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The Australian Standard covering safety signs is AS1319-1994. This standard sets out requirements for the design and use of safety signs intended for use in work environments. The aim is to regulate and control safety related behaviour, to warn of hazards and to provide emergency information, including fire protection information. It specifies several sign classifications and layouts.

AS1319 does not specify a required material or nominal size for a safety sign but does stress that the type of safety sign used should be suitable for the intended application, and that employees should be informed of their purpose.

In locations where lighting is good and a safety sign is mounted in a reasonably prominent position, it is recommended that any symbols be at least 15mm per metre of viewing distance, and any uppercase text be at least 5mm per metre of viewing distance. This should be increased by at least 50% for poor lighting or viewing conditions. Where practical, safety signs should be mounted close to the observer's line of sight in the vertical plane.

Safety signs should be located against a contrasting background, and such that the possibility of it becoming obscured by stacked materials or other visual obstructions is minimised.

For maximum effectiveness, safety signs should be maintained in good condition, kept clean and well illuminated.

Prohibition Sign

Prohibition signs indicate that an action or activity is not permitted. Its designated symbolic shape is a red circle with a diagonal red slash through it. This is usually superimposed over a black pictograph, for example a cigarette, to indicate what specific activity is referred to. The background is white and any text is black.

Mandatory Sign

Mandatory signs indicate that an instruction must be carried out. Its symbolic shape is a blue circle. A white pictograph, for example safety goggles, is superimposed on this to indicate the activity which is to be mandatory. The background is white and any text is black.

Restriction Sign

Restriction signs place a numerical or other defined limit on an activity or use of a facility. Its symbolic shape is a red circle, but without the diagonal slash as in prohibition signs. This also would have a black pictograph or other legend inside the circle, a white background and any text in black. AS1319-1994 does not give any specific signs of this type, but notes that speed limit signs, as given in AS1742.1, are often encountered in the workplace.

Danger Sign

Danger signs warn of a particular hazard or hazardous condition that is likely to be life threatening. Its symbolic shape is the word DANGER in white on a red oval, which is surrounded by a black rectangle. This usually forms a heading for a white background on the sign. Alternatively, it may occupy the left side of a horizontal sign. Any text is in black. Typical text is 'HIGH VOLTAGE'.

Warning Sign

Warning signs warn of a hazard or hazardous condition that is not likely to be life-threatening. Its symbolic shape is a black triangle. A black pictograph usually appears inside the triangle to indicate the specific hazard. The sign background is yellow with any text in black. Typical text is 'FORKLIFTS HAZARD'.

Emergency Information Sign

Emergency information signs indicate the location of, or directions to, emergency related facilities such as exits, safety equipment or first aid facilities. The background is green and any text or pictograph is white.

Fire Sign

Fire signs advise the location of fire alarms and fire-fighting facilities. The background is red and any text or pictograph is white.

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The Australian Standard covering safety signs is AS1319-1994. This standard sets out requirements for the design and use of safety signs intended for use in work environments. The aim is to regulate and control safety related behaviour, to warn of hazards and to provide emergency information, including fire protection information.

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Getting Started in Woodworking | 5 Things You Need

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The Australian Curriculum is designed to help all young Australians to become successful learners, confident and creative individuals, and active and informed citizens. Presented as a developmental sequence of learning from Foundation - Year 10, the Australian Curriculum describes to teachers, parents, students and others in the wider community what is to be taught and the quality of learning expected of young people as they progress through school.

The Australian Curriculum ensures the same high standard curriculum content is available to every student, regardless of where they live. It reflects the priorities and expectations we hold for our young people, and was recently endorsed following an extensive review.

An updated Australian Curriculum has been endorsed by education ministers.

The Australian Curriculum, Version 9.0, is more manageable for teachers and clearly identifies the essential content our children should learn.

It is the result of the 2020-21 Australian Curriculum Review.

The review included an extensive consultation process that ensured the curriculum reflects the evidence-base and the plurality of views expressed by teachers, education jurisdictions and the community.

This was the first time the whole curriculum has been released for public comment since its creation in 2010. The updated curriculum is now available on a new Australian Curriculum website.

It will be implemented by states and territories according to their own timelines and ACARA will source and develop a range of work samples, illustrations of practice and other resources for teachers.

The Australian Curriculum is moving from Version 8.4 to Version 9.0

The updated Australian Curriculum is now published on the new website and subsequent releases will continue to add extra features, support resources and work samples as they become available.

The new website includes key features to improve teachers' ability to visualise and explore the curriculum. They can view multiple learning areas side by side and see the alignment of achievement standards to content descriptions.

There is an inline glossary with inbuilt definitions and the website has been designed so teachers can clearly see the connections between the 3 dimensions of the curriculum - the learning areas, general capabilities and the cross-curriculum priorities.

