Resource sheets
The resources referenced in the course outline are provided on the following pages.
RS1: Learning log/progress diary/reflective journal
Learners have to document their progress in each lesson through the units. This documentation could be used to aid revision and to document areas of strength and next steps in learning. It could also be used as a link between home and school, with a section inviting parents/carers to comment on the learner's learning journey. This could be completed online as a classroom-based task or printed out as a hard copy to be completed in the workshop alongside practical tasks. This resource may also be used to note the learning intentions and success criteria of learning experiences to allow learners to appreciate their progress and agree on their next steps.
RS2: Code of conduct
Staff may use the example provided, but to allow learners to gain ownership of tasks it should be encouraged that they generate their own example. . This resource has to support the task of writing a class agreement for their code of conduct within the workshop. Learners could create workshops rules as individuals initially, and then come together in pairs or small groups to expand the list. Staff could then facilitate a class discussion on what learners think are the most important rules to follow and edit these to create their own. These lists could be printed and displayed for reference where learners may need reminding of the rules.
RS3: Health and safety signage
As a discussion starter this resource could be displayed on the smartboard or printed out on A3. Staff could ask learners to comment on or highlight any signs that they know/are familiar with. This could also be completed as an individual research task using ICT provision, where learners research and create a display of appropriate signage for the workshop environment.
RS4: Existing products
A display at the start of the unit will allow learners to see products currently on the market that are flat-frame in construction. This could be a task set for individuals or pairs to complete as research.
RS5: Joint research/identification
This resource may be used to further develop the research that learners will carry out into the appropriate joints to use in flat-frame construction. Again, learners may complete these tasks individually, then share with a partner/group to ensure a wide range of joints are being discussed/investigated.
RS6: Self/peer evaluation
This can be edited to suit individual learners, units and centres. It may also slot into the learning diary to provide a wider display of progress.
RS7: Sequence of manufacture
This can be edited to suit individual learners and the unit being delivered. For example, it could be edited with prompts to support the learners if producing a sequence of manufacture is unfamiliar. It may also become part of the learning diary to serve as a revision aid. Staff may wish to use this as a homework task, allowing learners to reflect on the work carried out each day.
RS8a/b: Treasure hunt
Display sheet RS8b on the smartboard for a whole-class test/quiz (the sheet can be changed to suit the tools/machines/wood used). This sheet may also be printed out (RS8a) and used within the workshop to help learners to collect tools and make notes, or can be used as a revision aid. Staff may find this useful to use as an extension task whilst models are gluing, drying etc. Staff can gauge the level of understanding within a class on tool identification and the correct terminology being used to form part of their assessment of learners’ progress.
RS9: Tool identification (flashcards)
Cards can be edited to suit the lessons being covered. Staff may change images from handtools to machinery or examples of wood, depending on the unit being covered. The four cards on the A4 sheet must be cut to create individual cards to mix up and put into packs. Learners have to sort packs of cards into pairs or threes.
RS9a: Joint identification
As above.
RS9b: Hand tool identification
As above.
RS9c: Machine identification
As above.
RS9d: Material identification
As above.
RS10: Cutting list/working drawing exemplar
Learners may find the task of reading working drawings challenging at first. To support their understanding staff may display this list on the smartboard or print on A3 to introduce the concept of extracting key information from orthographic drawings. Learners could be invited to complete the cutting list
on board or as a paper-based exercise in small groups. Staff could provide other exemplars for learners to work through, ranging in complexity. It may also be beneficial to have a physical model that relates to a working drawing to allow learners to appreciate the relationship between the two.
RS11: Centre lathe component identification exercise
This task works best as a hands-on activity, with learners arranged in groups. The resource sheet should be printed A3 in size where possible, with the cards for the component labels printed, cut out and mixed into packs. Each learner should take a label and place it on the appropriate part of the lathe. All group members take turns until all the cards have been placed. Staff should facilitate/support as necessary. This may also be approached/completed as a lesson starter or recap exercise by displaying on smartboard and inviting individual learners up to write on labels. Class can discuss whether they agree or not with the label location. Again, this may be edited to suit the lesson focus, eg woodwork lathe, mortise drill, pillar drill etc.
The resources referenced in the course outline are provided on the following pages.
RS1: Learning log/progress diary/reflective journal
Learners have to document their progress in each lesson through the units. This documentation could be used to aid revision and to document areas of strength and next steps in learning. It could also be used as a link between home and school, with a section inviting parents/carers to comment on the learner's learning journey. This could be completed online as a classroom-based task or printed out as a hard copy to be completed in the workshop alongside practical tasks. This resource may also be used to note the learning intentions and success criteria of learning experiences to allow learners to appreciate their progress and agree on their next steps.
