NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Practical
Woodworking
Creativity through Practical
Woodwork
[NATIONAL 4;
NATIONAL 5]
This advice and guidance has been produced to support the profession with the delivery of
courses which are either new or which have aspects of significant change within the new
national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and teaching.
Practitioners are encouraged to draw on the materials for their own part of their continuing
professional development in introducing new national qualifications in ways that match the
needs of learners.
Practitioners should also refer to the course and unit specifications and support notes which
have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk/sqa/34714.html
Acknowledgement
The publisher gratefully acknowledges permission to use the following sources: image of a
watercolour finished laser etched yoyo © docpop; photography of decorative cabinet doors©
Vilseskogen; photograph of exposed jointwork © YardSale; photograph of a laser cut pendant
© Shannon Henry; photograph of a wooden iphone case © redzonelabs.
© Crown copyright 2012. You may re-use this information (excluding logos) free of charge in
any format or medium, under the terms of the Open Government Licence. To view this licence,
visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail:
psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information you will need to obtain
permission from the copyright holders concerned.
Any enquiries regarding this document/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
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Contents
Introduction
4
Materials
12
Finishing
14
Detailing
16
Construction
20
Appendix 1: Reflective questions
21
Appendix 2: Web resources for Practical Woodworking
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Introduction
These materials form part of Education Scotland’s commitment ‘to develop
practical advice and guidance to support the profession with the delivery of
courses where there are aspects of significant change within the new
National Qualifications ‘.
The materials build on and develop earlier advice and guidance on
Curriculum for Excellence, both generic and specific to the technologies and
Practical Woodworking with a particular focus on National 4 and 5. The
materials complement other key support resources including, for example, the
relevant Unit and Course Support Notes provided by SQA. They aim to
reinforce key themes where appropriate, but without unnecessary repetition.
It is clearly important that practitioners are familiar with those key resources
which relate to Practical Woodworking. Crucially, the advice and guidance
tries to meet the challenge of conveying the spirit of learning in the
technologies and Practical Woodworking, with their focus on pro blemsolving and real-world relevance and the world of work, within the
framework of principles of Curriculum for Excellence.
The materials aim to be accessible, practical and attractive, exemplifying
effective and dynamic approaches to learning and teach ing. They invite
teachers, young people and others to explore them and reflect on the value
they might add to learning, teaching and achievement in Practical
Woodworking, to the extent that individuals need or wish. These materials are
offered as a starting point and are interactive by design. They actively invite
users to edit them (for example, in the style of Wikis,) and enhance the
contents for their own purposes, but then to share them with colleagues in a
spirit of partnership. The summary of key issues on pages 3–5 will be helpful
for users since they exemplify generic positive influences on learning and
teaching in the technologies contexts of craft, design, engineering and
graphics. Other practitioners will wish to consider pages 4 –8 which set out
ideas directly relevant to Practical Woodworking and highlight differences in
the course structure. At the heart of this resource, ‘Creativity through
Practical Woodworking’ (pages 9–15) offers practitioners a number of
possible approaches and resource prompts. Practitioners will note, at this
point, that the advice and guidance reflects the specific context of a school
with particular facilities and equipment. Whilst these resources may not be
available in all schools, practitioners may be able to source th em or access
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them in different ways, such as through partnership or consortium
arrangements with colleges and other schools.
Going still further, some colleagues may wish to use the reflective questions
in appendix 1 or explore the links in appendix 2 which exemplify the much
wider range of learning and teaching resources . Some of these may be well
known and of proven effectiveness and are available to support studies in the
technologies and Practical Woodworking.
The materials aim to support practitioners by focusing on aspects of
significant change. Their scope is therefore limited to those features with
which practitioners may be less familiar and less confident. It is important
that practitioners bear in mind that the materials relate only to those specific
aspects of Practical Woodworking which represent significant change, to
avoid disproportionate attention to the chosen aspects. Practitioners may also
recognise that the focus on skills development in the new National
Qualifications requires a different approach to planning and delivering
programmes in order to ensure that learners are given well -designed
opportunities to develop key skills for learning, life and work.