Teachers can easily access all areas of the curriculum through a selector tool and the website includes advice about planning and implementation, exploring the different dimensions, and how to access various resources.

ACARA will maintain the current Australian Curriculum website with Version 8.4 curriculum and both websites will remain live until such time as there is no need for schools to access Version 8.4 of the Australian Curriculum.

Visit the new website and take a web tour.

Timeline of the Australian Curriculum

In 2008, all governments agreed a national curriculum was needed to deliver an equitable, quality education for all young Australians and the national curriculum was developed over a number of years.

Over the years new learning areas and subjects were progressively added to the Australian Curriculum (F-10).

2008

All governments agreed to a national curriculum

2010

Australian Curriculum released with English, Mathematics, Science and History Foundation to Year 10 (Version 1.0)

2011 - 2012

English, Mathematics, Science and History subjects updated (Versions 2.0 and 3.0)

2012

Addition of senior secondary (Years 11-12) curriculum in these four subject areas (Version 4.0)

2013

Geography added (Version 5.0)

2014

Health and Physical Education, Technologies, The Arts and some subjects in Humanities and Social Sciences added (Version 6.0) as well as some Languages (Version 7.0)

2015

All eight learning areas revised as an outcome of the 2014 Australian Government Review of the Australian Curriculum (Version 8.0)

Ministers also agreed, following a separate review of ACARA in 2015, that the Australian Curriculum should be reviewed by ACARA every six years, with the first cycle to commence in 2020-2021

2015-2020

Minor updates and editorial adjustments to the curriculum (Version 8.4, the current curriculum in use today)

2020

Ministers agreed the Terms of Reference for the current review of the Australian Curriculum

Post 2020

Extensive consultation by ACARA on proposed revisions, including an open public consultation process during April-July 2021

1 April 2022

Version 9.0 Australian Curriculum approved

Webpage feedback

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The Australian Curriculum is designed to help all young Australians to become successful learners, confident and creative individuals, and active and informed citizens. Presented as a developmental sequence of learning from Foundation - Year 10, the Australian Curriculum describes to teachers, parents, students and others in the wider community what is to be taught and the quality of learning expected of young people as they progress through school.

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Teaching woodwork.com

Woodwork for you, woodwork for your kids

TeachingWoodwork.com is about helping you and your kids gain the skills and lessons that woodwork teaches. Primarily through making it easy for people to get started, and as fun as possible for people to do

I'm hoping you can save your time and effort by using my experience (my time and effort) to make woodworking as rewarding as possible for you.

Some projects covered on Teaching Woodwork are:

Ukulele

Mosaic Table

Stool

UNO Card Travel Storage

Classic Pencil Box

'Make it with a Mallet' kids series.

Hi I'm Christopher,

(Mr Brown to the kids)

I am a woodwork teacher in Melbourne, Australia.

Welcome to Teaching Woodwork. Have a look around and click some stuff to see it if all works 😃

Projects

What to make and how to make it.

Great for getting started and making memories

Easy to find and more information available

Tools
Tool identification and what to use when

Learn what tools are called

Why use a particular tool over others

Comparisons between tools

How-to

Specific information on techniques

Detailed information

Broken down into small steps

Images and videos

For Teachers
Specific information for woodwork teachers

Benefits of woodworking

Tips on how to run projects

Content teaching ideas and information

A animated Gif guide.

Building skills and creating memories.

Sometimes there is recycled plastic too!

This mallet is made from recycled plastic that comes from milk jugs, as well as some hardwood (Tassie Oak).

disclaimer

Teaching Woodwork is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.com.

CATEGORIES

FREE COURSES

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Welcome to Teaching Woodwork - Projects, How-to's and tools for yourself and for your kids - Teaching Woodwork.com

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Woodwork for you, woodwork for your kids

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What is the SAMR model?

The SAMR model is a framework that orders strategies for classroom technology implementation into four stages:

In each stage of the SAMR model, the use of educational technology (EdTech) becomes increasingly sophisticated.

Substitution and augmentation strategies use EdTech to enhance learning and add value, whereas modification and redefinition stages harness EdTech to transform learning and make new things possible.
The effectiveness of any of these four strategies depends on when and how it is used.
Here's how you can harness each stage for more powerful classroom learning:

Substitution

This is the simplest stage, where EdTech is used as a direct substitute for traditional practices.

Substitution strategies can save you time and space by cutting back on laborious pen and paper tasks. Instead of printing out twenty-plus paper resources that clog the cupboard, you can use technology to manage resources with just a few clicks.

Substitution also provides a much more accessible introduction to technological soft skills than modification and redefinition. It's the perfect opportunity for students to get comfortable with new technology before you start to transform their learning.

