Unit/Lesson Title- Nail Caddy Lesson duration – 100 mins Stage - 4 Year - 7 Class – 7Tech 3

Rationale Syllabus Outcomes Syllabus Content

Learning Intention: Students work safely
in the workshop. Accuracy in timber
cutting, joining, and assembling
techniques
Success Criteria: Measure and mark out
successfully. Follow demonstrations and
use safe work practices within the timber
workshop.
IND5-1 - identifies, assesses, applies, and manages
the risks and WHS issues associated with the use of a
range of tools, equipment, materials, processes, and
technologies
IND5-2 - applies design principles in the modification,
development, and production of projects
IND5-3 - identifies, selects, and uses a range of hand
and machine tools, equipment, and processes to
produce quality practical projects
WHS and risk management
Students:
demonstrate safe workshop practices and procedures, for
example:
– clamp materials securely when cutting or drilling
– lift and carry materials safely
– manage trip hazards in the workshop
– work collaboratively
Tools, equipment, and techniques
Students:
select, use and adjust hand tools in the production of practical
projects, for example:
– mark out using a try square and marking gauge
– plane a timber edge in preparation for joining
– using sash cramps to join two boards of timber
accurately cut and prepare materials to size, for example:
– cutting curves in timber using a coping saw

Prior Knowledge Risk Assessment Resources

Students have developed skills and experience SOPs attached for tools and equipment. timber workshop
using tools and equipment in the timber workshop. Students need to be inducted before using machines Tools and equipment
and equipment. Whiteboard
Safety operating procedures
Learning Outcomes Time Content/Learning Experience Teaching Class Organisation Assessment
These should be Guide Strategies Grouping & classroom Techniques
precise indicators of Intro environment what will you
intended student Introduce myself to students and inform them that I will be use to assess
learning 10 teaching for the next 2 weeks. their learning
mins
Mark Roll

Identify and explain learning intention and success criteria. Formative

assessment,
Recap on the importance of safety in the timber workshop. Working anecdotal notes
independently and and observation
Learn importance of Body collaboratively of workshop
safety in timber throughout whole safety,
workshop. lesson. identification and
Demonstrate safe use of tools
understanding and Explain and go through correct sanding techniques with whole and equipment,
knowledge. class. Explain the different grades of sandpaper. marking out
Explicit accurately.
80 grade is coarse, 120 is medium, 180, 220 is fine grade. demonstration of
process to whole
Demonstrate good sanding and bad sanding. class.
Learn to accurately
mark out project. Ensure students are listening and wait until all students are
Working within the paying attention.
metric measurements
using timber work Talk about importance using vice to hold job while sanding. Summative
tools and learning the Demonstrate that if saw dust is accumulating then the sanding is assessment of
appropriate technical working if not it’s a waste of time. construction of
language associated nail caddy.
to the timber industry. We start with 80 grade, then 120 gets out the marks of the 80, Questioning Applying
and the 220 gets the marks out from the 120. throughout feedback and
support through
Talk about if the sandpaper is smooth, it’s not going to work or the construction
cut through the marks. process.

Follow procedural Always get teacher to cut the sandpaper as to not waste Engaging prior
steps and resources. knowledge and
demonstrations. experiences.
Recap it doesn’t take long to do good sanding job and provides
neat finish. If it’s not making saw dust, it’s not working.

Sand half job and pass around for students to feel and see the
Learn methods and difference.
techniques of timber
joinery and finishing.
While passing around ask students questions.
Encouraging 2 - 3
What sandpaper do we start with?
tier language
throughout lesson.
Which grade do we follow with?

What do we use to hold our job whilst sanding?

Safe use of tools and Allow students to get job and continue working on next step. If
equipment
further in front, ensure they a have done a good sanding job
before moving on with whole class demo. Allows students to
catch up.

Ensure students can all see me, tools down, eyes on me.
Wait until you have everyone’s attention.

Demo marking out of next step in nail caddy

Measuring and cutting handle ends.

Demonstrate
understanding and Allow students to independently mark out theirs. Assist where
importance of tool needed.
maintenance and
care. Ensure students can all see me, tools down, eyes on me.
Wait until you have everyone’s attention.

Demo drilling and countersinking holes for screws to be installed

using screwdriver.

Discuss correct use of drill and countersinking techniques using

correct terminology. Work through Sop as whole class.

Students continue working on job. Allow and encourage students

to support each other. Builds collaborative classroom culture.

Ensure students can all see me, tools down, eyes on me.
Wait until you have everyone’s attention.

Demo marking out of next step in nail caddy

Installing handle using nails.

Allow students to independently mark out theirs. Assist where

7 min needed.
 Ensure students can all see me, tools down, eyes on me.
Wait until you have everyone’s attention.

Pack up clean up.

Clear explanation of correct cleaning up procedure. Make sure
name is written on job on the underside so don’t need to sand
later.
Put your job away.
Put tools and equipment away in correct place. Ensure students
are responsible for tools and equipment.

Label work and store safely until next lesson. Sweep off benches
onto floor.
Then use brooms to sweep floor from lathes to the from of the
room near bins and use dustpan to clean up floor.

If everyone helps makes the job done easier.

Conclusion (Presentation/Reflection)

Encourage students to self-reflect and evaluate against success criteria.

Ask for feedback from students on my teaching. Provide exit slip for evaluation.

EVALUATIONS

Specific Teaching Targets for this lesson

INTENDED TEACHING OUTCOMES ASSESSMENT OF TEACHING OUTCOMES Write these after the lesson
Clear and explicit demonstrations.
Managing classroom environment.
Behaviour management and ensuring students are listening to instructions.
Lesson Evaluation

OUTCOMES RESOURCES/ENVIRONMENT PRESENTATION/STRATEGIES INTERACTION &

 COMMUNICATION
Were they experienced/achieved/ Were they appropriate/utilised? Were these appropriate? Was this appropriate?
developed? Why/Why not? Why/Why not? Why/Why not?
Why/Why not? How do you know? How do you know? How do you know?
How do you know?

Follow-up
How is this evaluation going to impact in
future learning experiences for your
pupils?

How will I adjust my teaching…………..?

Specific teaching targets (should be written into next lesson plan

Associate Teacher’s Signature Blair O’Meara Date 09112022 NB. This must be signed before the lesson is taught