Scheme Of Work Tg 1c

SCHOOL PLACEMENT SCHEME OF WORK (2018-2019)

Student Name & ID No. John Keegan (G00332426)

Subject: Technical Graphics Pupil Year Group: 1st -3.2 No. of Lessons: 30 th Date: 26 Nov- 22nd Feb 2019

List of Topics: Orthographic Projection No. of Pupils: 23 Length Of Lessons: 40 & 80 Mins Time of Lesson: 9:40, 11:50, 12:30

PREVIOUS LEARNING •

KNOWLEDGE Names of equipment

•

Basic drawing terminology,

SKILLS

•

Basic use of equipment

constructions, bisections.

•

Good draftsmanship

•

Sheet layout importance

•

Understanding the requirements

•

Line weight importance

• •

•

Line weights

Basic numeracy

•

Line out of sheet

Terminology with single geometric

•

Competent in drawing to an

shapes such as polygons, circles. •

of a question.

Line, angle bisections.

average standard

THE AIMS OF THIS SCHEME ARE TO…

LEARNING OUTCOMES (LOs):

ASSESSMENT of LOs

At the end of this scheme students will be able to…

Affective(AFF)—Cognitive (COG)—Psychomotor (PSY) Introduce students to the new topic orthographic projections. Demonstrate and explain the core principals relating to the topics.

Reinforce the terminology and the layout of the different views in orthographic projections.

Recap the key learnings of each exercise through PowerPoint animations, word wall and physical models. Demonstrate using the equipment needed the procedure needed to complete a drawing.

Have a good insight into the topic and understand the terminology. (COG)

1) Questioning (lower and higher order) 2) Class test.

be able ably knowledge to solve a question. (COG) (AFF)

1) Completion of worksheets 2) homework.

1. Relate the procedure to find location of views on page. (PSY) 2. Employ their spatial and psychomotor abilities through the development of 3D shapes into 2D drawings. (COG)

1) Observation of drawings. 2) Class tests

Have a clear understanding of key principals and procedures in the topic. (COG)

1) Higher order questioning 2) recap games (word wall) 3) peer assessment.

Accuracy of the completed drawing and correct transfer from views. (AFF)

Tests, peer assessment.

More easily complete the drawings Enhance & reinforce the importance knowing where points have originated Correction of worksheets. of labelling. from each view. (AFF) (PSY) Homework exercises. Increase pupil problem solving More confidently solve questions on Utilize skills like cooperative ability. their own initiative. (COG) (PSY) learning skills to work together on future topics 1. Group work. 1. Express views an experience Enhance students’ numeracy, oracy 2. Student presentations. to the class. (COG) and literacy skills. 3. Observation. 2. Collaborate with peers. 4. Class dialogue.

3. Demonstrate necessary constructional equations. (AFF)

Develop a positive learning environment and classroom management.

LITERACY STRATEGIES

1) Teacher observation and class control. 1. be comfortable within the 2) Feel safe and nurtured class, with their peers and the for in the learning teacher. (AFF) environment for 2. Be happy and comfortable in students who excel and the surroundings of the room. students who struggle (AFF) Sharing of good Practice- word wall to demonstrate pupils definitions of new words (PBL), Etymology of words, Label drawings, Flashcards, Posters, Worksheets, Traffic Lights, Learning Targets (FIP002)

NUMERACY STRATEGIES

Scaled drawings, Calculations in drawings, Missing measurements

ORACY STRATEGIES

Flip Classroom- Giving the students reading work to do prior to the

on drawing handouts

lesson, then in class have a discussion on this point, Demonstrations, Peer assessment, Classroom dialogue, Questioning, Link to word wall discussion

GRAPHICACY STRATEGIES

Section detail drawing, solid works models, Word wall, Posters, Worksheets, Modals, Animated PowerPoints, Traffic Lights, Video

DIFFERENTIATION STRATEGIES. -Gender neutral drawings. Gender Inclusion (21 boys, 2 girls)

-Mixed gender seating plan. -Mixed groups where possible. -Language- avoid using ‘guys’, ‘boys’ etc. -Demonstrations- have both boys and girls

*No multicultural issue in group. Multicultural Inclusion

-3 foreign national students with a good quality of English. *ADHD; one of the students has been diagnosed with ADHD. I plan to have this student seated close to me at all times.

