2nd Year Junior Cycle Graphics Planning Grid

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

ID: No: G00366994 No of Pupils: 12 Length of Lesson: 80 minutes & 40 minutes

Class profile

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

Linking with Subject specification and Junior Cert

Evidence of Teaching and Learning
Framework

Key Words
Statements Relevant JC
Key Skills Teaching Methodology Assessment Method
of Learning Outcomes
Learning Intentions Success Criteria
Topic/Chapter (students will learn
Schedule about)
Week 1 SOL 21 Developments 2.1 Visualise the  Develop an 1b. Implementing  PowerPoint Describe what a  Worksheets Developments: To fold out a 3D
Choose an manipulation of appreciation of ideas and taking  SolidWorks development is and give  Peer learning solid into a flat pattern.
item. What is a 3D shapes how action  Textbook examples of where it is  Exit cards Surface: a flat face of an object. It
SOL 20 Development? Choose an item. developments are 4c. Thinking  Visual Learning used in everyday life.  Reflection has no thickness.
Intro Choose an item. used in the world creatively and  Inquiry based  Know how to Sheet Fold lines: lines that are to be
2.12 Generate around them. critically learning identify whether  Traffic Lights folded. They are represented on a
Dice
and develop  Create flattened  Differentiation a line is a cut or  Fist to five development using dashed lines.
Barry’s Tea box 6d. Seeing
design ideas developments of  Real Life a fold edge.  Making 2D into True length:
patterns, trends the real or
using objects from their examples  Create a 3D using
and relationships
appropriate orthographic  Flipped development of cardboard true
geometric projections. classroom objects based measurement
principles and  Visualise a 3D on prisms and of an edge or
constructions object being cylinders. line.
Choose an item. unfolded into a 2D Design a product using
3.1 Recognise 2D shape. their knowledge of
Elevation,
and 3D features  Identify the true developments.
plan, end
in everyday shape of an
view,
objects and object.
generators,
artefacts  Develop design
dashed lines,
ideas/ solutions
surface
through graphic
development.
modelling.
Parallel line
development,
 true shape,
cylinder,
prism
WEEK 2 CHRISTMAS CHRISTMAS CHRISTMAS CHRISTMAS CHRISTMAS EXAMS CHRISTMAS EXAMS
EXAMS EXAMS EXAMS EXAMS

Week 3 SOL 19 Developments 1.2 Analyse  Develop an 2b. Co-operating  PowerPoint  Describe what a  Visual Developments: To fold out a 3D
Choose an Prisms graphical appreciation of 2e. Learning with  SolidWorks development is assessment. solid into a flat pattern.
item. SOL information for how others  Textbook and give  Assessment of Surface: a flat face of an object. It
20 the planning of a developments are  Visual Learning examples of Design has no thickness.
1b. Implementing
2D solution used in the world  Inquiry based where it is used Concepts. Fold lines: lines that are to be
Choose an item. ideas and taking folded. They are represented on a
around them. learning in everyday life.  Questioning.
action
1.6 Apply their  Create flattened  Differentiation  Know how to  Discussion. development using dashed lines.
understanding of developments of  Real Life identify whether  Observation. True length: the real or true
geometric objects from their examples a line is a cut or  Think pair measurement of an edge or line.
principles to orthographic  Flipped a fold edge. share.
solve problems projections. classroom  Create a  Exit cards. Elevation, plan, end view,
Choose an item.  Visualise a 3D development of  One minute generators, dashed lines, surface
Choose an item. object being objects based paper. development, Parallel line
1.9 Represent 3D unfolded into a 2D on prisms and  Demonstrations development, true shape, cylinder,
information shape. cylinders. prism
using 2D  Identify the true  Design a
conventions shape of an product using
object. their knowledge
 Develop design of
ideas/ solutions developments.
through graphic
modelling.

Week 4 SOL 23 Developments 2.11 Appreciate  Develop an 4b. Gathering,  PowerPoint  Describe what a  Visual Developments: To fold out a 3D
Choose an Curves the application of appreciation of recording,  SolidWorks development is assessment. solid into a flat pattern.
item. SOL geometric how organising and  Textbook and give  Assessment of
20 constructions in developments are evaluating  Visual Learning examples of Design Surface: a flat face of an object. It
the study of used in the world information  Inquiry based where it is used Concepts. has no thickness.
other areas around them. 4a. Being Curious learning in everyday life.  Questioning.
Choose an item.  Create flattened  Differentiation  Know how to  Discussion. Fold lines: lines that are to be
2.12 Generate 3a. Using folded. They are represented on a
developments of  Real Life identify whether  Observation.
language
and develop objects from their examples a line is a cut or  Think pair development using dashed lines.
design ideas orthographic  Flipped a fold edge. share.
using projections. classroom  Create a  Exit cards. True length: the real or true
appropriate  Visualise a 3D development of  One minute measurement of an edge or line.
geometric object being objects based paper.
principles and unfolded into a 2D on prisms and Elevation, plan, end view,
constructions shape. cylinders. generators, dashed lines, surface
Choose an item.  Identify the true Design a product using development, Parallel line
Choose an item. shape of an their knowledge of development, true shape, cylinder,
 1.8 Communicate object. developments. prism
the progression  Develop design
of ideas and ideas/ solutions
thinking during through graphic
the course of an modelling.
activity using a
variety of media

