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