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Woodwork Report

18.0 WOODWORK (444)

In 2010, Woodwork was tested using a theory paper (44411) and project paper 444/2.

The project was set by the Council but administered and scored by the subject teachers.

18.1 CANDIDATES GENERAL PERFORMANCE

Candidates Overall Performance in Woodwork for the Years, 2004, 2005, 2008, 2009 and 2010 is as shown in the table below.

 Year Paper Candidature Maximum Score Mean Score Standard Deviation 2004 12 Overall 1156 6040 100 24.50 30.67 54.11 8.69 5.90 14.00 2005 12 Overall 1052 6040 100 19.35 32.70 51.70 7.72 4.65 10.00 2008 12 Overall 98 6040 100 27.84 18.61 46.45 9.23 4.93 12.89 2009 12 Overall 424 6040 100 28.27 18.84 47.12 10.30 6.07 15.49 2010 12 Overall 375 6040 100 30.18 20.18 50.01 8.31 4.55 12.27

From the table above, it is to be observed that:

18.1.1 The candidates for the subject decreased from 424 in 2009 to 375 in 20l0.
18.1.2 Performance in theory paper improved from a mean of 28.27 in 2009 to a mean mark of 30.18 in 2010.
18.1.3 The mean for the project paper went up by 1.34.
18.1.4 Overall performance in the subject improved from a mean of 47.12 in 2009to 50.01. However the standard deviation dropped from 15.49in 2009 to 12.27 in 2010.

Questions which were poorly performed are discussed below.

Question 10

Figure 4 shows a pictorial view of a wooden coat hook.

Proper introduction to angles of projection should be taught through the use models of the planes of projections.

Figure 4
Sketch the three views of the wooden coat hook in third angle projection. View front elevation from the direction of arrow X.
(6 marks)

Weaknesses

Some candidates could not differentiate 1st angle from 3rd angle and the two angles of projection were mixed up in their responses.

Expected Responses

Question 11
Figure 5 shows three views of a block drawn in first angle orthographic projection.

Draw full size, an isometric view of the block, taking X as the highest point and insert
eight dimensions.

Weaknesses

Some candidates confused oblique projection for isometric. (15 marks)

Expected Responses

Correct interpretation
Correct angle 30

Teachers should explain the different pictorial drawings to the learners. isometric, oblique and perspective.

18.2.1 The whole syllabus should be effectively covered during instruction because examination items will be sampled from the entire syllabus.

182.2 The teacher/school should acquire the relevant reference materials and assist candidates to obtain and use the recommended textbooks.

18.2.3 The use of textbooks by teachers should always be guided by the syllabus. The specific objectives stipulated in the syllabus should be correctly interpreted to ensure the topics in question are taught adequately and effectively.

18.2.4 A variety of teaching methods and resources should be utilised by teachers to ensure that the content is effectively delivered during instruction. Resource persons/guest speakers and field visits should be arranged and used in areas where the teacher and the school lack the resources to teach the topic/lesson effectively.

18.2.5 All the suggested practical activities in the syllabus should be carried out to prepare candidates adequately for questions that require application of psychomotor skills acquired during instruction.

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