NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Practical Craft Skills
Advice and Guidance for
Practitioners
[NATIONAL 3]
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
© 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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PRACTICAL CRAFT SKILLS (NATIONAL 3)
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Contents
Overview
Aims of the course
5
5
Learning strategies
Tarsia puzzles
Bingo
Word walls
Talking tokens
Show-me boards
True or false
Learner-led lesson
Random learner selector
Work stations
6
6
8
10
12
13
14
16
18
20
Tools
Show-me boards
Tarsia puzzles
True or false
Word walls
Bingo
Talking tokens
Leaner-led materials
21
22
23
24
25
26
27
28
Materials, components, fixings and adhesives
Word walls
Show-me boards
Bingo
Wordsearch
29
30
31
32
33
Equipment
Word walls
Show-me boards
Bingo
Word search
Tarsia puzzles
35
36
37
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CONTENTS
Joints
Tarsia puzzles
Word walls
Talking tokens
Show-me boards
True or false
Learner-led lessons
Work stations
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43
44
45
46
47
48
49
Appendices
Appendix
Appendix
Appendix
Appendix
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55
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1:
2:
3:
4:
Tarsia puzzles
Bingo
Word walls
True or false
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
OVERVIEW
Overview
This document has been produced as a guide for practitioners teaching
National 3 Practical Craft Skills. The content has been designed to be
adaptable for practitioners in different settings and to suit the needs of
learners.
The resource includes a summary of various learning techniques with
exemplars which have also been provided to support practitioners when
creating their own teaching and learning resources.
A bank of teaching and learning resources has been provided for practitioners
to use for the following topics:
-
tools
materials, components, fixings and adhesives
equipment
joints.
Links to web resources have also been provided for the topic areas.
Practitioners should be aware that some information shown in the web
resources has been created for curricula other than Curriculum for
Excellence.
Aims of the N3 Practical Craft Skills
As stated in the Course Specification, the aims of the N3 Practical Craft
Skills are to enable learners to:






develop skills in reading and interpreting drawings and diagrams
identify, select and use a range of workshop tools and equipment
develop basic skills in measuring and marking out of materials
develop basic skills in cutting, shaping, fixing and joining materials
apply safe working practices in a workshop or similar environment
take account of good practice regarding sustainability and recycling.
This resource focuses on aspects of some of the aims of the N3 Practical
Craft Skills and uses the courses content as a vehicle to illustrate learning and
teaching strategies as shown on the previous page.
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
5
LEARNING STRATEGIES
Learning strategies
Tarsia puzzles
What are Tarsia puzzles?
Tarsia puzzles engage young learners and allow them to develop th eir
knowledge in a topic or subject.
They give learners the option to work individually or as part of a small group
to complete the task as quickly as possible. The puzzles allow learners to
assess their knowledge of a topic or subject.
How do you create Tarsia puzzles?
Tarsia puzzles are quick and easy to make and can be saved, allowing them to
be used many times.
Tarsia puzzles are made using a free software package available for download
from Hermitech Laboratory:
http://www.mmlsoft.com
Follow the link for downloads and select Formulator Tarsia. This will
download the software to your desktop, allowing you to choose and create the
Tarsia puzzle most suitable for the task (see Appendix 1).
How do learners complete Tarsia puzzles?
Learners are provided with a printed copy of the puzzle. They should cut the
puzzle into the individual pieces, taking care not to lose any. Once all the
pieces have been cut out, learners work through the puzzle by matching the
questions to the answers to create the finished puzzle.
Learners could then glue their finished puzzle to paper/card to create a
revision aid.
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PRACTICAL CRAFT SKILLS (NATIONAL 3)
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LEARNING STRATEGIES
Resources needed
List of questions and answers
Computer with internet
Paper
Scissors
Glue
Using Tarsia puzzles for assessment
Tarsia puzzles are an effective strategy for both peer -assessment and selfassessment. Learners need to continually check their answers to ensure they
are correct before moving on. Learners are able to help each other to come to
the correct solution.
Practitioners are able to assess learners’ knowledge based on their ability to
complete the puzzles quickly and correctly. Practitioners can gather evidence
of common mistakes made during the completion of the puzzles to inform
next steps.
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
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LEARNING STRATEGIES
Bingo
What is bingo?
Bingo is an engaging learning activity that can be used as an introductory
lesson or as a recap at the end of a lesson.
Bingo allows learners to think quickly, relying on their knowledge of a topic
or subject. It can also give learners the opportunity to lead the lesson by
being the bingo caller.
How do you create bingo?
Creating bingo is quick and easy, and requires limited resources.
Learners use paper, show-me boards, jotters etc. to create a grid of boxes (the
number of boxes is dependent on the number of answers available). See
Appendix 2.
Learners fill each of the boxes with a word from a provided list. The list can
be written on a board, a PowerPoint or a word wall.
A bingo caller’s card should also be created which co ntains clues to all the
words on the list.
How do learners play bingo?
A bingo caller should be selected (this could be the practitioner or a learner).
Once all the learners have created their bingo cards by filling in all the boxes
using different words from the list provided the game can begin.
The bingo caller reads out the clues to words in a random order. Learners
mark off any words they think are the answers to the clues read out. The
game continues until one learner has matched all of their words to the clues
read out, giving them a full board – they then shout ‘Bingo!’.
