TEACHING PRACTICE SCHEME OF WORK

DTE Student Name & ID Number: Adrian Cooke G00308480

List of Topics: Tea Pot, Pencil holder, Toy

Subject: Material Technology Wood
Car
Pupil Year Group: 1st Year No. of Pupils: 17
No. of Lessons: 10
Lessons Length: 80 minutes
Date: 27th Nov – 23rd Feb

PREVIOUS LEARNING
KNOWLEDGE SKILLS
 Students’ are aware of the health and
safety protocol within the classroom.
 Students’ can take in measurements and
 Students’ have a basic knowledge of the
illustrate them onto a piece.
motions necessary for the marking out
 Students’ have the basic skill necessary
and cutting tools.
to use the appropriate marking out and
 Students’ have experience in reading
cutting tools.
working drawings from the technical
graphic class.
 Students’ can measure through the
centimeter and millimeter scale.

AIMS LEARNING OUTCOMES ASSESSMENT

Affective (AFF) Cognitive (COG) Psychomotor (PSY)

1. Enhance fine motor skills,
synchronizing the hands and
eyes, through the marking out
and manufacturing stages of
each project. (COG) (PSY)
2. Develop students’ spatial
intelligence, by analyzing the
working and visualizing the 3D
model. (COG)
1. Accurately label and mark out
pieces according to the working
drawing.
2. Saw in straight lines, keeping
to the waste side.
3. Demonstrate pairing motion.
4. reflect on previous experience,
enhancing future knowledge.
1. Interpret working drawing.
2. Visualize the 3D model from
the orthographic views.
3. Predict areas of difficultly.
1. Marked out piece.
2. Visual assessment of marked
out piece.
3. Self-assessment.
4. Peer assessment.
1. Analyze the working drawing.
2. Problem solving activity’s.
3. H&L order cognitive
questioning.
 1. Build links between past
3. Provide a nurturing learning 1. Higher & Lower order
experiences and new leaning.
environment for the student, questioning
2. Question orthographic views,
whereby links are developed 2. Positive feedback.
identifying areas of concern.
between previous experience 3. Class dialogue.
3. Improve problem solving
and new learning. (AFF) (COG) 4. Peer assessment.
abilities.
1. Appreciate a clean and tidy
1. Maintain a clean and tidy
work space.
4. Generate a safe, respectful workspace.
2. Implement rules and routines.
and productive environment 2. Obey rules and routines.
3. Showing respect towards
which allows pupils to express 3. Group work.
themselves, class mates and
themselves. (AFF) (COG) (PSY) 4. Class discussion.
teacher.

1. Experience with working with

5. Construct an experience
whereby students can express
and develop oracy, numeracy,
graphic skills appropriately.
(COG) (AFF)
6. Encourage the development of
cognitive skills associated to
problem solving and critical
thinking. (COG)
7. Facilitate the learning
experience for all level of
learners. (AFF)
8. Provide students with the
ability to adapt the theory taught
to real world examples. (AFF)
(COG)
9. Effectively demonstrate the
stages of the manufacturing
process, highlighting the key
points (grip, stance and motion)
associated to each tool and the
dangers associated. (PSY) (COG)
others.
2. Develop graphical visualization
of a component.
3.Confident with unit of
measure.
1. Interpret working drawings
and diagrams.
2. Develop a deeper level of
knowledge and thinking.
3. Identify areas of weakness due
to short grain.
1. Build upon skills acquired from
previous projects.
2. Experience a challenging
leaning within the students ZPD.
3. Internalize constructive
feedback.
4. Learn from peers.
1. Adapt and use the skills taught
to real life problems.
2. Appreciate the topic Material
technology wood and its abilities.
3. Identify the potential of
mastering hand skills.
1. Enhance key hand making
skills (grip, stance, motion).
2. Break down a project into
manageable stages.
3. Appreciate the hand tools and
the dangers associated to them.
1. Group work.
2. Pupil led demos.
3. Review knowledge of key
terminology and definitions.
4. Monitor class.
1. Problem solving activities.
2. Real world questions.
3. Higher order questioning.
4. Discovery learning.
5. Round Robin.
1. Progression through project
stages.
2. Collaboration with peers.
3. Exit cards.
4. Positive feedback.
1. Whole class discussion.
2. formative assessment.
3. Higher cognitive questioning.
1. Monitor class.
2. Constructive and positive
feedback
3. Progression through stages.
4. Well crafted project to the
students’ abilities.

