Unit 16: Carpentry and Joinery Operations - Scheme of Work ...



Scheme of work

Guided learning hours (GLH): 60

Number of lessons: 20

Duration of lessons: 3 hours

Learners should spend lesson time and non-supervised time working on assignments.

|Lesson |Unit content* |Activities |Links to other units |

|1 |Unit introduction |Teacher/tutor input: outline the unit content by referring to the unit introduction in the | |

| | |specification. Explain about learning outcomes, assignments and assessment criteria. | |

| | |Issue assignment brief(s) and explain about pass, merit and distinction grades. | |

|Learning aim A: Explore health and safety regulations and legislation requirements in performing carpentry and joinery tasks |

|1 |Topic A.1 (A1.1–A1.7): Health and safety regulations and |Note: Learners have already completed the health and safety aspects of Unit 6, but a |Unit 6: Exploring Carpentry and |

|(cont.) |legislation and their impact upon employers and employees |refresher health and safety induction is recommended before any practical work begins. |Joinery Principles and Techniques|

| |Health and Safety at Work Act (HASAWA) (A1.1) |Teacher/tutor input: lead a group discussion about the importance of health and safety |(Topics A.2 and B.1) |

| |The Work at Height Regulations (A1.2) |regulations in construction. Explain why both employers and employees have responsibilities | |

| |Construction (Design and Management) Regulations (A1.3) |under these regulations. | |

| |Manual Handing Operations Regulations (MHOR) (A1.4) |Guide a learner discussion about whether each responsibility under HASAWA is the duty of an | |

| |The Control of Substances Hazardous to Health Regulations |employer or an employee. | |

| |(COSHH) (A1.5) |Learner activity: rearrange the responsibilities listed under HASAWA into two lists: one of | |

| |The Control of Noise at Work Regulations (A1.6) |employer responsibilities and one of employee responsibilities. | |

| |The Provision and Use of Work Equipment Regulations (A1.7) |Learner activity: each learner should choose one of the regulations/Acts listed in the | |

| | |specification and research it in time for the next session. This could be started in class | |

| | |and completed as a homework assignment. Learners can then present their findings to the rest| |

| | |of the group in the next session, or create a poster about their regulation. | |

| | |Note: You may find that six regulations and one Act is a lot to get through in one session, | |

| | |so this session may be better treated as an overview session. | |

| | |You could then cover each regulation/Act in more detail prior to related theoretical work. | |

| | |Some examples of interrelated practical and theory work in Unit 16 could include: | |

| | |HASAWA – session 2 | |

| | |MHOR – carrying timber in the workshop | |

| | |COSHH – using wood glues. | |

|2 |Topic A.1 (A1.1–A1.7): Health and safety regulations and |Learner activity: learners present the findings of their research on their chosen regulation| |

| |legislation and their impact upon employers and employees |to the rest of the class. | |

| |The Work at Height Regulations (A1.2) |Teacher/tutor input: get learners thinking about the distinctions between employer and | |

| |Construction (Design and Management) Regulations (A1.3) |employee duties, using COSHH as an example. | |

| |Manual Handing Operations Regulations (MHOR) (A1.4) |Explain the Work at Height Regulations and then ask learners to complete an activity about | |

| |The Control of Substances Hazardous to Health Regulations |working at height and the control measures that carpenters and joiners may have to use when | |

| |(COSHH) (A1.5) |working at height. | |

| |The Control of Noise at Work Regulations (A1.6) |Learner activity: complete activity about working at height. | |

| |The Provision and Use of Work Equipment Regulations (A1.7) |Teacher/tutor input: cover the remaining regulations, explaining each one and making sure | |

| | |that learners understand the regulations in a real-life context. | |

|3 |Assignment 1 |Teacher/tutor input: give an overview of assignment requirements, the nature of the | |

| | |assessment and the timeline for completion and submission. | |

| | |Learner activity: complete assignment. | |

|Lesson |Unit content* |Activities |Links to other units |

|Learning aim B: Demonstrate practical skills and safe working techniques to carry out joinery tasks |

|4 |Topic B.1: Resources used for joinery |Teacher/tutor input: run a refresher session about all the tools and equipment that learners|Unit 6: Exploring Carpentry and |

| |The correct selection and use of materials and equipment, their |used in Unit 6 and will use in this unit. |Joinery Principles and Techniques|

| |properties and advantages and disadvantages, including |Teacher/tutor input: lead a whole-group discussion about the PPE required for carpentry and |(Topics A.1 and B.1) |

| |calculating and scheduling the quantities of materials and |joinery operations. Link this back to the legislation covered in Session 1. Offer learners a| |

| |equipment required to produce a framed, ledged and braced door. |variety of possible scenarios so that they have to think about the different PPE or control | |

| |Setting-out tools |measures that may be needed for different operations. | |

| |Hand tools and equipment | | |

| |Equipment and selection to hold and secure work | | |

| |Materials | | |

| |Topic B.2: Safety equipment, its use and safety measures when | | |

| |undertaking joinery tasks | | |

| |Safe working and use of PPE | | |

|5 |Topic B.3: Knowledge and techniques |Teacher/tutor input: demonstrate how to produce a setting-out rod for a framed, braced and | |

| |How to make and use a joinery rod |ledged door. | |

| |Purpose and use of a joinery rod, taking-off techniques, scale |Explain why a setting-out rod is used. | |

| |1:1 |Learner activity: produce a setting- out rod. | |

| | |Teacher/tutor input: give feedback on learners’ setting-out rods. | |

|6 |Topic B.3: Knowledge and techniques |Learner activity: use setting-out rods to produce a cutting list for their doors. Create a | |

