SCHOOL PLACEMENT SCHEME OF WORK (2018-2019)
List of Topics: Paper Holder, Carving Skills,
Subject: Materials Technology Wood
Pupil Year Group: 2nd Year
No. of Lessons: 4 classes/week (2 x 40
mins & 1 x 80 mins)
Date: 29th November 2018
PREVIOUS LEARNING
KNOWLEDGE
➢ Names of popular machines and tools found within Bench
room.
➢ Rules and routines of the Bench room as set out by school rules
& co-operating teacher.
➢ Health and safety within the Bench room e.g. Machine safety.
➢ Basic jointing techniques e.g. Half Lap Joint, Mortise and Tenon
➢ Types of sandpaper, able to choose correct grit.
➢ Wood identification.
➢ Wood Conversion.
➢ Hand Tools- chisels/ saws/ planes etc.
Wood Turning Pencils, Manufactured
Board, Timber Seasoning. Wood Conversion
& Wood Finishing.
No. of Pupils: 22
Length of Lessons: 40 mins
Lesson Times: Tuesday 14:00 PM
Wednesday 11:25 AM & Friday 11:25 AM
SKILLS
➢ Co-ordination of equipment e.g. Bench vice.
➢ Comprehend mathematical measurements used for marking out
(millimetres).
➢ Basic communication of working drawings.
➢ Good craftmanship.
➢ Construct various shapes using different drawing apparatus.
➢ Correct use of PPE (Personal Protective Equipment).
➢ Basic jointing techniques e.g. Half Lap Joint.
➢ Comprehend the difference between designing for safety and
designing for appearance.
 AIMS LEARNING OUTCOMES (LOs) ASSESSMENT

➢ To introduce the concept of ‘Working Drawings’
and interpret how to read them.
➢ Explore a design process to allow for personal,
creative expression.
➢ Develop Chisel technique and control through
carving slot for marble.
➢ Practice Personal Reflection through critically
assessing individual work.
➢ Use the resources made available to them, and
apply them to their new learning, building on
previous knowledge (independence).
➢ Demonstrate competence with Chisel safety ➢ Formative assessments- homework, peer
and use, through developing carving assessment, constructive criticism.
technique.
➢ Exit Card Strategy.
➢ Proficient in the use of Tenon Saw & Chisels.
➢ Class discussions/ debates.
➢ Recognise and physical apply the concepts the
➢ Student Demonstrations/ Presentations.
different principles- making a high standard
joint. ➢ Summative assessments- written exam.
➢ Display a high standard of workmanship (by ➢ Visual assessment- classroom monitoring.
working efficiently and neatly).
➢ Peer assessment.
➢ Establish a satisfactory understanding of an
➢ Self-assessment (through reflective practice).
effective ‘gluing up’ process, keeping the
piece square & incorporating multiple clamps. ➢ ‘Heads-Up’ Strategy.

NUMERACY ORACY GRAPHICACY

LITERACY STRATEGIES
STRATEGIES STRATEGIES STRATEGIES

➢ ‘Word Wall’ ➢ Measuring using rulers & drawing ➢ Classroom dialogue.

➢ Visual work sheets/ drawings.
➢ Key words/ terms written on apparatus. ➢ Correct pronunciation of key
➢ Drawings annotated.
whiteboard. ➢ Adapting to questions via. terms.
➢ Visual Solidworks examples.
➢ Work sheets annotated. centimeters converted to ➢ Oral repetition of new key
➢ Possible solutions sketched.
➢ Posters. millimeters. words/terms.
➢ Coloured slideshows.
➢ Note-taking. ➢ Dimensions. ➢ Student feedback.
➢ Posters.
➢ Headings boxes on drawing ➢ Adapting piece to fit the brief. ➢ Groupwork.
➢ Health and Safety signs.
sheets. ➢ Time Bomb Strategy. ➢ Student presentations.

DIFFERENTIATION STRATEGIES

➢ No multicultural inclusion strategies necessary as students are of local nationality.

