The new Junior Cycle Wood Technology course allows you the opportunity to showcase your work from 2nd and 3rd years in the form of two Classroom-Based Assessments (CBAs). These specific tasks are given to you by your class teacher and are graded using a ‘descriptor’. These descriptors are then added to your Junior Cycle Profile of Achievement alongside your exam and project grade at the end of 3rd year. This guide will help you get the highest descriptor possible by taking you through every step of the CBA process.
Guide
How to succeed in your Wood Technology CBA 1
By Kieran McDonagh - 13 minute readKieran Mcdonagh, a teacher and state examiner with over 15 years of experience, gives his tips on succeeding in your Junior Cycle Wood Technology CBA 1.
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Introduction
Descriptors
There are four level descriptors of achievement you can get for your CBAs. Your teacher will use the Features of Quality, set out in the Assessment Guidelines for each subject, to decide your level of achievement in each CBA:
Exceptional
This describes a piece of work that reflects these features to a very high standard. While not necessarily perfect, the strengths of the work far outstrips its flaws, which are minor. Suggestions for improvement are easily addressable by the student.
Above expectations
This describes a piece of work that reflects these features very well. The student shows a clear understanding of how to complete each area of the task. Feedback might point to the necessity to address some aspects of the work in need of further attention or polishing but on the whole, the work is of a high standard.
In line with expectations
This describes a piece of work that reflects most of these features well. It shows a good understanding of the task at hand and is free from significant errors. Feedback might point to areas needing further attention or correction but the work is generally competent and accurate.
Yet to meet expectations
This describes a piece of work that falls somewhat short of the demands of the CBA and its associated features. Maybe the student has made a good attempt but the task has not been grasped clearly or has significant lapses. Feedback will draw attention to fundamental errors that need to be addressed.
Top tip
As ‘exceptional’ is the highest descriptor you can achieve, make sure you aim to be exceptional. An inspirational quote I like to refer to when I do anything is:
“Shoot for the moon. Even if you miss, you'll land among the stars” (Norman Peale).
What to expect
There are two CBAs in wood technology and they are assessed at common level. They relate to learning outcomes and you will do them at a scheduled time during class. Here's a breakdown of the two CBAs:
|
Classroom-Based Assessments |
Format |
When is it done? |
|
Wood science in our environment |
Investigation and presentation on a wood science-related topic. Response may be presented in a wide range of formats. Students can collaborate but each student must present an individual piece of work. |
During a three-week period in 2nd year with guidance from your teacher. |
|
Student self-analysis and evaluation |
Individual analysis of your own skills. Response may be presented in a wide range of formats. |
During a three-week period at the beginning of 3rd year with guidance from your teacher. |
CBA 1: wood science in our environment
This CBA provides you with the opportunity of investigating a wood science-related issue within a given context, e.g. local, national or global.
You will keep track of what you are doing in a learning log and focus on the main areas below. Here is what you should focus on to get an exceptional descriptor in each area:
Research and analysis
The research method chosen demonstrates a comparison of a range of sources that leads to the production of a comprehensive and detailed analysis of the data/findings.
Concepts and application
The topic chosen is critically developed through the comparisons of alternative concepts in relation to the topic and includes in-depth considerations of a local and/or global issue.
Evaluation of your findings
Critical evaluation is evident throughout the task which leads to refinements at various stages resulting in meaningful, accurate conclusions and informing potential future applications.
Communicating your CBA
The presentation of the findings is of an excellent standard. It uses a highly effective medium which allows for a critical consideration of what information best communicates the task.
How to approach this CBA
When starting your CBA, you could use this table to submit a proposal to your teacher:
| Student name: | |
| Title of your project: | |
| Method of research (primary and secondary): |
|
| Outline briefly the purpose of your research: | |
| Explain briefly why you have chosen your method of research: | |
| List your sources of information: | |
| Summary (give a brief summary of what you found out as a result of your research): |
This table will show your teacher the initial work you have done on your CBA.
Picking your topic
The main thing you should think about when choosing your topic is to pick something you want to know more about. Ask yourself the following questions:
Am I interested in this topic?
Can I find links between what I am learning in class and my everyday life?
How easy will it be to research this topic?
Samples of CBA 1 topics
- A city that is using trees to cool the temperature.
- The difference between sustainably managed forests in Ireland and other countries.
- How spending time around trees can improve people's wellbeing and reduce stress levels.
