Junior Cycle Graphics Planning Grid

Student Name: Seán Flannery School Class teacher:

ID: No: G00393597 No of Pupils: 20 Length of Lesson: 60 minutes

CLASS PROFILE

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

Linking with Subject specification and Junior Cycle Evidence of Teaching and Learning
Statements Learning Intentions (students will Success Criteria
Topic/Chapter Relevant JC Outcomes Key Skills Teaching Methodology Assessment Method Key Words
Schedule of Learning learn about)
Week 1 SOL 23 Orthographic 1.1 Visualise the  Using orthographic 1a. Exploring 
Visualization is aided  Explain the  Through  Extreme
SOL 21 projection2 manipulation of 2D shapes projection, represent 3D options and by the use of extreme generator successfully Generator
SOL 15 Choose an item. objects made from a solid of alternatives SolidWorks models. in relation to a completing the  Profile
revolution. 3d. Performing  The key words will be solid of revolution. questions. View
1.2 Analyse graphical information for the planning of a 2D solutionand presenting written on the Word  Through  Pictorial
 Recognize the terminology Wall.  Create the modelling views
6d. Seeing
2.1 Visualise the associated with revolution  Instruction will be a orthographic views exercises in solid  Hidden
patterns,
manipulation of 3D shapes solids, such as extreme combination of for rotated items. works Detail
trends and
Choose an item. generator. practical
relationships
 Create orthographic demonstrations using
representations of real- 1b. the visualiser and
world problems. Implementing animated PowerPoint
2.12 Generate and develop design ideas using appropriate geometric ideasprinciples
and and constructions
on Orthographic
taking action projection.

Week 2 SOL 23 Orthographic 2.1 Visualise the 1. BEING 

Students can  Develop  Being able to  Extreme Generator
SOL 15 Projection 2 manipulation of 3D shapes  Determine the profile views CREATIVE connect the idea Visualisation skills successfully  Profile View
SOL 21
Choose an item. of extruded objects. of interacting through applying identify the  Pictorial views
2. WORKING WITH OTHERS
solids to 3D theory to practical profile views  Hidden Detail
 Connect the concept of a
2.6 Apply their understanding of 3D principles
profileto solve
view to problems
the modelling modelling through problems. when  Truncated solids
5. MANAGING
processes in SolidWorks. an exploratory  Be able to identify questioned.
2.11 Appreciate the MYSELF
 Use the concept of profile exercise in Profile views for  Through
application of geometric views to determine the SolidWorks. extruded objects successfully
constructions in the study of intersection points of two  Be able to create completing
 other areas combined solids.  Self-evaluation of the profile views exercises.
Choose an item.  Improve your visualisation exercise solutions through modelling  Through
abilities by applying theory using SolidWorks In solid works modelling
to real-world problems. models exercises within
2.8 Construct a 3D representation of an artefact or abstract idea using a variety of media and methods. solid works.
 To complete practical
exercises, students
will use new concepts.

Week 3 SOL 23 Orthographic 2.1 Visualise the 1a. Exploring Choose a key skill  Assess the • Extreme Generator
SOL 21 Projection 2 manipulation of 3D shapes  Determine using options and students by • Profile View
SOL 15
Choose an item. orthographic projection the alternatives  Students will  Plan your getting them • Pictorial views
lines of intersection when a apply knowledge approach to to complete • Hidden Detail
3.1 Recognise 2D and 3D features in everyday objects and artefacts 2b. Co-operating to the real-world solving questions. • Truncated solids
solid is subtracted from
another application exercises  Through
2.11 Appreciate the 6d. Seeing
 Relate the concept of a through exercises. involving the questioning
application of geometric patterns,
profile view to the  Students will subtraction of a  Modelling
constructions in the study of trends and
processes involved in develop their profile from a on
other areas relationships
modelling within skills through solid. SolidWorks
Choose an item. SolidWorks completing tasks  Students will
 Develop visualisation skills on recognisable be able to
through applying theory to objects. apply their
3.6 Develop design ideas/solutions through modelling and prototyping using a variety of media knowledge of
practical problems
profile views to
the concept of
orthographic
projections

