2nd Year Junior Cycle Wood Technology Planning Grid
Student Name: Michael Faney School: St Nathy’s College, Ballaghaderreen
ID: No: G00374212 No of Pupils: 22
Class profile
Special Educational Needs (SEN)
NA
Linking with Subject Specification and Junior Cert Framework
Statements Relevant JC
Schedul Topic/Chapter
e of Learning Outcomes
Week 1 SOL 15 Class Introduction 1.3 collaborate effectively
SOL 21 (1st Class) in a workshop learning
SOL 20 Finger Joint Pencil environment
Case 1.10 apply recognised
health and safety
practices in the use of
tools, equipment and
materials
2.11 produce purposeful,
functional, appealing
artefacts
2.4 understand key
principles of design and
ergonomics
Week 2 SOL 15 Finger Joint Pencil 1.1 explore key elements
SOL 21 Case required for the
SOL 20 completion of tasks
1.3 collaborate effectively
in a workshop learning
environment
1.10 apply recognised
health and safety
practices in the use of
tools, equipment and
materials
2.11 produce purposeful,
functional, appealing
artefacts
Class teacher: Patrick Dolan
Length of Lesson: 80 minutes & 40 minutes
Diversity (Gender, Ethnicity etc.) Other relevant information
Mixed Multi-Cultural
Evidence of Teaching and Learning
Learning Intentions (students Teaching Success
Key Skills Criteria Assessment Method Key Words
will learn about) Methodology
Safety Rules in the class 1b. Implementing Teacher demonstration Students can safely Questioning, Visual Inspection, Waste, Stock,
How to use the Coping Saw ideas and taking Worksheet/drawing and successfully use Student Demonstration, fist-to-five flush, square,
How to make a Finger Joint action Visual inspection coping saw, chisel Brainstorming Coping Saw,
1c. Learning Powerpoint and mallet and vice. Worksheet tension, Frame,
Creatively Questioning Students produce Blade, Handle,
Brainstorming the side pieces with Sighting Pins,
2b. Co-operating Icebreaker use of various tools. Finger Joint.
3a. Using Students engage
language with questioning.
3c. Listening and Students can
expressing myself critically reflect on
their work.
Cutting out Finger Joints 1b. Implementing Step by step explanation Students can Questioning, Visual Inspection, Finger Joint,
Gluing together joints ideas and taking student led correctly cut out class discussion Student Trench, pin,
action demonstration finger joints, Demonstration, fist-to-five, peer socket,
6b. Estimating, working drawing correctly identifying review shoulder, cheek,
prediciting and Visual inspection waste. Students waste, glue
calculating Questioning produce fitting surface.
Co-operative learning joints; pieces are
6d. Seeing
properly glued
patterns, trends together.
and relationships
 2.4 understand key
principles of design and
ergonomics
Week 3 SOL 15 Finger Joint Pencil 1.1 explore key elements
SOL 21 Case required for the
completion of tasks
1.3 collaborate effectively
in a workshop learning
environment
1.10 apply recognised
health and safety
practices in the use of
tools, equipment and
materials
2.11 produce purposeful,
functional, appealing
artefacts
2.4 understand key
principles of design and
ergonomics
Week 4 SOL 15 Mallet (practical) 1.1 explore key elements
SOL 21 Adhesives (theory) required for the
completion of tasks
1.4 manage themselves
and their resources
1.9 demonstrate
principles of craft
excellence through the
design and realisation of
tasks and artefacts 1.10
apply recognised health
and safety practices in
the use of tools,
equipment and materials
3.3 understand the
properties associated
with a range of materials
applicable to Wood
Technology 2.14
investigate how to
minimise material use
and manage waste
Week 5 SOL 15 Mallet (practical) 1.1 explore key elements
SOL 21 Lamination required for the
(theory) completion of tasks
1.4 manage themselves
and their resources
1.9 demonstrate
principles of craft
excellence through the
design and realisation of
tasks and artefacts 1.10
apply recognised health
Putting Base on Pencil Case 1b. Implementing Teacher-led Students can use Questioning, Visual Inspection, Sandpaper, grit,
Making hole in cover ideas and taking demonstration hammer and pins, Student Demonstration, fist-to- grain direction,
Finishing action Student-led along with glue, to five, brainstorming, Evaluation sanding block,
6b. Estimating, demonstration secure base to compass saw,
prediciting and Visual inspection pencil case. drill bit, wood
calculating Step-by step instruction Students can use finish, cutting
Questioning cordless drill and back, chamfer,
6d. Seeing
Self-evaluation on compass saw to cut fillet.
patterns, trends project performance out hole for
and relationships
opening and closing
pencil case.
