Senior Cycle Design and Communication Graphics Planning Grid
Student Name: Cian Howley School: Mary Immaculate Secondary School
ID: No: G00389609 No of Pupils: 18
Class profile
Special Educational Needs (SEN)
Boys:
Girls:
Relevant LC Objectives
Students will be:
Topic/Chapter
Schedule
Week 1 Introduction to 9. able to interpret verbal,
SolidWorks 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
8. competent and confident in
the application of CAD and
other appropriate Information
and Communication
Technologies (ICT) in the
solution, modelling and
presentation of graphic design
solutions, in two and three
dimensions
Week 2 SolidWorks 1. familiar with the principles,
Class teacher: Rowan Danaher
Diversity (Gender, Ethnicity etc.)
Irish
Learning Intentions (students will
learn about)
 Identify the various
occupations that use
SolidWorks daily.
 Recognize the advantages
that SolidWorks has in
relation to designing a new
building.
 Select the correct drawing
plane in SolidWorks to a
specific object.
 Recall key words and key
Length of Lesson: 80 minutes
Teaching Methodology
 Video tutorial
 Teacher Demonstration
(Bandura)
 PBL (Aristotle)
 Active learning activity
(Dewey)
 (UDL) Option to take
put information onto a
PowerPoint Slide or
Sheet.
 Collaborative Learning
(Vygotsky)
 Active learning activity
Other relevant information
Success Criteria Assessment Method Key Words
 Familiarise with new terms  Socratic questioning  SolidWorks
and definitions.  Kahoot  Top Plane
 Define the occupations that  Visual inspection  Side Plane
use SolidWorks on a daily  Group Discussion  Right Plane
basis.  Surfaces
 Select the advantages of  Sketch
using SolidWorks in the  Commands
designing of a building.  One Drive
 Identify the correct  Features
drawing plane when
drawing a selected object.
 Complete the worksheet  Self-assessment  Extrude boss
 concepts, terminology and
methodologies associated
with the graphics code
8. competent and confident in
the application of CAD and
other appropriate Information
and Communication
Technologies (ICT) in the
solution, modelling and
presentation of graphic design
solutions, in two and three
dimensions
11. appreciative of the broad
vocational relevance of Design
and Communication Graphics.
Week 3 SolidWorks 11. appreciative of the broad
Introduction to vocational relevance of Design
Project and Communication Graphics.
9. able to interpret verbal,
written and mathematical
information, and to represent
it graphically
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
Week 4 SolidWorks 1. familiar with the principles,
Project concepts, terminology and
methodologies associated
with the graphics code
6. able to utilise freehand
sketching, both two and three
dimensional, as a means of
communication and as an aid
to spatial reasoning and
refinement
5. appreciative of the facility
which the graphics code
provides, in the solution of
problems and in the visual
communication of data
Week 5 SolidWorks 8. competent and confident in
Project/ Finishes/ the application of CAD and
assembly other appropriate Information
and Communication
Technologies (ICT) in the
solution, modelling and
presentation of graphic design
solutions, in two and three
dimensions
5. appreciative of the facility
which the graphics code
provides, in the solution of
information to complete the
worksheet.
 Demonstrate the ability to
open a new part and save it
to the one drive
independently and
accurately.
 Evaluate your own work
honestly and respectfully.
 Identify the various key
words within the design
brief.
 Design and make a house
that can be achieved within
the time frame.
 Declare whether various
statements are false or fact.
 Continue to develop and
create their chosen design
on SolidWorks.
 Justify the reasoning behind
placing a room in a certain
location within a house,
e.g., orientation to the sun.
 Critique your overall
experiences with the
software so far.
 Construct an assembly of
the house accurately and
correctly.
 Demonstrate the ability to
save the assembly into the
correct folder within the
one drive.
 Design various finishes to
put on their design within
SolidWorks.
