Shannan McPeak's 2010 Workshop Technology program available online. This document is a work in progress. The actual program will change continuously in an effort to improve and develop my practice.

1. 2010 YR8 TECHNOLOGY UNIT PLAN - WALL CABINET
Key Competency: The students then begin their major view as they continue with their
Term 1 Self Management project, which can be considered to be tasks. These are not specifically
Term 2 Science & Technology: finished at three strategic points. For related to the wall-cabinet task
Thinking those students who require more time, although are relevant and are
Term 3 To Be Confirmed the simple wall cabinet with two shelves designed to generate interest and
Term 4 To Be Confirmed finished well will be acceptable. For again, improve workshop literacy.
those students who progress further, the • ‘Keys to Technology’ posters
finger-jointed drawer will be an added displayed indicating various
feature. Finally, for those who make good commonly used key words within
progress, the bespoke lap-jointed panel the FIS Technology Dept.
door will be a pleasing touch. • This project has been designed
with a minimum of jigs, requiring
Within the Technology Department, the students to carefully use
eight various Achievement Objectives appropriate measuring and marking
have been delegated across the three out tools, thereby creating a more
codes: Workshop, Fabric, and Food authentic workshop experience.
Technology. Within Workshop Technology,
the following Achievement Objectives will Timeframe
be taught and assessed. Others may be Technology instruction at Fairfield
taught although only these will be Intermediate School affords students 13
specifically assessed: weeks of workshop instruction. Each
Theme • Brief Development (BD) fortnight, students will have three 1.5
In 2010, the initial overarching theme for • Planning for Practice (PP) hour lessons, resulting in a total of 18-19
Fairfield Intermediate is Self • Technological Modelling (TM) 1.5 hour sessions.
Management. A banner saying ‘Workshop • Technological Products (TP)
Technologists manage themselves by • Outcome Development &
setting personal goals, high standards, Evaluation (ODE)
making plans, and managing resources’
will be displayed clearly in the workshop In the student workbook, each of the AO
environment. Throughout their time in linked assessment tasks is accompanied
the workshop, students will be with an Assessment Criteria rubrik, which
encouraged to consider how they can both the student and the teacher assess.
manage themselves by considering one or The Assessment Criteria are based upon
more of these factors at any one time: the level two Indicators of Progression.
• goal-setting - based on their initial
designs Differentiation / Literacy & Numeracy
• having high standards - a daily Within the workshop environment, a
attention to detail, number of structures exist to support
• planning - thinking ahead, as well students at their level. These include:
as considering th eir next steps • A3 colour laminated flipcharts on
carefully in order to minimise each workbench, providing easy
mistakes and maximise their final visual access for all students to
outcome and success, and each step of the project.
• managing resources – considering • a spreadsheet style ‘tracker’ on a
theirs and their classmates needs
with regard to workspace, tools,
equipment, safety, and also by
minimising waste St Joseph’s students have less time in
each Technology, with a total of ten
Justification weeks per class. This means they receive
This wall cabinet project has been 15 classes. As a result, some design tasks
selected and designed as a focus for are skipped. These students are also more
students in 2010 as it provides a number likely to finish their wall cabinet with a
of achievable challenges, a pleasing drawer only.
outcome, room for personalisation, and a
broad experience with various basic Health & Safety
workshop tools and techniques. computer monitor indicating This a primary concern for students
individual student progress. experiencing the workshop environment.
This project and accompanying student Students update their tracker log As shown on the unit plan, students’ first
workbook have been designed with a view each time a step is complete. The session involves an orientation with a
to preparing students for yr9-11 tracker is a visual incentive for focus on safe self-management in what
Technology instruction and skills. students, and a big-picture can be a dangerous space. Students are
indicator for the teacher. taught and reminded of the need for
Progression them to come prepared, and to beware of
• a PowerPoint style display on a
This project will their surroundings. Six main safety and
large LCD screen illustrating the
initially require self-management factors are reinforced
current task for the majority of the
students to for all students:
students
complete a small 1. Covered footwear should be worn
• A3 colour laminated posters
pencil holder 2. Aprons should be worn
mounted on the side of each
which in itself, 3. Long hair should be tied up
bench. Each poster shows one tool,
requires accuracy 4. Sharp pencil should be brought
its’ name, and brief description.