Resources needed
Show-me boards or paper
Bingo caller’s card
List of words used
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PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
LEARNING STRATEGIES
Using bingo for assessment
Bingo is an effective strategy for both peer -assessment and self-assessment.
Learners need to be sure they know the correct answer to the given clue
before marking off their card. If learners are unsure they can confer with a
peer.
Practitioners are able to assess learners’ knowledge their ability to complete
their bingo cards correctly, marking off the correct answers to given clues.
Practitioners can gather evidence of common mistakes made during the
completion of the bingo games to inform next steps.
PRACTICAL CRAFT SKILLS (NATIONAL 3)
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LEARNING STRATEGIES
Word walls
What are word walls?
Word walls are a visual aid for the correct spelling of subject- and topicspecific words. They can take many different forms, from a physical section
of the classroom or workshop wall to a portable display board or flip chart.
Word walls should focus on a small number of targeted vo cabulary words that
are key to a unit of work. The words selected for the word wall should be
addressed continually, using a wide variety of engaging activities.
Word pack resources for each project can be saved and re -used.
How do you create a word wall?
The required words for each project or topic should be printed out and
laminated. Words can be colour coded to help learners recognise nouns,
frequently misspelled words etc. Make access to words easy using tape, pins
or blu-tack.
A word wall can be created in various different ways:
Section of the classroom/workshop
A section of the classroom or workshop is decorated to look like a brick wall,
or brightly coloured paper used to make the area stand out and be instantly
recognised and visible.
Portable display board
A portable display board is an excellent way to create a word wall in a shared
room.
PowerPoints
PowerPoints can be used to quickly display the words for each project. Using
a brick wall effect background and adding the words onto the ba ckground
creates a good visual aid.
How do learners use word walls?
Learners can use word walls in various ways. See Appendix 3.
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PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
LEARNING STRATEGIES
Resources needed
Word wall
Printed words
Tape, pins or blu-tack
Using word wall activities for assessment
Word walls are an effective strategy for both peer-assessment and selfassessment, depending on the activity used.
Practitioners are able to assess learners’ knowledge based on their ability to
complete activities quickly and correctly. Practitioners can gather evidenc e of
common mistakes made during word wall activities to inform next steps.
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
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LEARNING STRATEGIES
Talking tokens
What are talking tokens?
Talking tokens is an engaging activity that helps to assess how much or how
little learners have learned.
This activity keeps learners engaged and includes the whole class in the
learning process. The tokens allow learners to assess their knowledge of a
topic or subject. Talking tokens can be used at the end of a topic or as a
revision exercise.
How do you create talking tokens?
Talking tokens are quick and easy to make. All you need are enough small
pieces of paper/card or even milk bottle lids for each learner in the class.
Each token should be numbered. You also need enough questions from a
particular topic for each learner in the class.
Once you have your list of questions, it can be used over and over again for
assessment and revision.
How do learners complete talking tokens?
Learners are given a numbered token each. The person asking the questions
(either the practitioner or a learner) will ask each number a question
randomly. If the question is answered correctly the token is collected in. By
the end of the task all the learners should have handed in their token by
managing to answer a question correctly.
Resources needed
List of questions and answers
Numbered tokens
Using talking tokens for assessment
Practitioners are able to assess learners’ knowledge based on their ability to
answer quickly and correctly. Practitioners can gather evidence of common
mistakes made during talking tokens tasks to inform next steps.
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PRACTICAL CRAFT SKILLS (NATIONAL 3)
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LEARNING STRATEGIES
Show-me boards
What are show-me boards?
Show-me boards are mini whiteboards that allow learners to write answers or
sketch pictures to answer questions asked by the practitioner. The boards are
then held up to show the practitioner the answers.
Show-me boards are a fun, engaging and effective method of collating
information regarding the progress of learning. The practitioner can use
show-me boards as an introductory task, as a recap at the end of lessons or
throughout the lesson to inform next steps.
How do you create show-me boards?
Most schools now have access to show-me boards but they can be made
quickly and easy at low cost.
Simple show-me boards can be made by laminating plain white paper. A5 size
is usually sufficient. Learners will also need access to a dry -wipe marker pen
and a cloth to use as an eraser.
Many learners’ homework diaries now come with a show -me board as the
back cover.
How do learners use show-me boards?
Learners can use show-me boards to write or sketch their answers to the
practitioner’s questions.
Resources needed
Show-me boards or laminated paper
Questions or tasks
Using show-me boards for assessment
Practitioners are able to assess learners’ knowledge based on their ability to
display answers quickly and correctly. Practitioners can gather evidence of
common mistakes made during show-me board tasks to inform next steps.
PRACTICAL CRAFT SKILLS (NATIONAL 3)
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LEARNING STRATEGIES
True or false
What is a true or false task?
True or false tasks are designed to be quick and f un for learners but also
provide the practitioner with valuable information regarding learners’
progress and understanding of a project or topic.
True or false is simply a list of statements which are either true or false. The
statements are read to learners, who quickly decide and display whether the
statement is true or false. Learners can show their answers using a variety of
techniques.
How do you create true or false tasks?
A list of statements should be written up which are either true or false. Th e
practitioner or learners should decide which technique to use to display their
answers.
