SSS2 Upholstery Design and Construction Scheme of Work First Term
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
1
REVISION OF LAST TERM’S WORKS
2
Hazards In upholstery workshop
By the end of the lesson, students should be able to: (i) Define Hazard (ii) List sources of hazard in upholstery workshop (iii) State the effects of hazard (iv) Explain how to avoid hazard in the workshop (v) Design precaution charts or postal to warm people of hazard.
(i) Teacher allow students to define hazards (ii) Explains what hazards can cause to human being and tools. (iii) Explains what hazard can cause to human being and tools. (iv) Students mention what can be done to prevent hazard (v) Show students how to produce signs and warnings to warn people about hazards. (vi) Produce a warning chart for danger Area.
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Postal charts video clips card board, Markers.
3
Tools maintenance
By the end of the lesson, students should be able to: (i) state reason for the maintenance of tools (ii) Select a tool and state the maintenance to be carried out on it (iii) Explain tool maintenance (iv) state the effect of not maintaining our tools (v) Outline 4 advantages of maintaining our tools
(i) teachers carries out maintenance of tools with students involvement
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Tools grease, oil, leather, foam, brush.
4
Construction of upholstery platforms. Spring platforms (tension spring)
By the end of the lesson, students should be able to: (i) construct a simple frame for loose seat chair (ii) secure the spring to the platform (iii) interlaced the spring for rigidity
(i) With wood of 20mm X S5mmwidth construct a platform of sizes 400mmX430mm . (ii) Use metal plates to fix the springs on frame. Interlaced as and secure the spring.
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Woods, tension. spring, metal plate, screw, nails, video clips
5
Industrial visit furniture company to see construction of dinning chair office chair reading chair
By the end of the lesson, students should be able to: (i) Show the process of involve in construction of office chair or dinning chairs (ii)List the tools use in construction of the chairs (machine, hand tools) (iii) Mark out for joints (mortice the tenor) (iv) Assemble the tenor inside the mortice
(i) Explain to student the stages involve I visit to in the construction of a dinning chair (ii) Show students the tools are employed in the construction (iii) Mark and prepare joint in the present of students (iv) Assembly the job the present of student
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Visit to furniture factory
6
Types of upholstery chair
By the end of the lesson, students should be able to: (i) list types of upholstery chairs (ii) Display for students to see different type of upholstery chairs
(i) show videos clips and postals of different types of upholstery chairs (ii) List and identify the chairs from videos clips and postals
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Types of upholstery chair
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MID TERM BREAK MID TERM BREAK MID TERM BREAK MID TERM BREAK
8
Spring platform (Zig Zag Spring)
By the end of the lesson. students should be able to: (i) Identify zig zag spring, (ii) Construct a simple loose seat frame with wood (iii)Secure spring into frame with metal clips or nails (iv) Laize spring and explain the reasons for Laizing it
(i) Display spring for students identify (ii) Construct wood frame (iii) Secure spring with clips or nails (iv) Laize or interwolen spring
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Wood, Springs, tools, nails, metal clips
9
Other platforms. (1) Canvas, leather (2) Metal, plastic (3) Rafia, cane, cord (4) Centor diaphragm . (5) Center plate
By the end of the lesson, students should be able to: (i) List other platforms use in upholstery works. (ii) Explain what is use in producing those platforms (iii) Show examples for students to see,
Show examples of those platform with charts postals video clip Explain briefly how each is produce .
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Video clips postal charts
10
Construction of an upholstery chair (market survey and purchase of materials)
By the end of the lesson, students should be able to: (i) visit an upholstery materials market to purchase materials (ii) Identify materials o purchase (iii) Bargain for materials
Teachers take students on excursion to market for upholstery materials
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Market place. List of materials
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REVISION
12
EXAMINATION
Upholstery Design and Construction Scheme of Work SSS2 Second Term
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
1
REVISION OF LAST TERM’S WORKS
2
Design in upholstery use of drawing board and all drawing instrument
By the end of the lesson, students should be able to: (i)set up a drawing sheet on a drawing board (ii)Discuss the uses of set square in designing (iii)Prepare border lines and title block with set square (iv) Use set square to draw a given box is isometric and in oblique
(i) Teacher allow students to define hazards (ii) Explains what hazards can cause to human being and tools. (iii) Explains what hazard can cause to human being and tools. (iv) Students mention what can be done to prevent hazard (v) Show students how to produce signs and warnings to warn people about hazards. (vi) Produce a warning chart for danger Area.
