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On first meeting the students I welcome them to my class, have a little informal explorative chat with them on past experience to see if they are from industry or straight out of school.  Then I get started with a Power Point outlining the process needing to be completed in order to pass this unit and the additional Health and Safety information specific to working on a Lathe.
During the Power Point they can clearly see

The days planned for workshop and what is covered on those days.

The days in a classroom and what is required from them on those days.

The formative training and practise stages.

The Assessments and on what day these are expected to occur.  In this unit, if all students are comfortable we will do summative assessments on the 1st & 2nd of March 2023.

The tooling used in a Lathe workshop.

The Health & Safety specific to the Lathe machines.

Learners will then

Collaborate and be tasked with carrying out their own risk assessment in a Lathe workshop in groups of 3/4.  This allows them to explore all the risks associated with a Lathe, and allows me to come in and challenge and explain these in detail.

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Students are now reminded that the Stepped shaft 4 is a summative assessment and will take place on completion of Stepped Shaft 3.  They are also reminded to ask for more help or support now if required, as they do not have the luxury of asking questions during the summative assessment.
Formative assessment continues in ensuring the stepped shaft 1 is within tolerance, and allowing the learners to continue with Stepped shaft 2 and once within tolerance they fo the final stage of formative assessment in Stepped Shaft 3.
The Learners will

Demonstrate safe use of a Lathe.

Produce a component accurant to the engineering drawing and within tolerance.

Clean and make safe the area on completion.

Discuss the process and what has been learned.

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Behaviourism continues.

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Topic - Summative Assessment, producing Stepped Shaft 4

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Topic - Summative Assessment, producing Stepped Shaft 4

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As agreed with each learner we now proceed to the summative assessment.  We have a discussion on the steps the learner is planning to take in order to complete the Stepped Shaft 4.  The drawing is issued and I leave the learner to set up and begin the process. I observe the process but don't get involved unless I have a safety concern.
The learner will

Demonstrate their ability to take cross feed cuts, and longitudinal cuts.

drill to a set size.

create internal & external threads,

Problem solve any issues as they arise on the Lathe.

measure to ensure component is within tolerance in both diameter & length.

On completion the Learner will give me their component for inspection, and get feedback on both the component and my observations on their process.  I will also measure and check it's within tolerance and tell the learner if they have passed this assessment, if remedial work is required or if they have failed and need to restart.

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Unit Lecturer Maria Reilly
Contact: Maria.reilly@cityofglasgowcollege.ac.uk

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EAL_SCPEO2-011.docx

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During my time Lecturing I have found other more experienced Lecturers to be a great source of professional information.  They have lived this job far longer than I have and offer great strategies for dealing with a wide variety of issues.
I took all my teaching methods from the staff who I work closely with and very much repeated their methods during my 1st year.  However I currently have adapted a lot of my classes due to discussions and methods learned from my fellow PDA colleagues.  This has really opened up a lot of creative freedom for me and allowed me to really try new ways in which to teach the same subject.  I have added more group work and peer to peer teaching and reviewing, which the class has really responded in a positive manner to.

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My students are always asked to feedback their experience within the Lathe workshop at the end of each unit.  This has over time allowed me to be able to increase the time spend in the workshop and cut class time down, as almost all students expressed their love of working within the workshop.
The Learners are also able to have some creative feedom in the process they choose to make their component.  I only ask that they double check this process with me prior to starting, simply so I can ensure the process in safe.
Learners shape the unit in that we would never embark on any summative assessment until they are confident in their practice of the skill being assessed. Only then with their agreement do we begin summative assessments.

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Due to the nature of the Learning environment, the subject we teach and the activities being carried out, it is imperative that we put the up most importance in Health & Safety. Therefor, prior to starting any Workshop Unit our students undergo 1 full weeks training in Health & Safety.
During this week we teach -

giving a Health & Safety introduction prior to starting any workshop based classes.

Learners must arrive dressed in the appropriate PPE of safety glasses, overalls and safety boots.

giving an awareness of our general housekeeping rules

detailing Fire exits and alarms procedures.

planning adequate breaks to allow students time to rest.

Prior to workshop classes commencing the Students are tasked with completing a risk assessment sheet to make them aware of all the Hazards and Risks associated with their environment and the activities carried out in the workshop.   We do this to ensure each Learner is aware and can accurately spot a potential hazard, this ensures they work safely in the workshop.This is done to show the students that all risks within the college have been recorded and made as safe as possible within that working environment.

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Humanism – I believe we are trying to reach and include the entire student in their learning journey. Creating working relationships, building confidence and a good working environment in which they thrive and work in social groups.

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Pen & Paper, Roughing tools, Parting-off tool, stock & die, tap & wrench, dead centre, half-dead centre, centre drill, reamer, boring tool, 4-jaw chuck, 3-jaw chuck, Enquirer, computer, monitor, projector, power point, Teams.

