Junior Cycle Graphics Planning Grid

Student Name: Ryan Dinneny School: Carrigallen Vocational School Class teacher: John Farley & Pauric Keane

ID: No: G00391688 No of Pupils: 17 & 18 Length of Lesson: 80 minutes

CLASS PROFILE

Special Educational Needs (SEN) Diversity (Gender, Ethnicity etc.) Other relevant information
N/A Mixed Male and Female class. I have two 1st year graphics classes. One group has 17 students and the other has
18. My co-op teachers have explained that they will only have received their
drawing equipment and have got familiarised with the basics of using the
equipment. I will be taking over the class and beginning Graphics from the basics.

Linking with Subject specification and Junior Cycle Framework Evidence of Teaching and Learning
Teaching Methodology Success Criteria Assessment Method Key Words
Topic/Chapter Relevant JC Outcomes Learning Intentions
(students will learn about)

Statements of Learning Key Skills

Schedule
Week 1 SOL 15 Introduction: 1.1 Visualise the 
Appreciate the use 1a. Exploring  PowerPoint Students will be able to:  Visual inspection
SOL 20 Getting started manipulation of 2D of graphics in options and  Worksheet 1. Appreciate the  Worksheet
SOL 21 shapes everyday life. alternatives  Equipment labeling use of graphics  Label task
 Establish what 1c. Learning  Demonstration in everyday life.
graphics is. Creatively  Real-world interests 2. Establish what
 Identify and use
1.11 Appreciate the application of geometric constructions (Maria Montessori) graphics is.
2a. in the study of other areas 3. Identify and use
graphics equipment.
Developing graphics
good equipment.
relationships
1.4 Appreciate the role of 2D graphics in the creation ofand
solutions
dealing
with conflict
3e. Discussing
 and debating

Week 2 SOL 15 Getting started: 1.1 Visualise the  Set up a sheet with a 1b.  PowerPoint Students will be able to:  Visual inspection  Graphics
SOL 20 SOL 23 Setting up manipulation of 2D border and title Implementing  Overhead projector 1. Set up a sheet  Worksheet  Technology
shapes block. ideas and  Visualiser with a border  Correction  Equipment
 Develop pencil skills taking action  Drawing and title block.  T-Square
and do lettering. demonstration 2. Develop pencil  60/30 set
1.11 Appreciate the application of geometric constructions in the study of other areas
 Identify  Worksheet skills and do square
characteristics of 3d. Performing and presenting lettering.  45 set square
3.9 Apply a variety of different line types. 3. Identify  Protractor
rendering and characteristics  Compass
presentation techniques 3c. Listening of different line
and  Horizontal
to enhance the types.  Vertical
communication of expressing
myself  Parallel
solutions  Perpendicular

Week 3 SOL 15 Basic Construction 1.2 Analyse graphical  Identify and draw 4b. Gathering,  PowerPoint Students will be able to:  Visual inspection  Equipment
SOL 20 SOL 24 information for the logos and recording,  Overhead projector 1. Identify and  Worksheets  T-Square
planning of a 2D solution pictograms. organising and  Visualiser draw logos and  One on one  60/30 set
 Apply line weights to evaluating  Drawing pictograms. feedback square
enhance drawings. information demonstration 2. Apply line  General feedback  45 set square
1.6 Apply their understanding of geometric principles to solve problems
 Identify dimensions  Worksheet weights to  Protractor
on a technical 2e. Learning with others enhance  Compass
1.8 Communicate the drawing. drawings.  Horizontal
progression of ideas and 1c. Learning 3. Identify
Creatively  Vertical
thinking during the dimensions on a  Parallel
course of an activity using technical  Perpendicular
a variety of media drawing.  Circles

3.9 Apply a variety of rendering and presentation techniques to enhance the communication of solutions

Week 4 SOL 15 Inclined lines 1.2 Analyse graphical  Identify vertical and 1a. Exploring  PowerPoint Students will be able to:  Worksheet  Equipment
SOL 20 SOL 23 information for the Horizontal lines. options and  Overhead projector 1. Identify vertical  Visual inspection  T-Square
planning of a 2D solution  Draw inclined lines alternatives  Visualiser and Horizontal  General feedback  60/30 set
with set squares.  Drawing lines.  Correction square
1.4 Appreciate the role of 2D graphics in the creation
 Introduce the sliding 4a. Being Curious
of solutions demonstration 2. Draw inclined  45 set square
set square method  Worksheet lines with set  Protractor
1.6 Apply their 2b. Co- squares.
to draw  Compass
understanding of operating 3. Introduce the
perpendicular lines.  Horizontal
geometric principles to sliding set  Vertical
solve problems square method  Parallel
to draw  Perpendicular
perpendicular
lines.

