Junior Cycle Graphics Planning Grid

Student Name: Ryan Dinneny School: St Pat’s College Class teacher: Garry Duignan

ID: No: G00391688 No of Pupils: 20 Length of Lesson: 60 minutes

CLASS PROFILE

Special Educational Needs (SEN) Diversity (Gender, Ethnicity etc.) Other relevant information
N/A All male students Mixed abilities within the class in terms of their drawing skills and capabilities. This
class is an ambitious and hard working group who are willing to try every task
provided in class.

Linking with Subject specification and Junior Cycle Framework Evidence of Teaching and Learning
Statements Learning Intentions (students will learn Success Criteria
Topic/Chapter Relevant JC Outcomes Key Skills Teaching Methodology Assessment Method Key Words
Schedule of Learning about)
Week 1 SOL 15 Introduction: 1.1 Visualise the manipulation of 2D  Appreciate the use of graphics in 1a. Exploring  PowerPoint  Be able to  Visual
SOL 20 Getting started shapes everyday life. options and  Worksheet understand the inspection
SOL 21 1.11 Appreciate the application of  Explain what graphics is. alternatives  Equipment labelling meaning of  Worksheet
geometric constructions in the study  Identify and use graphics 1c. Learning  Demonstration graphics and  Label task
of other areas equipment. Creatively  Real world interests what its
1.4 Appreciate the role of 2D (Maria Montesorri) everyday use is.
2a. Developing
graphics in the creation of solutions  Be able to
good
identify and use
relationships
graphics
and dealing
equipment.
with conflict
Choose a key
skill

Week 2 SOL 15 Getting started: 1.1 Visualise the manipulation of 2D  Set up a sheet with border and title 1b.  PowerPoint  Be able to set up  Visual
SOL 20 SOL Setting up shapes block. Implementing  Overhead projector a sheet and inspection
23 1.11 Appreciate the application of  Develop pencil skills and do ideas and  Demonstrations border and title  Worksheet
geometric constructions in the study lettering. taking action  Worksheet block it.  Correction
of other areas  Identify characteristics of different 3d. Performing  Be able to use
3.9 Apply a variety of rendering and line types. and presenting different pencils
presentation techniques to enhance for the correct
3c. Listening
the communication of solutions use.
 Choose an item. and expressing  Be able to
myself identify
characteristics of
line types.

Week 3 SOL 15 Basic Construction 1.2 Analyse graphical information  Identify and draw logos and 4b. Gathering,  Worksheet  Be able to draw  Visual
SOL 20 SOL for the planning of a 2D solution pictograms. recording,  Overhead projector logos and inspection
24 1.6 Apply their understanding of  Apply line weights to enhance organising and  Sample work pictograms.  Worksheets
geometric principles to solve drawings. evaluating  Demonstration  Be able to apply  One on one
problems  Identify dimensions on a technical information line weights to feedback
1.8 Communicate the progression of drawing. 2e. Learning enhance  General
ideas and thinking during the course with others drawings. feedback
of an activity using a variety of  Be able to
1c. Learning
media identify
3.9 Apply a variety of rendering and Creatively
dimensions on a
presentation techniques to enhance technical
the communication of solutions drawing.

Week 4 SOL 15 Inclined lines 1.2 Analyse graphical information  Identify vertical and Horizontal 1a. Exploring  Overhead projector  Be able to  Worksheet
SOL 20 SOL for the planning of a 2D solution lines. options and  Sample identify the  Visual
23 1.4 Appreciate the role of 2D  Draw inclined lines with set alternatives  Worksheet difference inspection
graphics in the creation of solutions squares. 4a. Being  Demonstration between vertical  General
1.6 Apply their understanding of  Introduce sliding set square method Curious and horizontal feedback
geometric principles to solve to draw perpendicular lines. lines.  Correction
problems 2b. Co-
 Be able to draw
operating
inclined lines
with set squares
 Be able to use
the sliding set
square method.

Week 5 SOL 15 Inclined lines 1.2 Analyse graphical information  Bisect a line. 3a. Using  Overhead projector  Be able to bisect  Visual
SOL 19 SOL for the planning of a 2D solution  Dividing a line into equal parts and language  Worksheet a line. inspection
23 1.7 Interpret and create graphical in a given ratio. 6d. Seeing  Demonstration  Be able to divide  General
representations of data/information  Construct 2D drawings using patterns, trends  Sample lines into equal feedback
1.12 bisecting and diving a line. and parts.  One-on-one
relationships  Be able to feedback
construct good  Worksheet
5b. Making
quality 2D
considered
drawings using
decisions
bisecting and
diving a line.

