TEACHING PRACTICE SCHEME OF WORK (2015-2016)

DTE Student Name & ID No. Michael Curtin G00313894

Subject: Construction Studies List of Topics: Practical Class Project

Pupil Year Group: Transition Year No. of Pupils: 24
No. of Lessons: 8 (Doubles) Length Of Lessons: 80mins
Date: 07/12/15 12/02/16 Time of Lesson: See Timetable
 Class Profile

24 students

8 male 16 female

Completed Materials Technology Wood for the Junior Cert

1 0 0 0

1 ADHD, Emotional and Behavioral Difficulties, Poor 1 Epilepsy

Social Skills
Will not be in school for the duration of Teaching Practice.
Sit up the front near a positive role model, away
from distraction.

Give clear rules and instructions and support

visually.

Ignore minor negatives and praise any positives.

2 Dyslexia

Reduce written work- use printed notes and

worksheets.

Breakdown tasks into small chunks.

 Do not ask to read aloud in class.

Provide extension activities to promote problem

solving and higher order skills.

Use writing frames to help with organization and

layout of work.

PREVIOUS LEARNING
KNOWLEDGE SKILLS
The student who has completed MTW
Just one student has completed MTW before so previously will have basic marking out and
there is a wide variety of knowledge of hand tool skills.
woodwork within the group. The students will have gained experience in
Many have completed technical graphics and working in groups.
should therefore be able to read working The students will be able measure, draw
drawings. straight lines and calculate angles.
The students will have an understanding of Some students may be able to sketch and
mathematics, measurements and angles.
 Some students may be familiar with marking
out through other subjects such as metalwork, draw.
art and T.G.

AIMS ASSESSMENT
LEARNING OUTCOMES (LO) Each LO Has A Corresponding
The Aims Of This Scheme Are To At The End Of This Scheme Students Will Assessment
Be Able To

1. Introduce Wood working to the 1. Grasp the purpose of

majority of the class whilst keep woodwork in the world around 1. Socratic Seminar
those who have previously studied us. 2. Each-One-Teach-One
MTW engaged also.
1. Recall classroom rules and
2. Establish rules and routines within routines. 1. Questioning Orally
the classroom. 2. Implement these rules without 2. Visual Check
instruction.
1. Work collaboratively. 1. Reflective journal of each
3. Create a sense of unity within the
2. Realize and value the individuals contribution.
group.
importance of team work. 2. Talking Heads
1. Name the parts of an
orthographic projection.
4. Familiarise students with working 2. Visualise the various parts 1. Just a Minute
drawings and how to read them. involved. 2. Jigsaw Game
3. Mark a drawing by reading a
working drawing.
 1. Name and explain the uses of
tools involved in making the
project.
5. Incorporate the theoretical side of 2. Understand what every
1. Open-ended Questioning
tools and processes through practical process is and why it is
2. Socratic Seminar
work. necessary for the completion.
of the project.
3. Logically, sequence the
processes involved.
1. Illustrate the stance, position
6. Demonstrate how to use the hand and hold necessary to use 1. Observation
tools being used in the project. each tool. 2. Peer Assessment
2. Demonstrate the use of tools.
1. Critique their own work and
contribution.
7. Conclude the scheme with a fully
2. Debate where the project 1. Reflective Journal
completed class project and allow the
should go (to the school, raffle 2. Stick Debate
class to decide where it goes.
between class, auction for
charity, etc.).

LITERACY NUMERACY ORACY GRAPHICACY

STRATEGIES STRATEGIES STRATEGIES STRATEGIES
 Dialogue
Working out Working Drawings
Questioning
Word Wall Dimensions Picture walls
Finding Angles Key word definitions
Reading Drawings PP animated drawing
Calculations for height Presentation of Final
Spell checks Hinged Planes model
of Project Project
Annotations Lego models
Measuring Having to work and
Solidworks Drawing
Contribute in a
team.
Stick Debate

DIFFERENTIATION STRATEGIES
Boys and girls will be mixed in groups where they will
learn cooperatively. The project is gender neutral. No
Gender Inclusion slang terms will be used to address the class (lads,
boys, etc.).

