5th Year Design and Communication Graphics Planning Grid

Student Name: Katelyn Fleming School: The Abbey CBS Class teacher: Nora Quinn

ID: No: G00366994 No of Pupils: 10 Length of Lesson: 80 minutes & 40 minutes

Class profile

Special Educational Needs (SEN) Diversity (Gender, Ethnicity etc.) Other relevant information
All Boys 3 students never done Graphics in JC
2 Spanish

Relevant LC Objectives Success Criteria Assessment Method Key Words

Students will be: Learning Intentions (students will Teaching Methodology
Topic/Chapter learn about)
Schedule
Week 1 Structural Forms 1. familiar with the principles,  Have a general  PowerPoint  Can explain what Structural  Visual inspection G N Hyperbola,
What are they? concepts, terminology and understanding of what  Presentations Forms are.  Peer questioning doubly ruled
methodologies associated with Structural Forms are.  Higher Order Questioning  Can give examples of real life  Higher order questioning O surface, singly
Intro to Structural the graphics code  To identify real life  Class discussion of Hyperboloids of revolution  Worksheets G ruled surface,
Forms 3. able to produce neat and examples of Hyperboloids  Individual Work  Can explain rectangle Method  Class discussion Hyperboloid of
accurate drawings that comply of revolution and put it into practice when  Reflection sheet revolution,
Rectangle Method with internationally recognised  To explain Rectangle given questions. asymptote,
standards and conventions Method elements
Choose an item. method,
rectangle
method,
throat circle
Week 2 Structural Forms 2. able to apply the principles of  To explain and Elements  Cooperative Learning.  Generate hyperbolic curve  Visual inspection G N Hyperbola,
both plane and descriptive Method  Inquiry based learning. using the three different types  Peer questioning doubly ruled
Asymptotes geometries to the solution of a  Asymptote Method  Kinaesthetic Learning. of methods.  Higher order questioning O surface, singly
Method variety of concrete and abstract  Questioning.  Can give examples of real life  Worksheets G ruled surface,
graphic problems  PowerPoint. of Hyperboloids of revolution  Assessment sheet Hyperboloid of
Elements Method 6. able to utilise freehand  Can explain the three  Class discussion revolution,
 Discussion.
sketching, both two and three Methods and put it into asymptote,
 Word wall
dimensional, as a means of practice when given elements
communication and as an aid to questions. method,
spatial reasoning and rectangle
refinement method,
Choose an item. throat circle
Week 3
Christmas Exams Christmas Exams
Week 4 Structural Forms 11. appreciative of the broad
vocational relevance of Design
Recap 3 Methods. and Communication Graphics.
6. able to utilise freehand
Intro to horizontal sketching, both two and three
sections dimensional, as a means of
communication and as an aid to
Exam Questions spatial reasoning and
refinement
2. able to apply the principles of
both plane and descriptive
geometries to the solution of a
variety of concrete and abstract
graphic problems
Week 5 Structural Forms 1. familiar with the principles,
concepts, terminology and
methodologies associated with
the graphics code
5. appreciative of the facility
which the graphics code
provides, in the solution of
problems and in the visual
communication of data
Choose an item.
Week 6 Structural Forms 3. able to produce neat and
accurate drawings that comply
with internationally recognised
standards and conventions
1. familiar with the principles,
concepts, terminology and
methodologies associated with
the graphics code
3. able to produce neat and
accurate drawings that comply
with internationally recognised
standards and conventions
Week 7 Developments 1. familiar with the principles,
concepts, terminology and
methodologies associated with
the graphics code
11. appreciative of the broad
vocational relevance of Design
and Communication Graphics.
Choose an item.
Christmas Exams Christmas Exams
 Cutting Hyperboloids-  Cooperative Learning.
Questions (Higher Level)  Inquiry based learning.
 Exam Questions  Kinaesthetic Learning.
 Questioning.
 PowerPoint.
 Discussion.
 Word-wall

 Hyperbolic Paraboloids  Cooperative Learning.
 Examples- Pringle Crisp  Inquiry based learning.
 Planes and elevation  Kinaesthetic Learning.
  Questioning.
 PowerPoint.
 Discussion.
 Icebreaker Activity.
 Word-wall
 Posters
 Hyperbolic Paraboloids  Cooperative Learning.
(Higher Level)  Inquiry based learning.
 Finding Plane Director  Kinaesthetic Learning.
 Worksheets questions  Questioning.
 Higher/ ordinary questions  PowerPoint.
 
