Teaching Syllabus for Woodwork

MIN IST RY OF E D U CATION SCIE NCE A ND SPORTS
Republic of Ghana
TEACHING SYLLABUS FOR WOODWORK

(SHS 2 - 4)
Enquiries and comments on this syllabus should be addressed to:
The Director
Curriculum Research and Development Division (CRDD)
P. O. Box 2739
Accra
Ghana
Tel: 021-683668
021-683651
September, 2008
TEACHING SYLLABUS FOR WOOD WORK
RATIONALE
Woodwork provides important knowledge in the art and craft of woodworking and further provides the learner with the basic and necessary skills for work in the
wood-based industries. This syllabus is an improved version of the earlier syllabus. Besides other important changes, the syllabus includes knowledge of technical
drawing and designing, and the methods and principles of construction. Knowledge acquired in this subject at Senior High School level will be helpful for students
who wish to proceed to tertiary education. Students who would want to enter the world of work immediately after completing SHS will require only a short period of
further training to polish up for gainful employment in industry.
GENERAL AIMS
The syllabus aims at helping students to achieve the following:
a. the ability to use hand tools and basic machines to make simple craft pieces in wood and related materials.
b. a good basic knowledge of design and reading of working drawings
c. the ability to plan and follow a sequence of work operations for successful completion of projects.
d. functional skills as a means of providing livelihood in wood working.
e. awareness of problems relating to wood and the wood industry i.e. depletion, conservation and re-afforestation
f. moral principles in the conduct of business
SCOPE OF CONTENT
The course in Woodwork covers the following essential areas:
i. General Safety
ii. General Construction
iii. Tools and Materials
iv. Designing and Making
v. General maintenance of tools and machines
vi. Basic upholstery
vii. Mass production
viii. Surface decoration
PRE-REQUISITE SKILLS AND ALLIED SUBJECTS
The course in woodwork builds on relevant aspects of the course in Basic Design and Technology offered at the Junior High School level. Students offering the
Woodwork should have had good performance in English, Mathematics and in Basic Design and Technology. Satisfactory literacy and numeracy skills as well as
basic knowledge and skills in drawing and designing are important for success in this subject.
ORGANIZATION OF THE SYLLABUS
The syllabus has been structured to cover three years of the Senior High School Programme. Each year's work consists of a number of sections with each
section comprising a number of units. The structure of the syllabus is presented on the next page.
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STRUCTURE AND ORGANIZATION OF WOODWORK
SHS 2 SHS 3 SHS 4
SECTION 1: SAFETY PRECAUTIONS (p.1) SECTION 1: MATERIAL: TIMBER – II (p.15) SECTION 1: DESIGN AND MAKING – III (p.34)
Unit 1: Workshop safety Unit 1: Surface quality of timber Unit 1: Principles of design
Unit 2: Basic First Aid Unit 2: Mechanical properties Unit 2: Working drawing
Unit 3: Veneer Unit 3: Project work
Unit 4: Manufactured boards
SECTION 2: TOOLS (p.3) SECTION 2: SURFACE DECORATION (p.17) SECTION 2: FINISHING AND FINISHES(p.35)
(METHODS)
Unit 1: Hand tools Unit 1: Inlaying Unit 1: Surface preparation
Unit 2: Special purpose tools Unit 2: Veneering Unit 2: Finishes
Unit 3: Marquetry
Unit 4: Laminated Plastics
Unit 5: Edging
Unit 6: Mouldings
Unit 7: Incised and Relief carving
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SHS 2 SHS 3 SHS 4
SECTION 3: MATERIAL: TIMBER – I (p.5) SECTION 3: NON-WOOD MATERIALS (p.20) SECTION 3: SHAPING AND WOOD (p.36)
BENDING
Unit 1: Growth Unit 1: Metals
Unit 1: Methods of shaping and bending wood
Unit 2: Classification Unit 2: Nails
Unit 3: Conversion Unit 3: Screws
Unit 4: Marketable sizes Unit 4: Plastics
Unit 5: Seasoning Unit 5: Glass
Unit 6: Determination of moisture content Unit 6: Leather
Unit 7: Wood preservation Unit 7: Abrasives
Unit 8: Defects in timber Unit 8: Fittings
Unit 9: West African timbers Unit 9: Adhesives
SECTION 4: WOODWORK JOINTS (p.9) SECTION 4: BASIC UPHOLSTERY (p.24) SECTION 4: MASS PRODUCTION (p.37)
Unit 1: Angle joints Unit 1: Tools Unit 1: Design
Unit 2: Widening joints Unit 2: Materials Unit 2: Working drawing
Unit 3: Framing joints Unit 3: Platforms Unit 3: Selection and preparation of

materials (Using machines)
Unit 4: Marking-out
Unit 5: Production of parts
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SHS 2 SHS 3 SHS 4
SECTION 5: MENSURATION (p.11) SECTION 5: PORTABLE POWER TOOLS (p.25) SECTION 4: MASS PRODUCTION (CONT’D)
(p.38)
Unit 1: Estimation Unit 1: Safety Precautions
Unit 6: Assembling
Unit 2: Costing Unit 2: Planes
Unit 7: Finishing
Unit 3: Calculations involving linear, area, Unit 3: Hand drill
volume and percentages Unit 8: Quality control
Unit 4: Sanders
Unit 5: Saws
Unit 6: Spray gun
SECTION 6: DESIGN AND MAKING – I (p.12) SECTION 6: WOOD WORKING (p.27)

MACHINES
Unit 1: Problem identification
Unit 1: Safety Precautions
Unit 2: Generating solutions
Unit 2: Sawing Machines
Unit 3: presentation the final solution
Unit 3: Planing Machines
Unit 4: Making the artefact
Unit 4: Drilling machine
Unit 5: Evaluating the artefact
Unit 5: Morticing Machine
Unit 6: Shaping machines
Unit 7: Grinding machine
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SHS 2 SHS 3 SHS 4
SECTION 7: WOOD TURNING (p.30)
Unit 1: The lathe
Unit 2: Turning tools
Unit 3: Turning operations
Unit 4: Projects
SECTION 8: DESIGN AND MAKING – II (p.32)
Unit 1: Principles of design
Unit 2: Working drawing
Unit 3: Making (Project work)
TIME ALLOCATION
nd rd
Woodwork is allocated four (4) periods a week in the 2 year; (7) seven periods a week in the 3 year and (6) six periods a week in the fourth year. Theory
instruction should take 40 percent of instructional time while practicals take 60 percent of the time.
SUGGESTIONS FOR TEACHING THE SYLLABUS
General Objectives
General Objectives have been listed at the beginning of each section of the syllabus, that is, just below the theme of the section. The general objectives flow from
the general aims for teaching Woodwork listed on page (iv) of this syllabus. The general objectives form the basis for the selection and organization of the unit
topics. Read the general objectives very carefully before you start teaching. After teaching all the units, go back and read the general aims and general objectives
again to be sure you have covered both of them adequately in the course of your teaching.
Sections and Units: Each section of the syllabus is divided into units, where a unit consists of a body of knowledge and skills that form a logical aspect of the
section.
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Column I - Units: The Units in Column 1 provide the major topics of the section. You are expected to follow the unit topics according to the linear order in which
they have been presented. However, if you find at some point that teaching and learning of a unit will be more effective if you skipped to another unit before
coming back to the unit in the sequence you are encouraged to do so.
Column 2 - Specific Objectives: Column 2 shows the Specific Objectives for each unit. The 'specific objectives begin with numbers such as 1.2.2 or 2.2.1. These
numbers are referred to as "Syllabus Reference Numbers. The first digit in the syllabus reference number refers to the section; the second digit refers to the unit,
while the third digit refers to the rank order of the specific objective. For instance, 1.2.2 means: Section 1, Unit 2 (of Section 1) and Specific Objective 2. In other
words, 1.2.2 refers to Specific Objective 2 of Unit 2 of Section 1. Similarly, the syllabus reference number 2.2.1 simply means Specific Objective number 1, of Unit
2 of Section 2.
You will note also that specific objectives have been stated in terms of the students i.e. “what the student will be able to do after instruction and learning in the unit.
Each specific objective hence starts with the following: "The student will be able to." This in effect, means that you have to address the learning problems of each
individual student. It means individualizing your instruction as much as possible such that the majority of students will be able to master the objectives of each unit
of the syllabus.
Column 3 - Content: The "content" in the third column of the syllabus presents a selected body of information that you will need to use in teaching the particular
unit. In some cases, the content presented is quite exhaustive. In some other cases, you could add more information to the content presented. In any case, try to
find more information through reading and personal investigations, to add to the content provided. The use of resource persons will in many cases, help to provide
your class with more information and skills. The column also suggests tools and materials that can be used for the unit or lesson.
Column 4 -Teaching and Learning Activities (T/LA): T/LA that will ensure maximum student participation in the lessons is presented in Column 4. The teaching of
this subject should be activity oriented. The major portion of class work and other assignments should emphasize practice. Group work and other participatory
methods should be emphasized in the teaching and learning process. In this particular subject, students are expected to acquire valuable basic practical skills to
serve as a foundation for further skill development. Observe and also ensure that students exhibit skills and values in their behaviour and in creative activities.
As has been said already, the order in which the unit topics appear should not necessarily be the teaching order. There should however, be a linkage in the order
in which the units and specific objectives are treated. The teacher will have to study the syllabus carefully and plan ahead the activities the students will carry out
during a particular lesson. Knowing the requirements of a lesson, the teacher should assemble the tools and materials required for the activities well in advance.
The collection of tools and materials must be done by both the teacher and students. Other regular materials may be continually collected and stored to be used
when needed. When materials are not available in the school or in the immediate environment, the teacher should try to contact persons in higher institutions and
in the community for help.
As students begin to work on activities of each lesson, the teacher should serve as a facilitator and motivate the students in various ways to sustain their interest.
As much as possible, resource persons may be invited to carry out demonstrations and talk about their work to the class. Field trips may be organized to the
community for students to observe woodwork practices.
Column 5 - Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises can be in the form of
oral questions, quizzes, class assignments, project work; etc. Try to ask questions and set tasks and assignments that will challenge your students to apply their
knowledge to issues and problems, and that will engage them in creating new and original items, and developing positive attitudes as a result of having undergone
instruction in this subject. Evaluation should also include observation of processes students go through in performing various activities, and the products students
make. Processes and products are both equally important and need observation and correction. The suggested evaluation tasks are not exhaustive. You are
encouraged to develop other creative evaluation tasks to ensure that students have mastered the instruction and behaviours implied in the specific objectives of
each unit.
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Lastly, bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is therefore necessary that you develop a scheme of work and lesson
plans for teaching the units of this syllabus.
PROFILE DIMENSIONS
Profile dimensions describe the underlying behaviours or abilities students are expected to acquire as a result of having gone through a period of instruction. Each
of the specific objectives in this syllabus contains an action verb that specifies the type of learning or skill that the student should acquire by the end of the
instructional period. A specific objective as follows: The student will be able to describe …etc. contains an action verb "describe" that indicates what the student
will be able to do after teaching and learning have taken place. Being able to "describe" something after the instruction has been completed means that the
student has acquired "knowledge". Being able to explain, summarise, give examples, etc. means that the student has understood the lesson taught. Similarly,
being able to develop, plan, construct, etc. means that the student can "apply" or use the knowledge acquired in some new context. Each of the action verbs in
the specific objectives of the syllabus describes the behaviour the student will be able to demonstrate after the instruction. "Knowledge", "Application", etc. are
dimensions that should be the prime focus of teaching, learning and assessment in schools.
As already stated, profile dimensions describe the underlying behaviours for teaching, learning and assessment. Woodwork is a practical subject and the learning
required is best achieved by practical application of skills learnt. The profile dimensions specified in this subject and their respective weights are as follows:
Knowledge and Understanding 10%