Examples of substitution

having students type their work instead of handwriting it

using online quizzes and programs instead of pen and paper

uploading a worksheet in PDF for student access, as opposed to photocopying

using a digital interactive whiteboard as opposed to a traditional whiteboard and saving the results as a document.

Remember: Substitution strategies do not change the learning process or outcome. Ask yourself what you and your students will gain from the technology before implementing it. If it adds nothing but hassle, stick to pen and paper.

Augmentation

At the augmentation stage, technology adds something to the learning process beyond just convenience. It might give your students a clearer understanding of a complex topic or making it engaging in a way that traditional methods can't.

It also allows for the introduction of more independent and student-centric learning. By using technology as a source of information, students can start actively learning without requiring constant teacher-led instruction.

Examples of augmentation

Students give more informative and engaging oral presentations accompanied by a PowerPoint or Prezi containing multimedia elements.

Students use the internet to independently research a topic, as opposed to relying on teacher input.

Students use an EdTech program that gamifies curriculum content for student engagement and allows students to track progress in an accessible way.

Teacher instruction is supplemented with a video that clarifies a particularly hard to explain concept.

Modification

At the modification stage, technology is used to design interactive and dynamic tasks that go beyond the limitations of a traditional classroom.

For example, students can collaborate on shared documents, or work in large groups, allowing for seamless collaboration and knowledge sharing. This peer-to-peer work nurtures a more cooperative and dynamic class culture.

Technologically modified tasks also allow students to generate inspired and innovative work that isn't confined to paper. Some students will jump at the opportunity to get in front of a camera, while others will do anything to make it onto the global Mathletics leaderboard.

Examples of modification

Students produce podcasts summarising a topic, which can then be accessed by other students as a revision resource.

Students create an informative video presentation in place of a standard oral presentation. They can use their voice alongside a broader variety of creative multimodal components.

Students use a technological tool that makes an abstract concept visible in a hands-on, responsive way (e.g. voyaging on Google Earth to better understand measurement and geography).

Redefinition

The most sophisticated stage of SAMR, redefinition sees you using technology to make entirely new learning opportunities possible.

Redefining learning has the potential to connect learning with the real world and produce authentic outcomes. It also gives students strong technological soft skills such as digital collaboration, communication, technological literacy, and the ability to adapt to new systems and processes.

Most importantly, using technology to redefine learning in your classroom translates to vibrant and engaged students who embrace a growth mindset.

Examples of redefinition

connecting your students with other people around the world as part of the learning journey

having students publish their work online where it can be viewed by peers and the broader community

recording students as they deliver a presentation or practice a physical skill, then using this recording to prompt student reflection

experimenting with tasks that use extensive multimodal elements (e.g. producing documentaries or short films, webpages, print documents with creative layouts).

Remember, redefinition isn't the same as 'high tech'. A learning experience is redefined when it integrates technology seamlessly and meaningfully to open new doors for student learning - regardless of how sophisticated that technology might be.

In an English classroom, this might involve learning how to critically assess online media during web-based research. In mathematics, students might look at data represented through amazing visuals and get inspired to create their own.

Find your purpose

Starting with a purpose avoids the 'technology for technology's sake' that sometimes infiltrates the classroom.

Ask yourself:

What am I hoping to achieve by using this technology?

How will it make a difference to my students' learning?

Why is it preferable to not using technology?

How equipped are my students and I to use this technology?

How much time do I have to invest in making it work?

These simple questions can make it simpler to determine which stage of the SAMR model suits your needs. Remember that you don't always have to redefine your students' learning. A few simple technological additions to an already effective teaching strategy might be all you need to make a difference.

Using technology in the classroom sends a clear message to students. It shows them that you're connecting learning to the rapidly changing world outside the classroom walls, and you aren't afraid to adapt to a new challenge. Get creative with technology and you'll inspire as well as teach.

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The SAMR Model Explained (With 15 Practical Examples)

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What is the SAMR model and how does it apply to learning? Here's how you can harness each stage for more powerful classroom learning.

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When working in a wood workshop there are many different rules to be followed, as safety is the number one priority. By disregarding these rules accidents may result in serious bodily harm or death.
NOTE: all individuals in the workshop must follow the rules below

Class rules:- 1)Always listen carefully to the teacher and follow instructions.1)When attempting practical work all stools should be put away.1) Eye protection must be worn.

2)Proper footwear must be worn.
3)Do not run in the workshop
4)Tie your hair
5)Bags should not be brought into a workshop as people can trip over them.
6)Know where the emergency stop buttons are positioned in the workshop. If you see an accident at the other side of the workshop you can use the emergency stop button to turn off all electrical power to machines.
7)Always be patient, never rush in the workshop.

