Student Name: Kyle Hill List of Topics: Cross halving joint, scroll saw, pyrography Class teacher:

(wood burning tool)

ID: No: G00379910 No of Pupils: 24 Length of Lesson:

Class profile

Special Educational Needs (SEN) Diversity (Gender, Ethnicity etc.) Other relevant information

Wood Technology Planning Grid

Student name: Kyle Hill Year Group: 1st Year School:
Linking with Subject Specification and Junior Cert Framework Evidence of Teaching and Learning
Statements of Learning Intentions (students will learn Success Criteria
Topic/Chapter Relevant JC Outcomes Key Skills Teaching Methodology Assessment Method Key Words
Schedule Learning about)
Week 1 SOL 23 Practical: 1.4 manage themselves What a cross halving joint is and how it 2e. Learning with Show students a Students should Questioning Cross halving
SOL 15 Cross halving joint and their resources is marked out and made. others slideshow which explains understand what a Students drawings Alternate sides
1.6 create sketches and Drawing a sketch and working drawing 3a. Using what a cross halving joint cross halving joint Visual inspection of students
working drawings to of a simple cross halving joint. language is and how they are is, how it is marked out piece
recognised standards How to mark out a cross halving joint. made. constructed and
using a variety of media 6e. Gathering, Get students to draw a identify cross
interpreting and
1.1 explore key elements sketch of a cross halving halving joints
required for the representing data joint. successfully.
completion of tasks Get students to draw a They should
working drawing of a successfully draw a
basic cross halving joint . sketch and working
Get students to begin drawing of a simple
marking out a simple cross halving joint.
cross halving joint using Students should
their working drawings. correctly mark out
a simple cross
halving joint in
preparation for
making one.
Week 2 SOL 19 Practical: 1.10 apply recognised Students will learn how to make a cross 8c. Being safe Show students an Students should Questioning- low and high order Waste side
SOL 15 Cross halving joint health and safety halving joint from start to finish. 1b. example of a fully have a fully marked Visual inspection of practical Trench
SOL 21 practices in the use of Students will learn how to use a pairing Implementing marked out piece to out piece. work Pairing block
tools, equipment and block to make joint fit nicely. ideas and taking ensure theirs are marked Students should Completed joint
materials action out correctly. then work through
3.9 create an artefact Explain each step of the steps and make
4d. Reflecting on
 that demonstrates an
understanding of the
properties associated
with a range of materials
applicable to Wood
Technology
Learning outcome
Week 3 SOL 23 Practical project: 2.2 manage information
SOL 20 Launch of teapot and thinking to support
SOL 21 stand an iterative design
process
1.1 explore key elements
required for the
completion of tasks
2.6 produce sketches,
drawings and
models/prototypes to
explore design ideas
Week 4 SOL 23 Practical project: 2.6 produce sketches,
SOL 15 Marking out teapot drawings and
stand models/prototypes to
explore design ideas
2.9 evolve their solutions
based on critical
reflection
1.1 explore key elements
required for the
completion of tasks
Week 5 SOL 20 Practical project: 1.2 justify the selection of
SOL 21 Making base plans, processes and
SOL 23 materials for the
completion of tasks
1.8 apply knowledge of
and skills in a range of
appropriate existing and
emerging principles,
processes and techniques
2.2 manage information
and thinking to support
an iterative design
process
Week 6 SOL 15 Practical project: 1.3 collaborate effectively
SOL 21 Making top in a workshop learning
SOL 23 The operation of environment
the scroll saw 2.3 evaluate their own
progress to inform future
learning
1.10 apply recognised
and evaluating making a cross halving a cross halving joint
my learning joint with the aid of a successfully.
slideshow. Students should
Give demonstrations. have a nicely
completed cross
halving joint.
Students will look through the working 1a. Exploring Give students each a Students will form Students talking through the Working drawing
drawing and identify the joints etc. in options and copy of the working an understanding of working drawing
the drawing. alternatives drawing and talk to the working Questioning
Students will begin developing their 1b. through with them, drawing and what Visual inspection of student
own design for the top. – the shape and Implementing getting them to think will go into making work
the picture/ design. ideas and taking into the process of the project.
action marking out, making and Students will begin
finishing. thinking about the
Choose a key skill Get students to begin design of their tops
