SCHOOL PLACEMENT SCHEME OF WORK (2018-2019)

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Student ID No. G00334074

Subject: Materials Technology (Wood) List of Topics: MTW Project

Pupil Year Group: 1st Year
No. of Lessons: 30 Lessons
Date: 26/11/18- 14/02/19
No. of Pupils: 24 Pupils
Length of Lessons: 40 minutes and 80
minutes
Time of Lesson: 9:40, 1:50-3:10

PREVIOUS LEARNING
KNOWLEDGE SKILLS
 Very limited knowledge with MTW  Very limited Woodworking Skills
syllabus  Marking out skills
 Measuring skills
Topics covered  Limited tool skills
  Health and Safety
 Forestry and environment
 How trees grow
 Types of trees

AIMS LEARNING OUTCOMES (LOs) ASSESSMENT

The aims of this scheme are to… Each aim has one or more Each LO has a corresponding
corresponding LO. Assessment
At the end of this scheme students
will be able to…
1. Teacher visual
inspection
1. Identify the necessary tools 2. Quick fire
needed to construct the CD questioning
1. Familiarize students with
holder project 3. ‘Lollipop stick
the various woodworking
2. Operate the tools correctly method’ of
tools used in the MTW
and efficiently to achieve good questioning
room.
joints of a high standard. 4. Pupil practical
3. demonstrations
5. (Tool demos)

1. Identify the various 1. Power Point

wood joints available in presentation
MTW. 2. Quiz’s and
2. Develop a deep
2. Physically construct a Worksheets
understanding of the wood
series of wood joints 3. Homework
joints constructed in MTW.
3. Apply theoretical questions
knowledge and putting 4. Student
it into practice. presentations
5. Exit cards
3. Launch and complete a 1. Mark out wood joints 1. Visual
practical project with the correctly inspections
students. 2. Construct wood joints 2. Peer reviewing
correctly; (Cross- 3. Rubric grading
 halving joints, Dowel
joints)
3. Prepare projects for
system
 Wooden CD Holder finishing
4. Think Pair Share
project 4. Assemble the
5. Questioning
components right.

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

NUMERACY ORACY GRAPHICACY

LITERACY STRATEGIES
STRATEGIES STRATEGIES STRATEGIES
 Working
 Handouts  Student
drawings
 Working demonstrations
 Word wall  Cutting lists
drawings  Group
 Posters  Solidworks
 Cutting lists discussions
 Worksheets models
 Marking out  Class debates
 Student  Use of a TG
wood  Public Speaking
Handouts ‘Visualizer’
 Measuring  Instructional
 Presentations  Blackboard/
 Scaling announcements
White board
 Think Pair Share
sketching
 DIFFERENTIATION STRATEGIES
 Gender neutral MTW project: Wooden CD
Holder
 Project suited for both girls and boys.
 Refrain from calling the class groups “Lads”.

 (2 girls/ 22 boys)

Gender Inclusion  Address the class group as “Ladies and

Gentlemen”, or “ok class”.

 Intercultural classroom
 Race or ethnicity not to be outlined.
 Each pupil to be treated the same as
Multicultural Inclusion
everyone else.
 Pupils to do same work as rest of class,
‘Everyone is equal’.
SEN Strategies 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 or engage in public
speaking.
 Recap on the word wall at the end of every
 class.
 Repeat instructions orally then check with
students if they understand the task/
instructions.
Asperger syndrome (Asperger’s):
Through independent research, I have learned that
Asperger’s is a developmental disorder characterized
by significant difficulties in; social interaction and
nonverbal communication, along with restricted and
repetitive patterns of behaviour and levels of
interest.
 Clear and concise instructions: I will ensure
to keep routines in the woodwork room clear
and consistent.
 Provide the student with Asperger’s
Syndrome, (AS), with additional guidance
during the lesson
 Ensure to give as much advanced notice as
possible I am aware of a change or disruption
in the pupil’s schedule.
As advised by St. Paul’s SEN officer, Ms. Forde
 Provide the student with visual aids to
help them understand spatially and to
visualise the final project in 3D.
 Provide the pupil with a ‘checklist’ to tick
off during each stage of the project.

Developmental Coordination Disorder (DCD)

 Dyspraxia:
 Partially marked out pieces to help
students with Dyspraxia to catch up will
the rest of the group.
 Partially marked out pieces to help
pupils visualise the required joint/ wood
piece/ component.
 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.

