The Ultimate 2nd Year Common Room - Ad GCM

School of Education DRAFT 23-24 Students Name: Aisling Downes
Unit of Learning (inc LPs) Year in NCAD: 4th
Class Name: 2nd year Aim of Unit of Learning To learn Space and Form through interior and universal design by
Year group: 21 creating a working from a brief and creating a design portfolio working through a designers
Programme: Junior Cycle process
Total No of lessons in UoL: 15 classes Theme Development: “The Ultimate Second Year Common Room”
Statements of Learning: Creates and presents artistic works and appreciates the process and skills
involved
Layer of Learning : Accessibility
Cross curricular : Maths - Scale drawing, Floor plans
Key Skills : Being creative
Junior Cert Scenario : Designing to Improve
Entering characteristics
Class & Learners profiles (Streamed or mixed ability / SEND / AEN /Differentiation required / previous knowledge & cognitive link up with
what they did in previous UoL)
Mixed ability class
2 Students - Neamhord Hipirghníomhaíochta an Easnaimh Airde (ADHD)

2 Students - Deacrachtaí aici le Mata (issues with maths)
Studnet 1- Deacrachtaí aici le cúrsaí scíbhneoireachta agus uaireanta deacrachtaí sóisialta. Bíonn sí ag streachailt le Mata (struggles with writing and
maths)
Student 2 - Dalta bodhar - ionphlandú cochla agus teicneolaíocht cúnta in úsáid sa rang (deaf - cochlear implant)
Student 3- Deacrachtaí aici le litearthacht- Gaeilge agus Béarla (spelling issues eng and irish)
Student 4- Tuairisc Enable Ireland diagnosis of DCD- developmental coordination disorder (Diospraicse) (Dyspraxia)
Prior content - students have just completed the colour wheel and basic colour theory with my host teacher. Primary school knowledge of colour
theory - Primary and secondary colours
Managing behaviours
managing behaviours Issues/ Strategies/ link to School policies
- Merit and Demerit system on Vsware

- I have not been made aware of any behaviour issues for this class
- GCM - Code of Behaviour 23/24
Learning outcomes for unit of learning
3.2 use critical and visual language to explain their own designs and those of others
3.4 interpret a design brief and represent this through their drawings
3.8 discuss historical and contemporary design practices
3.10 explain the use of art elements and design principles in examples of design work
3.14 utilise media in their own design work based on a design brief
Lesson No/total in UoL: 1/15 Learning Content for Pupils and Learning Intentions
Date: 3/10/23
Lesson type: 40 mins AEDPS : Space
Time: 11.35
Stage: Think - Interpret, Discuss, Process: - intro myself and my studio, set classroom expectations
Ideate
- Give out and Explain the brief to students
- Go through as a group
- Answer questions
- Have students tell me the task to test their understanding
- Starter Activity - top 10 things you want in your Ultimate Common Room
- Fast Finisher - Start research on interior Design styles
Visual Aids: Oide Aisling intro AD GCM
Mionteagasc Dearaidh - Design brief - 2nd year Interior design GCM
Final Artefacts - Sample floor plan drawings Perspective drawing Sample VA

Sample Book Exemplar Sample Milanote Moodboard digital
Interior Deisgn Vinatge book - context
Sixties Style interior design book
Modernism Interior Deisgn Book
Learning Intentions
To know - How to Deconstruct the Visual Language required to take meaning from the brief
To be able to - Begin articulating their initial ideas on the brief
To understand - The theme “the Ultimate Second Year Common Room” and relate it to their new school
building
Success criteria
Students should contribute to a positive learning environment - by having positive body language,
engaging in discussions and questions and respecting myself, their peers, themselves and the room.
Students should demonstrate their understanding of the theme and of the Brief - by answering and
asking questions, active listening and taking accurate notes - notes should be neat (legible) and relevant (if
desired, or highlighting brief)
Students should complete an initial ideas generating exercise - to the best of their ability and that is
relevant to what has been asked of them
LESSON PLAN
Lesson Plan 2y 02/10 AD GCM
Post class reflection

