2nd Year Graphics Planning Grid

Student Name: Fergal Carroll School: Cross and Passion college Class teacher: Stephen Mann

ID: No: G00381050 No of Pupils: 24 Length of Lesson: 60 mins

Class profile

Special Educational Needs (SEN): Diversity (Gender, Ethnicity etc.): Other relevant information:
Student with reading difficulty Multi-cultural and gender classroom

Linking with Subject specification and Junior cycle Framework Evidence of Teaching and Learning
Statements Learning Intentions (students will Success Criteria Assessment
Topic/Chapter Relevant JC Outcomes Key Skills Teaching Methodology Key Words
Schedule of Learning learn about) Method
Week 1 SOL 15 Introducing 1.2 Analyse graphical  Axonometric projection 1c. Learning Use of videos and Students know the High and low tier  axonometries
SOL 20 axonometric information for the planning  Translating Creatively graphical cues. process of setting up questions.  Compass
Choose an projection of a 2D solution  Crows foot 3b. Using the sheet for an  Square
item. Choose an item. numbers Focus on the use of axonometric Sample question.  perpendicular
1.6 Apply their communicating with question
understanding of geometric 8c. Being safe the class
principles to solve problems

Week 2 SOL 21 axonometric 1.12 Construct 2D solutions  developing 3e. Discussing Use of model making Correct making of a Students will be  development
SOL 20 SOL projection accurately in accordance with  model creation and debating to explore the topic detailed model. grouped and given  model making
23 graphical conventions. 2e. Learning deeper. shapes and asked  cooperation
Choose an item. with others to create a solid
3.1 Recognise 2D and 3D 3d object from the
features in everyday objects 1c. Learning given information
Creatively
and artefacts

Week 3 SOL 23 axonometric 2.1 Visualise the  axonometric and curves 3b. Using Students will explore Correctly completing Observation  curves
SOL 21 projection manipulation of 3D shapes  use of compass and sliding numbers more in-depth a question while throughout the  circles
Choose an advanced Choose an item. set squares 1a. Exploring axonometric projection using the previous class  compass
item. 1.3 Derive 2D solutions using options and questions using a models and one I  sliding set squares
appropriate media alternatives model created by me made myself.
and a visualiser.
Choose a key
skill
Week 4 SOL 20 axonometric 1.12 Construct 2D solutions  Curves 1a. Exploring Students will be Successfully Use of higher level  Exam
SOL 23 projection accurately in accordance with  Rectangles options and assessed on their completing both and ordinary level  Developments
Choose an assessment graphical conventions.  Full knowledge of alternatives current knowledge questions exam questions  Curves
item. Choose an item. axonometric projection 5b. Making with example exam for differentiation  Exploration of angles
1.6 Apply their questions.  Sliding set squares
 understanding of geometric considered
principles to solve problems decisions
Choose a key
skill
Week 5 SOL 15 Parabolas 2.1 Visualise the  Parabolas 3b. Using Students will be Correct answering of High and low  parabola
Choose an manipulation of 3D shapes  Splitting lines numbers introduced to high and low tier order questions.  perpendicular
item. Choose an item.  Equal spacing 1a. Exploring parabolas, and we will questions.  sliding set square
Choose an 1.9 Represent 3D information options and explore the concept of Walking around  splitting lines
item. using 2D conventions alternatives splitting lines up into class and viewing
equal segments. work progression.
Choose a key
skill
Week 6 SOL 20 Parabolas 1.7 Interpret and create  full parabolas 3e. Discussing A use of collaborative A strong Kahoot quiz at the  translation
SOL 19 graphical representations of  mirroring parabolas and debating learning to understand understanding of end of class.  mirroring
Choose an data/information 2b. Co- the process of the finding a way to  t square
item. Choose an item. operating topic by incorporation translate the points  compass
3.1 Recognise 2D and 3D think pair share into of a parabola across
features in everyday objects Choose a key the class to allow the the page.
skill
and artefacts students to figure out
the next step base off
their own knowledge
of graphics.

Week 7 SOL 15 Parabolas 3.1 Recognise 2D and 3D  translation of points 3c. Listening Students will be given a Mastering of Class will be  translation
Choose an features in everyday objects  completing questions based and 3d model of a question parabola questions. assessed  views
item. SOL 20 and artefacts off parabolas. expressing for them to look at throughout the  models
Choose an item. myself during their question. class and asked  views
1.10 Understand the 3b. Using This will help them questions on key  real life examples
properties of geometric numbers visualise the topic areas about the
shapes better. topic.
5b. Making I will also show videos
considered of parabola examples.
decisions
Week 8 SOL 15 Parabolas 3.4 Solve real-context and  completion of example 8f. being Students will be given Correct completion Class will be  Exam examples
Choose an Assessment abstract problems using exam questions. confident two assessment sheets of the two exam assessed on their  Pressure
item. SOL 20 graphical techniques  Students showing a deep about which they will be questions. drawings after  Parabolas in depth
Choose an item. understanding of the topic learning graded on to assess they are  Mastering the topic
1.3 Derive 2D solutions using 3b. Using their knowledge of the completed.
appropriate media numbers topic. Their grades will
determine if more
1c. Learning This will show how work is needed.
Creatively they can work under a
pressured situation.

STATEMENTS OF LEARNING
Statements of Learning (Wood Technology)
The statement Examples of relevant learning 
SOL 15 The student recognises the potential uses of mathematical knowledge, skills Students will apply numerical reasoning to establish
and understanding in all areas of learning. appropriate functions, proportions and dimensions. 
SOL 19 The student values the role and contribution of science and technology to Students will evaluate the impact of Wood
society, and their personal, social and global importance. Technology on their lives, society and the

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.
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