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# TEACHING PRACTICE SCHEME OF WORK (20152016)

Subject: DCG
th

## Pupil Year Group: 4 Year

No. of Lessons: 18
Date: 4th January 2016 12th of
February 2016

## List of Topics: Surface developments

No. of Pupils: 3
Length Of Lessons: 35 mins
(Single), 70 mins (Double)
Time of Lesson: Monday: 14:0014:35 Thursday: 9:35-10:45 Friday
11:50-12:25

PREVIOUS LEARNING
KNOWLEDGE

Basic Constructions
Orthographic projections
Pictorial projection

SKILLS
Component use of
equipment
Appropriate line weights
Junior Cert Developments
How to determine true
shape and true length
Basic visualization
techniques
Bringing lines and points
through various views
Neat and tidy draftsman
ship

AIMS
The aims of this scheme
are to

LEARNING
OUTCOMES (LO)
At the end of this scheme
students will be able to

1. Revise simple JC
Developments while
also introducing LC
standard
Developments
2. Demonstrate and
discuss the core
principals key to
developments
(highlighted in bold in
weekly plan)

1. Recall JC
Developments.
2. Students gain
insight into what LC
Developments is.
3.

## 2. Pupils can apply

key principals to
solving question

3. Reinforce the
procedure of dividing
3. Relate the
the circumference of a procedure to finding
circle up into twelve
generators
equal parts using the
30/60 degree set
square

ASSESSMENT
Each LO has a
corresponding Assessment

## 1. Model Making and

Direct Questioning

2. Completion of
classwork, homework
exercises, worksheets
and modelling
activities

3. Teacher assessment
of pupil drawings

## 4. Use new learning

4. Higher order
4. Reinforce practical
and apply it to other
exercises to examples questions or concepts. question.
outside the classroom.
5. Recap the key
learnings of each
exercise through
PowerPoint
animations, videos
and physical models
6. Demonstrate using
a compass as a
measuring tool in

5. Students have a
understanding of key
facets
6. Pupils can
accurately transfer
measurements using
a compass

5. Peer assessment
and higher order
questioning

6. Self-evaluation and
teacher assessment of
pupil work

regards to transferring
heights and widths
7. Encourage selfevaluation within the
classroom as a means
of increasing the
standard of drawings

7. Improved neatness
and accuracy of pupil
drawings

8. Facilitate the
development of the
student skill with
particular relation to
visualisation and
spatial awareness of
both 2D and 3D
graphical data

7. Observation
feedback

8. Pupils have an
increased
understanding of 2D
and 3D forms

8. Completion of
model making
activities

9. Enhance &
reinforce the
importance of
labelling

## 9. Pupils can more

easily complete the
drawings knowing
where points have
originated

pupil worksheets

## 10. Analyse & apply

the correct techniques
of developing &
enveloping right solids

## 10. Employ the

appropriate
techniques to solve
sample problems and
real life objects

## 11. Employ the

appropriate
techniques to solve
sample problems &
real life objects
12. Pupils are
empowered with
12. Increase pupil
greater problem
problem solving ability solving abilities
11. Analyse & apply
the correct techniques
of developing &
enveloping oblique
solids

LITERACY

NUMERACY

## 10. Peer, self &

teacher assessment

## 11. Peer, self &

teacher assessment

## 12. Higher order

questioning

ORACY

GRAPHICACY

STRATEGIES

STRATEGIES

Annotation
of drawings
Key words
board
Class
quizzes
Class
worksheets
Spelling of
new
terminology

Dimensioning
of drawings
Calculation of
dimensions
Calculation of
angles
Calculation of
true length

STRATEGIES

Peer work
Group work
Questioning
Class
discussion
Quiz (last
person
standing)

STRATEGIES

Model
making
Solidworks
models
Videos
3D
Sketching
Posters
Worksheets

DIFFERENTIATION STRATEGIES
In this class there are only three boys. The
Gender Inclusion

## drawings and work that will be complete will

be general objects or questions.
There are no Multicultural students in this

Multicultural Inclusion

class.
There are no Special Needs students in this
class but:

Special Educational
Needs (SEN) Strategies

## Simple language will be used to help

students learning.

Strategies

standard

## Solidworks & physical models to be

used as teaching aids

Single

Double

## Set induction (Rules &

Routines, Outline for 6
weeks)
Introduction to topic
Outline basic
development principals
(Every line in a
development
represents a true
length, every
face or surface in
a development
represents a true
shape, dashed
lines indicate fold
lines)
Drawing activities
square based pyramid,
right cone emphasizing
true length
Recap
Recap on previous
lesson (True length,
true shape & fold
lines)
Complete truncated
prism (fig10.6)

Direct and
Higher order
Questioning
Teacher
observing
the students
working

Higher order
questioning
Teacher
observation
Peer
assessment
Group
evaluation

Revise
students
work and
provide
feedback for
improvement
Direct

Teacher
assessment
of pupil
drawings
Evaluation of
student
worksheets

Recap of JC
developmen
ts
worksheet
PowerPoint
presentation
Solidworks
model
Drawing
equipment