and attention to 5. One person operating each
These are designed to support
detail in marking machine
workshop literacy.
out, cutting, and 6. Workspace should be kept tidy
• A1 colour laminated posters on the
assembly.
walls, for students to browse and

2. Indicator of Digital Resources, Students should
Lesson # Lesson sequence Potential Hazards 1.5hr blocks
Achievement Equipment & Materials have…
We are learning how to: recognise hazards in the workshop
Discuss: potential hazards and what might be done to
minimise them Students being Student workbooks
Tour of the workshop highlighting hazards and basic shop nosey Pencils / colour pencils
Drawn four clear
Workshop safety rules Touching sharp Pencil sharpener
1 and simple safety ½
Safety Task: draw four workshop safety icons tools Tidy workshop
icons
Allocate monitors for the daily procedures: Brush off the Students turning on Aprons
drills, aprons hanging neatly, tidy table 1,2,…6, sweep machinery Tracker ready
floor, sweep each table, ensure absent students work is
packed away, ensure tool racks are tidy, etc
We are learning how to: write a ‘Design Brief’
(3BD) Describe
Video: making of the London Eye. Ask students to watch for
the physical and None if lesson Watched the
what was originally required when designing. Student workbooks
functional nature carried out in ‘London Eye’
Review design brief from video Sharp pencils
of the outcome, Design Room video and
Design Brief 2 Intro: ‘Design Brief’ concept Video: Making of the ½
explaining how it Students getting off completed
Intro: ‘Design Brief’ section in student workbook. London Eye
will address the task and playing writing their own
Intro: keyword: attributes
need or with tools Design Brief
Review assessment criteria
opportunity
Task: complete Design Brief
We are learning how to: explain clearly None if lesson Completed planning
(3PFP) develop a
Discuss: cooking recipe analogy and its’ value carried out in section 1.5
plan identifying Student workbooks
Review & Discuss: rubrik associated with ‘Planning’ Design Room appropriately as
Planning key stages & 3 Pencils / colour pencils
Task: students complete planning section appropriately Students getting off discussed with Or several ½
required Pencil sharpener
[This process could also be completed step by step, at the task and playing regard to the hour blocks
resources
completion of each stage] with tools rubrik
(3TM) explain We are learning how to: compare and contrast various None if lesson
how different modelling methods carried out in Student workbooks
Completed
modeling forms Discuss, one after the other, each of the following modelling Design Room Pencils / colour pencils
Modelling 4 ‘Modelling’ ½
provide different methods, recording at each stage the different types of Students getting off Pencil sharpener
section
types of evidence each method would provide [Talking, 3D task and playing Various physical models
evidence. Animation, Thinking, Prototype, Drawing, Scale Model] with tools
We are learning how to: compare and contrast materials
Introduce and discuss concepts of good value, aesthetics, Completed
(2TP) None if lesson
and durability. ‘Materials’
describe the carried out in
Task: students record paraphrased definitions for each Student workbooks section
performance Design Room
Materials 5 Introduce: four potential construction materials for the door Pencils / colour pencils appropriately as ½
properties of Students getting off
insert and discuss merits of each with regard to the three Pencil sharpener discussed with
particular task and playing
keywords discussed. regard to the
materials with tools
Task: students rate each of the materials using the star rubrik
system as indicated in their workbook
We are learning how to: construct ‘Housing Joints’
(ODE) Discuss: importance of cutting accurately
Evaluate Intro: ‘H’ test
Pine pieces precut for ‘H’
suitability of Demo: mark Housing Joint
‘H’ test Misuse of Tenon test
materials/compo Task: mark out Housing Joint