● This class was very relaxed and more informal than my first year class today - students responded
really well to it
● Students understood the brief and could relay the information back to me - will have them summarise
definitions the next time or write them in their own words
● Would have been better if briefs were printed in colour - more engaging
● Couldn't see green marker on the board
● Will stand at the back of the room in the next class as 2 students can be disengaged at the back
SW L1 2Y AD GCM
Date:5/10/23
Lesson type: 40 mins AEDPS : Space
Time: 12.15
Stage: Explore - Research, Consider, Support studies: The Ed Roberts Campus
Discuss
Process: - Reintro myself , recap classroom expectations - get students to relay them to me for anyone absent
- Recap the brief - higher order questioning

- Discussion of Respect when discussing Universal Design and Accessibility
- Introduce - Universal Design
- Support Artist - take notes - opinion on their work and why?, why are we learning about him
- How to Research - reputable sources
- Invite students to discuss what they think could be more accessible to them in a school environment
- Begin Research in groups - assign roles
- HW - 20 mins - Research Universal Design - (Could) Find a Support Artist, A Building, A historical fact,
Definition, Key Characteristics, etc …
Visual Aids: The Ed Roberts Campus

Support Artist print out Ed Roberts Campus print out
Dearadh Uilíoch agus Dearadh Inti AD GCM

Learning Intentions
To know - to Define Universal Design
To be able to - Research correctly and comprehensively
To understand - How to respectively articulate themselves when Discussing accessibility and understand
the weight of the conversation
Success criteria
Students should contribute to a positive learning environment and respect the subject matter - by
having positive body language, engaging in discussions and asking questions and respecting myself, their
peers, and using inclusive language themselves and the room.
Students should demonstrate their learning of the Support Artists - by answering and asking questions,
active listening and taking accurate notes - notes should be neat (legible) and relevant, including personal
opinion and why?
Students should Research Universal Design through reputable sources and gather information to further
their knowledge of the subject matter - should follow the prompts given, take 20 minutes, demonstrate
learning and be clear (legible),
LESSON PLAN
● Need to set into more practical tasks - students seem fine and happy but they must be dying to do
some more practical tasks
● Didn't get to finish lesson plan today - will get a visual timer to help me manage my time better and
reduce lesson plan expectations as I think I'm being too ambitious with the amount students can
achieve
● Students need more positive reinforcements will start giving out plus points as an incentive
● More context on the support artists
SW L2 2Y AD GCM
Date: 6/10/23
Lesson type: 80 mins WHAT and WHY are you teaching
Time: 13.35
Stage: Develop - connect, combine, AEDPS : Space, Form
Support studies: LMS - Architecture - The Ed Roberts Campus
Process: - recap - Universal design, Research techniques, Inclusive Language

- Roll a roll of paper down the length of the classroom on the floor - have students sit on the floor and
have them show their research by writing or drawing what they have found last night for HW
- Discussion on their Research
- Teach Universal Design - what is it? Why is it a thing? Who does it benefit? How will we implement it
in our work?
- Support Artist - the Ed Roberts Campus - finish with any students who didn’t finish yesterday
- In their group share knowledge of their universal design research - what they are going to implement
in their work
- Divide students into groups for the project - have students discuss initial ideas as a group and interior
design styles - download Milanote - start mood boards
- Moodboard demo
Visual Aids:

Sample Book Exemplar
Sample Milanote Digital Moodboard
Scandanavian style mood board sample
Sample moodboard - farm house style
Support Artist print out Ed Roberts Campus print out

Learning Intentions
To know -
To acquire a deeper knowledge of universal design through individual research
To be able to - Collaborate with each other and engage in peer learning
To understand - the work created on the Ed Roberts campus and how to relate it to their work in the
classroom
Success criteria
To demonstrate their research they did for homework - neat, relevant to the task, evidence of research
completed, presented well - colours or sketches
To understand the work of Ed Roberts - how his work is an exemplar to our work in the classroom - take
neat notes, be able to comment on his work using critical and visual language and to develop their voices as
young artists by expressing their opinion on his work and why?
Begin to create mood boards that demonstrate - digital skills, universal design and interior design - should
be clear, annotated, contain relevant headings, demonstrate their knowledge and develop their personal
design style
LESSON PLAN

● Students engaged well with the roll out paper task - next time I will have students tell me about their
research one by one to their peers so that they can benefit more from the activity
● Students from that activity want to research an accessible village in shanghai - will use as a SS one
class
● Milanote wouldn't let all students login at the exact same time - in future will have students create an
account the night before for Hw
● Milanote is a great classroom tool for mood boards - will use again
SW L3 2Y AD GCM
Date: 10/10/23
Lesson type: 40 mins WHAT and WHY are you teaching
Time: 11.35
Stage: Realise - Design, Create, AEDPS : Space
Apply
Support studies: Enabling Village - singapore
Process: - Recap on Universal Design and the Ed Roberts Campus
- The function of Space - why is it important to consider? How to plan around it ?

