TEACHING PRACTICE SCHEME OF WORK (2013-2014)

Student Na e ! I"# Ste$%en C&' ( G002)3))* Note: The co7operating teacher has infor*ed *e that the le3el of *i4ed ability in the class is significant. The students co*e fro* 3ery 3aried bac2grounds but are enthusiastic for -or2 none the less. They re)uire a 3ariation of topics and e4periences to 2eep the* *oti3ated. 8ll content needs to be 2ept at a basic le3el.

Subject: Materials Technology Wood

No. of Lessons: 18

Pupil ear !roup: "irst ear List of Topics: $ealth % Safety& 'ules % 'outines& Tools % ()uip*ent& Manufactured boards& Ti*ber +efects

No. of Pupils: # Length ,f Lessons: t-o single class ./0 *inutes1 and one double class .80 *inutes1 per -ee2.

1+ STATEMENT OF THE P,PI-S. PRE/IO,S KNOW-E"GE AN" SKI--S

The pupils ha3e e4plored se3eral topics up to 5hrist*as. These include the i*portance of -ood today& the gro-th of trees& the *ain parts of trees& and the cell structure of -ood -hich includes the functions of the bar2& bast& ca*biu* layer& sap-ood& heart-ood& gro-th rings& pith and *edullary rays. They also 2no- the difference bet-een 6rish hard-oods and soft-oods -ith regard to the lea3es& seeds& ti*ber& cli*ate& speed of gro-th and uses. Pupils also ha3e a basic 2no-ledge of hand tools including& *ar2ing out tools .ruler& try s)uare& sliding be3el1& handsa-s .Tenon sa- and coping sa-1& chisels and planes in both theory and in practice. The Pupils ha3e co3ered -ood boring tools in theory. The pupils also strongly 2no- the health and safety of the -ood-or2 classroo* -ith regards to the tools listed abo3e.

They ha3e been gi3en an introduction to none of *achines. The class has de*onstrated co*petencies in practical s2ills re)uired& they achie3ed this through *a2ing projects that in3ol3e using the Tenon sa-& hand plane& chisel and *allet. They also ha3e e4pressed their ability to successfully *ar2 out pieces of ti*ber during the 3arious projects they ha3e co*pleted.

2+ RATIONA-E FOR THE SE-ECTION ! STR,CT,RING OF S,01ECT MATTER AN" FOR THE METHO"O-OG2 6 ha3e decided to e4plore the follo-ing topics in this sche*e in conjunction -ith the cooperating teacher so as to best de3elop and nurture the students 2no-ledge and s2ills in the subject area. The first lesson -ill gi3e the students a basic bac2ground of the course layout. +uring this lesson 6 -ill also be getting to 2no- the students na*es and building up a good -or2ing relationship. The students -ill need to see that 6 a* -ell prepared so that they can recognise the i*portance of *y role in their learning. 8fter the introduction to the course their classses -ill ta2e o3er the si4 -ee2s 6 -ill *o3e onto health and safety and re*ind students of the need to constantly be a-are of its i*portance. 6f the students are not *ade a-are of health and safety this could ha3e detri*ental effects for the future in the classroo* en3iron*ent& eg. injury could occur. The students -ill ha3e already studied and e4plored health and safety at the start of year. 6 belie3e that it -ould be 3ery benificial to refresh their *e*ory of this topic after the 5hrist*as brea2. This e*phasis on health and safety -ill act as a co**on the*e throughout this sche*e and *y classes. 6n order to *aintain enthusias* to-ards the subject and continue the de3elop*ent of 2inesthetic s2ills 6 rec2on it is necessary to co**ence practical course-or2 hereafter. 8s the *ajority of students -ould ha3e los2ills at this stage 6 decided that si*plistically designed pieces -ould be suitable -here the students can add their o-n details and 6 can allo- for differentiation -ithin the class. 6 a* also a3ailing of the benefits of ha3ing only fi3e students 6n the class by hoping to conduct se3eral s*all projects& so*e of -hich ha3e not been tried before and -hich include a 3ariety of *aterials. The projects are ai*ed at de3eloping the student9s s2ills and autono*y as -ell as introduce the* to other unusual ele*ents that -ood-or2ing can entail and de3elop 2no-ledge of -ood and -ood based *aterials. The topic of *anufactured boards -ill contrast -ith the student9s pre3ious 2no-ledge of solid -ood and allo- the* to e4pand on this 2no-ledge of -ood *aterials. 6t -ill also de3elop the student9s appreciation of the relationship bet-een -ood technology and the en3iron*ent in ter*s of its ecological factors.