Multicultural Inclusion
SEN Strategies
Mixed Ability Teaching Strategies
➢ Mixed seating plan & partially completed drawings double as added supports for potential multicultural requirements.
➢ Prepared to create large visual posters with translations of key terms/equipment.
➢ Peer Support- to help students with limited English to visualise each step by step.
➢ No listed SEN requirements listed within class list & no SNA present.
➢ Coloured power points, appropriate seating plans and M/A strategies provide support for students that may require
added support.
➢ Partially completed drawing sheets to accommodate the progression of weaker students.
➢ Comic Sans Print on all posters/handouts/PowerPoints etc.
➢ Image integrated into every resource possible, helping weaker students to visualise easier.
➢ Peer Support- avoiding students from falling behind and getting discouraged. (incorporated into Seating Plan).
 Application
WEEK LESSON/ TOPIC CURRICULUM/ SYLLABUS CONTENT TEACHING STRATEGIES ASSESSMENT STRATEGIES
of Theorists

1 ➢ Exams ➢ Christmas Tests ➢ N/A ➢ N/A ➢ N/A

(28th
Nov)
2 ➢ Teacher ➢ Introduction class- ice breakers/learn ➢ Teacher Presentation (Visual ➢ Class Discussion ➢ Piaget
(5th Introduction. students’ names, overview of overall power point slides & images). (Formative Assessment ➢ Vygotsky
Dec) ➢ Introduction of project ➢ Independent or ‘Scaffolding’ for teacher). ➢ Bruner
Paper Holder ➢ Q&A with class to determine their current Learning (using pupils’ own ➢ Exit Cards Strategy.
Project. level of understanding of Working inquisition to investigate further ➢ Suggestions on
➢ Working Drawings. Drawings (What they are, why they’re using Working Drawings). IBL Brainstorm.
➢ Marking Out useful & how to read them correctly). ➢ Class discussion- prompting ➢ Classroom Monitoring
Process ➢ Explore the correlation between 2D & 3D students to get involved/ (Identifying Mixed
shapes through Solidworks Drawings on maintain concentration. Ability/ Standard of the
Working Drawings. ➢ Time Bomb Strategy (reinforcing class).
➢ Begin Marking Out Pieces using Working time management skills). ET ➢ Higher/Lower Order
Drawings (marking ‘Waste Side’ of each ➢ Recap via. ‘Heads Up’ flashcard Questioning.
line & labelling correctly). strategy. CL
➢ Manufactured ➢ Create a Word Wall with new terminology ➢ Discovery Learning in pairs via. ➢ Visual Assessment of ➢ Dewey
Board (Blockboard, Hardboard, Plywood, Investigating various uses of Student Presentations. ➢ Vygotsky
Fibreboard, Oriented Strand Board, Manufactured Board. IBL MA CL ➢ Questioning of students ➢ Bruner
Veneers). ➢ Time Bomb Strategy (reinforcing within pairs, discussing
➢ Group Work- Students must join physical time management skills). ET the depth of their
samples of different Manufactured Boards ➢ Recap via. ‘Heads Up’ flashcard findings.
with labels. strategy. CL ➢ Exit Card Strategy.
➢ Discuss various advantages & ➢ Using physical ‘real life’ samples
disadvantages of Manufactured Board vs. to making learning relatable and
Traditional Wood. visual. MA
➢ Students investigate uses of ➢ Student Presentations of findings
Manufactured Board in pairs, then from investigation. CL
present findings to class.
