TEACHING PRACTICE SCHEME OF WORK (20152016)

DTE Student Name & ID No.

Subject: Technical Graphics

Pupil Year Group: 5th Year
No. of Lessons:
Date:

PREVIOUS LEARNING

KNOWLEDGE
Planning and Outline Design
of House (Shape, size and
form)
Site Preliminaries - Soil
Types
Structural Forms Loads
and Stresses
Building Materials- Concrete,
Timber and reinforcing
concrete
Knowledge acquired through
JC MTW
Practical processing
knowledge form MTW and
CS so far.
Jointing Methods

Luke Bowden G00286640

List of Topics: Auxiliary Elevations

& Plans
No. of Pupils: 24
Length Of Lessons: 1hr 15 minutes
Time of Lesson 10.15-11.30 Mon.
& Tue.

(Relevant to this scheme)

SKILLS
Measuring and marking out
processes
Processing timber (cutting,
chiseling etc.)
Joining timber with
adhesives
Finishing processes
Sketching in JC MTW and
C.S
Architectural Drawing to
scale.

Finishing Methods
Adhesives
Knowledge of MTW tools

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. Illustrate their level

of knowledge
regarding loads and
1. Reinforce students
stresses on a building
knowledge of loads
structure
and stresses on a
2. Explain how design
building and the effect
features of a buildings
they have.
foundation are made
to counteract those
loads and stresses
1. Outline the
functions of a
foundation
2.Invesitgate the
2. Apply higher order
functions of a
thinking to explain the
foundation of a
functions of each
building
layer of a foundation,
e.g. why layers of
hardcore, rebar etc.
3. Discuss the
1. Identify each
different types of
different types of
Foundations on the CS foundation.
syllabus and key
2. Use neat free hand
aspects to consider
sketches to illustrate
regarding each type of each foundation
foundations
3. State the correct
dimensions for all
components of a
foundation

1. Recap exercise
2. Design based
exercises, with
discussion

1. Direct questioning,
discussion
2. Brainstorming,
sketching, design
related activities and
higher order
questioning.
1. Direct questioning
2. Sketching
exercises,
3. Annotation of
sketches and
drawings. Direct
questioning.

4. Investigate the
range of floor types
on the CS syllabus.
(Concrete slab,
suspended timber
floor etc.)

1. Identify each type

of floor
2. Use neat free hand
sketching and model
making to illustrate
each type of floor and
the key features
3. State the correct
dimensions for all
components.

5. Facilitate students
making detail models
of foundations and
roofs

1. Manufacture a
construction detail
model to help them
comprehend features,
function etc.
2. Practice model
making as their
leaving certificate
project might be a
detail model next year
and they can
comprehend what
model making entails.
3. Apply a
constructivist
approach to studying
subject matter.

6. Use design and

aspects of the design
process as a medium
for investigating
subject matter.

1. Define design and

comprehend the
nature of the design
process.
2. Apply design as a
means of engaging in
higher order thinking

1. Direct questioning,
discussion.
2. Higher order
questioning during
sketching and model
making exercises.
3. Direct questioning,
written exercises,
annotation of sketches
and drawings.
1. Formative
assessment,
questioning and
discussion during
model making and
summative
assessment in line
with leaving
certificate-marking
scheme at the end of
process.
2. Observation of
engagement and
quantifying the level
of knowledge students
have gained through
various assessments
as a means of
assessing if students
comprehend a
constructivist
approach.
1. Direct questioning,
discussion and
brainstorming.
2. Observation of
engagement with the
variety of different

when investigating
areas of subject
matter.
3. Use aspects of the
design process such
as sketching and
brainstorming as a
means of illustrating
and communicating
their level of
knowledge regarding
a subject matter.

design related
activities.
3. Sketching, model
making,
brainstorming, poster
making etc.

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.
Investigation of
dimensions of
building
features.
Measuring and
marking out.
Any Maths
required for
problem solving.

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

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

DIFFERENTIATION STRATEGIES

Gender Inclusion

Multicultural Inclusion

Special Educational
Needs (SEN) Strategies

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 the build environment,
design, develop psychomotor skills 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.
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.
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.

Mixed Ability Teaching

Strategies

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.
A general problem solving strategy will
be implemented to create a
cooperative supportive culture in the
classroom.
Peer teaching will be encouraged
especially during group model making.
Design and the design process will be
used where appropriate to facilitate
mixed ability students.

Lesson
1
Monday
Single

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 Stresses and Loads of
buildings
Materials in Building
Soil Types (What deems a soil
unsuitable for building)
Introduction to the function of
foundations
And factors to consider when
selecting a foundation

Lesson
2
Tuesday
Double

Introduction using
PPT.
Classroom rules and
routines outlined
through discussion.
Outline Strategy for
how to deal with
problems using
questioning and
discussion.
Introduction to
scheme through
direct instruction
Recap of previous
knowledge relevant
to this scheme
Introduction to
functions of
foundations through
discussion

A general problem
solving strategy
will require
reinforcement but
it will be a general
philosophy of the
classroom,
observed,
monitored and
applied every
lesson.

Introduction using
PPT.
Worksheet for
recap of previous
knowledge
relevant to
scheme.
Questioning

Recap of function of
foundations and factors to
consider when selecting as a
means of introducing

Design a way of
supporting the

Note: Include a full

& detailed list of
all required
resources for each
lesson.
When referring to
text books provide
the Harvard
Reference, chapter
no. & page nos.
Avoid cut &paste!

foundations types
Foundation types
-Strip
-Raft
-Pile
Investigation Strip foundations
-Traditional strip
(Key learnings include depth
of dig for strip-soil strength,
rational for dimensions of
footings, reinforcement of
concrete in this area)

Lesson
3
Friday
Double

house activity
Whole class
brainstorm
discussion
Illustration of
selected designs
and rational
exercise.