(Dewey)
 Video tutorial
 Self-assessment
(Rogers)
 Socratic questioning
(Socrates)
 Teacher demonstration
(Bandura).
 Interactive PowerPoint
 Exit Cards (Humanist)
 Lollypop questioning
 Socratic questioning
(Socrates)
 Flipped classroom
(Montessori)
 PBL (Aristotle)
 Active learning activity
(Dewey)
 Key words
 PowerPoint slides
 Teacher demonstration
(Bandura).
 Video Tutorial
 Worksheets
 Questioning (Socrates)
 Flipped classroom
(Montessori)
 Self-assessment
(Rogers)
 Teacher demonstration
or Video Tutorial (UDL)
(Bandura).
 Model (Papert)
 Questioning (Socrates)
 Creative Learning
(Aristotle/ Maslow.
 Crossword
with ease and confidence  Exit Cards bass.
by applying key words and  Socratic questioning  Extrude cut.
key information leant in  Worksheet  Dimensions
the previous class.  Visual Inspection  Features Tab
 Successfully open a new  Shortcuts
part and save it to the one  Assembly
drive efficiently and  Drawing Sheet.
effectively.
 Honestly critique you own
work.
 Select the various  Visual inspections  Brief
keywords with ease and  Socratic questioning  Research
confidence from the brief.  Facts and Falsehoods.  Constraints
 Evaluate the time frame of  Peer Assessment  Time Frame
the project which will allow  Lollypop Questioning  Time
a student to design and Management
make a house.  Design
 Identify whether certain  Finishes
statement are true or false.
 Continuing to develop their  Correcting research that  Plane
ideas in an effective took place at Home.  Conic
manner.  KWL  Ellipse
 Explain why placing a room  Word Wall Game.  Parabola
in a certain location within  Visual inspections  Vertex
a home is critical in today’s  Socratic questioning  Vertices
world.
 Honestly critique what you
have learned about the
software and what you
would like to learn more
about within it.
 Create an assembly of their  Visual inspections  Finishes
house efficiently and  Socratic questioning  Appearances
correctly.  Crossword  Decals
 Execute the ability to save  Kings Chair  Colour Drop
the assembly file into the  Assembly
correct file within the one  One Drive
drive.
 Apply different finishes to
their houses using the
correct format.
 problems and in the visual
communication of data
7. able to utilise a variety of
rendering and presentation
techniques in the solution of
graphic design problems, in
both two and three
dimensions
Week 6 SolidWorks 2. able to apply the principles
Project/ Working of both plane and descriptive
Drawings geometries to the solution of
a variety of concrete and
abstract graphic problems
7. able to utilise a variety of
rendering and presentation
techniques in the solution of
graphic design problems, in
both two and three
dimensions
9. able to interpret verbal,
written and mathematical
information, and to represent
it graphically
Week 7 Model Making 3. able to produce neat and
accurate drawings that
comply with internationally
recognised standards and
conventions
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
10. able to evaluate design
solutions and solve design
problems on the basis of
sound aesthetic principles and
to appreciate the impact of
design on the visual quality of
the human environment
Week 8 Model Making 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
11. appreciative of the broad
vocational relevance of Design
and Communication Graphics.
 Select the correct
orientation for each view of
the house on the working
drawings.
 Create a working drawing
which replicates the house
that has been designed.
 Design a working drawing
that is clearly labeled and
easy to read.
 Recall skilled previously
learned to complete the
task.
 Create solutions to where
one design must be chosen
for a group of three.
 Discuss the various roles
that must be taken by each
member of the group.
 Accurately mark and cut
various pieces of material
for the construction of the
model house.
 Evaluate your own
experience on the model
making aspect of the project
honestly and effectively.
 Complete the project to a
high quality but using
appropriate finishes that
aesthetically suit the model.
 Critique the whole project
from start to finish honestly
and respectfully.
 Questioning (Socrates)
 Teacher demonstration
or Video Tutorial (UDL)
(Bandura).