Mixed Ability Teaching Strategies  Develop a safe learning environment.

 In class practical assistance and feedback
from the teacher.
 Physical model (CD Holder completed) to
help visualise finished project (Visual
Learners)
 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, Ms. Forde)
 One to one tuition & feedback
  Back up project, ‘Wooden boat’, in case the
students complete the CD holder early.
Formative assessment strategies
Lower and Higher order questioning
Teacher ‘Visual inspections’
Formative feedback
Peer review (Students assessing
students)
Battelle Strategies
Think Pair Share
Exit cards
Quiz’s
Documenting student progress

Wooden CD Holder
1  Lesson 1  Teacher introduction  PowerPoint
 Icebreaker game (Soft Handball) presentation (O)  Verbal questioning
 Practical MTW (O)
 Classroom rules and routines set  Icebreaker game
lesson out (C&I)  Visual inspection
 Subject outline (Rough Scheme of  Practical from teacher
work with week by week demonstrations  Open group
discussion (O) (CL)
breakdown)  Physical Models
 Introduction to Woodwork project (CD Holder model)
(Wooden CD Holder) (MA)
 Marking out stage started (N)  Word Wall (L)
  Continuation of project  Physical Models  Quick-fire
(C&I) questioning
 Wood components distributed to 
 (Made from wood) Student
each student  PowerPoint demonstration (O)
Presentation (G) (MA)
 Marking out demonstration  Peer reviewing (CL)
 Video on marking
 Name on wood out process (V)  Think Pair Share
 Word Wall (L)
 Face side and edge
 Cross-halving joints marked out
 Practical MTW
 Waste wood marked out with an x
lesson
 Marking out stage started and
completed
 Introduction to the Tenon Saw
 Health and Safety procedures
outlined
 Cutting demonstration to class
 Joint cutting stage started
  Peer teaching (CL),  Student
(MA) Demonstrations
 Continuation of project  Solidworks models (O)
 Practical MTW used (CD Holder  Verbal Quick-fire
 The marking out stage is Questioning Quiz
Lesson drawn up on
continued. Solidworks) (O) (L)
 Visual inspection
(ET) (C&I)
 The joint cutting stage is
 Physical Models
continued (MA)
 Word Wall (L)

 The joint cutting stage is  Visual inspection

2  Prezi Presentation from the teacher
continued.
on the ‘Wood  Teacher practical
 Introduction to the chisel Chisel’ formative
 Physical Models feedback
 Practical MTW  Teacher demonstration on how to
(MA) (Battelle, BFK)
Lesson operate the wood chisel  Word Wall (L)  Pupil practical
demonstration
 Health and Safety procedures
outline when working with the
wood chisel
 Practical demonstration on how to
cut out/ chisel out trench in wood.
(Video resource as assistance)
  (Cross-halving) Joint cutting  Visual
 Solidworks model inspections
process continued
used, (Parts model during lesson
 Practical assistance given to pupils shown to students)  Practical
 (CD Holder legs) assistance
 Introduction to finishing
 Practical MTW  Whiteboard  Co-operative
preparations sketching of cross- learning (CL)
Lesson halving joints (G)
 Sanding of wood components
 Physical models
 Shaping of edges (Aris) (MA)
 Word Wall (L)

 Project continued  Peer reviewing (CL)

3  Word Wall (L)  Lower and Higher
 Students introduced to the ‘Pillar
 Power Point order questioning
Drill’ presentation on (MA)
Health and Safety  Lollipop stick
 Health and Safety procedures method of
procedures
outlined concerning the questioning (GI)
 Practical MTW  Visual inspection
Pillar drill.
 Teacher practical demonstration,  Verbal questioning
Lesson  Teacher practical
(O)
(How to operate safely, effectively, demonstration
correctly)
 Jig made to speed up the drilling
process and to ensure safer
operation
  Project continued  Practical  Two stars and a
demonstrations Wish (C&I)
 ‘Dry run’ (Dry assembly) of wood  Visual inspection
 Physical Models
components (CD Holder model)
(MA)
 Practical MTW  Cutting of the wood dowels
 Gluing up station
Lesson  Assembly/Gluing up process set up
 (Montessori)
introduced to the class group
 Word Wall (L)
4  Practical demonstration of the
gluing process by the teacher.
 PVA glue used
 Demonstrations  Questioning (O)
 Assembly process continued
 Visualizer work (ET)  Visual inspection
 Practical assistance provided to (G)
 Practical MTW  Physical Models
pupils
Lesson  PowerPoint
 Peer assistance (Students helping Presentation
 Word Wall (L)
students)