Cardboard
models
PowerPoint
presentation
Solidworks
models

Single

## Highlight that base

edges develop out into
the stretch out line
Emphasis on rebating
side width up to top
Draw truncated
pentagonal prism
(fig10.7)
Emphasis on method of
finding true shape &
length
Modelling activity to
evaluate own work
Recap
Recap on previous
lesson
Cut & fold modelling
development activity
Emphasis on finding
true length & shape
from correct views
Drawing activity
hexagonal prism with
cut top (fig 10.8)
Homework exercise
development of cylinder
(fig10.9)

Questioning
Outline what
students
need to be
looking for
when selfassessing
their own
work

Direct
questioning
Selfassessment

Observation
Checking
students
work and
providing
feedback
Higher order
questioning

Accurately
completing
cardboard
3D models
Assessing
students
worksheets
Questioning
students on
steps to
complete
drawing

Drawing
equipment
Modelling
activity
worksheets
Scissors

Animated
PPT
3D Models
Data
visualizer
Solidworks
artefacts

Single

Double

Recap start
Truncated right cylinder
worksheet modelling
activity (fig10.10)
Drawing activity same
exercise
Reinforce principals of
true widths & lengths
Drawing activity on
cylinder with curved top
(fig11.8 old book)
True shape, width &
curved surfaces
Recap activity on
geometric shapes
worksheet
Recap previous
Fig10.11 Animated
demo presentation
Emphasis on
rabatment method
Drawing activity
truncated hexagonal
pyramid (Fig 10.12)
Finding true length of

Observation

Higher order
questioning

while also
directing
class
discussion on
principles
and
techniques

Reinforcing
main ideas

Introduce

person
standing
activity

Higher order

Higher order
questioning
Class
discussion
on key
principals &
techniques
Selfassessment
Teacher
observation
of pupil work
Analysis of
identifying
geometric
shapes
worksheet
Last person
standing
game
Higher order
questioning
Teacher
assessment
of pupil
drawings

Modelling
activity
worksheets
Scissors
Animated
PPT
presentation
Drawing
equipment
Solidworks
models
Geometric
shapes
worksheet

Animated
presentation
Solidworks
models
Drawing
equipment
Modelling
activity
worksheets

questioning
on the next

## edge & Rabatment

method
Modelling activity on
same exercise

steps to be
completed

## Peer & selfassessment

Direct
questioning
Teacher
observation
Peer review
of completed
worksheets

Scissors

Drawing
equipment
Animated
PPT
Presentation
3D Models
Modelling
activity
worksheets
Scissors
Worksheet 5

Observing
students
assessing
their own
work while
also giving
feedback and

Single

Recap previous
Drawing activity
truncated right cone
development exercise
( Fig 10.14)
Project cut surface
points to plan
Project cut
generators to find true
lengths
activity for stronger

guidance
Questioning
students on
work(lower +
higher order
questions)

Observation

Explain the
question with

Single

Double

## students same exercise

Homework activity fig
10.15 worksheet
Recap truncated right
cone development
Introduction to pierced
developments
Locating points by
dividing circle 60/30
Worksheet modelling
activity hexagonal prism
square hole (Fig 10.16)
Drawing activity ( Fig
10.16) same exercise
Projection of cut
points to external
generator
Locating points not
on existing
gererators
Reinforce key principals
of labelling and where
to take the correct
dimensions
Introduction to
envelopments
Drawing activity (Fig

the aid of
PPT

Explain
locating
points using
board + PPT
Observing
students
working and
providing
feedback for
improvement
Questioning
students on
steps

Direct the
discussion on
how to

Class
discussion
Teacher
assessment
of pupils
work
Self & peer
assessment
Teacher
observation
Higher order
questioning

Class
discussion
Teacher

Solidworks
models
3D Models
Animated
presentation
Modelling
worksheets
Drawing
equipment
Scissors

Animated
PowerPoint
presentation

Single

Single

10.30)
Rabatment method
Modelling activity open
ended cylinder (Fig
10.34)
Review dividing a line
into a number of
equal parts
Reinforce basic maths
skills
Recap game TBC
Homework drawing
exercise (Fig 10.34)

Recap envelopments
Introduce developments
with labels
Relate labels to real life
objects
Drawing activity
pentagonal prism with
label(Fig 10.35)
generators
Modelling activity for

Drawing exercise

complete the
question
Assess and
analysis
students
work
Run class
quiz using
the resource
provided

Higher order
questioning
to discussion
on the
principles
related to the
question
Explain the
questioning
using
animated
PPT/video

Run last
person

assessment
of pupil
drawings
Group
assessment
Class quiz
Collect in
next class

Higher order
questioning
Completion
of worksheet
Group
discussion
Pupil
presentation
of work
Selfassessment
Last person
standing

Drawing
equipment
Modelling
activity
worksheet
Scissors
Quiz

Animated
presentation
/video
Solidworks
models
3Dvia
presentation
Worksheet 3

Interactive
video

Double

## (Fig11.41 old book)

Enveloping a fully
curved surface
Constructing ellipses
Emphasis on
transferring and
labelling points

