TEACHING PRACTICE SCHEME OF WORK (2016-2017)
DTE Student Name & ID No. Michael Curtin G00313894
Subject: Construction Studies
Pupil Year Group: 5th Year
No. of Lessons: 30 (2 doubles & 1 single/week)
Date: 28/11/16 17/10/17
PREVIOUS LEARNING
KNOWLEDGE
The group are aware of health and safety procedures
in place within the classroom.
All students have previously completed Materials
Technology (Wood) and in doing so have brought
transferable knowledge to Construction Studies.
The class are learning about the building of a house
in a logical sequence, and have knowledge of: site
selection, planning, health and safety, structural
forms, and have begun foundations.
Most the class have completed Technical Graphics
and have a good knowledge of its applications.
List of Topics: Foundations, External Wall, Roofs,
Project
No. of Pupils: 15
Length of Lessons: 37 & 74mins
Time of Lesson: See Timetable
SKILLS
All students completed Materials Technology
(Wood) at higher level.
The class are competent in the use of hand tools.
The group have little experience using machines
(band saw, mortiser)
Students have varying experience and ability in
reading working drawings.
Most students took Technical Graphics in the
Junior Cycle and have experience in drawing.
 AIMS LEARNING OUTCOMES (LO) ASSESSMENT
The Aims Of This Scheme Are To At The End Of This Scheme Students Will Be Able Each LO Has A Corresponding
To Assessment
1 Reinforce Existing Rules and Routine. Implement the said rules and routines Observation
. without instruction.
2 Complete the topic of Foundations. Identify the various types of foundations Socratic Seminar, Quiz
. and explain their function. Poster, Four Corners,
Think-Pair-Share, Peer
Assessment
3 Introduce and work through the Comprehend and Recall: types, functions, Each-One-Teach-One,
. following areas of the curriculum: details, and specifications for each of the Higher Order Probing
External Walls, Floors, Roofs, and topics. Questioning, Stick
Windows & Doors. Debate, Summative Exam
4 Develop the students ability to Appropriately record and communicate Back to Back, Jigsaw
. communicate ideas and information building details and design ideas through Game, Visual Check,
graphically and through sketching. freehand sketching and draughting. Think-Pair-Share,
Summative Exam,
Practice Frequency
5 Further the students practical abilities in Demonstrate safe and precise use of Demonstration, Talking
. the use of both had tools and machines. workshop tools and machines. Heads,
Self-assessment,
Questioning, Project
Rubric
6 Instill hope by encouraging students to Complete projects at a level that is Survey (Kahoot), Exit
. complete projects, gain a sense of appropriate to their abilities in order to Cards, Observation,
confidence, personal achievement and achieve self-efficacy. Socratic Seminar
satisfaction.
7 Contribute towards the students general Further their journey towards self- Reflective Journal
. education and holistic development. actualization. (Personal)
 Rationale for Scheme
For my schemes, I have constructed my own template based on John Biggss model of
constructive alignment. In this model, the teacher first looks at the curriculum content
and from here derives learning targets for the class. From the targets, the teacher will
not look at the teaching strategies that could be used to teach the curriculum, but
instead how that content could be assessed. With assessment strategies carefully
chosen, teaching strategies can then be derived from here (Biggs, 2014).

This model also blends nicely with Battelle for Kids core values, which state, by closely
aligning the targets with the appropriate assessment method, it becomes easier to
disaggregate results and see exactly what students know and where they need more
support (BFK, 2016).

The verbs used in the scheme have come from both Blooms Taxonomy Biggs SOLO
(Structure of Observed Learning Outcomes) Taxonomy.

http://www.johnbiggs.com.au/academic/solo-taxonomy/
Topic We Curriculum Content/ Learning Assessment Teaching
Key
ek Outcomes Strategies Strategies
(O): Oracy (L): Literacy (N): Numeracy (V): Visualisation (SEN): Special Educational
Foundatio 1 Theory:
Needs (MA): Mixed Ability Reinforce existing Higher Order (FA): Formative
(PBL): Problem Based Learning Socratic Seminar O
ns
Assessment knowledge:
(SA): Summative Strip, Raft, Pile,
Assessment Questioning,
(CL): Cooperative Learning SEN, PowerPoint
Functions, Sketches, Section Sketching, Consider Presentation, Each-
Detail (Strip, Raft) All Factors FA one-teach-one O V
SEN MA PBL CL,
wordwall O L SEN
Practical: Launch Project Observation, Just A Demonstration O N V,
Marking Out Minute FA Open-ended
Questioning O SEN MA