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On returning to class for the afternoon session, we now turn our attention to the safe operation of a Lathe machine in order to produce the practise pieces of the Stepped Shaft.  I start by an acquisition task in demonstrating how to do all relevant safety checks, how to secure their material, attach the correct tooling and finally how to operate a Lathe.  Throughout this process the Learners are encouraged to take the controls and do a cut, and are free to ask any questions they may have.
It's then over to the learners to

Acquire all materials and tooling

Practice safe set up of the machine.

Demonstrate the safe use of the Lathe machine to take cuts on the surface of the material.

Discuss the process and how comfortable they feel on the Lathe before cleaning up and returning all tools to the store.

At the end of day 1, it's often the case that I would be assessing who may have a growth mindset against who may need more encouragement and support to bring them out of a fixed mindset.

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I begin the class with a whole class risk assessment by allowing the learners to explore the hazards, risks and steps possible to eliminate these.  This is done on the whiteboard with the learners writing all information, while discussing the risks.
The learners then

acquire their work piece and all tooling.

set up their Lathes.

Do the relevant H&S checks.

Demonstrate the use of the Lathe - initially with me standing beside each person.

While I observe the students, I use this time for a diagnostic assessment of each student.  Having a chat with each student as I go and determining who may need more support.
The learners now practise taking cuts in order to correctly produce Stepped Shaft 1.  Once complete they measure using micrometers, and then get a fellow Learner to check their work before submitting to me for feedback.

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We move to an IT classroom for this session, in order to go through the requirements needed to write an Engineers Report.
The students get a template and we have lots of discussions on each question, in order to draw the knowledge the students require as it should already be something they are very familiar with.
The students will

Complete each question demonstrating their knowledge on the subject covered.

have the opportunity to further their knowledge by sharing information and collaborating with their fellow classmates and Lecturer.

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Pen & Paper, Roughing tools, Parting-off tool, stock & die, tap & wrench, dead centre, half-dead centre, centre drill, reamer, boring tool, 4-jaw chuck, 3-jaw chuck, Enquirer.

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Topic - Formative Assessment producing the Bearing Housing

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Topic - Formative Assessment producing the Bearing Housing

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As we are begining a new process and component, I begin the class with a whole class risk assessment by allowing the learners to explore the hazards, risks and steps possible to eliminate these.  This is done on the whiteboard with the learners writing all information, while discussing the risks.

I then do an acquisition task in demonstrating the new process of boring out from an internal diameter.  Learners are again encouraged to take the control and have a practise, as well as ask any questions before returning to their own Lathe.
The learners then

acquire their work piece and all tooling.

set up their Lathes.

Do the relevant H&S checks.

Demonstrate the use of the Lathe to produce the Bearing Housing practise piece.

The learners now practise boring out in order to correctly produce the bearing housing practise piece.  Once complete they measure using vernier callipers, and then get a fellow Learner to check their work before submitting to me for feedback.

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Social constructivism – I believe we are working in social groups to learn from each others experiences and knowledge on the subject unit being taught.

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Behaviourism – This will now come in to play as we are learning how to behave in the workshop through constant feedback from myself as Lecturer. We are constantly trying to feedback on positive behaviour and skills, and offer ways in which to improve anything poor practises.

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Behaviourism now hopefully provides the base for these students to shine in the summative assessment.

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Social constructivism – By working in social groups to learn from each others experiences and knowledge on the subject unit being taught.

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Behaviourism - as we practise the best methods and working practises in an Engineering environment.

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Topic - Summative Assessment, producing Bearing Housing 2

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Topic - Summative Assessment, producing Bearing Housing 2

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As agreed with each learner we now proceed to the summative assessment. We have a discussion on the steps the learner is planning to take in order to complete Bearing Housing 2.  The drawing is issued and I leave the learner to set up and begin the process. I observe the process but don't get involved unless I have a safety concern.
The learner will

Demonstrate their ability to drill & bore out.

Problem solve any issues as they arise on the Lathe.

measure to ensure component is within tolerance in both diameter & length.

On completion the Learner will give me their component for inspection, and get feedback on both the component and my observations on their process.  I will also measure and check it's within tolerance and tell the learner if they have passed this assessment, if remedial work is required or if they have failed and need to restart.

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The learning environment within the Lathe workshop is very well lit and has 12 Lathes so we are able to locate 1 to each student.  This therefore ensures that they are able to spend all allocated teaching hours learning and producing components on the Lathe.

All the tooling and machinery are calibrated or inspected as necessary by Technicians on a weekly basis to ensure these are safe and fit for use by our students.

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Behaviourism - all the steps taken now become natural and will be showcased in the summative assessment.

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Roughing tools, Parting-off tool, stock & die, tap & wrench, dead centre, half-dead centre, centre drill, reamer, boring tool, 4-jaw chuck, 3-jaw chuck, Enquirer.

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The learning environment within the Lathe workshop is very well lit and has 12 Lathes so we are able to locate 1 to each student.  This therefore ensures that they are able to spend all allocated teaching hours learning and producing components on the Lathe.

