Subject Department Plan

For

Materials Technology Wood

2015 - 2016

1. Subject Aims:

First Year:

To introduce the students to the basic skills of Woodwork,

Develop skills in the safe use of hand tools as well as some portable

power tools in a safe and organised manner.

To introduce students to simple orthographic projection and pictorial

drawing.

To introduce the students to all the basic hand tools and other

equipment in the woodwork room. The students should be able to

sketch, name the parts and uses of all the hand tools.

To make students aware of all health and safety measures in the

woodwork room.

Subject Objective:

To encourage students to develop a love of learning and specifically a love of

working with wood, drawing and sketching through the subject aims above.

Subject Co-ordinator:

P Dolan

Subject Teachers:

Oliver Lennon.

Geraldine Gildea.

James Howely.

Patrick Dolan

C Maye

Facilities

Two fully equipped woodwork rooms, catering for junior and senior classes

Time Allocation:

First Years:

Three classes per week as follows

One double class and one single class/ three singles classes.

Second Years:

Four classes per week as follows

One double class and two single classes.

Third Years:

As per second years

Option Structures:

In first year two classes of practical one class of theory per week. For second

and third years, three classes of practical one class of theory per week.

Timetabling:

Having the double practical class in the morning would be

more desirable than in the afternoon as each morning period is 40 minutes as

compared to 35 minutes in the afternoon. Great care is taken in timetabling to

ensure both room are used to the maximum however priority of use is always

given to exam classes.

Grouping of Pupils (Mixed Ability, Streaming, Gender)

There is no streaming in place for M.T.W. classes, pupils are grouped on a

mixed ability basis and the subject is open to boys and girls.

Students Access to subject / Level:

All first year student may opt to take M.T.W .there are no restrictions

normally, However if a student presents a serious health and safety hazard to

him or herself or to other students it may be necessary to consider his or her

inclusion in the class. Second year students may opt to continue with the

subject or they may opt out of the subject. In first year we usually have three

to four classes, in second and third year this is usually reduced to two to three

classes.

Class Organisation:

Students are assigned to a specific bench, four students per bench, each vice is

numbered and each student is given a vice. Tools are stored in central lockers,

students must replace tools correctly at the end of each class, to avoid

accidents all health and safety measures must be observed, to this end tiding

up five minutes before the end of a practical class is recommended.

Students work pieces are named and stored securely in lockers.

Literacy and Numeracy

Approach to literacy

Through department meeting it was decided to focus on and develop the

following areas of literacy in the construction studies/ woodwork room.

Print rich environment – A print-rich environment allows children to see

that reading and writing serve real, everyday purposes. students observe

teachers using printed materials. Examples of agreed methods of

promoting literacy in the classroom include labelling of tools, informative

posters and displays of student written work.

Key words - for materials technology wood we have produced our own

textbook for 1st years which has a designated area for key words in each

chapter. The teacher chooses a set amount of relevant words that the

students must investigate their meaning for homework.

Drop everything and read – school policy has designated certain class

periods for drop everything and read which is supported by our

department.

Use of ICT – this is used for research purposes and to goggle unknown

terms related to our subjects.

Approach to numeracy

The main area of numeracy in use in the construction studies/ woodwork room

is accurate measurement. Developing the skill of being able to quantify and

calculate precise measurements is ongoing. Our department has agreed to use

the following methods to enhance numeracy skills:

Textbook – the 1st year textbook we created has dedicated an area for

numeracy. It shows pictures of steel rules and the student must complete

several tasks identifying the measurements specified.

Tool measurement – during practical classes students will be practicing

how to precisely measure, cut materials and recheck their work for

accuracy.

Use of calculators – used to calculate scales, areas, volumes etc

Scales and drawings – students will have opportunities to create scale

drawings of their projects before manufacture. This will require

conversion of real word sizes to scale e.g. 1:2 1:5 1:10 etc

Assessment

Assessment in education is about gathering, interpreting and using information

about the processes and outcomes of learning.

Assessment FOR Learning (Formative) is:

An integral part of learning process

Information is shared with learner – written and verbal feedback

Information is available on quality of learning

Linked to learning outcomes and success criteria

Looks forward to the next stage of learning

Our department has agreed to

• Use a range of assessment methods – not just those linked to state

exams

• Involve students in the assessment of their work – self assessment, peer

assessment, open and closed questioning, and self evaluation of

projects. Students are encouraged to set goals and take control of their

learning, teachers provide students with ideas on how best to study

construction studies

• Monitor and correct students work – teacher designed tasks, teacher

observations throughout each lesson,

• Provide constructive feedback to students – comments on written work,

feedback on areas requiring improvement , positive reinforcement of

key concepts and learning outcomes

• Use assessment information to inform planning – compilation of test

results and work samples used to support improvement and layout of

work. Identify and correct common mistakes and affirm student’s

progress and development.