Application of Knowledge 30%
Attitudes and Practical Skills 60%
Each of the dimensions has been given a percentage weight that should be reflected in teaching, learning and testing. The weights, indicated on the right of the
dimensions, show the relative emphasis that the teacher should give in the teaching, learning and testing processes. Combining the three dimensions in the
teaching and learning process will ensure that woodwork is taught and studied not only at the cognitive level, but will also lead to the acquisition of practical skills in
the subject.
The explanation of the key words involved in each of the profile dimensions is as follows:
Knowledge and Understanding (KU)
Knowledge The ability to:

remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is simply the ability to
remember or recall material already learned and constitutes the lowest level of learning.
Understanding The ability to:

explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences based upon a trend.
Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.
Application of Knowledge (AK)
Ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These levels include application, analysis,
synthesis, and evaluation. These may be considered and taught separately, paying attention to reflect each of them equally in your teaching. The dimension "Use
of Knowledge" is a summary dimension for all four learning levels. Details of each of the four sub-levels are as follows:
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Application The ability to:
apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar. It also involves the ability to produce,
solve, operate, plan, demonstrate, discover etc.
Analysis The ability to:

Break down materials into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant points etc,
recognize unstated assumptions and logical facilities, recognize inferences from facts etc.
Synthesis The ability to:

Put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise, design, organize, create,
generate, discuss etc.
Evaluation The ability to:

appraise, compare features of different things and make comments or judgments, contrast, criticize, justify, support, discuss, conclude,
make recommendations etc. Evaluation refers to the ability to judge the worth or value of some materials based on some criteria.
Practical Skills (PS)
Practical skills involve pre-imaging to solve practical problems, demonstration of manipulative skills using tools/equipment and materials to carry out practical
operations. The teaching and assessment of practical skills should involve projects and creative practical tasks.
“Practical Skills” is given 60 per cent of the teaching, learning and testing time to emphasize the point that woodwork is largely a practical subject especially at the
SHS level. The remaining 40 per cent can be used for theoretical aspect involving acquisition of knowledge and understanding.
Skills required for effective practical work are the following:

1. Handling Tools/Equipment/Materials
2. Observation
3. Craftsmanship/Draftsmanship
4. Perception
5. Creativity
6. Communication
Tools/Equipment/Material Handling: Students should be able to handle and use tools/equipment/materials properly for practical work to acquire the needed
manual skills.
Observation: The student should be able to use his/her senses to make accurate observation of skills and techniques during demonstrations. The student in this
case should be able to imitate the techniques he/she has observed for performing other tasks.
Craftsmanship/Draftsmanship: This involves the skilful and efficient handling of materials and tools for accomplishing specific tasks according to the level of
the students.
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Perception: The student should be able to respond to his/her environment using all the senses i.e. seeing, hearing, smelling, touching and tasting. The
student should be encouraged to apply these senses to every project he/she undertakes.
Originality/Creativity Students should be encouraged to be creative or original and be able to use new methods in carrying out projects. Encourage them to be
original in making works of art and not copy existing work. You can help them to be creative and original by encouraging any little creative effort, technique and
product they may develop.
Communication: Students should be guided to develop effective oral and written communication skills necessary for group work, reporting and
appreciation etc.
The action verbs provided under the various profile dimensions should help you to structure your teaching such as to achieve the set objectives. Select from the
action verbs provided for your teaching, in evaluating learning before, during and after the instruction.
FORM OF ASSESSMENT
It must be emphasized again that it is important that both instruction and assessment be based on the profile dimensions of the subject. In developing assessment
procedures, select specific objectives in such a way that you will be able to assess a representative sample of the syllabus objectives. Each specific objective in
the syllabus is considered a criterion to be achieved by the student. When you develop a test that consists of items or questions that are based on a representative
sample of the specific objectives taught, the test is referred to as a “Criterion-Referenced Test”. In many cases, a teacher cannot test all the objectives taught in a
term, in a year etc. The assessment procedure you use i.e. class tests, home work, projects etc. must be developed in such a way that it will consist of a sample of
the important objectives taught over a period.
The example on the next page shows an examination consisting of two papers, Paper 1 and Paper 2. Paper 3 will be the School Based Assessment (SBA) which
is not shown in the table. Paper 1 will usually be an objective-type paper; Paper 2 will consist of structured questions or essay questions, essentially testing
“Application of Knowledge”, but also consisting of some questions on “Knowledge and Understanding”. Paper 2 will be the practical test paper, and the SBA will be
based on all three dimensions as indicated. The distribution of marks for the objective test items, structured questions and the practical questions in the three
papers and in the SBA should be in line with the weights of the profile dimensions already indicated and shown in the last column of the table below.
The weighting of examination marks will be done in accordance with the suggested table above. Paper 1 will have two sittings – A and B which will comprise the
multiple choice (objectives) and the structured questions respectively. Paper 1C will comprise the second sitting and will involve Drawing and Designing.
Paper 2 will comprise project work and the practical examination. Paper 1A, 1B and 1C will therefore carry a total of 100 marks which will be scaled down to 40%.
10 marks for the objective test, 10 marks for the structured test paper and 20 marks for Drawing and Designing paper. Paper 2 will comprise the project work and
practical test. It will attract a total of 100 marks which will be scaled down to 60%. 20% for project work which will be internally assessed on termly basis whereas
the practical examinations will have 40% which will be externally assessed.
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WEIGHTING OF EXAMINATION PAPERS
Dimensions
PAPER 1 PAPER 2
A B C
Objectives Structured/Essay Drawing and Designing Project Practical Weightings
Knowledge and 10 5 5 - -
Understanding (KU) 10%
Application of 15 35 5 5 -
Knowledge (AK) 30%
Practical Skills (PS) - -
30 40 50 60%
TOTAL MARKS 25 40 35 50 50 -
Total 40% 60% 100%
Weighting of examination papers will be done in accordance with the suggested table above. Paper 1 will have two sittings – A and B which will comprise the
multiple choice (objectives) and the essay types (structured) questions respectively. Paper 1C will comprise the second sitting and will involve Drawing and
Designing.
Paper 2 will comprise project work and the practical examination. Paper 1A, 1B and 1C will therefore carry a total of 100 marks which will be scaled down to 40%.
10 marks for the objective test, 10 marks for the structured test paper and 20 marks for Drawing and Designing paper. Paper 2 will comprise the project work and
practical test. It will attract a total of 100 marks which will be scaled down to 60%. 20% for project work which will be internally assessed on termly basis whereas
the practical examinations will have 40% which will be externally assessed. Generally, the weighting for the dimensions will be as stated below:
Knowledge and Understanding - 10%

