SCHOOL PLACEMENT SCHEME OF WORK (2018-2019)
Student ID No. G00331497
Subject: Materials Technology (wood)
Pupil Year Group: 2nd Year
No. of Lessons: 20
Date: 26/11/18
PREVIOUS LEARNING
KNOWLEDGE
 Majority have completed 1st year
MTW
 Basic knowledge of marking out in
millimeters and cutting tools
 Health and Safety protocols and
procedures in the classroom
 Limited knowledge of analyzing
working drawings with missing
dimensions
Topic: Design Led Teaching & Learning
Junior Cert Style MTW Practical Project
The timber industry
No. of Pupils: 17
Length of Lessons: 60 minutes
Time of Lesson: 13:55 - 14:55 Monday,
11:15 – 12:15 Friday
SKILLS
 Limited Technical Graphics skills
(reading from a working drawing)
 Limited woodworking practical
skills
 Mathematics
 Problem solving skills
 Group work skills
 Critical thinking skills
 ICT Skills
 AIMS
The aims of this scheme are to…
1. “To promote the
personal, social,
educational and vocational
development of pupils and
to prepare them for their
role as autonomous,
participative and
responsible members of
society”, (NCCA, 2008).
2. Improve pupils spatial
and psychomotor abilities,
through the
implementation of
problem-based activities
and practical based
activities.
“Learning through
structured play and use of
the senses”, Maria
Montessori
3. Develop a sound grasp of
woodworking techniques
and skills based on practical
experience.
4. Illustrate the process of
creating a piece of furniture
from a given junior cert
style brief accompanied by
a portfolio
LEARNING OUTCOMES (LOs) ASSESSMENT
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. Public speaking
assessment
1. Confidentially present their
(Rubric)
project and portfolio to
their peers and the teacher
2. Peer review
2. Cooperate in groups to
(Rubric)
further enhance
interpersonal skills
3. Group Work
necessary for later in life
(Dewey – Co-
situations
Operative
Learning)
1. Correctly and effectively
use machines and hand
tools to design and
construct an elegant and
functional piece of 1. Feedback
furniture constructed from 2. Observation
various materials 3. Peer demos
1. Develop higher order
thinking and critical
thinking skills.
1. Design and manufacture a
1. Peer assessment
piece of furniture that
2. Projects
conforms to a leaving cert
3. Visual inspection
style brief
4. Discussions
1. Solve, analyze, interpret 1. Observation
and dissect the necessary 2. assessment of
content required of each sketches during
heading in a portfolio brief research stage
1. Express themselves 2. 3. end of block
through the process presentations

5. Demonstrate and refresh
the techniques of cutting a
different variety of joints to
a high level of specification
that conforms to the
working drawings
intrinsic motivation by
designing their own unique
piece of furniture
1. Peer review
1. Complete their projects
(Rubric)
utilizing the skills given to
2. visual inspection
them to produce a high-
3. feedback
quality unique piece
4. presentation

 Add as many rows as required

NUMERACY ORACY GRAPHICACY

LITERACY STRATEGIES
STRATEGIES STRATEGIES STRATEGIES
 Word Wall  Working  Peer assessment  Working
 Handouts drawings (bfk) drawings
 Presentations  Cutting list  Answering  Posters
 Learning  Measuring questions out  Models from
intentions stock and loud previous TY
 Annotated joints  Peer review modules
drawings  Using scales  Public speaking  PowerPoint
 Posters in drawings  Presentations presentations
 Exit cards (bfk)  unknown  Students  Mind maps
 Rubric dimensions introducing  sketching
 Mind maps that require themselves in
figuring out the first lesson
 Adding and  Group work
Subtracting  Questioning
measurement  Group debating
s  Peer demos
 Think pair share

DIFFERENTIATION STRATEGIES
Gender Inclusion
Multicultural Inclusion
(bfk)
 Mixed gender grouping
 Apply logos to 3D shapes that would apply to
each gender
 Gender neutral working drawings
 Gender neutral woodwork projects
 Group work mixed sexes
 Characters on posters both genders
 Mixed seating plan
 Questions asked equally between genders
 Not using male or female pronouns
 Cautious of language “well lads”
 Equal opportunity given to both
 Male and Female inclusion in demos
 Both genders get equal turns at role playing
 Four multicultural students fully integrated
into Irish environment (according to coop
teacher)
 No language barriers
 Use pictures depicting objects from other
cultures
 Posters in different languages

