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Synchronous work in the workshop.
Unit introduction.
Types of wood and their uses and identification.
Practice hand skills

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Synchronous work in workshop.
Power tool safety.
Practical work on their toolboxes.

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Synchronous work in workshop.
Sheet material uses and identification.
Practice hand skills.

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Give students the criteria they need to pass...
1. describe the uses of a range of woods, sheet materials, jointing aids and ironmongery;
2. make a range of woodworking joints;
3. manufacture a wooden item.

Let students ask any questions they may have.

Set out time scales for all parts of the unit i.e. summative assessment (let students help set this)

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I have spoken to my fellow lecturers and line manager to gain advice and tips on how to run this unit and what they have done in the past. I used one of their previous designs of a toolbox and adapted it slightly. A lot of the units have overlapping tasks like drawing full size Rods of what they are going to build. As the students have done this twice previously my manager was happy to omit this giving them more time on their toolboxes and as we can cross mark from other units.

I have collaborated with my fellow PDA peers on how to best to deliver this programme plan and the theory side of things with different learning designs like discussion and collaborations.

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As we didn't have to draw a full size Rod of the toolbox, it has given the students a bit of scope on the size they wanted to make it within reason. Also if they get it finished on time they will be free to to configure the inside to suit themselves and the outside to carry their own saws.

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Synchronous work in workshop.
Jointing aids and ironmongery.
Practice hand skills.

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Synchronous work in workshop.
Recap previous learnings for summative assessment.
Safe use of power tools.
Practice hand skills.

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Synchronous work in workshop.
Practical work on their toolboxes.
Preparation for summative assessment.
Summative assessment.

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Synchronous work in workshop.
Practical work on their toolbox.
Practice hand skills.
Practice quiz in preparation for summative assessment.

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3 groups will have to investigate 3 different types of wood - identify them and their uses
20min

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In pairs investigate a sheet material that you have been assigned, uses and identification.
5min

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Get students in groups of three to write up a user guide for a tools they are going to use - I will give each group a different one. This can be formative assessment to make sure they have taken in the instructions and guidelines discussed in previous sessions. They can then share it with other groups on a padlet so other groups can assess it and add to it if needed.
60min

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Each group has 5 five minutes to share the information they gathered and take any questions from other groups. Post it on jamboard.
20min

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Students to practice a number of hand joints they can choose which one/ones
60m

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Laminating timber together for the base of their tool box.
60min.

The toolbox will be the final product for summative assessment. Producing a toolbox has been discussed and chosen with other lecturers from the list provided from the SQA of what they could make as part of the unit.

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With another pair share your answers and then post your answerer's to the jamboard.
15min

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whole class discus answers on Jamboard
10min

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Demonstration on a practice joint (off their choice). Followed by questions on the steps in demonstration to gain their understanding on the process.
20min

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Practice joint in demonstration till it meets the requirements. once done practice another joint.
70min

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In groups of 3's or 4's rate their demonstration joint. Choose one winner to put up against the other groups winner. Make some points on why you have chosen it.

Then they will rate the others group winners to determine best joint.
40min

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go over days learning taking any questions that they have.
Let them know what they will be doing next day/days
10min

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Tidy work shop tools away benches cleaned down and workshop tidy. (meta skills in play?)
10min

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Unclamp their base. Repeat the laminating process for the sides and ends of their tool boxes.
90min

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In teams of four use online research to find pictures of jointing aids and ironmongery and put a note with their uses. Put findings on to the Jamboard then share your findings with the other groups.
30min

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Working on their hand joints.
60min

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Students to put quizzes up on whiteboard for the other groups to answer in preparation for summative assessment .
30 min

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Whole class discussion on whether they enjoyed and learned anything from the quiz and go over any final questions before the summative assessment.
10min

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Recap over previous 3 sessions. Then in threes make a quiz up on the identification and uses of timber and ironmongery from the information on the Jamboard.
20min

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Demonstrations on some of the power tools they are going to be using going forward. Will get different students out to repeat what I did and said so I can check they are understanding the instructions being given.
30min

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In pairs come up with safety instructions on how to use power tools then post it to padlet.
20min

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Whiteboard, Projector, Laptop, Smartphones, Jamboard, Hand tools, wood, PVA and clamps.

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Class discussion on each pair's safety instructions for power tools to ensure learners understand importance of following these instructions.
20min

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In this session we have use Social and Cognitive constructivism in our investigation and collaborative tasks. The collaborative tasks are good for Vygotsky's Zone of Proximal Development (ZPD) and peer to peer learning.

With the Practice tasks we have Behaviourism where practice and repetition improves hand skills and lets me encourage students with positive feedback or guide them with constructive criticism.

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Carry on working on different hand Joints
50min.

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Demonstration on how to put the tongue and groove on the bases for their toolboxes.
10min

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Form the tongue and groove on their bases.
60min

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work on different hand joints.
50min

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Demonstration on how to put the groove on the ends of their toolboxes and how to put the tongue on their sides.
10min

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Working on their ends and sides of their tool boxes.
90min

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A quiz on Blooket in preparation for their summative assessment.
20min

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Work on their different joints.
60min

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Go over all theory work carried out so far in preparation for summative assessment.
30min

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Summative assessment as set out in unit descriptor.
40min

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Demonstration on how to dovetail the ends of their tool boxes to the sides.
20min

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Dovetailing the ends and sides of toolboxes.
90min.

