Student Name: Cian Howley List of Topics: Project Pencil holder Class teacher: Brian Conway

ID: No: G00389609 No of Pupils: 20 Length of Lesson: 80 minutes & 40 minutes

Class profile

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

Wood Technology Planning Grid

Student name: Cian Howley Year Group: Second Year WT School: Mary Immaculate SS
Linking with Subject Specification and Junior Cert Framework Evidence of Teaching and Learning
Relevant JC Outcomes Learning Intentions (students will Teaching Methodology Success Criteria Assessment Method Key Words
learn about)
Statements of
Topic/Chapter Key Skills
Learning

Schedule
Week 1 SOL 23 Practical Project: 1.1 explore key elements  Identify the different joints 1a. Exploring  PowerPoint  Students  Class discussion  Trenching
SOL 20 SOL 21 Launch of pencil required for the and angles within the working options and slides should be able  Think, Pair, Share  Working
holder project. completion of tasks drawing. alternatives  Teacher to identify the  Observation of drawing
Theory: Jointing 2.2 manage information  Design a logo or picture for 1b. demonstration different joints students  Butt Joint
methods and thinking to support the top of the picture frame. Implementing (Bandura). from the  Socratic questioning  Chamfer
an iterative design  Mark out the various joints on ideas and taking working  Exit cards.  Health and
 Video Tutorial
process the correct piece of timber. action drawings.  Work Sheets Safety
 Worksheets
2.6 produce sketches,  Identify various jointing  Students will  Sketching
4c. Thinking  Questioning
drawings and methods that are used in have to design
creatively and (Socrates)
models/prototypes to industry and how they can be an logo, etc for
 explore design ideas applied to the projects they critically  Flipped their picture
will be doing throughout the classroom frame.
year. (Montessori)
 Self-assessment
(Rogers)
Week 2 SOL 23 Practical Project: 1.4 manage themselves  Accurately and neatly cut out 1a. Exploring  Students  Observation of  Trenching
SOL 15 Choose Pencil holder and their resources the different joints, e.g., options and  PBL (Aristotle) should have a students  Chiselling
an item. Theory: Jointing 2.9 evolve their solutions trenching and cutting. alternatives  IBL (Plato) trench created  Socratic questioning  Dovetail saw.
Methods based on critical 2e. Learning  Active learning using a chisel  Word wall active game  Health and
reflection  Continue to develop their with others activity (Dewey) and Japanese  Kahoot safety
2.7 communicate a knowledge around various  Socratic saws.  Hot seat  Cutting Edge
suitable approach to 4. MANAGING
types of joints. questioning  Identify new  Table points  Dimensional
INFORMATION
solving a problem  Rubrics joints and the  Six-cup accurate.
AND THINKING
 Assign revision for Mid-term  Real life purpose they
exams as homework. research serve.
(Rogers)  Develop a study
 Circle of learning plan for the
mid-term
exams.
Week 3 SOL 15 Practical Project: Learning outcome  Evaluate your experience with 5. MANAGING  Collaborative  Critique your  Group Work  Key Words
SOL 19 SOL 23 Pencil holder 1.4 manage themselves the project honestly and MYSELF learning own  Visual Assessment  Revision
Revision: Next and their resources respectfully. 1a. Exploring  Key word wall experiences  Socratic questioning Schedule
week’s exam. 2.3 evaluate their own  Recall previous information options and  Co-operative with the  Research  Finishes
progress to inform learned over the past few alternatives learning project.  Word Search  Exam
future learning weeks to complete the exam  Active Learning  Memorize key  Work Sheet
5b. Making
2.14 investigate how to next week. (Dewey) information for
minimise material use considered
 Complete the picture frame  Post it out the the preparation
decisions
and manage waste project by putting an door (Humanist) of the exam
appropriate finish on the next week.
picture frame.  Chose an
appropriate
finish to put on
the project.
Week 4 Mid-Term Exams

