TEACHING PRACTICE SCHEME OF WORK (20152016)

DTE Student Name & ID No.

Subject: D.C.G
Pupil Year Group: 5th year
No. of Lessons:
Date:

PREVIOUS LEARNING

KNOWLEDGE
Orthographic projection
Auxiliary projection
Hidden detail of objects
Solids in Contact- shapes
and generators of
objects
Basic constructions
Simply inclined planes
Oblique planes
Section views

Luke Bowden G00286640

List of Topics: Interpenetration of

Solids & Mock DCG Project aspects
No. of Pupils: 18
Length Of Lessons: 1hr 15 minutes
Time of Lesson 10.15-11.30 Mon.
& Tue.

(Relevant to this scheme)

SKILLS

A range of drawing
ability and from junior
Cycle Technical Graphics
(proficiency with equipment,
line weights etc.)

Ability to construct all

basic shapes required for
this topic
Visualization skill
A rang of free hand
sketching ability.

AIMS
The aims of this scheme
are to

LEARNING
OUTCOMES (LO)
Each aim has one or more
corresponding LO

ASSESSMENT
Each LO has a
corresponding Assessment

At the end of this scheme

students will be able to

1.Define
Interpenetration of
1. Introduce the topic
solids
of Interpenetration of
2. Explain what
Solids
interpenetration
consists of
1. Explain and
Comprehend the:
2. Investigate 4
- Limits Method
methods of finding the - Elements Method
intersection points
-Vertical Sections
between solids
Method
-Horizontal Sections
Method
1. Apply each method
of finding the
intersection points to
3. Apply each method a series of problems
to a series of
identifying
problems regarding
2. Develop the ability
the intersection of
to identify which
solids
method is suitable for
a given problem and
rationalize their
chosen method.
4. Develop
1. Comprehend
visualization of
hidden detail of
objects intersecting,
objects as they
hidden detail and
intersect each other.
objects cut by planes. 2. Visualize the
intersection points of
objects and how they
will appear in 3D and

1. Direct Questioning
2. Higher Order
questioning

1. Worksheets
2. Drawing Questions
3. Sketching Activities.

1. Worksheets
2. Applied problems

1. Sketching activities
2 Direct questioning
3. Higher order
questioning 4.
Sketching
5. Discussion with
models.

5. Develop free-hand
sketching and
rendering techniques

6. Investigate the
Design process as it
relates to the DCG
project.

7. Relate skills and

knowledge developed
in the classroom to
life outside of the
classroom.

in finished 2D
drawings
3. Identify why objects
appear certain ways
when cut by planes.
1. Display improved
free hand sketching
and rendering skills
2. Produce high
1. Sketching exercises
quality graphical
2. DCG mock project
representation of
outputs.
objects with
appropriate scale,
shape, form etc.
1. Comprehend the
process involved in
completing the folio
aspect of the DCG
project.
2. Define the design
process and display
engagement with it in
relation to a mock
DCG project.
3. Carry out and
produce work for
outputs 1,2,3,7 and 8
of the leaving cert
DCG project.
1. Distinguish the
relationship between
skills and knowledge
related to
interpenetration of
solids and the DCG
project and the
outside world.
2. Identify
transferable skills
such as problem
solving and improved
visualization skills
3. Highlight the value

1. Discussions
2. Questioning
3. Design related
activities
4. Mock DCG project.

1. Observation of
levels of motivation
2. Self directed
learning exercises
3. Higher order
questioning.
4. Investigation of the
level of engagement
design related
activities achieve.

of the design process

for holistic education.

LITERACY

NUMERACY

ORACY

GRAPHICACY

STRATEGIES

STRATEGIES

STRATEGIES

STRATEGIES

Writing
activities.
Etymology of
words.
Annotation of
drawings and
sketching.
Word-wall or
board written
of complicated
terminology.
Observation
and
assessment
from teacher.

Scaling.
Dimensioning
of drawings
and sketches.
Measuring and
marking out.
Any Maths
required for
problem
solving.

Direct
Questioning.
Class
participation.
Discussion.
Presentation.
Brainstorming
Activities.

Model Making.
Drawing and
sketching.
PPT. Images
Sample models
Posters
Design activities
and the design
process

DIFFERENTIATION STRATEGIES
Gender Inclusion

All Male classroom. However I do not agree

with the idea that a specific strategy is
required for gender inclusion just because of
the nature of the subject. The aim of this
subject is to study graphics, problem-solving
design and play a role in the whole schools
approach to holistic education. I dont see

how any of these aims should be considered

non inclusive to all genders.
This school contains a wide range of students
stemming from different nations and
potentially different cultural upbringings. In
the first week I will try to establish an
understanding of their cultures and break
down any barriers to education that exist
because of it.

