TEACHING PRACTICE SCHEME OF WORK (2016-2017)
DTE Student Name & ID No. Michael Curtin G00313894
Subject: Materials Technology (Wood)
Pupil Year Group: 1st Year
No. of Lessons: 20 (2 doubles/week)
Date: 28/11/16 17/10/17
PREVIOUS LEARNING
KNOWLEDGE
The group are aware of health and safety procedures
in place within the classroom.
Some students may know how to read technical
drawings (working drawings) from studying Technical
Graphics.
Students will have a basic knowledge of some trees
and their applications.
It is expected the class will have some knowledge on
the use of some hand tools they will be using to
complete their projects.
Students will have had a basic introduction to
sketching but have done little in the way of
designing.
List of Topics: Chapter 8,9,13,15 of text book &
Train, Spice Rack
No. of Pupils: 17
Length of Lessons: 74mins
Time of Lesson: See Timetable
SKILLS
Students are able to transfer measurements
from a blackboard sketch to their material.
The class are efficient in choosing and using the
correct tools for marking-out.
The group have very little experience using
machines (Pillar Drill).
The class have some experience in the use of
the tenon saw but little with chisels.
The students have been working on quite a bit of
sketching.
 AIMS
The Aims Of This Scheme Are To
1 Reinforce Existing Rules and Routine.
. without instruction.
2 Develop the students ability to
. communicate ideas and information
through sketching.
3 Further the students knowledge of
. trees, native and non-native, properties
of, and applications of each.
4 Breakdown the stages of the growth of a
. tree, and investigate the structure of a
tree and identify each parts function.
5 Introduce and evaluate manufactured
. boards.
6 Highlight the Diseases and Defects that
. may hamper the quality of wood.
7 Instill hope by encouraging students to
. complete classwork and projects; gain a
sense of confidence, personal
achievement and satisfaction.
8 Contribute towards the students general
. education and holistic development.
LEARNING OUTCOMES (LO)
At The End Of This Scheme Students Will Be
Able To
Implement the said rules and routines
Effectively make clear their design
ideas with sketching.
Discuss the growing belts, identify the
various trees, and be able discuss
their properties and uses.
List, illustrate, and discuss the stages
of growth of a tree. Describe the
structure of a tree, highlighting the
work of each part.
Assess various types of manufactured
boards, identify their advantages and
disadvantages, and state the use of
each.
Identify multiple natural and artificial
defects, theorise as to how they
happened, and suggest how to
prevent. (diseases similar)
Complete projects at a level that is
appropriate to their abilities in order
to achieve self-efficacy.
Further their journey towards self-
actualization.
ASSESSMENT
Each LO Has An Assessment
Observation
Demonstration, Talking Heads,
Self-assessment, Questioning,
Project Rubric
Socratic Seminar, Quiz Poster,
Four Corners, Think-Pair-Share,
Peer Assessment
Back to Back, Jigsaw Game,
Visual Check, Think-Pair-Share,
Summative Exam, Practice
Frequency
Each-One-Teach-One, Higher
Order Probing Questioning,
Stick Debate, Summative
Exam
Socratic Seminar, Poster
Generation , Summative Exam,
Talking Heads, Higher Order
Questioning (Why?)
Survey (Kahoot), Exit Cards,
Observation, Socratic Seminar
Reflective Journal (Personal)
 Topic Wee Curriculum Content/ Learning Assessment Teaching
Rationalek for Scheme Outcomes Strategies Strategies
For my schemes,
1 I have
Theory: constructed
Identify, Sketch,myandown template
Higher based
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constructive alignment.
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properties ofthe teacher Questioning,
first looks at the curriculum content
SEN, PowerPoint
and from here derives learning targets for the class. From the targets, the teacher Each-
Softwoods and Hardwoods. Name, Sketching, Presentation, will
not look at the Illustrate,
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strategies Irishcould be used
Consider All the curriculum,
to teach one-teach-one
but O V
instead how thatSoftwoods:
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be assessed. With Factors,
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strategies PBL CL,
carefully
Types
chosen, teaching strategies can then be derived from here (Biggs, 2014). Wordwall O L SEN
of Trees
Practical: Launch Project Looking Observation, Just A Demonstration O N V,
This
& model alsoatblends nicely
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side/edge, core values,
Minute FA whichOpen-ended
state, by closely
aligning the targets with the appropriate assessment method, it becomes easier to
Marking out. Questioning O SEN MA
Train
disaggregate results and see exactly what students know and where they need more
2 Theory: Re-cap of previous learning. Stick debate Teacher led
support (BFK, List,
2016).
summarise and evaluate Irish (justify!), discussion O,
Hardwoods: Oak, Ash, Elm, etc. Identification Misconception Check
The verbs usedIllustrate
in the scheme
tree andhave come
leaf of each.from both Blooms
Game, Taxonomy
Workbook, Biggs
O MA SOLO L N V
, Wordwall
(Structure of Observed Learning Outcomes)
Identify and label the belts where Taxonomy.
H.O. Questioning, SEN, Labelling Game
particular trees grow. FA Exam SA L N V SEN
Key
Practical: Recap on marking-out Re-cap Quiz, Quick Quiz O L N, Student
(O): Oracy (L): Literacy
process.(N): Numeracy of sawing (V): Visualisation
Demonstration fire probing (SEN):Re-cap
Specialdemo
Educational
O N MA
Needs (MA): Mixed Ability& trenching
process (PBL):(body).
Problem Based Learning
questions, (FA): Formative
Assessment (SA):Students
Summative Assessment
complete marking (CL): Cooperative
& begin Learning
observation FA
processing.
3 Theory: Describe the life cycle of a Formulate a tree PowerPoint
tree. Generate a list of the stages of life-cycle poster, Presentation L V, Use
growth. Illustrate and label each sketching, just a of Models N SEN,
stage. minute, Each-One- Sketching N V,
Teach-One Quiz FA Wordwall O L MA
Growth
Practical: Re-cap of sawing & Student Student Demo (Peer
of a
trenching (body). Demonstration Demonstration reviewed) O MA,
Tree
(teacher student led) on cutting of (peer critique), Socratic Seminar O L
& frame and roof. visual check FA SEN

