Professional Documents
Culture Documents
PREVIOUS LEARNING
KNOWLEDGE SKILLS
• Successfully completed Junior Cycle • Junior cycle drawing proficiency
TG syllabus • Ability to understand 2D drawing and
• Junior cycle understanding of surface visualisation of 3D objects
developments • Good draughtsmanship precision
• Distinguishing between 2D/3D • Understanding the concept of
• Orthographic and auxiliary projection 3dimentional view elevation, plan and
• Intersection of solids end view
• Basic working knowledge of • Sketching solutions
Solidworks
AIMS LEARNING OUTCOMES (LOs) ASSESSMENT
The aims of this scheme are to… 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
1. Reinforce previous dynamic mechanism • Homework
knowledge learnt about • Define and identify the • Worksheets
dynamic mechanisms different processes involved in • Self-assessment
completing questions
• Demonstrate a high level of
2. Provide a safe secure and technical ability
• Completion of work
nurturing platform for • Display good quality
• Peer assessment
students who have previously draughtmanship in their work
• Student feedback
may have studied Technical provided
• Student monitoring
Graphics • 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
3. Determine cut surfaces of a revelation and determines a
• Student presentation
hyperboloid of revolution 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
4. Complete an understanding disadvantages of different
• Peer work
of structural forms 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
5. Introduce and define the • Complete questions
• homework
topic of solids and contact 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
6. Illustrate the process of
different methods of finding • Visual assessment
completing a question on
the point of contact • Student demonstrations
solids and contact
• Illustrate the process of • Flipped classroom
completing auxiliary views to • Class discussion
find the point of contact
• Model various problems • Higher and lower order
involving solids in contact, questions
7. Complete various problems plane of reference and auxiliary • Worksheets
involving solids in contact 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
8. Prepare the students for chosen
questioning
higher order thinking and • Amylase and link the content
• Class discussions
application 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
9. Introduce and define the
envelopments worksheets
topic of developments and
• Develop right regular solids • Visual assessment
envelopments
• Develop obliques prisms and • Higher order questions
pyramids
➢ Powerpoint ➢ Presentations
DIFFERENTIATION STRATEGIES
This section must reflect your actual class group… change the headings to suit your group.
ASSESSMENT STRATEGIES
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
Formative Assessment 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
➢ Elements method ➢ Discovery learning- john Dewey ➢ Visual assessment ➢ Solidworks start pack
➢ Rectangle method ➢ Instruction based teaching(G) ➢ Higher order questioning(O) ➢ Visualizer
3) ➢ Structural forms ➢ Asymptote method ➢ Practical demonstrations(N)(O)(CL) ➢ Student feedback(O)(MA) ➢ Peer assessment sheet
➢ Problem based learning(L)(N) ➢ Peer assessment(O)(G) ➢ Notes/ poster
➢ Example/real life(O) ➢ Student demonstrations(O)(CL)