SCHOOL PLACEMENT 4 SCHEME OF WORK (2018-2019)

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Student ID No. G00334074

Subject: Design & Communication List of Topics: Axonometric projection,

Graphics
Pupil Year Group: 5th year group
No. of Lessons: 50 lessons
Date: 26/11/18 – 14/02/19
Geologic Geometry
No. of Pupils: 13 students
Length of Lessons: 40 minutes and 80
minutes
Time of Lesson: Monday –Thursday
11:55, 10:20, 9:40, 9:00
 PREVIOUS LEARNING
KNOWLEDGE SKILLS
 Junior certificate Technical Graphics
syllabus
 Identify all the drawing equipment
 Differentiate between Plane
 Graphics skills
elevation and end views
 Dimensioning skills
 Differentiate between different
 Freehand drawing skills
types of lines; Construction lines
 Competency in using the drawing
etc.
equipment – T-square, set squares,
 Use drawing equipment correctly
compass, protractor, pencil and
 Layout a drawing page neatly with
adjustable Set Square.
page border and title box.
 Ability to sketch freehand objects
Topics covered
from visualization.
 Auxiliaries
 Limited Solidworks skills
 True length of a line
 True shape
 Point view of a line
 Planes of Reference

AIMS LEARNING OUTCOMES (LOs) ASSESSMENT

The aims of this scheme are to… Each aim has one or more Each LO has a corresponding
corresponding LO. Assessment
At the end of this scheme students
will be able to…
1. To encourage the 1. Visual Inspection
development of the 1. Competently use
cognitive and practical equipment provided 2. Questioning
manipulative skills for Technical Graphics.
associated with Design and 3. Peer Teaching
Communication Graphics. 2. Demonstrate dexterity (Co-operative
in the use of drawing learning. John
instruments to produce Dewey)
neat and accurate
drawings that comply 4. Student

2. Facilitate the
development of a range of
communication skills, which
will encourage students to
express their individual
creativity in a practical and
imaginative way, using a
variety of forms.
3. To encourage the
development of logical and
progressive reasoning and
enquiry/investigative skills,
and the ability to spatialize
and visualize two- and
three-dimensional
configurations and their
elements in the solution of
graphical problems.
4. familiarize the students
with the basic commands
and features of the
Solidworks software
with internationally
recognized standards
demonstrations.
and conventions.
5. Formative
3. Cite the correct names
feedback
of all the equipment
used during DCG.
1. Verbally express their
individual creativity
through
1. Verbal
demonstrations and
questioning
class presentations.
2. Model making
2. Communicate
3. Homework
graphically through the
questions
use of annotated
4. Student demos
drawings, models and
completion of DCG
questions
1. Represent graphically a
3-Dimensional object in
1. Verbal
terms of axonometric
questioning
projection.
2. Homework
questions
2. Draw curved lines in
3. Quick-fire
axonometric views.
questioning
3. Represent 3D solid
4. Think Pair Share
objects in contact.
5. Exit Cards
(Cylinders, Cones etc.)
1. Visual Inspection
1. Understand the basics of the
2. Questioning
Solidworks software.
3. Peer Teaching
4. 2. Navigate through the
command tabs with
4. Student
confidence
demonstrations
6.
 1. Visual Inspection
5. To develop basic 1. Correctly draw 2
competency in computer dimensional shapes on 2. Lower and Higher
graphics in the context of Solidworks. order
graphical problem-solving  Ensure that all sketches questioning
and computer aided design. are fully defined
3. Peer Teaching
1. Visual Inspection
6. Instil the best approach
1. Correctly transfer an object/
to transfer an object/ 2. Questioning
Model from 2D into 3D on
Model from 2D into 3D on
Solidworks.
Solidworks. 3. Formative
feedback

NUMERACY ORACY GRAPHICACY

LITERACY STRATEGIES
STRATEGIES STRATEGIES STRATEGIES

 Inquiry based  Model making

 Word wall learning  Solidworks models
 Exit Cards  Student
strategies (Drawing objects on
 Word Wall demonstrations
 Dimensioning Solidworks and
 Annotations on  Student
 Counting representing them
PowerPoints presentations
 Adding in axonometric
 Teacher  Quick fire
 Subtracting view)
promoting questioning
 Measuring  Sketching/ free hand
correct spelling.  Peer reviewing
 Scaling drawing.
 Annotations on
 Technical drawing
Worksheets

DIFFERENTIATION STRATEGIES
Gender Inclusion  Gender Neutral drawing questions/ Topics
e.g. activities to suit both genders, (Girls and
 Boys).
 Refrain from calling the class groups “Lads”.
 Address the class group as “Ladies and

Gentlemen”, or “ok class”.