 3 ➢ Marking Out ➢ Recap logistics of Working Drawings. ➢ Pair Work- catering for Mixed ➢ Classroom Monitoring. ➢ Piaget
(12th Process ➢ Begin Marking Out Pieces using Working Ability. MA ➢ Higher and Lower Order ➢ Vygotsky
Dec) ➢ Application of Drawings (marking ‘Waste Side’ of each ➢ Use of Educational Technology to Questioning. ➢ Bruner
Working Drawings enhance the learning process ➢ Visual Assessment of
line & labelling correctly).
(through Marking (visual aids and annotated work pieces.
Out & Cutting). ➢ Discuss the importance of cutting on the PowerPoint). ET ➢ Exit Card Strategy.
➢ Revision of Tenon ‘Waste Side’ before cutting. ➢ Active Learning- physical drawing ➢ Formative Assessment:
Saw. ➢ Reinforce good craftmanship (sharp and breakdown of questions. constructive criticism.
pencil, face side/edge, mark waste). ➢ Accommodation of Independent
➢ Revise the correct practice for using the Learning. IBL
Tenon Saw (stance, grip & safety factors). ➢ Time Bomb Strategy (reinforcing
time management skills). ET
➢ Manufactured ➢ Build on student investigations via. More ➢ Class debate pushing higher ➢ Higher Order ➢ Vygotsky
Board depth into the materials used/ order thinking and critical Questioning through ➢ Bruner
manufacture/ qualities etc. of each board. thinking. MA CL class discussion.
➢ Placemat Strategy covering all 6 ➢ Exit Card Strategy.
➢ Apply new knowledge to real life
main manufactured boards. MA
experience- which board would be most ➢ Real-Life Examples to relate
suitable for different uses e.g. kitchens, learning.
desks etc. ➢ Accommodation of Group
Learning. IBL
➢ Time Bomb Strategy (reinforcing
time management skills). ET
4 ➢ Creating Curves via. ➢ Revise the correct use of Compass via. ➢ Pair Work (Reducing teacher ➢ Classroom Monitoring, ➢ Vygotsky
(19th Filing & Sanding. Revision worksheet (Practicing Circles workload). MA analysing student ➢ Bruner
Dec) ➢ Compass Revision. x10). ➢ Student Demonstrations (via progress.
➢ Solve the correct radius for desired curve active example on visualiser / ➢ Higher/ Lower order
and apply to workpiece. graphic aids). CL ET Questioning (prompting
➢ Use Tenon Saw to remove most of the ➢ Active Learning- applying theory Critical Thinking). MA
waste, then cleaning closer to the line to 3D workpieces. PBL ➢ Exit Card Strategy.
using file. ➢ Group Work (developing each ➢ Peer Assessment
➢ Sand piece to create a smoother finish other’s’ understanding through (Reducing teacher
(Sanding with the grain & using correct critical discussion). CL workload).
Sandpaper Grits).
➢ Manufactured ➢ Summative Assessment of work covered ➢ Use of written exam as formative ➢ Use of written exam as
Board within previous two classes (written assessment (constructive formative assessment
exam). criticism). (constructive criticism).
5 ➢ Wood Carving ➢ Refine and develop Chisel skills via. Wood ➢ ‘Heads-Up’ flashcards to ➢ Standard of Brainstorm ➢ Vygotsky
(9th Practice (Creating carving activity. reinforce learning (Higher Order session. ➢ Bruner
Jan) 3D effect around a ➢ Draw 2D image onto a piece on MDF (soft Thinking). ➢ Higher Order
2D image) & easier to manoeuvre) & use Carving Questioning through
Chisels to create 3D effect. class discussion.