Effective and dynamic learning and teaching in Practical
Woodworking
Planning
The importance of careful planning of programmes in Practical Woodworking
is paramount and, in key respects, Curriculum for Excellence raises different
challenges and expectations. Reflecting the principles of Curriculum for
Excellence and effective practice more generally, practitioners may wish to
consider the following features of positive programme planning.
Evaluation of previous relevant experience (stakeholder views, analysis of
data on achievement and attainment, direct observation of quality of learners’
experiences). In the context of Curriculum for Excellence, colleagues may
wish to give particular emphasis to involving partner agencies and learners,
present and past, when planning the programme in Practical Woodworking.
The act of involving partners and learners in itself provides a valuable
learning experience consistent with the capacities and principles of
Curriculum for Excellence.
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Delivery – learning and teaching influences for Practical
Woodworking
Colleagues may wish to consider the range of powerful influences promoting
positive learning in the technologies which have become increasingly
recognised in recent years. These influences include the responsibility within
all programmes to seek ways of building learners’ skills in literacy, numeracy
and health and wellbeing. Colleagues can emphasise to learners that a strong
performance in literacy and numeracy, in the context of woodworking, will
add to their standing and credibility in any contacts , for example, with higher
education and employers.
For literacy, Practical Woodworking offers positive opportunities to enhance
literacy skills associated with its specifically ‘technical’ vocabulary.
Practitioners may wish to reflect on key principles of learning in literacy,
including the need for young people to listen, speak, read and write using
technological language, to build their skills systematically and progressively.
Colleagues may wish to reflect on the value added to learners’ experiences
where they have the opportunity, individual ly or in teams, to present oral
reports on aspects of their studies in Practical Woodworking.
Numeracy features strongly in Practical Woodworking, and effective
programmes at National 4 and 5 can make a significant contribution to
developing the relevant number skills. These skills, in the context of Practical
Woodworking and the technologies and STEM (science, technology,
engineering and mathematics) subjects more generally, have high currency
across learning, life and work. Examples of applications in Practical
Woodworking include straightforward measurement skills required in
practical and graphical work and estimations and calculations for resource
requirements for tasks.
Health and wellbeing
Practitioners might find value in using Health and Wellbeing as a reference
point and source of ideas for programmes in Practical Woodworking. For
example, consideration of issues of health and safety is particularly relevant,
both in the classroom context but also as a related, motivating theme based in
real-world practice. Further examples of links with health and wellbeing
might include the recognised therapeutic and ‘feel-good’ effects of creating
useful and attractive artefacts, crafting in wood, in common with creative
experiences using other media.
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The ‘big issues’ and Practical Woodworking
A number of major social issues also provide helpful prompts for
practitioners, suggesting new ‘angles’ and learning activities as they plan
programmes. These issues include sustainability, citizenship and enterprise,
all of which have clear relevance to learning across the technologies and
Practical Woodworking specifically. Each of these issues provides contexts in
which the skills inherent in Practical Woodworking are clearly relevant and
which, in turn, may suggest strong features for practitioners to integrate in
their programmes.
 Issues of sustainability have particular relevance in Practical
Woodworking in that programmes can offer well -structured learning about
managing resources. This learning can be linked to real-world concerns
and ambitions such as those associated with recycling and conservation of
finite resources. Recognising its central importance socially and
economically, the partner resource for these materials for Design and
Make includes a ‘flagship’, major suite of support items focusing on
sustainability. A link is provided in appendix 2.
 The application of relevant technological skills and knowledge can
contribute significantly to active citizenship through, for example, wellinformed actions to enhance a local amenity or facility, such as creating
play equipment for a local nursery.
 Enterprising ways of thinking and acting are inherent features of high
quality programmes in Practical Woodworking, deriving from the
fundamental creative nature of this area of learning. Importantly,
consideration of enterprise and entrepreneurial approaches can give a
helpful, new direction to learning which takes the problem -solving nature
of Practical Woodworking and relates it to social, business or financial
themes.
The rise in popularity of Skills for Work programmes offers another
important reference point for practitioners designing learning in Practical
Woodworking. Whilst its general relevance to the world of work is obvious,
there is ample scope which colleagues may wish to exploit within specific
learning activities to reinforce the links with careers, work, employment and
life after school.