*Mental Health Issue; a father of one of the students passed away during the summer and the student is down on themselves. Positive reinforcement and little talks when the class are SEN Strategies

working will make the student fell safe and engaged in the lessons.

-Positive reinforcements -Comic Sans text used for PowerPoints -Encouragement -Peer work -Breakdown of demonstration into manageable chunks -Repetition of key points -Have the student with ADHD paired with one of the mature pupils Mixed Ability Teaching Strategies

-Mixed ability group work -In class assistance and guidance from the teacher -Higher order questioning on demonstrations for stronger students. -Physical models to aid visualization

-Different finishing points for the different abilities of students. - PowerPoint- Bullet point form -Breakdown Demonstrations to short step by step

Creativity and Innovation in the Classroom Buddy System Traffic Lights Videos One Minute of fame Logo

Student-lead Demo Wordwall

On week one I will be implementing a buddy system in the room so the students can learn to help each other. The traffic light system will be used throughout the placement to monitor students understanding of the topic. The use of a video will be used to vary the method of learning for the students. This method will be used in a recap so the student can display there knowledge of the topic. In the later weeks, I will present the students with a drawing with the three views displayed on it. I will ask them to make up the 3D object from the 2D drawing in logo. I will be giving the students the opportunity to take the lesson and present the demonstration on the given question. The wordwall will be used to showcase new terminology of the topic.

WEEK

LESSON/

CURRICULUM/

TEACHING

ASSESSMENT

TOPIC

SYLLABUS CONTENT

STRATEGIES

STRATEGIES

✓ Introduction 1

& Basic Orthographic Projection

❖ Introduction of teacher/ students ❖ Ice Breaker ❖ Set out class rules and routines ❖ Select Class Rep ❖ Prior knowledge quiz ❖ Outline plan for 10 weeks and outline topic of Orthographic Projection ❖ Simple Worksheets

2

Projection

(O) ❖ Presentation (L) ❖ Democratic vote for class rep (O) ❖ Solidworks model ❖ Problem solving (Dewey) ❖ Word wall (L) ❖ Video ❖ Encourage Bubby System ❖ Blackboard

❖ Recap knowledge

demonstration of a

❖ Real life examples

drawing (N) (G)

❖ Sheet layout

✓ Orthographic

❖ Classroom discussion

❖ Locating the planes of projection ❖ Video on how we get the views from 3D object ❖ Worksheets on basic cubic structures ❖ Introduction to traffic lights

❖ Higher order questioning (O) ❖ Class discussion (group work) (MA) (Vygotsky’s ZPD) ❖ Traffic lights (L) ❖ Video ❖ Traffic lights (L) (C&I)

❖ Student participation (O) ❖ Completion of worksheets ❖ Prior knowledge quiz (L) ❖ Teacher observation

❖ Teacher observation (MA)

L0’s Key AFF PSY COG WEEKLY

AFF PSY

❖ Student feedback

❖ Quiz (O) ❖ Solidworks models (ET) ❖ Presentation ❖ Wordwall (G)

(MA) ❖ Projector ❖ Video (O)

❖ Traffic light system (MA) ❖ Worksheets (L)

(O)

COG

❖ Student

WEEKLY

demonstration (O)

Resources

❖ Blackboard

(ET) ❖ PowerPoint

(G) ❖ Video on method to get the views from 3D object. (ET)

❖ Recap Rules & Routines ❖ Link to real life

3

✓ Orthographic Projection

examples ❖ Worksheets on more complex cubic

❖ Video (N) ❖ Presentation (L) ❖ Higher order questioning (O) ❖ Traffic light system ❖ BFK Survey

❖ Student feedback

(O)

AFF

❖ Video (N)

PSY

❖ Worksheets (L)

❖ Student participation Teacher observation (MA)

❖ Traffic light COG WEEKLY

examples ❖ Worksheets on more

4

✓

Orthographic Projection

complex cubic structures ❖ Recap

❖ Projector (ET) ❖ BFK Student

structures

❖ Link to real life

system (G)

Survey ❖ Video (N) ❖ Presentation (L) ❖ Higher order questioning (O) ❖ Traffic light system ❖ Goal setting for the

❖ Student feedback

(O)

AFF

❖ Video (N)

PSY

❖ Worksheets (L)

❖ Student participation ❖ Teacher

❖ Traffic light COG WEEKLY

system (G) ❖ Projector (ET)

observation (MA)

break (Rogers)

