SUGGESTED WOOD WORK SYLLABUS FOR SENIOR HIGH SCHOOL
M I N I S T R Y O F E D U C AT I O NREPUBLIC OF GHANATEACHING SYLLABUS FOR WOODWORK(SENIOR HIGH SCHOOL 1 - 3)Enquiries and comments on this syllabus should be addressed to:The DirectorCurriculum Research and Development Division (CRDD)P. O. Box 2739AccraGhana.Tel: 0302-6836680302-683651September, 2010i
TEACHING SYLLABUS FOR WOOD WORKRATIONALE FOR TEACHING WOOD WORKWoodwork provides knowledge and skills in the art and craft of woodworking and further equips the learner with the necessary basic skills for work in the wood-basedindustry. This syllabus is an improved version of the earlier syllabus. Besides other important changes, the syllabus includes knowledge of technical drawing and designing,and the methods and principles of construction. Knowledge acquired in this subject at Senior High School level will be helpful for students who wish to proceed to tertiaryeducation. Students who would want to enter the world of work immediately after completing SHS will require only a short period of further training to polish up for gainfulemployment in industry.GENERAL AIMSThe syllabus aims at helping students to achieve the following:a.the ability to use hand tools and basic machines to make simple craft pieces in wood and related materials.b.a good basic knowledge of design and reading of working drawingsc.the ability to plan and follow a sequence of work operations for successful project completion.d.development of functional skills as foundation for job opportunities in wood working.e.awareness of problems relating to wood and the wood industry i.e. depletion, conservation and re-forestationf.adoption of moral principles in the conduct of businessSCOPE OF CONTENTThe course in Woodwork covers the following essential areas:i.General Safetyii.General Constructioniii.Tools and Materialsiv.Designing and Makingv.General maintenance of tools and machinesvi.Basic upholsteryvii.Mass productionviii.Surface decorationii
PRE-REQUISITE SKILLS AND ALLIED SUBJECTSThe course in woodwork builds on relevant aspects of the course in Basic Design and Technology offered at the Junior High School level. Students offering the Woodworkshould have had good performance in English, Mathematics and in Basic Design and Technology. Satisfactory literacy and numeracy skills as well as basic knowledge andskills in drawing and designing are important for success in this subject.ORGANIZATION OF THE SYLLABUSThe syllabus has been structured to cover three years of the Senior High School Programme. Each year's work consists of a number of sections with eachsection comprising a number of units. The structure of the syllabus is presented below.STRUCTURE AND ORGANIZATION OF WOODWORKSHS 1SHS 2SHS 3SECTION 1: SAFETY PRECAUTIONS - (Pg.1)SECTION 1: DESIGN AND MAKING - I (Pg.17)SECTION 1: DESIGN AND MAKING - II (Pg.36)Unit 1: General workshop safetyUnit 2: Basic First AidUnit 1:Unit 2:Unit 3:Unit 4:Unit 5:Unit 1:Unit 2:Unit 3:SECTION 2: TOOLS - (Pg.3)SECTION 1: MATERIAL: TIMBER - II (Pg.20)SECTION 2: FINISHING AND FINISHES - (Pg.38)Unit 1: Hand toolsUnit 2: Special purpose toolsUnit 1:Unit 2:Unit 3:Unit 4:Unit 1: Surface preparationUnit 2: FinishesProblem identificationGenerating solutionsPresentation of the final solutionMaking the artefactEvaluating the artefactSurface quality of timberMechanical propertiesVeneerManufactured boardsiiiPrinciples of designWorking drawingProject work
SHS 1SECTION 3: MATERIAL: TIMBER - I (Pg.5)SHS 2SHS 3SECTION 3: SURFACE DECORATION(METHODS) - (Pg.22)Unit 1: InlayingUnit 2: VeneeringUnit 3: MarquetryUnit 4: Laminated PlasticsUnit 5: EdgingUnit 6: MouldingsUnit 7: Incised and Relief carvingSECTION 3: SHAPING AND WOODBENDING - (Pg.40)SECTION 4: WOODWORK JOINTS - (Pg.10)SECTION 4: NON-WOOD MATERIALS (Pg.25)SECTION 4: MASS PRODUCTION (Pg.41)Unit 1: Angle jointsUnit 2: Widening jointsUnit 3: Framing jointsUnit 1:Unit 2:Unit 3:Unit 4:Unit 5:Unit 6:Unit 7:Unit 8:Unit 9:Unit 1: DesignUnit 2: Working drawingUnit 3: Selection and preparation of materials (Usingmachines)Unit 4: Marking-outUnit 5: Production of partsSECTION 5: PORTABLE POWER TOOLS(Pg.12)SECTION 5: BASIC UPHOLSTERY (Pg.29)SECTION 4: MASS PRODUCTION (CONT’D) (Pg.42)Unit 1: ToolsUnit 2: MaterialsUnit 3: PlatformsUnit 6:Unit 7:Unit 8:Unit 1:Unit 2:Unit 3:Unit 4:Unit 5:Unit 6:Unit 7:Unit 8:Unit 9:Unit 1:Unit 2:Unit 3:Unit 4:Unit 5:Unit 6:GrowthClassificationConversionMarketable sizesSeasoningDetermination of moisture contentWood preservationDefects in timberWest African timbersSafety PrecautionsPlanesHand drillSandersSawsSpray ittingsAdhesivesivUnit 1: Methods of shaping and bending woodAssemblingFinishingQuality control