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Practical Woodworking– aspects of significant change
The following section focuses specifically on those specif ic features of
Practical Woodworking which may differ from practitioners’ prior
experience. Firstly, this section identifies the course structure and differences
and provides some initial links to materials which promote effective
approaches to learning and teaching. This initial advice and guidance had
been developed by experienced practitioners through exemplification of some
selected aspects of the National 4 and 5 courses in Practical Woodworking
(‘Creativity through Practical Woodworking’) on pages 9–15. Taken with the
previous section. The following section focuses specifically on those specific
features of these suggestions are offered to practitioners to access as required
Purpose and aims of Practical Woodworking 4 and 5
The Course is practical and yet exploratory and experiential in nature. It
combines elements of practical woodworking techniques and standard
practice with elements of creativity. The course should also give learners the
opportunity to develop thinking skills and skills in numerac y, employability,
enterprise and citizenship.
The aims of the Course are to enable learners to develop:





skills in woodworking techniques
skills in measuring and marking out timber sections and sheet materials
safe working practices in workshop environ ments
practical creativity and problem solving skills
knowledge of sustainability issues in a practical woodworking context
Units
There are four mandatory Units including the Added Value Unit. Units, which
are statements of standards for assessment an d not programmes of learning
and teaching, can be delivered in a number of ways. The structure of the
Course allows learners to cover fundamental woodworking skills in a
progressive fashion. Each Unit covers a set of new woodworking skills. All of
the Units include skills in measuring, marking-out, cutting and jointing
techniques. Throughout the Units learners will develop an appreciation of
safe working practices in a workshop environment. They will also gain an
understanding of sustainability issues in a practical woodworking context.
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1.
Practical Woodworking: Flat-frame Construction: helps learners
develop skills in setting out and making basic woodworking joints
commonly used in flat-frame joinery. Learners will read and use simple
woodworking drawings or diagrams.
2.
Practical Woodworking: Carcase Construction: helps learners
develop skills in setting out and making basic woodworking joints
commonly used in carcase joinery. This may include working with
manufactured board or with frame and panels. The Unit includes use of
simple working drawings or diagrams.
3.
Practical Woodworking: Machining and Finishing: helps learners
develop skills in setting up and using common machines and power
tools. It also helps learners develop skills in a variety of si mple
woodworking surface preparations and finishing techniques.
4.
Added Value Unit: Practical Woodworking Project
This Unit requires learners to draw on and extend their range of
practical woodworking experiences and skills in order to produce an
effective overall response to the project task. The assignment will be
sufficiently open and flexible to allow for personalisation and choice.
At this point, the influence of creativity should be clear to avoid
learners simply repeating stereotypes of establish ed projects which can
be de-motivating for learners and de-skilling for staff.
Approaches to learning and teaching for the Practical
Woodwork Course
‘The approach to learning and teaching developed by teachers should reflect
the values, purposes and principles of CfE’.
If learners are to progress through the course and be successful with the
Project they should have gained the necessary skills, experience and
confidence. Learning should be supported by appropriate practical activities,
so that skills are developed simultaneously with knowledge and
understanding and to allow evidence of learning to be naturally occurring.
Where possible, visits to relevant local industrial/workshop environments and
specialist college facilities should be undertaken. Video, simulation and
online materials will provide valuable enhancements to other resources, at
times supporting delivery of aspects which are not otherwise available in a
particular school.
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Throughout learning and teaching, it will be important to involve learners in
judging their progress and making decisions about next steps. Key features of
ongoing dialogue with learners will include:




sharing learning intentions/success criteria
using assessment information to set learning targets and next steps
adapting teaching and learning activities based on assessment information
boosting learners’ confidence by providing supportive feedback
Practical Woodworking Exemplar: Creativity through
Practical Woodworking
As previously mentioned this exemplar has bee n developed according to the
resources, skills and needs in a particular school. It focuses on aspects from
each of the Units, notably practical creativity and finishing. The thinking and
planning processes implicit in the design and preparation of this ex emplar
deserve some further exploration because the processes in developing any
new resource for CfE courses will be generic to any task or extended topic
that practitioners develop to help them deliver the course.