Application of Knowledge - 30%
Practical Skills - 60%
ASSESSING PRACTICAL WORK: Woodwork will be assessed by practical projects at the end of each term. Assessment of the products will follow these guide
lines:
Originality - 30%
Design - 30%
Craftsmanship - 40%
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GUIDELINES FOR SCHOOL-BASED ASSESSMENT (SBA)
School Based Assessment (SBA) system, formerly referred as continuous assessment will be introduced into the Senior High School from September, 2009. SBA
is a very effective system for teaching and learning if carried out properly. The new SBA system is designed to provide schools with an internal assessment system
that will help schools to achieve the following purposes:
o Standardize the practice of internal school-based assessment in all schools in the country
o Provide reduced assessment tasks for subjects studied at each of the school levels
o Provide teachers with guidelines for constructing assessment items/questions and other assessment tasks
o Introduce standards of achievement in each subject and in each class of the school system
o Provide guidance in marking and grading of test items/questions and other assessment tasks
o Introduce a system of moderation that will ensure accuracy and reliability of teachers’ marks
o Provide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve class performance.
The arrangements for School Based Assessment may be grouped in categories as follows: Projects, Class Tests, homework and Terminal Test.
1. Projects: These are tasks assigned to students to be completed over an extended time.
These will include the following:

i) practical work
ii) experiments
iii) investigative study (including case study)
A report must be written for each project undertaken.
2. Class Tests These will essentially consist of written assignments covering topics/units completed at some specific period within the term.
3. Home Work: This is an assignment to be completed within a day or a couple of days. Homework may consist of essays, summaries, and other problems
to be solved.
4. End –of –Term Examination :

The end –of-term examination is a summative assessment system and should consist of the knowledge and skills students have acquired in the term. The
end-of-term test for Term 3 should be composed of items/questions based on the specific objectives studied over the three terms, using a different
weighting system such as to reflect the importance of the work done in each term in appropriate proportions. For example, a teacher may build an end-of-
term test in such a way that it would consist of the 20% of the objectives studied in Term 1, 20% of objectives studied in Term 2 and 60% of objectives
studied in Term 3.
Senior High Schools will be provided with information on the structure of the new SBA by the middle of 2009
Combining SBA marks and End –of –Term Examination Marks

The new SBA system is important in raising student’s school performance. For this reason, the 150 marks for SBA is scaled to 50. The total marks for end –of-
term test will also be scaled down 50 before adding the SBA marks and end-of-term examination marks to determine students’ end of term results. SBA and end-
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of-term marks will hence be combined in equal proportions of 50:50. The equal proportions will affect only assessment in the school system. It will not affect the
SBA mark proportion of 30% used by WAEC for determining examination results at the BECE
GRADING PROCEDURE
To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following grade boundaries for assigning
grades on students’ test results.
Grade A: 80 - 100% - Excellent

Grade B: 70 - 79% - Very Good
Grade C: 60 - 69% - Good
Grade D: 45 - 59% - Credit (Satisfactory)
Grade E: 35 - 44% - Pass
Grade F: 34% and below - Fail
In marking your class examination scripts, it is very important that you develop a marking scheme. A marking scheme, consists of the points for the best answer
you expect for each question, and the marks allocated for each point raised by the student as well as the total marks for the question. For instance, if a question
carries 20 marks, and you expect 6 points in the best answer, you could allocate 3 marks or part of it (depending upon the quality of the points raised by the
student) to each point , hence totalling 18 marks, and then give the remaining 2 marks or part of it for organisation of answer. For objective test papers you may
develop an answer key to speed up the marking.
In assigning grades to students’ test results, you may apply the above grade boundaries and the descriptors which indicate the meaning of each grade. The grade
boundaries are also referred to as grade cut-off scores. For instance, the grade cut-off score for a B grade is 65% in the example. When you adopt a fixed cut-off
score grading system as in this example, you are using the criterion-referenced grading system. By this system a student must make a specified score to be
awarded the requisite grade. This system of grading challenges students to study harder to earn better grades. It is hence a very useful system for grading
achievement tests.
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SENIOR HIGH SCHOOL - YEAR 2
SECTION 1
SAFETY PRECAUTIONS
General objectives: The student will:
1. observe safety precautions in the workshop.

2. develop safe, working attitudes.
3. acquire basic skills in administering First Aid.
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES
The student will be able to:
UNIT 1
1.1.1 apply the appropriate safety Safety Measures in a workshop: Brainstorm and list safety measures in a
WORKSHOP SAFETY measures in the workshop. Behaviour, Protective clothing workshop List five safety measures
Safe use of tools, lighting, to be observed in a
ventilation, environment, use of Discuss the safety measures to be taken workshop
electrical appliances, at the workshop as listed in content:
Identification of accidents that
can occur and how to prevent
them
1.1.2 give reasons for observing safety Importance of safety measures in Use a Futures Wheel to trace the
measures in a workshop. a workshop: Prevention of: consequences of not observing safety Discuss five
a) injury to self measures in a workshop consequences of
b) injury to others failing to observe
c) damage to tools and Give reasons for observing safety safety measures in a
machines, etc measures in a workshop workshop
1.1.3 demonstrate precautions to be Precautions in a workshop Use digital content or real objects to
Observed in a workshop. i. Protective clothing: goggles, identify protective clothing used in a Role-play two scenarios
aprons/overalls, masks, boots, workshop showing the effects of
helmets, gloves, respirators Describe the uses of protective clothing using protective clothing
ii. Avoid horse play Brainstorm and list precautions to be and not using protective
observed in a workshop clothing in a workshop.
Observe a demonstration of precautions
to be observed in the workshop.
Demonstrate the precautions to be
observed in the workshop.
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ACTIVITIES
UNIT 2 The student will be able to:
FIRST AID 1.2.1 identify and use basic First Basic First Aid items Brainstorm and list the contents of a List six items found in a
Aid items. a) Lint First Aid Box First Aid box and describe
b) Scissors State conditions for using each item their uses.
c) Bandages Describe how the items are used for
d) Plaster First Aid.
e) Methylated spirit Give reasons for using each item for its
f) Iodine purpose
g) Cotton wool
h) Forcepts
1.2.2 administer basic First Aid in Application of First Aid in case of Determine when an accident situation
case of emergency. accident situations: cuts, burns, requires immediate referral or First Aid. Role-play an accident
electric shock, etc. situation which requires
Describe steps to take in referring an referral.
accident victim to a hospital or a clinic.
Describe the procedure for

administering First Aid in an accident
situations listed in content
Observe a demonstration of First Aid
procedures
Demonstrate the procedure in
specific accident situations
Role-play administration of
NOTE 1 First Aid in an accident
Stress the Importance of training some
one to be in-charge of the First Aid box.
NOTE 2
Ensure that the First Aid box is
conspicuously placed in the workshop.
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SECTION 2
TOOLS
1. acquire skills in safe handling and use of tools.

2. develop skills in effective way of caring and maintaining tools.

ACTIVITIES
HAND TOOLS 2.1.1 identify and classify hand tools. Identification, Classification and Use digital content/real objects, view
uses of classes of hand tools. and describe the features of hand tools Identify and name the
a) Measuring and marking various tools.
out Describe the uses of the various
b) Cutting and shaping classes of hand tools Prepare an album on the
c) Abrading and scraping tools
d) Boring Observe demonstrations on the uses of
e) Percussion and the various classes of hand tools
impelling
f) Holding and supporting
2.1.2 demonstrate the right Demonstrate the right techniques for

techniques for using hand tools. using each tool
Draw and label the hand tools Sketch and label one tool
each for Abrading,
2.1.3. sketch hand tools. Scraping, Boring AND
Describe the steps in maintaining the Shaping.
tools .
Demonstrate how to maintain and care
2.1.4 explain how to care for and for the tools.
maintain hand tools. Name one tool each for
Prepare an album on hand tools and the the following jobs:
jobs they are used for. Measuring, Cutting,
2.1.5 select tools for specific jobs. Boring, Holding, Impelling,
Supporting and scraping.
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ACTIVITIES
SPECIAL PURPOSE 2.2.1 classify and state the uses of Identification, classification and Use digital content / real Special List and describe two tools
TOOLS special purpose tools. uses of classes of special Purpose tools for viewing and under each class.
purpose hand tools: description of their parts.
a) planes:- plough, router,
compass Identify and state the uses of the tools
b) Saws:- coping, bow, fret, under each class.
etc
c) Boring bits:- auger,
expansion, etc.
d) Shapers:- rasp, scraper,
surform.
2.2.2 explain the functions of the parts Explain the functions of the parts of the
of the tools. tools in using the tools.
2.2.3 sketch the tools. Draw and label the tools Sketch and label parts of
two special purpose tools
from each class.
2.2.4 describe how to care and Maintenance and care of the Discuss the maintenance and care of
maintain the tools. tools. the tools.
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SECTION 3
MATERIAL: TIMBER – 1

1. be aware of the characteristics and uses of timber.
2. recognize defects in timber.
3. be aware of the methods of preserving timber.