➢ Timber Seasoning
6 ➢ Apply carving skills
(16th to project via. Slot
Jan) for Marble
➢ Timber Seasoning
(Air Drying & Kiln
Drying Seasoning).
7 ➢ Sanding Process
(23rd
Jan)
➢ Discuss correct safety procedures via. ➢ Scaffold Learning through ➢ Visual Assessment:
Teacher & student demonstrations and guidance, rather than feeding Classroom Monitoring
class discussions. information. PBL of work pieces.
➢ Student Demonstrations & ➢ Exit Card Strategy.
Rhetorical Questioning. CL MA
➢ Independent work encouraged
IBL
➢ Create a Word Wall with new terminology ➢ Discovery Learning in pairs via. ➢ Visual Assessment of ➢ Dewey
(Equilibrium, Kiln, Stickers, Hygroscopic, Investigating various uses of Student Presentations. ➢ Vygotsky
Relative Humidity & Timber Seasoning). Timber Seasoning. IBL MA CL ➢ Questioning of students ➢ Bruner
➢ Discuss various advantages & ➢ Time Bomb Strategy (reinforcing within pairs, discussing
disadvantages of Manufactured Board vs. time management skills). ET the depth of their
Traditional Wood. ➢ Recap via. ‘Heads Up’ flashcard findings.
➢ Students investigate uses of Timber strategy. CL ➢ Exit Card Strategy.
Seasoning in pairs, then present findings ➢ Student Presentations of findings
to class. from investigation. CL
➢ Work out the necessary depth required to ➢ Independent Leaning- developing ➢ Higher/ Lower Order ➢ Piaget
allow for roughly half the width of the students’ skills to further their Questioning during ➢ Vygotsky
marble. own inquisition. PBL demonstration ➢ Bruner
➢ Create the necessary slot to allow for the ➢ PowerPoint of visuals & safety (rhetorical questioning).
marble to move adequately via. Carving at posters. ET ➢ Peer Feedback
an angle into the Pine. ➢ Peer assistance, managing work (constructive criticism).
➢ Reinforce safety procedures via. Clamping load of teacher & keeping ➢ Exit Card Strategy.
onto the table & face blade outwards. students engaged. MA CL ➢ Visual Monitoring.
➢ Build on student investigations via. Air ➢ Class debate pushing higher ➢ Higher Order ➢ Dewey
Drying vs. Kiln Drying Seasoning. order thinking and critical Questioning through ➢ Vygotsky
➢ Student Demonstrations comparing and thinking. MA CL class discussion. ➢ Bruner
contrasting both methods of Seasoning ➢ ‘Heads Up’ flashcard strategy. CL ➢ Exit Card Strategy.
Timber. ➢ Accommodation of Group ➢ Monitoring of Student
Learning. IBL Demonstrations.
➢ Time Bomb Strategy (reinforcing
time management skills). ET
➢ Determine students’ current knowledge of ➢ Accommodate Independent ➢ Rhetorical Questioning ➢ Piaget
Sanding through oral discussion. Learning. IBL pushing critical thinking. ➢ Vygotsky
➢ Explain how Sanding removes marks from ➢ Scaffolding Learning (teacher/ ➢ Classroom monitoring ➢ Bruner
wood by scratching off different surfaces/ of students work pieces.
peer guidance). PBL
layers (use poster). ➢ Exit Card Strategy.
➢ Explain the different grits of Sandpaper & ➢ Teacher assistance via. Student
how they are used in a process. feedback. MA
➢ Time Bomb Strategy (reinforcing
time management skills). ET
 ➢ Integration of Student Demonstration (ask
other students to peer-assist- “is he
correct?” “why?”).
➢ Students work independently using design
brief/ PowerPoint/ 3D model/ 3D graphics
and knowledge from demonstration as
resources.
➢ Timber Seasoning ➢ Summative Assessment of work covered ➢ Use of written exam as formative ➢ Use of written exam as
within previous two classes (written assessment (constructive formative assessment
exam). criticism). (constructive criticism).
8 ➢ Gluing Up Process. ➢ Teacher/Student Demonstration ➢ Class dialogue prompting Higher ➢ Higher/ Lower Order ➢ Vygotsky
(30th discussing correct practice for Gluing Order & Critical Thinking. CL Questioning during ➢ Bruner
Jan) Process (white cloth, correct amount of ➢ Recap via. ‘Heads Up’ flashcard demonstrations.
glue, clamping to ensure workpieces are strategy. CL ➢ Class Dialogue
square etc). ➢ Combine Active, Guided Learning (rhetorical questioning
