SCHOOL PLACEMENT SCHEME OF WORK (2018-2019)

Student Name & ID No. Matthew Kelly G00330853

Subject: Design Communication Graphics
Year: 5th year
(DCG)
Topic: Dynamic mechanisms, Solidworks,
No. of Pupils: 16
Solids and contact
No. of Lessons: 3 a week (2singles,1 double) Length of Lessons: (40mins single)
Total No of lessons: 27 lessons (80mins double)
: Mon 13:40-15:00
Date: 22th of November – 15th of February Time of Lesson: : Tues 15:00-15:40
: Wed 8:40-9:20

PREVIOUS LEARNING
KNOWLEDGE
• Successfully completed Junior Cycle
TG syllabus
• Junior cycle understanding of surface
developments
• Distinguishing between 2D/3D
• Orthographic and auxiliary projection
• Intersection of solids
• Basic working knowledge of
Solidworks
SKILLS
• Junior cycle drawing proficiency
• Ability to understand 2D drawing and
visualisation of 3D objects
• Good draughtsmanship precision
• Understanding the concept of
3dimentional view elevation, plan and
end view
• Sketching solutions
 AIMS
The aims of this scheme are to…
1. Reinforce previous
knowledge learnt about
dynamic mechanisms
2. Provide a safe secure and
nurturing platform for
students who have previously
may have studied Technical
Graphics
3. Determine cut surfaces of a
hyperboloid of revolution
4. Complete an understanding
of structural forms
5. Introduce and define the
topic of solids and contact
6. Illustrate the process of
completing a question on
solids and contact
LEARNING OUTCOMES (LOs) ASSESSMENT
Each aim has one or more Each LO has a corresponding
corresponding LO. Assessment
At the end of this scheme students
will be able to…
• Complete exam questions on
dynamic mechanism • Homework
• Define and identify the • Worksheets
different processes involved in • Self-assessment
completing questions
• Demonstrate a high level of
technical ability
• Completion of work
• Display good quality
• Peer assessment
draughtmanship in their work
• Student feedback
provided
• Student monitoring
• Reproduce a high level of
understanding the content
• determine true shape of a cut
• Class discussion
surface
• Student ability to
• project vies of a hyperboloid of
explain
revelation and determines a
• Student presentation
cut surface
• Higher order
• demonstrate an understanding
questioning
for vertical and horizontal cut
• demonstrations
sections
• Describe and identify the
different types of structural
• Student demonstrations
forms
• Higher order
• Discuss the advantages and
questioning
disadvantages of different
• Peer work
method to draw hyperboloid of
• Worksheet/homework
revolution
• Assessment of problem
• Analise hyperbolic parboiled
given
identifying it construction
process
• Define and explain the key
terminology involved in solids
• Assessment of work
and contact
• Questions
• Complete questions
• homework
determining the point of
• Student demonstration
contact on all surfaces
• Peer reviews
• Construct views of solids given
the point of contact
• Identify and explain the • Completion of work
different methods of finding • Visual assessment
the point of contact • Student demonstrations
• Illustrate the process of • Flipped classroom

7. Complete various problems
involving solids in contact
8. Prepare the students for
higher order thinking and
application
9. Introduce and define the
topic of developments and
envelopments
completing auxiliary views to • Class discussion
find the point of contact
• Model various problems • Higher and lower order
involving solids in contact, questions
plane of reference and auxiliary • Worksheets
planes • Student demonstrations
• Determine point of contact for • Assessment of students
surface with mutual contact work
• Question the process being
cove and show an understand
of why certain method are
• Higher and lower level
chosen
questioning
• Amylase and link the content
• Class discussions
learnt to other topics in DCG
• Group work
• Discuss and explain where
solids and contact are seen
daily
• Classify and distinguish
between developments and • Completion of work
envelopments worksheets
• Develop right regular solids • Visual assessment
• Develop obliques prisms and • Higher order questions
pyramids

LITERACY NUMERACY ORACY GRAPHICACY

STRATEGIES STRATEGIES STRATEGIES STRATEGIES
➢ Word wall – display ➢ Addition and ➢ Student feedback ➢ Plotting questions
new key terms on subtraction ➢ Class discussion ➢ Animations
word wall
➢ Measuring objects ➢ Questioning ➢ Sketching
➢ Reading text
➢ Get students to say ➢ Angles ➢ Group work ➢ Posters
and spell new words ➢ Distances ➢ Key words and ➢ auxiliarys
aloud
➢ scale phrases
➢ Annotate drawings
➢ Mind Maps / Posters ➢ Calculation ➢ Demonstrations

➢ Powerpoint ➢ Presentations
 DIFFERENTIATION STRATEGIES
This section must reflect your actual class group… change the headings to suit your group.

➢ Gender neutral project/ images

Gender Inclusion ➢ Mixed gender seating plan
➢ Mixed gender groups
➢ Gender equal questions

Multicultural Inclusion ➢ None of relevance

➢ 1 poor and visually assessing content

SEN Strategies
Teaching Student with SEN
➢ Allocated seating a buddy system where the stronger
students are paired with the weaker students.
➢ Have extra support in place for the weaker students
Mixed Ability Teaching Strategies ➢ Individual assistances for the weaker students
➢ Step by step animation of questions
➢ Revision aids for homework and study
➢ Have harder sections for the stronger students
➢ Partly complete worksheets

ASSESSMENT STRATEGIES
Formative Assessment
Exit cards: completed at the end of the class just explaining to the
teacher what they feel has worked well in the class or something
they like, can also have something they struggled on
Traffic lights: gives indication to the teacher during the class to how
the student is handing the content, green I’m ok move on, yellow
I’m getting their or red I’m complete lost don’t understand
Peer assessment: having the students in the class being the teacher
and given advice and helping other students out. As simple as two
student bouncing ideas off each other for designs.
Teacher feedback: teacher give the student advise throughout the
class and can just be simple prompts
 Rubric: having a rubric at the start of the project to see where the
mark is in the questions they complete and after they have
completed the question, they would mark themselves based on
Summative Assessment how they have felt they have done

Exam (final): the teacher at the end of class period will set a test to
the students on work they have done in the 10 weeks and the test
will have a final grade to it

LINKING THEORIST TO MY TEACHING

Theorist Theory Link to Teaching Hyperlink

Social Learning theory - the difference

between what a learner can do
without help and what he or she can Zone of Proximal
Lev Vygotsky Vygotsky ZPD
achieve with guidance and Development (ZPD)
encouragement from a skilled
partner.
Children start to learn new concepts,
they need help from teachers and Scaffolding
Jerome Bruner Bruner Scaffolding
other adults in the form of active Spiral curriculum
support.
Working in small leaning groups will
Peer teaching
John Dewey allow the student to be feed with Dewey learning
Cooperative learning
ideas from several angles
Active learning, independence,
Independent learning
cooperation, and learning in harmony Montessori
Maria Montessori Active learning
with each child's unique pace of learning
Self-discovery
development.
Asking questions, the result being a Dialogue
Socrates Socrates Learning
fuller understanding of the subject. Questions
The principle goal of education in the
schools should be creating men and
Discovery learning
Jean Piaget women who can do new things, not Piaget learning
Problem solving
simply repeating what other
generations have done
 SCHEME KEY
L= Literacy N= Numeracy O= Oracy
G= Graphicacy MA= Mixed Ability ET = Educational Technology

CL= Cooperative Learning

 LESSON/ CURRICULUM/ SYLLABUS
WEEK
TOPIC CONTENT
➢ Introduction
teacher/students
➢ Introduce/Teacher ➢ Icebreaker/ info about
1) ➢ Dynamic student
mechanisms (gears ➢ Set rules/ routines
& cams ➢ Set goals for the class
➢ Cam rotations
➢ Basic gears
➢ Recap over topic of dynamic
➢ Dynamic mechanisms
2) mechanisms ➢ Linked examples
➢ Exam questions ➢ Epicyclical gears
➢ LC Level exam questions
➢ Elements method
➢ Rectangle method
3) ➢ Structural forms ➢ Asymptote method
4)
➢ Hyperboloid of revolution
➢ Hyperbolic paraboloid
➢ Division of a line
5) ➢ Structural forms
TEACHING
STRATEGIES
➢ Presentation / talk(O)
➢ Class discussion(O)(MA)(CL)
➢ Powerpoint (L)
➢ Video(CL)
➢ Animated Powerpoint (N)(MA)
➢ Worksheets(L)(N)(G)(MA)
➢ Teacher demonstration(N)(O)(CL)
➢ Student demo/questioning(O)(CL)
➢ Exam questions(L)(N)(G)
➢ examples
➢ Discovery learning- john Dewey
➢ Instruction based teaching(G)
➢ Practical demonstrations(N)(O)(CL)
➢ Problem based learning(L)(N)
➢ Example/real life(O)
Students have Christmas Exam no Classes
Students are on Christmas holidays
➢ Visual learning
➢ Instruction based teaching(O)
➢ Class discussion(O)(CL)
➢ Models/example(G)(CL)
➢ Posters(L)(N)(MA)
➢ Practical demonstrations(N)(G)
ASSESSMENT TEACHING
STRATEGIES RESOURCES
➢ Student participation ➢ Exit card
➢ Visual assessment ➢ Animated power point
➢ Student ➢ Video on cams and gears
feedback/questioning(O)(MA) ➢ Icebreaker
➢ 3minute pause(O)(MA) ➢ Data visualizer
➢ Exit card(L)(MA)
➢ oral discussion(O)(MA) ➢ examples of gears
➢ assessment cards(G) (MA) ➢ assessment cards
➢ written summary(L) ➢ worksheets
➢ student demo(N)(O) ➢ exam prep topics
➢ completion of work
➢ Visual assessment ➢ Solidworks start pack
➢ Higher order questioning(O) ➢ Visualizer
➢ Student feedback(O)(MA) ➢ Peer assessment sheet
➢ Peer assessment(O)(G) ➢ Notes/ poster
➢ Student demonstrations(O)(CL)
➢ Student feedback(O)(MA) ➢ Worksheets
➢ Homework(L)(N)(G) ➢ Model
➢ Class discussion(O)(CL) ➢ Posters
➢ Worksheets(L)(N)(G)(MA) ➢ Worked examples
➢ Peer assessment(O) ➢ Powerpoint
 LESSON/ CURRICULUM/ SYLLABUS
WEEK
TOPIC CONTENT
➢ Hyperbolic paraboloid
➢ Curvature
6) ➢ Structural forms ➢ Surface of translation
➢ Location of point of contact
➢ Solids in contact ➢ Rotation into position
7) ➢ Multiple solids in ➢ Rotation around a point
contact ➢ Shapes all resting on
horizontal plane
➢ Shapes up off the horizontal
plane
➢ Solids in contact
8) ➢ Auxiliary views of ➢ Rotation of shapes to find
POC
solids in contact
➢ Finding the location of new
shape (locus method)
➢ Finding tangent planes to
➢ Solids in contact shapes
9) ➢ Tangent planes ➢ Locating the smallest shape
➢ Smallest possible that will fit between 2
shape to fit shapes
➢ Exam paper questions
➢ Examples of right regular
solids being developed
➢ Outline the topic of
10) ➢ Developing polygons
developments
➢ Finding true length
➢ Right regular solids
TEACHING ASSESSMENT TEACHING
STRATEGIES STRATEGIES RESOURCES
➢ Student demonstration(N)(O)(CL) ➢ Feedback(O)(MA) ➢ Powerpoint
➢ Teacher demonstration(N)(O)(G) ➢ Questioning higher/lower (O) ➢ homework questionnaire
Handouts(L)(N)(G)(MA) ➢ Explanation of work(O) ➢ visualizer
➢ Animated Powerpoint(L)(N)(CL) ➢ Completion of work ➢ handouts
➢ Problem solving (Group based) (O) ➢ homework(L)(N)(G) ➢ problem based sheets
➢ Homework revision(L)(N)
➢ Instruction based teaching(O) ➢ Homework(L)(N)(G) ➢ worksheets
➢ Visual learning (CL) ➢ Peer assessment(O)(MA) ➢ Powerpoint
➢ Visualizer ➢ Visual assessment ➢ Examples
➢ Worked examples(L)(G) ➢ Questioning(O)(MA) ➢ Works solutions
➢ Real life situations(O) ➢ worksheets(L)(N)(G)
➢ Student lead learning(O) ➢ Class discussion(O)(MA)(CL) ➢ Worked examples
➢ Instruction based teaching(G) ➢ Student demonstration(O) ➢ Exit cards
➢ Demonstration(N)(O)(MA)(CL) ➢ Exit cards(L)(MA) ➢ Visualiser
➢ Linking to previous learning ➢ Class worked checked ➢ Powerpoint
➢ Worked examples(L)(N) ➢ Student participation ➢ Sticky notes
➢ Class discussion(O)(CL) ➢ student participation ➢ Powerpoint
➢ Animated Powerpoint(L)(N)(G)(CL) ➢ questioning higher/lower ➢ handouts
➢ Student feedback(O)(MA) order(O)(MA) ➢ homework
➢ Teacher demonstration(G)(CL) ➢ homework(L)(N)(G) ➢ visualiser
➢ handouts(L)(N)(MA) ➢ drain your brain(L)(MA) ➢ drain your brain
➢ Visual learning ➢ Student feedback(O)(MA) ➢ Worksheets
➢ Instruction based teaching(O) ➢ Homework(L)(N)(G) ➢ Model
➢ Class discussion(O)(CL) ➢ Class discussion(O)(CL) ➢ Posters
➢ Models/example(G)(CL) ➢ Worksheets(L)(N)(G)(MA) ➢ Worked examples
➢ Posters(L)(N)(MA) ➢ Peer assessment(O) ➢ Powerpoint
➢ Practical demonstrations(N)(G) ➢