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Kenny Campbell

photo

kenneth.campbell@cityofglasgowcollege.ac.uk

Working days are Tuesday, Wednesday and Thursday

https://www.sqa.org.uk/files/nu/0095655.pdf

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The students will be presented with an exercise testing their recall of knowledge on the identification and uses of a range of woods, sheet materials, jointing aids and ironmongery by physical examination of enumerated samples. The exercise will be as follows: (a) completion items on the identification of: (i) woods and sheet materials; (ii) jointing aids and ironmongery; (b) matching items on the uses of: (iii) woods and sheet materials 5 (iv) jointing aids and ironmongery.

Satisfactory achievement of the Learning Outcome will be based on all performance criteria being met. This will be demonstrated by the student producing 3 correct responses for each of (i), (ii), (iii) and (iv).

I will give them 40 minutes to sit this assessment

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At the start of the course I gave the learners the option of when the summative assessment would be in a time frame they could pick from. With them picking the last session of the 20 hours for the summative assessment.

I will speak to the students who have a PSLP to see if they need/want any special arrangements made for their assessment i.e. scribes or readers. If they need more time to complete the assessment this will be available to them. Arrangements could also be made for alternative accomodation for them to sit the assessment.

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Any student who wasn't in that day will be given an opportunity to sit assessment next time they are. Alternative assessment arrangements will also be made for anyone who has had genuine reason through illness, injury or bereavement etc to have missed learning that would put them at a disadvantage to passing the assessment. This would be discussed with the individual.

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There will be time in the afternoon session to go over it and they will have a chance to resit on the next day  I have them 2/3/23 if needed.

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Whiteboard, Projector, Laptop, Smartphones, Jamboard, Hand tools, wood.

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Whiteboard, Projector, Laptop, Smartphones, Jamboard, Hand tools, wood, PVA and clamps.

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Whiteboard, Projector, Laptop, Smartphones, Jamboard, Padlet, Hand tools, wood, Power tools, Pencil and Paper

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Whiteboard, Projector, Laptop, Smartphones, Padlet, Hand tools, wood, power tools

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Whiteboard, Projector, Laptop, Smartphones, Blooket, Hand tools, wood, power tools.

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Whiteboard, Projector, Laptop, Jamboard, Hand tools, wood, Pencil and paper

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In this session we have use Social and Cognitive constructivism in our investigation and collaborative tasks. The collaborative tasks are good for Vygotsky zone of proximal development (ZPD) and peer to peer learning.

Then with discussion we have used Humanism which includes self esteem & confidence which you need to get your ideas or thoughts across in larger groups.

With the Acquisition task is Andragogy where its really up to the individual student to be self motivated to learn.

With the Practice tasks we have Behaviourism where practice and repetition improves hand skills and lets me encourage student with positive feedback or guide them with constructive criticism

# data[].attributes.body
In this session we have use Social and Cognitive constructivism in our investigation and collaborative tasks. The collaborative tasks are good for Vygotsky's Zone of Proximal Development (ZPD) and peer to peer learning.

Then with discussion we have used Humanism which includes self esteem & confidence which you need to get your ideas or thoughts across in larger groups.

With the Practice tasks we have Behaviourism where practice and repetition improves hand skills and lets me encourage students with positive feedback or guide them with constructive criticism

# data[].attributes.body
In this session we have use Social and Cognitive constructivism in our investigation and collaborative tasks. The collaborative tasks are good for Vygotsky's Zone of Proximal Development (ZPD) and peer to peer learning.

Then with discussion we have used Humanism which includes self esteem & confidence which you need to get your ideas or thoughts across in larger groups.

With the Acquisition task is Andragogy where its really up to the individual student to be self motivated to learn.

With the Practice tasks we have Behaviourism where practice and repetition improves hand skills and lets me encourage students with positive feedback or guide them with constructive criticism

With having the recap I am scaffolding their learning. I have been adding a bit each session in chunk down sizes now I am trying to bring it all together for their summative assessment.

# data[].attributes.body
In this session we have use Social constructivism in collaborative tasks. The collaborative tasks are good for Vygotsky's Zone of Proximal Development (ZPD) and peer to peer learning.

Then with discussion we have used Humanism which includes self esteem & confidence which you need to get your ideas or thoughts across in larger groups.

With the Acquisition task is Andragogy where its really up to the individual student to be self motivated to learn.

With the Practice tasks we have Behaviourism where practice and repetition improves hand skills and lets me encourage students with positive feedback or guide them with constructive criticism.

# data[].attributes.body
With the Acquisition task is Andragogy where its really up to the individual student to be self motivated to learn.

With the Practice tasks we have Behaviourism where practice and repetition improves hand skills and lets me encourage students with positive feedback or guide them with constructive criticism.

# data[].attributes.body
Then with discussion we have used Humanism which includes self esteem & confidence which you need to get your ideas or thoughts across in larger groups.

With the Acquisition task is Andragogy where its really up to the individual student to be self motivated to learn.

With the Practice tasks we have Behaviourism where practice and repetition improves hand skills and lets me encourage student with positive feedback or guide them with constructive criticism.