1st Year WT

Student Name: Katelyn Fleming List of Topics: Christmas Project, Theory, Practical Class teacher: Jim Ryan

ID: No: G00366994 No of Pupils: 24 Length of Lesson: 80 minutes & 40 minutes

Class profile

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

Wood Technology Planning Grid

Student name: Katelyn Fleming Year Group: 1st Year WT School: The Abbey CBS
Linking with Subject Specification and Junior Cert Framework Evidence of Teaching and Learning

Key Words
Statements of Relevant JC Learning Intentions (students will Assessment Method
Key Skills Teaching Methodology
Learning Outcomes learn about) Success Criteria
Topic/Chapter

Schedule
Week 1 SOL 23 Practical- Christmas 1.3 collaborate  Demonstrate awareness of 1a. Exploring  Word-wall  Know the Accidents, face
SOL 20 SOL 21 Countdown effectively in a health and safety routines in options and  Posters safety rules  Visual inspection G N shields, flammable,
workshop learning the practical classroom. alternatives  PowerPoint and  Peer questioning hazardous,
Health & Safety environment  Understand all safety signs 1b.  Real-life examples G precautions  Higher order precaution, safety
1.10 apply found in the practical Implementing  Pictionary within the questioning O feature, safety
recognised health classroom. ideas and taking  Showing equipment wood  Fist to five glasses.
and safety practices  Identify hazards in the action and how it is used technology  Worksheets G
in the use of tools, practical room. (demonstrations) G N room.  Student demonstration
equipment and Choose a key
 Identify and recognise the  Assessment sheet
skill
materials need for PPE.  Class discussion
Strand 2: Design  Homework G
thinking  Reflection sheet
 Kahoot
Week 2 SOL 19 1.9 demonstrate  Identify and name all the 2b. Co-operating  The ability to  Visual inspection G N Brace, bradawl,
SOL 21 SOL 23 Christmas Project principles of craft common woodworking hand 7a. Developing  Word Wall G identify and  Peer questioning bevel, bit, callipers,
excellence through tools. my  Inquiry based use tools and  Higher order chisel, compass,
Christmas the design and  Label the parts of each hand understanding learning equipment. questioning O cramp, file, gauge,
Countdown realisation of tasks tool. and enjoyment  Posters  Be able to  Fist to five hammer, kerf,
and artefacts  Complete an accurate sketch of of words and  PowerPoint G give the name  Worksheets G marking, mallet,
Hand tools 1.4 manage each hand tool. language  Visual learning N and function  Student demonstration pincers, plane, pliers,
themselves and  State and describe the use of  Textbook/worksheet of all tools  Assessment sheet punch, rasp, saw,
their resources 8f. being screwdriver,
each hand tool.  Verbal feedback O and  Class discussion
confident about
1.10 apply equipment.  Homework G spokeshave, try-
recognised health learning square.
 Describe the  Reflection sheet
and safety practices safety  Kahoot
in the use of tools, precautions
equipment and you would
materials follow when
using tools.