 Mixed group of genders when engaging in

group work.

 One German student

 (Show images of German buildings during
the Axonometric chapter and images of the
German Autobahn during Geologic
Geometry/ Road Geometry chapter)
Multicultural Inclusion  Intercultural classroom
 Race or ethnicity not to be outlined.
 Each pupil to be treated the same as
everyone else.
 Pupils to do same work as rest of class,
‘Everyone is equal’.
*There is no student with Special Educational Needs
in this group
SEN Strategies
*Information provided by SEN officer, Ms. Forde

Mixed Ability Teaching Strategies  ‘Buddy system’, pairing up of students of

varying abilities. (Weaker abled with better
abled students.
 Develop in a safe learning environment.
  Physical models to help visualise concept/
exercise (Visual learners)
 Regular teacher visual inspections.
 In class practical drawing assistance
 Catch-up resources provided (Drawings to be
partially drawn to speed up the pupil.)
 One to one tuition & feedback
 Formative feedback

Formative assessment strategies

 Lower and Higher order questioning
 Teacher ‘Visual inspections’
 Formative feedback
 Peer review (Students assessing
students)
 Think Pair Share
Battelle Strategies
 Exit cards
 Quiz’s
 Worksheets
 Documenting student progress
  Teacher introduction  PowerPoint  Student
 Icebreaker game presentation (O) Demonstrations
 Classroom rules and routines  Icebreaker game (O)
set out (C&I)  Student Talk (O)
 Questioning
 Subject outline (Rough  Quiz/Speeches etc.
 Homework
 Axonometric Scheme of work with week by  Demonstrations
questions (G)
1 week breakdown)  Visualizer work (G)
projection  Visual inspection
 Introduction to ‘Axonometric  Physical Models
Projection’ (MA)
 Introduction to isometric  PowerPoint
projection’ Presentation
 Drawing an Axonometric view  Word Wall (L)

2  Axonometric  Continuation of axonometric  Demonstrations  Think Pair Share

 Visualizer work (G) (C&I)
projection projection  Questioning
 Physical Models
 Recap on Axonometric axes (C&I)  Homework
questions (G)
 (Made from wood)
and plan and elevation set up.
 PowerPoint
 Drawing square shaped Presentation
 Word Wall (L)
objects in Axonometric
 Solidworks models
Projection; Cube, Stairs etc. (ET)
 Introduction to curved lines in
Axonometric
 Drawing curved/ round
objects; Cylinder, Dome, etc.
  Introduction to Dimetric  Peer teaching (CL),  Student
(MA) Demonstrations
Projection (O)
 Demonstrations
 Setting up the Dimetric axes  Visualizer work  Verbal Quick-fire
 Axonometric Questioning Quiz
 Solidworks models
 ‘In Dimetric projection, there (O) (L)
projection (ET) (C&I)  Homework
is an equal angle between two  Physical Models questions
(MA)  Visual inspection
3 of the axes. The plane of
 ‘Dimetric Projection’  Word Wall (L)
projection is an isosceles
triangle’.
 Questions solved/ drawn in
Dimetric Projection

4  Axonometric  Introduction to Trimetric  Visualizer work  Visual inspection

 Physical Models  Teacher
projection Projection
(MA) formative
 ‘Trimetric  Setting up the Trimetric axes  Word Wall (L) feedback
(Battelle, BFK)
Projection’  ‘In Trimetric Projection, none
of the angles between the
axes is the same’.
  Questions solved/ drawn in
Trimetric Projection.
 Students introduced to State
Exam standard questions
Christmas Christmas Holidays Christmas Holidays
Christmas Holidays Christmas Holidays
holidays
Christmas Christmas Holidays Christmas Holidays
Christmas Holidays Christmas Holidays
holidays
5  Axonometric  Finish the topic of  Revision questions  Socratic Seminar
(MA)  Formative
Projection Axonometric Projection
 Revision formative feedback exam
 Summative  Provide students with a exam (Battelle)  Summative
 Practise exam assessment
assessment revision exam, provided with
question  In-class exam
 Solidworks formative feedback  Teacher graphical  Visual inspection
demonstrations  Peer review
introduction  Conduct a summative
 3D animated
o Child’s assessment, (In-class exam) models (ET)
puzzle  Brief recap on topic (Power
 New features Point Presentation with
reinforced/ taught; questioning)
 Extruded Boss/Base  Introduce pupils to Solidworks,
 Extruded Cut, basic features/ commands
  Launch a simple project in-
 Rendered (Material
class; ‘Dice’ and/ or ‘Child’s
and Colour)
puzzle game’.
 Chamfer
Solidworks features
 Extruded Boss/Base
 Extruded Cut
 Rendered
 (Material and Colour)
 Chamfer