Multicultural Inclusion

Special Educational
Needs (SEN) Strategies

Mixed Ability Teaching

Strategies

Some strategies to facilitate multicultural

inclusion in DCG might be:
Visuals with words - for assisting
students with language difficulties
A seating plan to gradually create a
fully inclusive classroom slowly
breaking down and barriers created by
cultural habits.
Creating a classroom identity and
culture thats distinctly separate from
everything outside of the classroom.
Class flag construction- students use
drawing as a means of creating a class
flag that incorporates different
nationalities in the room.
There are no students in this class group that
have been diagnosed with SEN. However I will
monitor and observe for any of the signs that
mind indicate such needs and if they arise
discuss them with the cooperating teacher.
Dyslexia is a very common undiagnosed SEN.
I will pay particular attention to possibility
that there are students in the room with
dyslexia that have not yet been identified as
having dyslexia.
The scheme and lessons themselves have
been planned to facilitate for mixed ability
learners.

Reinforcing previous learning relevant

to the scheme allows all learners a
chance to re-cap key principles that

they will need for this topic. This is

especially important for students who
did not fully comprehend those
principles the first time they
encountered them. I will engage with
these students specifically to ensure
they have the foundations necessary to
solve problems and questions in this
topic.
Contingent instruction during activities
allows mixed ability learners to work at
their own pace and push ahead if they
are able to whilst providing the
struggling students the support they
need to succeed.
Questioning and higher order thinking
strategies are specifically structured to
facilitate mixed ability.
Lower order worked examples will serve
as a means of introducing each method
followed by scaffolding to encourage
students to become self-directed
learners.
A general problem solving strategy will
be implemented to create a
cooperative supportive culture in the
classroom.
Peer teaching will be encouraged
Design and the design process will be
used where appropriate to facilitate
mixed ability students.

Lesson
1
Monday
Double

Introduction of teacher.
Outlining classroom rules and
routines (respect).
Setting the tone.
General strategy for how to
deal with tasks, exercises
and problems in my
classroom.
Introducing the scheme
Recap of worksheets on
Orthographic Projection and
Auxiliary Project for (Hidden
detail).
Introduction to the principles of
the Limits Method of
Interpenetration

Lesson
2
Wednesd
ay
Single

Recap on the Limits Method of

Interpenetration

Introduction using
PPT.
Classroom rules and
routines outlined
through discussion.
Strategy for how to
deal with problems
using questioning
and discussion.
Introduction to
scheme through
direct instruction
Question driven
introduction to the
limits method

Student centred
recap of key
principlesquestioning
Facilitate students
completing a

A general problem
solving strategy
will require
reinforcement but
it will be a general
philosophy of the
classroom,
observed,
monitored and
applied every
lesson.
Students will
engage with
questions from the
teacher
An introductory
drawing problem
will provide initial
assessment of
students
comprehending
the principles
Direct and higher
order questioning

Applying the Limits Method to

a problem
Recap on Limits MethodEvaluation of what we can
learn from initial problems
applying the principle

Lesson

Introduction to the DCG

student assignment
Mock Assignment
Investigation of output 1

3
Thursday

drawing question.
Facilitate visual
what we have
learned activity
Discussion
regarding the DCG
projectDirect instruction to
introduce mock
assignment
Question based
investigation of
output 1.

Drawing question
requiring use of
principles
Visual what we
have learned
activity

Questioning and
discussion assessment out
the outputs later
when completed.

Double

Key aspects of sketching,

construction of objects, shape,
size and form.
HW Assignment output 1Investigation of existing
products/artifacts

Demonstration and
facilitate sketching
exercises

Question driven
demonstration and
formative
assessment in the
form of
monitoring,
observing,
questioning and
contingent
instruction during
exercises

Lesson
4
Monday
Double

Recap of key aspects of output

1
Formative assessmentinvestigation of existing
products/ artifacts

Recap of Limits method

Applying limits method to
problem question.
Key aspects of Idea generation
-Brainstorming and sketching
of ideas
Lesson
5
Wednesd
ay

Recap of previous knowledge

related to generators of
objects-

Single

Introduction to the Elements

method of intersecting solids

CAF or Card
Ranking activity

Active recap using

sketch flash card
activity
Facilitating Idea
generation activityBrainstorming and
Sketching
Group-work-Posters
of 1 place
generators
appeared in
DCG/TG previous
Definition and
visual of what
generators are
PPT. Introduction to
Elements Method.
Facilitating
Worksheet

CAF or Card
Ranking activity

Flash card activity

Brainstorming and
sketching activity.

Monitoring group
discussions and
assessment of
posters.

