University of Sunderland lesson plan template

Subject: Year Group: 8S Date: 19/5/2024 No. of pupils: 22 Teacher:

Computer Science Boys: 16
Girls: 6
Topic of lesson: Prior Learning:
Lesson1: Get into shapes Students extend their understanding of vector graphics

Learning outcomes Success criteria

Pupils are learning to: Progress will be demonstrated by:
Use tools to draw and modify shapes students can create and modify shapes
Change the position and rotation shapes Students understand the coordinate system and the concept of
Explain how z-order determines what is visible layers

EAL, SEND, and other notes on class:

4 students with low support needs.

Resources needed: Key Vocabulary:

- Slides Vector, fill, stroke, rotate, reposition, z-order, layer, handle
- Laptop
- Inkspace

Planning for an additional adult/learning support:

1-1 support where required.
break down task to students where needed

Consideration of context:

Time Learning Activity (TS3) Key Questions (TS2) Adaptive teaching Formative and
approaches (TS5) summative assessment
opportunities (TS6)

5 Ask students to quickly count how many What are some uses Formative: Q/A
mins squares and rectangles are used to create the of vector graphics?
vector graphic?
Where have you seen
Answer: 19 vector graphics used

10 Main: Formative :self reflection

mins Share lesson objectives

Explain to students that vector graphics are

a type of image often used to create
drawings on a computer. These drawings
might be logos, icons, or illustrations.
Explain that vector graphics are made up of
lines and shapes. The robot shown on the
screen is an example.

Explain about the software the students will

be using, including the meaning of ‘open
source’ and why it is sometimes favoured
over proprietary software. You should also
explain the meaning of the term ‘cross-
University of Sunderland lesson plan template

platform’. Install the software and give time

to download

Drawing shapes

Explain that Inkscape includes three tools

10 that can be used to draw rectangles, ellipses,
mins polygons, and stars. Demonstrate how to use
each of the three tools.

Activity 1: Tell students that they should

spend time using each of the three shape check for task
drawing tools. Ask students to draw at least understanding
four different shapes.

Note: You may wish to give students the L1

Handout or access to the slide deck to
provide additional support

Explorer task
Ask students to find out what the small
10 handles on shapes do. The circular handle
mins allows you to modify the shape and the
square handles allow you to resize the
shape.

Changing shape fill and outline

Show students how to change the shape fill

colour, outline colour, and outline width
Highlight that the colour and style settings
are kept and used when additional shapes
are drawn.
10
mins Activity 2: Show the key tools required for
the task, and allow students time to create a
range of shapes. Explain the explorer task,
which is to change the outline style.

Rotate position and order:

Demonstrate how to rotate shapes, 1-1 support
explaining that holding Ctrl while rotating
shapes causes the shape to snap to whole
angles. Model how to reposition shapes and
show how shapes will snap together when
they are moved near to each other.
Explain to the students that each object
added to a vector drawing will appear on top
of all previous objects. Point out that objects
can be moved up or down in an image,
making them appear in front of or behind
other objects.
Highlight that the x, y, and z axes are used
to refer to the position of an object and these
positions can be changed. The x and y
position is changed by dragging the object.
University of Sunderland lesson plan template

The z position is changed using the objects

menu. Demonstrate to students that objects
can be moved backwards and forwards in
the order in steps and in one go. 1-1 support
Tell students that they need to create a
simple picture using all the skills they have
learnt in the lesson. Depending on students’
prior experience, you may wish to
demonstrate how to use the zoom tool as
well as copy and paste or duplicate.

15
mins
5 Plenary/Review: Display slide Formative feedback: Self
mins Reflection:Ask the students to reflect on the reflection
lesson and tools used

Homework/Consolidation of learning:

REFLECTION, EVALUATION, AND NEXT STEP PLANNING

Evaluation of Learning. This should include:
Reflect upon the learning outcomes and if they were met:
Students thought the challenge was too basic. I explained to them that we are only practicing basic tools inorder to become expert at
manipulating shapes to create complicated designs in future lesson

What evidence would support this?

Observation of student work.

Reflect upon the adaptive strategies employed and whether they met the needs of all Students:
Students were asked to explore the tools available in inkspace if they were done with primary tasks during the lesson.

Implications for future planning:

Give students a more challenging task after the guided practice task.

Evaluation of Teaching. This should include:

Reflect upon pedagogical approach and strategies used to promote learning and progress; were they successful?
The lesson employed a mix of direct instruction, demonstration, and hands-on activities to introduce and reinforce concepts.

What evidence would support this?

guided instruction where I was talking to students teaching about the tools we are using
hands on activities where students performed the skills themselves.

Reflect upon the suitability of resources used

The use of open-source software (Inkscape) aligned with the lesson objective of explaining open-source options.The skills are
transferable to other proprietary tools such as illustrator and photoshop.
The L1 handout and slide deck will likely helpful resources for some students to review at a later time for revision

Implications for future practice:

Peer-review session where students can share their creations and provide constructive feedback
University of Sunderland lesson plan template