Students
competently sand
piece; add
chamfers or
detailing as desired
and apply finish.
Cut pieces for mallet head. Shape 1b. Implementing Models Students can cut Questioning, Visual Inspection, Tapered
tapered tenon for handle. ideas and taking Questioning pieces for mallet Student Demonstration, fist-to-five Mortise and
action Visual Inspection head and add tenon, wedging
6b. Estimating, Step-by-step instruction tapered tenon for action, PVA,
prediciting and Teacher-led handle. Students contact
calculating demonstration understand adhesives,
Working Drawing applications for animal glue,
6d. Seeing different adhesives. epoxy resin, CA
patterns, trends
glue, hot glue,
and relationships polyurethane
glue.
Laminate mallet. Add chamfers and 1b. Implementing Class discussion Students complete Questioning, Visual Inspection, Lamination,
detailing as desired. Sand piece and ideas and taking Teacher-led mallet, adding Student Demonstration, exit cards, surface mating,
apply finish. action demonstration ergonomic details class discussion, peer review, fist to glue squeeze-
5d. Being able to Student-led for ease of use and five out, chamfers.
reflect on my demonstration apply finish.
learning. Step-by-step instruction Students
Questioning successfully
2e. Learning with Co-operative learning laminate mallet
others
head. Students
3e. Discussing understand how
and debating
and why lamination
 and safety practices in is performed.
the use of tools,
equipment and materials
Week 6 SOL 15 Dovetail Toolbox 1.1 explore key elements Create finger joints for corners of 1b. Implementing Teacher demonstration Students can use Questioning, Visual Inspection, Finger joint, pin,
SOL 21 required for the toolbox. ideas and taking Worksheet/drawing tools to successfully Student Demonstration, fist-to-five socket,
SOL 20 completion of tasks action Visual inspection to produce finger Homework assessment symmetrical/
1.7 explain the function PowerPoint joints. Students are asymmetrical,
and application of a Questioning familiar with the coping saw.
range of tools, terminology
equipment, fixtures and surrounding the
fittings finger joint.
1.4 manage themselves
and their resources 1.9
demonstrate principles of
craft excellence through
the design and realisation
of tasks and artefacts
Week 7 SOL 15 Dovetail Toolbox 1.1 explore key elements Finish finger joints. 1b. Implementing Step by step explanation Students can Questioning, Visual Inspection, Shoulder line,
SOL 21 required for the ideas and taking student led successfully class discussion Student paring.
SOL 20 completion of tasks action demonstration produce square Demonstration, fist-to-five, peer
1.7 explain the function 6b. Estimating, working drawing tight-fitting finger review
and application of a prediciting and Visual inspection joints. Students
range of tools, calculating Questioning produce flush edges
equipment, fixtures and Co-operative learning and faces. Students
6d. Seeing
fittings can identify
1.4 manage themselves patterns, trends strengths and
and relationships
and their resources 1.9 weaknesses in each
demonstrate principles of 3e. Discussing other’s work.
and debating
craft excellence through
the design and realisation
of tasks and artefacts
Week 8 SOL 15 Dovetail Toolbox 1.1 explore key elements Make dovetail halving joints for handle. 1b. Implementing Teacher-led Students can Questioning, Visual Inspection, Dovetail, pins,
SOL 21 required for the ideas and taking demonstration successfully use Student Demonstration, fist-to- tails, kerf,
completion of tasks action Student-led bevel to mark out five, brainstorming sliding bevel,
1.4 manage themselves 1c. Learning demonstration dovetail joint. half-lap.
and their resources Creatively Visual inspection Students can
1.9 demonstrate Step-by step instruction successfully cut
principles of craft 6d. Seeing Questioning dovetail halving
patterns, trends
excellence through the joints for handle.
design and realisation of and relationships
tasks and artefacts 1.10
apply recognised health
and safety practices in
the use of tools,
equipment and materials
Week 9 SOL 15 Dovetail Toolbox 1.1 explore key elements Glue together piece, attach bottom and 1b. Implementing Class discussion Students are able Questioning, Visual Inspection, Glue surface,
SOL 21 (practical) required for the finish piece. ideas and taking Student-led to put together Student Demonstration, fist-to- clamping
Development completion of tasks action demonstration dovetail toolbox five, class discussion, exit cards, pressure,
Education (theory) 1.4 manage themselves 6b. Estimating, Visual inspection and attach bottom peer review development
and their resources prediciting and Powerpoint and decorative education,
1.9 demonstrate calculating Step-by-step instruction features and apply sustainability.
principles of craft Questioning finish.