- Enabling Village - https://www.youtube.com/watch?v=ifRQbQ2UAQc
- Create Mood Boards based on the brief - as a group decide and research what interior design style
they want to choose
Visual Aids: https://www.youtube.com/watch?v=ifRQbQ2UAQc

Support Artist print out Enabling Village VA
Scandanavian style mood board sample
Learning Intentions
To know - Identify what the function of a space means
To be able to - Utilise and Experiment with media to enhance their mood board and further their learning
To understand - Enabling Village - singapore - how to apply their ideologies to their own designs where
applicable
Success criteria
To demonstrate their understanding of the function of space by including it in their mood boards and
include images beside it relating to it
Demonstrate learning and digital skills in media through creating effective mood boards - can include
videos, links, drawings, colour swatches, audio recordings etc
Learn about and discuss the Enabling village stemmed from their own research in the previous class -
what's their opinion on it, what can they learn from it
LESSON PLAN
Post class reflection ● Couldn't get the whiteboard to work so couldn't show the video of the enabling village - I have since
gotten the whiteboard to work and will do in the next class
● Some of the boys weren't that engaged with the task of making mood boards at the start - so I sat on
their table and encouraged them and they collaborated on a big moodboard which met the success
criteria .
● Come in with big energy into the next class to keep students engaged
SW L4 2Y AD GCM
Lesson No/total in UoL: 5 /15 Learning Content for Pupils and Learning Intentions
Date: 12/10/23
Lesson type: 40 mins AEDPS : Colour
Time: 12.15
Stage: Refine - Choose, Design, Support studies: Eileen Grey
Justify
Process: -
- Colour theory - mixing colours -

- Tactile textures - bring in loads of fabrics samples
- create an accordion notebook - demo
- Stick samples to card create to accordion notebook - annotated
- Justify their choices
- How colours affect your mood
- Hw - write a blurb on what they want to achieve with the space,
Visual Aids:


http://www.eileengray.co.uk/
Support Artist print out eileen gray va print
Learning Intentions
To know - how to annotate their work to justify their design choices
To be able to - create an accordion notebook that will demonstrate tactile texture and colour theory
To understand - warm and cool colours be relating it to how those colours make them feel - the effect
colours have on humans behaviour and emotions
Success criteria
Students should create an accordion notebook - and begin to demonstrate tactile texture by glueing in
textiles and wallpaper samples, and demonstrate their knowledge of colour theory by selected warm or cool
colours and annotating them
Students should annotate their work and justify their design choices in order to promoted critical and
visual language
Students should be able to explain the difference between cool and warm colours to me and how they
affect us as humans
LESSON PLAN Lesson Plan 2y 11/10 AD GCM
Post class reflection SW L5 2Y AD GCM
● Wanted to get students off Ipads and excited to work with their hands - pitch went well students
excited
● Time managements wasn't good - way to ambitious in my lesson plan but will continue in my double
class tomorrow
● Finding it hard to get used to 40 minute classes rather than an hour - going to but a clock for the back
of the room
Date: 13/10/23
Lesson type: 80 mins AEDPS : Colour and texture
Time: 13.35
Stage: Refine - Choose, Design, Support studies: Eileen Grey
Justify
Process: -

- Remembering how colours affect our mood - warm vs cool colours
- Tactile textures - fabrics samples and wallpaper samples
- create an accordion notebook - demo - anyone absent
Visual Aids:

Support Artist print out eileen gray va print

Learning Intentions
To be able to - Utilise tactile texture and colour theory (warm colours and cool colours) in their accordion
notebook
To understand - warm and cool colours be relating it to how those colours make them feel - the effect
colours have on humans behaviour and emotions
Success criteria
Students should fill in their accordion notebook - and demonstrate tactile texture by glueing in textiles
and wallpaper samples, and demonstrate their knowledge of colour theory by selected warm or cool colours
and annotating them
visual language
affect us as humans
Students should be able to tell me about the work of Eileen Gray from the research they did for homework
- discuss her work using critical and visual language, develop their voices as young artists and
Post class reflection SW L6 2Y AD GCM