Week 6 SOL 15 Angles 1.1 Visualise the manipulation of 2D  Identify and measure angles. 1a. Exploring  Overhead projector  Be able to  Visual
SOL 20 SOL shapes  Recognise different types of angles. options and  Worksheet identify and inspection
21 1.4  Use angles to construct simple 2D alternatives  Powerpoint measure angles.  General
1.12 Construct 2D solutions drawings. 2e. Learning  Demonstration  Be able to feedback
accurately in accordance with with others recognise  Worksheet
 graphical conventions. 3e. Discussing different types of  Peer assesment
and debating angles.
 Be able to use
angles to
construct 2D
drawings.

Week 7 SOL 15 Angles 1.2 Analyse graphical information  Bisect an angle. 1a. Exploring  Powerpoint  Be able to bisect  Visual
SOL 21 SOL for the planning of a 2D solution  Draw different angles using a options and  Worksheet an angle. inspection
19 1.12 protractor and set squares. alternatives  Overhead projector  Be able to draw  General
1.4 Appreciate the role of 2D  Complete 2D drawings being able 2b. Co-  Demonstration different angles feedback
graphics in the creation of solutions to identify angles where needed. operating using protractors  Worksheet
and set squares.
5b. Making
 Be able to
considered
complete 2D
decisions
drawings using
the terminology
given.
Week 8 SOL 15 Angles 1.1 Visualise the manipulation of 2D  Identify parallel lines. 2a. Developing  Rubric  Be able to  Visual
SOL 20 SOL shapes  Use sliding set squares to draw good  Overhead projector identify parallel inspection
23 1.6 parallel lines. relationships  Kahoot lines.  General
1.4 Appreciate the role of 2D  Create simple 2D constructions and dealing  Demonstration  Be able to use feedback
graphics in the creation of solutions from parallel lines and angles. with conflict sliding set  Worksheet
5d. Being able squares to draw  One on one
to reflect on my parallel lines. feedback
learning.  Be able to draw (student-
simple 2D centred
2b. Co-
constructions assessment)
operating
using parallel  Kahoot
lines. (reinforcement
) Skinner
STATEMENTS OF LEARNING
Statements of Learning (Wood Technology)
The statement
SOL 15 The student recognises the potential uses of mathematical knowledge, skills
and understanding in all areas of learning.
SOL 19 The student values the role and contribution of science and technology to
society, and their personal, social and global importance.
SOL 20 The student uses appropriate technologies in meeting a design challenge.
SOL 21 The student applies practical skills as she/he develops models and products
using a variety of materials and technologies.
SOL 23 The student brings an idea from conception to realisation.
SOL 24 The student uses technology and digital media tools to learn, work and think
collaboratively and creatively in a responsible and ethical manner.
Examples of relevant learning 
Students will apply numerical reasoning to establish
appropriate functions, proportions and dimensions. 
Students will evaluate the impact of Wood
Technology on their lives, society and the
environment.
Students will select suitable equipment to realise a
design task.
Students will create solutions through modelling and
tasks that encourage the development of their
practical skills, while working with a range of
materials and equipment.
Students will develop, individually, a concept to
address a problem and create their solution using
appropriate materials and the skills they have
developed.
Students will select appropriate digital media tools
to explore, research and represent design ideas.

Statements of Learning (Graphics)

SOL No. The statement Example of relevant learning
SOL 15 Recognises the potential uses of mathematical knowledge, skills and Students will be able to support their solutions to
understanding in all areas of learning geometry problems by referencing appropriate
geometry concepts and principles.
SOL 19 Values the role and contribution of science and technology to society, and Students will evaluate the impact of technologies on
their personal, social and global importance. their lives, society and the environment.
SOL 20 Uses appropriate technologies in meeting a design challenge Students will determine the most suitable
technologies available to them and apply them to
fulfil the criteria of a given design challenge.
SOL 21 Applies practical skills as she/he develop models and products using a variety Students will develop 3D representations of solutions
of materials and technologies to problems through modelling using appropriate
media.
SOL 23 Brings an idea from conception to realisation Students will individually explore ideas to satisfy a
problem and develop their solutions using
appropriate modelling skills they have developed.

SOL 24 Uses technology and digital media tools to learn, communicate, work and Students will select appropriate digital media tools to
think collaboratively and creatively in a responsible and ethical matter research, explore and present design ideas.
KEY SKILLS