TEACHING PRACTICE SCHEME OF WORK (2013-2014)

List of Topics: Subject: Technical Graphics The Circle Transformation Geometry Pupil Year Group: Second Year No. of Pupils: 20

Length Of Lessons: No. of Lessons: 18 One 80 minute lesson per week Two 40 minute lessons per week

1. STATEMENT OF THE PUPILS PREVIOUS KNOWLEDGE AND SKILLS

The majority of pupils will not know me or anything about GMIT Letterfrack. Likewise; I will not know the pupils. Pupils will have relatively good draftsmen skills and abilities before the initiation of this scheme. They will have experience of the kinaesthetic skills involved in using a T-square, set squares, a compass and a protractor. They will be familiar with the process of arranging, affixing and preparing a drawing sheet. They will have a moderate knowledge of a number of conventions and standards relevant to technical graphics, namely; variable line weights and how the category of pencil used will have influence on this, scales, graphical symbols, lettering and dimensioning. In day to day life and in primary education, pupils will have encountered certain aspects of plane geometry; albeit a deficient knowledge of the topic when the broader spectrum is considered. Pupils will have studied in detail, three elements of descriptive geometry, namely orthographic projection, pictorial drawing and surface developments. Examination of these topics will have induced both visual imagery and representation within pupils as well as developing spatial abilities relating to imagery, orientation and visualisation. Whilst studying orthographic projection, pupils will have acquired a comprehension of representing three-dimensional objects on two-dimensional plane surfaces. This will, to an extent, close the mental gap between concrete and abstract spatial reasoning within pupils. An ability to manipulate an object in order to establish the true shape of surfaces and true length of lines will also

have been obtained. After studying orthographic projection, pupils will possess the visuo-spatial ability to associate a two-dimensional view of an object with the actual object in its three-dimensional state. Two aspects of pictorial drawing will have been examined prior to this scheme; explicitly isometric and oblique projections. Whilst studying these topics, pupils will have developed skills and abilities attained during the study of orthographic projection. Pupils will be able to visualize the threedimensional state of an object by examining two-dimensional views of that object. They will be enabled to demonstrate these skills by constructing three-dimensional pictorial views of an object with reference to two-dimensional views of that object. Whilst examining plane geometry, pupils have gained experience in plotting loci underspecified constraints, in relation to fixed points, curves and lines in one plane. In particular, they have practiced constructing one conic section, namely the ellipse, using the trammel method.

2. RATIONALE FOR THE SELECTION & STRUCTURING OF SUBJECT MATTER AND FOR THE METHODOLOGY

In order to establish an amiable working relationship between pupils and myself and to create a positive working environment, I feel that it is desirable to commence with an induction/icebreaker class. Pupils have the right to know who is teaching them and why their subject teacher has been temporarily changed. Therefore, I considered it appropriate to explain the motive for this in the first class. In order for me to teach these pupils effectively I will have to become acquainted with them; particularly their names, but also on a personal level that is functional and appropriate. Both of the topics intended to be taught in this scheme are contained in the course content as outlined in the Junior Certificate Technical Graphics syllabus. In teaching these topics several aims and objectives of the syllabus will be addressed. Additionally; these particular topics are essential elements of the junior cycle course which provides a foundation for senior cycle course content to be built upon. As seen in the previous section, these pupils have studied orthographic projection and pictorial drawing. In order to progress to higher level examination and attain an absolute knowledge of said topics, pupils will need to have the ability to identify, construct and manipulate circular shapes and tangents. Only after the circle has been taught will pupils have the capacity to progress on to more complex aspects of graphics such as solids in contact and higher level aspects of the ellipse, thus teaching this topic now builds a foundation necessary for addressing subsequent course content. As the circle is primarily taught by procedural knowledge, I felt that a topic which stimulates visuo-spatial skills and abilities, namely transformation geometry, would be considered necessary in succession. As outlined in the syllabus, the development of visuo-spatial abilities is a primary aim of the course. The topic of transformation geometry addresses this aim. Topics taught in advance of this