● Such a positive lesson - so glad I made the decision to include a tactile making class instead of
continuing with designing - students loved it and they learned so much that they were able to tell me
about it the recap at the end
● Taking longer than I had hoped - worried that this Uol is going to be too long now ? - will see if a tutor
is free on Monday to discuss - advice
● Got into my flow of teaching today - happy with progress compared to last year - enjoyed today -
Organised with planning
Lesson No/total in UoL: 7 /15 Learning Content for Pupils and Learning Intentions
Date: 17/10/23
Lesson type: 40 mins AEDPS : Colour and texture
Time: 13.35
Stage: Refine - Choose, Design, Support studies: Axel Vervoordt
Justify
Process: -

- Remembering how colours affect our mood - warm vs cool colours
- Tactile textures - fabrics samples and wallpaper samples
- create an accordion notebook - demo - anyone absent
Visual Aids:

Support Artist print out Axel vanvoortd VA print
Learning Intentions
To be able to - Utilise tactile texture and colour theory (warm colours and cool colours) in their accordion
notebook
To understand - Minimalism by relating it to the iconic Axel Vervoordt Kim kardashian House
Success criteria
Students should aim to finish their accordion notebook - and demonstrate tactile texture by glueing in
textiles and wallpaper samples, and demonstrate their knowledge of colour theory by selected warm or cool
colours and annotating them
visual language
affect us as humans
Students should be able to tell me about the work of Axel Vervoordt from the research they did for
homework - discuss her work using critical and visual language, develop their voices as young artists and

● Relatable support artist to the student was very engaging - Kim kardashians house
● Majority of students completed work - some students I differentiated for because of SEN or
absenteeism to complete a smaller book that demonstrated the same learning
● High standard of work - glad I included it into my UoL - important for learning and working with
materials
SW 2Y L7 AD GCM
Date: 19/10/23
Lesson type: 40 mins AEDPS : Line and Space
Time: 12.15
Stage: Realise - Draw, Design Process:
- Thumbnail floor plan drawing

- Formative Feedback - take students - up 1 by 1 - discuss their work, their ideas and their progress
- What is a thumbnail drawing
- How to decode a floor plan
Visual Aids:

Mood board - practical Scandanavian style mood board sample
Sample thumbnail drawings Sample thumbnail VA

Symbols floor plan drawings VA floor Plan symbols VA
Learning Intentions
To know - how the moodboards will influence their drawings today in class for continuity
To be able to - Sketch out thumbnail sketches experimenting with different plans that correlate with the
brief
To understand - the language of the floorplan drawing and relate it to a secret code
Success criteria
Students should create at least 2 thumbnail floor plan drawings - neat, follow the symbols of floor
planning,
Students should create consistent work that follows both their brief and their design style - refer back to
their sample book and mood boards
Students should demonstrate their understanding of Floor plan symbols - by answering questions on it
and using it in their work
LESSON PLAN

● Formative feedback was helpful - helped students communicate to me if there were struggling with
anything away from their peers - helped me gage their understand and learning and the quality of
their work - where I need to go over
● Happy with the standard of work today - clear visual aids helped with this
● Glad I chose not to include a support artist in this class as student would have been fried with learning
a new drawings style and a new visual language - floor plan symbols in 40 mins
SW L8 2Y AD GCM
Date: 20/10/23
Time: 13.35
Stage: Realise - Draw, Design Support studies: learning about being an “Architectural Drafter”
Process: - recap thumbnail drawing
- Create final floor plan drawings with keys

- What is a key - importance
- Mount when finished and moodboards
- Formative feedback - take students up 1 by 1
- Role- play through their work being “a drafter”
- Who is a Drafter
Visual Aids:

Sample Floor plan Drawing Sample floor plan drawing
Symbols for planning drawings VA floor Plan symbols VA
Learning Intentions
To know - the symbols in a floor plan drawing and have to identify and interpret them
To be able to - interpret a design brief and represent this through their drawings
To understand - how to improve their work and apply formative feedback to their practice
Success criteria
Students should create final floor plan drawings with a key - should be neat - using a ruler, should use
floor plan symbols, should keep interior design and universal design styles in mind, should gave a clear
annotated key
Students should understand the work of a drafter - demonstrate this knowledge by asking and answering
questions, and roleplaying this career as they work
Students should use critical and visual language to communicate their ideas to me and discuss their
own work during the formative feedback
LESSON PLAN
Post class reflection ● Majority of students need another class to finish their work
● 4 students finished will need a fast finisher task for the next class
● Students refer to my visual aids final artefacts religiously - Going to photocopy one for each desk
SW L9 2YR AD GCM
Date: 24/10/23
Time: 8.40
Stage: Realise - Draw, Design Support studies: Philippe Starck
Process: - recap - “Drafter”
- Philippe Starck -Discussion - Philip Stark Dior collab - is it art ? value ?
- Finish floor plan and Key
- Self reflection on work - AEDPs, what went well and why ?.... (orally in pairs - next person finished)
- HW - in groups
- Fast Finishers - Begin HW task - aim for all to be finished and start on the task in class time
-
Visual Aids:

Support Artist print out Phillipe Starck Print out VA
Symbols for planning drawings VA floor Plan symbols VA

Design propsal Interior design 2y
Learning Intentions
To know - how to Reflect on their own work through the AEDPs
To be able to - Use visual language to articulate their floor plan through symbols and a key
To understand - the support studies - Philippe Starck's work and be able to relate and contextualise it with
their own work
Success criteria
Students should create final floor plan drawings with a key - should be neat - using a ruler, should use
floor plan symbols, should keep interior design and universal design styles in mind, should gave a clear
annotated key
Students should use critical and visual language to communicate their ideas to their peers in order to
decide on a unified message of their groups work
Students should orally reflect on their own work in groups using AEDPS - begin to learn them and
reference them off the wall posters I Made
Students should begin to write about their project- demonstrate literary skills, allocate roles in the group,
neat, relevant to the task
LESSON PLAN

● Majority of students finished their work today and met success criteria
● Any student who didn't finish were meeting success criteria but I need to manage their time better for
those students or teach them time management skills - utilise visual timers
● High standard of student work - as a result of multiple exemplars
● Behaviour management - students are usually very well behaved but don't seem to have a lot as a
group (around the school as well not just my class) need to come in to class with a bit of umph to liven
the class up so that they enjoy school more and enjoy their learning
SW L10 2YR AD GCM
Date: 26/10/23
Lesson type: 40 mins AEDPS : Line and Form
Time: 12.15
Stage: Refine - Plan, Design Support studies: Philippe Starck
Process: - recap - Philippe Starcks work from previous lesson
- Perspective drawing
- Focus class on wellness - view grinding as a ritual task
- Demo - grid in stages call students back up
- Universal Design for Learning - handouts on gridding method, tutorial playing on the board,
- Map in details with light pencil
Visual Aids:

Support Artist print out
Digital moodboard - printed and mounted
Sample Perspective Drawing Sample Perspective drawing VA
Grid Drawings done in stages
Handouts on gridding - udl

Demo on grinding recorded
One point perspective Hand out
Learning Intentions
To know - how to define perspective drawing
To be able to - Grid their work and demonstrate a comprehensive measuring and numeracy skills
To understand - which learning styles suits them best by testing out different styles
Success criteria
Students should use critical and visual language to communicate their ideas to their peers in order to
decide on a unified message of their groups work
Students Should demonstrate their knowledge of one point perspectives and vanishing points by
complete an accurate grid for 1 vanishing point, - neat, accurate, measured with a ruler
LESSON PLAN
Post class reflection ● Students found making even straight lines more difficult than I expected - will talk to the sen
coordinator for advice on how I can differentiate for this
● Students are still so responsive to this project even though it's nearing the end - interesting topic and
me being engaging
● A lot of absenteeism recently - will have to rely on UDL - handouts and recorded demos and station
teaching to combat this
SW L11 2YR AD GCM
Date: 27/10/23
Time: 13. 35
Stage: Think - Recall, Discuss, Support studies: salesman
Ideate
Process: - recap - Philippe Starck
- Begin perspective drawing in light pencil
- Referring to visual aids and mood boards
- Hw - write their pitch to their client

- How to become a good salesman talk - how to confidently pitch their ideas
Visual Aids:

One point perspective Hand out
Demo - video - Find out how to hyperlink with the file being to big
Learning Intentions
To know - how to Examine their own work through the AEDPs
To be able to - Draw in perspective and demonstrate new learning and skill
To understand - Perspective by relating it to a vanishing point and simplifying it using a grid method
- Show students the vanishing point isn't in our classroom but I will then show the open the door at the
back of the room and show the vanishing point is way out there - how to plot walls into our drawings
- Relate it to students being short vs far sighted
Success criteria
Students should use critical and visual language and AEDPS to communicate their ideas to their peers
Students Should demonstrate their knowledge of one point perspectives and vanishing points by
complete an accurate grid for 1 vanishing point, - neat, accurate, measured with a ruler
LESSON PLAN
Post class reflection ● Students worked at different paces but I'm delighted with the work they achieved, even though
students were absent the Udl handouts and demos made it so easy for them to catch up - only issue is
Ive a few students with low attendance who have missed all 3 classes so at that point I will have to
differentiate
● Forgot to remind students of their Hw for the midterm!!!! Will have to set it when they get back - need
to check off lesson plan before I recap the lesson
SW L12 2YR AD GCM
Date: 7/11/23
Time: 11.35
Stage: Realise - Draw, Design Support studies:
Reflect - critique, review
Process: - recap - salesman pitch
- How form is created using perspective drawing

- Complete perspective drawing
- Pitch their ideas to their neighbour with voice recorder on their ipad
- Hw - critique their pitch
- How to critique their work
- Why we need to develop our artist voice
Visual Aids:

Handouts on gridding - udl One point perspective Hand out

Learning Intentions
To know - how to critique their own work
To be able to - Render a design drawing in perspective
To understand -
Questioning and understanding Why we are pitching their work to each other and the value articulating their
ideas has to developing their artist voice
Success criteria
Students should complete their Perspective drawing - using accurate perspective, it should show their
consistent ideas and design styles, it should be completed using fineliner/ watercolour and pencil,
Students should begin to prepare their pitch - discuss their work using the AEDPs and critical and visual
language from the wordbank, confident and proud of their work, speak clearly and communicate their ideas
Students should learn to critique their own work - record themselves pitching and mark themselves
against the success criteria to better themselves and prepare for the final pitch
LESSON PLAN
Post class reflection Students are on track with their work so far - some students absent so will have to station teach with them in
the next class
Need more dynamic support artists - look at MC escher in the next class ?
Will need to differentiate due to absenteeism fot the next class - some students who haven't began this task at
all Differnectiation - grid completed - learning is to create form in perspective - same learning will be
achieved with grid completed
Didn't get a chance to get students to critique their pitches will do in the next class
SW L13 2YR AD GCM
Date: 9/11/23
Time: 11.35
Stage: Realise - Draw, Design Support studies: Paul Heaston
Reflect - critique, review
Process:
- Drawing theri designed rooms from their floor plans in perspective utilising their grid method
- Complete perspective drawing
- Pitch their ideas to their neighbour with voice recorder on their ipad
- Hw - critique their pitch
- How to critique their work
- Why we need to develop our artist voice
Visual Aids:
https://www.youtube.com/watch?v=21xN4AVxqLc - Paul Heaston video clip

Handouts on gridding - udl One point perspective Hand out
Learning Intentions
to critique their own work (cognitive)
to relate the work of Paul Heaston to drawing our furniture in classroom (cognitive)
Render a design drawing in perspective (Psychomotor)