Week 5 Choose an Developments 2.1 Visualise the 6c. Developing a  PowerPoint  Describe what a  Visual Developments: To fold out a 3D
item. Prisms & curves manipulation of  Develop an positive  SolidWorks development is assessment. solid into a flat pattern.
Choose an 3D shapes appreciation of disposition  Textbook and give  Assessment of
item. Choose an item. how towards  Visual Learning examples of Design Surface: a flat face of an object. It
Choose an 1.6 Apply their developments are investigating,  Inquiry based where it is used Concepts. has no thickness.
item. understanding of used in the world reasoning and learning in everyday life.  Questioning.
geometric around them. problem solving  Differentiation  Know how to  Discussion. Fold lines: lines that are to be
principles to  Create flattened 5d. Being able to  Real Life identify whether  Observation. folded. They are represented on a
solve problems developments of reflect on my examples a line is a cut or  Think pair development using dashed lines.
Choose an item. objects from their learning.  Flipped a fold edge. share.
Choose an item. orthographic classroom  Create a  Exit cards. True length: the real or true
7a. Developing my
2.10 Understand projections. development of  One minute measurement of an edge or line.
understanding
the properties of  Visualise a 3D objects based paper.
and enjoyment of
geometric object being on prisms and Elevation, plan, end view,
words and generators, dashed lines, surface
objects and unfolded into a 2D cylinders.
language
surfaces shape.  Design a development, Parallel line
 Identify the true product using development, true shape, cylinder,
shape of an their knowledge prism, truncated
object. of
 Develop design developments.
ideas/ solutions
through graphic
modelling.

Week 6 Choose an Developments 1 1.3 Derive 2D  Identify where the Choose a key skill  PowerPoint  Identify and give  Visual Elevation, plan, end view,
item. solutions using topic of Choose a key skill  SolidWorks examples of assessment. generators, dashed lines, surface
Choose an Truncated appropriate developments is  Textbook where  Assessment of development, Parallel line
item. media Choose a key skill development, true shape, cylinder,
used in the world  Visual Learning developments Design
Choose an Choose an item. around them.  Inquiry based are used in real Concepts. prism, truncated
item. 2.4 Appreciate learning life.  Questioning.
the role of 3D  Differentiation  Visualise a 3D  Discussion.
 graphics in the  Real Life solid being  Observation.
creation of examples developed into  Think pair
solutions  Flipped a flattened 2D share.
classroom pattern.  Exit cards.
 Explain what the  One minute
generator of a paper.
cone is.
 Develop a
cone/pyramid
and the
frustrum of a
cone/pyramid.
 Identify whether
an edge of a
pyramid is a
true length or
not.
 Locate the true
shape of the cut
surface on a
truncated
prism/cylinder
by rotation.
 Develop
truncated
prism/cylinder.
Use developments to
create own designs.
Week 7 Choose an Developments 3.1 Recognise 2D  Identify where the 3a. Using  PowerPoint  Identify and give  Visual Generator: a line or curve that
item. and 3D features topic of language  SolidWorks examples of inspection creates a solid by moving according
Choose an Curves & in everyday developments is Choose a key skill  Textbook where  Peer to certain restrictions.
item. Truncated Cones objects and used in the world  Visual Learning developments questioning
4b. Gathering,
Choose an artefacts around them.  Inquiry based are used in real  Think pair share Extreme generator: the generators
item. Choose an item. recording, that form the outline of the solid.
 Apply knowledge learning life.  Fist to five
organising and
2.7 Construct about the true  Differentiation  Visualise a 3D  Student Truncated: to shorten something by
solutions to evaluating cutting off the top or the end.
length of a line to  Real Life solid being demonstration
information
presented and/or the topic of examples developed into  Worksheets
defined problems developments. Flipped classroom a flattened 2D
 Recognise and pattern. Apex, Cone, Pyramid, base, true
develop different  Explain what the length, altitude, true length
regular solids generator of a
(cones, cylinders, cone is.
and pyramids).  Develop a
 Visualise a 3D cone/pyramid
object being and the
unfolded into a 2D frustrum of a
shape. cone/pyramid.
 Construct a 2D  Identify whether
development of an edge of a
an object from its pyramid is a
orthographic true length or
projections. not.
 Use their  Locate the true
knowledge to shape of the cut
design and surface on a
 construct to truncated
develop ideas/ prism/cylinder
solutions to by rotation.
practical  Develop
problems. truncated
prism/cylinder.
 Use
developments
to create own
designs.