Questioning
Observation of
worksheets and
contingent
instruction

Worksheet for applying the

Elements Method to a basic
problem
HW-Investigation of the output
2 of the student assignment
Graffiti Board
Activity
Lesson
6
Thursday
Double

Introduction to output 2 of the

student assignment- Design
feature comparison

Lesson
7
Monday
Double

Draw toast activity

Draw toast activity

Recap on elements method of
Intersecting solids
Applying Elements method to
problems

Facilitate Graffiti
board Activity
With debrief
discussion

HW- Design Feature

Comparison sample outputs
Recap of key aspects of output
2
Formative assessment- Design
feature comparison
Recap of Elements methodWhat we have learned from

Elements method
exercises
Facilitate students
completing
exercises applying
elements method

CAF activity

CAF activity

Facilitate visual
what we have
learned activity

What we have
learned from
problem activity

applying it.
Applying Elements method to
problems

Drawing questions
applying elements
method

Elements method
questions

Recap worksheet

Recap worksheet

Introduction activity

Assessment of the
activity and
questioning

Demonstrations on
rendering and
shading technique

Rendering and
shading exercises

Student centred
recap-question
based using PPT
animation.

Direct and higher

order questioning
to drive recap.

HW- Output 3- Freehand

graphical representation of
existing product or artifact. (Do
not allow students to shade or
colour their sketches yet)

Lesson
8
Wednesd
ay
Single

Lesson
9

Recap of simply inclined and

oblique planes (possibly objects
cut by planes (Cut solids)).
Introduction to vertical
sections method of
intersecting solids

Key aspects of sketchingRendering and shading of

objects

Thursday
Double

Recap of basic principles of

Drawing questions.

vertical sections method of

interpenetration of solids
Applying the principles to a
series of problems

Facilitate student
problem solving
drawing questions
requiring use of V.
sections method.

HW- Freehand graphical

representation of existing
product or artifact full
rendered

Lesson
10
Monday
Double

Recap of key aspects of output

3
Formative assessment- Freehand graphical representation
of existing product
Recap of Vertical Sections
method
Applying Vertical sections
method to problems

Lesson
11
Wednesd

Introduction to output 7Exploration of Ideas

Idea Generation Activity

Collage activity

Collage activity

Vertical Sections
worksheet
Vertical section
problem questions.

Vertical Sections
worksheet
Vertical section
problem questions.

Facilitate Groupwork idea

generation activity.
Sketching
Mood boards

Group-work idea
generation activity.
Sketching
Mood boards
Model making

ay
Single

Mood boards
HW-Idea Generation
worksheets
A series of pages of
exploration of ideas, sketching,
brainstorming, mood boards
etc.
Recap of vertical sections
method problem

Lesson
12
Thursday

Assessment of progress on
idea generation
Introduction to horizontal
sections method

Double

Visualization of solids cut by

planes exercise (include 3D
sketches)

Lesson
13
Monday

Recap of principles of
Horizontal Sections method of
interpenetration

Model making

Recap drawing
Recap drawing of
vertical sections
method.

Formative review

Formative review of
idea generation
progress

Teacher
questioning

PPT. question based

introduction to
horizontal sections
method

Worksheet

Worksheet with
exercises to
improve
visualization of
solids cut by planes.
Recap of horizontal
sections- question
based student
driven

Questioning

(Higher order)

Double

Applying principles of
horizontal sections to problems

Contingent
instruction
regarding problems
based on horizontal
sections

Refinement of ideas to final

solution

Idea funnel activity

Recap of key learnings from

Horizontal sections problems
so far,

Facilitate visual
what we have
learned activity

Idea funnel activity

Formative assessment of
output 7- idea generation

Feedback on output

Lesson
14
Wednesd
ay
Single

Students problem
solve drawing
questions

What we have
learned from
problems activity
Individual
feedback
discussion

HW- Introduction to output 8Freehand graphical

representation of design
solution
Draw Toast Activity

Lesson
15
Thursday
Double

Recap of horizontal sections

method.

Draw Toast Activity

Applying the principles of

horizontal sections to problems

Contingent
instruction for
problem solving of

Horizontal sections
exercises

Lesson
16
Monday
Double

Lesson
17
Wednesd
ay

and exercises

questions

Recap of the entire topic of

Intersecting Solids

Back to Back

Back to Back

Exam questions applying the

methods investigated during
the scheme.

Applied problemsExam questions

Applied problemsExam questions

Evaluation of the collection of

work produced during the
mock student assignmentInvestigation of key learnings
and key areas in need of
further development

Single

Lesson
18
Thursday
Double

Recap of topic of intersecting

solids
Exam questions applying
methods investigated during
scheme.

Applied problemsExam questions

Applied problemsExam questions