Christmas  Christmas  Christmas  Christmas

 Christmas Holidays Holidays Holidays
holidays Holidays
Christmas  Christmas  Christmas  Christmas
 Christmas Holidays Holidays Holidays
holidays Holidays
5  Practical MTW  Assembly process continued  Teacher practical  Student practical
demonstration on finishing
 finishing with demonstration
varnish.  Questioning (O)
 Finishing of CD Holder project  Visual inspection
Lesson  Varnishing station/
 Varnish finish applied to the space set up.
 (Montessori)
project
 Word Wall (L)

 Wooden CD Holder project  Rubric method of  Rubric

grading initiated assessment
completed
 Word Wall (L)  Peer reviewing
 Formative in-class assessment  Formative
 Practical MTW feedback
6  Final display of projects
Lesson
completed
 Back up project available,
(Wooden Boat project)
7  Practical MTW  New practical project launched;  Peer teaching (CL),  Visual
(MA) inspections
Lesson ‘Spice Rack’
 Solidworks models during lesson
 Wood components distributed to used (CD Holder  Practical
drawn up on assistance
each student
Solidworks)  Co-operative
 Marking out demonstration (ET) (C&I) learning (CL)
 Physical Models  Verbal
 Name on wood
(MA) questioning (O)
 Face side and edge  Word Wall (L)
 Learning Intentions
 Half lap joints marked out
board (L)
  Spice Rack sides marked out
 Waste wood marked out with an x
 Marking out stage started and
completed
 Health and Safety procedures
outlined
 Cutting demonstration to class
 Joint cutting stage started

 Educational video  Peer reviewing (CL)

 Continuation of project (ET)  Lower and Higher
 Peer teaching (CL), order questioning
 The marking out stage is (MA)
(MA)
continued.  Solidworks models  Lollipop stick
used (CD Holder method of
 The joint cutting stage is questioning (GI)
 Practical MTW drawn up on
 Visual inspection
8 continued Solidworks)
Lesson  Verbal questioning
(ET) (C&I)
 Introduction to the ‘Housing joint’ (O)
 Physical Models
 Teacher practical marking out and (MA)
 Word Wall (L)
cutting demonstration followed by
 Learning Intentions
student demos. board (L)
  Project continued  Machine jig  Exit Cards (L)
 Peer teaching (CL),  Peer reviewing (CL)
 Students re-introduced to the
(MA)  Lower and Higher
‘Pillar Drill’  Solidworks models order questioning
used (CD Holder (MA)
 Health and Safety procedures  Visual inspection
drawn up on
outlined once more. Solidworks)  Verbal questioning
 Practical MTW (ET) (C&I) (O)
9  Teacher practical demonstration,
Lesson  Physical Models
(How to operate safely, effectively, (MA)
 Word Wall (L)
correctly)
 Learning Intentions
 Jig made to speed up the drilling board (L)
process and to ensure safer
operation.
10  Practical MTW  Project continued  Teacher practical  Visual inspection
demonstration on  Student
Lesson  ‘Dry run’ (Dry assembly) of wood
finishing with demonstrations
components varnish.  Rubric
 Varnishing station/ assessment
 Cutting of the wood dowels
space set up.  Peer reviewing
 Assembly/Gluing up process  (Montessori)  Formative
feedback (BFK)
introduced to the class group
 Rubric method of
 Practical demonstration of the grading initiated
gluing process by the teacher.
 Word Wall (L)
 PVA glue used to assemble joints
 together.  Learning intentions
board (L)
 Varnish finished applied to
project.
 Wooden CD Holder project
completed
 Formative in-class assessment
 Final display of projects
completed

Keywords: L= Literacy, N= Numeracy, O= Oracy, G= Graphicacy, SEN= Special Educational Needs, MA= Mixed Ability, CL=
Cooperative Learning, GI = Gender Inclusion, MI = Multicultural Inclusion, ET = Educational Technology, and C&I= Creativity
and Innovation.
Spice Rack Project