TEACHING PRACTICE SCHEME OF WORK (20122013)

DTE Student Name & ID No:

Finbar Laffan

(G00273583)

Subject: Technical Graphics

List of Topics:
1). Developments.
2). Oblique Projection.
16

Pupil Year Group: 1st Year

No. of Pupils:

No. of Lessons: 12

Length Of Lessons:

Date:

th

14 /01/2013

70 minutes

Time of Lesson:

1. STATEMENT OF THE PUPILS PREVIOUS KNOWLEDGE AND SKILLS

From talking to my co-operating teacher I found out the students previous knowledge and
skills. The students are just after doing their Christmas exams and previous to that they
were on their Christmas holidays. My co-operating teacher has informed me to establish
the rules and routines again as the students may be out of tune.
The class has learned the Basic Graphics, Orthographic Projection 1, Division of lines,
the Circle and the Ellipse. The class have just been assessed on these topics last week and
overall have a good general gist, according to the co-operating teacher. From talking to
the co-operating teacher, he has warned me of three or four students that need to be
constantly kept busy otherwise they tend to start messing if they are idle. The class has a
good grounding at Technical Graphics, but need to be motivated regularly. As a whole the
class speed at drawing is on track according to the co-operating teacher, but he would
like if I over emphasise the importance of presentation skills to the class as some of them

are messy at drawing.

2. RATIONALE FOR THE SELECTION & STRUCTURING OF SUBJECT

MATTER AND FOR THE METHODOLOGY
From talking to my co-operating teacher we have decided that I will teach Developments
1 and Oblique Projection, to the students as it will build on their previous knowledge. The
reasoning behind choosing to teach Developments 1 now is that it helps the creative
imagination of the student to develop. It encourages students to reason in two and three
dimensions and then applying them to a solution. The students see a 3D object; they then
draw the front elevation and plan of the object. The students then solve the development
as a 2D shape on the drawing sheet. In line with the syllabus, the cognitive and practical
skills developed will act as a stimulus in helping people to see their environment.
Teaching this topic now, will really show the students a real link to their world in terms of
how Technical Graphics is used. It will also help the students to make a better connection
between their own personal lives and the Technical Graphics syllabus. My approach to
this topic would be to use 3D objects that the students are familiar with and also do hands
on practical labs of cutting 3D objects up and developing them. From talking to the cooperating teacher about this, he was well impressed with the direction I was taking on it,
and will be waiting to hear how it goes.
Following on from Developments I will be teaching Oblique Projection. The rationale for
this next topic is that it is once again building on previous knowledge. By examining this
topic the students will be able to link and recognise Technical Graphics in the outside
world (i.e.) logos and signage in advertising. Students will be able to make the transition
from drawing something in 2D and then making it 3D. As a result of linking both these
topics to the students world, it should enhance the students outlook on the subject and
what it is that it offers you to explore, learn and adapt.

3. AIMS
The aims of this scheme are to

Create a positive learning environment for the students by making the lessons

interesting and relevant to todays generation.

Help students understand the importance of communicating information
graphically.

Ensure a safe working environment for the students and teacher is established by

involving them in setting up the rules and routines necessary in the classroom.

Stimulate the students creative imagination through developing their visuospatial abilities through hands on learning.

Encourage the development of the cognitive and practical skills associated with
graphicacy.

Advance the students drawing skills and build up their confidence levels
regarding the use of the equipment and their ability to problem solve.

Illustrate that every line in a development represents the true length of that line on
the object and that every surface in a development represents the true shape of the
surface of the object.

Enhance students skills in model making by getting them to create 3D objects

from a drawing.

Demonstrate students how to make a 2D object 3D by giving it thickness.

Encourage students self-confidence, enthusiasm and a sense of achievement, by

displaying the students work in their classroom.

4. LEARNING OUTCOMES & CORRESPONDING ASSESSMENTS

Learning Outcomes (LOs)

Assessment of LOs

At the end of this scheme the students will be

enabled to

Maintain a tidy classroom at all

times.

Produce neat, quality draftsman

ship at all times.

Teacher grades drawings.

Indicate the true length and true

Through questioning and problem

shape of an object in which they

Teacher monitors the clean-up

roster.

solving the theory.

want to develop.

Implement the theory of Technical

Graphics and relate it to the real
world.

Work efficiently as a team to

Class discussion.

Group work and peer assessment.

Higher order questioning and class

discussion.

explore new learnings.

Distinguish different ways to

through higher order questioning do

develop an object.

Construct a 3D object from 2D by

giving it thickness.

Exhibit the correct clean up routine

to provide a safe classroom.

