WOOD TECHNOLOGY LESSON PLAN GUIDE

Student Name: Nathan Maxwell

ID: G00391116

Subject: WT Topic(s): Practical Coat Hanger

Pupil Year Group: 2nd No. of Pupils: 24
Lesson Number: 2 Length of lesson: 40 mins
Date: 10/10/23 Time of Lesson: 9:10-9:50

1. PREVIOUS KNOWLEDGE, SKILLS & AND OSERVATIONS

Previous Knowledge

 Cutting a lap joint

 Doing a dry run on the joints before gluing.
 Cutting a mortice and tenon

Previous Skills

 Using the morticer

 Using a tenon saw to cut out their joints
 Mark out their joints precisely with the appropriate tools
 Using a chisel and mallet.

Teacher Observation

 The students worked well to finish cutting their joints. Three students were talking quite a lot
so I split them up around the room to ensure they know that I don’t stand for messing in my
classroom. The students have set a high standard in the last class so I expect this to continue.

2. LESSON RATIONALE

Brief outline of WHY this content is the basis of the lesson and why you have selected these KEY*
particular teaching, learning and assessment strategies- a justification for the lesson.

 Recap the previous lesson on the parts of the lathe and make sure the students can RL
explain their functions to me and how they work so that I feel comfortable that they
 know what they are working with. Get the students to collect their pieces from the
back of the class and sit at their bench ready to start the lesson.
 The students will be cleaning up their joints to ensure they are a tight fit, ready to
glue. The students will have to do a dry run before gluing their project as this will
ensure everything goes smoothly without any problems. There will be 3 gluing
stations set up at the top of the room so I can keep an eye on everyone gluing and NL
the students can also help eachother out.
 If students have finished gluing they can walk around and help other students get
caught up if they are behind. This will build class morale as we all help each other
out to reach a common goal. Once everyone is glued the students will tidy the room
to make sure the next class have a tidy workspace to use. NL

*KEY: RL=Reinforced Learning, NL=New Learning

4. LEARNING INTENTIONS, ASSESSMENT OF LEARNING & SUCCESS CRITERIA

*KEY: C=Cognitive, PM=Psychomotor, A=Affective

1.8 apply knowledge of and skills in a range of appropriate existing and emerging principles, processes and tec

Learning Intentions (LI’s) Assessment of Success Criteria for Key

At the end of this lesson the students will be Learning LI’s
enabled to: Do a dry run of their joints to ensure Visual assessment The students will A
everything fits tightly have completed a
dry run of their
joints, if the joint is
sitting a bit high
they will mark the
high spot and pair
it down until flat.
They will
understand the
importance of
doing a dry run
first
2.11 produce purposeful, functional, appealing artefacts
 Learning Intentions (LI’s) Assessment of Success Criteria for Key
At the end of this lesson the students will be Learning LI’s
enabled to: have their projects glued together Visual assessment The students will PM
and clamped together in the vices beside their have glued their
chairs. projects together
and wiped down
any excess glue.
When they have
applied the glue
they will put their
projects in the vice
to clamp it
together, while in
the vice they will
take a try square to
ensure it is square.
1.3 collaborate effectively in a workshop learning environment

Learning Intentions (LI’s) Assessment of Success Criteria for Key

At the end of this lesson the students will be Learning LI’s
enabled to: work as a team by helping classmates Collaborative The students will A
complete their projects learning work together to
Peer assessment ensure everyone is
caught up and at
the same stage.
This will build class
morale

5. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0-2 mins Welcome the class, ask them to get
their projects from the back of the
class and take their seats
Entering the class quietly and in an
orderly manner.
Getting their projects from the
cupboard down the back of the

