1ST YEAR JUNIOR CYCLE WOOD TECHNOLOGY

Student Name: Dylan Murphy List of Topics: Class teacher: Pauric Kenny

ID: No: G00378698 No of Pupils: 24 Length of Lesson: 1 HOUR

Class profile

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

Wood Technology Planning Grid

Student name: Dylan Murphy Year Group: 1st Years School: Portlaoise College
Linking with Subject Specification and Junior Cert Framework Evidence of Teaching and Learning
Learning Intentions (students will
Teaching Methodology Assessment Method Key Words
Relevant JC Outcomes learn about) Success Criteria
Topic/Chapter

Statements of
Key Skills
Learning

Schedule
Week 1 SOL 23 Practical: - Identify and describe a cross 2e. Learning with - PowerPoint which - Students - Questioning O - Cross halving
SOL 15 Cross halving joint halving
1.1 explore key elements required for joint.
the completion of tasks others explains what a cross understand what - Students sketches and - Alternate sides
Neatly sketch a cross halving joint. halving joint is and a cross halving drawings G N Trench
3a. Using language how they are made. joint is, how it is Identification quiz O
- Students sketch a constructed and
1.6 create sketches and working drawings to recognised standards6e.
using a variety of media
Gathering, cross halving joint. G identify cross
interpreting and Students draw a halving joints
representing working drawing of a successfully.
1.4 manage themselves and their resources data basic cross halving joint. - Students
 GN successfully draw
a sketch and
working drawing
of a simple cross
halving joint. G N
- Students correctly
identify cross
halving joint.

Week 2 SOL 19 Practical: - Mark out a cross-halving joint 1b. - Example of a fully - Students mark - Questioning- low and high - Trench
SOL 15 Cross halving joint fromfor
1.1 explore key elements required start
thetocompletion
finish. of tasks Implementing marked out piece to out cross halving order O - Waste
(Marking Out - Identify the use of different ideas and taking ensure theirs are joint N G Visual inspection of marked out - Face side
marking out tools action marked out - Students pieces Face edge
- Use a range of tools to mark out correctly. (Visual aid) correctly position
3.7 justify the use of materialsabased
cross on
halving joint
characteristics 3b. Using numbers
and properties within a context Bruner waste
Describe the steps involved in - PowerPoint to Students' accuracy is
marking out a cross halving joint 4b. Gathering, explain each step of to a high standard
recording, the marking out
organising and process. L N G
evaluating Demonstration of
1.8 apply knowledge of and skills in a range of appropriate existinginformation
and emerging principles, processes and techniques
marking out. O

Week 3 SOL 19 - Manufacture a cross-halving 8c. Being safe - Example of a fully - Questioning- low and high - Waste side
SOL 15 SOL 21 Practical: joint from start to finish. marked out piece for - Students should order O - Trench
Cross halving joint 1.10 apply recognised health- and
Usesafety
a pairing block to
practices make
in the joint
use inspection (Visual
of tools, equipment and materials have a fully - Students identify/ explain the - Waste
(Processing) fit nicely. 1b. Implementing ideas and
aid) taking action
Bruner marked out piece. steps of marking out - Face side
Describe the steps involved in - PowerPoint showing N - Visual inspection of practical - Face edge
processing a cross-halving joint steps of marking out. - Students work work Pairing block
4c. Thinking - Video on how to use through the steps - Completed joint
creatively and pairing block. UDL and make a cross Peer assessment UDL O
critically
3.9 create an artefact that demonstrates an understanding of the properties associated- withDemonstrations O
a range of materials halving joint
applicable to Wood Technology
- Student successfully.
demonstrations Students should have
(peer learning) O a nicely completed
Learning outcome UDL Vygotsky cross halving joint.

Week 4 SOL 23 Practical project: - Examine working drawing and 1a. Exploring - Working drawing and - Students form an - Students talking through the
SOL 20 SOL 21 Launch of teapot identify the joints, pieces etc. options and explanation. N understanding of working drawing O - Working drawing
2.2 manage information and thinking to support an iterative design process
stand - Neatly sketch the project alternatives - Students examine the working - Questioning O - Design
Use design skills to develop a working drawing to drawing and what - Visual inspection of student
picture/ design to incorporate in identify joints etc. G will go into work
project.for the completion of tasks
1.1 explore key elements required 1b. Implementing ideas
N and taking action making the - Sketches G
Students identify the project. N G Students ability to talk through
steps involved in making Students begin steps involved in making the
Choose a key skill the project, thinking about the project. O
2.6 produce sketches, drawings and models/prototypes to explore design ideas
design of their tops

