CreativitythroughpracticalwoodworkingNat45_tcm4-718747

NATIONAL QUALIFICATIONS CURRICULUM SUPPORT

PracticalWoodworking

Creativity through PracticalWoodwork

[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

AcknowledgementThe 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: [email protected]. 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 [email protected] document is also available from our website at www.educationscotland.gov.uk.

2 CREATIVITY THROUGH PRACTICAL WOODWORK (NAT 4, 5, PRACTICAL WOODWORKING)

© Crown copyright 2012

http://www.educationscotland.gov.uk/

mailto:[email protected]

mailto:[email protected]

http://www.nationalarchives.gov.uk/doc/open-government-licence/

http://www.sqa.org.uk/sqa/34714.html

Contents

Introduction 4

Materials 12

Finishing 14

Detailing 16

Construction 20

Appendix 1: Reflective questions 21

Appendix 2: Web resources for Practical Woodworking 22



CREATIVITY THROUGH PRACTICAL WOODWORK

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 problem-solving 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 teaching. 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 them or access

CREATIVITY THROUGH PRACTICAL WOODWORK (NAT 4, 5, PRACTICAL WOODWORKING) 5



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.




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, individually 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.




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, well-informed 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.




Practical Woodworking– aspects of significant change

The following section focuses specifically on those specific 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 numeracy, 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 environments 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 and 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.




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 simple 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 established 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.




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 been 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 exemplar 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 some 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 settings or to the age and experience of the young people.




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 learners 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 relationships 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.




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 .



http://bagpress.com/How_It_Works.html


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, cabinet maker or timber supplier. Explore whether one of their staff would join the class to share their skills and knowledge.




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.




Learning PromptPerhaps as a homework task relating to a specific product, ask learners to use their knowledge of colour theory to plan a contrasting colour scheme 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 that 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.




Detailing

Laser cutting

Laser cutters are becoming increasingly available 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.




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 equipment 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.




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




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 simple 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



http://www.scorchpyro.co.uk/


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 and 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.




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 activities 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 Scotland.

How best can you capitalise on learners’ knowledge of the internet and search engines to help identify appropriate on-line resources?




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 15Resistant materials via BBC BitesizeResistant materials via Design and tech.comHow 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 1Environmental Issues when using woodEnterprising 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.



http://www.ltscotland.org.uk/Images/where_I_live_hs_proofreadF_tcm4-625116.pdf

http://www.ltscotland.org.uk/resources/e/enterprisingsciencesandtechnologies/introduction.asp?strReferringChannel=learningteachingandassessment&strReferringPageID=tcm:4-537136-64

http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/designsocialrev6.shtml

http://www.diydata.com/materials/woodfinish/woodfinish.php

http://www.youtube.com/watch?v=MC6CBjVIOR0

http://www.madehow.com/Volume-4/Hockey-Stick.html

http://www.designandtech.com/resistantmaterials/

http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/

http://www.google.co.uk/search?q=japanese+woodwork+joints&hl=en&sa=X&biw=853&bih=427&prmd=imvns&tbm=isch&tbo=u&source=univ&ei=crC6ToW6BILpObG8oNEI&ved=0CEkQsAQ.

http://www.myworldofwork.co.uk/

http://www.myworldofwork.co.uk/

http://www.skillsdevelopmentscotland.co.uk/

http://www.ltscotland.org.uk/stemcentral/index.asp

http://www.ltscotland.org.uk/learningteachingandassessment/curriculumareas/technologies/supportmaterials/resources/index.asp

http://www.sqa.org.uk/sqa/files_ccc/SQA_DesignPrinciples.pdf

http://www.ltscotland.org.uk/Images/technologies_principles_practice_tcm4-540109.pdf


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



http://www.sqa.org.uk/sqa/files_ccc/CfE_CourseAssessment_Technologies_N5_PracticalWoodworking.pdf

http://www.sqa.org.uk/sqa/files_ccc/CfE_CourseAssessment_Technologies_N5_PracticalWoodworking.pdf

http://www.sqa.org.uk/files_ccc/CfE_CourseUnitSupportNotes_N5_Technologies_PracticalWoodworking.pdf

http://www.sqa.org.uk/files_ccc/CfE_CourseSpecification_N5_Technologies_PracticalWoodworking.pdf


http://www.sqa.org.uk/sqa/files_ccc/CfE_UnitSpec_Practical_Woodworking_N4_Making_a_Finished_Product_from_Wood.pdf

http://www.sqa.org.uk/sqa/files_ccc/CfE_UnitSpec_Practical_Woodworking_N4_Practical_Woodworking_Machining_and_Finishing.pdf

http://www.sqa.org.uk/sqa/files_ccc/CfE_UnitSpec_Practical_Woodworking_N4_Practical_Woodworking_Carcase_Construction.pdf

http://www.sqa.org.uk/sqa/files_ccc/CfE_UnitSpec_Practical_Woodworking_N4_Practical_Woodworking_Flat-frame_Construction.pdf

http://www.sqa.org.uk/files_ccc/CfE_CourseUnitSupportNotes_N4_Technologies_PracticalWoodworking.pdf

http://www.sqa.org.uk/files_ccc/CfE_CourseSpecification_N4_Technologies_PracticalWoodworking.pdf


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