Week 8 Choose an Developments 1.12 Construct  Identify where the 5d. Being able to  PowerPoint  Identify and give Generator: a line or curve that
item. 2D solutions topic of reflect on my  SolidWorks examples of creates a solid by moving according
Choose an accurately in developments is learning.  Textbook where to certain restrictions.
item. accordance with used in the world 6c. Developing a  Visual Learning developments Extreme generator: the generators
Choose an graphical around them. positive  Inquiry based are used in real that form the outline of the solid.
item. conventions.  Apply knowledge disposition learning life. Truncated: to shorten something by
Choose an item. about the true towards  Differentiation  Visualise a 3D cutting off the top or the end.
3.10 Investigate length of a line to investigating,  Real Life solid being
and apply the the topic of reasoning and examples developed into
principles of developments. problem solving  Flipped a flattened 2D Apex, Cone, Pyramid, base, true
plane and  Recognise and classroom pattern. length, altitude, true length
descriptive 7a. Developing my
develop different  Explain what the
understanding
geometries to regular solids generator of a
create solutions and enjoyment of
(cones, cylinders, cone is.
words and
and pyramids).  Develop a
language
 Visualise a 3D cone/pyramid
object being and the
unfolded into a 2D frustrum of a
shape. cone/pyramid.
 Construct a 2D  Identify whether
development of an edge of a
an object from its pyramid is a
orthographic true length or
projections. not.
 Use their  Locate the true
knowledge to shape of the cut
design and surface on a
construct to truncated
develop ideas/ prism/cylinder
solutions to by rotation.
practical  Develop
problems. truncated
prism/cylinder.
Use developments to
create own designs.
Week 9 Choose an Developments 1.1 Visualise the  Identify where the 3.  PowerPoint  Identify whether  Visual Developments: To fold out a 3D
item. manipulation of topic of COMMUNICATIN  SolidWorks an edge of a assessment. solid into a flat pattern.
SOL 23 SOL 2D shapes developments is G  Textbook pyramid is a  Questioning. Surface: a flat face of an object. It
20 Choose an item. used in the world 4b. Gathering,  Visual Learning true length or  Discussion. has no thickness.
1.6 Apply their around them. recording,  Inquiry based not.  Observation. Fold lines: lines that are to be
understanding of  Apply knowledge organising and learning  Locate the true  Think pair folded. They are represented on a
geometric about the true evaluating  Differentiation shape of the cut share. development using dashed lines.
 principles to length of a line to information  Real Life surface on a  Exit cards. True length:
solve problems the topic of 5b. Making examples truncated  One minute the real or
developments. considered  Flipped prism/cylinder paper. true
 Recognise and decisions classroom by rotation.  Demonstrations measurement
develop different  Develop of an edge or
regular solids truncated line.
(cones, cylinders, prism/cylinder. Truncated: to shorten something by
and pyramids).  Identify and give cutting off the top or the end.
 Visualise a 3D examples of Oblique: to
object being where have a
unfolded into a 2D developments sloping
shape. are used in real direction,
 Construct a 2D life. angle or
development of  Visualise a 3D position.
an object from its solid being
orthographic developed into
projections. a flattened 2D
 Use their pattern.
knowledge to Explain what the Elevation, plan, end view,
design and generator generators, dashed lines, surface
construct to development. Parallel line
develop ideas/ development, true shape,
solutions to
practical
problems.
Week 10 SOL 20 Solid works/ 3.2 Appreciate  Recognise the 1. BEING  PowerPoint  Identify the Developments: To fold out a 3D
Choose an Developments the hidden different types of CREATIVE  SolidWorks basic features  Think Pair solid into a flat pattern.
item. SOL features of an SolidWorks file. 4e. Using digital  Textbook within SW and Share Surface: a flat face of an object. It
19 object or an  Use geometric technology to  Visual Learning know what  Peer has no thickness.
artefact relations to create access, manage  Inquiry based shapes they will assessment Fold lines: lines that are to be
necessary for its 2D profile and share content learning produce.  Worksheet folded. They are represented on a
representation sketches.  Differentiation  Create fully  Exit cards development using dashed lines.
Choose an item. 7a. Developing my True length:
 Model 3D parts  Real Life designed sketch  Fist to five
understanding
3.7 Use using the features examples geometry that  Kahoot the real or
computer-aided and enjoyment of true
of SolidWorks.  Flipped can be used to  Group
words and
graphics to  Deconstruct a classroom create 3D forms. presentations measurement
communicate language of an edge or
real-life object  Open and
design solutions into its key modify sketches line.
effectively geometric and features
features. after they have
Elevation, plan, end view,
 Recognise the been created.
generators, dashed lines, surface
language and  Assemble
development. Parallel line
terms used in 3D different parts
development, true shape,
modelling. together to
 Describe the types create an
of solid created by assembly model
the various of the object.
SolidWorks  Recognise what
features. features to use
 Apply ‘mating’ when modelling
conditions to a real-life
assemble parts object.
within an  Create their
assembly file. own designs on
SW.
 Understand the
terms and
language used
to describe
various SW
processes.
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