Week 5 SOL 15 Inclined lines 1.2 Analyse graphical  Bisect a line. 3a. Using  PowerPoint Students will be able to:  Visual inspection  Equipment
SOL 19 SOL 23 information for the  Establish how to language  Overhead projector 1. Bisect a line.  General feedback  T-Square
planning of a 2D solution divide a line into 6d. Seeing patterns, trends
Visualiser
and relationships 2. Establish how to  One-on-one  60/30 set
 equal parts and in a  Drawing divide a line feedback square
given ratio. of data/information
1.7 Interpret and create graphical representations demonstration into equal parts  Worksheet  45 set square
 Construct 2D  Worksheet and in a given  Protractor
1.12 drawings using 5b. Making ratio.  Compass
bisecting and diving considered 3. Construct 2D  Horizontal
a line. decisions drawings using  Vertical
bisecting and  Parallel
diving a line.  Perpendicular
 Bisect
 Divide
 Ratio
Week 6 SOL 15 Angles 1.1 Visualise the  Identify and measure 1a. Exploring  PowerPoint Students will be able to:  Visual inspection  Equipment
SOL 20 SOL 21 manipulation of 2D angles. options and  Overhead projector 1. Identify and  General feedback  T-Square
shapes  Recognise different alternatives  Visualiser measure angles.  Worksheet  60/30 set
1.4 types of angles.  Drawing 2. Recognise  Peer assessment square
 Incorporate angles 2e. Learning with othersdemonstration different types  45 set square
to construct simple  Worksheet of angles.  Protractor
1.12 Construct 2D solutions accurately in accordance with graphical conventions.
3e. Discussing
2D drawings. 3. Incorporate  Compass
and debating angles to  Horizontal
construct  Vertical
simple 2D  Parallel
drawings.  Perpendicular
 Angle
 Acute
 Obtuse
Week 7 Christmas Test

Week 8 SOL 15 Angles 1.2 Analyse graphical  Bisect an angle. 1a. Exploring  PowerPoint Students will be able to:  Visual inspection  T-Square
SOL 21 SOL 19 information for the  Distinguish options and  Overhead projector 1. Bisect an angle.  General feedback  60/30 set
planning of a 2D solution terminology alternatives  Visualiser 2. Generate  Worksheet square
1.12 associated with  Drawing different angles  45 set square
angles. 2b. Co-operating demonstration using a  Protractor
1.4 Appreciate the role of 2D graphics in the creation
 Construct 2D of solutions  Worksheet protractor and  Compass
5b. Making set squares.
drawings being able  Horizontal
considered 3. Construct 2D
to identify angles.  Vertical
decisions drawings being  Parallel
able to identify  Perpendicular
angles where  Angle
needed.  Acute
 Obtuse
Week 9 SOL 15 Angles 1.1 Visualise the  Identify parallel 2a.  PowerPoint Students will be able to:  Visual inspection  T-Square
SOL 20 SOL 23 manipulation of 2D lines. Developing  Overhead projector 1. Identify parallel  General feedback  60/30 set
shapes  Incorporate sliding good  Visualiser lines.  Worksheet square
set squares to draw relationships  Drawing 2. Incorporate  One on one  45 set square
parallel lines. and dealing demonstration sliding set feedback  Protractor
1.6 Apply their understanding of geometric principles to solve problems
 Construct simple 2D with conflict  Worksheet squares to draw (student-centred  Compass
constructions from  Rubric parallel lines. assessment)  Horizontal
1.4 Appreciate the role of 2D graphics in thelines
parallel creation 5d. Being able to reflect on my learning.
and of solutions 3. Construct  Kahoot  Vertical
 angles. simple 2D (reinforcement)  Parallel
constructions Skinner  Perpendicular
2b. Co- from parallel  Angle
operating lines and angles.  Acute
 Obtuse
 Sliding set
square
Week 10 SOL 15 Simple Constructions 1.1 Visualise the  Independently draw 2a.  PowerPoint Students will be able to:  Visual inspection  T-Square
SOL 20 manipulation of 2D simple constructions. Developing  Overhead projector 1. Independently  General feedback  60/30 set
SOL 23 shapes  Incorporate previous good  Visualiser draw simple  Worksheet square
knowledge to relationships  Drawing constructions.  One on one  45 set square
complete a task. and dealing demonstration 2. Incorporate feedback  Protractor
1.6 Apply their understanding of geometric principles to solve problems
 Solve issues with conflict  Worksheet previous (student-centred  Compass
regarding simple  Rubric knowledge to assessment)  Horizontal
constructions. complete a task.  Kahoot  Vertical
5d. Being able to reflect on my learning.
1.4 Appreciate the role of 2D graphics in the creation of solutions 3. Solve issues (reinforcement)  Parallel
regarding Skinner  Perpendicular
simple  Angle
2b. Co- constructions.
operating  Acute
 Obtuse
Week 11 SOL 15 Test 1.1 Visualise the  Apply knowledge to 2a.  Test Students will be able to:  Visual inspection  T-Square
SOL 20 manipulation of 2D complete the Developing 1. Apply  General feedback  60/30 set
SOL 23 shapes drawings. good knowledge to  Worksheet square
 Independently work relationships complete the  One on one  45 set square
to complete the task and dealing drawings. feedback  Protractor
1.6 Apply their understanding of geometric principles to solve problems
in the timeframe. with conflict 2. Independently (student-centred  Compass
 Analyse information work to assessment)  Horizontal
and understand complete the  Kahoot  Vertical
1.4 Appreciate the role of 2D graphics in thebeing
what's creation 5d. Being able to reflect on my learning.
of solutions
asked. task in the (reinforcement)  Parallel
timeframe. Skinner  Perpendicular
3. Analyse  Angle
2b. Co- information and
operating  Acute
understand  Obtuse
what's being
asked.
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