 Discussion.
 Icebreaker Activity.
 Word-wall
 Posters
 Relate the key properties  Cooperative Learning.
of structural forms to their  Inquiry based learning.
design and construction.  Kinaesthetic Learning.
 Produce 2D and 3D  Questioning.
drawings of arches, domes,  PowerPoint.
vaults, and surface
 Discussion.
structures.
 Icebreaker Activity.
 Determine plan directors
 Word-wall
for ruled surfaces, and
 Posters
construct ruled surfaces
given plane directors and
directrices.
Christmas Exams Christmas Exams
 Generate hyperbolic curve  Visual inspection G N Hyperbola,
using the three different types  Peer assessment doubly ruled
of methods.  Higher order questioning O surface, singly
 Can give examples of real life  Worksheets G ruled surface,
of Hyperboloids of revolution  Class discussion Hyperboloid of
 Can explain the three  Homework G revolution,
Methods and put it into asymptote,
practice when given elements
questions. method,
 Complete OL Exam questions rectangle
using different methods. method,
 throat circle
Vertical
sections
horizontal
sections
 Generate hyperbolic curve  Visual inspection G N Doubly ruled
using the three different types  Peer questioning surface
of methods.  Higher order questioning O Singly ruled
 Can give examples of real life  Fist to five surface,
of Hyperboloids of revolution  Worksheets G saddle,
 Can explain the three  Student demonstration paraboloid,
Methods and put it into  Assessment sheet vertical
practice when given  Class discussion sections,
questions.  Homework G symmetrical,
 Complete OL Exam questions  Reflection sheet directrix,
using different methods. linear
directrices
 Generate hyperbolic curve  Visual inspection G N Doubly ruled
using the three different types  Peer questioning surface
of methods.  Higher order questioning O Singly ruled
 Can give examples of real life  Fist to five surface,
of Hyperboloids of revolution  Worksheets G saddle,
Can explain the three  Student demonstration paraboloid,
Methods and put it into  Assessment sheet vertical
practice when given  Class discussion sections,
questions.  Homework G symmetrical,
 Complete Higher Level Exam  Reflection sheet directrix,
questions using different linear
methods. directrices
 Visual inspection G N
 Peer questioning
 Higher order questioning O
 Fist to five
 Worksheets G
 Student demonstration
 Assessment sheet
 Class discussion
 Homework G
 Reflection sheet

Week 8 Developments 1. familiar with the principles,
concepts, terminology and
methodologies associated with
the graphics code
4. able to model, in two and
three dimensions, graphic
design problems and solutions,
utilising a range of appropriate
techniques and media with
confidence and discernment
Choose an item.
Week 9 Developments 9. able to interpret verbal,
written and mathematical
information, and to represent it
graphically
2. able to apply the principles of
both plane and descriptive
geometries to the solution of a
variety of concrete and abstract
graphic problems
Choose an item.
Week 10 Developments 7. able to utilise a variety of
rendering and presentation
techniques in the solution of
graphic design problems, in
both two and three dimensions
1. familiar with the principles,
concepts, terminology and
methodologies associated with
the graphics code
Choose an item.
 Project views of a
hyperbolic paraboloid
defined as a surface of
translation.
 Develop and envelop of
right regular solids, their
composites and frustra.
 Determine and project true
distance lines between
specified points on the
surfaces of solids.
 Develop and envelop the
surfaces of oblique prisms
and pyramids.
 Develop and envelop of
right regular solids, their
composites and frustra.
 Determine and project true
distance lines between
specified points on the
surfaces of solids.
 Develop and envelop the
surfaces of oblique prisms
and pyramids.
 Develop and envelop of
right regular solids, their
composites and frustra.
 Determine and project true
distance lines between
specified points on the
surfaces of solids.
 Develop and envelop the
surfaces of oblique prisms
and pyramids.
 Cooperative Learning.
 Inquiry based learning.
 Kinaesthetic Learning.
 Questioning.
 PowerPoint.
 Discussion.
 Icebreaker Activity.
 Word-wall
 Posters
 Cooperative Learning.
 Inquiry based learning.
 Kinaesthetic Learning.
 Questioning.
 PowerPoint.
 Discussion.
 Icebreaker Activity.
 Word-wall
 Posters
 Cooperative Learning.
 Inquiry based learning.
 Kinaesthetic Learning.
 Questioning.
 PowerPoint.
 Discussion.
 Icebreaker Activity.
 Word-wall
 Posters
 Visual inspection G N True Length,
 Peer questioning true shapes,
 Higher order questioning O develop,
 Fist to five envelop,
 Worksheets G
 Student demonstration
 Assessment sheet
 Class discussion
 Homework G
 Reflection sheet
 Visual inspection G N
 Peer questioning
 Higher order questioning O
 Fist to five
 Worksheets G
 Student demonstration
 Assessment sheet
 Class discussion
 Homework G
 Reflection sheet
 Visual inspection G N
 Peer questioning
 Higher order questioning O
 Fist to five
 Worksheets G
 Student demonstration
 Assessment sheet
 Class discussion
 Homework G
 Reflection sheet