Week 4 SOL 21 Orthographic 2.1 Visualise the 1a. Exploring  Students will  Students Through peer • Extreme Generator
SOL 23 Projection 2 manipulation of 3D shapes  Determine using options and develop their successfully assessment the • Profile View
SOL 15
Choose an item. orthographic alternatives skills through draw an students can give • Pictorial views
projection the lines of completing tasks orthographic each other a grade • Hidden Detail
3.1 Recognise 2D and 3D features in everyday objectswhen
and artefacts 2b. Co-operating on recognisable projection of to reinforce • Truncated solids
intersection a solid is
subtracted from another objects. their own cooperative
3.6 Develop design 6d. Seeing learning.
 Apply knowledge to solve  Allow students to model.
ideas/solutions through patterns,
exercises based on real-life draw a model of  Students
modelling and prototyping trends and
objects their choosing successfully
using a variety of media relationships
 Relate the concept of a and research their model their
Choose an item. profile view to the processes own orthographic
involved measurements drawing on
in modelling within with that model. SolidWorks
2.11 Appreciate the application of geometric constructions in the study of other areas  Through the use
SolidWorks
of SolidWorks
students can
make a to scale
model of their
own model.
Week 5 SOL 15 Development 2 1.6 Apply their understanding 1. BEING  Kickstarter activity to  Identify and give  Through in class  Extreme Generator
SOL 21 of geometric principles to Identify where the topic of CREATIVE reinforce previous examples of where questioning.  Development
SOL 23
solve problems developments is used in the world knowledge from developments are  Through the  Frustum
Choose an item. around them Developments
4. MANAGING INFORMATION 1
AND THINKING used in real life completion of  Rebat
 terms to be written up  Visualise a 3D solid development
2.1 Visualise the manipulation ofApply knowledge about the true
3D shapes
length of a line to the topic of on Word Wall being developed questions
5. MANAGING
developments  Prepared worksheets into a flattened 2D  Through recap
MYSELF
Reinforce terms and definitions to be used to aid pattern and
associated with the topic of differentiation  Explain what the Reinforcement
developments  Instruction will be a generator of a cone of learning.
 Introduce terms and definitions combination of is (SKINNER)
associated with the topic practical  Develop a cone and
 Solve contextual questions demonstration using the frustum of a
based on the development of a the visualiser and cone
cone and the frustum of a cone animated PowerPoint

Week 6 SOL 15 Developments 2 1.6 Apply their understanding  Identify and/or locate the true 1. BEING  Students will use their  Identify whether an  Through in-class • Extreme Generator
SOL 21 of geometric principles to length of an edge of a pyramid CREATIVE knowledge to of edge of a pyramid questioning • Development
SOL 23
solve problems using rotation developments to is a true length or (Socrates) • Frustum
Choose an item.  Visualise the development of a 5. MANAGING MYSELF
develop Pyramids and not  Through • Rebat
pyramid/frustum of a pyramid a frustum of a  Locate the true successful
2.1 Visualise the manipulation of 3D shapes 4. MANAGING
 Demonstrate the process of pyramid length of a pyramid completion of
INFORMATION
developing a pyramid/ frustum  Prepared exercises using rotation Practice
AND THINKING
of a pyramid will be given to the  Develop a pyramid
 Appreciate the application of students for them to and the frustum of
developments through practical develop their skills of a pyramid
experience developments at
home.

Week 7 SOL 15 Developments 2 1.6 Apply their understanding  Identify different types of solid 1. BEING Identify the  Identify different  Through in class • Extreme Generator
SOL 21 of geometric principles to (truncated solid) CREATIVE different types of types of regular questioning. • Development
SOL 23
solve problems  Create the surface development regular geometric geometric solids  Through • Frustum
Choose an item. of a truncated solid solidsAND THINKING 
4. MANAGING INFORMATION Solve exercises successful • Rebat
 Determine the true shape of the  Solve exercises based on relatable completion of
2.6 Apply their understanding of 3D cut
principles
surfacetoofsolve problems
a truncated solid base on regular examples practice
5. MANAGING
using rotation geometric solids  Locate the true exercises
MYSELF
shape of the cut
surface on a
truncated
prism/cylinder by
 rotation
Week 8 SOL 15 Developments 2 1.7 Interpret and create  Create the surface development 1. BEING  Using worksheets, the  Be able to create  With reflection • Extreme Generator
SOL 21 graphical representations of of a truncated solid CREATIVE students will develop the surface activity. • Development
SOL 23
data/information  Apply their knowledge to solve a the surface development of a  Through in class • Frustum
Choose an item. design problem development
4. MANAGING INFORMATION AND of a
THINKING truncated solid. questioning. • Rebat
 Solve exam-style exercises truncated solid with  Identify the  Through
1.9 Represent 3D information using 2D conventions
 Summarise key learning for topic the help of the different types of successful
5. MANAGING
teacher on the regular geometric completion of
MYSELF
visualiser. shapes. recap exercises
 SolidWorks will be  Locate the true
used to help with shape of the cut
visualisation of solids surface on a
using the sheet metal truncated prism or
feature. cylinder by rotation

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