SHS 1SHS 2SHS 3SECTION 6: MENSURATION (Pg.15)SECTION 6: WOOD WORKING MACHINES (Pg.31)Unit 1: EstimationUnit 2: CostingUnit 3: Calculations involving linear, area,volume and percentagesUnit 1:Unit 2:Unit 3:Unit 4:Unit 5:Unit 6:Unit 7:Safety PrecautionsSawing MachinesPlaning MachinesDrilling MachineMorticing MachineShaping MachinesGrinding MachineSECTION 7: WOOD TURNING (Pg.34)Unit 1:Unit 2:Unit 3:Unit 4:The latheTurning toolsTurning operationsProjectsTIME ALLOCATIONWoodwork is allocated Six (6) periods a week in the 1st year; Six (6) periods a week in the 2nd year and six (6) periods a week in the 3rd year. Theory instruction should take40 percent of instructional time while practicals take 60 percent of the time.SUGGESTIONS FOR TEACHING THE SYLLABUSGeneral ObjectivesGeneral Objectives have been listed at the beginning of each section of the syllabus, that is, just below the theme of the section. The general objectives specify the skills andbehaviours the student should acquire after learning the units of a section and flow from the general aims for teaching Woodwork listed on page (vi) of this syllabus. Thegeneral objectives form the basis for the selection and organization of the unit topics. Read the general objectives very carefully before you start teaching. After teaching allthe units, go back and read the general aims and general objectives again to be sure you have covered both of them adequately in the course of your teaching.Sections and Units: Each section of the syllabus is divided into units, where a unit consists of a body of knowledge and skills that form a logical aspect of the section.Column I - Units: The Units in Column 1 provide the major topics of the section. You are expected to follow the unit topics according to the linear order in which they havebeen presented. However, if you find at some point that teaching and learning of a unit will be more effective if you skipped to another unit before coming back to the unit inthe sequence you are encouraged to do so.v
Column 2 - Specific Objectives: Column 2 shows the Specific Objectives for each unit. The 'specific objectives begin with numbers such as 1.2.2 or 2.2.1. These numbersare referred to as "Syllabus Reference Numbers. The first digit in the syllabus reference number refers to the section; the second digit refers to the unit, while the third digitrefers to the rank order of the specific objective. For instance, 1.2.2 means: Section 1, Unit 2 (of Section 1) and Specific Objective 2. In other words, 1.2.2 refers to SpecificObjective 2 of Unit 2 of Section 1. Similarly, the syllabus reference number 2.2.1 simply means Specific Objective number 1, of Unit 2 of Section 2.You will note also that specific objectives have been stated in terms of the students i.e. “what the student will be able to do after instruction and learning in the unit. Each specificobjective hence starts with the following: "The student will be able to." This in effect, means that you have to address the learning problems of each individual student. Itmeans individualizing your instruction as much as possible such that the majority of students will be able to master the objectives of each unit of the syllabus.Column 3 - Content: The "content" in the third column of the syllabus presents a selected body of information that you will need to use in teaching the particular unit. In somecases, the content presented is quite exhaustive. In some other cases, you could add more information to the content presented. In any case, try to find more informationthrough reading and personal investigations, to add to the content provided. The use of resource persons will in many cases, help to provide your class with more informationand skills. The column also suggests tools and materials that can be used for the unit or lesson.Column 4 -Teaching and Learning Activities (T/LA): T/LA that will ensure maximum student participation in the lessons is presented in Column 4. The teaching of this subjectshould be activity oriented. The major portion of class work and other assignments should emphasize practice. Group work and other participatory methods should beemphasized in the teaching and learning process. In this particular subject, students are expected to acquire valuable basic practical skills to serve as a foundation for furtherskill development. Observe and also ensure that students exhibit skills and values in their behaviour and in creative activities.As has been said already, the order in which the unit topics appear should not necessarily be the teaching order. There should however, be a linkage in the order in which theunits and specific objectives are treated. The teacher will have to study the syllabus carefully and plan ahead the activities the students will carry out during a particularlesson. Knowing the requirements of a lesson, the teacher should assemble the tools and materials required for the activities well in advance. The collection of tools andmaterials must be done by both the teacher and students. Other regular materials may be continually collected and stored to be used when needed. When materials are notavailable in the school or in the immediate environment, the teacher should try to contact