In addition to targeting the aims and outcomes for Technologies: Practical
Woodworking, when planning this style of exemplar a number of issues have
to be taken account of, such as:
 the available human and physical resources in the school and the needs of
the pupil cohort
 learners’ pre-knowledge and their route into the subject at National 4 or 5
 opportunities for interdisciplinary working, notably with the expressive
arts
 the local environment and links with employers and colleges for contextual
links and enrichment and a work placement for so me students
 the possible need for bi-level teaching which in turn influences resources
and learning and teaching
 opportunities through on-line links to help support delivery of aspects of
the course, such as explanations and illustrations of materials and
processes and ideas for possible products and creative solutions.
 issues arising when utilising support materials drawn from the web, such
as: the level of language used; the quality and relevance of graphics of
video clips; relevance to school workshop se ttings or to the age and
experience of the young people.
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Creativity through Practical Woodworking
Introduction
The exploration and expression of creativity through practical woodworking
can be achieved in a number of ways. Many workshop practices allow the
freedom to individualise and customise standard examples of work whilst still
relating clearly to a core product or common project theme. These types of
practices reflect the world of the craftsperson who can tailor standard items
to give bespoke design and style that reflects the desires of individual clients.
Whilst many of these craft processes can be achieved using traditional hand
tools, it is important that learners also develop skills in the use of power tools
and machinery. The benefits of using modern machinery include their
vocational relevance, as well as confirming that ‘craftsmanship’ is an ageless
concept which applies equally to skilful use of machines. At times, a balance
of the two approaches, traditional and power tool, will provide le arners with
the most appropriate experience.
This advice and guidance is not an exhaustive list of potential learning and
teaching approaches to promote creativity through practical woodwork, but
rather a stimulus to encourage further exploration of the r elationships
between craftsmanship and creativity. ‘Learning Prompts’ provide some
suggested learner approaches and there are also useful web links which
practitioners should find helpful.
When learners think about applying any of the techniques outlined in this
document, or others, they need to bear in mind how permanent a change this
will make to their product. It is always worthwhile reminding learners to take
wider advice through, for example, second opinion. They should be
encouraged to discuss their ideas and intentions with their teacher and with
other staff, students and partner agencies where available. This stage of
developing thinking lends itself well to a group -work approach in which
pupils can apply evaluative and peer review skills. Learners should recognise
the benefit of constructive feedback in advance of activity to avoid any
potential for disappointment.
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Materials
Composites
Making use of composite materials such as plywood can achieve striking
effects, for example, through the natural contours revealed as the material is
shaped and formed. Small offcuts of plywood can be transformed into
creative detailing such as finials and handles. Alternatively, creating bespoke
composites by gluing and clamping thin sections of mixed timbers can have
an effective impact, including, for example, to camouflage exposed edges of
composites.
Learning Prompt
At a suitable point in the manufacture of a chosen product, introduce the idea
of using offcuts to learners to create unique composite pieces as a feature.
Laminating
Using a vacuum press to laminate thin sections of timber around pre fabricated or tailored moulds provides an easy route to explore the
possibilities that exist beyond straight sections. Introducing curved timber as
an intricate detail of a model can transform a basic shape into something
more obviously styled and crafted. This creative method of shaping timber is
widely used in furniture design to create high -quality flowing surfaces and
shapes that cannot be achieved economically by other means.
To learn more about how this technique works follow this link:
http://bagpress.com/How_It_Works.html.
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Combining and contrasting
Making use of contrasting timbers for both
practical and aesthetic purposes has a long
tradition. The traditional craft of
marquetry, for example, is an example of
combining decorative samples of timbers to
create intricate designs. Learners can
quickly achieve positive results provided
tasks are properly structured and kept to an
achievable level. The advent of Computer
Numerical Control (CNC) routers and laser cutter technology provides an
alternative pathway to achieving creative results.
Learning Prompt
Make contact with a local woodworker, cabine t maker or timber supplier.
Explore whether one of their staff would join the class to share their skills
and knowledge.
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Finishing
Whilst the main function of the finish is to protect the surface of the item
being manufactured, changing the colour or nature of that finish offers
creative possibilities.
 Spraying
Gloss paint and other aerosol-applied finishes such as ‘crackle touch’ or
‘glow in the dark’ paint provide a contemporary means of finishing
woodworking projects, completely or partially. Appropriate facilities,
including fume extraction, need to be provided. High standards of finish
can be achieved if time and care are taken in the preparation. This
approach can add contrast and definition to projects.
