Loxford School of Science and Technology Scheme of Work
Unit/ModuleTitle: Unit 1: Scale drawing & Enhancement techniques Subject: Graphic Products Date Developed: November 2009
Year: 10 Set No. Mixed Ability Yes Time Span: 21 lessons over 7 weeks Review Date: June 2010
Learning (Knowledge, skills, techniques, concepts or understandings to be acquired
Aims: (What is it that the students will learn? Summarise intentions).
Outcomes: & developed. NB: at least one focus must be upon literacy– see * below).
-What is graphics?
-Know and understand the use of all drawing equipments Most students will: Understand the meaning of ‘what is graphics’?
-Know and understand basic drawing techniques: Familiar with all the drawing equipments and applying the use of them to all drawing techniques:
-Know and understand rendering techniques 1 & 2 point perspective, isometric, exploded isometric, planometric, orthographic, sectional view
NC/Syllabus References: (Specific references to NC POS, Exam or Agreed Syllabus requirements) orthographic
Learn and apply rendering techniques to enhance a drawing: thick & thin lines, light source for
Unit A354: Technical aspects of designing and making tones and shadows, textures.
-Materials- paper sizes Some students will not have made so much progress and will:
-Tools and Equipment Complete drawing techniques with assistance from teacher/peers. Have drawing and rendering
-Processes: Read, interpret and produce drawings to scale techniques demonstrated in more detail
-Enhancement Techniques Some students will have progressed further and will: have produced more drawings in more
detail, better presented with rendering techniques and have enough skills to help peers.
Core Activities: Teaching & Learning Strategies: Differentiation/Extension/Support Activities:
(Summarise main tasks/activities to be (Summarise teaching & learning methods used Suggestions for modifying materials, activities,
(Brief list of materials/resources used in SOW).
undertaken by the pupils) for different parts of SOW) strategies to meet individual needs eg.SEN/EAL)
-Address and understand the question of -Powerpoint to address ‘What is graphics?’ Practical tasks: support for pupils who need Powerpoint ‘what is graphics?’
‘what is graphics’ -Class discussion on ‘what is graphics?’ help. Visual aids for drawing techniques
-Understand and know the names of all -Demonstrations on the board on how to use Research: useful websites and books will be Objects to draw from
drawing equipments the drawing equipments and provided Drawing equipments: A3 drawing board with
-know how to set up the drawing board -how the technical drawings are done Extension activities for more able pupils but will parallel motion (T-square), A3 paper, 30/60°
-Understand the use of drawing equipments to -Individual practical tasks/peer support be offered to all. and 45° set square, compass, 2H pencil and
draw: 1 and 2 point perspective, isometric, -self evaluate to improve on work eraser
exploded isometric, planometric, orthographic
and sectional view orthographic.
Assessment for Learning Opportunities: *Literacy / Extended Writing Development:
Out of lesson learning:
(Indicate the main/chosen focus of the assessment & the (Specific indication of how SOW promotes literacy
(Suggested activities/tasks for homework)
opportunities which the SOW presents for modes of assessment) development – talk, reading & extended writing)
Main: confident use of subject terminologies, with an -Practice and improve on drawing skills Talk- Paired, group and class discussions
understanding of the subject and ability to use the drawing -Practice and improve on rendering skills Reading- Accessing subject specific language texts
equipments to draw all technical drawings -Research upon covered topics Writing- development of specific subject terminologies.
Teacher: Demonstrate, assess and give feed back on the Language used for persuasive writing and extensive writing for
quality of drawings. evaluation of work.
Peer: pair and group discussions, assessment on work and help
peers when needed
Student: control checks throughout on quality of work, self
E learning: (Indicate how SOW fits into overall Key Stage Curriculum Plan – what experiences, Cross Curricular Links: (Specific indication of how SOW promotes cross curricular links,
knowledge, skills or understandings e.g. numeracy, IT, economic awareness, Every Child Matters, other subjects.)
Using ICT for research Measuring and marking of work. Using ICT for research. Rendering – shades, tones and texture.
Discussion on ‘what is graphics?’ self assessment and evaluation.
Prior learning: (Indicate how SOW fits into overall Key Stage Curriculum Plan – what experiences, Future learning: (Indicate how SOW fits into overall Key Stage Curriculum Plan – what will be
knowledge, skills or understandings have already been established) offered later – links & references to other SOW.)
Basic isometric skills and 1 & 2 point perspective drawing Basic knowledge of technical drawing will support future learning in terms of being able to
illustrate their design ideas and enhance their presentational skills.
Possible Teaching Activities Learning outcomes Points to note
(Pupil tasks/activities. Ideas for starters? Ideas for plenaries? (How will the learning emerge? Key questions and
Learning objectives assessment points, expectations for different ability groups ) (Literacy, Cross curricular links,
How will this be differentiated? Possible adjustments
Students should learn… Practical resources, E learning,
as the lesson develops) Out of lesson learning)
Introduction to 1pt perspective HWK
‘What is graphics?’ and Applying
Graphics and 1pt Complete any
1pt perspective to the real world. All pupils to have an understanding of
perspective. ‘what is graphics?’
