1st Year Junior Cycle Graphics Planning Grid

Student Name: Gearóid Reynolds School: Mohill Community College Class teacher: Shane Shortt

ID: No: G00394631 No of Pupils: 19 Length of Lesson: 80 minutes & 40 minutes

Class profile

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

2nd Year Graphics(6.3)

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

Schedul
e
Week 1 SOL 15 Basic Identify and draw 1b. Worksheets Complete drawings of logos. Questioning (Socrates) Constructio
1.2 Analyse graphical information for the planning of a 2D solution
SOL 21 Construction logos. Implementin Projector Implement the correct use of line Exit Card (UDL) n Lines
SOL 23 Implementation
1.12 Construct 2D solutions of line g with
accurately in accordance
ideas and PowerPoint (Bruner)
graphical conventions.
weights on the drawings. Word Wall (Freire) 30/45
weights on drawings. taking action Demonstrations Correct use of dimensions on a Worksheet Degree set
3a. Using (Bandura) drawing. squares.
Identifying correct
dimensions for a language T-square
drawing and using set 2b. Co-
square and ruler to operating
complete these
measurements.

Week 2 SOL 15 Basic 1.1 Visualise the manipulation of 2D Correct use of compass 1c. Learning The students will be able to Questioning (Socrates) Vertical Line
SOL 20 Constructions shapes to draw circles in Creatively PowerPoint (Bruner) complete drawings involving Word Wall (Freire) Horizontal Line
SOL 23 drawings Group Work (Vygotsky) circles. Worksheet Sliding set square
2.1 Visualise the manipulation of 3D shapes 2b. Co-operating
How to bisect a line. Projector Discuss and be able to bisect a Inclined lines
line. Line Weight
4c. Thinking
creatively
and critically
Week 3 SOL 15 Inclined Lines 1.10 Understand the properties of Identify vertical and 2b. Co- PowerPoint (Bruner) Be able to identify the difference Rubric (UDL) Vertical Line
SOL 21 geometric shapes Horizontal lines. operating Visualiser between vertical and horizontal Questioning (Socrates) Horizontal Line
SOL 23
Draw inclined lines Kahoot (Montessori) lines. Sliding set square
2.6 Apply their understanding of 3D principles to solve problems
with set squares. 4c. Thinking creatively and critically Be able to draw inclined lines Inclined lines
Introduce the sliding with set squares.
set square method to Be able to use the sliding set
draw perpendicular 5d. Being square method.
lines. able to
reflect on my
learning.
Week 4 SOL 23 Inclined Lines 1.1 Visualise the manipulation of 2D Bisect a line. 2f. Working PowerPoint (Bruner) Be able to bisect a line. Socratic Questioning Horizon Line
SOL 21 shapes Dividing a line into with others Visualiser Be able to divide lines into equal Visual inspection of Set squares
SOL 20
throught Physical Models (Papert) parts. drawings Ratio
equal
2.2 Analyse graphical information for the parts and
planning of a in
3Deach
solution
digital Teaching through Be able to construct good quality Self-Assessment (Greek Divide
ratio.
technology questioning. Socratic 2D drawings using bisecting and Philosophy-Socrates
Construct 2D drawings Questioning (Socrates) diving a line. Know thy self) (Student-
using bisecting and led learning-Rogers)
diving a line. 6d. Seeing patterns, trends and relationships Exit Cards (UDL)

Choose a key
skill

Week 5 Mid Term

Week 6 SOL 23 Angles 2.1 Visualise the manipulation of 3D Identify and measure 1b. PowerPoint (Bruner) Be able to identify and measure Exit Cards (UDL) Acute
SOL 21 shapes angles. Implementin Worksheet angles. Questioning (Socrates) Obtuse
SOL 20
g ideas and Group Research Be able to recognise different Worksheets Right Angle
Recognise
2.2 Analyse graphical information for the planningdifferent
of a 3D solution
taking action (Discovery Learning- types of angles. Word Wall (Freire)
types of angles.
Dewey) Quiz (Active Learning-
Use angles to construct 2b. Co-operating Dewey)
Be able to use angles to
simple 2D drawings. construct 2D drawings.
4c. Thinking
creatively
and critically
Week 7 SOL 15 Angles 1.6 Apply their understanding of Be able to bisect an 1c. Learning PowerPoint (Bruner) Be able to bisect an angle. Rubric (UDL) Acute
SOL 24 geometric principles to solve angle. Creatively Videos Be able to draw different angles Think Pair Share (UDL) Obtuse
SOL 19
problems Demonstrations using protractors and set (Vygotsky) Right Angle
Be able to draw 2e. Learning with others
(Bandura) Word Wall (Freire) Internal Angle
2.6 Apply their understanding of 3D principles squares.
differenttoangles
solve problems
using Worksheets External Angle
protractors and set 4b. Peer Assessment (UDL)
Gathering, Be able to complete 2D drawings
squares. using the terminology given.
recording,
Be able to complete 2D organising
drawings using the and
terminology given. evaluating
information
Week 8 SOL 19 Angles 1.1 Visualise the manipulation of 2D Identify parallel lines. 1b. Worksheet Be able to identify parallel lines. Acute
SOL 20 shapes Use sliding set squares Implementin PowerPoint (Bruner) Be able to use sliding set squares Visual and peer Obtuse
SOL 21
g ideas and Fist two Five (UDL) to draw parallel lines. assessment Right Angle
to draw parallel lines.
takingaaction
2.8 Construct a 3D representation of an artefact or abstract idea using variety ofGroup
mediaWork (UDL)
and methods. Be able to draw simple 2D Questioning (Socrates) Internal Angle
Create simple 2D Each One teach one(UDL) constructions using parallel lines. External Angle
constructions from
parallel lines and 4b. Gathering, recording, organising and evaluating information
angles.
 2b. Co-
operating
Week 9 Quadrilaterals 1.1 Visualise the manipulation of 2D Identify different types PowerPoint (Bruner) Be able to identify the types of Visual Assessment Quadrilateral
. shapes of quadrilaterals. Real-life models and quadrilaterals. Peer Assessment Square ‘
Recognise teaching aids (UDL) Be able to identify quadrilaterals (Vygotsky) Rectangle
2.8 Construct a 3D representation of anquadrilateral
artefact or abstract idea
shapes in 4b. Gathering,
using a variety Solid Works)
recording,
of media organising
and methods. and in real life.
evaluating information Questioning Trapezium
real life. Group Work (Discovery Complete drawings (Greeks/Socrates) Trapezoid
Learning-Dewey) implementing quadrilaterals.
Draw logos that Reflection and recap on
incorporate developments topic.
quadrilateral shapes. 2b. Co-
operating (Greek Philosophy)
Teaching through
questioning. Socratic
Questioning (Socrates)
Week 10 EXAMS
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
environment.
SOL 20 The student uses appropriate technologies in meeting a design challenge. Students will select suitable equipment to realise a
design task.
SOL 21 The student applies practical skills as she/he develops models and products Students will create solutions through modelling and
using a variety of materials and technologies. tasks that encourage the development of their
practical skills, while working with a range of
materials and equipment.
SOL 23 The student brings an idea from conception to realisation. Students will develop, individually, a concept to
address a problem and create their solution using
appropriate materials and the skills they have
developed.
SOL 24 The student uses technology and digital media tools to learn, work and think Students will select appropriate digital media tools
collaboratively and creatively in a responsible and ethical manner. 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