4th Year Construction SCHEME OF WORK (2018-2019)

Student ID No. G00337134

List of Topics: Building Foundations.

Subject: Construction Studies.
Pupil Year Group: 4th year. No. of Pupils:
No. of Lessons: 24 Length Of Lessons:58mins.
Date: Time of Lesson

PREVIOUS LEARNING
KNOWLEDGE SKILLS
 MTW Syllabus-Completion of Junior  Fundamental skill with hand tools
Certificate MTW. taken from Junior Cycle MTW, this
includes skills such as, measuring,
 Health and Safety in the woodwork marking out, chiseling, planning.
room.  Basic skills on machines- bandsaw,
pillar drill, belt sander and lathe.
 Construction Materials.  Ability to complete a working
drawing of a project.
 Conservation of buildings.  Sketching/Designing.
 Wood burning.
 Jointing methods.  Some students may not contain all
these skills as they might not of
 Site Layout. completed the MTW course.
 Ability to sketch objects from
visualization.
 AIMS
The aims of this scheme are to…
1. To develop pupil’s skills in
reading house plans with an
understanding of how a house
is designed and constructed.
2. Motivate and encourage
students to take charge of
their own learning and
investigate solutions to
problems they will encounter.
3. To build pupils awareness
and knowledge of the
construction process.
4. To promote safety within
the classroom in terms of
hand tools, machines and
processes.
ASSESSMENT
LEARNING OUTCOMES (LOs) Each LO has a corresponding
At the end of this scheme students Assessment
will be able to…
 Pupils will become aware of  Observation.
practical solutions to
problems that are put in front  Assessment of working
of them. (psychomotor & drawings.
cognitive)
 Describe procedures involved  Peer assessment.
in each stage of the
construction of a house.  Summarise the steps.
 Students will acquire a sense
 Higher order
of satisfaction and confidence
questions.
from working with several
different materials and tools
 Group discussions.
while designing and making
their projects.
 Two stars and a wish.
 Independently research and
find a solution to a problem
 Independent research.
they may face.
 Group work.
 Present and describe the
different stages that occur
 Presentations.
when constructing a dwelling.
 Confidently describe the
 Exit cards.
different layers of a chosen
foundation.
 Flipped classroom.
 Identify the correct and  Completion of Health
incorrect stance when using and Safety Quiz.
hand tolls and machine
machines.  Verbal Volleyball.
 Explain the importance of  Exit Cards.
PPE in the woodwork room.
 Flipped classroom.
 Position their hands in the
correct When using hand
tools such as a hand saw or

5. Create a sense of unity
within the group.
chisel and machines such as
pillar drill or the bandsaw.
 Think Pair Share.
 Work collaboratively.
 Observation.
 Value the importance of team
work and helping others
 Peer review sessions.
when completing project
work.
 Assess the session.

 Add as many rows as required

LITERACY NUMERACY ORACY GRAPHICACY

STRATEGIES STRATEGIES STRATEGIES STRATEGIES
 Posters.  Reading  Drawing question.
 Peer Reviews.
 Exit cards. Measurements.  Posters.
 Self-
 Reading  Conversion of  Marking out
Assessments.
questions. dimensions- cm to materials.
 Assess the
 Word walls. mm.  Physical models.
session.
 Mind maps.  Adding and  PowerPoints.
 Verbal Volleyball.
 Annotate subtraction of  Solidworks model.
 Group
drawings. measurements.  Animations.
discussion.
 Using scaled  Mind Maps.
 Questioning.
drawings.
 Ice breaker
 Undefined drawing
exercise.
questions.

DIFFERENTIATION STRATEGIES.

Gender Inclusion
Multicultural Inclusion
Mixed Ability Teaching Strategies
 All boys school so gender inclusion will not be as
prominent as in a mixed school.
 Projects will still be gender neutral to allow
students more room to design.
 No non-national students in the class group.
 All demonstrations will be broken into small
steps keeping at a steady pace.
 When doing group work a stronger student will
be paired with the weaker student to help if
needed.
 Partially completed piece will be used during
demonstrations to allow stronger students to
continue while the teacher assists students
having problems.
 Seating plan will be organized with a weaker
student sitting next to a stronger student.
 Create a whole-class interactive environment
where students can openly ask questions to
peers or the teacher, students participation is
paramount.
 LESSON/ CURRICULUM/ SYLLABUS TEACHING ASSESSMENT
WEEK
TOPIC CONTENT STRATEGIES STRATEGIES
- Explain rules and routines - Ice Breaker. (O) (MA) - Word walls. (L) (O)
of the class.
- Introduction to
- Show equipment needed - Word wall. (L) (O) - Exit cards. (L)
class. for every class.
- Introduce topics being - Animated PPT. (G) - Think Pair share. (O) (L)
- Ice Breaker.
covered throughout my (MA)
1 - Introduction to time here. - Solidworks model. (G)
- Health and Safety quiz. - Peer assessment of
foundations.
- Introduce topic- - Working drawing workshop. drawings. (O) (G) (MA)
- Working drawing foundations. (N) (G) (MA)
- Introduce working
workshop.
drawings.

- What are foundations? - Word wall. (L) (O) - Group Demonstration.

- How to select your (O)
foundation. - PowerPoint. (G)
- Different types of - Flipped Classroom. (O)
- Video.
- Foundations. foundations. (MA)
2 - Working - Introduction to Strip
- Complete drawing on
drawings. foundation. - Observation.
visualiser with students. (G)
- How to make a working
(MA)
drawing. - Assess the Session. (O)
(L) (MA

- Word wall. (L) (O) - 3:2:1 strategy. (O) (MA)

- Key
Strip foundations. - Peer teaching. (O) (L)
L Literacy
- Raft foundation. - Worksheet on topic. (L) (G)
O Oracy
3 - Foundations. MA - Pile foundation. (MA)
Mixed Abilities - Observation.
- Section through a - Class discussion on topic.
foundation. (O) - Peer teaching. (O) (MA)

- Each student will be given - Drawing questions. (G) (N) - Observation.

a different type of (MA)
G Graphicacy
N Numeracy