Saws Tenon Saws
nents, based on Demo: Tenon Saw safety
Sharp chisels Sharp pencils Constructed their
their Demo: Tenon Saw accuracy
Heavy mallets Chisels test ‘H’ frame to
performance 6 Demo: cut Housing Joints 2
Students without Mallets stand with
properties, to Task: cut Housing Joints
shoes must not PVA glue bottles minimal wobble
select those Safety: highlight dangers of sharp chisels
be engaged in Quick clamps
appropriate for Intro: chisel and mallet
this learning Tri-squares
use in the Demo: wasting with chisel and mallet & test-fit
production of Task: wasting & test-fit
the outcome Demo: glue-up of ‘H’ frame
Task: glue-up
We are learning how to: use scribbles to help design None if lesson
(3ODE) Describe Discuss: How do we design? What makes a good design? carried out in Clearly drawn their
Design design ideas for Discuss and demo: Process of reviewing and refining ideas. Design Room Student workbooks handle design,
6 ½
Outcome potential Intro: scribble designing Students off task Sharp pencils door cutouts, and
outcomes Review: Assessment Criteria and playing with side detailing
Task: design handle, door and side cutout tools
We are learning how to: construct templates from designs Student workbooks
Demo: copy designs into cardboard models to test idea Thin card/heavy paper Constructed two
(3ODE) Produce
Safety: sharp knives are dangerous. Blades should always be Sharp knives squares cardboard models
Create and trial a
7 withdrawn when not in use. Bracing hands should be Swallowing foam Sharp pencils & one florist- ½
templates prototype of the
behind blade – NOT in front pieces Scissors foam handle
outcome
Task: transfer final designs onto card templates Foam board squares model
Demo: convert final model into foam-board templates Carbon paper
Prepare Student work
Housing We are learning how to: create accurate ‘Housing Joints’ Wood chips in eyes Pine pieces precut
Constructed four
Joints (3ODE) Produce Show: construction joint cards Wood splinters Tenon Saws
neat recesses
and trial a Discuss: which joints could we use and why? Slipping on wood Chisels & Mallets
8 ready for 2
prototype of the Justify use of ‘Housing Joint’ shavings PVA glue & Spreaders
assembling
outcome Demo: how to construct Housing Joints Tenon Saws Wet sponges
housing joints
Task: prepare four Housing Joints Sharp Chisels Quick clamps
Tri-squares, Steel rules
Assemble We are learning how to: Use PVA Glue effectively
basic 4-pc Student work Completed
(3ODE) Produce Discuss: joint surface area versus strength PVA Glue should be
frame PVA Glue bottles assembling and
and trial a Demo: PVA use appropriately on all touching joint surfaces washed off after
9 Glue spreaders clamping their ½
prototype of the Demo: how to clamp without damaging work use
Wet sponges Housing Jointed
outcome Demo: how to remove excess PVA Glue Fingers in clamps
Quick clamps frame
Task: assemble Housing Jointed basic frame
Back panel Student work
We are learning how to: brace a cabinet square Sharp edges of tri-
(3ODE) Produce Tri-squares Affixed their back
Discuss: reasons to have back panel (aesthetic/structural) squares
and trial a Panel pins & hammers panel so that
10 Demo: checking for square Small nails falling ¼
prototype of the Back panels their cabinet is
Demo: affixing back panel and causing slips
outcome PVA glue & spreaders square
Task: check for square and affix back panel on floor
Wet sponges
Planed top (3ODE) Produce 11 We are learning how to: use a Jack Plane safely Very heavy body of Student work Completed planing ½
and trial a Discuss: possible methods for shaping top and base edge Jack Planes Jack Planes – checked their top and

3. Intro: Jack Plane
Demo: safe Plane use Sharp blade of Jack
prototype of the
Demo: accurate Plane use Planes bottom pieces
outcome
Optional: use sandpaper to finish shape smooth
Task: plane top and base of cabinet
Dowel Student work
We are learning how to: construct Dowel Joints
jointed top Quick Clamps
Show: construction joint cards