ACTIVITIES
GROWTH 3.1.1 describe the functions of the parts Identification of parts of the tree Use digital content / sketches or charts Sketch and label the
of a tree in its growth and development. and their functions its growth and to identify parts of a tree as listed in cross-sectional parts of
development. content the tree.
a) Roots
b) Trunk Discuss the functions of the parts of a
c) Crown tree in its growth and development.
Explain how the functions performed by
the parts of a tree in its growth and
development affect its wood quality and
uses in woodwork.
3.1.2. identify the cross-sectional parts of a Functions of the cross-sectional Use digital content / sketches or charts Draw and label the cross-
tree and describe their characteristics parts of a tree to identify and describe the cross- sectional parts of a tree
and functions. a) Bark sectional parts of a tree as listed in and state their functions.
b) Bast content
c) Cambium layer
d) Annual/Growth rings Illustrate with sketches and label the
e) Medullary rays parts.
f) Sapwood Explain the effects of the
g) Heartwood Describe the characteristics of the cross- characteristics of the
h) Pith sectional parts of a tree following on timber and
woodwork: Bark, Bast,
3.1.3 explain how the characteristics of the Effects of the characteristics of Discuss the effects the characteristics of Medullary rays, Annual
cross-sectional parts of a tree affect the cross-sectional parts of a tree the cross-sectional parts of a tree have Growth Rings, Sapwood,
its timber and woodwork. on its timber woodwork. on its timber woodwork. Heartwood and Pith have
18
ACTIVITIES
CLASSIFICATION 3.2.1 differentiate between hardwood Differences between hardwood

and softwood trees by seed and and softwood trees : Use digital content/ chart or real objects to
leaves. a) seeds: identify hardwoods and softwoods State and discuss three
i. Covered seed plants: Describe the differences between differences between
Hardwoods hardwoods and softwoods as listed in hardwood and softwood
Dycotyledons (Gymnosperms) content. trees
NB: Teacher to organize field trips to:
ii. Naked seed plant): Softwood – i. Places where the softwood and
(Angiosperms) hardwood trees and timber are, e.g.
b) Leaves Forestry Department and a Sawmill/Chain
i. Broad leaves: - Hardwood Saw Operators for students to observe the
ii. Needle- like leaves: - Softwood differences between hardwood and
3.2.2 differentiate between hardwoods softwood trees and hardwoods and Describe tree differences
and softwoods. c) Structure softwoods. Students to write a report on the between hardwoods and
i. Pored: - Hardwood field trip for presentation. softwoods.
ii. .Non Pored: - Softwood
UNIT 3
3.3.1 demonstrate methods of Methods of conversion: Brainstorm to explain conversion
CONVERSION conversion. a) Plain/through and Use digital content, films, charts and What is meant by
through/ Live sawing describe methods of conversion conversion?.
b) Tangential/Back/Flat/rak Observe a demonstration of methods of
e sawing. conversion
c) Quarter/radial/rift Describe the steps in the methods of
3.3.2 sketch the methods. sawing conversion
d) Boxed-heart sawing Discuss the advantages and disadvantages
of different methods of conversion Discuss the advantages
Demonstrate methods of conversion and disadvantages of four
NB: Teacher to organize visits to saw-mills/ methods of conversion
chain saw operator at work for students to
UNIT 4 observe the methods of conversion
MARKETABLE 3.4.1 identify various marketable sizes of Marketable of sizes of timber: Discuss and use chart to show the various Sketch various marketable
SIZES timber. Log, Baulk, Flitch, Plank, Board, marketable sizes of timber sizes of timber.
Scantling, Strip, Batten, Square. NB: Teacher to organize visits to timber
markets/saw-mills/timber shed for students
3.4.2 sketch various sections. to observe, identify and measure the
dimensions of the various marketable sizes
of timber as listed in content.
19
ACTIVITIES

Methods of seasoning: Brainstorm to explain seasoning of timber Explain seasoning.
SEASONING 3.5.1 demonstrate methods of a) Natural/Open air List and describe methods off seasoning
seasoning timber. seasoning List and describe steps in seasoning timber Using event chain,
b) Artificial/Kiln seasoning using the various methods listed in content describe three methods
c) Water seasoning Perform the tasks in seasoning timber using of seasoning timber.
d) Chemical seasoning the various methods.
NB: Teacher to organize field trips to
organize visits to saw-mills to observe the
UNIT 6 various methods of seasoning timber
DETERMINATION 3.6.1 demonstrate oven and Methods of determining Brainstorm and list methods of determining Outline the steps in one
OF MOISTURE moisture meter methods of in moisture content of timber: the moisture content of timber. method of determining
CONTENT determining the moisture a) oven Give reasons of determining the moisture the moisture content of
content of timber . b) moisture meter content of timber timber.
Describe the steps in using each method.
Observe a demonstration of each method.
Discuss the advantages and disadvantages
of each method.
Demonstrate the methods for determining
UNIT 7 the moisture content of timber.
WOOD 3.7.1 describe wood preservatives. Types of wood preservatives: Brainstorm to explain wood preservation What are the merits and
PRESERVATION a) Tar oil List and describe wood preservatives demerits of using Tar Oil
b) Water borne Give reasons for preserving wood. and Water borne in
c) Organic solvent Discuss the merits and demerits of using the preserving wood?
preservatives.
3.7.2 demonstrate method of applying Methods of applying wood List and describe methods of applying wood
wood preservatives. preservatives: preservatives.
a) pressure treatment Observe a demonstration of the methods. .
b) Non-Pressure treatment NB: Teacher to organize field trips to timber
UNIT 8 treatment plants for students to observe and
practice the methods.
DEFECTS IN
TIMBER 3.8.1 detect defects in wood. Causes of defects in wood Brainstorm to explain defects in timber
a) Natural defects Use digital content/real wood to differentiate
b) Seasoning defects. between natural and artificial defects.
Type of defects: Give examples of natural and artificial Sketch and label five
knots, shakes, splits, checks defects. types of defects in wood.
bowing, springing, cuping, honey Use digital content or real wood and observe
3.8.2 sketch the defects. -combing,casehardening, and identify types of defects and raw them.
collapse. Discuss the effects of defects on woodwork.
20
ACTIVITIES
WEST AFRICAN 3.9.1 differentiate between various Characteristics and uses of West Use digital content/ real objects /charts
TIMBERS types of timber and state their African timbers: to identify the various types of timber Distinguish between the
uses. Iroko (Odum), Abura, Mahogany, listed in content. following types of timber:
Obeche (wawa), Walnut, Afara, Describe the characteristics of the i. Iroko (odum) and
Ebony, Danta, Emery, Shedua, timbers and state their uses. Abura,
Mansonia, Afromosia (Kokrodua) Compare the similarities and differences ii. Mahogany and
Avodire, Kusia. between the various types of timber. Obeche (wawa),
iii. Walnut, and Afara.
iv. Ebony and Danta
3.9.2 analyse the effects of depletion of Effects of depletion of timber species Use Future’s Wheel to analyse the v. Emery and Shedua, vi.
timber species on the Wood effects of depletion of timber species on Vi. Mansonia and
Industry. Woodworkers and the Wood Industry. Afromosia (Kokrodua)
vii. Avodire and Kusia.
Describe the effects of the depletion of
timber and therefore the need for re-
afforestation.
21
SECTION 4
WOODWORK JOINTS
1. be aware of different types of joints used in woodwork .