Design a way of
supporting the
house activity
Brainstorm
discussion and
design idea
exercise

CAF Activity
CAF Activity

Introduction to Construction
models project
Class is spilt in groups of 2 half
of those groups will complete
foundations models during the
scheme and the other half will
complete roof models
Both the projects and the
group strategy were the
requests of the cooperating
teacher.

Introduction to
projects using
models and PPT.
Students placed
into designated
groups of 2 and
discuss the model
they will
manufacture. They

Questioning

Group work written

out outline of
components and
project plan

Investigation of models
Project Planning
2

Lesson
4
Monday
Single

Recap Investigation Strip

foundations
The design of traditional
strip foundations up to
ground level
WHY- Higher order thinking

Lesson
5
Tuesday

Recap of the design of

traditional strip foundation

Double

Stepped traditional strip

foundation
Design of wide strip
foundations
Design of deep strip
foundations
The Design of Cavity Walls
Lesson
6

investigate and
outline the
components and
come up with a
project plan.
Recap activity

Recap activity

Facilitate Design
Investigation
discussion and
sketching, rational
exercises

Design
Investigation
discussion and
sketching and
rational activity.

Recap activity

Recap Activity

Problem based
activity in groups,
brainstorming how
to deal with poor
soil.
Presentation of
results

Observation and
questioning during
activity.
Presentations

Model making
activity

Higher order
questioning and
assessment of
models
Discussion

Construction models project

Friday

Double

Foundation model groupsLaying foundation soil and

hardcore layers onto the base
board (Students will keep a
design journal during this
process for the purposes of
documenting functions of
layers, materials,
representation materials used,
dimensions, sketches etc. and
to keep them engaged during
spraying and gluing processes

Objectives for each

group for the class.
Facilitating model
making with
questioning and
contingent
instruction

Questioning, Visual
inspection and
observation.

Roof model- Fixing of wall

plates, manufacture of
template common rafter, fixing
of ridge and minimum required
common rafters.
HW-Exam question on
Foundations to be completed
for lesson 11
3

Lesson
7
Monday
Single

Recap of the design of strip

foundations and cavity walls

Recap activity

Recap activity

Investigation of raft

Investigation of raft

Detail drawing and

foundations

foundations using
detail drawing and
discussion

discussion

Recap Activity
Lesson
8
Tuesday
Double

Recap of the design of raft

foundations
Pile foundations
Types of piles
Reinforcement of piles

Recap Activity
Model making of
pile foundations

Model making of
pile foundations

Discussion
Lesson
9
Friday
Double

Lesson
10
Monday
Single

Construction models project

Objectives for each

group for the class.

Foundation Model- Laying and

spraying of layers, engaging in
design journal
Roof Model- Common rafter
assembly and manufacture of
Collars and hangers.

Facilitating model
making with
questioning and
contingent
instruction

Recap of the design of raft and

pile foundations
Factors effecting foundations

Questioning, Visual
inspection and
observation.

Recap activity

Recap activity

Graffiti Board

Graffiti Board

Lesson
11
Tuesday
Double

Lesson
12
Friday
Double

Recap of factors effecting

foundations
Recap of DPM

Card Ranking- with

rational

Card ranking- with

rational

Introduction to Floors
Requirements of floors
Solid Concrete Floors

Discussion
Group brainstorm
Zone of relevance
exercise

Questioning during
discussion,
brainstorm and
Zone of relevance
exercise

Foundation Model- Laying and

spraying of layers, engaging in
design journal- DPC and
DPM/Radon
Roof- Continued manufacture
of assembly of roof
components and assembly
components so far.
Manufacture of struts, purlins
and binder

5
Lesson
13
Monday
Single

Recap of the requirements of

floors
Recap Design of Solid Concrete
floors
Introduction to the Suspended
timber floor
HW-Exam question on

Objectives for each

group for the class.
Facilitating model
making with
questioning and
contingent
instruction

Recap activity to
summarise and
assess topic
Facilitate students
designing a list of
factors to consider
with suspended
timber flooring

Discussion

Questioning, Visual
inspection and
observation.

Recap activity to
summarise and
assess topic
Factors to consider
discussion and
higher order
questioning

Foundations to be completed
for lesson 17
Lesson
14
Tuesday
Double

Recap the introduction to the

suspended timber floor

Recap activity
Model making
design activity with
factors to consider

Recap activity
Model making
design activity
with factors to
consider

Objectives for each

group for the class.
Lesson
15
Friday
Double

Discussion
Foundation Model- Laying and
spraying of layers, engaging in
design journal- scoring and
assembly of rising walls

Facilitating model
making with
questioning and
contingent
instruction

Questioning, Visual
inspection and
observation.

Recap of concrete slab

And suspended timber floors

Recap activity

Recap activity

Investigation of suspended
concrete slab floor and precast
concrete suspended floors

Just a minute
activity

Just a minute
activity

Roof model - Roof- Continued

manufacture of assembly of
roof components.
6

Lesson
16
Monday
Single

Lesson
17
Tuesday
Double

Lesson
18
Friday
Double

Recap of suspended concrete

slab floors and pre cast
concrete suspended floor
Finishing of construction
models
Presentation Skills pick one
aspect of the model, sketch it
and discuss it
Presentation of Construction
models project and design
journal used by foundation
model students.
Recap of foundations and
ground floors

Recap activity

Recap activity

Facilitating model
making. Discussion
of one key aspects
with teacher

Completing
models, sketching
key features and
discussing it with
teacher.

Facilitating students
presenting models.
Recap of scheme

Students present
their models to the
group, speaking
individually on the
key feature they
discussed with
teacher in the
previous lesson