Gloves
Learners stand in a row wearing two different coloured gloves, one colour for
true and the other for false. Learners hold up the correct hand to display their
answer. Learners who get the answer wrong should sit down.
Show-me boards
Learners write true or false onto show-me boards and hold them up to display
their answers.
Flags
Flags with either different coloured sides (one colour for true, the other for
false) or one side with true written on it and the other side with false written
on it are issued. Learners hold up their flags with the correct side facing the
practitioner to display their answers.
How do learners use true or false tasks?
Learners listen to the statements and decide whether they are true or false.
True or false works best as a knock-out game as this provides an increased
element of fun and competition. It also allows the practitioner to observe
which learners are regularly knocked out early and which regularly win.
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LEARNING STRATEGIES
Resources needed
Coloured gloves
Coloured flags
Show-me boards
Questions
Using true or false tasks for assessment
Practitioners are able to assess learners’ knowledge based on their ability to
answer quickly and correctly. Practitioners can gather evidence of common
mistakes made during true or false tasks to inform next steps.
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
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LEARNING STRATEGIES
Learner-led lessons
What are learner-led lessons?
Learner-led lessons can be used in a series of lessons where the class are
expected to learn a variety of different topics. The class should be divided
into groups (eg if there are five topics there will be five groups or if there are
four topics there will be four groups). Each group will be given information,
checklists, instructions etc. based on their group’s topic. Each group should
become experts on their topic. learning information about it and how to assess
it.
Once each group has learned all about their topic, they will take turns to
teach their topic to the rest of the class and assess their learning. This way
each learner is taking ownership, showing leadership skills and building
confidence.
How do you create learner-led lessons?
The practitioner needs to prepare enough work for four or five topics,
including instructions, checklists, information sheets, work sheets etc. for
learners to work through and learn from.
All the information for each group should be enough to ensure learners are
fully confident in the knowledge of their topic.
How do learners complete learner-led lessons?
When all groups are fully confident, it is their job to come up with the best
way to teach their topic to the rest of the class. The learners will make and
create all the resources needed for their teaching session, and decide how
their topic will be assessed.
Any work produced can be used for wall displays or revision purposes.
Resources needed
Information pack for each topic/group.
Using learner-led lessons for assessment
Learner-led lessons are an effective strategy for both peer -assessment and
self-assessment, depending on the activity used.
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PRACTICAL CRAFT SKILLS (NATIONAL 3)
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LEARNING STRATEGIES
Practitioners are able to assess learners’ knowledge based on their ability to
complete activities competently and confidently. Practitioners can gather
evidence of common mistakes made during learne r-led lessons to inform next
steps.
PRACTICAL CRAFT SKILLS (NATIONAL 3)
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LEARNING STRATEGIES
Random learner selector
What is a random learner selector?
A random learner selector is a technique used to question learners at random.
This technique allows the practitioner to ask a wider range of learner
questions and keeps learners engaged.
When a question is asked to the whole class there will be a small group of
learners who always put hands up to offer answers because they know the
answer, a group of learners know the answer but are too shy to put their
hands up and a group of learners who do not put their hands up because they
do not know the answer. The ‘hands-up’ technique does not allow the
practitioner to use answers to inform next steps.
Using a random learner selector technique gives the opportunity for
practitioner/learner dialogue to get the correct answer, either instantly or
after prompting.
How do you create a random learner selector?
There are various methods of using a random learner selector given here but
there are many others. Practitioners can create a random learner selector that
suits them, the class and the surroundings.
Lollypop sticks
Learners’ names are written onto lollypop sticks and a lollypop stick is
randomly selected for every questions asked.
Online fruit machines
There are various online fruit machines that allow practitioners to input
learners’ names. The machines work like a real fruit machine and select a
learner’s name. This is a great technique to use when there is access to a
projector as learners can watch the machine spinning, adding an element of
fun.
Numbered tokens
When entering the room at the start of a lesson learners are given a numbered
token. The practitioner selects a number and the learner with that numbered
token provides an answer and returns the toke n. The aim is to get all
numbered tokens back by the end of the lesson, ensuring that all learners have
answered a question.
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PRACTICAL CRAFT SKILLS (NATIONAL 3)
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LEARNING STRATEGIES
How do learners use a random learner selector?
Learners are kept engaged throughout the lesson as they never know when
they will be asked a question. All learners are given the opportunity to
answer questions and practitioners are able to use answers to inform next
steps.
Using random learner selector tasks for assessment
Practitioners are able to assess learners’ knowledge bas ed on their ability to
answer quickly and correctly. Practitioners can gather evidence of common
mistakes given during random learner selector tasks to inform next steps.
PRACTICAL CRAFT SKILLS (NATIONAL 3)
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LEARNING STRATEGIES
Work stations
What are work stations?
Work stations engage young learners and al low them to develop their
knowledge in a topic or subject.
They give learners the chance to work on numerous activities during the
lesson. They can be used as revision tasks or as an introduction to a topic.
How do you create work stations?
Work stations are created by setting up around four or five different activities
for learners to work through, for example each station could have materials
and a finish that has to be applied. Learners follow instructions and learn the
technique for each process.
Work stations take some time to prepare and set up but learners learn a lot
from them.
How do learners complete work stations?
Learners follow the practitioner’s instructions, either from information sheets
or from teaching at the beginning of the les son. Once learners understand the
task they work through all the work stations in turn to ensure that each
learner experiences each activity.