persons in higher institutions and in the community for help.As students begin to work on activities of each lesson, the teacher should serve as a facilitator and motivate the students in various ways to sustain their interest. As much aspossible, resource persons may be invited to carry out demonstrations and talk about their work to the class. Field trips may be organized to the community for students toobserve woodwork practices.Column 5 - Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises can be in the form of oral questions,quizzes, class assignments, project work; etc. Ask questions and set tasks and assignments that will challenge your students to apply their knowledge to issues andproblems, and that will engage them in creating new and original items, and developing positive attitudes as a result of having undergone instruction in this subject. Evaluationshould also include observation of processes students go through in performing various activities, and the products students make. Processes and products are both equallyimportant and need observation and correction. The suggested evaluation tasks are not exhaustive. You are encouraged to develop other creative evaluation tasks to ensurethat students have mastered the instruction and behaviours implied in the specific objectives of each unit.Lastly, bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is therefore necessary that you develop a scheme of work and lesson plans forteaching the units of this syllabus.vi
PROFILE DIMENSIONSProfile dimensions describe the underlying behaviours or abilities students are expected to acquire as a result of having gone through a period of instruction. Each of thespecific objectives in this syllabus contains an action verb that specifies the type of learning or skill that the student should acquire by the end of the instructional period. Aspecific objective as follows: The student will be able to describe etc. contains an action verb "describe" that indicates what the student will be able to do after teaching andlearning have taken place. Being able to "describe" something after the instruction has been completed means that the student has acquired "knowledge". Being able toexplain, summarise, give examples, etc. means that the student has understood the lesson taught. Similarly, being able to develop, plan, construct etc, means that thestudent has learnt to create, innovate or synthesize knowledge. Each of the action verbs in the specific objectives of the syllabus describes the behaviour the student will beable to demonstrate after the instruction. "Knowledge", "Application", etc. are dimensions that should be the prime focus of teaching, learning and assessment in schools.As already stated, profile dimensions describe the underlying behaviours for teaching, learning and assessment. Woodwork is a practical subject and the learning required isbest achieved by practical application of skills learnt. The profile dimensions specified in this subject and their respective weights are as follows:Knowledge and UnderstandingApplication of KnowledgeAttitudes and Practical Skills10%30%60%Each of the dimensions has been given a percentage weight that should be reflected in teaching, learning and testing. The weights, indicated on the right of the dimensions,show the relative emphasis that the teacher should give in the teaching, learning and testing processes. Combining the three dimensions in the teaching and learning processwill ensure that woodwork is taught and studied not only at the cognitive level, but will also lead to the acquisition of practical skills in the subject.The explanation of the key words involved in each of the profile dimensions is as follows:Knowledge and Understanding (KU)KnowledgeThe ability to:remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is simply the ability to remember or recallmaterial already learned and constitutes the lowest level of learning.UnderstandingThe ability to:explain, summarize, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences based upon a trend. Understanding isgenerally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.Application of Knowledge (AK)Ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These levels include application, analysis, innovation orcreativity, and evaluation. These may be considered and taught separately, paying attention to reflect each of them equally in your teaching. The dimension "Use ofKnowledge" is a summary dimension for all four learning levels. Details of each of the four sub-levels are as follows:ApplicationThe ability to:apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar. It also involves the ability to produce, solve, operate,demonstrate, discover etc.vii