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Drawing board Tee square, drawing set, pencil, eraser drawing sheets
3
Design in upholstery work (pictorial drawing of half upholstery chair)
By the end of the lesson, students should be able to: (I) Identify half upholstery chair (ii) with the aid of all necessary drawing instrument produce half upholstery chair
(i) teacher displays the poster of half upholstery chair for students to see (ii)teacher demonstrates for students to see how to use necessary drawing instruments to draw half upholstery chair
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
(I) real half upholstery chair poster and chart (ii) drawing sheets, drawing boards drawing instruments
4
Design in upholstery work (working drawing)
By the end of the lesson, students should the able to: Produce the working drawing of single halve upholstery chair showing front elevation, side elevation, and plan,
(i) teacher hang the poster of the working drawing on the board (ii) in the present of the students he demonstrate the working drawing on a sheet of paper using – his own board (iii) students practice the drawing on the postal
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Designing upholstery work (working drawing half upholstery)
By the end of the lesson, students should be able to: Produce the working drawing of halve upholstery showing front elevation, side section plain, one details
(i) teacher display postal of the working drawing on the board (ii) teacher demonstrate how to construct side section and detail for students to see and copy
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Postal, drawing board and accessories
6
Design in upholstery work (exploded view details)
By the end of the lesson, students should be able to: (I) explain what exploded view is
students were to state what they understand by exploded view
• Communication and collaboration.
Postal of an exploded view of half upholstery chair drawing board and its accessories
UPHOLSTERY DESIGN AND CONSTRUCTION
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
(i)state reasons for exploded views in working drawing (iii) produce one exploded view of half upholstery
(ii)teacher writes corrects meaning on the board (iii) teachers display chart of an exploded view on the board (iv) teacher show example of how to produce an exploded view for students to copy
• Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
7
MID – TERM BREAK
Business opportunity
By the end of the lesson, students should be able to: (I) What is business opportunity? (ii) Recognize business opportunity (iii) Enumerate business opportunity upholstery works
(i) students are allowed to interact in defining and explaining business opportunities (ii) teacher discuss with students how to recognize business opportunities (iii) teacher and students interact to identify business opportunities in upholstery works
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Charts, postal, markers marker board
Business opportunity sorting p business in upholstery work
By the end of the lesson, students should be able to: (i) Identify areas of business you can be setup in upholstery work (ii) Itemize things needed to set up the business minimally (iii) Identify area you will need help and how to seek the help needed
(i)Teacher interact with students to identify business opportunity in upholstery work and he write down (ii) student divide into groups according to interest (iii)students are to write out what will be needed to set up and areas they will need help
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Charts postal markers and board
10
(a) Basic concept of entrepreneurship (b). Entrepreneurship education (c) Qualities of an entrepreneur (d). Importance of entrepreneurship
By the end of the lesson, students should be able to: 1. explain the term entrepreneurship; 2. examine the concept entrepreneurship education critically; 3. Outline the importance of entrepreneurship; 4. analyze the qualities of an entrepreneur.
1. Whole class discussion on the meaning of entrepreneurship. 2. Students, in small groups, discuss the term entrepreneurship education and share their knowledge with the class. 3. Students, as a class, discuss the importance of entrepreneurship. 4. Students, in the same groups, critically analyze the qualities of an entrepreneur.