8 balance bet-een the practical and theory -ill be applied throughout the lessons. The rele3ance of this -ill be e4plained thoroughly so that the students understand the need for both. 6 -ill be using a particular type of *anufactured boards in their practical projects -hich -ill coincidde nicely -ith the theory.

3+ AIMS

The ai*s of this sche*e are to: 6ntroduce *yself to the class and get to 2no- the student9s na*es. 6dentify health and safety as a priority -hen -or2ing in the -ood-or2 roo*. +istinguish the different ris2s and ha:ards -ithin the classroo* en3iron*ent. 5ontinually e*phasi:e the rules and routines of the classroo*. 8chie3e a safe and fun learning en3iron*ent for all students by introducing e4citing ne- projects and unusual *aterials. 'ecogni:e the strengths and -ea2nesses of each student so that 6 can teach at the appropriate le3els for the benefit of their learning. 6nitiate an understanding of product design and ho- it applies to the subject +isplay the )uality of -or2*anship e4pected of the* in co*pleting their practical project. (ncourage the students so that they can de3elop and feel *ore co*fortable -or2ing in the classroo*. 8id students to appropriately self7e3aluate their -or2. (ncourage through practice and de*onstration the s2ills of using hand tools -ith e*phasis on e4cellent techni)ue and safety throughout the co*pletion of the project. 5ontribute to the students9 appreciation of ecological and en3iron*ental factors and use of natural *aterials 8pply the theory of -ood-or2 to real life. ;oost self7 confidence a*ong the students and praise the* on their achie3e*ents -hen co*pleting the practical projects and recalling the theory of hand sa-s. (ncourage the students to see MTW as not just a subject in school but as a useful and interesting pasti*e to engage in at ho*e.

4+ -EARNING O,TCOMES ! CORRESPON"ING ASSESSMENTS

-ea3n4n5 Out6& e7 (-O7) A77e77 ent &8 -O7 At t%e end &8 t%47 9e77&n t%e 7tudent7 (N&te# ea6% -O %a7 an a77e77 ent+ :499 ;e ena;9ed t&< In69ude a =a34et' &8 t'$e7+)

'ecognise the health and safety procedures& ris2s& and ha:ards in the -ood-or2 roo*. Produce an indi3idual design -ith respect to the design process

5lass roo* super3ision& -ith )uestioning and interacti3e )ui::es

Students -ill design a part of their project to add their o-n uni)ue style to it 'e3ision of health and safety rules -ith a )ui: -hich -ill distinguish the correct ti*es that safety gear is necessary. 5lass roo* super3ision and the final *ar2ing of the project along -ith grading. Teacher obser3ation and )uestioning throughout the lessons.

+istinguish -hen to use safety e)uip*ent in the classroo*.

Successfully co*plete the gi3en projects

Sho- the correct use of hand tools as sho-n in de*onstrations.

'ecall the theory of *anufactured boards 'ecognise different types of *anufactured boards

5lass assess*ents and test after # -ee2s Practical assess*ent gi3en by teacher in3ol3ing sa*ples of each board.

>+ -ITERAC2 AN" N,MERAC2 STRATEG2 The 5ooperating Teacher has infor*ed *e that le3els of Nu*eracy and literacy in the group are lo-. The contributors to-ards these lo- le3els ste* fro* a nu*ber of

