Lesson Four
Core learning objectives
Through whole group discussion the returned homework will be evaluated and individual ideas shared. The pupils individually will explain their understanding of the problems in which the design will function. They will be encouraged to explain their understanding of the resources they have chosen for their design and why? Whilst each have designed a specific screwdriver for a chosen task it may be practical for each to make a standard screwdriver in order to ensure that key skills are taught and outcomes are successful.
Extended learning objectives
More detailed explanations are expected. Pupils are encouraged to suggest alternative methods of proceeding. How they might anticipate problems in making especially if the design idea fails at the first attempt. They would be expected to show how they would modify their design with suggestions of alternative ideas. It may be that these pupils could make the screwdriver of their design. It will be important to ensure that they cover the key practical focused tasks.
SEN learning objectives
Through the development of initial ideas special needs pupils will be encouraged to work from a step by step plan that identify the main stages of making a set screwdriver. Practically the pupil could be adept at practical skills and the teacher will need to make a judgement regarding their ability to handle more complex manufacturing skills. However consideration must be given to their literacy skills to ensure that they fully understand and can read any written plans. Any pupil with advanced making skills could be encouraged to make a screwdriver of their own design, which because of their ability to present a design formally could be agreed through discussion and the support of the teacher.
Lesson context
Whole class discussion of homework brief followed by individual work developing chosen ideas. Teacher demonstration on isometric drawing.
Lesson structure
(Pre-lesson planning) Preparation of equipment. Prepare handouts on the processes to be demonstrated. Ensure that handouts reflect the three ability levels in relation to literacy and numeracy. Orthographic and isometric handouts.
Prepare area for home work display - as each pupil hands in homework
ask them to attach their work to the area using "bluetack”
- Collect homework.
- Re-cap on what has been achieved to date. Refresh the group's memory regarding the previous demonstration on orthographic drawing. Explain that during this lesson they will learn how to develop an isometric drawing. Inform them that they will be receiving homework at the end of the lesson.
- Provide the opportunity for each to briefly explain their design thoughts making sure that SEN are supported and that extended pupils are provided with the opportunity to explain their thinking in more detail. Ensure that any pupil forgetting their home work is not allowed to be a non participant. Keep a record of comments in order to provide pupil's assessment.
- Bring together the collective ideas. Outline the strengths of designs and provide constructive comments regarding any weaknesses.
- Demonstration to whole class on isometric drawing. If SSA available ensure that they are familiar with this type of drawing in order to support any special needs pupils in a separate demonstration.
- Explain homework and handout work sheets.
- General discussion and evaluation of the lesson. Pupils complete their lesson evaluation notes.
Equipment and materials
- Display board
- Bluetack or pins.
- W/B or B/B area for isometric drawing demonstration
Homework
On prepared sheets pupils are to complete an orthographic and
isometric drawing for their screwdriver design.
Risk Assessment
Hazard Identification |
Haz_x |
Risk_= |
RA |
Action |
Example Risk Assessment |
3 x |
1 = |
3 |
Satisfactory |
Has an area for discussion been prepared in a way that pupils are sitting safely and not in contact with any equipment which may distract them. |
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Lesson evaluation
To be completed at the end of each lesson by the teacher-assessment to inform future planning.
