SCHOOL PLACEMENT SCHEME OF WORK (2017-2018)

Shane Dalton. G00322655

List of Topics: Hand tools & Trophy design

Subject: MTW
project.
Pupil Year Group: 2B No. of Pupils: 18
No. of Lessons: Length Of Lessons: 40 Minutes.
Date: 27 Nov- 23 Feb Time of Lesson: See timetable MTW 2B

PREVIOUS LEARNING
KNOWLEDGE SKILLS
1. Growth & conversion of timber
1. Using the marking out equipment, tri-
2. Seasoning of timber
square and ruler and a marking gauge
3. Simple design principals in 1st year
2. Using a tenon saw
projects
3. Using a plane
4. Wood identification
4. Trenching
5. Health and safety
5. Chiselling
6. Environmental issues in the timber
industry
 This scheme aims to
Tools
 Identify the different woodworking hand tools
 Explain the uses for each tool
 Identify the parts of each tool.
 Explain how to maintain the quality of the tools.
Trophy Project
 Develop the students sketching
 Introduce the students to a design brief
 Analyse the design brief & develop possible solutions for the brief
 Design a decorative trophy within the constraints of the brief
 Develop a portfolio outlining the design and manufacturing process of the students
project
 Evaluate their finished designs & reflect upon their workmanship throughout the
manufacturing process
 Develop the students’ problem solving skills through the design process.
 Build upon the students psychomotor skills.

Learning Outcomes (LO). Students will be able to

Tools
 Name the parts of the different tools
 Explain the uses of each tool
 Deconstruct the parts of the tools and reconstruct them
 Discuss the maintenance of each tool
 Apply safety procedures when using hand tools in the classroom
 Select the correct tool depending on the particular task to be done.
 Give reasons as to why a certain tool is used for a particular process
Trophy Project
 list the steps involved in the design process of a project
 Discuss the design brief and assess what is being asked in the brief
 Apply the design process when developing possible solutions for the project
 Create a suitable trophy that complies with the brief
 Analyse their projects and complete a portfolio to reflect the processes they followed
to design and make their trophy.
 Apply previous knowledge to solve problems they may encounter while
manufacturing their trophy
 Reflect upon the quality of their work and make recommendations as to how they
could improve.
 Show competence and awareness of safety when using the tools in the classroom
LITERACY STRATEGIES NUMERACY ORACY GRAPHICACY
STRATEGIES STRATEGIES STRATEGIES
1. Key words/terms 1. Centimetres 1. Ice breaker activity 1. Work sheets/drawings
written on converted to 2. Classroom dialogue 2. Drawings annotated
whiteboard. millimetres 3. Keywords/terms 3. Labelling Views
2. Spelling of key 2. Measuring 4. Student 4. Colouring the different
terms 3. Scaled drawings presentations & views
3. Word wall 4. Angles measured design proposals 5. Sketching possible
4. Worksheets 5. Adding/subtracting 5. Student feedback solutions.
annotated. division/multiplying 6. Each one teach one 6. Produce working
5. Posters. 6. Finding missing 7. Jigsaw drawings.
6. Annotating information in 8. Think pair share. 7. Conveying information
classwork drawings. 9. Group discussions through graphical
7. Exit cards 10. Back to back representation.
8. Design portfolio

DIFFERENTIATION STRATEGIES
Gender neutral assignments.
Relating classwork to real life examples.
Gender Inclusion
Encouraging respect in the classroom
A sense of belonging for all students in the class.
Encouraging to speak about their culture and background etc.
Encouraging respect in the classroom.
Picture word wall.
Multicultural Inclusion Using gestures, showing objects in explanations e.g. when using a
compass clearly show the compass to the class. (repeatedly during
lessons)
Relate real world examples to their country not just Ireland
SEN Strategies Dyslexia
Buddy system.
Mixed Ability Teaching Class seating plan.
Strategies Questions broken up into different parts E.g. A, B, & C each part
gradually getting more difficult.
1 Design process &  Ice breaker  Group discussions  Peer review of possible solutions
Trophy  Introducing the design brief.  Think pair share  Lollypop sticks (questioning)
 Breaking down the brief  Back to back  Worksheets
 Developing possible solutions  iPads  Inspection of classwork
(sketching)  Mind Maps  Formative feedback
 Researching possible solutions (mood  Base Groups
board)
2 Tenon saw &  Naming the parts of the tenon saw  Student design  Self-assessment
Trophy  Safety procedures when using the Proposals  Student feedback
tenon saw  Two stars and a wish  Observation of students work
 Students create a time plan for the  Random questioning  Assessing neatness and accuracy of
trophy project (lollypop) marking out procedure
 Develop and mark out components  PowerPoint  Exit card
for trophy design  In the Hot seat
3 Portfolio &  Accounting for the design &  Small tutor groups  Tutor groups led by student
Trophy manufacturing to date in their  iPads discussion.
portfolio  student discussion  Individual formative feedback.
 Beginning of manufacturing process. groups (PBL)  Portfolio tasks.
 Base Groups  Traffic lights

4 chisels &  Naming the parts of the chisel,  student discussion  Peer assessment
Trophy methods of using a chisel & safety groups (PBL)  HO Questioning
procedures for working with chisels.  Think pair share  Worksheets
 Risk assessment. Students discuss the  Each one teach one  Exit cards
safety procedures of using chisels &  Mind Maps (Coggle)  Pose, Pause, Pounce, Bounce
tenon saws
 Manufacture continued.
 Christmas Break

5 Portfolio &  Updating portfolio, manufacturing  iPads  Peer assessment

Trophy process continued & tools used  student discussion  HO Questioning
throughout the project to date groups (PBL)  Worksheets
 Individual trophy projects continued  Think pair share  Traffic lights
 Each one teach one  BFK survey
 Base Groups
6 Hand plane &  Naming the parts of the hand plane  Pair work dismantling  Socratic questioning
Trophy  Deconstructing the plane/ putting it the plane/putting back  Worksheets
back together. together  Spot check the hand planes as they
 Safety procedures when using the  student discussion put the parts back together.
hand plane. groups (PBL)  Formative feedback on the progress
 Trophy project continued of the project
7 Portfolio &  Updating portfolio, manufacturing  student discussion  Exit cards
Trophy process continued & tools used groups (PBL)  Formative feedback
throughout the project to date  iPads  Self-assessment
 Individual trophy projects continued.  Mind Maps (Coggle)  In the Hot Seat
Fitting pieces together & making  Base Groups
adjustments
8 Sharpening &  Individual trophy projects continued.  Sharpening  Peer assessment
Trophy Fitting pieces together & making demonstration  Formative feedback
adjustments  Student  HO questioning
 Preparation for gluing demonstrations  Muddiest Point
 Introducing the maintenance of  Think pair share
chisels & plane blades

9 Portfolio &  Individual trophy projects  student discussion  Exit cards

Trophy continued. Fitting pieces together & groups (PBL)  Formative feedback
making adjustments  iPads  Self-assessment
 Preparation for gluing  sample exam  Pose, Pause, Pounce, Bounce
 Gluing projects. questions  Muddiest Point
 Preparation for finishing.  The Backwards test
 Evaluating their projects in their  Base Groups
portfolio
 Practice exam questions (The
Backwards test)
Mid-term Break.
10 End of term exam &  Summative exam on hand tool.  Exam conditions  Exit cards
Trophy project  Final finishing touches to the trophy  Short student  HO questioning
project & portfolio. presentation  Presentation assessment
 Student “awards” & small  Group discussion, how  Final project assessment
presentation on their project they felt the project
went for them