1st Year Junior Cycle Graphics Planning Grid

Student Name: Evan Tully School: Moyne CS Class teacher:

ID: No:G00369819 No of Pupils: Length of Lesson: 80 minutes

Class profile

Special Educational Needs (SEN) Diversity (Gender, Ethnicity etc.) Other relevant information

Linking with Subject specification and Junior Cert Framework Evidence of Teaching and Learning
Statements Learning Intentions (students will Success Criteria
Topic/Chapter Relevant JC Outcomes Key Skills Teaching Methodology Assessment Method Key Words
Schedule of Learning learn about)
Week 1 SOL 15 Triangles 1.3 Derive 2D solutions using Identify and define what a triangle is 4. MANAGING Visualization Being able to identify Students complete a Equal
SOL 19 appropriate media INFORMATION an equal lateral work sheet lateral
SOL 23 Choose an item. AND THINKING Physical Demonstration triangle
Construct equal lateral triangles using
1.12 Construct 2D solutions 1a. Exploring Visual assessment
accurately in accordance with the correct technique PowerPoint Presentation Able to construct an Arc
options and
graphical conventions. alternatives equal lateral triangle Traffic light system
Learn how to use the drawing Step by step instructions Base
3b. Using
equipment needed correctly Know the value of the Questioning
numbers angles in a triangle and
be able to explain why Angle
Understand the basic mathematics they are as they are.
evolved with the construction of a
triangle 180
degrees

Week 2 SOL 15 Triangles 1.3 Derive 2D solutions using Recognise and differentiate between 4. MANAGING Recap Being able to identify students will work Isolines
SOL 19 SOL appropriate media different types of triangles INFORMATION and distinguish together n groups to
23 Choose an item. AND THINKING Individual questioning different types of form a presentation Scalene
1.12 Construct 2D solutions 1a. Exploring triangles of what they learned
Learn the terminology associated with
accurately in accordance with options and Per learning Hypotonus
graphical conventions. different triangles Able to label the Assessment of peers
alternatives
Scaffolding different types of work Adjacent
3b. Using angles on a triangle
Basic use of Pythagoras’ theorem numbers Traffic light system opposite
Solve a Pythagoras’
Construct all triangles using the theorem question both Random questioning obtuse
correct technique graphically and
mathematically acute

90 degrees
Week 3 SOL 15 Quadrilaterals 1.3 Derive 2D solutions using Understand what Quadrilaterals are 3b. Using Example drawing sheet Ability to identify Students will Parallel
SOL 19 SOL appropriate media Know how to draw one numbers different quadrilaterals complete a
23 Choose an item. 4. MANAGING Experimental (Exploring worksheet and they 360 degrees
1.12 Construct 2D solutions INFORMATION shapes with match sticks) Able to draw different will access each
accurately in accordance with Identify different types AND THINKING types of quadrilaterals others work obtuse
graphical conventions. Visualization
1a. Exploring Demonstrate why Problem solving acute
The basic mathematics involves in options and Per learning some angles are worksheets
construction of quadrilaterals alternatives obtuse and some are 90 degrees
acute Questioning

