Lesson Four
Core learning objectives
To observe a demonstration of hot metal processes related to twisting and scrolling. Recording observation in evaluation diaries.
Focused Practical Tasks:
Extended learning objectives
To observe a demonstration of hot metal processes related to twisting and scrolling. Recording observation in evaluation diaries.
Focused Practical Tasks:
SEN learning objectives
To observe a demonstrtion of hot metal processes related to twisting and scrolling. Recording observation in evaluation diaries. (Support from sentence and word banks)
Focused Practical Tasks:
Lesson context
To demonstrate the skills and processes associated with creating single and double twists and in developing a scroll in order to provide a decorative effect in metalworking.
Lesson structure
(Pre-lesson planning) Create a safe demonstration area. Ensure that safety requirements are met. Fire fighting equipment and safe seating arrangements.
Prepare handouts on the processes to be demonstrated. Ensure that handouts reflect the three ability levels in relation to literacy and numeracy.
Prepare area for demonstration. Risk assessment of activities in relation to the group and viewing of the activity. Prepare to enable pupils to recognise a fit environment.
- Re-cap on what has been achieved to date. Refresh the group's memory regarding the previous lessons. Explain that during this lesson they will learn how to develop a twist and a scroll and how a double twist can be formed for a two stemmed candelabrum. Make references to the need for what they learn today to be used in their design work.
- Group discussion on materials and their properties. Using a range of materials set up a series of tests which demonstrate what will happen to the material under certain conditions. Heating, bending, single twist, multi-twists and scrolling. Make references to shaping and forming cups for collecting residue wax and revisit brazing techniques.
- Demonstration of safety aspects, rules when working within the heat treatment area. The essential use of PPE.
- Test understanding through safety handout.(Reference italics)
- Introduction to the tools.
- Demonstration on forming a scroll. (engage pupils in demonstration)
- Demonstration on forming a twist. (engage pupils in demonstration)
- Demonstration on forming a double twist. (engage pupils in
demonstration)
(A large group may need to be split in order to ensure that the numbers watching the demonstration can see and be adequately questioned regarding their understanding. If this is the case the teacher may wish to consider the use of a colleague to supervise the main part of the class which can be involved in design tasks whilst the teacher carries out the demonstration to a small group in rotation. Alternatively the teacher may be able to use a technician who has been certificated in heat treatment and hot metal processes to do the demonstrations whilst they continue with the main group or produce a video of themselves which pupils can watch. (This would provide a facility for re-visiting). Further, the group could be split in half with each teacher / teacher- or teacher/technician taking a half group and then rotating.
[SSA, if available could develop assessment diaries whilst core and extended continue with multi twist and scroll] - Pupil evaluation. Ensure a sufficiency of time is allowed for each pupil to complete their assessment diaries. Make sure that task sheets are available for those who might require support, for example word and/or sentence banks. This will enable the least able to construct a meaningful diary. Key words could be missing from the sentence bank but contained within the word bank. Pupils using these are expected to constuct their own sentences and paragraphs. Reinforce to the whole group that this is a part of their overall assessment for the project. Reinforce the importance of writing and spelling.
Equipment and materials
- Hot metal process area.
- Tools and materials.
- PPE and safety equipment - sand bucket, fire blanket and extinguisher.
- Handouts - ensure appropriate use of language to support any SEN pupil
Homework
Using their understanding from the knowledge, skills and processes demonstrated the group are to further develop their designs.
Risk assessment
Hazard Identification |
Haz_x |
Risk_= |
RA |
Action |
Example Risk Assessment |
3 x |
1 = |
3 |
Satisfactory |
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The fire blanket, sand bucket and fire extinguisher have been checked and are within easy access if required? |
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Tools and equipment have been checked for faults or defects? |
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Safety rules are to be carefully taught and reinforced throughout the lesson? |
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PPE has been checked and is in sufficient quantity? |
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Careful planning has taken place with regard to group sizes and supervision during the activity? |
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Staff teaching the activity are certificated in heat treatment and hot metal processes? |
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A risk assessment has been carried out with regard to any pupil with known behavioural tendencies as to their suitability to be involved in this activity? |
Lesson evaluation
To be completed at the end of each lesson by the teacher. Assessment
to inform future planning. How well did the group learn? Were
targets met? Do any aspects of the lesson require improvement
or revisiting? Did any particular pupils perform well or otherwise?