reasons -hich 6 *ust be 3ery conscious of in *y lessons and approaches. 6 plan on using the standard techni)ues of addressing literacy by allotting a space on the blac2board to-ards ne- -ords and ha3ing flash cards rele3ant to lessons. 8n alternati3e approach 6 -ill ta2e to-ards addressing literacy -ill be the use of playing -ord ga*es si*ilar to that of countdo-n using a Po-erPoint presentation. Nu*eracy -ill be addressed in the sa*e rigorous fashion -ith no easy ans-ers gi3en. Students -ill ha3e to apply *ental arith*etic to-ards deter*ining *easure*ents -hich ha3e been left off -or2ing dra-ings. Measure*ent units -ill also be reinforced such as *illi*etres& centi*etres& *etres& inches etc. This -ill be done through practical applications and also the use of 3isuals such as posters and Po-erPoint presentations. 8t no ti*e -ill 6 as2 students to -rite or spell a -ord on the board or to try sol3ing a *athe*atical proble* in front of their peers as one 2no-s of the e*barrass*ent and frustration that can be caused fro* such acts. 6 -ill be using the docu*ent <Literacy and Nu*eracy for Learning and Life9 as constant reference. 8s -ell as this 6 -ill also adopt the strategies being used by the school and get to 2no- the teachers -ho the coordinators of literacy and nu*eracy i*pro3e*ent -ithin the school. ?+ "IFFERENTIATION STRATEG2 !al-ay 5o**unity 5ollege is reno-ned for its le3els of *ulticulturalis* and this is so*ething 6 hope to e*brace in *y lessons -here possible. 6n consultation -ith *y cooperating teachers 6 ha3e been infor*ed that up to =0> of students enrolled in first year for the school year or ?01@A1/ co*e fro* a bac2ground in the tra3elling co**unity. "ro* our tal2 gi3en by 63an Mc Phillips& 6 feel *uch *ore confident around this area& 2no-ing *ore of their culture and the *entality that surrounds being a part of the tra3elling co**unity. Naturally this has created 3ery di3erse classroo*s& and *y *aterials technology class of only fi3e students is no e4ception. They are regarded as the -ea2er students according to the grouping syste* applied by the school. 8ddressing differentiation -ill *ost li2ely occur spontaneously. 6 -ill ho-e3er al-ays ha3e e4tra *aterials prepared for students -ho are 3ery capable and ha3e *aterial produced specifically to-ards student9s needs. To aid *e in the successful inclusion of all students in the classroo* 6 -ill be using the docu*ent <!uidelines for Teaching Students -ith Mild !eneral Learning +isabilities in Technology Subjects9 as constant reference.

)+ SCHEME MIN" MAP

@+ WEEK-2 O,T-INE OF -ESSON CONTENT ! REA,IRE" RESO,RES +,B;L( 5L8SS P'85T658L 5L8SS

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1 1

Set 6nduction ,rderly entrance Welco*e the students to the class. 6ntroduce *yself as the teacher -ith a Po-erPoint about *yself and include a -o- factor !et to 2no- their na*es -ith an ice brea2er. Set the rules and routines of the classroo*. 6ntroduce the ai*s of the course -ith hand7out and a finished article of the projects -e -ill be co*pleting o3er the D -ee2s. !i3e a )ui: on the theory they co3ered before 5hrist*as to deter*ine differentiation 5losure ,rderly e4it.

Seating layout PresiAPo-erPoint presentation about *yself -ith pictures of *y projects. Po-erPoint slidesho- for -ofactor of Wor2sheets for na*e ga*e. Wor2sheet to go -ith presentation Na*e tags or badges Posters on class rules and routines 5o*puter and Po-erPoint projector +ata 3isuali:er "inished project sa*ple 'oll call. Po-erPoint slidesho- on $ealth and Safety. Seating layout $ealth and safety signage. Wor2ing dra-ing of project 5o*puter Po-erPoint projector +ust *as2s (ar Muffs !oggles !lo3es $and tools Paper for brainstor*ing

? Set 6nduction 'ecap on the rules and routines. +isco3er prior 2no-ledge of the students in regards health and safety through )uestioning and e4ploring the roo*. !i3e a Po-erPoint presentation on health and safety. ;ring students on a tour of the classroo* to identify ris2s and ha:ards. 6dentify the different safety signage and e4plain their significance. Sho- the students the re)uired personal protecti3e e)uip*ent used in the -ood-or2 roo*. 6ntroduce -or2ing dra-ing of the

first project. !et the students to *a2e a neat s2etch and brainstor* ideas of ho- they can add design changes to it. 5losure 'oll call Seating layout Slide sho- on *anufactured boards Sa*ple of boards to brea2 and shostrength 8@ paper for posters *ar2ers 5o*puter ,3erhead projector