& base PVA Glue
(3ODE) Produce Discuss: possible construction joints for top/base Dowels falling and Dowel Jointed their
Wet sponges
and trial a Justify: use of dowel joints causing slips on top and base on
12 Glue spreaders 1
prototype of the Demo: marking out, drilling, centre-points, re-drilling floor to their basic
Centre-points
outcome Task: marking out, drilling, centre-points, redrilling Fingers in clamps frame
Fluted 8mm dowels
Demo & Task: test-fitting, PVA application, clamping, clean-
Drills: 8mm wood bits
up of dowel-jointed top and base
Construction Joint cards
Student workbooks
 Photograph student progress as evidence for workbooks
Task: students paste photo into workbooks as photo #1
Photos printed out
Scissors, Glue Sticks
¼
Very heavy body Student work
French Cleat We are learning how to: construct a French Cleat
and sharp blades Smoothing planes -
(3ODE) Produce Discuss: possible hanging methods for wall cabinets
of Jack Planes checked Completed planing
and trial a Intro & Justify: French Cleat
13 Sharp edges and Precut Pine pieces and fitting French 1
prototype of the Intro & Demo: Safe use of Smoothing Plane
splinters Drills with 3mm bits Cleat
outcome Demo: Making French Cleat
Spinning drill bits in Countersink tool
Task: French Cleat
drill Press
Routered We are learning how to: use a Router safely
door frame (3ODE) Produce Show: Possible doors Student work
Discuss: Pros / cons of each Precut Pine pieces
and trial a Sharp spinning tools Routered their
14 Justify: Panel Door Table router with correct ¼
prototype of the in router panel door frame
Show: Assemble 5 pieces of demo panel door bit at correct depth
outcome
Demo: How a router works & how to use a router safely Cutting jigs
Task: cut panel groove in door frame using router
Lap Jointed We are learning how to: mark out Lap Joints
Student work
door frame – (3ODE) Produce Show: assemble 5 pieces of demo panel door
Constrn Joint cards
marking out Show: construction joint cards Completed marking
and trial a Demo door
15 Discuss: pros /cons of each out lap joints ½
prototype of the Sharp pencils
Justify: panel door ready for cutting
outcome Steel rules
Demo: mark out Lap joints and waste
Tri-squares
Task: mark out Lap Joints and waste
Lap Jointed We are learning how to: accurately cut Lap Joints
Misuse of Tenon Student work
door frame – (3ODE) Produce Review: mark out Lap Joint and waste
Saws Tenon Saws
cutting and trial a Demo: Cut Lap Joint using 3-step method Completed cutting
16 Sharp and heavy Chisels 1
prototype of the Task: cut Lap Joints out lap joints
chisels Files
outcome Demo: test fit and trim with files/chisels
Heavy mallets
Task: test fit and trim with files/chisels
PROGRESS CHECK POINT: Students must skip this step if
Panel Door there are three of less lessons remaining
cut-out We are learning how to: create cutouts with Coping Saws Student work
(3ODE) Produce
Review: completed templates Sharp and fragile Coping Saws
and trial a Completed panel
17 Demo: transfer template shapes Coping Saws Sandpaper 1
prototype of the door cutout
Demo: using a Coping Saw Abrasive sandpaper Student templates
outcome
Demo: Coping Saw safety
Demo: tidyup with sandpaper
Task: door panel cutouts
Assemble We are learning how to: assemble a Panel Door
Student work
door Show: 5 pieces of demo door
(3ODE) Produce Quick Clamps
Review: Glue vs Surface Area Completed
and trial a PVA glue
18 Review: appropriate use of PVA on all contact surfaces Fingers in clamps assembling panel ½
prototype of the Wet sponges
Review: Clamping without damaging work door
outcome Glue spreaders
Review: Removing excess PVA Glue
Task: Assemble, glue, clamp panel door
Mark Drawer We are learning how to: mark out Finger Joints
Student work
Finger Joints (3ODE) Produce Show: construction joint cards
Constrn Joint cards
and trial a Discuss: pros and cons of various joints Completed marking
19 Tri-squares / templates ½
prototype of the Justify: finger joint out Finger Joints
Sharp Pencils