ACTIVITIES
ANGLE JOINTS 4.1.1 construct items involving angle Description and uses of the Use digital content or real objects/charts Students to.
Joints. following joints: to identify various angle joints
a) Dowel Describe the uses of the joints
4.1.2 sketch the types of the joints. b) Dovetails Observe a demonstration of constructing
c) Housing the joints Project:
d) Halving Sketch and label the various angle Design and make usable
e) Comb joints items involving the angle
f) Plain mitre Demonstrate the construction of the joints listed in content
various joints
Design usable items to involve the joints
Make usable items involving the joints
UNIT 2
4.2.1 make items involving widening joints. Explanation of the following Use digital content or real objects/charts Project:
WIDENING types of widening joints and their to identify various widening joints Design and make usable
JOINTS uses; Describe the uses of the joints items involving the
a) Dowel Observe a demonstration of constructing widening joints listed in
4.2. 2 sketch the different types of the joints. b) Tongue and groove the joints content
c) Loose tongue Demonstrate the construction of the
d) Rebated butt joints and let students practice.
e) Slot screw Sketch and label the joints.
f) Plain butt Design useable items to involve
widening joints
22
ACTIVITIES
FRAMING JOINTS 4.3.1 construct items involving framing Uses of framing joints: Use digital content or real objects/charts Project:
joints. a) Mortice and Tenon to identify various framing joints Design and make usable
b) Bridle Describe the uses of the joints items involving framing
c) Mitre Observe a demonstration of constructing joints.
4.3.2 sketch the types of framing joints. d) Dowel the joints
e) Halving Sketch and label the various framing
joints
Demonstrate the construction of the
various joints
Design usable items to involve the joints
Make usable items involving framing
joints
23
SECTION 5
MENSURATION
1. calculate and cost the amount of materials for a job.

2. determine the total length, area, and volume of materials.

ACTIVITIES
ESTIMATION 5.1.1 raise an estimate for a job. Calculation of total quantity of Show samples of material list. Given a design of a job,
materials required for a job. prepare a list of materials
Assist students to prepare a material list and indicate their
for a specific job. quantities for the job.
UNIT 2
5.2.1 calculate total cost of the job. Explanation of the various Illustrate with a costing chart under the Let students prepare a
COSTING elements involved in costing of a following headings: costing sheet for a given
job. a) Description job.
Design of job: b) Quantity
a) Materials c) Unit cost
b) Labour d) Total cost
c) Overhead expenses e) Remarks
d) Packaging
e) Portage
f) Sales expenses
UNIT 3 g) Advertising
h) Net profit
CALCULATIONS i) Tax
INVOLVING
LINEAR, AREA, 5.3.1 determine the total length, area and Determination of lengths, areas Give examples involving each area of Given a design of a job
VOLUME volume of materials for a job. and volumes of materials for a calculation. and costs invoices of
job. materials, prepare a list of
Set class work on the topics. materials, indicate their
quantities and costs for
the job.
24
SECTION 6
DESIGN AND MAKING - 1
1. acquire the skill of solving problem using designing principles.

ACTIVITIES
PROBLEM 6.1.1 identify the need in a given situation Identification of problem and Discuss a given situation with students. Students to identify a
IDENTIFICATION and write a brief. writing of brief. problem and write a brief.
Assist them to identify the problem and
write a brief.
Lay emphasis on the following which will
help to identify needs/design problem;
a) curiosity
b) observance
c) analytic.
6.1.2 state the conditions and constraints Stating conditions and through Let students form groups and analyze
related to solving the problem. constraints the problem through discussion and
draw conclusions as to possible
solutions and constraints to be
considered in solving the problem.
6.1.3 write specifications for possible Writing specifications; Assist students to write specifications for Students to determine
solutions. a) Function possible solutions. possible solutions and
b) Materials write the specifications
c) Construction based on the given
d) Cost problem.
e) Ergonomics
f) Aesthetics
25
ACTIVITIES
GENERATING 6.2.1 articulate series of ideas using Conducting Investigation through Discuss findings based on the
SOLUTIONS sketches. the following: investigations for possible solutions to
- research the problem.
- interviews
- careful observation of relevant Guide students to analyse the
situations facts/ideas gathered.
- other sources
6.2.2 select the most appropriate solution for Generation of initial solutions Assist students to generate series of Students to translate their
the problem. ideas using sketches ideas in isometric.
Developing the selected Guide students to sketch their ideas

solutions. clearly in isometric drawing. Two or
UNIT 3 three ideas which are possible solutions
to the problem must be presented.
PRESENTING
FINAL SOLUTION
6.3.1 draw the final solution in pictorial view. Drawing final solution in isometric Discuss principles of isometric drawing.
view. Guide students to practise drawing in
isometric projection.
Assist student to draw the final solution

of the selected and developed ideas in
isometric form using the right technique.
6.3.2 prepare working drawings of the final Preparation of working drawings Demonstrate the principle of the first and Students to prepare the
solution in either first or third angle third angle orthographic projections. final working drawings.
orthographic projection. Guide students to prepare their working
drawings in either of the two projections
NOTE:
Ensure that students:
- draw the front elevations, plan, end
elevation and necessary sections.
- make a detailed drawing of each

component part
- dimension their drawings.
26
ACTIVITIES
UNIT 3 (CONT’D) The student will be able to:
PRESENTING 6.3.3 prepare a cutting list. Preparation of cutting list. Show a sample of table for a cutting list
FINAL SOLUTION to students.
Guide students to prepare cutting lists

from their working drawings.
UNIT 4 6.4.1 prepare materials using the cutting list. Preparation of materials for the Organize appropriate tools, equipment
artifact. and materials to perform the operations.
MAKING OF THE
ARTIFACT
6.4.2 construct the artifact based on the Construction/making of the Demonstrate the various skills where
final solution. artifact. necessary.
Students to make or construct the Students to write

artifact. processes of making the
artifact.
UNIT 5
6.5.1 appraise the artifact against the stated Testing and evaluation of artifact. Discuss criteria for testing and Students to write an
EVALUATING THE specifications. Evaluation steps: evaluating an artifact. evaluation.
ARTIFACT - Purpose of the artifact.
- specifications of artifact Assist students to do group testing and
- whether the artifact serves the evaluation of their artifacts against the
6.5.2 write an appraisal report on the specifications. stated specifications
artifact. - strengths and weaknesses of
artifact Guide students to write evaluation
- areas of possible improvement report.
- judgment as to whether artifact
is excellent, good, satisfactory, NOTE:
poor Emphasize objectivity in criticizing one’s
own work. Encourage students to make
suggestions for improvement. Supervise
the group activities to ensure active
participation of each student in a group.
27
SECTION 1
MATERIAL: TIMBER - 2
1. appreciate surface quality of timber.

2. understand the terms relating to mechanical properties.
3. be aware of type of manufactured boards.

ACTIVITIES
SURFACE QUALITY OF 1.1.1 recognize the features on the Grain formation of timber. Discuss grain (straight, inter lock, wavy, Students to sketch various
TIMBER surface. diagonal etc.) texture, figure and colour features.
of timber.
1.1.2 sketch the various features. Use sample species of timber as

teaching aids.
Discuss the effect of conversion on the Visit to a plywood

surface quality/appearance of timber manufacturing factory or a
joinery shop.
UNIT 2
MECHANICAL 1.2.1 define the mechanical properties. Definition of mechanical Define the following mechanical
PROPERTIES properties of timber properties:-
a) hardness
b) strength (tensile, compressive
and shear)
c) elasticity
d) toughness
UNIT 3
1.3.1 describe the methods of cutting Methods of veneer production. Discuss methods of production: Arrange a visit to plywood
VENEERS veneers. a) Rotary manufacturing factory
b) Slicing (vertical and horizontal)
c) Sawing. Students to write report.
28
ACTIVITIES
MANUFACTURED 1.4.1 explain types of manufactured Types of manufactured boards: Discuss the processes of manufacture Students to sketch
BOARDS boards. a) plywood and uses: sections of various
b) block board boards.
1.4.2 sketch types of manufactured c) batten board Show samples of manufactured boards.
boards. d) laminated board
e) chip board Students should be made aware of the
f) particle board economic use of odd pieces and waste
g) hard board from converted timber, ie. shavings,
h) fibre board sawdust etc. in producing some of the
manufactured boards.
29
SECTION 2
SURFACE DECORATION (METHODS)
1. appreciate types of surface decoration.