scheme would have initiated these skills within pupils thus there is a foundation to build upon. The topic of transformation geometry also addresses the agenda outlined in the previous section, namely arousing awareness within pupils of the correlation between graphics and their surrounding environment. Additionally, a topic which is not dependent on procedural knowledge will encourage the development of logical and progressive reasoning; a key aim of this course and of the broader curriculum. Pupils exposure to certain drawing instruments, namely the compass and protractor, to date has been limited. Both topics within the scheme promote the practice of using said equipment. Procedures involved in transformation geometry are particularly reliant on the use of specific drawing equipment. As such, topics to be studied will inevitably enhance pupils kinaesthetic drawing skills through practical use of drawing equipment. The study of transformation geometry specifically addresses the correspondence between an abstract awareness of graphical and spatial problems and a practical awareness of such problems; a pertinent intention of the course according to the syllabus. Preceding topics will have stimulated pupils to see their surrounding environment with a critical and analytical awareness, although only to a negligible extent. The subsequent study of transformation geometry will promote this stimulation more vigorously.

3. AIMS

The aims of this scheme are to: Establish a functional and appropriate teacher-pupil working relationship. Create a positive learning environment. Encourage the development pupils kinaesthetic drawing skills and introduce innovative drawing instruments as necessary. Expand pupils aptitude to assess their surrounding environment by critical and analytical means. Progress pupils graphical competence in relation to both cognitive and practical manipulative skills. Provide pupils with a fortune of knowledge and graphical concepts which facilitate interpretation and comprehension. Induce an appreciation within pupils of the utility of communicating information graphically. Encourage pupils to evaluate relationships between different topics within the course content. Insist on the production of neat and accurate drawings and graphical solutions according to recognised standards, conventions and illustration techniques. Introduce the circle and transformation geometry to pupils with regard to both abstract situations and concrete real life examples.

Stimulate pupils creative imagination by developing their visuo-spatial abilities. Enable pupils to define types of circles, parts of the circle and construct tangents associated with circles. Enable pupils to define and differentiate between various types of transformations. Provide pupils with the capability to manipulate two dimensional shapes by means of said transformations. Ensure that lessons are structured and carried out in such a way that every pupil reaches his/her full potential thus accounting for all levels of differentiation. Incorporate elements into lessons which address current numeracy and literacy issues.

4. LEARNING OUTCOMES AND CORRESPONDING ASSESSMENTS

Learning Outcomes (LOs)

At the end of this scheme, pupils will be enabled to:

Assessment of Los

Work effectively and contented in a residually positive classroom environment.

Observing pupils attitudes and constantly analysing classroom environment with an open mind.

Demonstrate dexterous kinaesthetic skills required to effectively use various drawing instruments.

Constant observation of pupils using such instruments.

Critically examine and assess their surrounding environment thus enhancing aesthetic value.

Evaluating pupils answers on questions specific to this topic.

Exemplify graphical competency in relation to both cognitive and practical manipulative skills.

Assessing pupils work and answers on questions asked in class.

Illustrate a visuo-spatial proficiency.

Evaluating the way in which pupils answer questions. Correcting pupils work. Evaluating pupils appreciation of graphical communication.

Validate the expediency of graphically communicating information. Identify relationships and make comparisons between assorted course topics.

Demonstrate a comprehensive

Observing in class debates.

knowledge of the circle; types of circle and parts of a circle. Construct a number of tangents associated with the circle. Define and differentiate between types of transformations. Manipulate two dimensional shapes by means of said transformations. Produce neat and accurate drawings and graphical solutions according to recognised standards, conventions and illustration techniques. Appraising and rating pupils work according to recognised standards. Correcting pupils work. Evaluating pupil work sheets. Correcting pupils work.

