JUNIOR CYCLE WOOD TECHNOLOGY PLANNING GRID

Student Name: Joshua Challoner List of Topics: Project (Decorations (Christmas), Pencil case) Class teacher: Cathal McKeown and Thomas White
Theory: Hand tools, Joints.

ID: No: G00395004 No of Pupils: Length of Lesson: 80 minutes & 40 minutes

Class profile

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

Wood Technology Planning Grid

Student name: Mr. Challoner Year Group: 1st year School: Colaiste Chu Chulainn
Linking with Subject Specification and Junior Cert Framework Evidence of Teaching and Learning
Statements of Learning Intentions (students will Success Criteria
Topic/Chapter Relevant JC Outcomes Key Skills Teaching Methodology Assessment Method Key Words
Schedule Learning learn about)
Week 1 SOL 20 Hand Tools 1.10 apply recognised  Recognise and appreciate 5d. Being able to  Worksheets understand Health  Questioning  Kerf
SOL 21 Choose an Revision of tools health and safety safety with the various reflect on my  Whiteboard and safety of hand  Ice Breaker (Montessori)  Marking
Theory (T): item. and health and practices in the use of processing hand tools. learning.  Lollipop method tools.  Homework tasks  Mallet
hand tools safety tools, equipment and  Discuss marking out hand 2e. Learning with  Interactive Students have a  Saw
materials tools. others screen good knowledge of  Try
Practical Decorations 1.8 apply knowledge of  Appreciate marking out  hand tools. Square
4c. Thinking
(P): Finishing and skills in a range of principals such as face side and  Gauge
Christmas decorations appropriate existing and creatively and Understanding of
face edge in preparation for
critically
Decorations sanding emerging principles, practical after Christmas. how to sand and
processes and techniques Practical start applying finish
Learning outcome  Recognise the standard of a to the projects
finished product.
 Taking care when sanding and
making sure finished piece is to
standard capable of the
student.
Week 2 SOL 15 Christmas exam 2.11 produce purposeful,  Evaluate progress on the 1a. Exploring  A3 Sheets conducting  Class tests (UDL)  Danish
SOL 21 Choose an (In-Class) functional, appealing project to date. options and  A3 Poster Christmas exam of  Peer teaching oil
T: Exam item. artefacts  Evaluate progress in the term alternatives examples knowledge to date  Visual inspection (Piaget)  Sanding
2.3 evaluate their own so far with in class exam. 1c. Learning  Exams  Socratic Questioning  Exam
P: Finishing progress to inform future  Illustrate and understanding of Creatively  UDL applying finish onto
Christmas decorations learning the work with poster projects
7. BEING
Decorations 1.4 manage themselves reflections.
and their resources LITERATE creating advertising
posters on their
projects (Business
Studies)
Week 3 SOL 20 Joints: 1.10 apply recognised 1a. Exploring  E-Worksheets Peer learning on  Homework Task  Butt Joint
SOL 23 SOL 21 Butt health and safety  Understand the forces options and  Handouts types of joints.  Socratic questioning  Edge
Edge practices in the use of imposed on joints. alternatives  Pause  Debating (Socrates) Joint
T: Joints Finger tools, equipment and  Understand how to join wood. 1c. Learning questioning Starting the pencil  Finger
materials  Communicate the use of joints Creatively (Socrates) case and Joint
P: Pencil Pencil case 1.1 explore key elements with different sketches. understanding
Case required for the 7c. Writing for working drawings
different
completion of tasks
1.2 justify the selection of purposes
plans, processes and
materials for the
completion of tasks
Week 4 SOL 20 Joints: 2.1 explore design 8c. Being safe  Pause Marked out all  Debating (Socrates)  Having
Choose an item. Halving problems  Understand the forces 2e. Learning with questioning pieces of finger  Socratic Questioning Joint
T: Joints SOL 21 Bridle 1.1 explore key elements imposed on joints. others (Socrates) joint for pencil case  Self/Peer teaching  Bridle
P: Pencil Housing required for the  Understand the different Joint
Case completion of tasks 3e. Discussing Continuing
methods of joining wood.  E- worksheets  Housing
and debating
Pencil case 1.8 apply knowledge of  Communicate the different expanding Joint
and skills in a range of joints with use of sketches. knowledge of joints
appropriate existing and
emerging principles,
processes and techniques
Week 5 SOL 20 Joints: 1.9 demonstrate T: 2e. Learning with  Interactive make sure students  Class debates (Socrates)  Mortoise
SOL 21 Choose an Mortoise and principles of craft  Understand the forces others whiteboard are at same level  Homework tasks and
T: Joints item. tenon excellence through the imposed on joints. 3d. Performing  Interactive before  tenon
P: Pencil Dovetail design and realisation of  Understand the different and presenting whiteboard demonstrating  Dovetail
case tasks and artefacts methods of joining wood. exercises cutting of joints joint
Choose a key skill
Pencil case 1.3 collaborate effectively  Communicate the different  PowerPoints
in a workshop learning joints with use of sketches. UDL building on
environment portfolio of
2.6 produce sketches, sketches for joints
drawings and
models/prototypes to
explore design ideas
Week 6 SOL 20 Joints: 1.3 collaborate effectively T: 2e. Learning with  Research in pairs Team researching  Portfolio of work  Mitre
SOL 21 Choose an Mitre in a workshop learning  Communicate the different others (Plato inquiring and working  Visual inspection (Piaget)  Biscuit
T: Joints item. Biscuit / domino environment joints with use of sketches. 3d. Performing based learning) together  and
P: Pencil 2.11 produce purposeful,  Understand the different and presenting  Exit cards Domino
case Pencil case functional, appealing methods of joining wood.  PowerPoints Have ride
Choose a key skill
artefacts knowledge of joints
1.9 demonstrate and go over any
principles of craft parts they don’t
 excellence through the understand
design and realisation of
tasks and artefacts Successfully finish
and glue finger
joints
Week 7 SOL 21 Joints: 2.11 produce purposeful, 3e. Discussing  A3 posters  Revision homework tasks  Scale
SOL 20 Choose an Questioning / functional, appealing  Create posters that can be and debating  Design thinking Successfully add on joints for exam  Sketching
T: Joints item. Poster design artefacts displayed for use by other 1c. Learning  Socratic top and bottom to  Public speaking (Vygotsky  Crowe’s
P: Pencil 1.8 apply knowledge of students (Dewey) Creatively questioning pencil case & Bruner) foot
Case Practical: Pencil and skills in a range of  Revision of joints covered  Public speaking
1d. Stimulating
Case appropriate existing and  Students understand (Vygotsky & Make sure students
emerging principles, creativity usign are all at same level
importance of scaled drawing Bruner)
digital technology
processes and techniques  Understanding the standard of
Learning outcome product using previous Students are
knowledge sanding and
applying finish to
pencil case
Week 8 SOL 21 Joints: 2.11 produce purposeful,  Understanding the standard of 7a. Developing  Exams Conducting exam of  Class tests (UDL)  Danish
SOL 15 Choose an Exam functional, appealing finished product using previous my  Think pair share topic  Visual inspection (Piaget) oil
T: Exam item. artefacts knowledge (B.F. Skinner) understanding  Self-reflection using rubric  Sanding
P: Pencil Practical: Pencil 1.8 apply knowledge of  Conduct a class exam and enjoyment of Finishing and (Socrates)
Case case Finish and and skills in a range of words and reflecting on  Socratic Questioning
Reflection appropriate existing and language project
emerging principles, 7c. Writing for
processes and techniques different Students are
Learning outcome purposes finished or finishing
project by applying
Choose a key skill finish
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