Textbooks and Course Materials:

1st Year:

A. A 1st workbook which contains theory of MTW and also provides an are

for students to take notes and create sketches

B. Drawing equipment and pocket folder.

2nd Year.

In addition to an A4 hardback copy each student will require the

most recent addition of

Wood Materials Technology. By M.Cross. (Edco)

3rd Year.

Same as for 2nd year plus past Exam Papers

Planning for students with Special Needs:

In practical classes students with Special needs do the same programme of

work; however the projects can be simplified e.g. (using simpler methods of

jointing wood, using nails and screws instead of joints)

Student with drawing difficulties are handed out the drawings and asked to

copy then.

In theory classes students with reading or writing difficulties can leave the class

to attend the special needs teacher. (This to be arranged in advance)

Overhead projectors are used for students with visual learning difficulties and

the textbook work can be enlarged on the whiteboard to an appropriate size

Cross – curricular Planning:

Where possible Cross- Curricular involvement generates great interest and

increases the learning experience and frequently occurs .This can be achieved

in areas like Technical Graphics, Materials Metal, Maths, Science, Geography,

Art, Computer etc.

Subject planning for a Culturally Diverse Society.

Planning for a culturally diverse society requires a lot of thought; we must be

sensitive to the need, of all students in our class.

Effective Teaching Methodologies

The following model is used at St Nathy’s

Active learning – kinaesthetic learning, projects, tool usage, practical

classes.

Students ideas- students suggest project choices for group work and

amendments to existing projects

Co-operative games- team/group quiz

Co-operative learning- peer help to solve problems in practical and

theory

Collaboration- teachers discuss methods of best practice, revising

approaches

Drill and practice – demonstrations followed by student practice

Field work- trips away followed by assigned task on experiences

Guided discussion -includes discrete teaching of discussion. Talking in

turn, active listening, positively responding to peers

Group work – students assigned tasks in groups of three plus

Guest speaker – inviting professional to speak on relevant topics

Hands on approach- pairs or individually

Investigative approach- use of ICT, library, questionnaires to solve project

brief

IT - information technology

Looking, listening, and responding – videos, pictures, comments

Projects – junior cert state exam work, teacher assigned projects

Problem solving- model making, drawing diagrams, trial and error, break

down into parts

Pair work- working as a team, assigning tasks

Talk and discussion – teacher led introduction of topics followed by

student opinions/ideas

Team teaching – shared class timetable and plans. Have agreed topic

areas to be covered each year.

Textbook – theory classes and homework, exam papers, teacher

designed workbooks

Worksheet – exams, tests, quizzes, handouts

Range / variety of resources:

Two well equipped Woodwork rooms.

Access to a wide variety of materials.

O.H.P. in both rooms.

P.C. and internet access in both rooms.

Posters.

Display areas.

Availability/ Use of ICT Facilities:

Internet access is available

Availability of D.C.G room for some class periods in the year/ solid works

drawing etc.

Provision of Health and Safety Requirements:

All health and safety guidelines are in place.

Students are informed of same.

H &S notices are in place.

Dust extraction systems in place.

Adequate amount of kill switches in place.

Personal H&S equipment in place. Mouth, ea ,eye etc.

Homework Procedures

Homework can be given at each teacher’s discretion as a revision tool and

to reinforce what was covered in class. Homework can involve completing a

drawing/sketch started in class or completing questions from the

workbook or in 3rd questions in the Exam papers.

The teacher should keep a record of homework given in their diary.

Assessments/Examinations Procedures

In line with our school procedures the students are given exams at October

mid – Term, Christmas, Easter & Summer. These results are recorded in the

teacher’s diary and are written into reports by the teacher along with a

subject comment and are sent out twice a year.

Teachers are free to give separate topic tests at any other stage during the

year.

Record Keeping Procedures

At the start of each school year the school provides each teacher with an

attendance diary and a record keeping book. The teacher can use these to

keep a record of all work given, test results and any behavioural issues.

The teacher has the option of purchasing a separate school dairy if they

so wish.

Teachers keep a record of any tests given, of homework corrected.

Students are given a grade for any project work completed and all of this

contributes to their report grades.