- Comparing softwoods and hardwoods.
- My local forest.
- The advantages and disadvantages of deforestation.
- The role of forests in the world.
- The effects of wildfires.
- The use of mechanical fittings over wood joints in garden furniture.
- From seed to tree: the process of forestation.
- How wood survives outside.
- Screws versus glues, which would win?
- The threat of invasive species to native trees.
- Woodlands versus forestry.
- An ecosystem in a forest of the world.
- Why Ireland has one of the lowest areas of forest in Europe.
- Animals, plants and insects that are endangered by extinction due to deforestation.
- Ecosystems in Ireland.
- The role of forests in my locality.
- How a bog preserves things.
Carrying out your CBA 1
Research and analysis
An important part of this CBA is developing good research skills and showing them to the examiner. Once you have picked your topic, you should come up with your ideas by brainstorming keywords, phrases and any other helpful information for your research. You will then need to use some primary and secondary research to gather more information on your topic.
Don’t forget to keep a list of where you are getting your information from. This is important to assess how reliable your sources are and what quality they are. If you don’t have a list of your sources, you can’t reference them in your CBA. You should search effectively, evaluate and make connections between all the information found.
How to research
There are loads of different ways you can research for your CBA. Some of these could include:
Reading books or newspaper articles.
Watching video clips/interviews/documentaries.
Writing a letter to an organisation involved.
Listening to radio programmes or podcasts.
Looking up information online.
You may even want to conduct your own research through an interview with someone involved in the area of the topic you are discussing
Top tips
- Keep a list of key questions in front of you as you research.
- Have a page or part of a digital document for each question and write in the information as you get it.
- Remember to keep note of your sources, i.e. where you are getting your information from.
- Try to get your research from a variety of sources as it makes for more interesting reading for your teacher.
Concepts and application
Once you have done your research, it’s time to relate those findings to the key concepts of your topic. At this stage, you should consider related concepts to help refine or develop your response to the topic. For example, if the topic was ‘exploring why a park bench does not rot’, you may draw on your research and cross reference your topic to other outdoor wooden objects to support your observations. You could then consider why this particular object has been preserved outdoors when others have not.
Top tip
Use what you know about the topic but you should also back up your ideas with your research to help show the links between local and global issues.
Evaluation of your findings
Here are some tips for evaluating your work:
Evaluate what you have learned about the topic you focused your task on.
How did you get here? Reflect on the process from the beginning to the end of your CBA.
Ask yourself why this topic is important. Does it have any significance personally, locally, socially or environmentally?
Are there other opinions about your topic that are different than yours? Add them in if they fit.
What did you think of the topic before you researched it and what do you think now? Take some time to reflect on this.
Think about what you learned in this CBA and how it can be applied in your classroom and the future work you will be doing.
Top tip
At the end of your CBA, you should aim to give your own personal opinion or come to your own conclusions about the topic.
Evaluation exercise
Think critically about the following questions and write a short response:
Were you surprised by your findings? Give a reason for your answer.
Is the source of your research reliable? Give a reason for your answer.
Is the information one-sided or biased? Give a reason for your answer.
Conclusion: based on your findings, what are your key observations?
Communicating your CBA
The final step is presenting what you have learned through your learning log. It is important that this is in your own words and that you can show you understand your topic. Figure out what information showcases your work the best and then choose which format to present it in.
Presenting your CBA
Once you have completed your research, gathered your information, fully explored the concepts and applications and evaluated your findings, you can think about the best way to display your project.
One of the requirements of your CBA is showing evidence of what you have learned in an individual learning log and how you present this is up to you. Some ideas on how it can be presented are:
In a written format, such as a report.
In a digital format, such as a slide presentation on PowerPoint or a document on Word.
In a visual format, such as a poster.
Imagine that your teacher asked you to make a poster/presentation on your topic that could be on show in the classroom. You would use all the information you gathered in the first three sections of the CBA and present it all together as one piece of work.
Top tip
The way you present it is up to you but I advise approaching it like you are trying to explain your topic to somebody outside of your class who knows nothing about it or the subject of wood technology in general.
Best of luck - you got this.
By Kieran McDonagh
Kieran Mcdonagh is a Wood Technology teacher at Ballinrobe Community School, Co. Mayo. As well as teaching for over 15 years, Kieran is also an examiner in Junior Cycle Wood Technology.