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Access Unified Upholstery Design and Construction Free Scheme of work for SSS2. SS2 Syllabus for Senior Secondary School Lagos State –Schemeofwork.com
Upholstery Design and Construction Scheme of Work SSS2 Third Term
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
1
REVISION OF LAST TERM
2
Parts of sewing machine
By the end of the lesson, students should be able to: (i) Identify parts of sewing machine (ii) List& Explain the parts in relation to their function (ii) Prepare the process of maintaining the parts.
(i) Students interact with workers (ii) Teacher ask question on each business opportunity identify (iii) Students are allow to ask questions
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
3
Sew machine presser footing
By the end of the lesson, students should be able to: (I) Define presser footings (II) List presser footing (III) identify footings (IV) Explain the use a of presser Footings listed
(i) Teacher display different types of presser footings (ii) He lists presser footings on the board (iii) Explain with student participation presser footings and their uses
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
(i) Presser footings (ii) Posers (iii) Charts (iv) Video clips .
4
Wood preservatives .
By the end of the lesson, students should be able to: i. Define preservatives ii. State reasons for preservation of wood iii. List types of preservatives iv. Describe methods of applying preservative to wood, to an upholstery work.
i. Teacher define preservatives for student, ask student if they have fee preservative been applied. ii. Ask students to state reason for preservatives. iii. List types of preservatives and explain them briefly. . iv. Ask students to state methods they can use to apply preservative on (1) wood (2) on upholstery work.
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Charts posters, video clips. .
5
Repair of Old upholstery Work.
By the end of the lesson, students should be able to: I. Remove old fabrics from chair II. Remove hid foams II. Remove the old tacks. IV. Repair damaged parts e.g. Wood parts
I. Teacher organizes with students how to obtain on old upholstery chair. II. He demonstrates how to remove foams and old tact’s, for students to practice.
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Old upholstery chair, tools (bar, hammer, ripping, chisels. Nails.
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
V. Refix or rep1ace hessians, webs, or springs.
III. He repair end replace damaged parts with student’s Participation IV. He refixed and replaced other damaged parts like hessian webs springs
6
Repair of old upholstery chair
By the end of the lesson, students should be able to: I. Apply insecticide to kill any insect and germs on the frame. II. Laid hessian ors platform. III. Refix foams and add if need be. IV. Apply contact glue on foam to Join it together. V. Apply glue on foam to frame platform
i. Teacher mix and apply insect ode for students to see and practice ii. Teacher demonstrate how to laid hessian or student to see and practice. iii. He demonstrates how to apply glue on foam and fix to place.
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
I. Repaired chair II. Sewing machine insecticide III. Insecticide IV. Hessian, foam; glue V. Scissors,
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MID TERM BREAK
8
Repair of old upholstery chair (fabric sowing and fixing)
By the end of the lesson, students should be able to: I. Cut fabrics to shape and sizes. II. Sew fabrics together to fit shape. III. Wear fabrics to chairs and fix with tack nails
I. Teacher cut fabrics to shape for student to see and practice. II. He demonstrate how to sow fabrics to chair, students also try III. Wear fabric on chair and demonstrate how to fix with tacit
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
I. Sewing Machine II. Fabrics, tailor chalk III. Scissors IV. Tack Nails
9
Basic concepts of marketing. (a) Meaning of marketing (b) Methods of marketing (c) Importance of marketing (d) Marketing/ distribution channel chart.
By the end of the lesson, students should be able to: 1. describe the term marketing: 2. examine the methods of marketing 3. analyse the importance of marketing; 4. create a low chart of the marketing of channel distribution,
1 Students as a class brainstorm on the term marketing 2. Whole class discussion on the different methods of marketing 3. Small group discussion on why marketing is important 4. Small groups activities on chart of distribution channels of marketing
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
2. distinguish between the term packaging & branding 3. develop a feasibility study for setting up a profitable business or a production unit; 4. creatively design a befitting package for their products.
packaging & branding 3. Students, in small groups, present a feasibility study of a said production or business setup (Group project). 4. Students, in the same groups, produce or come up with befitting packages for their products.
• Critical thinking and problem solving. • Creativity and imagination.