2 Theory: Stepped Foundation, Stick debate Teacher led

Reinforcement, Settlement (justify!), Labelling discussion O,
Sketches, Section Detail (Pile, Game, H.O. Misconception Check
Passive Strip), Summative Questioning FA O MA, Use of Models
Assessment Exam SA N V SEN, Labelling
Game L N V SEN
Practical: Recap on previous Re-cap Quiz, Quick Quiz O L N, Student
class and continuation of fire questions, Re-cap demo O N MA
marking-out. observation FA
Floors 3 Theory: Understand what radon Formulate a PowerPoint
is and how to prevent it in solution for Presentation L V, Use
buildings, Describe ground floor reducing radon, of Models N SEN,
functions and properties, Section Drawing, just a Drawing of Detail L N
 Detail (Solid concrete slab and minute, Quiz FA V,Sketching N V,
Slab & screed) wordwall O L MA

Practical: Demonstration on Student Student Demo (Peer

processing with both hand tools Demonstration reviewed) O MA,
and machines. Students begin (peer critique), Socratic Seminar O L
manufacturing pieces. visual check FA SEN

4 Theory: Suspended timber floors, Stick Debate, Debate O L PBL,

Section Detail (Suspended timber Drawing, sketch Drawing of Detail L N
floor & suspended concrete slab), pad, Consider all V, Sketch (repeat,
Summative Assessment. Factors FA Exam SA repeat, repeat) N V,
PowerPoint
Presentation V MA
Practical: Re-cap of Re-cap Recall, Kahoot Quiz (Teams)
manufacturing processes and Student Demo, O MA, Teacher Demo
continuation of this. Observation FA OV

External 5 Theory: List the functions of a Just a minute, Each-one-teach-one

Wall wall, Name the materials Consider all O L V SEN MA CL,
Constructi associated with Walls, Accurately Factors, worksheet misconception check
on sketch three types of bonding FA MA PBL, consider all
Describe the work of a wall tie, factors O, drawing L
(Block & Suggest appropriate support for V
Timber opes, Section Detail (Window
Frame) Head & Cill)
Practical: Procedure of Gluing-up Observation, Student Teacher
(student led), dry runs Questioning, Just a (student critique) O V
minute (glues) FA MA PBL, Socratic
Seminar O L,
Powerpoint loop of
set-up L V
6 Theory: Compare load bearing Stick debate Drawing L N V, each-
and non-load bearing walls, (justify!), one-teach-one O MA
Justify the need for a cavity, Worksheet, PBL, misconception
Explain the properties of Reflective diary, check O PBL, sketch
insulation, List the specification Drawing, Sketch pad L N V, wordwall O
of a party wall, Section Detail pad, FA LV
(Passive Window Head &Cill)
Practical: continuation of glue-up, Visual Check, Powerpoint on loop
Sanding (student demo Student demo on SEN MA, Higher order
information and best practice belt sander, questioning O L,
drawn from students) misconception teacher demo N MA
check FA
 7 Theory: Name the materials Re-cap Poster, Consider all factors O
associated with timber frame Label Game, N PBL, Poster
walls, sketch a timber frame consider all factors, generation L CL, stick
external wall, Describe how drawing, sketch debate O L, Kahoot
firestops work in timber frame pad, Misconception Quiz SEN MA
dwellings, Section Detail (Section Check FA Exam SA
through timber frame foundation
including window Head & Cill),
Summative Assessment
Practical: Finishing (again Student Demo, Student Demo O L N
student demo on best practice each-one-teach- MA, socratic seminar
and types of finish), Justify the one, observation, O, Self-assessment
use of their chosen finish, self and teacher (use of rubric),
Summative Assessment (self and assessment FA SA reflective diary L
teacher)
Roofs 8 Theory: Derive a list of the Drawing, H.O. PowerPoint
functional requirements of roofs, Questioning, Presentation V,
illustrate the different types of Consider all Socratic Seminar O,
roof, define terminology factors, Labelling Group presentation
associated with the roof parts, Game FA (independent
Section Detail (Eaves Detail research) O L SEN MA
Block & Timber frame) PBL CL

9 Theory: Compare & Contrast Drawing, sketch Just a minute O L N,

between a traditional cut roof pad, just a minute, misconception check
and a truss roof, Section Detail H.O. Questioning FA O, PowerPoint
(Passive eaves detail) Presentation V,
Group Presentation
(collaborative
research) O L N V SEN
MA PBL CL

10 Theory: Describe & sketch a Section Detail Consider all factors O

Lean-To & Flat roof, Section Detail Exam SA L, Student
(flat roof), generate ideas of how Presentation O N V MA
to ventilate a roof, Create Group Presentation PBL CL, Student
specifications for dormer roofs on roofs SA Critique O, Peer
(functions, pitch, methods, etc.), Assessment N SEN
Summative Assessment

Resources: A variety of the following resources will be utilised throughout

the Scheme of Work: PowerPoint, Textbook, Section Detail Posters, Working
Drawings, Sample Artefacts, Worksheets, Quizzes, SolidWorks Models, and
Practical Work Materials.