Curriculum Content -

Long Term Planning.

The aim in first year woodwork is to introduce the students to the skills

involved in using all of the basic hand tools in the woodwork room. The

students will make approx seven woodwork projects with varying degrees of

difficulty. The aim is that each project will introduce a new skill set while

practicing existing ones, therefore the students will build in confidence as the

year progresses and by second year they should have developed a broad skill

base on which to introduce more difficult concepts of jointing.

Projects are kept simple so that all students complete them and develop a

sense of achievement through their practical work.

A sample of project work for the year is shown below although each individual

teacher has the option of varying project design to suit their classes’ individual

needs and to provide some variety.

Year 1. Drawing & Practical

1 Sawing at 90degrees ,draw & make D & M 4 classes

2 Sawing to depth & chiselling (D & M) 4 ,,

3 Kitchen equipment holder D&M 4 ,,

4 Cargo boat ,, 6 ,,

5 Sawing & trenching at an angle ,, Scissors rack 4 ,,

6 Key rack ,, 4 ,,

7 Aeroplane ,, 6 ,,

8 Cross halving joint on edge ,, 4 ,,

9 Pot stand/kitchen roll holder ,, 6 ,,

10 Cross halving joint on flat ,, 4 ,,

11 Tee halving joint ,, 4 ,,

12 Jewellery Stand etc ,, 6 ,,

13 Housing joint ,, 4 ,,

14 Mobile phone holder ,, 6 ,,

15 Hannoi tower 6 ,,

16 Desk tidy 6 ,,

17 Cutting puzzell 6 ,,

Year 1 Theory

The first year theory programme involves the study of

1. All health and safety measures associated with using hand tools, working

in the woodwork room, personal safety, correct behaviour in the

woodwork room etc.

2. Identifying hand tool, hand held power tools and equipment, naming the

parts, uses, drawing diagrams of tools and writing simple notes on same.

3. Leaves of trees, uses of timber.

4. Softwood & hardwood timber

5. Parts of a tree.

Curriculum Content.

Year 2. Drawing / Practical and Theory.

The second year programme consists of doing a number of the following

exercises followed by an artefact using similar jointing methods depending on

the student’s ability.

Drawing

All exercises are drawn to scale and students work from a drawing in the

manufacture of the artefact.

Exercises

The following include some of the exercises covered.

Bridle joint, mitre bridle joint, mortise &tenon joint on flat. M & t on edge,

Haunched m & t, single box dovetail, twin dovetail, butt jointing using panel

pins, screws, biscuit jointer, housing joints stopped and thro ugh etc.

Introduction to lathe work, laminating, inlaying and carving.

Projects

Small tool box, cutlery tray, letter holder, kitchen roll holder, bird house, plant

holder, book stand, book end, candle holder, small bathroom cupboard,

kitchen shelf with spice rack & kitchen towel holder, CD rack, fireside stool,

turned lamp, wall mirror, Picture Frame.

The above are just sample projects and project work each year is varied by

each teacher to suit the ability of the class, the wood available and to provide a

variety of design.

Theory (one class period)

Students work from the text book in class, first reading through the chapter

and underlining key areas and later having them explained by the teacher.

Notes and neat well presented diagrams appropriately coloured are the then

taken, home work is then given and corrected the following week.

Topics covered,

Timber & the environment,

Conversion of timber,

Seasoning of timber,

Diseases and defects,

timber preservation

manufactured boards,

Jointing methods

Metals

Plastics

Woodturning

Year 3.

From September to the end of October the emphasis is on preparing the

students for the M.T.W written exam therefore class time is spent completing

the remainder of the theory course, doing drawing questions and working

through past exam papers.

Theory

Adhesives

Finishes

Fasteners and fittings

Carving / shaping

Laminating/ bending

Veneering / inlay etc.

Stages in the design process

Report writing &presentation

Practical

Revision of jointing methods

Drawing

Drawing out some question one’s higher level and questions two ordinary level

from past papers with a view to proper presentation of orthographic

projection.

Practical coursework

Three class periods per week

From November to Christmas the focus shifts to the project.

Analysis of brief

Investigation & research

Design ideas / solutions

Sketches and working drawings

Cutting lists

Model/ proto type

From January to early April the manufacture of the project takes place.

Marking out, cutting out, assembling and finishing.

Final Evaluation and Conclusion.

Project and folio completed labelled and presented for examination towards

the end of April.

Theory

Revision

Use of past exam papers especially in the month of May when the projects are

completed