-Powerpoint on ‘what is graphics?’ followed by
class discussion Understand and know how to mount the complete design
-Knowledge of drawing equipment (with board and follow demo on drawing 1pt drawing of their
1pt perspective used names written on the board) perspective with drawing equipment bedroom
within the design - Knowledge of how board needs to be All pupils to apply knowledge of 1pt
industry mounted with A3 paper. perspective to complete a design of a
- Knowledge of how the paper should be room of their choice. The room must be
prepared with 10mm border. Bottom of furnished.
border divided into 4 boxes for name, group,
date and title. This needs to be done for all
pages used. Ext. to support pupils who need it, this will
reinforce what they have learnt and draw
-Q&A on 1pt perspective and demonstrate on
the furniture with detail i.e., pattern, texture
and or fittings
- 4 shapes to be drawn in 1pt perspective.
-Q&A on how 1pt perspective can be and is
used in the design industry.
- Knowledge of using 1pt perspective, how we
can illustrate a design of a room
-Q&A on the differences between 1pt and 2pt All pupils to apply knowledge of 2pt
2pt perspective perspective. perspective to complete 4 shapes given HWK
And how to keep - Knowledge of how 2pt perspective is done Complete drawing of
- 4 shapes to draw, then extend to more Ext. Complete extra shapes that is all shapes.
drawing in shapes if needed displayed on the board and support peers
proportion as it - Knowledge of techniques to keep drawings to reinforce own understanding of the
Research on Canary
reaches the in proportion and draw a table or a techniques.
Wharf and complete
substantial object of teacher’s choice
vanishing point CW in 2pt perspective
taking the building from
below to above
horizon, with all
windows kept in
-Recap on previous knowledge of isometric All pupils to apply knowledge of isometric
Isometric drawing, from KS3, highlight transition from drawing to complete 4 shapes, circles and slopes in HWK
Crating, Circles and grid to using the drawing board. isometric and an object in front of them Complete drawing of
- Knowledge of how to draw isometric using all shapes.
slopes the drawing equipments on the board. Ext. Complete extra shapes and apply
- 4 shapes on the board then extend to more thick and thin lines, shades and tones. Finish object with
Rendering technique: rendering techniques
shapes when needed. Support peers to reinforce own
Thick and thin line - Knowledge of drawing circles in isometric understanding of the topic. Bring in un-used flat
- Knowledge of drawing slopes in isometric pack instruction sheets.
Shades and Tones - Knowledge of thick and thin line technique to
enhance isometric drawing
-Apply isometric drawing techniques to draw
an object in front of them
-Apply rendering techniques to enhance
Exploded isometric – Knowledge of exploded isometric, how it’s All pupils to apply knowledge of isometric HWK
assembly of an used and where it’s used. Refer to H/W and exploded isometric to complete
drawing of disassembled box. Complete drawing of
object Knowledge of how to draw exploded isometric disassembled box.
using drawing equipments Most pupils to complete drawing of
disassembled object Complete drawing of
Apply knowledge to draw a disassembled box. disassembled object
Ext. Apply rendering techniques to
Apply knowledge to draw a disassembled
drawing and support peers to reinforce
object in front of them.
own understanding of the topic.
Apply rendering techniques: shades and
Planometric Explain the differences and similarities All pupils to apply knowledge of previous HWK
Projection between isometric and Planometric drawing techniques to complete objects in
Demonstrate the techniques to drawing Ext. Apply rendering techniques to
Planometric. drawings. Be sure it a different technique
from their previous piece of work
Place objects in front of the pupils to draw
Orthographic Knowledge of orthographic views and All pupils to apply knowledge of drawing HWK
Projection and techniques, how it’s used and where it’s techniques to complete objects in
used. 1st and 3rd angle projection. orthographic 1st angle projection. Complete drawing with
Sectional view rendering techniques
Orthographic Knowledge of how to draw orthographic Ext. Apply the use of dimensions correctly
view in 1st angle projection with dimensions
correctly applied using EU standards.
Place objects in front of the pupils to draw
Sectional view Apply knowledge of orthographic All pupils to apply knowledge of drawing HWK
Orthographic techniques. techniques to complete objects in
sectional view 1st angle projection.
Projection cont’d Knowledge of sectional view
Ext. Apply the use of dimensions correctly
And Rendering Knowledge of different way to illustrate
sectional view by using hatch lines
Ellipse using Knowledge of drawing technique using All pupils to apply knowledge of drawing
Auxilleration minor and major dimensions to construct techniques to complete ellipse.
method Ext. Use new major and minor dimensions
to complete a half then a quarter of an