 Water-based paints
Acrylics and poster paints provide a brush-applied alternative to aerosols,
although they can also be sprayed if the appropriate equipment is
available. As well as changing the overall colour and appearance of a
model, they can be used to add detail, working well in combination with
other processes, such as relief work through laser etching or routing.
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Learning Prompt
Perhaps as a homework task relating to a specific product, ask learners to use
their knowledge of colour theory to plan a contrasting colour sc heme
appropriate for a nursery environment.
 Dyes
Dyes have long been used to alter the appearance of timber, which in itself
is a creative solution when trying to achieve a desired effect on a tight
budget. Dyes can also be used to give the impression th at inlay or
marquetry have been used. This can be achieved by marking out the design
onto the timber in pencil, creating relief lines along the pencil lines using
a craft knife and straight edge, then applying the different colours of dye
to each section using the relief lines as a natural barrier to the dye
bleeding from one area to the other.
Learning Prompt
Provide a group work task where learners experiment with different varnish,
polish and paint finishes on timber offcuts, perhaps in ‘stations’. Learners
should feed back to the class on how the different finishes react with the
surface of the timber, to inform their decisions and choices about finishing
their products.
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Detailing
Laser cutting
Laser cutters are becoming increasingly availab le and affordable. The laser
cutter can be used to cut out intricate shapes and forms from a variety of
materials, including timber and composites, that would challenge traditional
workshop equipment. These forms can be highly personalised or tailored to
reflect a specific aspect of the model or its environment.
Some examples of use include
creating decorative panels or screen
work for a standard carcase
construction project.
Laser cutters are also well suited to
the production of stencils from card,
which can be used to achieve creative
and complex shapes when applying a
paint finish to your project.
Etching
Another use of the laser cutter is to etch relief work onto the surface of flat or
curved surfaces. Ideas generated using appropriate
computer drafting packages
can be transferred onto the
surface of a piece of
craftwork, for example Celtic
knot work, lettering or
geometric patterns. These
techniques open up a range of
opportunities for creativity in the context of practical woodworking skills.
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Inlaying
Inlaying is another practical woodwork skill that
has a long history. In a school workshop it is
possible to use hand tools or, with staff assistance,
a router to cut grooves into timber that can then be
populated with a donor material such as a
contrasting section of timber. As alternatives,
learners can use a range of donor materials such as
coloured acrylic or other plastics.
Router work
A router mounted in an appropriately guarded router table is a
very versatile piece of workshop equip ment that can be
employed for both productivity and creativity tasks. Once set
up, it can be used, under close supervision, to quickly and
repeatedly machine a range of profiles onto the edges and
surfaces of timber either during the construction phase or after
flat frames have been assembled. The importance of safe
appropriate, safe use cannot be overemphasised.
However, this type of creative expression can often be
appreciated through both the visual and tactile results achieved.
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Fixtures, fittings and mouldings
The range of pre-manufactured decorative mouldings
available through timber and DIY supply outlets is
extensive. These can provide an ‘extra something’, for
example in the form of an intricate focal point.
One of the the most straightforward means of
personalising a project that incorporates a door or drawer
is to use one of the vast range of handles available
through any DIY outlet.
Learning Prompt
Arrange a visit to a local DIY outlet or undertake research on the web, to gain
an insight into the vast array of fittings and fixtures that can be incorporated
into models
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Pyrography
Pyrography is the process of burning the surface of timber in a controlled
fashion to create a decorative finish. The resulting design can be as s imple or
as complex as desired. A wide range of tones and shades can be achieved
depending on the temperature setting, type of tip used on the tool and the way
in which the tool is applied to the material. Light -coloured hardwoods such as
sycamore or beech are well suited to this technique, but pine will also work.
The effect can also be used to ‘age’ or distress material, to achieve an antique
look.
For a range of tips, techniques and inspiration have a look at the following
website: http://www.scorchpyro.co.uk/.
Learning Prompt
Ask learner, in teams or individually, to create a signature emblem (for the
school/faculty/department/house) as a trademark or crest. Use a laser cutter to
etch it onto surfaces of appropriate projects
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Construction
Our own woodworking traditions tend to encourage crisp, neat, flat -finished
construction methods. These can have the effect of concealing the skills of
construction. Incorporating exposed joints as a creative a nd decorative aspect
of construction has a long heritage in countries such as Japan and China.