Resources needed
Numerous activities and resources are needed.
Using work station activities for assessment
Work stations are an effective strategy for both peer -assessment and selfassessment, depending on the activity used.
Practitioners are able to assess learners’ knowledge based on their ability to
complete activities competently and confidently. Practitione rs can gather
evidence of common mistakes made during activities to inform next steps.
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PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
TOOLS
Tools
Overview
Learners will be expected to use tools correctly and safely, and to recognise
and select the correct tool for set tasks.
Learning strategies
The following active learning strategies could be employed to cover this
topic:
show-me boards
Tarsia puzzles
true or false
word walls
bingo
talking tokens
practical projects
learner-led lessons
random learner selector
Provided resources
Resources suitable for the teaching and learning of ‘tools’ have been
provided.
Suggested online resources
http://www.technologystudent.com/
http://www.bbc.co.uk/schools/gcsebitesize/design/
http://www.design-technology.info/
PRACTICAL CRAFT SKILLS (NATIONAL 3)
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TOOLS
Show-me boards
When teaching learners about tools and their uses, show -me boards can be
used to reinforce learning.
Show-me boards can be used to identify the correct names of tools. This can
be done by showing various tools to the class and asking learners to write
down what they are. When everyone has written something they can hold up
their answers. This will allow the practitioner to identify who is unsure of
what has been taught in the lesson.
This process can be repeated many times.
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PRACTICAL CRAFT SKILLS (NATIONAL 3)
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TOOLS
Tarsia puzzles
The information below should be used to create the puzzle. See Appendix 1
for how to create the puzzle.
What type of chisel is used for cutting mortise
joints?
Mortise chisel
What do you use to mark parallel lines in metal?
Odd-leg callipers
What tool is used to mark curves and arcs in metal?
Spring dividers
What piece of equipment is used to hold your wood
in the vice whilst sawing?
Bench hook
What tool is used to smooth out wood and remove
the top layer?
Plane
What tool is used for marking out in metal?
Scriber
What tool is used for sawing small pieces of metal?
Junior hacksaw
What tool is used for marking angles at 90° to an
edge in metal?
Engineer’s square
What tool is used for marking angles at 90° to an
edge in wood?
Try square
What tool is used for marking parallel lines in
wood?
Marking gauge
What hammer is used for riveting?
Pall pien hammer
What tool is used for measuring?
What saw is used for cutting curves in wood?
Coping saw
What saw is used for cutting straight edges in
wood?
Tenon saw
PRACTICAL CRAFT SKILLS (NATIONAL 3)
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TOOLS
True or false
True or false questioning can be used with coloured gloves (learners wear two
different coloured gloves: one colour = true, other colour = false), true/false
paddles, thumbs up/thumbs down etc.
Example of questions on tools
A coping saw cuts curves
T
A try square measures angles at 45°
F
You would use a mortise chisel when cutting a dowel joint
F
A marking gauge is used to mark parallel lines
T
Tin snips drill holes
F
Straight lines can be cut in wood with a tenon saw
T
Drill bits can be changed with a chuck key
T
Metal can be shaped with a scriber
F
Raw hide is a type of mallet
T
A centre punch is used for measuring
F
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PRACTICAL CRAFT SKILLS (NATIONAL 3)
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TOOLS
Word walls
Hand tools word definitions
Tenon saw
Used for sawing straight cuts in wood
Coping saw
Used for cutting curves and difficult shapes in wood
and plastic
Try square
Used for marking angles at 90° to an edge of woo d
Marking gauge
Used for marking parallel lines in wood
Scriber
Used for marking out on metal (like a pencil)
Junior hacksaw
Used for cutting work on small pieces of metal
Hacksaw
Used for cutting larger pieces of metal
Odd-leg callipers
Used to mark lines parallel to an edge of metal
Bevel edge chisel
Used to remove waste on most wood joints
Mortise chisel
Used to remove waste wood when making a mortise and
tenon joint
Mallet
Used to drive a chisel
Centre punch
Used to mark centres on metal before drilling
Words to be scaled to a suitable size, printed and laminated.
Tenon saw
Coping saw
Try square
Marking gauge
Scriber
Junior hacksaw
Hacksaw
Odd-leg callipers
Bevel edge chisel
Mortise chisel
Mallet
Centre punch
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TOOLS
Bingo
The following list is provided as a guide and is not exhaustive. Practitioners
should add to it to suit the needs of their learners. Learners should write
down a selection of the words on their bingo cards and mark them off when
the matching clue is called out.
Bingo caller’s card
Clue
Answer
Used to mark 90° angles on wood Try square
Used to mark parallel lines on
wood
Marking gauge
Used to mark parallel lines on
metal
Odd-leg callipers
Used to support wood in vice
when sawing
Bench hook
Used to cut curves in wood
Coping saw
Used to mark out on metal
Scriber
Used to cut metal like scissors
Tin snips
Used to smooth out wood
removing top layer
Plane
Used to cut straight lines in wood Tenon saw
Used to mark where a hole will
be drilled in metal
Centre punch
Used for measuring
Steel rule
Used to cut small pieces of metal
Junior hacksaw
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Called
TOOLS
Talking tokens
You will need to make enough tokens for the whole class, from either milk
bottle lids or pieces of paper/card, and number them all.