1 @

6ntroduce the topic of *anufactured boards as a recap as2ing )uestions ha3e a slidesho- on the 3arious aspects of *anufactured boards and the different types 'ecap on the lesson by ha3ing he students -or2 in pairs to list the ad3antages and disad3antages of the* on posters

? /

;egin -ith a )uic2 presentation on *ar)uetry sho-ing the techni)ue that is used (4plain 3erbally ho- -e are going to do it !i3e a de*onstration on shaping the base board to the desired shapes and -hat tools -e *ight ha3e to use to achie3e this. ,bser3e students -or2ing on the base of their cloc2s $and out ho*e-or2 e4ercise

'oll call Slide sho- on *ar)uetry Wor2ing dra-ing $and tools 'ecap -or2sheet Tidy up e)uip*ent 5o*puter ,3erhead projector

? #

8llo- students ti*e to finish their -or2ing dra-ing s2etches and designs. 'ecap on health % safety !i3e out -or2 pieces. Start distributing the 3arious *aterials for the project

'oll call Seating layout Slide sho- t recap n health and safety Solid -or2s *odel +ra-ing hand7out Stoc2 5o*puter ,3erhead projector 'oll call

5ontinue on topic of

*anufactured boards 'ecap on the ad3antages -ith an interacti3e Po-erPoint Mo3e onto ply-ood and bloc2 board $a3e sa*ples of each Sho- a 3ideo of ho- they are *ade $a3e students na*e -here they *ight be used and -rite on a poster 'ecap on e3erything done so far -ith the project 6ntroduce the hole7punches to the class. !i3e a de*onstration to the students on using the hole7 punches. 8llo- the students to practice on -aste pieces of 3eneer. !i3e a de*onstration on creating our *ar)uetry piece to stic2 onto our base piece. (ncourage the students to be as creati3e as possible -hen designing the layout of their project. ,bser3e the* as they create their designs 5lean the roo* and store the pieces a-ay carefully. 'ecap on using the pre3ious practical lesson ,bser3e the students as they proceed -ith the -or2. 6nstruct those that are finished to add another ele*ent to the piece in the for* of a cha*fer etc. 6nstruct students to do a thorough clean7up of the -ood -or2 classroo*.

Sa*ples of ply-ood and bloc2 board Eideo and slide sho- to sho- hothey are *anufactured 8@ paper for posters *ar2ers Tidy up e)uip*ent ,3erhead projector 5o*puter Wor2ing dra-ings

@ =

'oll call Po-erPoint presentation on *ar)uetry and hole punching +ata 3isuali:er 5o*puter ,3erhead projector

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'oll call $and tools Tidy up e)uip*ent ,3erhead projector 5o*puter Wor2ing dra-ing Sand paper

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5ontinue on topic of *anufactured boards 'ecap on ply-ood and bloc2 board by ha3ing the students e4plain it to each other using the posters *ade pre3iously. Mo3e onto chipboards and fibre boards $a3e a -o- factor Po-erPoint e4plaining the *anufacturing process of chipboard Sho- a 3ideo to coincide -ith this Bse the graphics 3isuali:er as the recap -here students place the i*ages in the right order of the *anufacturing process 'e*ind the students of a test ne4t -ee2 on the *aterial hey ha3e learnt so far

'oll call The posters *ade in the pre3ious class Slide sho- on chipboard and fibre boards Sa*ples of each including M+"& $+"& Ealchro*at& Eideo to sho*anufacturing process of chipboard !raphics 3isuali:er 6*ages for students to place in order for recap on *anufacturing processes chipboard 8 slide on the content of the up and co*ing test. 'oll call Pencil 'uler Eideo sho-ing *ar)uetry techni)ue Stoc2 Tidy up e)uip*ent 5o*puter ,3erhead projector Wor2ing dra-ings 'oll call