Clothe rules:-
1) Wear an apron as it will protect your clothes and hold loose clothing such as ties in place.

Tools rules:-
Hand Tools rules:-
2)Use hand tools carefully, keeping both hands behind the cutting edge
3)Report any damage to machines/equipment as this could cause an accident.

2) When learning how to use a machine, listen very carefully to all the instructions given by the teacher. Ask questions, especially if you do not fully understand.
3) Do not use a machine if you have not been shown how to operate it safely by the teacher.
4) Always use a guard when working on a machine.
5) Keep hands away from moving/rotating machinery.

Power tools:-

There is a wide range of machinery in the woodwork workshops, with most equipment having the potential to maim or cause death to an individual if not used correctly. It is therefore essential that students listen to the teacher's instructions. However e ven when procedures are followed correctly there are potential risks and hazards associated with woodworking machinery, which individuals must operate at their own discretion.

Basic safety rules for woodworking machines are:- Basic safety rules for people who work at or operate
1) Use mechanical feeding wherever possible.
2) Enclose all cutters and saw blades as far as practicable.
3) Ensure all machines are well maintained.
4) Ensure adequate lighting at every machine.

1) Only authorized people who have been properly trained and assessed as competent, should operate or work at woodworking machines.
woodworking machines
2) Safe operating procedures must be provided and used in respect of each machine.
3) Appropriate hearing protection, eye shields and dust masks should be worn when required.
4) Machines must be switched OFF when not in use and ISOLATED before any repair, cleaning or maintenance is done.
5) The machinist's attention must not be distracted while work is in progress.
6) Don't operate machinery if fatigued or otherwise unfit for the task at hand.
7) If mechanical feeding is not available, use push sticks or avoid the need for hands t0 be near cutters or saw blades.
8) Wear clothing that will not catch in cutters or other moving parts.
9) Don't have long hair free or wear jewellery that might get entangled in the machinery.

What are the Risks?
* sharp unguarded parts that can
- cut or amputate,
- pierce, or
- graze;
* rotating unguarded parts turning at high revolutions that can
- severely cut or amputate body parts,
- trap, nip or catch clothing, jewellery or body parts,
- cause a friction burn or abrasion;
* the force exerted on a piece of wood by a rotating part causing the machinist to be injured or knocked off balance;
* unguarded moving parts "nipping" (or coming together), or moving without warning, or moving unpredictably, with the potential to
- amputate fingers, or
- crush body parts;
* hand feeding without using a jig or push stick.

What are the dangerous parts? The parts most likely to cause injury or harm are:

* nip points;
* rotating blades;
* rotating wheels;
* moving parts;
* movable (reciprocating) blades; and
* pressing parts.

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When working in a wood workshop there are many different rules to be followed, as safety is the number one priority. B y disregarding these rules accidents may result in serious bodily harm or...

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Aviation Snips Basics - when you need to cut or trim sheet metal

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Understanding DT

Engage with the Digital Technologies curriculum to plan, implement and assess effective lessons.

Plan and prepare

Guidance and support to develop and implement a whole-school plan.

Teach and assess

Students can learn to code and create using digital technologies, and find out about relevant careers.

For families

Find out about Digital Technologies to support your child to learn skills, create digital solutions and find a related career.

Programming

This series of three infographics provide an explanation of 'Programming' with relevant examples for each Year band and 'I can' statements

Algorithms

This series of three infographics provide an explanation of 'Algorithms' with relevant examples for each Year band and 'I can' statements.

Data representation

This series of three infographics provide an explanation of 'Data representation' with relevant examples for each Year band and 'I can' statements.

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Support for the Australian Curriculum: Digital Technologies with lesson plans, case studies, advice for school leaders, activities for students and for families. See links to the digital technologies industry events and programs. Get support with the development of computational thinking and coding skills in Australian students.

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How To Make a Sheet Metal Box - Shop Class Project

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Carry Some (sheet metal toolbox) - Skills Ready

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The goal of every subject is to help students see the world a little differently, and to understand the world they live in. This is true also of a design education, and so our approach is two pronged: to help students understand materials and processes through making (design capability) and to help them understand the designed world (design awareness). Further to this, we believe that as the quality and status of the subject. continues to grow, so too will the quality of

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Curators insight/activity for lesson sequence.

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Curators insight/activity for lesson sequence.

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I have chosen to use Padlet as my main area to curate my resources together. It is a simple user-friendly site and would be easy to teach to students. My lesson sequence will revolve around students building a simple sheet metal box. I have chosen to link some videos to give students an idea of what is expected and what the finished product will possibly look like. I have tried to choose simple and informative resources that will be easy for students to grasp.