Week 3 SOL 19 Christmas Project Learning outcome  Know the safety procedures 4b. Gathering,  Posters  Know and  Visual inspection G N  Afforestation
Choose an item. 1.9 demonstrate when using hand tools and the recording,  PowerPoint describe the  Peer questioning  Carbon
SOL 21 Christmas Countdown principles of craft correct way to hold the tools to organising and  Visual learning N benefits of  Higher order dioxide
excellence through have accurate joints evaluating  Textbook/worksheet tress and questioning O  Forestry
Wood, what is it? the design and  Apply an appropriate finish to information  Kinaesthetic learning- wood.  Fist to five  Managed
Where did it come realisation of tasks the wood 2b. Co- demonstrations using  Story of a tree  Worksheets G forestry.
from? and artefacts  Burn a unique design or cut operating machines G (From  Student demonstration  Natural
1.10 apply curves using a scroll saw. forestry to  Assessment sheet forest.
2d. Contributing
recognised health  Safety precautions when using end use).  Class discussion  Oxygen
and safety practices to making the
scroll saw and pilar drill.  Homework G  Rainforest.
world a better
in the use of tools,  Reflection sheet  Renewable
equipment and place
 Kahoot  Sustainable
materials
Week 4 SOL 19 Christmas Project 1.1 explore key  Describe a variety of 2b. Co-operating  Word Wall G  Outline the  Higher level O  Afforestation
Choose an item. elements required common benefits of trees Choose a key  Inquiry based stages in  Visual Inspection G N  Carbon
SOL 20 What is wood? for the completion and wood. skill learning growth of a  Peer Assessment dioxide
of tasks  Explain the difference  Posters tree.  Task Checklist  Forestry
1b.
Trees 2.3 evaluate their between natural and  PowerPoint G  Be able to  Student Demonstration of  Managed
own progress to Implementing
planted and tropical forests.  Visual learning N explain and task forestry.
ideas and taking
inform future  Explore the role of  Textbook/worksheet describe the Checklist for teacher:  Natural
learning action
forestation in terms of  Verbal feedback O parts and  Are their cuts neat and forest.
3.1 identify global and local ecology and functions of a straight?  Oxygen
common species of sustainability. tree.  Did they mark waste  Rainforest.
wood  Understand the use of  Explain the correctly?  Renewable
forestry and timber from difference of  Did they assemble their Sustainable
tree to end use. deciduous project correctly?
and Did they add some element of
coniferous design?
trees.
Week 5 Choose an item. Trees 1.5 represent key  Sketch the parts of a tree 4d. Reflecting  Word Wall  Outline the  Quizzes- Kahoot Bast, chlorophyll,
Choose an item. information and outline the function of on and  Game based learning stages in  Memory matrix – (Grid coniferous,
Choose an item. Tower Of Hanoi graphically each part. evaluating my  Mnemonic learning growth of a with column headings, deciduous,
Project 3.2 evaluate the  Explain the processes of learning  Co-operative learning tree. but cells are left empty germinate,
 characteristics and transpiration and Choose a key  Visual Learning –  Be able to to fill out as they learn hardwood, softwood,
properties of photosynthesis. skill videos G N explain and during class). G heartwood, mast,
common species of  Recognise the common 4c. Thinking  Real life examples describe the  Hotseat native,
wood species of wood and creatively and Verbal feedback O parts and  Concept Mapping photosynthesis,
3.1 identify evaluate their properties. critically functions of a  Peer assessment plumule, radicle, red
common species of  Explain the properties tree.  Higher order deal,
wood associated with the  Explain the questioning O sapling/sapwood,
classification of wood. difference of  Exit cards silver grain,
 Discuss the choice of woods deciduous transpiration, white
suitable for different and deal, xylem cells.
projects. coniferous
trees.
Week 6 Choose an item. Timber, Environment 1.11 investigate the  Describe the process of 2d. Contributing  Research projects  Outline and  Posters  Afforestation
SOL 15 SOL 20 and Sustainability environmental deforestation and explain to making the  Co-operative learning explain the  Think Pair Share  Carbon
impacts of using how afforestation improves world a better  Inquiry based process of  Mind Maps G footprint
Tower Of Hanoi wood as a natural environmental place learning deforestation  Group Presentations O  Conservation
Project and renewable sustainability. 1b.  Visual learning- Video and how N  Deforestation
resource  Outline the ways we can Implementing GN afforestation  Homework  Greenhouse
3.10 appreciate the make better choices to ideas and taking  Textbook/ improves the  Hotseat- recap game effect
role of forestation improve the environment action worksheets environment  Kahoot  Resources
and wood in terms and work in a sustainable  Class discussions O  Sustainability