List of example questions
What is used to cut curves in wood?
Coping saw
What is used to measures angles at 90°?
Try square
You would use a mortise chisel when cutting…
mortise joint
What is used to mark parallel lines in wood?
Marking gauge
Tin snips are used to…
cut sheet metal
Straight lines can be cut in wood using a…
tenon saw
Drill bits can be changed using a…
chuck key
Metal is marked out using a…
scriber
Raw hide is a type of…
mallet
A centre punch is used for…
marking where a hole will be drilled
Wood is held in this when using a tenon saw.
Bench hook
What tool is used for measuring?
Steel rule
What is used for marking parallel lines in metal?
Odd-leg callipers
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TOOLS
Learner-led lessons
Learner-led lessons can be made very easily in the tools topic. The class can
be split into groups and each group taught about a different group of tools.
When each group is fully confident about their own group of tools they will
decide how they will teach and assess the rest of the class about it.
On a rotational basis each group will present their group of tools to the class
and explain what information is wanted/needed.
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MATERIALS, COMPONENTS, FIXINGS AND ADHESIVES
Materials, components, fixings and adhesives
Overview
Learners are expected to use and recognise different materials during
projects. They are also expected to recognise and select suitable fixings and
adhesives for different materials to achieve different outcomes.
Learning strategies
The following active learning strategies could be employed to cover this
topic:
show-me boards
Tarsia puzzles
word searches
true or false
word walls
bingo
talking tokens
work stations
practical projects
Provided resources
Resources suitable for the teaching and learning of materials, components,
fixings and adhesives have been provided.
Suggested online resources
http://www.technologystudent.com/
http://www.bbc.co.uk/schools/gcsebitesize/design/
http://www.design-technology.info/
http://www.nationalstemcentre.org.uk/elibrary/technology/
http://www.designinsite.dk/
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MATERIALS, COMPONENTS, FIXINGS AND ADHESIVES
Word walls
The following list is provided as a guide and is not exhaustive. Practitioners
should add to it to suit the needs of their learners.
Words should be scaled to an appropriate size, printed and laminated for use
on a word wall.
A suggested glossary is given.
Softwood
Pine
Hardwood
Oak
Manmade boards
Plywood
Knots
Grain
Knock-down fittings
Countersunk screw
PVA glue
Softwood: Wood that usually comes from evergreen trees.
Pine: An example of a softwood. Pale in colour and relatively easy to cut and
shape.
Hardwood: Wood that usually comes from deciduous trees (trees that lose
their leaves).
Oak: An example of a hardwood. Expensive and used to make high -quality
products.
Manmade boards: Woods that are not naturally occurring. Made in factories,
eg. blockboard, plywood,chipboard, MDF etc.
Plywood: An example of a manmade board. Made up of layers of wood that
are set at right angles to each other, giving it strength.
Knots: Is a feature that occurs where branches join the trunk of a tree and it
may be unwanted for some purposes but can also be used for aesthetic
reasons.
Grain: Shows the direction of growth of wood and is a property of wood that
affects its aesthetics. The direction of the gra in should be considered when
designing and joining.
Knock-down fittings: Collection of fixings often used for flat-pack furniture
and which are easy to assemble.
Countersunk screw: Screw that’s head sits flush with the surface of wood
when fixed.
PVA glue: The most common wood adhesive.
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PRACTICAL CRAFT SKILLS (NATIONAL 3)
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MATERIALS, COMPONENTS, FIXINGS AND ADHESIVES
Show-me boards
The following list is provided as a guide and is not exhaustive. Practitioners
should add to it to suit the needs of their learners. Learners should write their
answers on their show-me boards.
Wood that comes from evergreen trees is known as what?
Give an example of a manmade board.
What are manmade boards made from?
Sketch an example of a knock-down fitting.
When are knock-down fittings most commonly used?
Give an example of a softwood.
Wood that comes from deciduous trees is known as what?
Give an example of a hardwood.
What is the most common wood adhesive called?
What is easiest: cutting across the grain or with the grain?
What causes knots in wood?
Why might a designer choose to show knots in a design?
Why are countersunk screws often used for safety reasons?
Sketch a countersunk screw.
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
31
MATERIALS, COMPONENTS, FIXINGS AND ADHESIVES
Bingo
The following list is provided as a guide and is not exhaustive. Practitioners
should add to it to suit the needs of their learners. Learners should write
down a selection of the words on their bingo cards and mark them off when
the matching clue is called out.
Bingo caller’s card
Clue
Answer
Wood that tends to come from evergreen
trees.
Softwood
An example of a softwood. Pale in colour
and relatively easy to cut and shape.
Pine
Wood that tends to come from deciduous
trees (trees that lose their leaves).
Hardwood
An example of a hardwood. Expensive and
Oak
used to make high-quality products.
Woods that are not naturally occurring.
Made in factories using chippings, dust
etc.
Manmade
boards
An example of a manmade board. Made up
of layers of wood that are set at right
Plywood
angles to each other, giving it strength.
An imperfection in wood that can be used
for aesthetic reasons but generally
weakens wood.
Knots
A property of wood that affects its
aesthetics. The direction of this should be
considered when designing and joining.
Grain
Collection of fixings often used for flatpack furniture and which are easy to
assemble.
Knock-down
fittings
Screw that sits flush with the surface of
wood when fixed.