Train 4 Theory: Identify and Describe the Stick Debate, Just Debate O L PBL,
parts of a tree: Bark, Bast, Sapwood, a Minute, Drawing of Detail L N
Heartwood, Ray Cells, Annual Rings, Workbook, V, Sketch (repeat,
Pith. Compare & Contrast the Wood Illustrations, repeat, repeat) N V,
Structure of Softwoods and Consider all PowerPoint
Hardwoods. Factors FA Exam SA Presentation V MA
Practical: Re-cap of sawing of Re-cap Recall, Kahoot Quiz (Teams)
sawing frame and roof. Student Demo, O MA, Teacher Demo
Demonstration on drilling of H&S Check OV
(buddies),
 windows (Intro to Pillar Drill). Observation FA

5 Theory: List various types of Just a minute, Each-one-teach-one

Manufactured Board. Identify, Consider all O L V SEN MA CL,
Illustrate, and Discuss the properties Factors, Workbook misconception check
of Plywood and Blockboard. FA MA PBL, consider all
factors O, drawing L V
Practical: Re-cap of drilling process Observation, Student Teacher
(H&S). Student design and shape Questioning, Self- (student critique) O V
engine part, process of this, Assessment MA PBL, Socratic
Manufa assembly of project, and fitting of (Rubric), Just a Seminar O L,
c-tured wheels (provided). minute (glues) FA Powerpoint loop of
Boards Teacher assembly L V
Assessment SA
&
6 Theory: Re-cap of previous boards. Stick debate Drawing L N V, each-
Finish Identify, generate a drawing of, and (justify!), one-teach-one O MA
Train evaluate the properties of Oriented Workbook, Higher PBL, misconception
& Strand Board and Chipboard. Order Questioning, check O PBL, sketch
Sketch pad, FA pad L N V, wordwall O
Spice LV
Rack Practical: Launch of Spice Rack. Visual Check, Powerpoint on loop
Demo on marking out of Sides Illustration, SEN MA, Higher order
(joints). Student Design of sides Evidence of questioning O L,
(shape). Design, teacher demo N MA
Misconception
Check FA
7 Theory: Re-cap Recall of previously Re-cap Poster, Consider all factors O
discussed boards. Identify, Illustrate, Label Game, N PBL, Poster
and Explain the properties of consider all generation L CL, stick
Medium Density Fibreboard and factors, sketch debate O L, Kahoot
Hardboard. Theorise as to why pad, Quiz SEN MA
boards have to be stacked in a Misconception
specific way. Check FA Exam SA
Practical: Re-cap of previous lesson. Student Demo, Student Demo O L N
Demonstration on chiselling of each-one-teach- MA, socratic seminar
stopped housing joint. Demo on one, observation O, PowerPoint Loop of
marking-out of stopped housing FA Marking Joint L SEN MA
joint.
 8 Theory: Why do trees get diseases Illustrations, H.O. PowerPoint
and defects. Identify & Illustrate Questioning, Presentation V,
various types of Natural Defects. Consider all Socratic Seminar O,
Synthesise how/why these effects factors, Labelling Group presentation
may have occurred. Discuss & Game FA (independent
Diseas sketch Natural Defects: knots, resin research) O L SEN MA
es and pockets, shakes. PBL CL
Defects
Practical: Re-cap of chiselling. Demo Quiz, Student Kahoot Quiz (Teams)
& on marking and sawing of the shelf. Demo, each-one- O MA, Student and
Investigating whether the joint fits. teach-one, Visual Teacher Demo O V
Spice Check, Each-One-
Rack Teach-One FA
9 Theory: Re-cap of Natural Defects. Drawing, sketch Just a minute O L N,
Assess and Illustrate Artificial pad, just a minute, misconception check
Defects: cupping bowing, warping, H.O. Questioning O, PowerPoint
end splitting. Investigate the FA Presentation V
disadvantage of seasoning wood too
quickly: Case Hardening.
Practical: Re-cap on Drilling (pillar Student Demo on Student Demo
drill). Demo on locating dowel safe drilling -peer (Critiqued),
centres (front of shelf). Measuring reviewed, Powerpoint on loop
dowel to size. Intro to Sanding. Observation, SEN MA, Higher order
Questioning FA questioning O L,
teacher demo N MA
10 Theory: Re-cap of Natural/Artificial Table Quiz Quiz SEN MA PBL,
Defects. Discuss and generate (Kahoot), Higher PowerPoint
reasons why Fungi attack wood. Order Questioning, Presentation SEN MA,
Synthesise the conditions necessary Posters FA Exam SA Examples of
for Wet and Dry Rot. Identify insects diseased timber V,
prone to attacking wood. Theorise Consider all factors O
how best to battle this. L,

Practical: Re-cap on sanding Quiz Re-cap, Student Demo O MA

process. Demo on finishing (Intro to Questioning, Peer- PBL, Use of Rubric O L,
Finishing). Assessment of Demo on Finishing
Finished Artefact SEN MA
Teacher FA
Assessment SA

Resources: A variety of the following resources will be utilised throughout

the Scheme of Work: PowerPoint, Textbook, Posters, Examples of
Manufactured Boards, Defects & Diseases, Working Drawings, Sample
Artefacts, Worksheets, Workbook, Quizzes, SolidWorks Models, Practical Work
Materials.