RS2: Code of conduct
Staff may use the example provided, but to allow learners to gain ownership of tasks it should be encouraged that they generate their own example. . This resource has to support the task of writing a class agreement for their code of conduct within the workshop. Learners could create workshops rules as individuals initially, and then come together in pairs or small groups to expand the list. Staff could then facilitate a class discussion on what learners think are the most important rules to follow and edit these to create their own. These lists could be printed and displayed for reference where learners may need reminding of the rules.
RS3: Health and safety signage
As a discussion starter this resource could be displayed on the smartboard or printed out on A3. Staff could ask learners to comment on or highlight any signs that they know/are familiar with. This could also be completed as an individual research task using ICT provision, where learners research and create a display of appropriate signage for the workshop environment.
RS4: Existing products
A display at the start of the unit will allow learners to see products currently on the market that are flat-frame in construction. This could be a task set for individuals or pairs to complete as research.
RS5: Joint research/identification
This resource may be used to further develop the research that learners will carry out into the appropriate joints to use in flat-frame construction. Again, learners may complete these tasks individually, then share with a partner/group to ensure a wide range of joints are being discussed/investigated.
RS6: Self/peer evaluation
This can be edited to suit individual learners, units and centres. It may also slot into the learning diary to provide a wider display of progress.
RS7: Sequence of manufacture
This can be edited to suit individual learners and the unit being delivered. For example, it could be edited with prompts to support the learners if producing a sequence of manufacture is unfamiliar. It may also become part of the learning diary to serve as a revision aid. Staff may wish to use this as a homework task, allowing learners to reflect on the work carried out each day.
RS8a/b: Treasure hunt
Display sheet RS8b on the smartboard for a whole-class test/quiz (the sheet can be changed to suit the tools/machines/wood used). This sheet may also be printed out (RS8a) and used within the workshop to help learners to collect tools and make notes, or can be used as a revision aid. Staff may find this useful to use as an extension task whilst models are gluing, drying etc. Staff can gauge the level of understanding within a class on tool identification and the correct terminology being used to form part of their assessment of learners’ progress.
RS9: Tool identification (flashcards)
Cards can be edited to suit the lessons being covered. Staff may change images from handtools to machinery or examples of wood, depending on the unit being covered. The four cards on the A4 sheet must be cut to create individual cards to mix up and put into packs. Learners have to sort packs of cards into pairs or threes.
RS9a: Joint identification
As above.
RS9b: Hand tool identification
As above.
RS9c: Machine identification
As above.
RS9d: Material identification
As above.
RS10: Cutting list/working drawing exemplar
Learners may find the task of reading working drawings challenging at first. To support their understanding staff may display this list on the smartboard or print on A3 to introduce the concept of extracting key information from orthographic drawings. Learners could be invited to complete the cutting list
on board or as a paper-based exercise in small groups. Staff could provide other exemplars for learners to work through, ranging in complexity. It may also be beneficial to have a physical model that relates to a working drawing to allow learners to appreciate the relationship between the two.
RS11: Centre lathe component identification exercise
This task works best as a hands-on activity, with learners arranged in groups. The resource sheet should be printed A3 in size where possible, with the cards for the component labels printed, cut out and mixed into packs. Each learner should take a label and place it on the appropriate part of the lathe. All group members take turns until all the cards have been placed. Staff should facilitate/support as necessary. This may also be approached/completed as a lesson starter or recap exercise by displaying on smartboard and inviting individual learners up to write on labels. Class can discuss whether they agree or not with the label location. Again, this may be edited to suit the lesson focus, eg woodwork lathe, mortise drill, pillar drill etc.
Below are some of the files that you will require to retain as course evidence.
Download the relevant file and complete the required sections.
Save the completed file in your allocated folder.
Resource Files.
The files below are mainly information sheets to be read prior to completing the Student Log Files.
|
| ||||
|
| ||||
|
| ||||
|
| ||||
|
| ||||
|
| ||||
|
| ||||
|
| ||||
| rs11_centre_lathe_component_identification_exercise.doc |
National 4 Student Log and worksheet Files.
Below are the files you are required to complete as evidence of completing each course unit.
|
| ||||
|
| ||||
|
| ||||
National 5 Student Log and worksheet Files.
Below are the files you are required to complete as evidence of completing each course unit.
|
| ||||
|
| ||||
|
| ||||