Describe their designs using critical and visual language
Success criteria
Students should complete their Perspective drawing - using accurate perspective, it should show their
consistent ideas and design styles, it should be completed using fineliner/ watercolour and pencil,
Students should begin to prepare their pitch - discuss their work using the AEDPs and critical and visual
language from the wordbank, confident and proud of their work, speak clearly and communicate their ideas
Students should learn to critique their own work - record themselves pitching and mark themselves
against the success criteria to better themselves and prepare for the final pitch
Students should be able to understand the work of Paul Heaston - be inspired by how he has created form
in his work using tone
LESSON PLAN
Many students absent today - so hard to gage how prepared students are for their presentation and organise
group work
Students responded really well to Paul Heaston - really made their work come alive - will use him again
Time management could have been better in this lesson - utilise visual timer
SW L14 2Y AD GCM
Date:10/11/23
Lesson type: 80 mins *NEW LAYOUT AS ADVISED TO ME BY DR PATSEY BODKIN
Time: 13.35
Stage: Present - Display, Show Learning Content Learning Intentions Success Criteria
Form - Students should describe To know - how to articulate Students should begin to Present
their use of tone in their work themselves using critical and their pitch - discuss their work
during group presentations - visual language and AEDPs in using the AEDPs, describe design
Form should be evident in their their presentations and self work using critical and visual
perspective drawings reflections language from the wordbank,
students should be confident and
Line - students should be able to To be able to - create tone in proud of their work and speak
point out what piece of work in their work employing the clearly to communicate their
their portfolio is a good use of line techniques of the support artist ideas. Students are prepared and
and why ? - sample book Paul Heaston - hatchin or worked well in a group
drawings, perspective drawing or experimenting with ink
floor plan drawing Students should learn from their
Communicate their ideas and peers - by taking notes from the
Tone - Students should be present their work to the “client” presentation 1 thing they learned
inspired by the work of our and the class from each presentation, one thing
Support Artist Paul Heaston and they thought was effective that
create tone in their design work To understand - How much they they could implement into their
have achieved over this Uol and to
Self Reflection - students will step back and reflect after they work if they were going to do this
complete a self reflection based present presentation again
on their presentation and overall
learning during this UoL (self Students should self reflect on
assessment) their work throughout this uol by
completing self reflection sheets -
Support studies: Paul Heaston what went well, what can they
(biography, Perspective drawing improve on for next time, what
using tone ) was the biggest thing they
learned during this Uol? - neat,
Fast Finisher - experiment with clear, honest
tone using ink like the support
artist Paul Heaston - study of a Students should demonstrate
small section - using a viewfinder their learning of tone and
hatching by adding this
Layer of Learning - accessibility,
technique to their perspective
explored through students
drawings - neat and tone used to
describing how their room is
create form and indicate light
accessible to all and how they
employed Universal design in
their work
LESSON PLAN ,
Prior to lesson- have materials laid out ready for students to give out - briefs, VA Exemplars of All artefacts,
Self reflection Form their work organised onto each desk - return after corrections
Intro lesson- recap the last class; Perspective drawing, Paul Heaston, have students relay what we did in the
last class to me for anyone absent, recap the brief, what are we working towards ? - reminder and preparing
to wrap up
TA- introduce presentations, explain success criteria to the students - assessment not based solely on
presentation skills but on their use of critical and visual language, describing their works using AEDPs,
Describing their design work and that of their peers
TA- Check Hw - critiquing presentation Critique on my presentaion and group work “describing our
Design work” Design propsal Interior design 2y (Literacy)
TA/SA- go through word bank on the board with students to ensure everyone understand the new words
and the Irish - dyslexic students struggling with the irish Differentiation Word Bank 2y 10/11
Demo: exemplar presentation of my VA portfolio of design work. Final Artefacts -

Sample floor plan drawings Perspective drawing Sample VA Sample Book Exemplar
Sample Milanote Moodboard digital My Filled in Copy of Design propsal Interior design 2y
TA- Highlight success criteria for students - simplified rubric
SA- Pitch their work to the class or to me in groups or two groups pitch their work to each other - give
students choice UDL - as a group students must present the best of their combined work, Pitch work to the
“client” - show portfolio of work to communicate their ideas meeting the discussed success criteria (Oracy)
- take notes on their peers presentations - 1 thing they learned from each presentation, one thing they
thought was effective that they could implement into their work if they were going to do this
presentation again peer learning sheet (Literacy)
TA-Summative assessment - but assessment for learning given written feedback along with grade - will be
available for parent teacher meetings on tuesday the 14th of november - as students present I will correct
work Second year End of UoL Presentation Rubric :
SA- Reflect on their work - self reflection sheets - what went well, what can they improve on for next time,
what was the biggest thing they learned during this Uol? Self reflection Form (Literacy) * May complete
for HW Depending on Time *
SA- have students who were present yesterday tell me who the support artist is? What media do they use?
What do they draw? What AEDP does his work demonstrate? Dearadh Uilíoch agus Dearadh Inti AD GCM
slides 13 - 18 (Oracy)
TA- Describe Paul Heastons use of tone - demonstrate hatching on the board - show student example - fast
finisher from yesterday who I was station teaching.
SA- Add tone to their completed sketches inspired by Paul Heaston
Fast Finisher task - Experiment with adding tone to a viewfinder section of their work with ink and then
fineliner on top when it dries like Paul Heaston. https://www.instagram.com/reel/Cx8xuRaud30/ - video
on Paul Heaston discussing his inks for fast finishers
Differentiation - Student with chronic absenteeism - avail of premade grid key learning achieved - drawing
in perspective Differnectiation - grid completed - station teaching
Recap and Exit System - higher order questioning on the brief, self reflections, presentation, gage the mood
of that project, explain to students were starting a new project next week, ,If setting task for Hw - have
students tell me what's for HW, clean up, thank students
Post class reflection Planning reflection pre class - should have taught students how to describe their use of line using visual
and critical language as they were completing floor plan drawings
Positive and supportive atmosphere created over the last few weeks allowed students to be comfortable
standing up in front of the class (for the most part - Big encouragement and option to differentiate with
written presentation that no students opted for)
Forgot to give students self assessment forms - poor organisation
Peer learning forms however students filled out which kept students on task and engaged in their peers
presentations
SW L15 2YR AD GCM