Exploring these alternative views on recognised construction methods
provides a means of expressing creativity whilst reinforcing the need for skill
and precision in manufacturing.
Appendix 2 includes a web link to a wide range of examples of alternative
timber construction methods.
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Appendix 1: Reflective questions
 Does your course take account of the ‘purposes of learning in the
technologies’, for example, to ensure that learners: ‘become informed
consumers and producers who have an appreciation of the merits and
impacts of products and services’?
 How do you currently develop literacy/ numeracy/enterprise/life skills?
What new opportunities might you provide? How do you best use an
appropriate range of texts (spoken, heard, written, visual, mixed media)?
Where might these texts be used and how might they develop pupils’ skills
in literacy and numeracy?
 Which learning and assessment approaches and a ctivities are you using
that take advantage of a workshop setting and build confidence to enable
the learners to progress through the Units and towards the Project?
 In what ways can you provide opportunities for young people to learn to
work together collaboratively? Which examples have the biggest impact on
learners’ skills development?
 When undertaking the more complex elements of the Units are there
opportunities for the young people to explain their thinking to show their
understanding of processes and concepts? (particularly relevant in
preparing for the project task in the N4 Added Value Unit)
 What range of learning activities could you use more effectively to help to
develop young people’s higher order thinking skills?
 How can you design activities to help young people evaluate the quality of
their own work?
 Which experiences and outcomes could you link to within the
technologies, across other curriculum areas, and into the world of work, to
provide a coherent experience for learners?
 Which partners do you work with effectively? Are there other partners in
school and the local and wider community with whom you could establish
working relationships to support young people’s skills development ( skills
for learning, life and work)?
 What opportunities do learners have to investigate the world of work,
including with employers and entrepreneurs, and to think about how this
relates to their future learning and career options? How best might you
link with local employers, colleges and Skills Development Scotl and.
 How best can you capitalise on learners’ knowledge of the internet and
search engines to help identify appropriate on -line resources?
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Appendix 2: Web resources for Practical
Woodworking.
 CfE Principles and Practice: Technologies
 Design Principles of new and revised National Qualifications
The examples below illustrate a very small selection of the extensive
resources available for Practical Woodworking. (Be aware that some
resources have been developed for curricula other than CfE and that some of
the renewable examples may have a bias which could stimulate debate)
CfE support materials / resources for technologies
Sites as STEM Central provide a number of relevant and stimulating
engineering topics that could be used or adapted to support the units.
Skills Development Scotland has useful links for career opportunities at ‘My
World of Work’ and which may help further contextualised learning.
For further information on creativity in practical woodworking to support this
exemplar:
Timber Construction Methods, as referred to on page 15
Resistant materials via BBC Bitesize
Resistant materials via Design and tech.com
How products are made (hockey stick) a useful site for background, history
and technical information on a vast range of products.
a beginners guide to marquetry
Wood finishes 1
Environmental Issues when using wood
Enterprising sciences and technologies From LTS. The aim of this study is to
provide information to support practitioners who wish to undertake
interdisciplinary learning for children and young people from pre -school to
age 15. Take a look at how an expansive N3/4/5 engineering science topic,
Where I Live, is developed through mind mapping.
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CREATIVITY THROUGH PRACTICAL WOODWORK (NAT 4, 5, PRACTICAL WOODWORKING)
© Crown copyright 2012
CREATIVITY THROUGH PRACTICAL WOODWORK
Links to SQA
National 4 Practical Woodworking
 Course Specification
 Course and Unit Support Notes
Unit Specification
 Practical Woodworking: Flat-frame Construction
 Practical Woodworking: Carcase Construction
 Practical Woodworking: Machining and Finishing
Added Value Unit:

Making a Finished Product from Wood
National 5 Practical Woodworking
 Course Specification
 Course and Unit Support Notes
Unit Specification
 Practical Woodworking: Flat-frame Construction
 Practical Woodworking: Carcase Construction
 Practical Woodworking: Machining and Finishing
 Course Assessment Specification
 Course Assessment Specification
CREATIVITY THROUGH PRACTICAL WOODWORK (NAT 4, 5, PRACTICAL WOODWORKING)
© Crown copyright 2012
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