TEACHING PRACTICE SCHEME OF WORK (2016-2017)
DTE Student Name & ID No. Michael Curtin G00313894
Subject: Technical Graphics
Pupil Year Group: 1st Year
No. of Lessons: 30 (1 double & 2 singles/week)
Date: 28/11/16 17/10/17
PREVIOUS LEARNING
KNOWLEDGE
The class will comprehend what technical graphics is
and why it is an important means of communication.
The students will be familiar with basic technical
graphics terms (e.g. line, horizontal, perpendicular,
angle, T-square, set squares, compass).
The class should be able to see how technical
graphics drawings can be related to real life
applications, for example a car logo.
There will be a varied understanding amongst the
group of basic shapes and the difference between
two dimensional and three dimensional shapes.
With tasters being done in the school, the students
have only chosen their subjects in the last week.
Topics: Inclined Lines, Angles, Triangles,
Quadrilaterals, Polygons
No. of Pupils: 13
Length of Lessons: 37 & 74mins
Time of Lesson: See Timetable
SKILLS
The class will have gained some experience in
the uses of their equipment e.g. T-square, set
squares, Protractor and compass.
The group can efficiently set-up a drawing sheet
including a border, title box and appropriate
lettering.
It is expected that each student will be able
draw the following; straight line, perpendicular
lines, lines at 30, 60, and 45 degrees.
The class have been working on sketching and
line weights during the taster phase.
 AIMS LEARNING OUTCOMES (LO) ASSESSMENT
The Aims Of This Scheme Are To At The End Of This Scheme Students Will Be Able To Each LO Has A Corresponding
Assessment
1 Reinforce Existing Rules and Routine. Implement the said rules and routines Observation
. without instruction.
2 Allow students to realise that Technical Appreciate Technical Graphics as a Socratic Seminar, Quiz,
. Graphics can be seen in everyday life. legitimate and effective form of Think-Pair-Share, Peer
communication. Assessment
3 Demonstrate an ability of drawing the Illustrate graphically various angles be it Each-One-Teach-One,
. set angles of 30o,45o,60o and ultimately through the use of set squares or with a Higher Order Probing
all angles with the proficient use of the protractor. Questioning, Stick
protractor. Debate, Summative
Exam
4 Introduce students to triangles: types, Categorize the three types of triangles, Back to Back, Jigsaw
. interior/exterior angles, properties. their properties, and draw each. Game, , Summative
Exam,
Familiarize students with multi-sided Identify and describe what a polygon is, Talking-Heads, Head-to-
shapes i.e. Polygons. problem solve to determine the internal & Head, Observation,
external angle of each, and accurately Homework (formative)
draw various polygons.
5 Further the students fine motor skills Demonstrate an ability to use their Demonstration, Talking
. through the use of their equipment. equipment proficiently. Heads,
Self-assessment,
Questioning, Project
Rubric
6 Instill hope by encouraging students to Complete questions at a level that is Survey (Kahoot), Exit
. complete Drawings and homework appropriate to their abilities in order to Cards, Observation,
questions, gain a sense of confidence, achieve self-efficacy. Socratic Seminar
personal achievement and satisfaction.
7 Contribute towards the students general Further their journey towards self- Reflective Journal
. education and holistic development. actualization. (Personal)
Rationale for Scheme
For my schemes, I have constructed my own template based on John Biggss model of
constructive alignment. In this model, the teacher first looks at the curriculum content and
from here derives learning targets for the class. From the targets, the teacher will not look
at the teaching strategies that could be used to teach the curriculum, but instead how that
content could be assessed. With assessment strategies carefully chosen, teaching
strategies can then be derived from here (Biggs, 2014).

This model also blends nicely with Battelle for Kids core values, which state, by closely
aligning the targets with the appropriate assessment method, it becomes easier to
disaggregate results and see exactly what students know and where they need more
support (BFK, 2016).

The verbs used in the scheme have come from both Blooms Taxonomy Biggs SOLO
(Structure of Observed Learning Outcomes) Taxonomy.

Key
(O): Oracy (L): Literacy (N): Numeracy (V): Visualisation (SEN): Special
Educational Needs (MA): Mixed Ability (PBL): Problem Based Learning (FA):
Formative Assessment (SA): Summative Assessment (CL): Cooperative Learning

Topic We Curriculum Content/ Learning Assessment Teaching Strategies

ek Outcomes Strategies
Correct use of the T-Square. Higher Order Use of Visualiser V,
Emphasise correct labelling. Questioning, Posters V L,
Inclined 1 Develop relationship between Sketching, Worksheets, Wordwall
Lines Technical Graphics and everyday Consider All V O L SEN,
objects Demonstrate an ability to Factors, Demonstration O N V,
draw lines at 30o,45o,60o and 90o Observation, Open-ended
angles using set squares. Labelling Game, Questioning O SEN MA,
Homework Use of Models O N V
Question FA SEN, TG Dictionary L

