SCHOOL PLACEMENT SCHEME OF WORK (2017-2018)

Student Name & ID No. Group 2 (Nathan, Niall, John: G00335943, John and Chris)

Class Profile

List of Topics: U-Values/ Calculus,

Subject: ‘Making Math’s models’
Trigonometry and Pythagoras/ Design
Pupil Year Group: 4th year TY No. of Pupils: 22
No. of Lessons: 60 Length Of Lessons: 90 minutes (Double)
Date: 28th of August – 15th December Time of Lesson: 9:00- 10:30

PREVIOUS LEARNING
KNOWLEDGE SKILLS
 Limited Technical Graphics skills
 Successfully completed Junior
 Limited woodwork practical skills
Cycle TG syllabus, MTW syllabus
 Mathematics skills
 Successfully completed the Junior
 Problem solving skills
cycle math’s syllabus
 Group work skills
 Critical thinking skills
 AIMS LEARNING OUTCOMES (LOs) ASSESSMENT
The aims of this scheme are to… Each aim has one or more Each LO has a corresponding
corresponding LO. Assessment
At the end of this scheme students
will be able to…
1. “To promote the personal,
1. Cooperate in a group
social, educational and 1. Public speaking
environment within the local
vocational development of assessment (Rubric).
community.
pupils and to prepare them for
2. Comfortably present their
their role as autonomous, 2. Peer review (Rubric)
project/ activities to peers/
participative and responsible
Youthreach’.
members of society”, (NCCA, 3. Peer assessment
2008).
2. Improve pupils spatial and
psychomotor abilities, through 1. Correctly and effectively use
the implementation of problem Solidworks and tools to design 1. Self-assessment
based activities and practical and construct the Pythagoras
based activities. model/ Cavity wall model. 2. Projects
2. Develop higher order
“Learning through structured thinking and critical thinking 3. Peer Assessment
play and use of the senses”, skills.
Maria Montessori
3. Identify and employ concepts
on how math’s and Design 1. Implement skills gained and
1. higher order
Technology (Construction apply them to real life
questioning
Studies/ DCG) can be linked situations
together to solve real world 2. link cross curricular activities
2. Visual inspection
problems while including the 4 to solve a variety of different
key Learning strategies; Literacy, problems
numeracy, oracy and graphicacy.
 LITERACY NUMERACY ORACY GRAPHICACY
STRATEGIES STRATEGIES STRATEGIES STRATEGIES
 Word Wall
 Working
 Handouts
drawings  Peer review  Working
 Presentations
 Cutting list  Public drawings
 Learning
 Formulae Log speaking  Posters
intentions
book  Presentations  Solidworks
 Posters

DIFFERENTIATION STRATEGIES
 Gender neutral TY unit/ models. To suit the
Gender Inclusion two genders both girls and boys.
 Mixed gender groups
No multicultural students as all students are from the
Multicultural Inclusion
local area.
Dyslexia: Use of a word wall to reinforce new words
learned in class.
 Comic Sans font used in presentations.
 Yellow colored background on power Point
SEN Strategies
slides.

(2 students have Dyslexia, 1

Dyspraxia: Alternatives to activities requiring
student has Dyspraxia)
handwriting. (Pythagoras practical project)
 Group work to assist the student with
dyspraxia.
  Paired/ Group work
 Seating plan, (pairing weaker students with
Mixed Ability Teaching
higher ability students)
Strategies
 In class assistance and feedback from the
teacher.
 LESSON/ CURRICULUM/ SYLLABUS TEACHING ASSESSMENT
WEEK
TOPIC CONTENT STRATEGIES STRATEGIES
 Introduction to
 Problem Based Learning  Student
the TY units  Introduction students/
 Group work presentations
teacher
 Ty unit 1st (Vyg/Bruner)  Oracy discussions/
1  Identify TY unit goals
 Class dialogue debate
project launch  Identify our learning
 Presentation/ video
(Pythagoras intentions

model)
 Problem based
learning  PowerPoint  Completion of
 Student  Trigonometry introduction  HO questioning worksheet
research and  Worksheets  Higher Order
2
investigations  Relate to everyday questioning
 Introduction to examples (SKI)
Trigonometry
chapter
 Theorem no. 14 of the
 Pythagoras
Math’s Syllabus, flipped  Flipped classroom  Student
Theorem
3 classroom: students have  Modals demonstration of
 Right angled
research done on the  AB Tutor demonstration work.
triangles.
theorem and display their to show Solidworks.  Effectiveness of
 knowledge in class. students
 Solidworks Introduction, understanding of
to develop 3D modal of Program.
Pythagoras modal

 Worksheets  Teacher Observation

 Pythagoras
 Pythagoras Theorem  Solidworks modals  Peer Assessment
Questioning
4 (no.14)  Class discussion
 Introduction to
 Model Making  Use of everyday
model making.
examples

 Problem Based Learning

 Introduction to
 Sketching of proposals  Co Operative Learning  Visual inspection
sketching
5  Problem Based Learning  Physical Learning  Progress of Models
 Model design
 Proposal of models  Student Demonstrations  Peer Assessment
Proposals
 Working Drawings

 Model Making
6  Model Making  Graphic Aids  Visual inspection
 Problem Based Learning
 Reinforce previous  Progress of Models
 learning.

 Completion of  Formative assessment of

7  Feedback on models  Peer Assessment
Models. the models
 Teacher Assessment

 Launch of  Set Induction- Learning  Relate to real life  Visual Assessment

Project 2 (U intensions. examples  Class Discussion
8 value’s)  Outline common everyday  Use Solidworks to  Higher and lower
 Introduction to uses of Calculus and U portray a visual example order questioning.
Calculus. value.  Apply previous math’s
knowledge.
 Discuss the various uses
for Calculus.  Board work visual  Class Discussion
 Calculus
 Use of Log Book to  Allow for mixed ability.  Monitoring
9 questions
complete tasks (VYG)
 Introduce U values and  Log Book
what they are needed for.
  Worksheets to enhance
learning and  Worksheets  Completion of the
 Introduction to
10 understanding.  Problem Based Learning worksheets
U Value’s
 Videos to show students (D)  Word wall
where u values are used.  Videos
 Class trip/ visit  Group discussion  Oral feedback to the
to a building  Use of a physical group.
11 site.  Construction Studies teaching aid, (Cavity  Visual inspection
 Construction wall).
studies

 Applying previous  Visual Assessment

 Recap on model making
12  Cavity Wall knowledge of modal
Model making.
 Independent learning (P)
 Production of modal
 Distinguish what the  Applying previous  Self- assessing of
13
 Model Making models will be used to knowledge of model model.
explain making.
  Developing various skills  Independent Learning  Rubric Assessment
needed for presentations. (P)
 Presentation
 Build communication and  Student Presentation
preparation
14 presenting skills- public
speaking

 Presentation to  Student Presentation  Observation from

Youthreach • Student feedback Youthreach students
• Students are asked • Questionnaires using rubric.
 Group
to fill out questionnaire on • In-class • Self-
15 Presentation
the TY units. discussion assessment for the
 Feedback class
• The results will • Exit cards teacher.
help teachers develop and
redefine the TY units if
needed.

(SKI) –Skinner (P) - Piaget (VYG) – Vygotsky (D) – Dewey