All the tooling and machinery are calibrated or inspected as necessary by Technicians on a weekly basis to ensure these are safe and fit for use by our students.

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Whiteboard & Marker Pen, Roughing tools, Parting-off tool, stock & die, tap & wrench, dead centre, half-dead centre, centre drill, reamer, boring tool, 4-jaw chuck, 3-jaw chuck, Enquirer.

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The learning environment within the Lathe workshop is very well lit and has 12 Lathes so we are able to locate 1 to each student.  This therefore ensures that they are able to spend all allocated teaching hours learning and producing components on the Lathe.

All the tooling and machinery are calibrated or inspected as necessary by Technicians on a weekly basis to ensure these are safe and fit for use by our students.

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Pen & Paper, Roughing tools, Parting-off tool, stock & die, tap & wrench, dead centre, half-dead centre, centre drill, reamer, boring tool, 4-jaw chuck, 3-jaw chuck, Enquirer, computer, monitor.

# data[].attributes.body
The learning environment within the Lathe workshop is very well lit and has 12 Lathes so we are able to locate 1 to each student.  This therefore ensures that they are able to spend all allocated teaching hours learning and producing components on the Lathe.

All the tooling and machinery are calibrated or inspected as necessary by Technicians on a weekly basis to ensure these are safe and fit for use by our students.

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Enquirer, computer, monitor, projector, power point, Teams.

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The IT classroom is equipped with computers for each student. We also have the use of a Whiteboard and projector to be able to display all relevant information. It is also a clear, airy space and a great environment for the students to be able to discuss with each other the details of all Lathe work, while at the same time providing them adequate space to work solo on their reports.

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Pen & Paper, Roughing tools, Parting-off tool, stock & die, tap & wrench, dead centre, half-dead centre, centre drill, reamer, boring tool, 4-jaw chuck, 3-jaw chuck, Enquirer, computer, monitor.

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The learning environment within the Lathe workshop is very well lit and has 12 Lathes so we are able to locate 1 to each student.  This therefore ensures that they are able to spend all allocated teaching hours learning and producing components on the Lathe.

All the tooling and machinery are calibrated or inspected as necessary by Technicians on a weekly basis to ensure these are safe and fit for use by our students

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Students who either can't attend or who may have failed the original summative assessment are given the opportunity to sit the summative assessment at a later date. If this were to occur, we would do a revision session before it at a time and date agreed with the student, and consolidate their previous learning so they are prepared to undertake the summative assessment and express their own readiness to do so.

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Pen & Paper, Roughing tools, Parting-off tool, stock & die, tap & wrench, dead centre, half-dead centre, centre drill, reamer, boring tool, 4-jaw chuck, 3-jaw chuck, Enquirer, computer, monitor.

# data[].attributes.body
The learning environment within the Lathe workshop is very well lit and has 12 Lathes so we are able to locate 1 to each student.  This therefore ensures that they are able to spend all allocated teaching hours learning and producing components on the Lathe.

All the tooling and machinery are calibrated or inspected as necessary by Technicians on a weekly basis to ensure these are safe and fit for use by our students

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Students who either can't attend or who may have failed the original summative assessment are given the opportunity to sit the summative assessment at a later date.  If this were to occur, we would do a revision session before it at a time and date agreed with the student, and consolidate their previous learning so they are prepared to undertake the summative assessment and express their own readiness to do so.

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An alternative assessment plan may be deemed necessary if the learner has any additional needs.  In this case the needs would be communicated to the college as soon as they become known, and the Learning and Support staff would put a plan in place to alert all the Learners Lecturers to the students needs and most importantly, tell us Lecturers how we can support this Learner best in their college journey.  The system would flag upon a Lecturer taking the register, the phrase 'PLSP' meaning this student has a Personal Learning Support Plan.  As Lecturers we adhere to WCG2 Legislation, which legally requires me to ensure I adapt my class and teaching material to ensure it is perceivable to the Learner, operable in that they can access and respond, understandable and robust in ensuring the content is transferred to the learner.

# data[].attributes.body
An alternative assessment plan may be deemed necessary if the learner has any additional needs.  In this case the needs would be communicated to the college as soon as they become known, and the Learning and Support staff would put a plan in place to alert all the Learners Lecturers to the students needs and most importantly, tell us Lecturers how we can support this Learner best in their college journey.  The system would flag upon a Lecturer taking the register, the phrase 'PLSP' meaning this student has a Personal Learning Support Plan.  As Lecturers we adhere to WCG2 Legislation, which legally requires me to ensure I adapt my class and teaching material to ensure it is perceivable to the Learner, operable in that they can access and respond, understandable and robust in ensuring the content is transferred to the learner.

# data[].attributes.body
The learning environment within the Lathe workshop is very well lit and has 12 Lathes so we are able to locate 1 to each student.  This therefore ensures that they are able to spend all allocated teaching hours learning and producing components on the Lathe.

All the tooling and machinery are calibrated or inspected as necessary by Technicians on a weekly basis to ensure these are safe and fit for use by our students.