SEN Strategies
*NOTE: I am not allowed access
to SEN student documents until I
have a registered account with
the school, of which they will
only do once I start SP
 Buddy system
 Group work
 Question everyone
 Be aware of racism in the classroom
 Encourage student to share culture with
projects
 Project should be intercultural
 Media to involve different cultures
 Include traveller community
Dyslexia: Use of a word wall to reinforce new words
learned in class.
 Higher and lower order questioning
 Repeat tasks
 One on one mentoring
 Buddy system
 Comic Sans font used in presentations.
 Yellow colored background on power Point
slides.
In accordance to The Education Act 1998,
The Education for Persons with Special
Educational Needs Act 2004 and The Equal
Status Acts 2000-2004 as a teacher of
Portlaoise College I aim to:
 Give practical effect to the constitutional
rights of children who have a disability or
who have other special educational needs, as
they relate to education.
 Provide, as far as is practicable and having
 regard to the resources available, a level and
quality of education appropriate to the
needs and abilities of all students in the
school.
 Ensure that students with special educational
needs are educated in an inclusive
environment, as far as possible.
 Affirm that students with special educational
needs have the same right to avail of, and
benefit from education as students who do
not have those needs.
 Provide for the involvement of parents in the
education of their children and in the
decision-making process in relation to their
children.
 Ensure that students with special educational
needs are identified and provided for in a fair
and equitable manner so that their learning
potential and their sense of self-worth and
dignity is developed and respected.
 Ensure contact with members of staff about
any contribution they can make in this area.
 Ensure that special educational needs are
not viewed in isolation, but in the context of
the whole school and community.
 Ensure that students with special educational
needs are offered a broad, balanced and
differentiated curriculum and that they are

Mixed Ability Teaching Strategies
provided for in an inclusive way.
 Set high standards for students with special
educational needs and provide them with
appropriate guidance, encouraging them to
achieve to their full potential.
 Develop staff expertise in supporting
students with special educational needs.
 Encourage and foster positive partnerships
with parents, in order to achieve appropriate
support at home and at home.
 Co-ordinate the advice, guidance and
support of other agencies in supporting
students with special educational needs.
 Ensure the effective and efficient use of
resources.
 Monitor and evaluate the effectiveness of
practice in support of students with special
educational needs.
 Paired/ Group work
 Seating plan, (pairing weaker students with
higher ability students)
 More in depth in class assistance and
feedback from the teacher.
 Higher and Lower order questioning
 Using different terminology to cater for
weaker students
 Handouts adapted to suit students with
lower technical capacity
 Visualizer
 Teacher feedback and one on one assistance
to weaker or struggling students
 Checking each other’s work
 Liaison with SNA
 Comic sans text
 Word walls
 Posters
 MA Question sheets
 MA Homework assignment
 Extra time to complete tasks
 Teacher assistance
 Visually inspect
 Buddy System, strong student beside weaker
student.
 LESSON/ CURRICULUM/ SYLLABUS TEACHING ASSESSMENT
WEEK
TOPIC CONTENT STRATEGIES STRATEGIES
 Class dialogue  Group
 Handout (JC discussions/
style brief) debate
 Worksheet  Higher/lower
(checklist of order questioning
 Introduction of
tasks needing  Exit cards
teacher to the
fulfilment)  Brainstorming
students
 Problem Based  Student feedback
 Identify 2nd Year
 Teacher Learning  Checklist handout
syllabus
1  Identify our  Group work  Traffic lights
Introduction (Vygotsky/Brun
learning intention
26th-30th  JC Style Project er)
for today
Nov  Launch of Junior  Class dialogue
launch  ICT, use of
Cert style brief
 Project planning computer room
to carry out
 Research and
research and
investigation
‘Microsoft
Word’
 Active learning
 PowerPoint

 Problem based  Sketching

learning  Linked to
 Discovery previous learning
learning  Monitoring with
 Sketching of
(Bruner) feedback
proposal
 Reissue  One to one
 Design solution of
Handouts mentoring
chosen artifact
(portfolio guide)  Student
 Preparation of  Submission of
 ICT, use of independent
portfolios project idea computer room learning
2  Working drawings to carry out
 Solutions
research and
rd th and 3D ‘Microsoft