SCHOOL PLACEMENT SCHEME OF WORK (2018-2019)

Student Name & ID No. John Keegan (G00332426)

Subject: Technical Graphics List of Topics: Orthographic Projection

Pupil Year Group: 1st -3.2 No. of Pupils: 23
No. of Lessons: 30 Length Of Lessons: 40 & 80 Mins
Date: 26 Nov- 22nd Feb 2019
th Time of Lesson: 9:40, 11:50, 12:30

PREVIOUS LEARNING
KNOWLEDGE SKILLS
• Names of equipment

• Basic drawing terminology,

• Basic use of equipment
constructions, bisections. • Good draftsmanship

• Sheet layout importance • Understanding the requirements

of a question.
• Line weight importance
• Line weights
• Basic numeracy • Line out of sheet

• Terminology with single geometric • Competent in drawing to an

average standard
shapes such as polygons, circles.

• Line, angle bisections.

 THE AIMS OF THIS SCHEME ARE
TO…
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.
Enhance & reinforce the importance
of labelling.
Increase pupil problem solving
ability.
Enhance students’ numeracy, oracy
and literacy skills.
LEARNING OUTCOMES (LOs): ASSESSMENT of LOs
At the end of this scheme students will
be able to…
Affective(AFF)—Cognitive
(COG)—Psychomotor (PSY)
1) Questioning (lower and
Have a good insight into the topic and
higher order)
understand the terminology. (COG)
2) Class test.
1) Completion of
be able ably knowledge to solve a
worksheets
question. (COG) (AFF)
2) homework.
1. Relate the procedure to find
location of views on page.
(PSY)
1) Observation of drawings.
2. Employ their spatial and
2) Class tests
psychomotor abilities through
the development of 3D shapes
into 2D drawings. (COG)
Have a clear understanding of key 1) Higher order questioning
principals and procedures in the topic. 2) recap games (word wall)
(COG) 3) peer assessment.
Accuracy of the completed drawing
Tests, peer assessment.
and correct transfer from views. (AFF)
More easily complete the drawings
knowing where points have originated Correction of worksheets.
from each view. (AFF) (PSY)
Homework exercises.
More confidently solve questions on Utilize skills like cooperative
their own initiative. (COG) (PSY) learning skills to work together
on future topics
1. Group work.
1. Express views an experience
2. Student presentations.
to the class. (COG)
3. Observation.
2. Collaborate with peers.
4. Class dialogue.
 3. Demonstrate necessary
constructional equations.
(AFF)
1) Teacher observation and
class control.
1. be comfortable within the
2) Feel safe and nurtured
Develop a positive learning class, with their peers and the
for in the learning
environment and classroom teacher. (AFF)
environment for
management. 2. Be happy and comfortable in
students who excel and
the surroundings of the room.
students who struggle
(AFF)
LITERACY Sharing of good Practice- word wall to demonstrate pupils
STRATEGIES
definitions of new words (PBL), Etymology of words, Label
drawings, Flashcards, Posters, Worksheets, Traffic Lights, Learning
Targets (FIP002)
NUMERACY Scaled drawings, Calculations in drawings, Missing measurements
STRATEGIES
on drawing handouts
ORACY Flip Classroom- Giving the students reading work to do prior to the
STRATEGIES
lesson, then in class have a discussion on this point,
Demonstrations, Peer assessment, Classroom
dialogue, Questioning, Link to word wall discussion
GRAPHICACY Section detail drawing, solid works models, Word wall, Posters,
STRATEGIES
Worksheets, Modals, Animated PowerPoints, Traffic Lights, Video

DIFFERENTIATION STRATEGIES.
-Gender neutral drawings.
-Mixed gender seating plan.
Gender Inclusion
-Mixed groups where possible.
(21 boys, 2 girls)
-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
working will make the student fell safe and
SEN Strategies
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 group work
Mixed Ability Teaching
-In class assistance and guidance from the teacher
Strategies
-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

On week one I will be implementing a buddy system in the
Buddy System room so the students can learn to help each other.
The traffic light system will be used throughout the
Traffic Lights placement to monitor students understanding of the topic.
The use of a video will be used to vary the method of
Videos learning for the students.
This method will be used in a recap so the student can
One Minute of fame display there knowledge of the topic.
In the later weeks, I will present the students with a drawing
Logo 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
Student-lead Demo lesson and present the demonstration on the given question.
The wordwall will be used to showcase new terminology of
Wordwall the topic.
 LESSON/ CURRICULUM/ TEACHING ASSESSMENT L0’s Resources
WEEK
TOPIC SYLLABUS CONTENT STRATEGIES STRATEGIES
Key
❖ Introduction of ❖ Classroom discussion ❖ Student AFF ❖ Quiz (O)
teacher/ students (O) participation (O) ❖ Solidworks
❖ Ice Breaker ❖ Presentation (L) ❖ Completion of PSY models (ET)
❖ Set out class rules ❖ Democratic vote for worksheets ❖ Presentation
COG
✓ Introduction and routines class rep (O) ❖ Prior knowledge ❖ Wordwall (G)
1 & Basic ❖ Select Class Rep ❖ Solidworks model quiz (L) (MA)
WEEKLY
Orthographic ❖ Prior knowledge quiz ❖ Problem solving ❖ Teacher ❖ Projector
Projection ❖ Outline plan for 10 (Dewey) observation ❖ Video (O)
weeks and outline ❖ Word wall (L)
topic of Orthographic ❖ Video
Projection ❖ Encourage Bubby
❖ Simple Worksheets System
❖ Blackboard ❖ Teacher AFF ❖ Traffic light
❖ Recap knowledge demonstration of a observation (MA) system (MA)
PSY
❖ Real life examples drawing (N) (G) ❖ Student feedback ❖ Worksheets (L)
❖ Sheet layout ❖ Higher order COG
(O) ❖ Blackboard
❖ Locating the planes of questioning (O) ❖ Student (ET)
WEEKLY
projection
2 ✓ Orthographic ❖ Class discussion (group demonstration (O)
❖ Video on how we get ❖ PowerPoint
Projection
the views from 3D work) (MA) (G)
object
❖ Worksheets on basic (Vygotsky’s ZPD) ❖ Video on
cubic structures ❖ Traffic lights (L) method to get
the views from
❖ Introduction to traffic ❖ Video
3D object. (ET)
lights ❖ Traffic lights (L) (C&I)
 ❖ Recap Rules & ❖ Video (N) ❖ Student feedback AFF ❖ Video (N)
Routines ❖ Presentation (L) (O) ❖ Worksheets (L)
PSY
❖ Link to real life ❖ Higher order ❖ Student ❖ Traffic light
examples COG
3 ✓ Orthographic questioning (O) participation system (G)
Projection ❖ Worksheets on more Teacher
❖ Traffic light system WEEKLY ❖ Projector (ET)
complex cubic observation (MA)
❖ BFK Survey ❖ BFK Student
structures
Survey