Introduction to shortest
distance between two
points
Reinforce developing
the surface of the
solid and joining the
points with a straight
line
Demo on cereal box and
drawing exercise
Relation to real life
objects
Drawing activity
shortest distance
(Fig10.41)
Reinforce line will be
straight on developed
surface and curved on

standing
activity
Direct
Questioning
Allow
students to
work in a
group while
observing
their
progress
Bring
students
through the
practical
activity 2
which has a
PPT resource
to follow
Demo
Use of
questioning
as a way to
class to
discussion
and problem
solve to
question

game
Think pair
share
Teacher
assessment
of pupil
drawings

Class
discussion
Completion
of practical
activity 2
Teacher
observation
Higher order
questioning

Drawing
equipment

Practical
activity 2
PPT
Cereal
boxes
brought in
by pupils
Drawing
equipment
Interactive
video

the solid

Single

Single

## Recap & exam

preparation
Exam question activity

Recap previous
Introduction to
development of oblique
solids
Reinforce edge lines
are true length lines
in elevation
Drawing activity same
exercise

Double

Recap oblique
developments
Drawing activity
truncated oblique
hexagonal prism
(fig11.59 old book)

Observing
students
during the
exam which
takes the full
class
Explain new
area of the
topic using
PPT
Question and
reinforce
basic
development
principals
along with
new ones
Teacher
observing
individuals
work
Question
students on
material
covered as
part of last
person

Completion
of exam
question
Teacher
observation

Peer review
of exam
questions
Higher order
questioning
Teacher
observation

Last person
standing
Student
presentation
Peer review
Collect and

Exam
worksheets
Drawing
equipment

Pupils
completed
question
Solidworks
models
PowerPoint
presentation
Drawing
equipment
3D models

Animated
PowerPoint
Drawing
equipment
Solidworks
models

Single

Recap inscribing a
hexagon
Finding true shape of
truncated surface
Emphasis on
rabatment method
Modelling activity same
exercise
Drawing activity square
based oblique pyramid
(fig10.54)
Reinforce true length &
rabatment method
Recap finding true
lengths in oblique
solids
Drawing activity
pentagonal based
oblique pyramid (fig
10.55)
Reinforce true length,
rabatment method &
true shape of cut
surface
Homework exercise
development of oblique
cylinder (fig10.52)
Dividing circle 60/30

standing
Guide
student
presentation
s and
observe
Collect and
analyse
students
work while
also
providing
feedback for
improvement
Use resource
to structure
the class
Guide
student
through think
pair share
and observe
Collect and
analyse
students
work while
also
providing
feedback for

analyse pupil
work

Think pair
share
Teacher
observation
Collect and
analyse pupil
work

Modelling
activity
worksheets
Scissors

Interactive
video
Drawing
equipment
Solidworks
models
3D Models

Single

Double

in plan
Project each
generator at right
angles
Dimensions taken from
two views back
Recap previous
Drawing activity oblique
pentagonal prism with
label (fig10.58)
Correctly positioning
label
Projection of points back
to elevation
Wrapping around four
faces
Project label down to
plan
Recap positioning labels
Drawing activity oblique
cylinder development
with label (fig 11.67 old
book)
Emphasis on positioning
(labelled) points p & q

improvement

Observe and
provide
feedback
from the
presentation
Question
students on
steps
involved in
completing
the question

Observe and
provide
feedback
from the
presentation
Question
students on

Student
presentation
of homework
exercise
Teacher
observation
of pupil
drawing
Teacher
questioning

Pupil
presentation
Higher order
questioning
Selfassessment

Interactive
video
Solidworks
model
Drawing
equipment

Interactive
video
Solidworks
model
Drawing
equipment

on central generator
Revise bisecting a line
to locate centre point 1
Locating points in
developed surface &
transferring through
elevation & plan
Reinforce dashed lines
for hidden details

Single

Recap
Drawing activity oblique
cone with label
(Fig11.71 old book)
Key principals recap

steps
involved in
completing
the question
Observe
students
assessing
their work
while also
giving them
pointers to
improve from
teachers
perspective
Run class
recap with
resource
prepared
Analysis
students
work and
provide
feedback
Recap
worksheet
once
students
have it
complete

Class quiz
Teacher
assessment
of pupil
drawings
Completion
of worksheet

Interactive
video
Solidworks
model
Drawing
equipment
Key
principals
worksheet

## Formative Instructional Practices Plan

FIP will be slowly introduced into the classroom once classroom management have been successful
implemented and the teacher is in full control of running the class. How it will be implemented in
lesson plans from this scheme:

Communicate clear learning targets for the class, e.g. at the end of class I can
Various methods of formative feedback is used in each class, assessing students working and
giving positive feedback to promote hope.
Model samples will be provide where possible to help students comprehensive of a concept or
explanation
Rubrics will be used towards the end of the 6 weeks as a form of assessment and feedback for
students. Also may be used for feedback for plan future lessons.
Scaffolding will occur when possible during lessons.
Provide opportunities for learning success and allow students to make choices in the classroom.
Student surveys
Promote problem solving and independent (HO) thinking.

These key ideas will be implemented throughout the course of teaching practice once classroom
management is in place.