AnalysisThe ability to:break down materials into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant points etc,recognize unstated assumptions and logical facilities, recognize inferences from facts etc.Innovation/CreativityThe ability toput parts together to form a new whole. It involves the ability to synthesize, combine, compile, compose, devise, suggest a new idea or possibleways, plan, revise, design, organize, create, and generate new solutions. The ability to create or innovate is the highest form of learning. The worldbecomes more comfortable because some people, based on their learning, generate new ideas, design and create new things.EvaluationThe ability to:appraise, compare features of different things and make comments or judgments, contrast, criticize, justify, support, discuss, conclude, makerecommendations etc. Evaluation refers to the ability to judge the worth or value of some materials, ideas etc., based on some criteria. Evaluation is aconstant decision making activity. We generally compare, appraise and select throughout the day. Every decision we make involves evaluation.Evaluation is a high level ability just as application, analysis and innovation or creativity since it goes beyond simple knowledge acquisition andunderstanding.Practical Skills (PS)Practical skills involve pre-imaging to solve practical problems, demonstration of manipulative skills using tools/equipment and materials to carry out practical operations. Theteaching and assessment of practical skills should involve projects and creative practical tasks.“Practical Skills” is given 60 per cent of the teaching, learning and testing time to emphasize the point that woodwork is largely a practical subject especially at the SHS level.The remaining 40 per cent can be used for theoretical aspect involving acquisition of knowledge and understanding.Skills required for effective practical work are the following:1.Handling cationTools/Equipment/Material Handling:skills.Students should be able to handle and use tools/equipment/materials properly for practical work to acquire the needed manualObservation: The student should be able to use his/her senses to make accurate observation of skills and techniques during demonstrations. The student in this case shouldbe able to imitate the techniques he/she has observed for performing other tasks.Craftsmanship/Draftsmanship: This involves the skilful and efficient handling of materials and tools for accomplishing specific tasks according to the level of thestudents.viii
Perception: The student should be able to respond to his/her environment using all the senses i.e. seeing, hearing, smelling, touching and tasting. The student shouldbe encouraged to apply these senses to every project he/she undertakes.Originality/Creativity: Students should be encouraged to be creative or original and be able to use new methods in carrying out projects. Encourage them to be original inmaking works of art and not copy existing work. You can help them to be creative and original by encouraging any little creative effort, technique and product they maydevelop.Communication: Students should be guided to develop effective oral and written communication skills necessary for group work, reporting and appreciation etc.The action verbs provided under the various profile dimensions should help you to structure your teaching such as to achieve the set objectives. Select from the actionverbs provided for your teaching, in evaluating learning before, during and after the instruction.FORM OF ASSESSMENTIt must be emphasized again that it is important that both instruction and assessment be based on the profile dimensions of the subject. In developing assessmentprocedures, select specific objectives in such a way that you will be able to assess a representative sample of the syllabus objectives. Each specific objective in the syllabusis considered a criterion to be achieved by the student. When you develop a test that consists of items or questions that are based on a representative sample of the specificobjectives taught, the test is referred to as a “Criterion-Referenced Test”. In many cases, a teacher cannot test all the objectives taught in a term, in a year etc. Theassessment procedure you use i.e. class tests, home work, projects etc. must be developed in such a way that it will consist of a sample of the important objectives taughtover a period.The example on the next page shows an examination consisting of two papers, Paper 1 and Paper 2. Paper 3 will be the School Based Assessment (SBA) which is notshown in the table. Paper 1 will usually be an objective-type paper; Paper 2 will consist of structured questions or essay questions, essentially testing “Application ofKnowledge”, but also consisting of some questions
ORGANIZATION OF THE SYLLABUS The syllabus has been structured to cover three years of the Senior High School Programme. Each year's work consists of a number of sections with each section comprising a number of units. The structure of the syllabus is presented below. STRUCTURE AND ORGANIZATION OF WOODWORK SHS 1 SHS 2 SHS 3
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