ACTIVITIES
INLAYING 2.1.1 describe method of inlaying. Method of inlaying Describe the procedure for inlaying.
List and state the uses of the following
inlaying tools.
a) scratch stock
2.1.2 list tools for inlaying. b) mortise and cutting gauges
c) brush
d) hammer
e) smoothing plane
2.1.3 sketch inlaying tools. Demonstrate how inlaying is done. Sketch the inlaying tools.
UNIT 2 2.2.1 explain methods of veneering. Methods of veneering:- Explain the different methods/processes Sketch the veneering
a) hammer veneering of veneering. tools.
VENEERING 2.2.2 list veneering tools. b) caul veneering
List and state the uses of the following Students to practise
2.2.3 sketch veneering tools. veneering tools: surface veneering using
a) straight edge odd pieces of boards.
b) veneer knives
c) veneer saw
d) veneer clamp
e) toothing plane
f) flat iron
g) veneer hammer
30
ACTIVITIES
MARQUETRY 2.3.1 describe the procedure for laying Method of laying the decorative Describe the procedure for laying the
the decorative veneers. veneers. veneers (procedure is similar to that of
the veneering described already)
2.3.2 list the tools to be used in laying. Tools: same as those used in veneering.
2.3.3 sketch the various tools.
UNIT 4
2.4.1 describe the processes of laying Methods of laying plastic Describe and demonstrate the process of
LAMINATED laminated plastics on to a laminates to a surface. laying a laminated plastic to a surface.
PLASTICS surface.
Tools: toothing plane
Chisel
Brush
2.4.2 list the tools to be used in laying Veener hammer etc.
the laminated plastics.
UNIT 5
2.5.1 state types of edging. Types of edging: Make sketches to illustrate edging with Students to sketch the
EDGING a) solid wood various materials. various edgings.
b) Flexibe-extruded plastic
c) metal
2.5.2 sketch the types d) veneer
31
ACTIVITIES

Use sketches to illustrate the mouldings. Students to sketch the
MOULDINGS 2.6.1 identify the different types of Types of mouldings mouldings.
mouldings. a) round
b) ovolo
c) carvetto/hollow
d) cyma recta/ogee
e) cyma reversa
f) scotia
g) bead
h) fluting
i) reeding
UNIT 7
INCISED AND 2.7.1 distinguish between incised and identification of relief and incised Discuss and show samples of the two Students to make
RELIEF CARVING relief carving. carvings. types of carvings. sketches to show the two
types of carvings.
2.7.2 select appropriate tools for a Tools; Demonstrate how the carving is done. Students to make
specific type of carving. a) straight and bent chisel sketches of the carving
b) straight, bent and Guide students to practise. tools.
curved gouges
c) parting tool
d) chip carving knife
32
SECTION 3
NON-WOOD MATERIALS

1. recognise specified non-wood materials
2. be aware of the uses of the specified non-wood materials.
ACTIVITIES
METALS 3.1.1 classify metals into ferrous and Types metals:- Show the various types of metals to
non-ferrous. a) ferrous metals; students.
i. low carbon steel
ii. dead/mild steel
b) non-ferrous metals:
i. aluminium
ii. lead
iii. copper
iv. tin
3.1.2 state the characteristics of Physical properties of metals. Discuss physical properties of metros Students should write
different types of metals. (colour, Colour, hardness/softness with students. Students to make dents reasons for using the two
hardness or softness). with centre punch on given pieces of different types of metals
Basic chemical characteristics of metals to identify their hardness or for specific jobs.
different metals (melting point). softness.
Students should state
Discuss reasons for using the various physical properties of
metals for specific jobs. metals.
UNIT 2 3.2.1 describe different types of nails. Types of nails: Describe and show samples of nails. Students to make
NAILS wire nails sketches of the various
3.2.2 explain the uses of different oval wire nails Use charts also to illustrate. nails.
types of nails. panel pin
Veneer pin Discuss with students the uses of nails.
3.2.3 sketch the types of nails. Cut tack
Lost head
Upholstery nails
Roofing nails
33
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
SCREWS 3.3.1 list different types of screws. Types of screws: Describe and show samples of screws: Students to make sketches of
countersink the various types of screws.
3.3.2 state the uses of different types raised head State the uses of screws
of screws. round head
phillips head Discuss how screws are ordered.
3.3.3 sketch the types of screws. coach screw
UNIT 4
PLASTICS 3.4.1 differentiate between Kinds of plastics thermosetting Display samples of the two types of plastics. Students to state the
thermosetting and thermoplastics common properties of the two
thermoplastics. types of plastics.
3 4.2 identify the thermosetting and identification of thermosetting and Analyse the differences between
thermoplastic materials. thermoplastic materials. thermoplastics and thermosetting by
experiment
3.4.3 state the uses of thermosetting Uses of plastics Discuss and list the use of both types of Students to list more items
and thermoplastics. plastics. made from the two types of
plastics
34
ACTIVITIES
GLASS 3.5.1 identify types of glass. Types of glass; Discuss and show samples.
opaque
transparent
decorative
3.5.2 describe the uses of glass. Uses of glass. Sate the uses: glazed doors, picture Students to make
frames, widows, cabinets, louver blades. sketches to show a glass
used in a particular
situation.
UNIT 6
LEATHER 3.6.1 distinguish between natural and Types of leather: Explain the difference between natural
artificial leather. natural and artificial leather and show samples.
artificial
3.6.2 state the uses of leather. Uses of leather. State the uses of leather:
Furniture, belts bags etc.
3.7.1 list types of abrasives. Types of abrasives; a) Discuss and show samples
UNIT 7 a) glass paper b) List abrasive materials
3.7.2 state abrasive materials. b) garnet paper c) Describe the manufacture of
ABRASIVES abrasives.
3.7.3 explain the processes of
manufacturing abrasives.
UNIT 8 3.8.1 identify types of fittings. Type of fittings; Use actual or physical fittings or charts
a) locks as teaching aids
FITTINGS b) hinges
3.8.2 state the uses of the fittings. c) bolts
d) castors State the uses of the fittings.
e) stays Students to make
3..8.3 sketch types of fittings. f) catches sketches of the fittings.
35
ACTIVITIES
ADHESIVES
3.9.1 identify types of adhesives. Types of adhesives Discuss various types of adhesives, uses
a) protein: and characteristics.
3.9.2 state the characteristics of i. animal
adhesives. ii. casein
b) Synthetic Show samples.
3.9.3 state the uses of adhesives. i. urea
ii. phenol
iii melamine
formaldehydes
c) Contact-rubber based
3.9.4 describe the methods of Methods of preparation of Discuss preparation of adhesives with Students to describe the
preparation of adhesives. adhesives. students methods of preparation
of animal glue and
Animal glue – glues supplied in the form synthetic resins.
of sheets and cakes are
boiled
- glues supplied in liquid

form are made ready for
use
Casein glue – mix powder with water
Contact glue – supplied ready for use.
Synthetic resins – mix resins with

hardeners
Use brush to apply adhesives for: Students to name the

3.9.5 state the application of adhesive. (1) bonding plastics to wood surfaces tool for applying
(2) jointing (students to practice) adhesives.
3.9.6 observe safety precautions during Discuss safety precautions to be observed Students to state the
application of adhesive. when using adhesives. types of protective
clothing to be worn when
applying adhesives.
36
SECTION 4
BASIC UPHOLSTERY
1. acquire skills in basic upholstery.

ACTIVITIES
TOOLS 4.1.1 list tools for upholstery work. Types of upholstery tools: Discuss and state the uses of the tools. Students to sketch the
a) tack hammer tools.
4.1.2 describe upholstery tools. b) strainer
c) straight and curved
4.1.3 sketch upholstery tools. needles
d) tack remover
e) stapler
f) sewing machine
g) webbing stretcher
h) ripping chisel
UNIT 2
4.2.1 list materials for upholstery work. Types of upholstery materials: Explain the differences in the various
MATERIALS a) webbing materials.
4.2.2 select a material for a specific b) padding
upholstery work. c) covering Show samples of materials.
d) tacking
UNIT 3
4.3.1 state the function of platform in Different types of platforms: Assist students to discuss the following: Students to sketch the two
PLATFORMS upholstery work. a) fixed a) function of a platform types of platforms
b) loose b) difference between the fixed
4.3.2 list types of platforms. and the loose platforms
c) selecting the appropriate
4.3.3 differentiate between fixed and platform for a job
loose platforms.
4.3.4 select the appropriate platform

for a specific job.
37
SECTION 5
PORTABLE POWER TOOLS
1. develop skills in safe handling of power tools.

2. acquire skills in the use of power tools

ACTIVITIES
SAFETY 5.1.1 observe safety measures in Safety measures Discuss safety precautions to be Students to list some safety
PRECAUTIONS the use of portable power observed when using portable power precautions.
tools. tools.
5.1.2 develop a safe working

attitude.
UNIT 2
5.2.1. differentiate between portable Types of portable planes Explain the differences and uses of the Students to identify parts and
PLANES plane and portable router a) portable plane planes. their functions.
plane. b) portable router
Demonstrate the uses of the planes
5.2.2 identify parts of the planes
and describe the functions.
5.2.3 state the uses of the planes. Students to practise.
UNIT 3
5.3.1 identify parts of the hand drill. Identification of parts and their Discuss the functions of the parts. Students to list parts and
HAND DRILL functions. explain their functions.
5.3.2 explain the functions of the Demonstrate the safe use of the hand
parts. drill.
5.3.3 demonstrate the safe use of

the hand drill.
38
ACTIVITIES
SANDERS 5.4.1. identify different types of Types of sanders: Describe the types, parts, and their uses.
sanders. a) Belt
b) Disc Demonstrate the correct use of the
5.4.2. demonstrate correct use of c) Orbital sanders
sanders. d) Drum
Assist students to practise.
5.4.3. describe the functions of
the parts.
UNIT 5
SAWS 5.5.1. differentiate between circular Types of saws: Discuss the difference, parts and
saw and jig saw. a) circular saw functions of the saws.
b) Jig saw
5.5.2. identify parts of the saws. Demonstrate the safe use of the saws.
5.5.3. state the functions of the Guide students to practise.

parts.
5.5.4. select the appropriate saw

for a specific job.
UNIT 6
SPRAY GUN 5.6.1. identify parts of the spray Identification of parts and uses of Explain the parts and their functions. Students to list the parts and
gun. the spray gun. state their uses.
Demonstrate the correct use of the spray
5.6.2. explain the functions of the gun.
parts.
Let students practise
5.6.3. state the use of the spray
gun.
39
SECTION 6
WOODWORKING MACHINES
1. acquire skills in the operation of woodworking machines

2. appreciate the need for safety in the workshop.

