Module Title: School Placement 4/TP2

LESSON PLAN (2015-2016)

Subject:

Topic(s):

Small Foot Stool

Pupil Year

Construction
studies/ MTW
Transition Year

No. of Pupils:

19

Group:
Lesson

Length of lesson:

75mins

Number:
Date:

08/01/2016

Time of Lesson:

11:25 (Double)

1. PREVIOUS KNOWLEDGE AND SKILLS

PREVIOUS KNOWLEDGE (K)

SKILLS (S)
Set induction/set closure
Correct use of chisels and Tenon
saw etc.
Correctly mark out a project.
Word wall
Use of tenon saw, chisels etc.
Able to use scroll saw, band saw,
pyographer, pillar drill

Classroom rules and routines

Health and safety
Use of marking out equipment.
Language terminology
Basic hand tools
Health and Safety of machines

*KEY: S=Skill, K= Knowledge

RATIONALE
Subject Matter (What and
Why?)
Reinforce the correct use of
marking out equipment. Through
co-operating teacher some
students struggle.
Introduction of halving joint as
co-operating teacher stated that
this joint would be a natural
progression for the students
Recap on the use of handtools,
and the removal of waste from a
joint.

KEY
*
RL

NL

Methodology (How?)
By dividing class into groups, within
groups have two students who have
complete MTW up to JC level. They will
act as mentors and peer teach
Through various models and samples.
And link back to housing joint which
they have previously completed.

RL
Again using the mentors within the
group assign them key points to cover
when demonstrating to the group

*KEY: RL=Reinforced Learning, NL=New Learning

2.

AIMS

Module Title: School Placement 4/TP2

The main aims of this lesson are to:

KEY

1. Increase the hand skills of the students, so they are working to a

*
PM

high degree of accuracy.

2. Introduce the halving joint to the group, through incorporating it in

a small project.
3. Develop the stronger students knowledge through peer mentoring

C, A

and assigning them roles.

4. Further stimulate the students interest in the topic through the use

C, A

of motivational content within each lesson.

*KEY: C=Cognitive, PM=Psychomotor, A=Affective

3. LEARNING OUTCOMES & CORRESPONDING ASSESSMENTS

Learning Outcomes (LOs)

Assessment of LOs

At the end of this lesson the

students will be enabled to

(Note: each LO has an assessment.

Include a variety of types.)

Aim One LOs

Identify a the correct

Through

bad

practice

demonstration

equipment for the

getting students to correct and identify

correct procedure
Competently use the

the correct use for each tool

equipment to an

transparency sheet.

accurate standard

Close observation by teacher

Identify a halving joint

Correctly mark out a

Through the use of sample joints and

halving joint

Close observation of teacher and also the

Through the use of a self-assessment

Aim Two LOs

images of the joint in use

group mentor.

Aim Three LOs

Organise their own

Ensuring that the leader is been pro-

groups to work together

active and has a sense of leadership

as a team
Develop their own

Getting the leaders to set up tool plans

management and
negotiation skills
Aim Four Los

and cleaning rotas for within their group

Module Title: School Placement 4/TP2

Feel confident in their

Observation

of

the

students

overall

own skills to progress

impressions within the room and their

with confidence in the

enthusiasm for the subject

subject
4. THE LESSON

TIME

TEACHER ACTIVITIES

PUPIL ACTIVITIES

KEY*

LINE
SET INDUCTION (BEGINNING)
0-2 mins
Teacher greets students
at door and assigns them
their seats
5-10mins

10-12mins

Teacher
introduces
themselves to the class
group, showing samples
of
work, quick
read
through the rules and
routines of the classroom
and the class rotas.
Teacher instruct students
to introduce themselves
and one thing about
themselves

Students will enter the

room
quietly
and
mannerly and take their
seats
Students will sit quietly
and ask any questions
they feel necessary.
Students will adhere to
the classroom routines.

O, CL,
M
A

Begin
by
introducing
themselves in clear and
professional manner.

LESSON SEQUENCE (MIDDLE)

12-17mins
Divide class into 5 groups
of 5 and one group of 4,
according to experience
and
advise
from
cooperating teacher
Each
group
will
be
assigned
leaders,
demonstrators,
organisers and cleaners,
rotating each week.
17-25mins
Introduce
the
halving
joint through an animated
PowerPoint and model.
Highlighting:
Uses,
strengths,
weaknesses
different
variations

Students will wait to their

name is called then join their
assigned group.

Students will observe the

highly visual PowerPoint
while physically observing
the various samples and
variations of the joint
been
handed
around.
Students will be asked,
have they seen it before
and if so were?

G
O
L
GI
M
A

O
L

GI
M

Module Title: School Placement 4/TP2

A
L
N

25-30mins
Distribute
the
working
drawing and assign roles to
the group.
30-35mins

35-50mins

50-60mins

60-70mins

Students will take on their

roles and begin critically
observing the working
drawing.

Short brief demonstration

on how to begin to mark
out the piece using the
data visualizer
Asking Higher order and
problem solving
questions about the
marking out equipment
and measurements.

All students will observe

the demonstration
answering questions on
the marking out
equipment and correcting
the teachers bad practice
examples.

Allow groups to begin

marking out the piece.
Highlighting that it is the
experienced students
how will be peer
teaching.

Students will work in their

groups and through using
the experienced students
complete the marking out
of the piece.

Whole class
demonstration on the
tenon saw, on correct use
and stance and health
and safety. Stronger
students will be asked to
input into the
demonstration

Form semi-circle around

bench and observe
demonstration.
Stronger students will
develop their skills and
assist teacher with
demonstration.

Observe the class groups

ensuring groups are
working effectively,
health and safety, and
any difficulties or
problems that may arise.

Students will return to

their bench and complete
the remainder of the
project to date.

O
M
A
N
CL
O
N
L

CL
MI
M
A
GI
CL
M
A

CLOSURE (END)
70-72mins

Instruct students to begin

tidying up, using rota
select students to collect
Working drawings and
timber.
Assign students a

Students will begin to tidy

up independently and
selected students should
be the only students
walking around the room.
Students will take note of

CL
M
A

Module Title: School Placement 4/TP2

72-75mins

sketching exercise for HW

on their design
Have a short recap on the
design process and the
halving joint
Instruct students to line
up and leave their desk

HW
Students will answer
questions on exit.
Students leave in an
orderly manner.

L
N
O

*KEY: L=Literacy, N=Numeracy, O=Oracy, G=Graphicacy, SEN=Special Educational

Needs, MA=Mixed Ability, CL= Cooperative Learning, GI=Gender Inclusion,
MI=Multicultural Inclusion, C=Creativity & DL=Design Led.

5. LIST OF TEACHING RESOURCES

Animated Powerpoint
Working drawing of stool
Models of various stages
Class list
Cleaning rota
Required timber
Group list
Demonstration pieces
Demonstration bench,

6. CRITICAL REFLECTION
Strengths

Challenges

Module Title: School Placement 4/TP2

Suggestions for Improvement