Week 5
MID TERM BREAK
Week 6 SOL 23 Practical project: - Produce their own sketches and 1a. Exploring - Demonstration on - Students produce - Sketches and working - Design
SOL 15 Marking out teapot working drawings of the project. options and marking out some their own drawing G N - Working drawing
2.6 produce sketches, drawings and models/prototypes to explore design ideas
stand Students will mark out their pieces alternatives components. O sketches and - Visual inspection of marking - Dimensions
in preparation practically making - Peer demonstrations working drawing out
them 3a. Using language UDL Bruner of the project. G Students' ability to identify and
2.9 evolve their solutions based on critical reflection Groupwork Vygotsky N use marking out techniques
5b. Making Students should have (retention) Bandura
considered their components
decisions marked out ready for
1.1 explore key elements required for the completion of tasks
processing.
Week 7 SOL 20 Practical project: - Process the base of the teapot 8c. Being safe - Students process - Visual inspection of students - Working drawing
SOL 23 SOL 21 Making base stand. - Reinforcement of a good portion of work - Dimensions
1.2 justify the selection of plans, processes and materials for the completion of tasks
- Use learning of previous what was previously the base of the - Questioning (Socratic Joints
knowledge of cross halving 1b. Implementing ideas and taking
learned aboutaction
cross project. method)
joints. halving joints. O Student use skills to - Peer assessment UDL
Demonstrate practical skills Bandura accurately cut joints Progress tracker
4c. Thinking - Demonstrations to fit neatly.
1.8 apply knowledge of and skills in a range of appropriate existingcreatively
and emerging
and principles, processes and techniques
where needed on
critically the making process.
O
- Assist students
where necessary
2.2 manage information and thinking to support an iterative design process
Collaborative
learning CL
Week 8 SOL 15 Practical project: - Continue work on project base 7a. Developing - Demonstrations and - Students nearing - Students use of the scroll saw - Scroll saw
SOL 21 SOL 23 Making top 1.3 collaborate effectively in ato near completion
workshop learning environment my assistance where completion of - Students' ability to identify - Blade
The operation of the - Identify the parts of the scroll understanding necessary to help base. uses and safety precautions - Saw table
scroll saw saw and enjoyment students complete - Students should of scroll saw - Tension knob
- Identify
2.3 evaluate their own progress the future
to inform safety precautions
learning of words and their base. O successfully - Questioning O
for the scroll saw language - PowerPoint on scroll identify the parts - Demonstration of scroll saw
Use the scroll saw saw of the scroll saw. use
8e. being confident - Talk at the scroll saw OL Inspection of work
explaining the parts
1.10 apply recognised health and safety practices in the use of tools, equipment and materials - Students should
3c. Listening and and set up etc. O L correctly and
expressing - Demonstration on safely use the
myself the scroll saw. O scroll saw.
- Students have a turn Students should
at using the scroll make their tops for
saw on a test piece. the teapot stand
Students use the scroll using scroll saw.
saw to make their top
Week 9 SOL 23 Practical project: - Make a design to be burner onto 2b. Co-operating - Students finalize - Students - Sketches G Wood burning tool
Wood burning the top of their teapot stand. their designs for the understand of the - Students use of the wood Pyrography
SOL 20 - Show design ability. 3a. Using language top.
3.3 understand the properties associated with a range of materials applicable to Wood Technology wood burner. burner
Identify the uses and safety - Students make a - Identify safety - Questioning O
precautions of the wood burner. 8c. Being safe sketch of their precautions of the Inspection of students work.
design. G wood burner.
3.4 evaluate the use of wood in comparison to alternative materials - Demonstration of - Use it successfully
using the wood and safely.
burner. Students will
- Students to use the complete their
1.10 apply recognised health and safety practices in the use of tools, equipment and materials
wood burner on a designs for their tops
test piece. and finish their tops.
 students use the burner
to add their designs
onto their tops.
Week 10 SOL 20 Practical project: - Sand project in preparation for 5. MANAGING - Students sand - Students will sand - Sanding
SOL 23 SOL 15 Sanding and finishing 1.3 collaborate effectively in afinishing.
workshop learning environment MYSELF project in their piece. - Students sanding and - Varnish
Presentation of - Use varnish to finish project. preparation for - Students will varnishing Finishing
finished project Present finished project to the rest 1. BEING CREATIVE finishing. varnish their - Questioning O
2.5 communicate relevant information
of the class, focusing on their design - Demonstration on piece. - Presentation UDL O L G
elements. 3d. Performing best practice for - Students will gain - Student self-assessment
and presenting sanding. O some knowledge Rogers
1.1 explore key elements required for the completion of tasks
- PowerPoint on into different - Final assessment of finished
different finishes and finishes. project.
varnishes. Students will give a
- Students varnish short presentation
their piece. clearly talking about
- Ask students to self- what they learned
reflect on the project from the project and
and assess their individual
themselves. Rogers design elements. O L
- Demonstration on G
best practice when
applying varnish. O
Students talk in front of
the class for a few
minutes about their
project OR another
presentation method
e.g. poster, video etc.
UDL - what they learned
and discuss their design
elements. O L G
WEEK 11 SOL 20 Practical project: - Sand project in preparation for 5. MANAGING - Students sand - Students will sand - Students sanding and - Sanding
SOL 23 Sanding and finishing 1.3 collaborate effectively in afinishing.
workshop learning environment MYSELF project in their piece. varnishing - Varnish
SOL 15 Presentation of - Use varnish to finish project. preparation for - Students will - Questioning O - Finishing
finished project - Present finished project to the 1. BEING CREATIVE finishing. varnish their - Presentation UDL O L G
2.5 communicate relevant information
(FINAL CHANCE LAST rest of the class, focusing on - Demonstration on piece. - Student self-assessment
WEEK) their design elements. 3d. Performing best practice for - Students will gain Rogers
and presenting sanding. O some knowledge - Final assessment of finished
1.1 explore key elements required for the completion of tasks
- PowerPoint on into different project.
different finishes and finishes.
varnishes. - Students will give
- Students varnish a short
their piece. presentation
- Ask students to self- clearly talking
reflect on the project about what they
and assess learned from the
themselves. Rogers project and their
- Demonstration on individual design
best practice when elements. O L G
applying varnish. O
- Students talk in front
of the class for a few
minutes about their
project OR another
presentation method
e.g. poster, video
etc. UDL - what they
learned and discuss
their design
elements. O L G
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