Word wall board (Key terminology, definitions, new learning), labeled work piece,
LITERACY
posters of rules and routines, date and day displayed, design aspect of the
STRATEGIES
project.
NUMERACY Calculating angles and dimensions, converting mm to cm, analyzing working
STRATEGIES drawings, transferring measurements from working drawing to work piece,
 adding/subtracting/dividing/multiplying.
Student centered discussion, questioning, posters, group work, peer assessment,
ORACY STRATEGIES
student led demo, whole class presentations.
Animated PowerPoint, student design aspect, analyze working drawing, posters,
GRAPHICACY
sample models, solidworks models, images, analyzing components, visualizing
STRATEGIES
finished models and the necessary components.

DIFFERENTIATION STRATEGIES
Multicultural Inclusion
Special Educational Needs (SEN)
Strategies
Mix ability teaching strategies
(MA)
 Opportunities will be given, and students will be
encouraged to express their cultures.
 Link drawing questions to culture backgrounds.
 Student design aspect.
 No SNE document.
 Students with mild form of dyslexia.
 Power point slides are kept to short points and test is
comic san's
 Marking out and manufacturing stage will be broken into
short and simple steps to make it more manageable for the
student.
 Images and models will be used where possible to explain
key concepts.
 Shorter class goals will be constructed with the child’s
needs
 Sample project and components will be used to explain key
skills.
 Peer learning will be encouraged where students’ will learn
with and from each other.
 Appropriate steps will be put in place for students’ who
may fall behind. (Supportive environment)
 Stronger students will be put with weaker students’
(Cooperative learning).
 Step by step PowerPoint accompanied with images and
symbols.
 Weaker students will be placed closer to the teacher to
receive more guidance.
 More skilled students’, project will be analyzed at a higher
level by the teacher, motivating them to achieve a high
standard of craftmanship.
 Questions will be designed to challenge both levels of
learners.
 TEACHING ASSESSMENT
WEEK CONTENT RESOURCES
STRATEGIES STRATEGIES