| |How to make and use a joinery rod |cutting list. | |

| |Purpose and use of a joinery rod, taking-off techniques, scale |Teacher/tutor input: offer guidance on the techniques used and any calculations required. | |

| |1:1 | | |

|7 |Topic B.3: Knowledge and techniques |Teacher/tutor input: demonstrate how to use a setting-out rod to mark out timber. | |

| |How to make and use a joinery rod |Learner activity: learners take-off from their setting-out rods to mark out timber. | |

| |Purpose and use of a joinery rod, taking-off techniques, scale | | |

| |1:1 | | |

|8 |Topic B.3: Knowledge and techniques |Teacher/tutor input: demonstrate hinge positions on a door. | |

| |Preparing wood to receive screws – clearance hole, pilot hole, |Demonstrate direction and position of brace on a door. | |

| |counter sinking |Learner activity: reinforce understanding of the use of a brace. | |

| |Door assembly |Teacher/tutor input: demonstrate how to prepare wood to receive screws (drilling pilot and | |

| |Importance of position of a brace on a framed and braced door in|clearance holes and counter sinking). | |

| |relation to hinges |Learner activity: sketch the different stages in preparing timber to receive screws | |

| | |(drilling pilot hole, drilling clearance hole and counter sinking). | |

| | |Learners then practise the technique. | |

|9 |Topic B.3: Knowledge and techniques |Teacher/tutor input: demonstrate how to mark out and make a bare-faced mortise and tenon. | |

| |Purpose of a rebated timber section |Learner activity: learners mark out and make a bare-faced mortise and tenon. | |

| |Making a bare-faced tenon | | |

|10 |Topic B.3: Knowledge and techniques |Teacher/tutor input: demonstrate how to mark out and make a stepped mortise and tenon. | |

| |Purpose of a rebated timber section |Learner activity: learners mark out and make a stepped mortise and tenon. | |

| |Making a stepped mortise and tenon |Teacher/tutor input: demonstrate sanding and finishing techniques. | |

| |Finishing techniques – filling and sanding |Learner activity: practise sanding and finishing techniques. | |

|11 |Assignment 2 |Teacher/tutor input: give an overview of assignment requirements, the nature of the | |

| | |assessment and the timeline for completion and submission. | |

| | |Learner activity: work on assignment. Learners should self-assess own work against the | |

| | |tolerances given in the specification. | |

|12–14 |Assignment 2 |Learner activity: work on assignment. Learners should self-assess own work against the | |

| | |tolerances given in the specification. | |

|Learning aim C: Demonstrate practical skills and safe working techniques to carry out carpentry tasks |

|15 |Topic C.1: Resources and equipment used for carpentry |Teacher/tutor input: show learners the woodscrews, hinges and mortise lock they will be | |

| |The correct selection and use of materials and equipment, their |using. Show learners some location drawings and door schedules, and demonstrate how they | |

| |properties and advantages and disadvantages, including |should be used. | |

| |calculating and scheduling the quantities of materials and |Learner activity: complete a door schedule for doors in the workshop. | |

| |equipment required to hang a framed, ledged and braced timber | | |

| |door. | | |

| |Setting-out tools | | |

| |Hand tools and equipment | | |

| |Woodscrews | | |

| |Hinges | | |

| |Door furniture | | |

| |Types of abrasive papers | | |

|16 |Topic C.2: Safety equipment, its use and safety measures when |Teacher/tutor input: as a refresher session, lead a whole-group discussion about the PPE | |

| |undertaking carpentry tasks |required for carpentry tasks. Link this back to the legislation covered in Session 1 and the| |

| |Safe working and use of PPE |discussion in Session 3. | |

| |Topic C.3: Knowledge and techniques |Offer learners a variety of possible scenarios so that they think about the different PPE or| |

| |How to use a cordless drill: |control measures that may be needed for different operations. | |

| |safety considerations |Explain the following elements of cordless drills: | |

| |torque settings |torque settings | |

| |different speeds. |speed settings in relation to drill-bit sizes | |

| |Selection of woodscrew size with respect to hinge |eye protection | |

| |holes/countersink size. |using correct screwdriver bit in relation to woodscrew. | |

| | |Then demonstrate the safe use of a cordless drill and show how it can be used to start a | |

| | |mortise hole. | |

| | |Learner activity: practise using a cordless drill. | |

|17 |Topic C.3: Knowledge and techniques |Teacher/tutor input: demonstrate how to fit hinges to timber door and frame. | |

| |How to fit steel butt hinges |Explain the causes of binding and how binding can be rectified. | |

| |Industry practice on the positioning of hinges on a standard |Learner activity: fit hinges to timber door and frame. | |

| |domestic door | | |

| |Knowledge of cause of binding (hinge plates recessed too | | |

| |deep/screw sizes) and how to rectify | | |

|18 |Topic C.3: Knowledge and techniques |Teacher/tutor input: demonstrate how to fit a mortise lock to a timber door. | |

| |How to fit a mortise deadlock |Learner activity: fit a mortise lock to a timber door. | |

|19 |Assignment 3 |Teacher/tutor input: give an overview of assignment requirements, the nature of the | |

| | |assessment and the timeline for completion and submission. | |

| | |Learner activity: work on assignment. Learners should self-assess own work against the | |

| | |tolerances given in the specification. | |

|20 |Assignment 3 |Learner activity: complete assignment. Learners should self-assess own work against the | |

| | |tolerances given in the specification. | |

| | |Teacher/tutor input: give final grades and feedback for Assignments 1, 2 and 3. | |

|TOTAL: 60 hours |

*See the specification for full details of unit content.

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BTEC Level 3 National Children's Play, Learning and Development

Teaching and Assessment Pack

Unit X [TITLE]

BTEC First Construction and the Built Environment

Unit 16: Carpentry and Joinery Operations

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