2d. Contributing
excellence through the Co-operative learning
 design and realisation of to making the
tasks and artefacts 1.10 world a better
apply recognised health place
and safety practices in 3e. Discussing
the use of tools, and debating
equipment and materials
1.11 investigate the
environmental impacts of
using wood as a natural
and renewable resource
1.12 appreciate
sustainable practice
throughout their learning
3.10 appreciate the role
of forestation and wood
in terms of local/global
ecology and sustainability
Week 10 SOL 19 Forestry & 1.12 appreciate Students will learn about different 1c. Learning Illustrated PPT Students know Class Questioning Environment,
SOL 20 Sustainability sustainable practice forestry types, forest regions Creatively Class Discussion what different Posters on the Rainforests Forest,
SOL 23 throughout their learning worldwide, what types of trees we see 3a. Using Student speeches types of forestry Essay/Speech on importance of Northern
SOL 24 1.11 investigate the in these regions. The environment, how language Student Posters are, they know Sustainability Coniferous
environmental impacts of deforestation is impacting our planet, Class exercises details about the Word Wall Exercises Forest, Boreal
4b. Gathering,
using wood as a natural desertification and how that relates to different forest Class Exercises Forest, Taiga,
and renewable resource forestry, the greenhouse effect. recording, zones, they can Northern
organising and
2.5 communicate Sustainability, how we can live appreciate the Temperate Belt,
relevant information sustainably, what we can do to help, evaluating importance of the Tropical
information
2.13 recognise the how sustainability relates to the timber world’s rainforests, Hardwood Belt,
environmental and social industry and where afforestation can 2d. Contributing understand rainforest,
impacts of design play a role. Renewable resources and to making the deforestation and habitat, global
decisions responsible timber use. world a better how it happens and warming,
3.10 appreciate the role place can be fought climate change,
of forestation and wood 7e. Developing against. They carbon sink,
in terms of local/global my spoken understand and greenhouse
ecology and sustainability language appreciate effect,
3.12 consider the impact sustainability, what renewable
4e. Using digital
on the natural they can do to help resources,
technology to
environment when with sustainability. Amazon, Congo
access, manage
sourcing materials What sustainable Jungle,
and share
forestry is, and deforestation,
content
what afforestation desertification,
is. What renewable sustainability,
resources are. afforestation,
sustainable
forestry, carbon
footprint.
STATEMENTS OF LEARNING
Statements of Learning (Wood Technology)
The statement
SOL 15 The student recognises the potential uses of mathematical knowledge, skills
and understanding in all areas of learning.
SOL 19 The student values the role and contribution of science and technology to
society, and their personal, social and global importance.
SOL 20 The student uses appropriate technologies in meeting a design challenge.
SOL 21 The student applies practical skills as she/he develops models and products
using a variety of materials and technologies.
SOL 23 The student brings an idea from conception to realisation.
SOL 24 The student uses technology and digital media tools to learn, work and think
collaboratively and creatively in a responsible and ethical manner.
Examples of relevant learning 
Students will apply numerical reasoning to establish
appropriate functions, proportions and dimensions. 
Students will evaluate the impact of Wood
Technology on their lives, society and the
environment.
Students will select suitable equipment to realise a
design task.
Students will create solutions through modelling and
tasks that encourage the development of their
practical skills, while working with a range of
materials and equipment.
Students will develop, individually, a concept to
address a problem and create their solution using
appropriate materials and the skills they have
developed.
Students will select appropriate digital media tools
to explore, research and represent design ideas.

Statements of Learning (Graphics)

SOL No. The statement Example of relevant learning
SOL 15 Recognises the potential uses of mathematical knowledge, skills and Students will be able to support their solutions to
understanding in all areas of learning geometry problems by referencing appropriate
geometry concepts and principles.
SOL 19 Values the role and contribution of science and technology to society, and Students will evaluate the impact of technologies on
their personal, social and global importance. their lives, society and the environment.
SOL 20 Uses appropriate technologies in meeting a design challenge Students will determine the most suitable
technologies available to them and apply them to
fulfil the criteria of a given design challenge.
SOL 21 Applies practical skills as she/he develop models and products using a variety Students will develop 3D representations of solutions
of materials and technologies to problems through modelling using appropriate
media.
SOL 23 Brings an idea from conception to realisation Students will individually explore ideas to satisfy a
problem and develop their solutions using
appropriate modelling skills they have developed.
SOL 24 Uses technology and digital media tools to learn, communicate, work and Students will select appropriate digital media tools to
think collaboratively and creatively in a responsible and ethical matter research, explore and present design ideas.
KEY SKILLS