Countersunk
screw
Most common wood adhesive.
PVA glue
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PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
Called
MATERIALS, COMPONENTS, FIXINGS AND ADHESIVES
Word search
Answer the following clues and check your answers w ith a friend. Once you
think you have the correct answers try to find the words in the word search
below.
Clues
Wood that tends to come from evergreen trees. _____________________
An example of a softwood. Pale in colour and relatively easy to cut and
shape.________________
Wood that tends to come from deciduous trees._________________________
An example of a hardwood. Expensive and used to make high -quality
products._______________
Woods that are not naturally occurring. ______________________
An example of a manmade board. Made up of layers of wood that are set at
right angles to each other, giving it strength.___________________________
An imperfection in wood that can be used for aesthetic reasons but generally
weakens wood.__________________________
Collection of fixings often used for flat-pack furniture and which are easy to
assemble._______________________
Screw that sits flush with the surface of wood when
fixed.____________________
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
33
MATERIALS, COMPONENTS, FIXINGS AND ADHESIVES
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PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
EQUIPMENT
Equipment
Overview
Learners are expected to use machines and equipment correctly and safely,
and to recognise and select the correct machine or piece of equipment for the
set task.
Learning strategies
The following active learning strategies could be employed to cover this
topic:
show-me boards
Tarsia puzzles
true or false
word walls
word searches
bingo
talking tokens
practical projects
Each strategy provides opportunities for for mative assessment to assess
learners’ development and inform next steps.
Provided resources
Resources suitable for the teaching and learning of equipment have been
provided.
Suggested online resources
http://www.technologystudent.com/
http://www.bbc.co.uk/schools/gcsebitesize/design/
http://www.design-technology.info/
http://www.designinsite.dk/
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
35
EQUIPMENT
Word walls
The following list is provided as a guide and is not exhaustive. Practitioners
should add to it to suit the needs of their learners.
Words should be scaled to an appropriate size, printed and laminated for use
on a word wall.
A suggested glossary is given.
Pillar drill
Mortise machine
Belt sander
Jigsaw
Rebate plane
Block plane
Wood lathe
Safety goggles
Gloves
Ear defenders
Hand vice
Machine vice
Pillar drill: Used to drill holes in wood or metal.
Mortise machine: Used to create the mortise part of a mortise and tenon
joint in wood.
Belt sander: Used to remove small amounts of waste wood or to smooth
edges.
Jigsaw: Used to cut or shape thin, small pieces of wood.
Rebate plane: Used to produce rebates or shoulders on wood.
Block plane: A small plane for small and detailed work. Often used to create
chamfers.
Wood lathe: Used to turn wood to create decorative bowls, banisters etc.
Safety goggles: An essential piece of safety equipment to protect the eyes.
Gloves: An essential piece of safety equipment to protect the hands from heat
when forging/casting.
Ear defenders: An essential piece of safety equipment to protect the ears.
Hand vice: Used to hold small pieces of work secure when drilli ng.
Machine vice: Used to hold larger pieces of work secure when drilling.
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PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
EQUIPMENT
Show-me boards
The following list is provided as a guide and is not exhaustive. Practitioners
should add to it to suit the needs of their learners. Learners should write their
answers on their show-me boards.
Sketch a pillar drill.
What do we use to hold small pieces of work secure when drilling?
What direction do the teeth on the blade of a jigsaw face?
Write down three safety checks that should be carried out before using a
pillar drill.
What joint can be made using a mortise machine?
What do we use to create shoulders in a piece of wood?
Ear defenders protect our ears from what?
Should we cut wood that is 50 mm thick on a jigsaw?
What machine would be used to create a large wooden bowl?
What machine uses abrasive paper to quickly smooth the edges of wood?
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
37
EQUIPMENT
Bingo
The following list is provided as a guide and is not exhaustive. Practitioners
should add to it to suit the needs of their learners. Learners should write
down a selection of the words on their bingo cards and mark them off when
the matching clue is called out.
Bingo caller’s card
Clue
Answer
Used to drill holes in wood or metal. Pillar drill
Used to create a mortise and tenon
joint in wood.
Mortise
machine
Used to remove small amounts of
waste wood or to smooth edges.
Belt sander
Used to cut or shape thin, small
pieces of wood.
Jigsaw
Used to produce rebates or shoulders
Rebate plane
on wood.
A small plane for small and detailed
Block plane
work. Often used to create chamfers.
Used to turn wood to create
decorative bowls, banisters etc.
Wood lathe
An essential piece of safety
equipment to protect the eyes.
Safety goggles
An essential piece of safety
equipment to protect the hands from Gloves
heat.
An essential piece of safety
equipment to protect the ears.
Ear defenders
Used to hold small pieces of work
secure when drilling.
Hand vice
Used to hold larger pieces of work
secure when drilling.
Machine vice
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PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
Called
EQUIPMENT
Word search
Answer the following clues and check your answers with a friend. Once you
think you have the correct answers try to find the words in the word search
below.
Clues
Used to drill holes in wood or metal.______________________
Used to create a mortise and tenon joint in wood._______________________
Used to remove small amounts of waste wood or to smooth
edges.__________________
Used to cut or shape thin, small pieces of wood. _____________________
Used to produce rebates or shoulders on wood. ______________________
A small plane for small and detailed work. Often used to create
chamfers.____________
Used to turn wood to create decorative bowls, banisters
etc.______________________
An essential piece of safety equipment to protect the
eyes._______________________
An essential piece of safety equipment to protect the hands from
heat.__________________
An essential piece of safety equipment to protect the
ears.______________________
Used to hold small pieces of work secure when drilling.