6  Geologic Geometry  Introduction to Road  Inquiry Based  Peer reviewing (CL)

Learning  Lower and Higher
 Road Geometry Geometry order questioning
(Humanism, Carl
 Solidworks project  Introduction to terminology Rogers) (MA)
 Lollipop stick
 Visualizer work (G)
2 launched and  Key terms used method of
(MA)
questioning (GI)
completed;  Contour lines  Animated video (G)  Homework
 Word Wall (L) questions (G)
‘Coke Bottle’  Cut gradient
 Teacher graphical  Visual inspection
 New features  Fill gradient demonstrations
 3D animated
taught;  Rising
models (ET)
 Questions/ drawings on Road  AB Tutor (ET)
 Revolved Boss/ Bass
Geometry
 Shell
 Introduction to Earthworks for
 Fillet
 a level road.
Solidworks features
 Revolved Boss/ Bass
 Shell
 Fillet
 Continuation of Road  Demonstrations  Two stars and a
 Road Geometry  Visualizer work (ET) Wish (C&I)
Geometry questions  Homework
 Word Wall (L)
 Project 3 launched questions (G)
 Introduction to Earthworks for  Teacher graphical
 Visual inspection
and completed; demonstrations
a road with a Dogleg Bend.  Peer review
 3D animated
‘Airplane’
7 Solidworks features models (ET)
 New features
 Extruded Boss/Base
taught; Assembly
 Extruded Cut
 Rendered
 Parts Assembly

8  Road Geometry  Introduction to Earthworks for  Demonstrations  Questioning (V) (O)

 Visualizer work (ET)
 Solidworks project a road with a Circular Bend  Homework
(G)
4 launched and  Questions/ Drawings  Physical Models questions (G)
 Visual inspection
 PowerPoint
completed; iPhone/ completed
Presentation
 Exit cards
Smartphone  Introduction to Earthworks for  Word Wall (L)
 Teacher graphical
 New features a Building Site
demonstrations
taught; Solidworks features
  Extruded Boss/Base  3D animated
 Extruded Cut models (ET)
Appearances, Decal,
 Rendered  AB Tutor (ET)
Mapping/ Fitting  (Material and Colour)
 Chamfer
 Decal

 Introduction to Earthworks for  Whiteboard  Student peer

demonstrations (G) review
 Road Geometry a Sloping Road  Think Pair Share
 Visualizer work (ET)
 Project 5 launched  Key terminology outlined  Word Wall (L)  Questioning (O)
 Homework
and completed;  Teacher graphical
 Level contours questions (G)
demonstrations
 Visual inspection
‘Simple Laptop’  Edge of road  3D animated
 Introduction to new models (ET)
 Embankments
 AB Tutor (ET)
9 features;  Sloping road with a bend
Appearances, Solidworks features
Decals and linear  Extruded Boss/Base
 Extruded Cut
pattern  Rendered
 (Material and Colour)
 Chamfer
 Decal
 Linear pattern
10  Road Geometry  Introduction to Mining  Demonstrations  Summative
 Formative feedback assessment
 Summative  Finding the Strike, Dip and  State exam style
 Revision posters
 Thickness of a Stratum (G) question
 Visualizer work (ET)  Formative
 In class formative exam
 Word Wall (L) feedback
assessment
 Summative assessment  Teacher graphical  Peer reviewing
 Final Project demonstrations
 State Exam style question
 3D animated
launch; ‘Design and
given models (ET)
Make’  AB Tutor (ET)
 Students instructed to design
and make their own model.
 Models/ Projects must be of
reasonably high quality.

Keywords: L= Literacy, N= Numeracy, O= Oracy, G= Graphicacy, SEN= Special Educational Needs, MA= Mixed Ability, CL=
Cooperative Learning, GI = Gender Inclusion, MI = Multicultural Inclusion, ET = Educational Technology, and C&I= Creativity
and Innovation.