ACTIVITIES
UNIT 1: The student will be able to:
SAFETY 6.1.1 observe safety regulations in Safety measures. Discuss safety precautions to be observed Ask students to mention
PRECAUTIONS the workshop. when using woodworking machines. some of the safety
measures to be
6.1.2 acquire the habit of working observed when using
safely in the workshop. the machines.
UNIT 2 6.2.1 identify different types of Types of sawing machines: Describe the types, parts and their uses.
sawing machines. a) circular saw bench
SAWING b) Cross-cut saw Demonstrate the safe use of the machines.
MACHINES 6.2.2 state the functions of the c) Band saw
parts of each machine. d) Dimension saw Assist students to practise.
6.2.3 select the appropriate Note: where the machines stated are not
machine for a specific available in the schools, teachers are advised
sawing operation. to arrange excursions to wood industries e.g.
Plywood manufacturing factories. Furniture
making shops/factories. Saw mills.
UNIT 3
6.3.1 differentiate between a Types of planing machines: Describe the parts and functions of the
PLANING surfacer/jointer and a a) Surfacer/Jointer machines.
MACHINES thicknesser. b) Thicknesser
Demonstrate the safe use of the machines.
6.3.2 describe the functions of the
parts. Assist Students to practise.
40
ACTIVITIES
UNIT 3 (COND’T) The student will be able to:
PLANING 6.3.3. demonstrate correct use of Demonstrate the safe use of t he machines.
MACHINES planing machines.
Assist students to practice.
UNIT 4
DRILLING 6.4.1 demonstrate the safe and Identification of the parts and uses of Describe the parts and state their functions
MACHINE responsible use of the the machine.
machine.
Demonstrate the correct use of the machine
6.4.2 identify the parts of the
machine.
6.4.3 state the functions of the Guide students to practise the safe use of the
parts of the machine. machine.
UNIT 5
MORTISING
MACHINES Types of mortising machines: Describe the types, parts and their functions.
6.5.1 identify different types of
mortising machine.
a) chisel
6.5.2 explain the uses of the b) Chain
c) Horizontal borer Demonstrate the safe use of the machines
machines.
parts of the machines. Let students practise
UNIT 6 6.6.1 Identify different types of Describe the types, parts and their uses. Students to list some of
Types of shaping machines:
SHAPING shaping machines. a) Lathe the operations
MACHINES b) Spindle moulder performed on the
6.6.2 State the functions of the various machines.
parts of the machines. c) Router Demonstrate safe uses of the machines
d) Drum sander
6.6.3 Select the appropriate e) Jig saw
machine for a specific Guide students to practise
shaping work.
41
ACTIVITIES
GRINDING 6.7.1 describe the correct and Identification of the parts and their uses. Describe the parts and their uses.
MACHINE safe use of the machine.

parts of the machine. Selection of right type of grinding wheel Demonstrate the safe working practice.
for use.
6.7.3 select the right type of Give reasons for the selection of the wheels to Students to state safety
grinding wheel for use. be used for a specific job. precautions to be
observed when working
on the grinding wheel.
42
SECTION 7
WOOD TURNING
1. acquire skills in wood turning

ACTIVITIES
THE LATHE 7.1.1 identify parts and accessories of Identification of the parts and Describe the parts and accessories and Ask students to identify
the lathe. accessories: state their function s. parts and accessories and
a) Bed state their functions.
b) Stands
c) Head stock
d) Tail stock
e) Tool rest
f) Centres
g) Face plates
UNIT 2
TURNING TOOLS 7.2.1 list turning tools. Types of turning tools: Identify, describe and state the uses of Students to sketch the
a) Scraping tools the tools under each heading. various tools.
7.2.2 explain uses of the tools. b) Cutting tools
7.2.3 sketch the tools.
UNIT 3
TURNING OPERATIONS
7.3.1 demonstrate various types of Types of turning operations: Demonstrate the safe handling of tools
turning operations. a) Face plate turning in each operation.
b) Between centres turning
7.3.2 observe safety precautions. c) Boring Guide students to perform the
operations.
Students must observe safe working

regulations.
43
ACTIVITIES

UNIT 4
7.4.1 undertake some specified Suggested Projects: Assist students to undertake some of
PROJECT projects. a) Flower vase the suggested projects.
b) Cup
c) Egg holder
d) Bowl
e) Candle holder
f) Decorative mouldings
g) Police batton
h) Chisel handle
i) Rolling pin
j) Table legs
44
SECTION 8
DESIGN AND MAKING – 2
1. Construct an artifact based on designing principles

ACTIVITIES
UNIT 1
DESIGN
8.1.1 apply the principles in designing the Further work on design principles Assist students to apply the principles to Students to make
artifact. make freehand pictorial sketches of freehand pictorial
Factors affecting design: some pieces of items such as: sketches of joints to be
a) Fitness a) Coffee tables used in the construction
b) Proportion b) Rack of the various items.
c) Material - books
d) Construction - spoon etc.
e) Finishing c) Stools
f) Cost d) Bedside cabinets
e) Simple lathe turned items
UNIT 2
WORKING 8.2.1 prepare working drawings. Preparation of working drawings Guide students to prepare working
DRAWING drawings of their chosen projects using
principles of orthographic projections.
8.2.2 prepare cutting list. Assist students to prepare cutting list

and prepare estimates for materials and
cost the artifact
8.2..3 estimate and cost the artifact.
45
ACTIVITIES
CONSTRUCTION 8.3.1 prepare materials (work pieces). Making the artifact Guide students to construct their chosen
artifacts.
8.3.2 use appropriate joints for the artifact. NOTE:

Ensure that:
a) Working drawings are related
to the artifact to be constructed.
8.3.3 apply the appropriate finish. b) Tools are correctly used
c) Appropriate joints are used
d) Sequence of operation are
followed
e) Safety precautions are
observed
f) Appropriate finishes are applied
UNIT 4
PROJECT WORK 8.4.1 write project work report . Report writing Guide students to evaluate their project Students to write project
REPORT work and write report based on the work report.
specification.
46
SECTION 1
DESIGN AND MAKING – 3 (FURTHER WORK)
1. construct an artifact based on designing principles.

ACTIVITIES
DESIGN 1.1.1 apply the principles in designing Further work on design principles Discuss with students for approval,
the artifact. (project work) designs, working drawings, cutting lists
and estimate for the cost of materials of
their chosen projects i.e. “FOLIO”.
UNIT 2
WORKING DRAWING 1.2.1 prepare working drawing. Preparation of working drawings Guide students to construct the
cutting list and costing. approved project to conform to the
1.2.2 prepare cutting list . working drawings and apply the
appropriate finishes.
1.2.3 estimate and cost the artifact.
UNIT 3
CONSTRUCTION
1.3.1 prepare materials (work pieces). Making the artifact. Periodically, discuss with students all Students should assess
aspects of the work being undertaken. their projects using testing
1.3.2 use appropriate joints for the and evaluation principles.
artifact.
1.3.3 apply appropriate finish.

UNIT 4 Assist students to evaluate their project Students to write project
PROJECT WORK REPORT work and write report based on the work report.
1.4.1 wrote project work report. Report writing. specification.
47
SECTION 2
FINISHING AND FINISHES
General objectives: The students will:
1. provide a smooth finish to a surface.

