Access Lagos State free Upholstery Design and Construction Scheme of work SSS3. SS3 Curriculum for Senior Secondary School –Schemeofwork.com
SSS3 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 work | ||||
| 2 | Jobs opportun1y in upholstery work | By the end of the lesson, students should be able to: I. Identify job opportunities in upholstery work (Companies: self employ partnership with others, sales of finish upholstery work, sales of upholstery material. Etc.) II. What are the criteria’s to start in small scale III. State the risk to be overcome. IV. List sources of finding | I. Students as a class identify areas of job opportunities in upholstery work and teacher write on the board, II. Teacher and students identify likely risks arid how to overcome them. IV. whole class discuss the source of funding | • Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination. | Postal, charts, video clips |
| 3 | Rigidity in upholstery frame works | By the end of the lesson, students should be able to: I. Identify where upholstery frames should be brace to give rigidity. II. Apply the type of brace that will enable rigidity, III. Discover where bolt &Nut Screw or Nail is most advantageous. IV. Identify what leads to weak frames V. State why seat and back platforms give in. | Students as a class I. examine en upholstery, frame to identify wood or metal that braces the frame for rigidity. II. Start an upholstery frame to see its effect. III. fix and web, spring to prevent quick damage. | • Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination. | Charts Postal Video clips Upholstery frame work. |
| 4 | Rigidity in upholstery frame works | By the end of the lesson, students should be able to I. Construct an upholstery frame. II. Apply braces to old rigidity III. Fix correctly webbing rubber interlaizing it for rigidity. IV. Fix springs and interwove it for rigidity. V. Identify the effect of spacing in webs and spring fixing. | I. Students construct frame under teacher supervision. II. Students apply braces for rigidity. III. Fix correctly for rigidity and straight springs and webbing rubbers with correct spacing. | • Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination. | Wood for frame construction webbing rubber zigzag spring’ tension spring. |
| 5 | Sewing Machine | By the end of the lesson, students should be able to: (I) Define a sewing machine (ii) identify and explain the two(2) main types of sewing machine (cosmetic and industrial) (iii) Briefly explain domestic sewing machine (iv) List the categories of machines under domestic sewing machine (v) give an examples of machines under industrial machines | Students as a class (I) List the two (2) main types of sewing machine and explain (ii) List categories of machines under industrial and domestic (iii) Give brief explanations of each machine listed | • Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination. | Real machine for demonstration (I) Catalogue (ii) Video clips |
| 6 | Design in upholstery work | By the end of the lesson, students should be able to: | or spicy a dinning chair and allow student to produce | • Communication and collaboration. | A dinning chair Drawing instrument |
UPHOLSTERY DESIGN AND CONSTRUCTION
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Construct on a drawing sheet front elevation aide section plan of a dinning chair and the detail of joint use. | the working drawing while the supervises | • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination. | |||
| 7 | MIDTERM BREAK |
| 8 | Design a swing chair for office use. | By the end of the lesson students should be able to: Construct a swing chair without the base showing from elevation, side section plan on a drawing sheet with all necessary drawing instrument | Teacher sketch the working drawing on the board for students to transfer into their drawing sheet using necessary drawing tools | • Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination. |
| 9 | Design a awing chair including sections | By the end of the lesson, students should be able to: Construct the working drawing of a swing cha showing (i) Front elevation (ii) Sid section; (iii) Plan section (iv) Details of low chair is secure to the base. | Teacher past the postals of the working drawing on the board for students to copy on their drawing sheets using all necessary drawing instruments | • Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination. |
| 10 | Construct a swing chair | By the end of tile lesson students should be able to: i. Prepare a template for swing chair sides ii. Cut and shape the sides iii. Cut the button and fix to the sides iv. Cut and fix the braces chat will support the back. v Eons holes for fixing arms and seat base . vi. Fix arms and seat base temporarily | Cut 18mm Plywood for bottom Teacher marked out shape for sides for students O cut Fixed bottom to slide with nails. Cut braces and calls to the sides, Mark out holes for fixing arms and bottom for students to drill Fix temporarily the arms and the base with teachers supervision | • Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination. | 18mm Ply wood saw, Hammer nails etc. |
| 11 | REVISION | ||||
| 12 | EXAMINATION |
Lagos State free Upholstery Design and Construction Scheme of work SSS3. SS3 Curriculum for Senior Secondary School –Schemeofwork.com
Upholstery Design and Construction Scheme of Work SSS3 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | REVISION | ||||
| 2 | Construction of sawing chair | By the end of the lesson, students should be able to: (i) Cut foam for arms, seat and back (ii) Fix foam with contact glue (iii) Cut fabrics to shape, saw with sewing machine (iv) Wear fabrics to chair sow the back together and tack the seat fabrics | (i)Teacher demonstrates how to cut and fix foam for students to practice. (ii) He cuts cloth to shape, sow with sewing machine for students to see and practice (iii) Teacher instructs students to wear and fix back and seat fabrics with his supervision. | •Communication and Collaboration •Leadership and Personal development •Critical thinking and Problem solving • Creativity and Imagination. | Swing, chair frame, foams, fabrics, sewing machine |
| 3 | Cutting list for swing chair | By the end of the lesson, students should be able to: Write out cutting list for swing chair under the following heading (iii) Member, Sizes (Length, breath, thickness) Quantity. | (i)Teacher tabulate on the board for students to copy (ii) He write the member on the board (iii)Allows students to participate in determine sizes of members | •Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination. | Swings, chair frame, tape rule |
| 4 | Cost estimate of swing chair | By the end of the lesson, students should be able to: Prepare the cost estimate of each materials needed under the following headings materials, quantity, rate amount, labour, workmanship, Total amount | (I) Teacher pastes on the board a postal showing the tabulation (ii) He produces the tabulation on the board for students to copy (iii) With students participation Teacher calculate materials its quantity and cost, write it on the board for students to copy. | •Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination. | Swing, chair frame, tape rule |
| 5 | Fittings us in upholstery work customs, Bolts & Nuts, stays etc | By the end of the lesson, students should be able to: (i) Identify types of fittings use in upholstery works (ii) State what are the purpose of these fittings (iii) Fix these fittings for use | (i) Teachers write out these fittings on the Hoard (ii) Allow students to go on internet for upholstery fittings to see more examples (iii) Explain the once available and now to fix them for use | •Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination. | Video clips, coasters, bolt & Nut stays |
| 6 | REVISION OF SSS2 & 3 TOPICS | •Communication and Collaboration • Leadership and Personal development • Critical thinking and Problem solving • Creativity and Imagination. | |||
| 7 | MID TERM BREAK | ||||
| 8-14 | EXAMINATION |
Upholstery Design and Construction Scheme of Work SSS3 Third Term
Revision
Revision
Examination