of local/global 4c. Thinking
way. Animated PowerPoint
creatively and
ecology and  Make a more informed
sustainability critically
choice about the materials
1.12 appreciate and woods that you use.
sustainable practice  Describe how the
throughout their environment is affected by
learning our use of woods and other
materials.
Week 7 SOL 20 Timber, Environment 1.3 collaborate  Describe the process of 7d. Expressing  Research projects  Outline and  Posters  Afforestation
Choose an item. and Sustainability effectively in a deforestation and explain ideas clearly and  Co-operative learning explain the  Think Pair Share  Carbon
SOL 19 workshop learning how afforestation improves accurately  Inquiry based process of  Mind Maps G footprint
Tower Of Hanoi environment environmental 4b. Gathering, learning deforestation  Group Presentations O  Conservation
Project 2.14 investigate sustainability. recording,  Visual learning- Video and how N  Deforestation
how to minimise  Outline the ways we can organising and GN afforestation  Homework  Greenhouse
material use and make better choices to evaluating  Textbook/ improves the  Hotseat- recap game effect
manage waste improve the environment information worksheets environment Kahoot  Resources
1.10 apply and work in a sustainable  Class discussions O  Sustainability
8a. Being
recognised health way.  Animated
and safety practices healthy and
 Make a more informed PowerPoint
physically active
in the use of tools, choice about the materials
equipment and and woods that you use.
materials  Describe how the
environment is affected by
our use of woods and other
materials.
Week 8 SOL 15 Tools & Machinery 1.4 manage  Identify and discuss the 1b.  Visual learning-  Name and  Student demonstrations 3D printer, bandsaw,
Choose an item. themselves and function, main features, and Implementing image recognition G explain the  Posters G CNC router, laser
SOL 20 Plane Project their resources safety aspects of machines ideas and taking N functions of  Worksheets cutter, lathe,
2.6 produce associated with Wood action  Inquiry based machines in  Think Pair share mortiser, pillar drill,
sketches, drawings Technology. 8c. Being safe learning the WT room.  Kahoot planer, scroll saw.
and  Be familiar with common  Kinaesthetic learning-  Explain safety  Group presentations N
2b. Co-operating
models/prototypes machines used by students Using tools (Sawing) rules
 to explore design and be competent in using  Posters associated  Exit cards
ideas them safely.  PowerPoint with machine
3.8 utilise the  Questioning O
natural aesthetics
and properties of
wood to enhance
the appearance and
function of an
artefact
Week 9 SOL 20 Plane Project 2.6 produce  Identify and compare 1a. Exploring  Visual learning-  Name and  Higher level Questioning O  Bridle, butt,
SOL 15 SOL 23 Joints sketches, drawings different types of joints. options and image recognition G explain the  Visual Inspection G N dowel,
and  Create basic drawings or alternatives N different  Peer Assessment dovetail,
models/prototypes sketches of joints. 1b.  Inquiry based types of joints  Task Checklist edge, flush,
to explore design Evaluate and decide where Implementing learning and how they  Student Demonstration of halving,
ideas joints may be suitable. ideas and taking  Kinaesthetic learning- are made. task haunch,
3.9 create an action Using tools (Sawing)  Using notes  housing,
artefact that  Posters and freehand mitre,
demonstrates an 4c. Thinking
 PowerPoint sketches be mortise.
creatively and
understanding of  Questioning O able to draw
the properties critically
and explain
associated with a each joint.
range of materials
applicable to Wood
Technology
3.8 utilise the
natural aesthetics
and properties of
wood to enhance
the appearance and
function of an
artefact
Week 10 SOL 15 Plane Project Learning outcome  They will begin marking out 5d. Being able  Kinaesthetic learning  Know the  Student demonstrations  Tri- Square,
SOL 19 SOL 20 1.4 manage their project following the to reflect on my N rules of the  Posters G clamps, ruler,
themselves and working drawing provided. learning.  Direct instruction Wood  Worksheets saw,
their resources 2e. Learning  Game based learning Technology  Working drawings N dimensions,
2.14 investigate  They will know how to use the  Visual instruction  HO Questionning vice. Bench
with others room
how to minimise marking out tools and follow  Posters G hook
4c. Thinking  They will
material use and instruction.  PowerPoint
 Cutting and marking out of creatively and begin marking
manage waste  Higher Questioning O
project critically their project.
 Word Wall
 Assembly of project  They will
know how to
use the
marking out
tools and
follow
instruction.
 Know how to
use the
cutting and
assembly
tools.
 Cut out and
assemble
their project.
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