2. apply the right type of finishing.
ACTIVITIES
SURFACE PREPARATION 2.1.1 prepare smooth surfaces using Preparation of surfaces: Discuss the tools and materials for
the right process. a) cleaning – up cleaning –up
b) Surface treatment -Discuss processes and materials for
surface treatment.
-Demonstrate the processes such. as:
planing, scraping, glass papering, filling,
staining, bleaching, spraying and
polishing.
-Ensure that students use the specified
methods of finishing for all constructed
artifacts.
UNIT 2
2.2.1 identify different types of Types of finishes Identify types of finishes including their Ask oral questions.
FINISHES finishes. a) Lacquers uses, characteristics, and application.
b) Vanishes
2.2.2 state general characteristics of c) Paints Demonstrate methods of application
different types of finishes. d) Laminated Plastics.
e) Polishes Assist students to practise.
2.2.3 explain the uses of different
types of finishes.
2.2.4 apply the right type of finishes

to items.
2.2.5 observe safety precautions

during the application of the
finishes.
48
SECTION 3
SHAPING AND WOOD BENDING
1. acquire the skills for bending and shaping wood

ACTIVITIES
METHODS OF SHAPING 3.1.1 list different methods of Types of shaping and bending Describe types and methods of shaping
AND BENDING WOOD shaping and bending wood. wood: and bending wood.
a) Sawn shapes from solid Discuss and list the tools and formers for
wood. the processes.
3.1.2 describe the different b) Shaping by lamination Ensure safe use of tools and equipment
methods of shaping and and appropriate adhesives.
bending wood.
3.1.3 select the appropriate method c) Shaping by curved

for a job in hand. bending
49
SECTION 4
MASS PRODUCTION
1. understand procedures in mass production.

ACTIVITIES
UNIT 1 The student will be able to: MASS PRODUCTION

STAGES:
DESIGN 4.1.1 explain the stages of designing.
a) Design and working
drawings (From drawing
office).
UNIT 2
4.2.1 describe the procedures in b) Proto-type Discuss and explain the various stages
WORKING DRAWING working drawing. in mass production.
4.2.2 differentiate between working c) Preparation of workshop Organize visits to furniture industries. Students to submit written
drawing and workshop rod. rod/ /setting out report.
4.2.3 explain cutting list. d) Cutting list
UNIT 3
SELECTION AND 4.3.1 select suitable-materials for the e) Preparation of materials

PREPARATION OF job.
MATERIALS (USING
MACHINES) 4.3.2 explain the sequence of
operation (flow line) in
preparation of materials.
`
50
ACTIVITIES
MARKING-OUT 4.4.1 explain transfer of positions of f) Marking out (use templates

members from the rod onto the Production of parts (use jigs
work pieces. and fixtures where necessary)
UNIT 5
PRODUCTION OF PARTS 4.5.1 appreciate team work (division of g) Production of parts (use jigs
labour). and fixtures where applicable)
UNIT 6 4..6.1 distinguish between trial and h)Trial run Discuss and explain various stages in
final assembly. i) Assembly line mass production.
ASSEMBLING j) Trial Assembly
k) Final Assembly
UNIT 7 4.7.1 appreciate good finished l) Finishing Organize visits to furniture industries. Students to submit written
Surfaces. reports.
FINISHING
4.7.2 give reasons for good finished Guide students to discuss the
surfaces. importance of finished surfaces
UINT 8
4.8.1 differentiate between good and m) Quality Control (should be Students to discuss ways for
QUALITY CONTROL poor quality work. exercised throughout the differentiating between good and poor
various stages) quality work
51
RECOMMENDED TEXTBOOKS WOODWORK
AUTHOR TITLE PUBLISHER
J. A. Walton Woodwork in theory and Practice (metric edition) Australasian Publishing company (London)
D. M. Ahaw Woodwork Design and Practice Hodder and Stoughton London
H. E. King General Certificate Woodwork Harrrap, London
D. N. Wilacy Woodwork Book 1 and 2 Nelson, Lagos
Nurudeen at all Fundamentals of woodworking Evans, Lagos
G. W. Brazier and N. A. Harris Woodwork Bungay, Richard clay.
J. Fierre and G. Hutchings Advanced Woodworking and Furniture Making
CESAC Woodwork for Senior Secondary School
J. N. K. Sackey G. Manu and R. Y. BAAFI Woodwork for Senior Secondary School. Macmillan
Tom Pettit Woodwork Made Simple W. H. Allen and Co. Ltd London
John Strefford Guy McMurdo Woodwork Technology Schofield and Sims Ltd
E. J. Wunter Woodwork Longman
J. K. N. Sackey Woodwork Technology Macmillan
Charles H. Hayward Woodworker’s Pocket Book Evans Brothers Ltd.
52
TOOLS
1. Rip saw
2. Cross-cut saw
3. Panel saw
4. Tenon saw
5. Dovetail saw
6. Coping saw
7. Pad saw
8. Firmer chisels, 6mm, 10mm, 12mm, 15mm, 20mm
9. Bevelled-edge chisels 6mm, 10mm, 12mm, 15mm, 20mm
10. Mortise chisels. 6mm, 10mm, 12mm, 15mm and 20mm
11. Gouges (Firmer and Scribing) 6mm, 12mm, 15mm, 20mm
12. Jack plane (metal)
13. Smoothing plane (metal)
14. Plough plane
15. Rebate plane
16. Shoulder Plane
17. Block plane
18. Router plane
19. Bullnose plane
20. Compass plane
21. Spokes have (Round and flat)
22. Oil stone and slip stones
23. Oil can
24. Brace (Ratchet)
25. Bits (auger, centre, forstner, gimlet, bradawl, countersink sizes 6mm, 10mm, 12m, 15mm, 20mm
26. Hand drill
27. Hand scraper
28. Folding rule/Tape measure
29. Marking gauge
30. Cutting gauge
31. Mortise gauge
32. Wing compasses
53
33. Marking knife
34. Sliding bevel
35. Mitre square
36. woodwork bench
37. woodwork bench vice
38. sash cramps
39. G-cramps
40. Rack cramps
41. Try square
42. Warrington hammer
43. Claw hammer
44. Mallet
45. Pincers
46. Nail punches
47. Crowbar
48. Nail cutter
49. Glass cutter
50. Files
51. Rasps
SUGGESTED WOODWORKING MACHINES

1. Cross –cut saw
2. Circular saw bench
3. Dimension saw
4. Band saw
5. Jig saw
6. Surfacer/Jointer
7. Thicknesser
8. Mortiser
9. Spindle moulder
10. Lathe
11. Sander
12. Bench grinding machine
54
PORTABLE POWER TOOLS
1. Plane
2. Router
3. Jig saw
4. circular saw
5. Power drill
6. Sanders (orbital, belt, disc)
MATERIALS
1. Timber
2. Adhesives
3. Abrasives
4. Nails
5. Screws
6. Finishes and Thinners
7. Plywood (different sizes)
55

Teaching Syllabus for Woodwork

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Teaching Syllabus for Woodwork

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MIN IST RY OF E D U CATION SCIE NCE A ND SPORTS

TEACHING SYLLABUS FOR WOODWORK

Enquiries and comments on this syllabus should be addressed to:

The course in Woodwork covers the following essential areas:

PRE-REQUISITE SKILLS AND ALLIED SUBJECTS

ORGANIZATION OF THE SYLLABUS

SHS 2 SHS 3 SHS 4

Unit 3: Veneer Unit 3: Project work

Unit 4: Manufactured boards

Unit 2: Special purpose tools Unit 2: Veneering Unit 2: Finishes

Unit 4: Laminated Plastics

Unit 7: Incised and Relief carving

Unit 3: Conversion Unit 3: Screws

Unit 4: Marketable sizes Unit 4: Plastics

Unit 5: Seasoning Unit 5: Glass

Unit 6: Determination of moisture content Unit 6: Leather

Unit 7: Wood preservation Unit 7: Abrasives

Unit 8: Defects in timber Unit 8: Fittings

Unit 9: West African timbers Unit 9: Adhesives

Unit 1: Angle joints Unit 1: Tools Unit 1: Design

Unit 2: Widening joints Unit 2: Materials Unit 2: Working drawing

Unit 3: Framing joints Unit 3: Platforms Unit 3: Selection and preparation of

Unit 5: Production of parts

Unit 6: Spray gun

SECTION 6: DESIGN AND MAKING – I (p.12) SECTION 6: WOOD WORKING (p.27)

Unit 6: Shaping machines

Unit 7: Grinding machine

SECTION 7: WOOD TURNING (p.30)

Unit 1: The lathe

Unit 2: Turning tools

Unit 3: Turning operations

SECTION 8: DESIGN AND MAKING – II (p.32)

Unit 1: Principles of design

Unit 2: Working drawing

Unit 3: Making (Project work)

SUGGESTIONS FOR TEACHING THE SYLLABUS

Knowledge and Understanding 10%

Knowledge and Understanding (KU)

Knowledge The ability to:

Understanding The ability to:

Application of Knowledge (AK)

Analysis The ability to:

Synthesis The ability to:

Evaluation The ability to:

Practical Skills (PS)

Skills required for effective practical work are the following:

Total 40% 60% 100%

Knowledge and Understanding - 10%

These will include the following:

A report must be written for each project undertaken.

4. End –of –Term Examination :

Combining SBA marks and End –of –Term Examination Marks

Grade A: 80 - 100% - Excellent

General objectives: The student will:

1. observe safety precautions in the workshop.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

UNIT 2 The student will be able to:

Describe the procedure for

General objectives: The student will:

1. acquire skills in safe handling and use of tools.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

UNIT 1 The student will be able to: