TEACHING PRACTICE SCHEME OF WORK

DTE Student Name & ID Number: Adrian Cooke G00308480

List of Topics: Ellipse, Orthographic

Subject: Technical Graphics
projection, Isometric drawing
Pupil Year Group: 2nd Year No. of Pupils:
No. of Lessons:
Lessons Length: 40-80
Date: 27th Nov – 23rd Feb

PREVIOUS LEARNING
KNOWLEDGE SKILLS
 Students have completed year one of
 Demonstrate the correct use of drawing
technical graphics, covering chapters 1 to
equipment e.g. T-square, set squares,
11 in the understanding technical
compass and rulers.
graphics book.
 Students can construct 2D&3D drawings
 The students understand the relevant
using the necessary orthographic views.
terminology technical graphics (e.g. line,
(Plan, elevation, isometric and oblique)
horizontal, perpendicular, angle, T-
 Students can neatly present a finished
square, set squares, compass,
drawing with correct line weights and title
constructional views).
page.
 Students understand the metric
 Students and visualize a 2D orthographic
measurement (cm, mm).
view form a 3D image.
 Appreciate the importance of neatness
 Reproduce geometric construction.
and accuracy.

AIMS LEARNING OUTCOMES ASSESSMENT

Affective (AFF) Cognitive (COG) Psychomotor (PSY)

1. Accurately draw orthographic
1. Enhance fine motor skills,
and isometric views. 1. Completion of mutable level of
synchronizing the hands and
2. Demonstrate the three difficulty questions.
eyes, through a build-up of
construction methods associated 2. Visual Assessment.
solving complex questions and
to an ellipse. 3. Self-assessment
constructive feedback. (COG)
3. reflect on previous experience,
(PSY)
enhancing future knowledge.
2. Develop students’ spatial 1. Interpret the drawing. 1. Class discussion.
intelligence, through visualizing
and constructing orthographic
views of a 3D image. (COG)
3. Provide a nurturing learning
environment for the student,
whereby links are developed
between previous knowledge
and new learning. (AFF) (COG)
4. Introduce define the topic of
ellipse, orthographic projection
and isometric drawing using
axonometric plane. (COG) (PSY)
5. Construct an experience
whereby students can express
and develop oracy, numeracy,
graphic skills appropriately.
(COG) (AFF)
6. Facilitate the development of
cognitive skills associated to
problem solving and critical
thinking. (COG)
7. Facilitate the learning
experience for all level of
learners. (AFF)
8. Provide students with the
ability to adapt the theory taught
to real world examples. (AFF)
(COG)
2. Visualize the orthographic
views of a 3D object.
3. Identify hidden detail.
1. Build links between previous
knowledge and new leaning.
2. Question orthographic and
isometric topics, enhancing their
level of knowledge.
1. Positively interaction with
topics.
2. Demonstrate the three
construction methods for
constructing an ellipse.
3. Construct an isometric view of
a basic shape using the
axonometric plane.
1. Experience with working with
others.
2. Develop graphical visualization
of a component.
3.Confident with unit of measure
and degrees.
1. Interpret drawings and
diagrams.
2. Develop a deeper level of
knowledge and thinking.
3. Link graphical theory to real
world problems.
1. Build upon knowledge of the
subject matter.
2. Experience a challenging
leaning environment that is
within the their ZPD.
3. Internalize constructive
feedback.
1. Adapt and use the theory
taught to real life problems.
2. Appreciate the topic to
technical graphics and its
abilities.
2. Worksheets.
3. Problem solving activity’s.
4. Higher & Lower order
cognitive questioning.
1. Higher & Lower order
questioning
2. Constructive feedback.
3. Group discussion.
4. Peer assessment.
1. Supportive feedback.
2. Visual assessment.
3. self-peer assessment (rubric).
4. Pupil-led presentation.
1. Group work.
2. Pupil led demos.
3. Class discussion on key
terminology and definitions.
4. monitor room activities.
1. Problem solving activities.
2. Real world questions.
3. Higher order questioning.
4. discovery learning.
5. Constructive feedback.
1. Ability to meet learning
targets.
2. Collaboration with peers.
3. Exit cards.
4. Positive feedback.
5. Student centered
presentations.
1. Whole class discussion.
2. formative assessment.
3. Higher cognitive questioning.
4. Homework.

Word wall board (Key terminology, definitions, new learning), annotate drawings,
LITERACY
posters of rules and routines, date and day displayed, notes taken on key
STRATEGIES
concepts.
Calculating angles and dimensions, converting mm to cm, scale down drawings,
NUMERACY
worksheets which consists of missing dimensions, measuring lengths with set
STRATEGIES
square and compass, adding/subtracting/dividing/multiplying.
Student centered discussion, questioning, poster presentation, group work, peer
ORACY STRATEGIES
assessment, student led demo.
GRAPHICACY Animated powepoint, worksheets, complex graphical questions, posters, sample
STRATEGIES models, solidworks models, visualizer, images.

DIFFERENTIATION STRATEGIES
Multicultural Inclusion
Special Educational Needs (SEN)
Strategies
Mix ability teaching strategies
(MA)
 Opportunities will be given, and students will be
encouraged to express their cultures.
 Link drawing questions to culture backgrounds.
 No SNE document.
 Students with mild form of dyslexia.
 Power point slides are kept to short points and test is
comic san's
 Lessons are broken into short and simple stages to make it
more manageable for the student.
 Images will be used where possible to explain key
concepts.
 Goal setting
 Peer learning will be encouraged where pupils will learn
with and from each other.
 Appropriate steps will be put in place for pupils who may
fall behind. (Supportive environment)
 Stronger students will be put with weaker pupils
(Cooperative learning).
 Step by step Powerpoint accompanied with images and
symbols.
 More complex questions are prepared for the faster
learner.
 Goal setting
 TEACHING ASSESSMENT
WEEK CONTENT RESOURCES
STRATEGIES STRATEGIES

Week 1. 27th – 1st November-December Class: Doubles & Two Singles Topic: Ellipse LO’s – AFF, COG, PSY
 Presentation  Class dialogue.  PowerPoint
 Introduce the topic of ellipse, identifying their uses  Visual leaning.  Monitor.  Visualizer.
in the environment.  Construction activity.  3 things I learned today.  Word-wall
1  Demonstrate the auxiliary circles method,  Demonstration.  Review learning targets.  Work sheets
outlining key terminology, by labeled drawings and  Class discussion.  Word-wall  Learning targets.
word-wall.  Learning targets  Worksheets.  Homework exercise.
 KWL  Models.
Week 2. 4th - 8th December Topic: Ellipse LO’s – AFF, COG, PSY
 Homework review  Review homework.  PowerPoint
 Recap on auxiliary circles method.  Problem solving  Review feedback.  Homework exercise
 Introduce both trammel and rectangular drawing  HO cognitive questioning.  Student rubric.  Rubric.
2 method, building on students’ previous  Student centered  Questioning.  Drawing exercise.
knowledge, though pupil activity, work-sheets and presentation on trammel and  Asses drawing exercise.  Constriction methods
drawing question. rectangular methods.  Peer teaching. activity.
 Develop fine motor skills, with accurate use of the  Cooperative learning.  Self-review  Visualizer
desired constructional methods.  Throw the ball  Posters
 One minute paper
Week 3. 11th – 15th December Topic: Ellipse & Orthographic projection 2 LO’s – AFF, COG, PSY
 Homework review/  Recap on homework.
constructive feedback.  Think pair share.
 Analyze a tangent & normal to an ellipse.  Feedback.
 Monitor class.  Formative feedback from
 Illustrate constructional methods though power-  Homework activity.
 Formative exam. exam.
3 point and pupil-led demonstration.  PowerPoint.
 Visual Learning.  Group work introducing
 Formative assessment on Ellipse chapter.  H&L Questioning.
 Inquiry based learning. new topic.
 Identify the learning objectives of orthographic  Visualizer.
 Scaffolding.  Drawing checked visually.
projection two, building upon students’ previous  Class drawing activity.
 Student led demo.
knowledge.  Exam.
 One minute paper

4 Week 4. 18th – 22nd December Topic: Christmas exam
 Week 5. 8th – 12th January Topic: Orthographic projection 2 LO’s- AFF, COG, PSY
 Constructive feedback  Monitor.
 Establish students level of knowledge on OP2,  HO/ Homework review.  Homework evaluation.  Solidworks models
5 reinforcing key principles.  Visualizer presentation.  Class discussion.  Exit cards
 Evaluate complex curved 3D drawings and  Student centered learning.  Student review sheets.  Handouts
accurately draw construction views, developing  Peer learning.  Exit cards.  Complex drawing
students fine motor and visualization skills.  Drawing exercises. activity.
 SQ3R
Week 6. 15th – 19th January Topic: Orthographic Projection 2 LO’s – AFF, COG, PSY
 Visual props.  Build upon previous
 Selective questioning within knowledge through  Round robin.
6  Recap on OP views (Plan, elevation and end view). students ZPD. questioning.  Selective questioning.
 Discuss the necessary steps to solve the drawing  Pupil led demonstration.  Review class exercise.  PowerPoint
though questions and answers. Construct the  Class discussion.  Visual assessment.  Visualizer.
orthographic views of the objects.  Cooperative learning (Round  Work-sheets.  Work sheets
 Illustrate the use of broken. robin).  Selective concept  Peer review sheets.
 Build upon previous questioning, within the  Self-review sheets.
knowledge. students ZPD.
nd th
Week 7. 22 – 26 January Topic: Orthographic Projection 2 LO’s – AFF, COG, PSY
 Evaluate previous knowledge though class and  Homework review.  Homework positive
group discussions.  Student centered discussion feedback.
 Homework activity.
 Build upon previous learning, modifying links  Think pare share  Peer teaching.
 Visualizer.
between previous questions and more complex 3D  Visual learning  Worksheets
 Rubric
7 images.  Expand previous knowledge  Complex drawing
 Exit card.
 Improve students’ spatial intelligence with the use through questioning and questions.
 Drawing activity.
of models, power point, and peer and teacher complex questions.  Exit card.
 Individual Feedback.
assessment.  Positive feedback.  Three things you learned
 Exam
 Reinforce key principles of OP though higher order  H&L order questioning on today.
questioning, complex drawing, and exit cards. orthographic views.  ICLG
 Formative assessment on OP, analyzing students’  Scaffolding
 level of knowledge on subject matter.

Week 8. 29th – 2nd January/ February Topic: Isometric Drawing 2 LO’s – AFF, COG, PSY
 Recall on students’ previous knowledge on  Homework review.  Think pair share.
Isometric drawing, introducing part 2 to the topic.  Build upon previous learning  Homework evaluation
 PowerPoint
 Introduce and demonstrate isometric drawing of  Selective questioning within  Complete complex
 Word wall
sloped surfaces and curved surfaces. students ZPD. Isometric drawings.
 Learning targets
8  Construct upon students’ pervious knowledge,  Monitor class drawing activity  Group review.
 Homework activity
developing a more complex understanding of  Positive feedback.  Student rubric.
 Class drawing
isometric drawing.  Collaborative learning.  ICLG
exercise.
 Enhance students fine motor skills with the  Muddiest point.
 Visualizer.
accurate use of the protractor in a mutable of
 Rubric.
directions.

Week 9. 5th – 9th February Topic: Isometric Drawing 2 LO’s – AFF, COG, PSY
 Introduce the topic of isometric drawing using the  Demonstration on  Visualizer demonstration.
Axonometric plane, with the use of models and axonometric plane.  Word-wall.
creative PowerPoint.  Class discussion.  Review learning targets.
 Selective questions
 Illustrate with the use of a visualizer the drawing  Peer learning.  Class discussion.
 Review sheets
9 technique, which are broken into student friendly  Reinforcement of key  Higher order questioning
 Round robin
steps. concepts/ definitions. on Isometric drawing.
 PowerPoint
 Student demonstrates the construction method  HO cognitive questioning.  Three things I learned
 Visualizer
accurately and neatly of a basic box before today.
 Class activity.
progressing to more complex shapes.  Throw the ball.
 Poster on the necessary steps are placed on the  One minute paper
wall to enhance students’ knowledge.  Muddiest point
th rd
Week 10. 19 – 23 February Topic: Summative assessment/ Feedback/ Review learning LO’s – AFF, COG, PSY
 Recap on Axonometric plane, through class  Homework review.  Homework evaluation.
 Feedback.
discussion and higher order questioning.  Selective questioning within  Worksheets.
 BFK survey
10  Reinforce key principles, with a pupil led students ZPD.  Selective questioning
 Summative
demonstration and worksheets. Developing a basic  H&L order questioning. within students ZPD.
assessment
level of knowledge on the Axonometric plane  Monitor in class drawing  Summative assessment.
 PowerPoint.
before handing the class back to the cooperating activity.  Review learning and
teacher.  Positive/ constructive teaching experience
 Evaluate students learning experience BFK survey. feedback. through BFK survey.
 Evaluate learning and
teaching experience.