/ 10

'ecap on using the hole7punches and creating the *ar)uetry bac2 round. 8llo- students to continue adding to their design 'epeat 3ideo sho-ing the techni)ue of *ar)uetry. "or students -ho e4cel at the tas2 introduce the aspect off adding a border in *ar)uetry 5lean the roo* 5ollect ho*e-or2

11 5ontinue cutting circles and designs into piece !i3e a de*onstration on ho- to glue the *ar)uetry onto the base piece

!lue !lue bloc2s 5la*ps +a*p cloth for cleaning up glue S-eeping brushes

,utline the health and safety issues in3ol3ed -ith glue. 6nstruct so*e of the students to help in the gluing up process Sho- the correct techni)ues in3ol3ed in using gluing bloc2s and cla*ps. (4plain the jig -e -ill be using to cla*p se3eral pieces at once 6f se3eral students are ready allo- the* to glue up if there is enough ti*e in the class 5lean up 6ssue ho*e-or2 To enforce the learning and prepare for the onco*ing test the students -ill engage -ith the 5ooperati3e learning *ethod called Gigsa-. Students -ill be grouped together They -ill ha3e indi3idual topics in each group Students -ith the sa*e topic -ill collaborate and beco*e e4perts They -ill return to the original groups and teach each other 5lean up ,rderly e4it 5ontinue gluing up pieces ,bser3e ho- the students ha3e progressed -ith their project so far gi3ing feedbac2. "or students -ho ha3e pieces glued already& ha3e the* clean up the pieces and tri* the edges of the 3eneers. 5lean the roo* 5ollect the ho*e-or2 !i3e a de*onstration on the pillar drill e*phasi:ing the health and safety $a3e so*e students ta2e part in the de*onstration by drilling holes in test pieces

Sho3els ;ins !luing up student hand7out. Pillar drill -or2sheet $o*e*ade jig

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Study *aterials including -or2sheets on 3arious topics Pens and pencils 8@ sheets Sa*ples of all *anufactured boards !roup lists

1@

'oll call "eedbac2 sheets Tools necessary Slide sho!lue Gig for gluing

1/

Poster of pillar drill 'oll call health and safety Pillar drill Sho3els ;ins ;rushes

# 1#

$a3e a jig set up to fit the *ar)uetry panels so that the students can drill holes to acco**odate the cloc2 hands "inish gluing the panels 5lean the roo* 6ssue ho*e-or2 5lass test on the *aterial co3ered so far The test -ill include 3ideos& pictures and actual sa*ples -hich the students -ill ha3e to na*e and list the ad3antages.

+rill bits. !ogglesASafety glasses. $o*e-or2 e4ercise

D 1D D 1= !i3e a de*onstration on sanding the pieces $a3e the final students drill holes !i3e a de*onstration on applying finish to the piece 6f students acco*plish this they can fit the cloc2 piece

Test papers Eideo on an aspect of the learnt *aterial Pictures of aspect of the learnt *aterial Sa*ples of *anufactured boards 'oll call Slide sho- recap on pillar drill Pillar drill Gig for pillar drill !oggles Sand paper S-eeping brush ;ins Sho3els $ealth on safety sheets for sanding 'oll call Sanding de*onstration 3ideo and slide sho- this to include finishing the piece1 Wa4 finish cloth +ata 3isuali:er 5loc2 hands and battery holder. 5o*puter ,3erhead projector 'oll call Test ans-ers on

'ecap on pillar drill -ith a round of )uic2 fire )uestions. $a3e students continue drilling hole on the pillar drill ,bser3e the* indi3idually Students -ho are at the stage of ha3ing the hole drilled can begin sanding Tidy the roo*

18

!o through test ans-ers

6ron out any co**on *ista2es that *ay ha3e occurred. ;ring in unusual pieces of -ood to sho- the class Sho- unusual 3ideos 'ecap on applying finishes. "inish the projects !rades the projects -ith a *ar2ing sche*e -ith feedbac2 gi3en out. $a3e the student grade the cloc2s the*sel3es also. "inal clean up 5losure.

slide shoBnusual pieces of -ood Bnusual 3ideos relating to -ood-or2 'oll call 'ecap by )uestioning Mar2ing sche*e for cloc2s

5lic2 here to access *y 6nitial 'esources "older

5lic2 here to see *y ;oard Plan