Christmas Holidays ❖ Teacher presentation ❖ Set induction ✓

5

Orthographic Projection (perspective)

❖ Worksheet on more complex cubic structures

(L)

❖ Higher order questioning (O)

❖ PowerPoint (N)

❖ Student feedback

❖ Model

Observation (MA) ❖ Summative test

AFF PSY COG WEEKLY

❖ PowerPoint

(ET) ❖ Traffic light system (MA) ❖ Projector (ET)

❖ Perspective view to

❖ Higher order

get true shape

questioning (O)

❖ Summative test on

❖ Class led discussion

❖ Model (N) ❖

Worksheets

(L)

work to date ❖ Recap

❖ Introduction to hidden detail in orthographic

✓ Orthographic Projection (hidden detail)

6

projection ❖ Encourage Bubby System ❖ Model and real life example

❖ Group work- ThinkPair-Share applied. Using the student’s problem based learning abilities to breakdown and solve a difficult question. (Apply Vygotsky’s ZPD) ❖ Student demonstration

(N)

❖ Completion of tasks ❖ Student feedback ❖ Higher order questioning (O)

AFF

❖ Model (ET)

PSY

❖ Worksheets (L) ❖ PowerPoint

COG WEEKLY

❖ One Minute of

❖ Projector (ET) Traffic light system (G)

(MA)

Fame

❖ Class discussion (O) ❖ Teacher presentation

(L) ❖ PowerPoint (L) (G) ❖ Model

✓

7

Orthographic Projection (hidden detail)

❖ Introduction to hidden detail in orthographic projection

❖ Group work- ThinkPair-Share applied. Using the student’s problem based learning abilities to breakdown and solve a difficult question. (Apply Vygotsky’s ZPD)

❖ Completion of tasks ❖ Student feedback ❖ Higher order questioning (O)

AFF

❖ Model (ET)

PSY

❖ Worksheets (L) ❖ PowerPoint

COG WEEKLY

❖ Projector (ET)

❖ Model and real life

❖ Student demonstration

example ❖ Illustrate constructional

(N)

pupil-led

❖ Presentation (L)

paper question at

❖ Demonstration (N)

ordinary level

❖

❖ Develop fine motor skills, with accurate

8

❖ PowerPoint (L) (G)

❖ Introduction to exam

Projection at ordinary level standard

❖ Videos

(L)

❖ Recap

✓ Orthographic

(MA)

❖ Teacher presentation

❖ Model ❖ Problem solving (Dewey)

demonstration

system (G)

❖ Class discussion (O)

methods though power-point and

❖ Traffic light

Higher order questioning (O)

❖ Student lead lesson-

use of the desired constructional

❖ Student engagement (O)

AFF PSY

❖ Student capability to undertake question

student demo on how

❖ Traffic Light

to complete question

System

❖ Exam Paper (L) ❖ Traffic Light system (MA)

COG WEEKLY

methods.

❖ Introduction to exam ✓

9

Orthographic Projection at ordinary level standard

❖ Presentation (L)

paper question at

❖ Demonstration (N)

ordinary level

❖

❖ Develop fine motor skills, with accurate

Higher order questioning (O)

❖ Student engagement (O)

AFF PSY

❖ Student capability to undertake question

❖ Exam Paper (L) ❖ Traffic Light system (MA)

COG WEEKLY

use of the desired constructional

student demo on how

methods.

to complete question

❖ Questions form past

10

Projection at ordinary level standard

❖ Demonstration (O)

exam papers at

❖ Rubric (N)

ordinary level.

❖ Higher order

❖ End of Topic Exam.

✓ Orthographic

❖ Student lead lesson-

❖ Evaluate students

❖ Result of rubric

(MA)

❖ PowerPoint (G)

PSY

❖ Rubric (C&I)

❖ Completion of exam questions

questioning (O) ❖ PowerPoint (L)

AFF

❖ Review learning

learning experience

and teaching

BFK survey

experience

❖ Rubric on

❖ Exam Paper COG WEEKLY

through BFK survey

orthographic projection to date.

Mid Term Break

KEY: L= Literacy, N= Numeracy, O= Oracy, G= Graphicacy, MA= Mixed Ability, ET = Educational Technology and C&I= Creativity and Innovation.

questions (G)

(ET)