5. NUMERACY AND LITERACY STRATEGY

With such emphasis being placed on numeracy and literacy across the entire spectrum currently, I felt that these themes ought to be incorporated throughout this scheme. As a result the majority of activities, exercises and work sheets incorporate an element of numeracy and/or literacy. Exercises which incorporate numeracy may involve setting dimensions in such a way that a drawing exercise cannot be completed without solving mathematical problems. Literacy can be developed by focusing on the way in which new technical words are spelled and pronounced.

6. DIFFERENTIATION STRATEGY

As mentioned in the previous section, differentiation is a significant theme within the group. In order to account for this all activities, exercises and work sheets are designed in such a way that they can be pitched at varying levels of ability. Some of the work sheets are premeditated in way that will allow them to be used as the central resource in a contingency lesson should there be issues with technology dependant resources. I have found it somewhat difficult to obtain specific details of individual pupils regarding special educational needs. As such, I will need to be exceptionally observant during the initial stages of this scheme in order to identify individual cases of special educational needs.

7. WEEKLY OUTLINE OF LESSON CONTENT & REQUIRED RESOURCES

WEEK

LESSON

CONTENT
Induction/Icebreaker Nomination of a class representative Introduction to the circle; parts of the circle and

RESOURCES

Teacher Organiser Text Book

1

PowerPoint Presentation A2 Poster Class Handout Examples of student work Tennis Ball Class hand-out In class exercise Homework exercise

technical vocabulary pertinent to the circle Practice of locating the centre point of a circle using graphical methodology

Election of class representative Recap on parts of circle and vocabulary pertinent to the circle PowerPoint Presentation Wall Posters Laminated words for activity

Exercise on locating the centre point of a circle using graphical methodology

Brief introduction to tangents

Recap of locating the centre point of a circle using graphical methodology PowerPoint Presentation Animated digital presentation Board Plan

Elaboration on introduction to tangent Exercise on tangent to a circle and tangent to a point outside a circle

This will be a requirement for all classes.

Recap on tangent to a circle and tangent to a point outside a circle In class exercise Paraphernalia required for activity Board plan

In class exercise on tangent to a point outside a circle

Active introduction to tangential circles

Recap of introductory stages of tangential circles Prezi Presentation In class exercise

In class exercise on tangential circles

Recap of tangential circles Speed and accuracy test on tangential circles

Paraphernalia for visualizer presentation Test Question PowerPoint Presentation

Brief introduction to transformation geometry

Recap and elaborate on introduction to transformation geometry PowerPoint Presentation Paraphernalia for activity In class exercise

Activity on translation method Exercise on translation method

Recap on translation method Board plan PowerPoint Presentation In class exercise

Complex exercise on translation method Conclusion of translation method

Brief recap of translation method

PowerPoint Presentation Quiz Sheets Wall Posters In class exercise

Introduction to rotations Basic exercise on rotations

Recap of basic rotations Elaboration on rotations Complex exercises on rotations PowerPoint Presentation In class exercises

10

PowerPoint Presentation Models Wall Poster Word wheel

Recap on rotations Introduction to axial symmetry.

11

Recap and elaborate on introduction to axial symmetry

Prezi Presentation A4 Photographs Quiz Sheets

12

Activity on axial symmetry

Recap on axial symmetry Exercise on axial symmetry Exam brief

Visualizer Presentation Models Wall Posters

13

In dept revision of all transformation geometry topics examined to date.

Paraphernalia for activities Board Plan Wall Posters

14

15

In class exam

Exam paper

In class exam correction and de-brief

Corrected exam papers Material for visualizer presentation

16

In dept recap of all topics

pertinent to the circle examined to date Speed and accuracy activity on the circle Introduction to common tangents

Speed and accuracy test PowerPoint Presentation

Recap and elaborate on introduction to common PowerPoint Presentation Visualizer Presentation Models

17

tangents Basic in class exercise on common tangents

Recap on common tangents

PowerPoint Presentation Models Wall Posters Paraphernalia for activity Prizes

18

Complex exercise on common tangents Fun last day activity