Week 5 SOL 19 Introduction to 2.2 manage information  Justify the importance of trees 1b.  Lollypop  Students will  Think pair share.  Deforestation
SOL 20 SOL 21 Deforestation. and thinking to support in our environment. Implementing questioning identify the  Observation of  Environment
an iterative design  Describe the role trees play in ideas and taking  Flipped terminology students  Trees
process our environment. action classroom associated with  Socratic questioning  H20
2.7 communicate a  Identify the 5 effects of 2e. Learning (Montessori) deforestation.  Word wall active game  Carbon
suitable approach to deforestation. with others  PBL (Aristotle)  Define  Traffic lights Footprint
solving a problem  Active learning deforestation  Carbon dioxide
4b. Gathering,
3.1 identify common activity (Dewey) and explain it.  Ozone
species of wood recording,
 Key words  Demonstrate
organising and
 Peer review the ability to
evaluating
(Socrates) work in groups
information
to complete
research.
Week 6 SOL 20 Deforestation 1.1 explore key elements  Identify deforestation that has 1a. Exploring  Real life  Have chosen a  Traffic Lights  Natural
SOL 21 SOL 23 around the world required for the taken place and is currently options and Research country to  Visual inspection Disasters
and the completion of tasks taking place around the world. alternatives (Rogers) conduct their  Post it out the door.  Consequences
 consequences 2.5 communicate  Create groups of four and 4a. Being  Peer teaching poster on.  Self asses’ rubrics  Co-Learning
considered within relevant information have chosen what country to Curious (Vygotsky /  Selected a  Monitoring progress
deforestation. 3.2 evaluate the conduct their research on. 5c. Setting and Bruner) group of four
characteristics and  Identity why deforestation has achieving goals  Questioning people from
properties of common happened in that country and (Socrates) the group.
species of wood the consequences considered  Discussions  Each person
with it now. (Bruner) has a delegated
 Active learning job within the
activity (Dewey) group
 Reflection
journal or
podcast (UDL)
(Socrates)
Week 7 SOL 19 Deforestation 1.1 explore key elements  Selected a country to 1. BEING  Peer teaching  Completed the  Exit tickets.  Poster
SOL 21 SOL 23 around the world required for the complete their poster on. CREATIVE (Vygotsky / poster with the  Visual inspection  Graphical
and the completion of tasks  Identify and delegate the 2. WORKING Bruner) information  Post it out the door. Information
consequences 1.5 represent key different jobs within the WITH OTHERS  Questioning represented  Facts and Falsehoods  Research
considered within information graphically group. (Socrates) Graphically.  Crossword  Delegate
deforestation. 1.12 appreciate 6e. Gathering,
 Conduct research on a  Discussions  Research had
interpreting and
sustainable practice selected country. (Bruner) been
throughout their representing
 Created a poster which  Active learning conducted on a
data
learning represents information activity (Dewey) selected
graphically. country.
 An even
workload had
been
designated to
each person.
Week 8 SOL 19 Deforestation 2.2 manage information  Working in groups practicing 1c. Learning  PowerPoint slide  Can work in a  Observation of  Constructive
SOL 21 SOL 23 around the world and thinking to support presenting their poster Creatively  Videos group and have students feedback
and the an iterative design  Presenting in front of the class 3e. Discussing  Flipped constructive  Socratic questioning  Peer review
consequences process  Learn how to peer review each and debating Classroom discussions.  Word wall active game  Discussing
considered within 2.5 communicate other’s work  Discussions  Have worked  Kahoot  Debating
deforestation. relevant information 3d. Performing
(Bruner) on their  Exit Cards  Assess
and presenting
2.10 devise templates  Real life presenting
and models using various Research skills.
media (Rogers)  Can assess each
 Active learning other’s work
activity (Dewey) constructively.
Week 9 SOL 15 1. End of 1.1 explore key elements  Complete the exam at the end 1. BEING  Real life  Complete the  Prior knowledge test  Debating
SOL 19 SOL 24 Chapter required for the of the week within the CREATIVE Research exam with ease  Learning logs  Speech
Assessment completion of tasks specified time. 2e. Learning (Rogers) and confidence.  Visual inspections  Summative
(summative 1.8 apply knowledge of  Debate whether deforestation with others  Peer teaching  Debate their  KWL reflective activity assessment
assessment) and skills in a range of affects the world today. (Vygotsky / opinions and  Socratic questioning  Gathering
4c. Thinking
2. Debating appropriate existing and  Successfully create a speech Bruner) thoughts within  Class test information
emerging principles, creatively and
and present it to the class.  Questioning the specified
critically
processes and (Socrates) topics.
techniques  Discussions  Complete a
2.5 communicate (Bruner) speech using
relevant information  Active learning the correct
activity (Dewey) protocols.
Week 10 SOL 15 Metals 1.10 apply recognised  Recognise the various types of 1a. Exploring  Lollypop  Identify various  Think pair share.  Metals
 SOL 19 health and safety metals. options and questioning types of metals  Observation of  Properties
practices in the use of  Identify different types of alternatives  Flipped with ease and students  Gold
tools, equipment and metals and their properties. 1c. Learning classroom confidence.  Socratic questioning  Silver
materials  Appreciate how different Creatively (Montessori)  Select the  Word wall active game  Steel
1.7 explain the function metals can be used in projects.  PBL (Aristotle) various  Traffic lights  Aluminium
and application of a 4b. Gathering,
 Active learning properties
recording,
range of tools, activity (Dewey) associated with
equipment, fixtures and organising and
 Key words various metals.
evaluating
fittings  Peer review  Justify why
1.12 appreciate information
(Socrates) certain metals
sustainable practice are used in
throughout their specific
learning projects.
Week 11 SOL 15 Metals 1.8 apply knowledge of  Describe the differences 5d. Being able to  Peer teaching  Differentiate  Exit tickets.  Alloy
SOL 19 and skills in a range of between ferrous metals and reflect on my (Vygotsky / the differences  Visual inspection  Brass
appropriate existing and non-ferrous metals. learning. Bruner) between  Post it out the door.  Bronze
emerging principles,  Identify various metals used in 4c. Thinking  Questioning ferrous metals  Facts and Falsehoods  Cast Iron
processes and various buildings around the creatively and (Socrates) and non-  Crossword  Copper
techniques world. critically  Discussions ferrous metals  Ferrous
2.7 communicate a  Define what the word Alloy (Bruner) with ease and  Galvanising
5d. Being able to
suitable approach to means.  Active learning confidence.  Patina
solving a problem reflect on my
activity (Dewey)  Select various  Zinc
learning.
2.12 create an artefact building that
having considered are designed
factors such as materials, around certain
cost, time, resources and types of metals.
skills  Explain what
the word alloy
means with
ease and
confidence.
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