1st Year Junior Cycle Graphics Planning Grid

Student Name: Nathan Maxwell School: The Royal and Prior Comprehensive School, Raphoe Class teacher: Chris Carr

ID: No: G00391116 No of Pupils: 24 Length of Lesson: 80 minutes & 40 minutes

Class profile

Special Educational Needs (SEN) Diversity (Gender, Ethnicity etc.) Other relevant information
2 Ukrainian
20 White Irish male
2 white Irish female

Linking with Subject

specification and Junior Cert Evidence of Teaching and Learning
Framework
Learning Teaching Methodology
St Relevant Intention Assessment Method
at Topic/ JC s
Chapter Outcom Success Key Words
e (students
es Criteria
m will learn
e about)
n Ke
ts y
o Sk
f ill
S L s
c e
h a
e r
d ni
u n
l g
e
W S Isometric 1.9 1.1  R 4a  PowerPoint  Stu  Exit cards 
e O Visu e .  Exit cards den  Visual assessment I
e L alise p Be  Think pair share (Bruner) ts  KWL card
k 2 the r in  Questions (Papert) begi  Constructionist learning (Papert) 
1 0 mani e g  Hot seat n to  Grade each stage 2
pula s Cu  Wordwall visu
tion e ri alise 
SOL 15 of n ou why 3
2D t s 2D
shap 2 8f sha 
es D . pes O
Choose s be are
SOL 21 an item. h in repr 
a g ese 3
p co nte
e nfi d in 
s de a 3D 4
2.1 Visualise the manipulation
in nt of 3D shapes man
a ab ner
3 ou (Giv
D t es
1.9 m le the
Represe a ar full
nt 3D n ni ima
informa n ng ge
tion e of
using 2D 2b
r the
conventi .
 R obje
ons C
e ct
Choose o-
c you
op
an item. o are
er
g wor
ati
ni king
ng
s with
e 6d )
di .  Can
ff Se sho
e ei w
r ng sign
e pa s of
n tt diffe
t er ren
f ns tiati
o , ng
r tr bet
m en wee
s ds n
o an obli
f d que
pi re (45*
ct la )
o ti and
ri on iso
al sh met
d ip ric(3
r s 0*).
 a  Can
w atte
in mpt
g an
s iso
 D met
r ric
a dra
w win
pi g
ct que
o stio
ri n
al and
vi begi
e n to
w expl
s ain
u why
si we
n use
g iso
is met
o ric
m dra
e win
tr gs
ic in
d the
r real
a worl
w d.
in
g
W S Isometric 1.1  R 3b  PowerPoint  Stu  Visual assessment  Iso
e O Visualise e .  Handout den  Class test (Christmas grade) me
e L the p Us  Demonstration (Bandura) ts  Constructionist learning (Papert) tric
k 1 manipul r in  Wordwall can  Oral assessment Axi
2 5 ation of e g  Flipped Classroom (Skinner) expl  Traffic lights s
2D s nu ain  Iso
shapes e m the me
SOL 20 Choose n be reas tric
an item. t rs onin  2D
2 g  3D
D behi  Obl
s nd iqu
SOL 21 h sho e
1.9 Represent 3D information using 2D conventions
a win  30
p g 2D *
e 4d. Reflecting on and evaluating my learning ima  45
s ges *
2.1 in as  Di
Visualise a 3d me
the 3 obje nsi
manipul D cts, ons
ation of m bec
3D a aus
shapes n e it
Choose n sho
an item. e ws
r the
 R who
e le
c pro
o 5d file
g . of
ni Be the
s in obje
e g ct
di ab  The
ff le stud
e to ents
r re und
e fle erst
n ct and
t on wha
f m t
o y iso
r le met
m ar ric
s ni dra
o ng win
f . gs
pi are
ct and
o kno
ri w
al that
d whe
r n
a the
w rea
in d
g the
s wor
 D d
r iso
a met
w ric it
pi mea
ct ns
o 30*
ri  The
al stud
vi ents
e can
w succ
s essf
u ully
si dra
n w
 g and
is com
o plet
m e an
e iso
tr met
ic ric
d que
r stio
a n
w
in
g