Re-cap of Inclined Lines. Further Re-cap Quiz, Kahoot Quiz (Teams)

students knowledge and ability
of drawing angles by using a
Angles 2 protractor correctly. Demonstrate
the efficient use of the set
squares to create parallel lines.
Homework PBL O MA, Use of Models
Question, V MA N SEN, Visualiser
Observation, Work V SEN O, Wordwall
Student O L N MA, Student Demo
Demonstration on (Peer reviewed) O SEN
 Synthesise an understanding of how to use sliding MA L,TG Dictionary O L,
corresponding and alternate set squares (peer Socratic Seminar O L
angles. critique) FA, Exam SEN MA
SA

Recall of angle principles and Re-cap Poster, Visualiser V N, Re-cap

recognise the overlap with Consider All Poster O L N, Homework
triangles. Identify the types of Factors, Homework Question V, Wordwall O
triangles. Distinguish visually Question, L V, TG Dictionary O MA
between the types and illustrate Misconception L SEN N, Misconception
Triangle 3 each graphically. Summarise the Check, Worksheet, Check O FA PBL CL
s properties of a triangle: vertex, Label Game FA,
apex, base angle, altitude. Self-Assessment SA
Identify the exterior and interior Re-cap Recall, Just Think-Pair-Share O L V
angles of a triangle. Problem a Minute, SEN MA CL,
solve to determine particular Worksheet, Misconception Check O
4 angles when given x amount of Observation, N MA PBL, Homework V,
information. Construct these Higher Order Visualiser MA L V SEN,
triangle highlighting Questioning, Powerpoint N, Models
interior/exterior angles. Complete Homework SEN, Posters V, TG
drawings of triangle related Question, Student Dictionary O L N SEN MA
logos. Demo FA
Describe what a quadrilateral is. Homework Use of Models N V SEN,
Define terminology associated Question, TG Visualiser Work O V N,
Quadril with topic: Parallelogram, Dictionary, Wordwall O L SEN MA,
at-erals Rhombus, Trapezium. Construct Consider All Labelling Game SEN V
5
basic parallelograms. Factors, Labelling PBL N, TG Dictionary O L
Game, Worksheet, V SEN
Observation FA
Recall terminology from previous Quick Fire PowerPoint (Quiz) MA O
week. Generate a procedure for Questions, N, Student Demo (Peer
6 bisecting a line. Construct more Homework reviewed) O V MA L
difficult and complex Question, Student
parallelograms. Demo, Observation
FA Exam on all
Topics SA
Introduction to Polygons. Define Higher Order Think-Pair-Share O L PBL
what a polygon is. Identify Questioning, Just A SEN, PowerPoint N L,
Polygons in everyday settings. Minute, Think-Pair- Visualiser Work V L,
Compare regular and irregular Share, Total Recall, Models MA O, Posters
Polygons. Construct basic Homework MA, Back-To-Back SEN CL
Polygon 7 Polygons i.e. Triangle (revision) Question, TG PBL O N MA, Real World
s and square & quadrilaterals Dictionary FA Applications (Images)
(regular/irregular Polygons) V, TG Dictionary L N SEN
V
 Derive the exterior angle of a Worksheet, PowerPoint V L,
Polygon. Further the use of the Drawing, TG Visualiser V N, Socratic
compass. Illustrate graphically a Dictionary, Each- Seminar O, Each-One-
8 Regular Pentagon (using both One-Teach-One, Teach-One O PBL L SEN
protractor and compass to close Homework MA PBL CL,
the shape). Define Dictionary Question, Peer Misconception Check
Terms. Construct Pentagon based Assessment, MA SEN V N, Homework
logos. Labelling Game FA V, Label Game O V SEN

Identify and distinguish between Revision Quiz, Just a minute O SEN L N,

hexagons and octagons. Misconception Misconception Check
Formulate the interior and Check, Student MA PBL O L N, Visualiser
9 exterior angles of each. Construct Demo, Back-To- SEN V, Higher Order
basic hexagonal and octagonal Back, Homework Questioning N MA O,
polygons before moving to more Question, Higher Models V, Student
complex logos and signs. Order Questioning Demo O L N V SEN MA PBL
FA

Develop an appreciation for how Re-cap Recall, TG Consider all factors N

regular polygons can be inscribed Dictionary, SEN O L V MA PBL CL,
within a circle. Indicate an Consider All Talking Heads O MA SEN,
10 understanding of drawing Factors, Homework N V SEN, TG
polygons within a given circle. Observation FA Dictionary O L V
Identify the centre of a circle Exam SA
when it has been omitted. Define
Polygon Terminology from the TG
Dictionary.

Resources: A variety of the following resources will be utilised throughout

the Scheme of Work: Visualiser, PowerPoint, Textbook, Posters, Teacher
Exemplar Drawings, Sample Artefacts, Worksheets, Quizzes, SolidWorks
Models, TG Dictionary.