the design element of and begin to
the project- design their develop their ideas.
own top. Students should
have a number of
rough sketches.
Students will finalize the design and 1a. Exploring Show students a number Students will have Sketches and working drawing Design
shape of their tops and produce options and of example designs for their final designs Visual inspection of marking out Working drawing
sketches and working drawings. alternatives the top and help them to for their tops and
Students will mark out their pieces in 3a. Using develop their own have completed
preparation practically making them. language designs. sketches and a
Give a demonstration on working drawing of
5b. Making marking out some their final design.
considered
components. Students should
decisions have their
components
marked out ready
for making.
Students will make the base of the 8c. Being safe Reinforce what was Students will have Visual inspection of students Cross halving
teapot stand. 1b. previously learned about made a good go at work
Reinforced learning of previous Implementing cross halving joints. making the base Demonstrations
knowledge of cross halving joints. ideas and taking Give demonstrations and have it almost Questioning
Students will make the base. action where needed on the complete.
making process.
4c. Thinking
creatively and
critically
Students will learn about the operation 7a. Developing Explain the scroll saw Students should Students use of the scroll saw Scroll saw
of the scroll saw and gain some my understanding using a slideshow. successful identify Questioning Blade
experience of using it. and enjoyment of Show students the scroll the parts of the Demonstrations Saw table
Students will make their tops in words and saw explaining the part scroll saw. Inspection of work Tension knob
preparation for designs to be put on language and set up etc. Students should
next week. 8e. being Give a demonstration on correctly and safely
confident the scroll saw. use the scroll saw.
 health and safety
practices in the use of
tools, equipment and
materials
Week 7 SOL 23 Practical project: 3.3 understand the
Choose an item. Wood burning properties associated
Choose an item. with a range of materials
applicable to Wood
Technology
3.4 evaluate the use of
wood in comparison to
alternative materials
1.10 apply recognised
health and safety
practices in the use of
tools, equipment and
materials
Week 8 SOL 20 Practical project: 1.3 collaborate effectively
SOL 23 Sanding and in a workshop learning
SOL 15 finishing environment
Presentation of 2.5 communicate
finished project relevant information
1.1 explore key elements
required for the
completion of tasks
3c. Listening and Get students all to have Students should
expressing myself a turn at using the scroll make their tops for
saw on a test piece. the teapot stand.
Help students in making
their top, giving
demonstrations where
necessary.
Students will come up with their own 2b. Co-operating Get students to do Students will Students use of the wood Wood burning tool
design to be burner onto the top of 3a. Using research and think about understand the use burner
their teapot stand. language their designs. of the wood burner Questioning
Students that do not want to use the Get students to make a and use it Inspection of students work.
wood burner may paint on a design. 8c. Being safe sketch of their design. successfully and
Students will learn how to use the wood Give students a safely.
burner correctly and safely. demonstration of using Students will
the wood burner. complete their
Get students to use the designs for their
wood burner on a test tops and finish their
piece. tops.
Get students to put their
designs onto their tops.
Students will sand project in 5. MANAGING Get students to sand Students will sand Students sanding and varnishing Sanding
preparation for finishing. MYSELF project in preparation their piece. Questioning Varnish
Students will varnish project. 1. BEING for finishing, give a Students will Presentation Finishing
Students will give a short presentation CREATIVE demonstration in best varnish their piece. Final assessment of finished
to the rest of the class on the finished practice for sanding. Students will gain project.
project, focusing on their design 3d. Performing Using a slideshow talk some knowledge
and presenting
elements. about different finishes into different
and varnishes. finishes.
Get students to varnish Students will give a
their piece, giving a short presentation
demonstration on best clearly talking about
practice. what they learned
Get students to talk in from the project
front of the class for a and their individual
few minutes about their design elements.
project,- what they
learned and discuss their
design elements.
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