My Secondary School writer: 25-May-04
Scheme of Work. CGG-LLC.com: version :6.5
Key Stage 3 Graphics Products - House and Garden Year 9 Active (Social / cultural shown by subscript)
   
Week / Lesson / topic Objectives: Pupils should Starter activity (linked to main activities) Activities Plenary Differentiation Resources Homework Lit/Num/ICT
1 of 5/6 Identify the purpose of the course & how it fits into the Design Process. Write the Homework in your diary Intro to course & lesson structure. Issue KS3 assessment sheets and go through examples. No hands up 'quiz' on developing a "sustainable" project - linked to homework all will select a house lot street plan and a basic house design for modification Assessment homework worksheets Research and collect information on Passive and Active Solar/Geo thermal/electrical collection - Assessed Homework on variety and level of research keywords, habitat, passive, active, solar, thermal, geo, sustainability
Presentation of Brief and drawings for modification Identify the need for change of habitat design and begin to form a construct of/towards "sustainability" Get out last week's homework Issue plans and street maps for random selection / choice   most will identify and evaluate necessary modifications and construct them onto the original plans in light pencil Street Plans  
  Accept the need to assemble drawings to a universal "standard" for another audience Read through the research pack provided Review resource packs on the subject of Sustainability   some will develop a comprehensive approach to the modification process and begin to use red pens for modifications Orthographic House Drawings   Numeracy
  Analyse and evaluate conventional drawings with relevant information along with a view to adapt and modify them   QA - Positioning vis--vis the sun, "the street scene", location, right to light, Planning Process, building materials and local / cultural expectations   Basic information packs  
  Explain and justify needs for change and develop alternative ideas   Primary evaluation and initial ideas drawing.     2H pencils, A3 paper and red pens   ICT
                 
2 of 5/6 Apply and work within a scale of 1:100 Write the Homework in your diary Homework check. Review last week / session topic Discuss progress made on modifications - following peer evaluation all will make at least three (3) relevant modifications with appropriate justification Tie tags, pencils, red pens and writing templates Collect and bring in found objects keywords: because, however, therefore, should, must and maybe
Development (Making changes) Organise, discuss and draw (in priority) the range of possible modification ideas generated Get out last week's homework Organise, discuss and draw (in priority) the range of possible modification ideas generated on pupils' own work-sheets.   most will generate five (5) significant modifications with appropriate justification Generic specification sheets  
  Evaluate and justify those ideas against a general "specification" (sheet provided) Write down a priority list of possible modifications to make an existing house and garden more sustainable. (>3 and <10) Evaluate and justify those ideas against a general "specification" in full sentences (sheet provided)   some will establish a full range of modifications with full justification (up to 10)     Numeracy, Measuring, scale
  Annotate in full sentences, using the conjunctions: "because", "however" and "therefore"   Annotate formative evaluations of "mods" in full sentences, using the conjunctions: "because", "however" and "therefore"        
  comprehend the meaning of "development" in the context of changing/modifying ideas   (the learning objectives also describe the activities undertaken - Bloom)         ICT
                 
3 of 5/6 Construct relevant additional stages to the generic model plan Write the Homework in your diary Homework check. Review last week / session topic. Observe demonstration on preparing a model - following a model plan Pupils to look at partners work and advise on progress - peer assessment with "POST-ITs" all will make mods to their cutting lists and generic model plans then complete base colour painting of their component parts Generic Cutting Lists and Sequential Model Plans (to be modified and added to) Prepare small model modifications at home for final assembly (Students may be issued card and sticks etc) keywords: assembly, energy conservation, CO2 absorption, insulation, Acrylic, MDF (medium density fibreboard), PVA (poly vinyl acetate) and superglue - cyanoacrylate
Model preparation Paint card with appropriate colour to represent materials used with appropriate technique using fine flat brushes (colour premixed and prepared) Get out last week's homework Issue prepared cutting lists. Students to collect and check off component parts ready for modification, painting.and detail   most will finish with some care the mods to their cutting lists and generic model plans then complete base colour painting of their component parts A4 pre-sized 3mm MDF baseboard plus 6 card pieces each, sponge, and envelope to put it all in  
  Apply what they have learned to the tasks set. Practice using a particular technique and process. Mind map all the accessible materials they could use in the making of their model Modify the model making plan   some will also finish detail of doors and windows on component parts. Fine flat brushes and prepared acrylic paint in appropriate colours  
  Decide what tools and materials would be best used for the task   Paint and prepare surfaces         Numeracy
  Recognise the limitation of the tools and materials available.   Draw details on card with fine black permanent pens where necessary         ICT
                 