 Worksheet
 Self-assessment
(Rogers)
 Interactive PowerPoint
slides.
 Creative Learning
(Aristotle/ Maslow.
 Collaborative Learning
(Vygotsky)
 Creative Learning
(Aristotle/ Maslow.
 Active learning activity
(Dewey)
 Questioning (Socrates
 Model (Papert)
 PBL (Aristotle)
 Active learning activity
(Dewey)
 Questioning (Socrates
 Exit Cards (Humanist)
 Option to Select various
types of glue to glue
the models (UDL)
 Identify the correct  Rubric  Working
orientation for each view,  Socratic questioning Drawings
Elevation, Plan, End View.  Visual assessment  Elevation
 Design a working drawing  Worksheet  End View
that relates to the house  Peer assessment  Plan
designed.  Isometric view
 The working drawing is  Cutting List
clearly labelled and easy to  Identification.
read.
 Repeat skills learned from
previous classes to
complete the working
drawing.
 Select a design of a to  Socratic questioning  Dimensional
make that does not cause  Visual assessment accurate
any conflict or trouble.  Hot potato  Measurements
 An even workload has been  Name Game  Model
delegated to each person  Peer mentoring  Delegate
within the group. (differentiation)  Material
 Mark and cut dimensional  Scalpel
accurate pieces to size with  Marking knife
ease and confidence.  Scissors
 Critique your own  Exit Cards.  Dry Run
experience on how the  Socratic questioning  Super Glue
model making went.  Visual assessment  Hot Glue
 Selecting high quality  Ahesive
finishes that suit the model
and make it aesthetically
pleasing to look at.
 Evaluate your own
thoughts and experiences
from start to finish in
relation to learning about
SolidWorks, designing a
house and model making.
Week 9 Presentation of 4. able to model, in two and
Models three dimensions, graphic
design problems and
solutions, utilising a range of
appropriate techniques and
media with confidence and
discernment
9. able to interpret verbal,
written and mathematical
information, and to represent
it graphically
10. able to evaluate design
solutions and solve design
problems on the basis of
sound aesthetic principles and
to appreciate the impact of
design on the visual quality of
the human environment
Week 10 Presentation of 4. able to model, in two and
Models three dimensions, graphic
design problems and
solutions, utilising a range of
appropriate techniques and
media with confidence and
discernment
9. able to interpret verbal,
written and mathematical
information, and to represent
it graphically
10. able to evaluate design
solutions and solve design
problems on the basis of
sound aesthetic principles and
to appreciate the impact of
design on the visual quality of
the human environment
Week 11 Christmas Play
 Present the model to the
class with ease and
confidence.
 Evaluate your own
performance honestly and
respectfully.
 Give constructive feedback
to peers and friends within
the classroom.
 Present the model to the
class with ease and
confidence.
 Evaluate your own
performance honestly and
respectfully.
 Give constructive feedback
to peers and friends within
the classroom.
 Reflective activity  Confidently present your  Delivery of Presentation  Presentation
 Questioning (Socrates) model by using appropriate  Socratic questioning  Presenting
 Self-assessment body language, diction and  Visual assessment  Constructive
(Rogers) projection levels.  Rubric feedback.
 Creative Learning  Examine your own  Projection
(Aristotle/ Maslow. performance on things you  Analysis
did well, can improve on,
and would change if you
had to present again.
 Critically analysis a peer’s
performance with
constructive feedback.
 Reflective activity  Confidently present your  Delivery of Presentation  Presentation
 Questioning (Socrates) model by using appropriate  Socratic questioning  Presenting
 Self-assessment body language, diction and  Visual assessment  Constructive
(Rogers) projection levels.  Rubric feedback.
 Creative Learning  Examine your own  Projection
(Aristotle/ Maslow. performance on things you  Analysis
did well, can improve on,
and would change if you
had to present again.
 Critically analysis a peer’s
performance with
constructive feedback.