manufacture
Ch 30
1.3, 1.8, 1.9, 1.10 2.5, 2.6, 2.8, 2.11, 2.12
1, 3, 12, 20, 21, 22, 23, 24
T Portfolio Development P Individual Material Processing
Portfolio
24
T Design P Manufacture
Ch 30
1.3, 1.8, 1.9, 1.10 2.5, 2.6, 2.8, 2.11, 2.12
1, 3, 12, 20, 21, 22, 23, 24
T Portfolio Development P Individual Material Processing
Portfolio
25
T Design P Assembly
Ch 30
1.3, 1.8, 1.9, 1.10 2.5, 2.6, 2.11, 2.12
1, 4, 12, 20, 21, 22, 23, 24
T Portfolio Development – Evaluation P Individual Material Processing
Evaluation
26
T Design P Finishing
Ch 30
1.3, 1.8, 1.9, 1.10 2.5, 2.6, 2.11, 2.12 3.8, 3.9
1, 4, 12, 20, 21, 22, 23, 24
T Portfolio Development – Evaluation P Project Finishing – Sanding, Preserving
Evaluation
27
Project Submission
SRP
1.4, 1.9
4, 18, 20, 23, 24
Project Completion & Submission WR
Final Work
28
Revision
2.3
24
Analysis of Study & Exam Approach Techniques Mind Mapping & Revision
Theory Revision
29
Revision
2.3
24
Analysis of Study & Exam Approach Techniques Mind Mapping & Revision
Theory Revision
30
Junior Cert Exams
31
Junior Cert Exams
May
April
March
February
January
Yearly Schemes
17 Wood Book Teachers resourceCL.indd 17
19/04/2019 14:35
Wood Technology Teachers Resource Book
Units of Learning Chapter 2 Health and Safety Year: 1
Strand: Principles and Practices
Department Planning Learning Outcomes:
Prior Learning:
1.2, 1.3, 1.4 1.10
Electricity Previous accidents (sharp objects & burns, etc.)
Statements of Learning: (Framework)
First aid station/kit, Fire drills/Signage
1, 5, 11, 15, 24
Primary school experience Key Concepts & Skills: Hazard identification Risk assessment Signage Safety features & Safety Equipment Prevention (Rules and guidelines) Developing safe classroom culture
Possible Learning Experiences:
Group work: Hazard Identification report on the room. Risk Assessment and Suggested Precautionary steps. Groups present findings to the class. Identify: Differences between hazard, risk/precaution and safety features in the room. The key H&S and daily routines and aspects. Working with others. Investigation/Research: Supplementary research on Safety equipment, electrical safety, safety labels on finishes & materials. Produce a factsheet or submit slide presentation. Evaluation of Student Learning:
Formative Assessment: Questioning, discussion, feedback from students, engagement. Quality of in class answers. Detailed and well worked presentation everyone involved actively contributing. Displaying a firm understanding of the Health and Safety concepts, rules and culture. Following safety rules in class.
Summative Assessment: End of chapter quiz on H&S.
18 Wood Book Teachers resourceCL.indd 18
19/04/2019 14:35
Units of Learning
Teacher/Classroom Planning Learning Intentions
Identify Hazards. Assess Risks. Develop Precautions. Detailed assessment of the room and procedures. Realise the standard expected day-to-day. Communicate and explain findings clearly.
Success Criteria
Summative assessment. Student engagement & cooperation & questions/feedback. Students display interest & understanding of Health and Safety aspects.
Other Learning Experiences
Linking classroom procedures to risks to outside of school & personal health and safety. Students will become familiar with a huge range of new tools, machines and skills.
Evaluation of Learning
Verbal questioning and reasoning. Group presentations. Health and safety quiz.
Teacher Reflection/Notes:
19 Wood Book Teachers resourceCL.indd 19
19/04/2019 14:35
Wood Technology Teachers Resource Book
Unit of learning template Chapter: ____________________ Year Group: ____________________ Class Group: ____________________
Department Planning Learning Outcomes
Prior Learning
Key Concepts & Skills
Possible Learning Experiences
Evaluation of Student Learning
20 Wood Book Teachers resourceCL.indd 20
19/04/2019 14:35
Unit of Learning Template
Teacher/Classroom Planning Learning Intentions
Success Criteria
Other Learning Experiences
Evaluation of Learning
Teacher Reflection/Notes
21 Wood Book Teachers resourceCL.indd 21
19/04/2019 14:35
Wood Technology Teachers Resource Book
Student SelfReflection Task & Projects Name: _______________________________________________ Class: ____________________ Year: ____________________ Date: ____________________ Project Title: _________________________________________________________________________________ Aims (What were we trying to learn?)
Skills
What I did well
Things I need to improve on
Things I can do to improve
22 Wood Book Teachers resourceCL.indd 22
19/04/2019 14:35
Project Planning Template
Project Planning Template Name: _______________________________________________ Class: ____________________
Analysis Function and requirements
Identify key elements and problems
Explore the meaning of the brief
Size, space, and proportions
23 Wood Book Teachers resourceCL.indd 23
19/04/2019 14:35
Wood Technology Teachers Resource Book
Investigation and Research Size and dimensions
Shape and form
Materials, skills, and techniques
Existing solutions/inspiration
24 Wood Book Teachers resourceCL.indd 24
19/04/2019 14:35
Project Planning Template
Design Ideas and Solutions Design Number: ______________________________________
25 Wood Book Teachers resourceCL.indd 25
19/04/2019 14:35
Wood Technology Teachers Resource Book
Sketches and Drawings Sketch and draw your designs here. A working drawing should be done on a separate drawing sheet.
26 Wood Book Teachers resourceCL.indd 26
19/04/2019 14:35
Project Planning Template
Evaluation and Reflection Reflections on the design process and the final design
Reflections on the manufacture of the artefact
Reflections on the final artifact
27 Wood Book Teachers resourceCL.indd 27
19/04/2019 14:35
Notes
Wood Book Teachers resourceCL.indd 28
19/04/2019 14:35
Notes
Wood Book Teachers resourceCL.indd 29
19/04/2019 14:35
Notes
Wood Book Teachers resourceCL.indd 30
19/04/2019 14:35