1st Year Junior Cycle Wood Technology Planning Grid

Student Name: Conor Mc Cormack School : Finn Valley College Class teacher: Mr Danny Mc Dermott

ID: No: G00381930 No of Pupils: 23 Length of Lesson: 40 minutes & 80 minutes

Class profile

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

Wood Technology Planning Grid

Student name: Conor Mc Cormack Year Group:1 School: Finn Valley College
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 15 Finger Joints 1.1 explore key elements  Acknowledge Health and safety 2e. Learning with  Health and  Spider  Summative Assessment. Health and
SOL 21 Choose an required for the within the workshop. others Safety diagram (Oracy) Safety.
item. completion of tasks  Students will be enabled to 4c. Thinking presentation. including key  Spider Diagram. PPE.
1.3 collaborate complete marking out finger creatively and  Spider diagrams. rules of H&S (Graphicacy/ Literacy/
effectively in a workshop Marking Tools.
joints. critically (UDL)  Completion Oracy)
learning environment  Once marked, they will be able  Demonstrations. of marking  Self-reflective questions. Hand Tools
Learning outcome Choose a key skill
to complete cutting of waste  PBL (Problem and cutting (Literacy) Finger Joints
pieces. based learning) finger joints  Visual Inspection. Hard shoulders
(UDL).  Enabled to (Numeracy)
 Jigsaw (UDL). assist peers. Marking Gauge

Week 2 SOL 15 Cube Project – 1.1 explore key elements  Students will acknowledge how 3.  Students will be  Accurately  Visual inspection. Labelling
SOL 21 Choose an Finger joint required for the to work off working drawings COMMUNICATING given working assembled (Numeracy) Elevation
item. completion of tasks  How to properly label each 1a. Exploring drawings and project.  Peer review (Numeracy/ Plan
1.3 collaborate piece and acknowledge the options and must complete  Identification Oracy End View
effectively in a workshop importance of accuracy. alternatives project. of where  Fist to five (Oracy/ Finger Joints
learning environment  Fist to Five. they went Graphicacy) Tools
Learning outcome 2e. Learning with 3D
(UDL) wrong.
others
  Jigsaw. (UDL) 2D
 3D Link between
working drawing
and model.
(UDL)

Week 3 SOL 15 Xmas tree – Scroll 1.10 apply recognised  Learn the basics of the scroll 5b. Making  Incorporating  Complete  Summative assessment Scroll Saw
SOL 21 Choose an saw health and safety saw considered fun learning xmas tree (Oracy) Blade
item. practices in the use of  Visualise the fun side of Wood decisions  Video accurately.  Peer mentoring. (Oracy/ Machinery
tools, equipment and Technology 3d. Performing demonstration  Successful Numeracy Health and
materials and presenting on scroll saw. use of  Visual inspection. Safety
2.10 devise templates (UDL) biography (Literacy/ Numeracy) PPE
Choose a key skill
and models using various  Complete pen to write
media cuttings in pairs. name.
Learning outcome (UDL)
Week 4 SOL 15 Cube Project – 2.7 communicate a  Students will get opportunity to 5b. Making  Demonstration  Students will  Visual Inspection Biography pen
SOL 21 Choose an Finger Joint suitable approach to be creative with biography pen. considered  Active Learning incorporate (Numeracy/ Oracy) Aesthetics
item. solving a problem  Acknowledge importance to decisions personality  Collective discussion
1.1 explore key elements adding aesthetics to final piece. 3d. Performing into project. (Oracy)
required for the (Students who further advance can and presenting Aesthetically
completion of tasks begin self-evaluation) pleasing finish.
Choose a key skill
Learning outcome
Week 5 SOL 23 Joints 1.4 manage themselves  Revise over previous joints. 1d. Stimulating  Kahoot (UDL)  Students  AOL (Numeracy) Mortice
SOL 15 Choose an and their resources  Introduce new jointing creativity usign  Visual examples accurately  Fist to Five (Oracy) Tenon
item. 2.3 evaluate their own methods. digital technology of joints answer  Worksheet (Numeracy/ Finger joints
progress to inform future 3c. Listening and  Fist to Five. worksheets Literacy)
learning expressing myself (UDL) on previous  Kahoot. (Literacy)
Learning outcome  Video tutorial class.
Choose a key skill
(UDL)  Hold up high
number of
fingers.
 Grasp a
knowledge
of newly
introduced
joints.
Week 6 SOL 19 Trees 1.11 investigate the  Sketch parts of a tree and 1c. Learning  Worksheets  Correctly  Name Game (Literacy) Life cycle
SOL 23 Choose an environmental impacts of outline the function of each Creatively  Sketching in name the  Worksheet (Numeracy/ Sapling
item. using wood as a natural part. 3d. Performing pairs. (UDL) pictures Literacy) Roots
and renewable resource  Understand the process of and presenting  Name Game given.  Mind maps (Graphicacy) Seeds
1.12 appreciate transpiration and (UDL)  Discuss
sustainable practice Choose a key skill
photosynthesis.  Mind maps. questions
throughout their learning and give
Learning outcome feedback
Week 7 SOL 19 Trees 1.11 investigate the  Students understand the 6d. Seeing  In class quiz for  Students  Quiz (UDL) Transpiration
SOL 23 Choose an environmental impacts of processes of transpiration and patterns, trends recap (UDL) comfortably  Visual Inspection Photosynthesis
item. using wood as a natural photosynthesis. and relationships  Power-point complete (Numeracy/ Literacy) Deciduous
and renewable resource  Difference between Deciduous 2c. Respecting introduction quiz  Class debates (Oracy/ Coniferous
3.2 evaluate the and Coniferous. Differences  Visualise trees in  Confident Literacy)
characteristics and  Recap over different parts of everyday life voices from
8e. being
properties of common tree. the students
species of wood confident
 Implicate
3.3 understand the difference
 properties associated between
with a range of materials deciduous,
applicable to Wood coniferous
Technology
Week 8 SOL 15 Joints/trees 2.6 produce sketches,  Successfully complete sketches 2. WORKING  Blooket quiz  Have fun  Blooket (Literacy) Deciduous
SOL 19 SOL 24 drawings and of certain joints WITH OTHERS (UDL) while  Visual inspection (Literacy) Coniferous
models/prototypes to  Identify different tree types, 1b. Implementing  Sketching in completing  Summative assessment Joints
explore design ideas how they impact everyday life. ideas and taking pairs (UDL) kahoot quiz (Oracy)
1.2 justify the selection of action  Identification of but also
plans, processes and tree types from answer
4c. Thinking
materials for the images. correctly
completion of tasks creatively and
 Sketches
critically
Learning outcome neat and
concise
 Identify
differences
between
deciduous/
coniferous
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