_______________________
Used to hold larger pieces of work secure when
drilling._______________________
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
39
EQUIPMENT
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PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
EQUIPMENT
Tarsia puzzles
The information below should be used to create the puzzle. See Appendix 1
for how to create the puzzle.
Used to drill holes in wood or metal.
Pillar drill
Machine used to create mortise and tenon
joints.
Mortise machine
Machine used to remove small amounts of
waste wood or smooth edges.
Belt sander
Machine used to cut or shape small, thin
pieces of wood.
Jigsaw
Used to produce rebates or shoulders in wood.
Rebate plane
A small plane for small and detailed work.
Block plane
Machine used to turn wood.
Wood lathe
Safety equipment used to protect the eyes.
Safety goggles
Safety equipment used to protect the ears.
Ear defenders
Safety equipment used to protect the hands.
Gloves
Device used to hold small pieces of work
secure when drilling.
Hand vice
Once information has been copied into the input stage, the output should be
printed for learners to cut out and begin the puzzle.
The solution should be printed for reference.
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
41
JOINTS
Joints
Overview
Learners are expected to develop skills in cutting, shaping, fixing and joining
materials, using a variety of appropriate craft techniques.
Learning strategies
The following active learning strategies could be employed to cover this
topic:
Tarsia puzzles
bingo
word walls
talking tokens
show-me boards
true or false
learner-led lessons
random learner selector
work stations
practical lessons
Provided resources
Resources suitable for the teaching and learning of joints have been provided.
Suggested online resources
http://www.technologystudent.com/
http://www.bbc.co.uk/schools/gcsebitesize/design/
http://www.design-technology.info/
http://www.ripsdiy.co.za/woodjoins.shtml
http://www.the-warren.org/GCSERevision/resistantmaterials/woodjoints.htm
42
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
JOINTS
Tarsia puzzles
The information below should be used to create the puzzle. See Appendix 1
for how to create the puzzle.
A mortise joint is fitted over what
type of joint?
Tenon joint
A mortise joint is cut with what type
of chisel
Mortise chisel
What type of joint needs holes drilled
and pieces of rod fitted through
them?
Dowel joint
When making a housing joint what
must you do before chiselling?
Saw the edges
What tool do you use to mark out
how deep a housing joint will be cut?
Marking gauge
What type of saw do you use when
cutting the edges of a housing joint?
Tenon saw
What joint beginning with the letter
‘R’ can be used in the corners of
carcase construction?
Rebate joint
What is the name of a wood joint that
looks like the letter ‘T’?
Thalving joint
Name the type of wood joint that has
angled sides to make it very secure.
Dovetail joint
Why is it important to fully mark out
a dowel joint before drilling?
It could end up off line or squint
What is a but joint?
Wood glued together
What type of wood joint is used in
frame construction?
Miter joint
What angle is a miter joint cut at?
45 degrees
What is the purpose of a stopped
housing joint?
To look flush from the front but have
strength inside
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
43
JOINTS
Word walls
Word definitions
Mitre joint
Used for frame construction.
Housing joint
Used for carcase and shelving construction.
Rebate joint
Used for corner carcase construction.
Mortise and tenon joint
Used for table and chair frame construction.
Dowel joint
Used for table and chair frame construction.
The following list is provided as a guide and is not exhaustive. Practitioners
should add to it to suit the needs of their learners.
Words should be scaled to an appropriate size, printed and laminated for use
on a word wall.
Mitre joint
Housing joint
Rebate joint
Mortise and tenon joint
Dowel joint
44
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
JOINTS
Talking tokens
You will need to make enough tokens for the whole class, from either milk
bottle lids or pieces of paper/card, and number them all.
List of example questions
1.
What is used to cut edges of lap joints in wood?
Tenon saw
2.
What kind of joint do you cut with a mortise chisel?
Mortise joint
3.
What is used to support wood in a vice when sawing joints?
Bench hook
4.
What type of joint fits with a tenon joint?
Mortise joint
5.
What type of joint fits into a mortise joint?
Tenon joint
6.
What joint can be used for frame construction?
Mitre joint
7.
What is used to mark how deep housing joints will be cut?
Marking gauge
8.
What is used to secure joints once they have been cut and put together?
Glue
9.
What is used to measure your joint before cutting?
Steel rule
10.
Name a very strong joint cut on an angle.
Dovetail joint
11.
What angle is a mitre joint cut at?
45°
12.
What do you need to cut a dowel joint?
Drill
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
45
JOINTS
Show-me boards
When teaching learners about joints and their uses, show -me boards can be
used to reinforce learning.
Show-me boards can be used to identify the correct names for joints. This can
be done by showing various joints to the class and asking learners to write
down their names. When everyone has written something they hold up their
answers. This will allow the practitioner to identify who is unsure of what has
been taught in the lesson.
This process can be repeated many times.
46
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
JOINTS
True or false
Possible true or false questions
A coping saw is used to cut a dowel joint.
F
A mortise chisel is used to cut a mortise joint.
T
You would use a mortise chisel when cutting a dowel joint.