➢ Discuss how glue will not bond to end grain via. Peer assistance. MA CL to promote critical
and how to spread an appropriate amount ➢ Time Bomb Strategy (reinforcing thinking).
of glue. time management skills). ET ➢ Exit Card Strategy.
➢ Discuss types of glue- animal glue/ hot
➢ Use of posters/ visual aids. MA
glue/ PVA etc.
➢ Integration of Student Demonstration (ask
other students to peer-assist- “is he
correct?” “why?”).
➢ Wood Conversion ➢ Create a Word Wall with new terminology ➢ Discovery Learning in pairs via. ➢ Visual Assessment of ➢ Dewey
(Clear Felling, Flame Figure, Radial Sawing, Investigating various uses of Student Presentations. ➢ Vygotsky
Conversion, Plain Sawing, Slash Sawing, Timber Seasoning. IBL MA CL ➢ Questioning of students ➢ Bruner
Cupping, Quarter & Tangential Sawing). ➢ Time Bomb Strategy (reinforcing within pairs, discussing
➢ Students investigate uses of Conversion of time management skills). ET the depth of their
Timber in pairs, then present findings to ➢ Recap via. ‘Heads Up’ flashcard findings.
class. strategy. CL ➢ Exit Card Strategy.
➢ Student Presentations of findings
from investigation. CL
9 ➢ Incorporate ➢ Complete a design process to integrate a ➢ Use of Design Process to allow ➢ Visually assessing ➢ Piaget
(6th personalized ‘personal touch’ to each project. for imagination & individuality. progress of projects. ➢ Vygotsky
Feb) designs via. ➢ Students draw the design with pencil on PBL ➢ Monitoring Student ➢ Bruner
Pyrography the face of the paper holder. ➢ Student Demonstrations to allow Demonstrations.
➢ Safety Brief demonstration to ensure each for rhetorical questioning & peer ➢ Guided Learning-
student is competent with Pyrography Pen mentoring. MA teacher establishes
(Student Demonstrations & dialogue). ➢ Time Bomb Strategy (reinforcing areas of confusion
time management skills). ET through dialogue.
➢ Exit Card Strategy.
 ➢ Recap via. ‘Heads Up’ flashcard
strategy. CL
➢ Wood Finishes ➢ Create a Word Wall with new terminology ➢ Discovery Learning in pairs via. ➢ Quality of Brainstorm. ➢ Dewey
(Abrasive, Denibbing, Micropores, Applied Investigating various uses of ➢ Visual Assessment of ➢ Vygotsky
Finish, Finish, Scraper, arris & Lacquer). Wood Finishes. IBL MA CL Student Presentations. ➢ Bruner
➢ Brainstorm what each of these words ➢ Time Bomb Strategy (reinforcing ➢ Questioning of students
mean & then investigate pairs. time management skills). ET within pairs, discussing
➢ Apply new learning to the projects, discuss ➢ Recap via. ‘Heads Up’ flashcard the depth of their
correct sanding and oiling etc. strategy. CL findings.
➢ Student Presentations of findings ➢ Exit Card Strategy.
from investigation. CL
10 ➢ Finishing Process ➢ Once projects are glued, sanded and ➢ Peer Mentoring via. Peer Assisted ➢ Oral Dialogue during ➢ Vygotsky
(13th personalized accordingly, students may Oiling Process (achieve good Safety Brief. ➢ Bruner
Feb) undergo a Finishing process whereby Oil quality finish). MA CL ➢ Visual Monitoring of
may be applied. ➢ Active Discussion during Peer Mentoring.
➢ Safety Brief demonstration to ensure each Demonstration- probing Higher ➢ Collection of Projects &
student is clear on the amount of oil, the Order Thinking & Critical through standards of
use of gloves & within the ‘safety zone’ for Thinking. CL work pieces.
using chemicals. ➢ Recap via. ‘Heads Up’ flashcard ➢ Exit Card Strategy.
strategy. CL
➢ Wood Finishes ➢ Allow students to work in pairs/ or ➢ Peer Mentoring via. Peer ➢ Higher Order ➢ Piaget
independently to finish projects before Assistance for Oiling Process Questioning through ➢ Vygotsky
end of class. (ensuring good quality finish). MA class discussion. ➢ Bruner
➢ Thank students for all the good work they ➢ Accommodate Independent ➢ Exit Card Strategy.
covered throughout the 10 weeks with Learning. IBL ➢ Monitoring of Student
them. ➢ Scaffolding Learning (teacher/ Groups.
peer guidance). PBL
Key: MA- Mixed Ability, CL- Collaborative Learning, ET- Educational Technology, PBL- Problem Based Learning, IBL- Inquiry Based Learning