W S Perspective 2.2  U 2e Choose a key skill  The  Visual assessment  Ver

e O Analyse n .  Interactive whiteboard stud  Quickfire questions tica
e L graphical d Le  Monitor ents  KWL card l
k 1 informa e ar  Visual demonstration (Bandura) can  Peer assessment (Socrates) line
3 5 tion for rs ni  Homework expl s
the t ng  Google classroom ain  Ho
planning a wi  Wordwall wha riz
SOL 19 of a 3D n th t ont
solution d ot pers al
Choose w he pec line
an item. h rs tive s
a is  Per
SOL 21 t and spe
p how ctiv
e we e
rs use  3D
2.4 Appreciate the role of 3D graphics in the creation of solutions
p it in  Va
e ever nis
c yda hin
ti 5c. Setting and achieving goals y g
v life. poi
2.7 e  The nts
Construc is stud
t  P ents
solutions r can
to e com
presente s plet
d and/or e e
defined 8e
n sim
problem .
ti ple
s be
n que
in
Choose g stio
g
an item. 3 ns
co
D on
nfi
 s de pers
h nt pec
a tive
p vie
e ws
s by
in finis
a hing
p par
e tiall
rs y
p com
e plet
c ed
ti dra
v win
e gs.
vi  The
e stud
w ents
 V can
e und
r erst
ti and
c the
al step
li s
n that
e ver
s tical
r line
e s
m rem
ai ain
n ver
v tical
e and
r hori
ti zont
c al
al line
a s go
n to a
d vani
h shin
o g
ri poin
z t
o
n
t
al
li
n
e
s
 g
o
t
o
a
v
a
ni
s
hi
n
g
p
oi
n
t

W S Ellipse 1.2  Id 1b  PowerPoint  The  Exit card  Ma

e O Analyse e .  Handout stud  Grade each stage jor
e L graphical n Im  Interactive whiteboard ents  Peer assessment (Socrates) axi
k 1 informa ti pl  Monitor can  Viusal assessment s
4 5 tion for fy e  Wordwall iden  Traffic Lights  Mi
the t m  Visual demonstration (Bandura) tify nor
planning h en the Axi
SOL 20 of a 2D e ti diffe s
solution di ng rent  Ver
Choose ff id coni tex
an item. e ea c  Foc
r s sha al
SOL 23 e an pes poi
n d (circ nts
t ta le,  Elli
c ki ellip pse
o ng se,  Co
1.6 Apply their understanding of geometric principles to solve problems
ni ac para nce
c ti bola ntri
s on ) c
h  The circ
a stud les
p ents
1.10 e can
Understa s atte
nd the  U mpt
properti n 2e. Learning with others to
es of d expl
geometri e ain
c shapes rs how
Choose t ellip
an item. a ses
n 4a are
d . crea
h Be ted.
o in  The
w g stud
el Cu ents
li ri will
p ou be
s s able
e to
s dra
a w
r an
e ellip
f se
o usin
r g
m the
e con
d cent
 C ric
o circl
n es
st met
r hod.
u  The
ct stud
a ents
n can
el expl
li ain
p the
s proc
e ess
u of
si findi
n ng
g the
t foca
h l
e poin
c ts.
o
n
c
e
n
tr
ic
ci
rc
le
s
m
e
 t
h
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 U
n
d
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rs
t
a
n
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t
h
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r
el
a
ti
o
n
s
hi
p
s
b
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t
w
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n
f
o
c
al
p
oi
n
ts
a
n
d
a
xi
s
W S Ellipse 1.2  C 1a  PowerPoint  The  KWL card  Par
e O Analyse o .  Handout stud  Constructionist learning (Papert) ab
e L graphical n Ex  Interactive whiteboard ents  Hot seat ola
k 1 informa st pl  Monitor will  Posters  Axi
5 5 tion for r or  Wordwall be  Oral assessment s
the u in  Visual demonstration (Bandura) able  Ver
planning ct g  Flipped classroom (Skinner) to tex
SOL 20 of a 2D a op  Groupwork (Bruner) atte  Elli
solution n ti mpt pse
Choose el on to  Ma
an item. li s con jor
p an stru axi
SOL 23 s d ct s
e alt an  Mi
u er ellip nor
si na se axi
n tivboth their own work, and the work of others
3.5 Analyse and evaluate usin s
g es g  Rec
t the tan
h tra gle
e mm me
tr el tho
1.6 a met d
Apply m hod  Tra
their m 1c. Learning Creatively  The m
understa el stud me
nding of m ents l
geometri e can me
c t dra tho
principle h wa d
s to o para
solve 5b
d bola
problem .
 U neat
s M
n ly
ak
d and
in
e prec
g
rs isely
co
t usin
ns
a g
id
n thei
er
d r
ed
h free
de
o han
cis
w d
io
p dra
ns
a win
r g,
a and
b the
ol rect
a angl
s e
a met
r hod.
e  The
f stud
 o ents
r can
m labe
e l
d and
 Id nam
e e
n the
ti part
fy s of
p bot
a ha
rt para
s bola
o and
f an
a ellip
p se.
a
r
a
b
ol
a
a
n
d
c
o
n
st
r
u
ct
a
p
a
r
a
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ol
a
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n
g
t
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ct
a
n
gl
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 m
e
t
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o
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W S Ellipse 1.3  C 1b  PowerPoint  The  Exit card  Par