outcome Demo: marking and labelling finger joints
Glue sticks
Task: marking finger joints
Cut Drawer We are learning how to: cut Finger Joints Student work
(3ODE) Produce Sharp Tenon Saws
Finger Joints Review: marking and labelling finger joints Coping Saws
and trial a Sharp and fragile Completed cutting
20 Demo: cutting finger joints using Tenon Saw Tenon Saws 1
prototype of the Coping Saws Finger Joints
Demo: wasting finger joints using Coping Saw Sharp Pencils
outcome
Task: students mark, label, cut, and waste finger joints
Fit Drawer We are learning how to: assemble Finger Joints Student work
Finger Joints (3ODE) Produce Review: marking, labelling, cutting, wasting Finger Joints Chisels & Files
and trial a Demo: check fit of fingers Sharp Chisels Sandpaper Completed fitting
21 ¼
prototype of the Demo: fine tuning fingers Heavy mallets Quick Clamps Finger Joints
outcome Demo: glue-up and clamp drawer with internal base PVA Glue & Spreaders
Task: check fit, fine-tune, glue-up, clamp drawer Wet sponges
We are learning how to: mark out and fit hinges
Cut and fit Discuss: possible methods for affixing hinges
Student work
recessed Intro: chisel and mallet
Hinges
hinges Demo: marking out hinge locations
(3ODE) Produce Chisels
Safety: care with very sharp tools e.g. chisels Completed cutting
and trial a Sharp Chisels Mallets
22 Demo: cutting chisel recess with chisel and mallet and fitting 1
prototype of the Heavy mallets Sharp pencils
Task: marking and cutting chisel recess recessed hinges
outcome Tri-squares
Demo: affixing hinges with screws & screwdriver
Steel rules
Show: threaded screw model
Threaded Screw Model
Demo: fixing screws without ‘threading’ holes
Task: student affix hinges with screws & screwdriver
Manufacture (3ODE) Produce Student work
We are learning how to: create small wooden articles Unique designs will Completed
handle Precut pine blanks for
and trial a Review: students’ own original handle design call for various manufacturing
23 handles 1
prototype of the Demo: tips for manufacture of custom handles tools construction their custom
Other tools & materials
outcome Task: students manufacture handles as per design methods made handle
as students request
Affix handle (3ODE) Produce 24 We are learning how to: affix a wooden handle Sharp screws Student work Completed fitting ½

4. and trial a
Demo: pilot hole & screw fixing handle to door Screws & Screwdrivers
prototype of the their handle
Task: pilot hole & screw fixing method or otherwise Drills: 3+4mm bits
outcome
Student workbooks
 Photograph student progress as evidence for workbooks
Task: students paste photo into workbooks as photo #1
Photos printed out
Scissors, Glue Sticks
¼

5. 2010 INVENTOR CENTRE UNIT PLAN Prior Knowledge Required:
We are learning how to: use a multimeter safely
Using a Student’s
Students Show: various multimeters Be confident
Intro # Demonstration Sequence Resources Multimeter workbooks
should… Discuss: their various functions in using a
Student’s
Prior Knowledge Required: 7 Have students CCBs available for them to test. multimeter
multimeters
Cardboard
Circuit
We are learning how to: assemble a simple circuit
Show: demo CCB
Intro: explain reason for making CCB & how it works
Copper
tracks
Resistors
Have
completed
 Demo: How to use a multimeter for each of the following before
allowing students to explore that particular function on their
own multimeter and CCB
Students
CCBs
s basic
functions
Board Resistor assembling Functions to explore: voltage, resistance, current, continuity
Demo: laying out of copper tracks
1 colour code their Prior Knowledge Required: Be able to
Task: laying out of copper tracks
poster cardboard
 Demo: piercing holes and populating
Task: piercing holes and populating
Demo: checking and trimming components
Scribes
Circuit &
circuit
board
Parallel &
Series
We are learning how to: understand parallel & series circuits
Discuss how adding resistors in a circuit in various combinations
affects circuit’s performance.