N/A
Multicultural Inclusion
 N/A
Special Educational Needs (SEN) Strategies

The idea of the group project is to allow for mixed

Mixed Ability Teaching Strategies ability. As there is a varying mix students will be
grouped accordingly.
Key
(O): Oracy (L): Literacy (N): Numeracy (MA): Mixed Ability (PBL): Problem Based Learning (V):
Visualisation (FA): Formative Assessment (SA): Summative Assessment
Wee Lesson/To Teaching Assessment
T&L Content Resources
k pic Strategies Strategies
1. Socratic
Seminar (let
students set
their own rules
1. Outline of the and routines) 1. PowerPoint
following eight (O) (MA) 2. Brief
weeks 2. PowerPoint
Introduction 3. Group List
2. Set out Rules Presentation Observation (FA)
1 & Launch of 4. 3-D image
and Routines outlining brief Questioning (O) (FA)
Project of the
3. Create Groups and groups (V)
4. Roles within the 3. Students to Project.
Group divide roles in
the group
amongst
themselves. (O)
(MA)
Marking Out 1. Reading a 1. Back-to-Back Visual Check (FA) 1. Sample
Working (O) (PBL) (V) Labeling Game (L) Working
2 Drawing 2. Samples of (PBL) (SA) Drawings
2. Identify various working Consider all Factors 2. Physical
parts and label drawings to be (O) (PBL) (FA)
Props
with shown along
3 corresponding with 3-D visual
3. PowerPoint
wood material. aid and to explain
3. Relate a 3-D physical prop Orthographi
image into 2-D (N) (V) c Projection
drawings. 3. Demonstrate
4. Correctly how to mark
Marking-Out. out correctly
(face side and
 edge, waste,
1. How the
machine works 1. Teacher Led
4 and its uses. Discussion on
2. Health and Health and
Safety. Safety (O)
3. Accurately 2. Open-ended
locating the questioning
center point. drawing Quiz
The Pillar Re-Cap Quiz (L) (PBL)
4. Drilling with a knowledge of
Drill and (SA) Health and Safety
forstner bit. how to find a
Manufacture Visual Check (FA) Guide
5. Intro to center point.
Just a Minute (O) (FA)
processing (O) (N) (MA)
5 tools. (PBL) (V)
6. Demonstrate 3. Demonstration
the correct use on how to use
of tenon saw, the drill and
chisels, mallet, hand tools
clamping in the (briefly). (MA)
vice.
6 Glue up of 1. Surface 1. Each-One- Observation (FA) 2. Crossword
Frames preparation Teach One (O) Crossword (L) (SA) 3. Non fitting
2. Dry run (L) Student pieces
3. Types of Glue 2. Misconception Demonstration (O) 4. Various
4. Choosing the check (teacher (MA) (FA)
types of
correct glue glues up Stick Debate (O) (MA)
5. Glue Blocks without dry (PBL) (FA)
glue
and Clamps run pieces 5. Lollipop
dont fit). (V) Sticks
3. Consider all 6. Each step of
Factors. (V) gluing up
process
 written on a
piece of
paper.
1. PowerPoint
1. Outline of 1. PowerPoint
Presentation on Student
finishes 2. Various
Finishes. Demonstration (O)
2. Choosing the
Finishing 2. Test Finishes (MA) (FA) types of
correct finish.
7 and 3. Stick Debate Worksheet (L) (N) (V) finishes
3. Surface
Assembly (O) (MA) (PBL) (SA) 3. Test Pieces
preparation.
4. Demonstration Consider all Factors 4. Lollipop
4. Applying the
of correct (O) (PBL) (FA) Sticks
finish
application.
1. Student led
short Reflective Diary (L)
1. Critically reflect presentation on (MA) (SA)
on project and the story of Self-Assessment 1. Each
8 Post Project team work the project (O) Peer Assessment Student has
2. Present the 2. Reflective diary Summative a Diary
project. entry of key Assessment (SA)
learning from
each class