e O Derive a .  Handout stud  Grade each stage ab
e L 2D n Im  Interactive whiteboard ents  Peer assessment (Socrates) ola
k 1 solutions c pl  Monitor can  Viusal assessment  Axi
6 5 using o e  Wordwall reca  Traffic Lights s
appropri m m  Visual demonstration (Bandura) ll  Class test  Ver
ate pl en  Class test the tex
SOL 20 media e ti info  Elli
Choose t ng rma pse
an item. e id tion  Ma
t ea lear jor
w s ned axi
SOL 23 o an in s
e d the  Mi
x ta past nor
a ki accurately in accordance with graphical conventions.
1.12 Construct 2D solutions two axi
m ng wee s
q ac ks  Elli
u ti and pse
e on com  Co
s plet nce
1.2 ti e ntri
Analyse o one c
graphical n exa circ
informa s m les
tion for o que
the n stio
planning c n on
of a 2D o an
solution ni ellip
c se
s 4d. Reflecting on and evaluating my learning and
e ano
c ther
ti on a
o para
n bola
s .
(g  Thei
o r
e free
 s 8f han
t . d
o be dra
w in win
a g g
r co will
d nfi be
s de grad
C nt ed
h ab on
ri ou how
st t prec
m le ise
a ar and
s ni acc
g ng urat
r e it
a is.
d  The
e stud
) ents
 C can
a labe
n l
n and
e nam
a e
tl the
y part
a s of
n bot
d ha
a para
c bola
c and
u an
r ellip
a se.
t
el
y
d
r
a
w
a
p
a
r
a
b
ol
a
a
n
d
 el
li
p
s
e
 C
a
n
la
b
el
a
n
d
n
a
m
e
al
l
t
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e
p
a
rt
s
o
f
a
p
a
r
a
b
ol
a
a
n
d
el
li
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e