4 of 5/6 Concentrate on being as accurate as possible. Write the Homework in your diary Homework check. Review last week / session topic Peer assessment of Quality (Quality Control) - maybe use "Post-its" again all will complete their painting Baseboards and house parts Look at "sustainability", relevant to the garden, including water conservation and composting. Produce illustrated notes on methods and installations. (Systems & Control Assessment) keywords
Construction and assembly Continue to paint card with appropriate colour to represent materials used with appropriate technique using fine flat brushes. Get out last week's homework Painting components continued. Add solar collection devices - extensions / conservatories - applying mods to house parts.   Most will complete their garden/street landscape. Found objects brought in by students  
  Discuss the need for accurate drawing from pupil's own modifications. Make adjustments to drawings and plans - reflecting "modifications" completed as homework Build Land form and fence/walls.   some will begin to join their house - component parts and help others where appropriate PVA glue and grass/soil coloured sifted sawdust.   measuring for marking out
  Organise and begin to assemble component parts   Add shrubs and trees     pre-coloured car sponges and cocktail sticks  
      Clean up after session before plenary     Acrylic Paint and flat brushes   ICT
                 
5 of 5/6 Arrange and join component parts Write the Homework in your diary Homework check. Review last week / session topic Discuss progress made on drilling holes, recap safety rules for drilling machine all will assemble their house and fix it to their baseboard Acrylic Paint and flat brushes Preparation for the next module (to be announced - Mod 1 to RM - Mod 2 to CAD/CAM, Mod 3 to Fd, Mod 4 to RM and Mod 5 to Options) keywords
Final touches and evaluation Apply Finishing touches with some accuracy Get out last week's homework Arrange and join component parts. Apply Finishing touches with some accuracy   most will assemble their house and fix it to the baseboard after the garden has been rendered. pre-coloured car sponges and cocktail sticks. Dremel drills and 1.5mm bits  
  Evaluate (in sentence form), theirs and their neighbour's product. Achieve accuracy in quality and finish. (QA & QC) Mind map "from what you know" different glues that could be used in Model Making - stating benefits and shortcomings. Evaluate (in sentence form), theirs and their neighbour's product. Achieve accuracy in quality and finish. (QA & QC)   some will also be able to assist others to complete their tasks PVA glue and grass/soil coloured sifted sawdust.   Sizes of drills
  Compare model of final product with others in the class and evaluate for the best solutions   Evaluate - in sentence form - theirs and their neighbour's product     Baseboards and house parts  
  Establish personal final assessment levels (level) for negotiating the module (target setting)   Establish personal final assessment levels (level) for negotiating the module     Black fine permanent markers   ICT
                 
6 of 5/6 be aware of the progress you have made in this module Write the Homework in your diary Homework check. End of Module test Summary of course & learned techniques & concepts all should be able to vocalise and/or describe the benefits of going through the model making in the design process. Test sheets End of module (homework may be available for next module) keywords
Extension - intro to long course Evaluate the progress made and targets achieved Get out last week's homework Final assembly,   most will complete a poster or other promotional material Evaluation sheets  
  Indicate preferences in negotiating various aspects of the craft List/mind map the skills that you have learned during the module Evaluation of practical outcome   some will be able to assist others to complete their tasks A3 paper, crayons and black fine markers   Numeracy
  Synthesise a promotional product (poster) advertising the benefits of their "building lot"   Produce a poster to sell - promote their house/lot design     HB pencils, rubbers, pencil sharpener/s and stencils.  
                ICT
                 
1 of 1 Obj 1 (to be Posted) Write the Homework in your diary Homework check. Fill in plenary activity here (on '?' sheet) all should be able   Refer to the homework normally set in the chronological sequence of things keywords
Cover Lesson Obj 2 Get out last week's homework Act 2   most will   Alterative Homework sheet 1
  Obj 3 Replace with main starter activity Act 3   some will     Numeracy
  Obj 4   Act 4        
  Obj 5   Act 5         ICT