2-3 mins Take the roll.
3-5 mins Recap the previous lesson and
introduce the learning intentions
for today’s class
LESSON SEQUENCE (MIDDLE)
5-12 mins I will show the students how to
glue their pieces and make sure
that their project is square
whenever they clamp it in the vice
by using a tri- square.
1. Try the joints together to
see how they fit.
2. If the joints don’t fit, check
to see where they are
sticking and pair them back
until they are a tight fit.
3. Once they know the joints
fit they can start applying
glue to the joints.
4. Place the project in the
vice and tighten
5. Check how square it is by
using a tri-square.
12-25 mins While the students are working I
will be walking around ensuring
they are trying in their joints
carefully and not hitting them with
the mallet leading to them busting
their joint.
25-35 mins Keep an eye on the students gluing
and also give them a helping hand,
once they have glued I will help the
students put their pieces in the vice
ready to clamp.
room.
Responding to their name when O
called and they are also informing
me if there is anyone absent.
The students will be showing me O, CL,
their project so far so that I can see SEN,
what stage each individual student MA,
is at. GI&MI
The students will be watching me CL, G,
doing the dry run and how a pair N, O,
back the joints bit by bit and don’t SEN,
take off chunks. MA
They will be acknowledging the
steps and taking note to make sure
that they know what to do.
The students will be trying in their G, O,
joints, if they don’t fit they will be CL
pairing the joint back to see how
they fit after.
Once they have the joints fitting
properly they will come up to one
of the three benches at the top of
the class to begin gluing.
The students will be gluing their CL, G,
pieces and making sure they are MA
square while gluing.
Once they put their piece in the
vice they will wipe down the glue
first and then check their piece for
square by using a tri-square.
 The piece needs to be square for
the background birch play to fit in
flush

30-35 mins I will still be up the front of the The students will be walking CL, G,
class helping students glue and around helping their classmates O,
check for square. that are still trying to make joints MA,
fit. SEN

They can be helping their friends

find a solution, or they can be
helping glue the project together.

CLOSURE (END)

35-38 mins Ask the students to begin tidying The students will be tidying their CL,
up and putting their equipment surrounding area and putting their SEN,
back in the cupboards. equipment back into the MA
cupboards.

38-40 mins Ask them to line up and wait on the They will the get their bags and line
bell. up waiting for the bell.

*KEY: L=Literacy, N=Numeracy, O=Oracy, G=Graphicacy, SEN=Special Educational Needs, MA=Mixed Ability,
CL= Cooperative Learning, GI=Gender Inclusion & MI=Multicultural Inclusion.

6. LIST OF TEACHING RESOURCES

Demonstration

Peer assessment

PowerPoint

Group work
7. REFLECTION ON THE LESSON (LESSON APPRAISAL)

Q1. What went well in this lesson today, and why? (1 short paragraph or 3-4 bullets)

 The students entrance to the class was better today, it can still improve but it was much
more acceptable. This could be because I asked this to improve for the next lesson or
because they were tired and were lacking some energy.
 Most of the students completed a successful dry run and they also learned how to check
for square. When they checked for square they were asking loads of questions and I was
glad to see that they were so inquisitive.
 The gluing process went good as all the students were help each other out and this
created a good atmosphere around the class, because everyone was in the same boat.

Q.2 What did not go as well as expected in this lesson today, and why? (1 short paragraph or 3-4
bullets)

 Although the entrance to the class was better we can still improve upon this, if the
students don’t enter the class appropriately in the next lesson I will ask them to go
outside the room and re-enter.
 Quite a few students forgot pencils and this was frustrating as I had to hand them out
and I didn’t get all of my pencils back at the end of class. Going forward I think I might
start a strike system for if you arrive late to class or forget equipment.
 Some students are quite far behind because they arent good at attending school on a
regular basis and this has impacted their project, I had to spend a lot of the lesson
helping them get caught up and this meant I could help the other students gluing up as
much.

Q. 3. What might I have done to improve the standard of this lesson? (1 short paragraph or 3-4
bullets)

For the entrance to the class, I should have asked the students to exit and enter again, this
would help the students get into good practice and learn from their mistakes. Having a good
entrance helps the students have a mannerly approach to the lesson ahead, as they have
entered in a cool and calm manner. When I was getting the students who were behind caught
up I should have put them at a bench together and they could have all helped eachother and
 this in turn would have left me with more time with the other students.

Q. 4 What must I take note of from this lesson that I need to consider when planning the next
lesson? (1 short paragraph of 3-4 bullets)

 Improve the student's entrance to the class.

 Create a strike system for when students forget equipment or if they are late to class.
 Try to get all the student's projects glued so they can begin the veneering or add the
coat hooks.