W S Transformati 1.1  R 1b  PowerPoint  Can  Exit card  Tra

e O on geometry Visualise e .  Handout desc  Grade each stage nsf
e L the c Im  Interactive whiteboard ribe  Peer assessment (Socrates) or
k 1 manipul o pl  Monitor wha  Viusal assessment ma
7 5 ation of g e  Wordwall t  Traffic Lights tio
2D ni m  Visual demonstration (Bandura) tran n
shapes s en slati ge
SOL 21 Choose e ti on om
an item. a ng is etr
n id and y
d ea reco  Tra
d s gnis nsl
SOL 24 e an e ati
s d whe on
cr ta re it  Dir
1.6 Apply their understanding of geometric principles to solve problems
ib ki is ecti
e ng use on
tr ac d. vec
a ti  Can tor
n on noti
sl ce
1.2 a whe
Analyse ti re
graphical o tran
informa n. slati
tion for  Id 2b. Co-operating on
the e is
planning n use
of a 2D ti d in
solution fy real
2e
tr life
.
a  Can
Le
n Solv
ar
sl ea
ni
a que
ng
ti stio
wi
o n
th
n that
ot
in has
he
e tran
rs
v slati
e on
r in it
y
d
a
y
lif
e
 S
ol
v
e
a
p
r
o
bl
 e
m
t
h
a
t
in
v
ol
v
e
s
tr
a
n
sl
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ti
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s
W S Transformati 1.2  R 1b  PowerPoint  Can  KWL card  Tra
e O on geometry Analyse e .  Handout desc  Constructionist learning (Papert) nsf
e L graphical c Im  Interactive whiteboard ribe  Hot seat or
k 1 informa o pl  Monitor wha  Posters ma
8 5 tion for g e  Wordwall t  Oral assessment tio
the ni m  Visual demonstration (Bandura) rota n
planning s en  Flipped classroom (Skinner) tion ge
SOL 20 of a 2D e ti  Groupwork (Bruner) and om
solution a ng axia etr
Choose n id l y
an item. d ea sym  Tra
d s met nsl
SOL 23 e an ry ati
s d is on
cr ta
1.1 Visualise the manipulation of 2D shapes and  Dir
ib ki reco ecti
e ng gnis on
r ac e vec
1.12 o ti whe tor
Construc t on re it  Rot
t 2D a is ati
solutions ti use on
accuratel o d.  Axi
y in n  Can al
accordan s, noti sy
ce with a ce m
graphical n whe me
conventi d 4b. Gathering, recording, organising and evaluating information re try
ons. a rota  Sy
xi tion m
al and me
s axia try
y l
m sym
 m met
e ry is
tr use
y d in
in real
e life
v  Can
e Solv
r ea
y que
d stio
a n
y that
lif has
e axia
 S l
ol sym
v met
e 8f ry
p . and
r be rota
o in tion
bl g s in
e co it
m nfi
s de
t nt
h ab
a ou
t t
in le
cl ar
u ni
d ng
e
s
r
o
t
a
ti
o
n
a
n
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a
xi
al
s
y
m
m
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tr
 y
 D
e
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cr
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a
xi
al
s
y
m
m
e
tr
y
a
n
d
a
xi
al
s
y
m
m
e
tr
y.
W S Transformati 1.12  R 4a  Interactive whiteboard  Can  Visual assessment  Tra
e O on geometry Construc e .  Monitor desc  Quickfire questions nsf
e L t 2D c Be  Visual demonstration (Bandura) ribe  KWL card or
k 1 solutions o in  Homework wha  Peer assessment (Socrates) ma
9 5 accuratel g g  Google classroom t tio
y in ni Cu  Wordwall cent n
accordan s ri ral ge
SOL 20 ce with e ou sym om
graphical a s met etr
conventi n ry is y
ons. d and  Tra
Choose d reco nsl
SOL 23 an item. e gnis ati
s e on
cr whe  Dir
ib re it ecti
e is on
c 4d.2DReflecting onthe
andcreation
evaluating my learning use vec
1.4 Appreciate the role of graphics in of solutions
e d. tor
n  Can  Rot
tr Solv ati
al ea on
s que  Axi
1.2 y stio al
Analyse m n sy
graphical m that m
informa e has me
tion for tr cent try
the y ral  Ce
planning  S sym ntr
of a 2D ol 6d met al
solution v . ry in sy
e Se it m
p ei  Can me
r ng rese try
o pa arch  Sy
bl tt and m
e er com me
m ns e up try
s , with
t tr a
h en post
a ds er
t an sho
in d win
cl re g
u la whe
d ti re
e on sym
c sh met
e ip ry is
n s use
tr d in
al real
s life
y
m
m
e
tr
y
 O
b
s
e
rv
e
h
o
w
s
y
m
m
e
tr
y
is
u
s
e
 d
in
d
e
si
g
n.
W S Transformati 1.4  R 1b  PowerPoint  Can  Exit card  Tra
e O on geometry Apprecia e .  Handout desc  Grade each stage nsf
e L te the c Im  Interactive whiteboard ribe  Peer assessment (Socrates) or
k 1 role of o pl  Monitor wha  Viusal assessment ma
1 5 2D g e  Wordwall t  Traffic Lights tio
0 graphics ni m  Visual demonstration (Bandura) tran  Class test n
in the s en  Class test slati  Poster ge
SOL 21 creation e ti on, om
of a ng rota etr
solutions n id tion y
Choose d ea ,  Tra
an item. d s axia nsl
SOL 23 e an l ati
s d and on
cr ta cent  Dir
ib ki ral ecti
e ng sym on
t ac met vec
1.6 Apply their understanding of geometric principles to solve problems
h ti ry is tor
e on and  Rot
f reco ati
o gnis on
u e  Axi
r whe al
1.12 di re it sy
Construc ff is m
t 2D e use me
solutions r d. try
accuratel e  Can  Ce
y in n Solv ntr
accordan t ea al
ce with ty que sy
graphical p 1d. Stimulating creativity usign digital technology stio m
conventi e n me
ons. s that try
o has  Sy
f tran m
tr slati me
a on, try
n rota
sf tion
o ,
r axia
m l
5c
a and
.
ti cent
Se
o ral
tti
n sym
ng
 s an met
 Id d ry in
e ac it
n hi  Can
ti ev noti
fy in ce
t g whe
h go re
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f s tion
o ,
u axia
r l
m sym
ai met
n ry,
ty tran
p slati
e ons,
s and
o cent
f ral
tr sym
a met
n ry is
sf use
o d in
r real
m life
a  Can
ti rese
o arch
n and
s com
in e up
e with
v a
e post
r er
y sho
d win
a g
y whe
lif re
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 S met
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q real
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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