Student’s
workbooks
describe
how
resistors in
card blanks Circuits Series and
Task: checking and trimming components Ensure that while discussing, some circuits are drawn differently series or
8 Parallel
Prior Knowledge Required: Side cutter to show that they can be represented in different ways parallel
demo boards
How to
Solder
We are learning how to: solder safely
Show: a soldering iron
Discuss: why we use them and how they work
Solder irons
Solder
Glasses
Have a
complete
and
 Using series and parallel demo board to illustrate: simple circuit,
series circuit, parallel circuit
Task: students draw & record differences between series &
Student’s
multimeters
affect a
circuits
total
2 working parallel circuits in their workbooks resistance
Demo: how to solder safely Damp
 Demo: how to solder accurately
Task: solder their circuit boards
sponges
Soldering
cardboard
circuit
board
Prior Knowledge Required:
We are learning how to: use ‘Ohms Law’ to find
Demo: explain how these circuits work demo board resistance/current/voltage in simple circuits Be able to
Students are to choose one famous inventor/pioneer from the Draw large simple circuit on w/b W/b with use Ohms
electrical/electronics industry from a given list and present Ohms Law Review: difference between voltage, current, resistance, markers Law to
their findings about how and what they invented/discovered, recording these with diagram on w/b Ohms law calculate
Assignment 9 Demo: how increasing voltage increases current clip with current,
Assignment 3 their background, and what has changed since then. The
presentation should include a freebee for the audience, be no
longer than 2 minutes, and should include an A3 Poster
sheets
 Demo: how increasing resistance decreases current
Discuss: how the three are related and can be easily found if you
projector
Ohms law
resistance,
or voltage
presenting their findings. know two of the three worksheets in a simple
Basic Students Show: Ohms Law video clip on Inventor Centre blog circuit
# Demonstration Sequence Resources Review: video clip and discuss
Circuits should…
Prior Knowledge Required: Task: simple ohms law problems w/b & workbooks
Simple Blank Be able to
We are learning to: recognise simple components and features Prior Knowledge Required:
component component recall the Be able to
Intro: introduce this as the building blocks of electronics Voltage We are learning how to: calculate current and voltages within
s cards function of find
4 One-by-one, intro each of the following components, their Dividers Voltage Dividers’
Handout basic Voltage voltages at
function, appearance, units, values, and have students record Using Voltage Divider demo board
 these details in a table in their workbooks
Demo components: cells, resistors, diodes, LEDs, capacitors…
components
Hot glue guns
component
s

10
Review: voltage, current, resistance, and ohms law
Discuss: how to find voltages at points within the voltage divider
Remind: current within a circuit is the same
Divider
demo board
the centre
point of a
voltage
Advanced Prior Knowledge Required: Be able to divider
Component Demo: calculate voltages based on current and resistance values
We are learning to: recognise advanced components & features recall the Programm- Students
s Handout # Demonstration Sequence Resources
One-by-one, intro each of the following components, their function of ing should…
5 components
function, appearance, units, values, and have students record advanced
Hot glue guns Theory & Prior Knowledge Required:
 these details in a table in their workbooks
Demo components: LDRs, transistors, microcontrollers…
component
s intro to
Editor
We are learning how to: navigate the Picaxe Editor
Intro: discuss high and low commands and how these relate to on
Picaxe
Be familiar
with the
Prior Knowledge Required: 12 and off. Explain that this is how computers remember things
We are learning how to: understand resistance, voltage, and manuals terms high
with millions of ‘bits’ that are either high or low.
current in a circuit
Draw a large diagram of a simple circuit with battery, bulb, and
Be able to
describe
 Continue to introduce the following commands: high, low,
pause, and goto,
and low
Resistance, resistor. For each of voltage, current, resistance, refer to the Prior Knowledge Required:
R/V/I demo the
Voltage, & units and how to measure them on a multimeter We are learning how to: control a microcontroller with simple
board difference
Current Intro: voltage as the ‘potential difference across’ any item, BASIC commands
Voltage & between Be able to
6 representing this on the diagram. Ensure enough PCs are available for at most two students per
Current current, Rudolph Picaxe control the
Intro: current as ‘flow of current’ through something, and that it computer. Ensure software is loaded and Rudolph boards are
 is the same within a circuit.
Show: Voltage & Current video clip on Inventor Centre blog
video clip
from blog
voltage,
and
resistance
Boards
13
connected and fully operational
Seat students two per PC with their workbooks.
manuals
PCs
Rudolph
Rudolph
LEDs with
simple
Intro: resistance as the ‘restriction of current’
Intro: power as the energy lost (usually as heat) when current
flows through a resistance
in a circuit
 Intro: Picaxe manuals, 3 sections. Tell students this is their
‘torch in the dark’.
Show students how to turn the Rudolph nose on, then off, then
Boards
Serial cables
high, low,
and pause
Discuss: connection of R/V/I in simple circuit diagrams on w/b commands
with varying pauses. Show students how to alternate LEDs.
Introduce sound command. Have students refer to manuals
with the introduction of each new command.