Wood Technology TRB Sample

TEACHER’S

Scheme of Work

Junior Cycle

RESOURCE BOOK

WOOD TECHNOLOGY Michael Cross

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WOOD TECHNOLOGY TEACHER’S RESOURCE BOOK

Michael Cross THE EDUCATIONAL COMPANY OF IRELAND Wood Book Teachers resourceCL.indd 2

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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

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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)

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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)

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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)

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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)

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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)

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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)

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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)

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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)

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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

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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

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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

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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

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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

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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

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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

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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

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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.

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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:

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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

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Unit of Learning Template

Teacher/Classroom Planning Learning Intentions

Success Criteria

Other Learning Experiences

Evaluation of Learning

Teacher Reflection/Notes

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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

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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

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Investigation and Research Size and dimensions

Shape and form

Materials, skills, and techniques

Existing solutions/inspiration

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Project Planning Template

Design Ideas and Solutions Design Number: ______________________________________

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Sketches and Drawings Sketch and draw your designs here. A working drawing should be done on a separate drawing sheet.

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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

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Notes

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Notes

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Notes

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