Find the sum of the Traffic light

missing angle

Week 4 SOL 15 Shapes 1.1 Visualise the manipulation of Be able to complete test on all 1a. Exploring Students create Able to draw In class test recap on all key terms used so
SOL 19 SOL 2D shapes triangles and quadrilaterals options and questions for test quadrilaterals and far
23 Choose an item. alternatives triangles without any Self-Assessment of
1.12 Construct 2D solutions 5b. Making difficulty and use their test
accurately in accordance with considered knowledge to solve
graphical conventions. decisions problems
1b.
Implementing
ideas and
taking action
Week 5 SOL 15 Freehand 3.1 Recognise 2D and 3D Learn to develop 2d shapes into 3d 1c. Learning Visualization Students Work in groups to Projection
SOL 19 SOL sketching features in everyday objects and Creatively understanding the create a 3 d drawing 3 dimensions
23 artefacts 1. BEING PowerPoint Presentation basics of how to draw of an object in the
Choose an item. Learn how to hold the pencil while in 3d class Shading
sketching CREATIVE
2.1 Visualise the manipulation of
3D shapes 1a. Exploring Design based
options and challenge
alternatives
Week 6 SOL 15 Freehand 1.1 Visualise the manipulation of Improve drawing understanding and 1. BEING Physical Demonstration Students Create a 3d drawing Pencil weight
SOL 19 SOL sketching 2D shapes learning to shade CREATIVE understanding the of there house
23 Choose an item. 4a. Being Scaffolding basics of how to draw including
2.5 Develop ideas using free- Curious in 3d and being able to shading/colouring
Develop a basic understanding of
hand sketches and other media Per learning shade
to accurately communicate the colour shading 1a. Exploring
options and
thought process Per assessment
alternatives
Week 7 SOL 15 Orthographic 1.2 Analyse graphical Basics of orthographic projection 3e. Discussing Brainstorming Students being able to Complete a drawing Plan elevation end view
SOL 23 SOL projection information for the planning of and debating construct plan of a simple shape 45 degree set square
19 a 2D solution 7d. Expressing elevation end view of a compass
Choose an item. ideas clearly very simple shape
3.1 Recognise 2D and 3D and accurately
features in everyday objects and
3b. Using
artefacts
numbers
Week 8 SOL 15 Orthographic 1.2 Analyse graphical Basics of orthographic projection 3b. Using Problem Based Learning Students able to In groups construct Plan elevation end view
SOL 19 SOL projection information for the planning of numbers complete plan an orthographic 45 degree set square
23 a 2D solution 1a. Exploring elevation end view of projection of a compass
Choose an item. options and more complex shapes difficult shape
3.1 Recognise 2D and 3D alternatives
features in everyday objects and
artefacts 4a. Being
Curious
STATEMENTS OF LEARNING
Statements of Learning (Wood Technology)
The statement
SOL 15 The student recognises the potential uses of mathematical knowledge, skills
and understanding in all areas of learning.
SOL 19 The student values the role and contribution of science and technology to
society, and their personal, social and global importance.
SOL 20 The student uses appropriate technologies in meeting a design challenge.
SOL 21 The student applies practical skills as she/he develops models and products
using a variety of materials and technologies.
SOL 23 The student brings an idea from conception to realisation.
SOL 24 The student uses technology and digital media tools to learn, work and think
collaboratively and creatively in a responsible and ethical manner.
Examples of relevant learning 
Students will apply numerical reasoning to establish
appropriate functions, proportions and dimensions. 
Students will evaluate the impact of Wood
Technology on their lives, society and the
environment.
Students will select suitable equipment to realise a
design task.
Students will create solutions through modelling and
tasks that encourage the development of their
practical skills, while working with a range of
materials and equipment.
Students will develop, individually, a concept to
address a problem and create their solution using
appropriate materials and the skills they have
developed.
Students will select appropriate digital media tools
to explore, research and represent design ideas.

Statements of Learning (Graphics)

SOL No. The statement Example of relevant learning
SOL 15 Recognises the potential uses of mathematical knowledge, skills and Students will be able to support their solutions to
understanding in all areas of learning geometry problems by referencing appropriate
geometry concepts and principles.
SOL 19 Values the role and contribution of science and technology to society, and Students will evaluate the impact of technologies on
their personal, social and global importance. their lives, society and the environment.
SOL 20 Uses appropriate technologies in meeting a design challenge Students will determine the most suitable
technologies available to them and apply them to
fulfil the criteria of a given design challenge.
SOL 21 Applies practical skills as she/he develop models and products using a variety Students will develop 3D representations of solutions
of materials and technologies to problems through modelling using appropriate
media.
SOL 23 Brings an idea from conception to realisation Students will individually explore ideas to satisfy a
problem and develop their solutions using
appropriate modelling skills they have developed.

SOL 24 Uses technology and digital media tools to learn, communicate, work and Students will select appropriate digital media tools to
think collaboratively and creatively in a responsible and ethical matter research, explore and present design ideas.
KEY SKILLS