Inspect students work. Explore

they understand what they are

doing.
Monitoring the clean up regime.

5. WEEKLY OUTLINE OF LESSON CONTENT & REQUIRED RESOURES

NOTE: At the end of each lesson a students drawing will be picked and displayed
in the class to create a positive environment for the students and to boost their self
esteem. There is also the standard tidy up regime at the end of class.
WEEK

LESSON

CONTENT
Teacher introduces themselves to the

RESOURCES

class.
Name game- to get to know the
students.
Wow factor Presentation on unusual
architecture.
This should motivate students about

Slideshow on myself.
The Name Game.
Whiteboard.

technical graphics and see its relevance

WOW objects,

in everyday life.

buildings and

ICE BREAKER- each student tells the

architecture.

class, one thing about themselves and

Developments poster.

one thing they have learned in TG.

Introduce Developments.
Group activity- to come up with the

Video on
developments.
A4 paper for examples.

most examples of developments from

home or school.
Recap rules and routines.
Tidy up.
1

2
Recap previous lesson.

Poster for rules and

Reiterate the importance on classroom

routines.

rules, routines and safety.

Understanding

Group activity on the true length and

Technical Graphics,

true shape of objects and shapes.

OSullivan, p84

Show the class a cube in solidworks

Solidworks

and get them to develop it (colour

PowerPoint on

code).

developments.

Give the class a homework handout of

Handouts.

another question.
Recap true shapes and lengths through
questioning and by means of a physical
model.
2

Correction of homework.
Highlight the difference between solid
lines and folding lines in terms of their
functions and how we represent them.
Exercise on Barrys Tea.

Understanding
Technical Graphics,
OSullivan, p84
PowerPoint on folding
lines and solid lines.
Model of Barrys tea
box.
Handouts.

Homework exercise.
Recap the difference between solid

Model of Band- Aid

lines and folding lines.

box.

Correction of homework.

Understanding

Exercise on the Band- Aid rectangular

Technical Graphics,

prism box.

OSullivan, p86-87.

Exercise on a non rectangular prism,

Handouts.

example Scots clan box.

Homework exercise on a regular
hexagonal prism.
3

Recap Developments to date.

Understanding

Further exercises on Developments of a

Technical Graphics,

truncated prism.

OSullivan, p88.

ICE BREAKER- each student cut out

Handouts.

their truncated prism and selotape it

Scissors, selotape.

together to see is it correct.

Blackboard.

Exercise on a truncated jewellery box.

Graphic Visualiser.
Whiteboard.
Correction of homework, by
encouraging peer correction.
Teacher observes the class in pairs
3

correcting their friends homework.

Introduce the developing of a cylinder.
Exercise on a tin of beans.

development of a
cylinder.
Flip chart.
Tin of beans.

Homework exercise on a bin.

Understanding
Technical Graphics,
OSullivan, p91.

Recap the developing of a cylinder.

Blackboard.

Correct the homework exercise.

4

PowerPoint on the

Exercise on jewellery box.

ICE-BREAKER- construct the

Understanding
Technical Graphics,
OSullivan, p93.
Scissors and selotape.

development given.
Quick recap on Developments.
4

EXAM question.
Introduce Pictorial Drawing.
Activity with real life labels.

PowerPoint slideshow.
Whiteboard.
Exam handout.
18 Labels for activity
game.

Recap briefly Pictorial Drawing.

Whiteboard.

Highlight oblique drawing is

Poster on Oblique

constructed at 45 degrees and that the

Projection.

front face is a true shape.

Understanding
Technical Graphics,
OSullivan, p61-62
Handouts.

Exercise on the letter F.

Exercise on ETL.

Homework exercise to be done on grid

paper of parking sign.

Recap key points on oblique projection.

Correct homework.
5

10

Exercise on clock on normally paper.

Introduce Cabinet Vs Cavalier.
Get students to show the contrast
between the two.
Recap Cabinet Vs Cavalier.

11

Understanding
Technical Graphics,
OSullivan, p64
Poster.
Blackboard.
Graphic Visualiser.

Introduce Isometric drawing.

Whiteboard.

Exercise on Lego block.

Understanding
Technical Graphics,
OSullivan, p66-67

Exercise on U2.
Recap by questioning the students to
highlight the difference between
oblique and isometric.
Recap on differences between oblique
and isometric projection.
Exercise on a toaster.

12

Crossword on key words learned over

last six weeks.
Handout on key points.
Thank students for their co-operation.

Understanding
Technical Graphics,
OSullivan, p70
Whiteboard.
Re-cap handouts.
Crossword.
Blackboard.