SCHOOL PLACEMENT 3 SCHEME OF WORK (2017-2018)

PLEASE CLICK ON HYPERLINKS (IN BLUE or PURPLE) TO

SUCCESSFULLY NAVIGATE YOUR WAY AROUND THIS
SCHEME.

Niall Ó Connaibh G00334074

List of Topics: Plastics and other materials

Subject: MTW and Wood Joints. (Woodturning topic as a
backup)
Pupil Year Group: Year 2 No. of Pupils: 48
Length Of Lessons: 40 minutes and 80
No. of Lessons: 64 lessons
minutes for double classes
Time of Lessons: 8:50, 9:30, 10:10, 10:50,
Date: 11/10/17
13:50
 PREVIOUS LEARNING
KNOWLEDGE SKILLS
 Theoretical knowledge of the
 Practical skills;
following chapters;
 Marking out,
 Face side and edge marking,
 Wood,
 Brief Tenon saw work,
 Types of trees,
 Coping saw work,
 How trees grow,
 Countersinking screws
 Conversion of timber,
 Sanding
 Timber seasoning,
 Assembling joints
 Diseases and Defects,
 Gluing up of pieces
 Manufactured Boards,
 Sketching
 Hand Tools,
 Carving skills
 Power Tools

AIMS
The aims of this scheme are LEARNING OUTCOMES (LOs) ASSESSMENT
to… At the end of this scheme students will Each LO has a
be able to… corresponding Assessment

1. Compare Thermoplastics and

Thermo setting plastics.
1. Familiarize the students 1. Group discussions
with plastics and other 2. Lower and Higher
2. Identify other materials
materials available in the order questioning
MTW room. 3. Worksheets
3. State the different properties of
all materials.
1. Identify the various wood 1. Quiz’s and
joints available in MTW. Worksheets
2. Develop a deep
2. Physically construct a 2. Homework
understanding of the
series of wood joints questions
wood joints constructed
3. Apply theoretical 3. Student
in MTW.
knowledge and putting it presentations
into practice. 4. Exit cards
3. Launch and complete a 1. Mark out wood correctly 1. Visual
practical project with the inspections
students. 2. Construct wood joints 2. Peer review
correctly 3. Rubric grading
 3. Prepare projects for
finishing
4. Assemble the components
right.
5. Weave the Seagrass string system
in an attractive pattern. 4. Think Pair Share

Project Summary

1. Buddy system
1. Learn and develop in a safe 2. Peer reviewing
learning environment.
4. Facilitate different levels 3. Teacher
2. Feel a sense of belonging
of learning within a mixed inspections
and self-actualisation.
ability class. 4. Positive
(Maslow)
feedback

NUMERACY ORACY GRAPHICACY

LITERACY STRATEGIES
STRATEGIES STRATEGIES STRATEGIES
 Word wall  Working
 Handouts
 Posters  Student drawings
 Working
 Worksheets demonstrations  Cutting lists
drawing
 Student  Group discussions  Solidworks
 Cutting
Handouts  Class debates models
lists
 Presentations  Public Speaking  Use of a TG
 Marking
 Word searches  Instructional ‘Visualizer’
out wood
 Crosswords announcements  Blackboard/
 Think Pair Share White board
sketching
 DIFFERENTIATION STRATEGIES
Gender neutral project: Seagrass Foot Stool project
 Suited for both Girls and Boys.
 Refrain from calling the class groups “Lads”.

 (4 girls/ 43 boys)

 Address the class group as “Ladies and

Gender Inclusion
Gentlemen”, or “ok class”.

Not to be outlined as much as possible. Each pupil to

do same work as rest of class, ‘Everyone is equal’.
 In theory classes, there is a possibility to
relate the topic to everyday life and show
examples in other countries.
 (Countries shown should be related to those
of which multicultural students are originally
Multicultural Inclusion from)
 For example: showing materials being
manufactured in other countries, India,
China or Africa.
 Dyslexia:
 Use of a Word Wall to reinforce new words
learned in class.
 Comic Sans font used on Presentations,
Handouts and Worksheets.
 Not to ask pupils with Dyslexia to read out
loud during class.
 As advised by the SEN officer in Coláiste
Éinde; “do not pick a student with dyslexia
to read, ask would anyone like to read out
loud?”, (Ms. O’Connor)
 Recap on the word wall at the end of every
class.
 Repeat instructions orally then check with
SEN Strategies students if they understand the task.

Dyspraxia:
 If copying notes from the board, I will
allow for additional time and speak more
slowly to accommodate the pupil with a
short working visual or auditory
memory.
 ‘Buddy System’: Pair up a weaker student
with a better abled student.
Special Needs:

 SNA: (There are two pupils in both class

groups that will have an SNA with them.)
Sensitive/ Emotional:
 Give small structured targets and
responsibilities.
 Recognize personal strengths, have realistic
expectations and praise for effort.
 Not to raise voice, give out to or embarrass
them.
Literacy and Math’s problems/ Difficulties:
 The use of Word wall and Working drawings will
assist pupils with such problems

Dysgraphia
 This learning disability affects hand writing skills.
 A strategy I will use to accommodate the pupil
will be to reduce the most amount of time
handwriting as possible.
 I may have to print out the theory notes for the
student instead of allowing him to write.
 The pupil in question has the assistance of an
SNA with him to aid in the handwriting.
Low self-esteem/ No confidence
 I will ensure to give ‘positive feedback’ to this
pupil on his work.
 Intrinsic motivation, Montessori

Autism Spectrum Disorder (ASD)

 Seated at the front of classroom to prevent
distractions
 Through further research and conversations with
Mary Immaculate students, I learned that
 students with ASD love sequences and step by
step instructions.
 I will ensure to incorporate a ‘Learning
intensions’ wall in every class and tick off every
one as we achieve them!
 I will ensure to provide student handouts with
easy to follow ‘step by step’ instructions for the
stool project.