F
A marking gauge is used to mark how deep a housing joint is cut.
T
A mitre joint is used for frame construction.
T
A dowel joint is very strong and cut at an angle.
F
A dovetail joint is very strong and cut at an angle.
T
Mortise and tenon joints can be used for a chair frame.
T
Butt joints are not very strong.
T
A housing joint is made by sanding.
F
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
47
JOINTS
Learner-led lessons
Learner-led lessons can be made very easily for the joints topic. The class can
be split into groups and each group taught abou t a different joint.
When each group is fully confident about their own joint they decide how to
teach and assess the rest of the class about their joint.
On a rotational basis each group will present their groups of work to the class
and explain what is wanted/required.
48
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
JOINTS
Work stations
Work stations work very well when teaching about joints as numerous
stations with different items and pieces of furniture can be set up. There may
even be items in the classroom that have been made with different joints .
This will give learners the opportunity to see how joints are used and why a
particular joint will have been chosen. It will also let them see a professional
finish and what is expected of them.
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
49
APPENDICES
Appendices
Appendix 1: Tarsia puzzles
How to create a Tarsia sheet
Tarsia puzzles are made using a free software package available for download
from Hermitech Laboratory:
http://www.mmlsoft.com
Follow the link to download and select Formulator Tarsia.
When you have opened the Tarsia
download this window should appear on
your screen:
You should select which shape of puzzle
you wish to use from the given options.
Once you have selected your
shape this window should appear
on your screen:
50
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
APPENDICES
Type your question in the top
box and your answer in the
bottom box, as shown below:
Once you have entered all your questions and answers, click the solution
button at the bottom of the page. This will produce your puzzle, which can
then be printed off.
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
51
APPENDICES
Example of completed Tarsia
52
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
APPENDICES
Appendix 2: Bingo
Bingo cards
Bingo cards using six boxes. Learners select their words from a given list.
Marking
gauge
Pencil
Try-square
Steel rule
Coping saw
Mallet
Bevel edge
chisel
Try-square
Tenon saw
Smoothing
plane
Marking
gauge
Pencil
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
53
APPENDICES
Bingo caller’s card
The caller reads out the clues in a random order and marks off those used to
allow them to check the winner’s card.
The caller’s card can be re-used by creating multiple columns for the caller to
mark off used clues.
Clue
Answer
Used to mark lines parallel to an
edge of wood.
Marking gauge
Used to drive a chisel when
making joints.
Mallet
Used to remove wood from the
mortise section of a mortise and
tenon joint.
Mortise chisel
Used for measuring.
Steel rule
Used to cut curves and small
pieces of work.
Coping saw
Used to saw wood joints.
Tenon saw
Used to mark lines at 90° to an
edge of wood.
Try-square
X
Used to mark lines on wood and to Pencil
show waste material to be removed
etc.
Used to hold work securely when
chiselling, sawing etc.
Woodworker’s
vice
Used to clean/smooth the edges of
wood and remove excess wood.
Smoothing plane
Used to remove waste wood when
creating most wood joints.
Bevel edge chisel
54
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
Called
X
APPENDICES
Appendix 3: Word walls
Possible activities using word walls
Mystery word
Introduce a new word by writing letters in a scrambled order. To assist
learners in unscrambling the word, give clues, either about the word’ s
meaning or about how it is spelled. Learners apply their knowledge of
spelling patterns and activate their prior knowledge, depending on the clues
given.
New word
After learners have worked on a word wall for a substantial period of time,
add a new word. This encourages learners to do a review of the word wall as
they hunt for the new word. Present the new word as the new word for the
day or as a word that will be used in coming lessons.
Missing word
Take one of the words off the word wall and rearrange the remaining words.
Learners scan the word wall and figure out which word is missing.
A learner could be asked to remove a word when other learners aren’t
looking.
Quick definitions
Provide a definition for one of the word wall words. Learners write d own the
word to match the definition.
One learner could be asked to select the correct word from the word wall.
Learners could take it in turns to give definitions, with their peers writing the
words down.
Pictionary*
Class splits into teams. Learners select one word from the word wall and
illustrate it on the board. The learner who guesses the word correctly gets a
point for their team and they illustrate the next word.
(Note: This is more effective with words for equipment, processes etc.)
Word of the day
Choose a ‘word of the day’. Encourage learners to use the word of the day
meaningfully during the class and highlight appropriate use. Add the word of
the day to the word wall.
Word search
Learners use the words from the word wall to create a word sea rch puzzle.
Learners swap word searches with a partner and complete the puzzle by
finding the word wall words in the word search.
PRACTICAL CRAFT SKILLS (NATIONAL 3)
© Crown copyright 2012
55
APPENDICES
Appendix 4: True or false
Possible true or false questions
Statement
True or false
A try square is used to mark lines parallel to an edge of
metal.
False
A steel rule is used for measuring.
True
Odd-leg callipers are used to mark lines parallel to an
edge on metal.
True
A hacksaw is used to cut wood.
False
A coping saw is used to cut curves in wood.
True
A pillar drill is used to drill holes in metal and wood.
True
Oak is an example of a softwood.
False
Ferrous metals contain iron.
True
A mallet is used to drive chisels when making wood
joints.
True
56
PRACTICAL CRAFT SKILLS (NATIONAL 3)
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