Week 1. 27th – 1st November-December Class: Doubles Topic: Tea Pot Stand LO’s – AFF, COG, PSY
 Presentation  Class dialogue.
 Powerpoint
 Introduce the tea pot project, identifying the key  Class discussion/ Ice breaker  Monitor.
 Sample project
aspects.  Introduce Tea pot stand  Round robin
 Materials
 Evaluate the working drawing.  Sample project review.  Review project& working
1  Working drawings
 Student led demonstration of the marking out.  Higher order questioning, drawing.
 Marking out tools
Reinforcing key aspects (face side &edge, scribe assessing students’ level of  Higher order questioning.
 Posters
lines of cut, correct grip, stance and motion with previous knowledge  Peer learning.
 Solidworks
each tool)  Introduce student-led demos,  KWL
 Buddy system.  Goal Setting
Week 2. 4th - 8th December Topic: Tea Pot Stand LO’s – AFF, COG, PSY
 Recap on the marking out stage.  Recap the marking out stage  Think pair share
 Demonstrate the construction necessary to draw (Think pair share)  Higher order cognitive  Work sheets
an octagon. (new learning). Developing new links  Demonstrate the construction questioning.  Exit cards
between math’s, technical graphics and the of the Octagon, developing  Work sheet  Learning targets
2
material technology subjects. students’ numeracy and  Exit card  Sample components
 Student led demo on the cutting out of the graphically skills.  Accurately marked out  Word wall
Octagon, reinforcing students’ motion, stance and  Dissect the construction piece.  Protractors
grips skills. process into simple stages.  Throw the ball  Working drawing
 Identify and demonstrate the necessary health and  Monitor.  Solidworks
safety procedures.
Week 3. 11th – 15th December Topic: Tea Pot Stand LO’s – AFF, COG, PSY
 Monitor peer assessment.  Review students’ progress  Worksheet
 Recap on cutting out processes.  Encourage buddy system.  Constructive/ positive  White board
3  Progress the develop of projects through  Selective questioning on feedback.  Solidworks
constructive feedback and the buddy system. surface preparation.  Buddy system assessment  Sand paper
 Introduce chamfering and surface preparation.  Visual props.  Class dialogue  Powerpoint
 Student led demo on the assembly process.  Worksheet  Samples
 Muddiest point
Week 4. 18th – 22nd December Topic: Christmas exam
4 .
 Week 5. 8th – 12th January Topic: Pencil & Pen holder LO’s – AFF, COG, PSY
 Presentation on results of  Christmas exam review
 Constructive feedback
Christmas exam.  Review the working
 Formative feedback on Christmas exam.  Working drawing
5  Class discussion on the drawing
 Analyze working drawing.  Sample project
working drawing.  Class discussion
 Construct links between other topics, for the  Hexagon shapes
 Higher order questioning on  Buddy system.
construction of the hexagon.  Power point
the marking out of the  Exit cards.
 Students explore the marking out stage,  White board
hexagon.  Goal setting
encouraged to use the buddy system.  Exit cards
 Monitor buddy system.
 Rota
 Visual props.
Week 6. 15th – 19th January Topic: Pencil & Pen Holder LO’s – AFF, COG, PSY
 Recap on the marking out stage through class  Student centered discussion  Higher & Lower order
 Worksheets.
discussion.  Think pare share questioning.
6  Sample project
 Introduce the hand plane, demonstrating the  Visual learning.  Worksheet
 Hand pane/ parts
correct motion, stance and grip.  Positive feedback.  Monitor students’
 Word wall
 Monitor students’ techniques, providing  Student led demo on the techniques.
constructive feedback. operation of the hand plane.  Think, pair, share, square
Week 7. 22nd – 26th January Topic: Pencil Holder & Toy Car LO’s – AFF, COG, PSY
 Formative assessment.  Class dialogue.
 Discovery learning.  Selective questioning
 Round robin.
 Introduce the pillar drill, highlighting key safety  Scaffolding. (ZPD).
 Material.
precautions.  Selective questioning on  Student led presentation.
7  White board.
 Monitor and asses’ students using the pillar drill safety precautions  Formative assessment.
 Word wall
and provide safety certification.  Student led demo.  Constructive feedback.
 Rota
 Analyze the toy car brief.  Introductions to design  Safe Pass Certification.
 Safe pass
 Explore the design process. process.  3B4ME
 PowerPoint
 Safe pass certification.  Goal setting

Week 8. 29th – 2nd January/ February Topic: Toy Car LO’s – AFF, COG, PSY
 Review homework.  Think pair share.  Material
 Review, restrain design ideas.
8  Facilitate the marking out  Review students hand  Sample project
 Explore the marking out process.
process. skills  Coping saw
 Introduce the coping saw, demonstrating the
 Introduce the coping saw  Exit card3B4ME  Sample working
appropriate motion, stance and grip.
through a student-centered  Design idea. drawing
 demo.  Buddy review.  Exit cards
 Analyze students’ techniques,
encouraging the buddy
system.
Week 9. 5th – 9th February Topic: Toy Car LO’s – AFF, COG, PSY
 Student led recap on the  Demo.
coping saw  Word-wall.
 Recap on coping saw.  Constructive feedback.  Review learning targets.
 Work sheets
 Review and monitor students’ progress and  Introduce the spokeshave  Class discussion.
9  Visual props
techniques. tooling, demonstrating key  Higher order questioning
 Spoke shave
 Student centered demonstration, introducing the techniques. on Isometric drawing.
 Poster
spokeshave plane.  Three things I learned
 Word wall
today.

Week 10. 19th – 23rd February Topic: Summative assessment/ feedback activity LO’s – AFF, COG, PSY
 Student led demonstration on  Homework evaluation.
the assembly process.  Worksheets.  Feedback.
 Demonstrate the assembly process.
 Selective questioning within  Selective questioning  BFK survey
10  Monitor and progress all students through the
students ZPD. within students ZPD.  Summative
assembly process.
 Positive/ constructive  Summative assessment. assessment
 Formative assessment of all three projects.
feedback.  Review learning and  PowerPoint.
 Evaluate students learning experience BFK survey.
 Evaluate learning and teaching experience
teaching experience. through BFK survey.