 Develop in a safe learning environment.

 One student in the class has moved schools,
he has limited Woodworking skills. (Buddy
system and regular teacher visual
inspections).
 In class practical assistance and feedback
from the teacher.
Mixed Ability Teaching Strategies
 Catch-up resources provided (Wood pieces
partially marked out or cut out by the
teacher). (This was highly agreed on by the
SEN officer in the school)
 One to one tuition & feedback
 Back up project, ‘Wooden boat’, in case of
pupils finished on task.
 Formative assessment strategies
Lower and Higher order questioning
Teacher ‘Visual inspections’
Formative feedback
Peer review (Students assessing students)
Think Pair Share
Battelle Strategies
Exit cards
Quiz’s
Worksheets
Documenting student progress
 TEACHING ASSESSMENT
LESSON/
WEEK CURRICULUM/ SYLLABUS CONTENT STRATEGIES STRATEGIES
TOPIC

 Teacher introduction
 Rules and Routines
outlined
1 
 Ice breaker game
 Practical project
launched
 Continuation of theory
topic; (Plastics)
 Marking out Stool
2
components.
 Introduction to the
‘Mortiser’ machine.
 Marking out Demonstrations  Student
 PowerPoint Presentations demonstrations
 ‘Plastics and Other Materials’
 Learning intensions  Student Talk/
 Chapter 18, (Cross, 2010, pg. debates
Word Wall
128)  Quick fire
 Physical Models used; (Stool
 Practical Project Presentation
project at the 3 stages; Marked Questioning
out, Cut out and Assembled/  Teacher inspections
finished)
 Socratic seminar  Exit Cards
 Examples  Student
 Visualizer Demonstration
 ‘Plastics and Other Materials’  Videos  Visual inspections
 Chapter 18, (Cross, 2010, pg.  PowerPoint  Lower and Higher
128)  Notes order questioning
 Marking out demonstrations  Homework
 Mortiser machine inductions questions
and demonstration
3 Christmas Holidays Christmas Holidays Christmas Holidays Christmas
Holidays

4 Christmas Holidays Christmas Holidays Christmas Holidays Christmas

Holidays

 Introduction of new  Practical demonstrations;  Word search

(Tenon saw, Bench hook, vice, exercise
theory topic; ‘Wood chisel, mallet work)  Visual inspections
turning  PowerPoint Presentations  Lower and Higher
 Learning intensions order questioning
(Chapter 25)  Word Wall  Homework
 Think Pair Share/ Socratic questions
 Identification of Lathe.  Woodturning
5 Seminar  ‘Iceberg jump’ game
 Introduction to the  Chapter 25, (Cross, 2010, p.
216)
theoretical
foundations of turning
wood, processes, H&S
precautions.
  Continuation of  Practical demonstrations: ‘Dry  Quick fire Quiz
run’ assembling.  Work Sheet
theory topic;  PowerPoint Presentations  Visual inspections
‘Woodturning’  Woodturning  Learning intensions  Lower and Higher
6  Chapter 25, (Cross, 2010, p.  Word Wall order questioning
 Tools used for 216)  Student debates  Homework
questions
turning.
 Soft handball game

 Continuation of  Practical demonstrations;

Planing the legs and the  Visual inspections
theory topic; ‘Joints’ assembling process(Gluing up,  Lower and Higher
 Introduction to the sash clamps, tri square work) order questioning
 PowerPoint Presentations  Homework
Hand plane  Learning intensions questions
 Woodturning  Word Wall
7  Planing the edges off
 Chapter 25, (Cross, 2010, p. 216)
the stool legs
 Assembly of Stool

8  Continuation of  Practical demonstrations;  Quiz

(Gluing up, sash clamps,  Work Sheet
theory topic; ‘Joints’ assembly, tri square work)  Visual inspections
 Woodturning
 PowerPoint Presentations  Lower and Higher
 Preparing wood for  Chapter 25, (Cross, 2010, p.
 Learning intensions order questioning
216)
turning, the process  Word Wall  Homework
 questions
(Step by step) 
  Assembly of Stool?
 Weaving of the
Seagrass string

 Learning intensions  Summative

 Word Wall assessment
 Exam week  Worksheets  In class exam on the
 Socratic Seminar previous topic
 Revision class  Questions asked of one learned; Plastics and
 Revision Worksheet on the another about an essential Joints.
9  Continuation of the
topics of Plastics and Joints question or topic. The  Teacher feedback
Weaving process questions initiate a
conversation that continues
with a series of responses and
additional questions.

10 Midterm Break Midterm Break Midterm Break Midterm Break


 Final week of MTW 2
11
 Stool Project finished
 Peer review  Summative
 Teacher ‘One to One’ feedback assessment
 Results review class  Student Peer review
of stool project
 Topics covered in exam; Plastics
and woodturning  Rubrik assesment

Bibliography
Cross, M. (2010). Wood Materials Technology 4th Ed. Dublin: The Educational Company of Ireland.