❖ Video (N) ❖ Student feedback AFF ❖ Video (N)

❖ Link to real life
❖ Presentation (L) (O) ❖ Worksheets (L)
examples PSY
❖ Higher order ❖ Student ❖ Traffic light
❖ Worksheets on more COG
questioning (O) participation system (G)
4 ✓ Orthographic complex cubic
Projection ❖ Traffic light system ❖ Teacher WEEKLY ❖ Projector (ET)
structures
❖ Goal setting for the observation (MA)
❖ Recap
break (Rogers)

Christmas Holidays
❖ Teacher presentation ❖ Higher order AFF ❖ PowerPoint
❖ Set induction
(L) questioning (O) (ET)
✓ Orthographic ❖ Worksheet on more PSY
5 Projection ❖ PowerPoint (N) ❖ Student feedback ❖ Traffic light
complex cubic
(perspective) ❖ Model Observation (MA) COG system (MA)
structures
❖ Summative test
❖ Projector (ET)
WEEKLY
 ❖ Perspective view to ❖ Higher order ❖ Model (N)
get true shape questioning (O) ❖ Worksheets
❖ Summative test on ❖ Class led discussion (L)
work to date
❖ Recap
❖ Group work- Think- ❖ Completion of AFF ❖ Model (ET)
Pair-Share applied.
tasks ❖ Worksheets (L)
Using the student’s PSY
❖ Introduction to problem based learning ❖ Student feedback ❖ PowerPoint
hidden detail in abilities to breakdown COG
❖ Higher order ❖ Projector (ET)
and solve a difficult
orthographic question. (Apply questioning (O) WEEKLY Traffic light
✓ Orthographic projection Vygotsky’s ZPD)
❖ Student demonstration ❖ One Minute of system (G)
6 Projection ❖ Encourage Bubby Fame (MA)
(hidden (N)
System
detail)
❖ Class discussion (O)
❖ Model and real life
❖ Teacher presentation
example
(L)
❖ PowerPoint (L) (G)
❖ Model
❖ Group work- Think- ❖ Completion of AFF ❖ Model (ET)
❖ Introduction to Pair-Share applied.
✓ Orthographic tasks ❖ Worksheets (L)
Using the student’s PSY
Projection hidden detail in
7 problem based learning ❖ Student feedback ❖ PowerPoint
(hidden orthographic abilities to breakdown COG
❖ Higher order ❖ Projector (ET)
detail) and solve a difficult
projection
question. (Apply questioning (O) WEEKLY
Vygotsky’s ZPD)
 ❖ Model and real life ❖ Student demonstration ❖ Traffic light
example (N) system (G)
❖ Illustrate ❖ Class discussion (O) (MA)
constructional ❖ Teacher presentation ❖ Videos
methods though (L)
power-point and
❖ PowerPoint (L) (G)
pupil-led
❖ Model
demonstration ❖ Problem solving
❖ Recap (Dewey)

❖ Introduction to exam ❖ Presentation (L) ❖ Student AFF ❖ Exam Paper (L)

paper question at ❖ Demonstration (N) engagement (O) ❖ Traffic Light
PSY
ordinary level ❖ Higher order ❖ Student capability system (MA)
✓ Orthographic ❖ Develop fine motor questioning (O) to undertake COG

8 Projection at skills, with accurate

❖ Student lead lesson- question WEEKLY
ordinary level
use of the desired ❖ Traffic Light
standard student demo on how
constructional System
to complete question
methods.

❖ Introduction to exam ❖ Presentation (L) ❖ Student AFF ❖ Exam Paper (L)

✓ Orthographic paper question at ❖ Demonstration (N) engagement (O) ❖ Traffic Light
PSY
9 Projection at ordinary level ❖ Higher order ❖ Student capability system (MA)
ordinary level
❖ Develop fine motor to undertake COG
standard questioning (O)
skills, with accurate question WEEKLY
 use of the desired ❖ Student lead lesson-
constructional student demo on how
methods. to complete question
❖ Questions form past ❖ Demonstration (O) ❖ Result of rubric AFF ❖ PowerPoint (G)
exam papers at ❖ Rubric (N) (MA) ❖ Rubric (C&I)
PSY
ordinary level. ❖ Higher order ❖ Completion of ❖ Exam Paper
❖ End of Topic Exam. exam questions COG
questioning (O) questions (G)
✓ Orthographic ❖ Evaluate students ❖ Review learning
10 ❖ PowerPoint (L) WEEKLY (ET)
Projection at
learning experience and teaching
ordinary level
standard BFK survey experience
❖ Rubric on 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.