The Ultimate 2nd Year Common Room - Ad GCM

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Ultimate 2nd Year Common Room - Ad GCM

Uploaded by

Copyright:

Available Formats

School of Education DRAFT 23-24 Students Name: Aisling Downes

Unit of Learning (inc LPs) Year in NCAD: 4th

Mixed ability class

2 Students - Neamhord Hipirghníomhaíochta an Easnaimh Airde (ADHD)

- Merit and Demerit system on Vsware

Learning outcomes for unit of learning

Visual Aids: Oide Aisling intro AD GCM

Mionteagasc Dearaidh - Design brief - 2nd year Interior design GCM

Final Artefacts - Sample floor plan drawings Perspective drawing Sample VA

Interior Deisgn Vinatge book - context

Sixties Style interior design book

Modernism Interior Deisgn Book

To be able to - Begin articulating their initial ideas on the brief

Post class reflection

● Couldn't see green marker on the board

- Recap the brief - higher order questioning

Visual Aids: The Ed Roberts Campus

Mionteagasc Dearaidh - Design brief - 2nd year Interior design GCM

Final Artefacts - Sample floor plan drawings Perspective drawing Sample VA

Support Artist print out Ed Roberts Campus print out

Dearadh Uilíoch agus Dearadh Inti AD GCM

Interior Deisgn Vinatge book - context

Sixties Style interior design book

To know - to Define Universal Design

To be able to - Research correctly and comprehensively

Post class reflection

● More context on the support artists

Support studies: LMS - Architecture - The Ed Roberts Campus

Process: - recap - Universal design, Research techniques, Inclusive Language

Mionteagasc Dearaidh - Design brief - 2nd year Interior design GCM

Final Artefacts - Sample floor plan drawings Perspective drawing Sample VA

Sample Milanote Digital Moodboard

Scandanavian style mood board sample

Sample moodboard - farm house style

Interior Deisgn Vinatge book - context

Support Artist print out Ed Roberts Campus print out

Sixties Style interior design book

Modernism Interior Deisgn Book

To be able to - Collaborate with each other and engage in peer learning

Post class reflection

Process: - Recap on Universal Design and the Ed Roberts Campus

- The function of Space - why is it important to consider? How to plan around it ?

Visual Aids: https://www.youtube.com/watch?v=ifRQbQ2UAQc

Mionteagasc Dearaidh - Design brief - 2nd year Interior design GCM

Final Artefacts - Sample floor plan drawings Perspective drawing Sample VA

Support Artist print out Enabling Village VA

Scandanavian style mood board sample

Sample moodboard - farm house style

Interior Deisgn Vinatge book - context

Sixties Style interior design book

Modernism Interior Deisgn Book

To know - Identify what the function of a space means

- Colour theory - mixing colours -

Final Artefacts - Sample floor plan drawings Perspective drawing Sample VA

Mionteagasc Dearaidh - Design brief - 2nd year Interior design GCM

Support Artist print out eileen gray va print

Interior Deisgn Vinatge book - context

Sixties Style interior design book

Modernism Interior Deisgn Book

To know - how to annotate their work to justify their design choices

Post class reflection SW L5 2Y AD GCM

- Colour theory - mixing colours -