My Secondary School CGG-LLC.com 24-Aug-04
Scheme of Work.  modified 31 October 2004 writer: version :1.2
   Key Stage 4 GCSE Exam Final Project and Exam Prep year 11 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
1-3 of 54 Understand the requirements for the research phase of the project Write the Homework in your diary Pupils need to design a suitable border and title block that relates to their project theme. This can be copied and used throughout their project. No hands up 'quiz' on the concept of "pace" and "consistancy" All must…Have selected a project topic and begun to assemble the first phase Various and General research materials on systems, ergonomics and relevent anthropometrics and materials etc..   GCSE Assessment marking sheets. One period in the ITC suite for internet research. Gathering research for your final project keywords, feint, oblique
Introduction & "Brief" Understand how to present research effectively  Collect drawing equipment and two pieces of A3 paper Pupils with research material can begin carefully selecting and display mounting it under suitable headings.   Most should Have begun to reproduce their own research material  
  Know how to develop a suitable border and title surround for your project  State your project topic and begin designing possible border/title block ideas Pupils without any research material can produce a mind map using all of the accepted methods. This shows an analysis of their project topic.   Some should Show evidence of 2/3 different sources of information   Numeracy,
  Analyse project using the 'mind mapping' method   By lesson three all pupils should have some suitable research to present using standard enhancement techniques     Classroom with access to basic drawing equipment for two out of the three periods  
  Value each page produced as a self standing graphic product   Discuss with the group (and list) a range of research methods.  Set individual research homework tasks to suit.     HB pencils, A3 Paper, line guides, crayons - and tie tags   ICT, one lesson in the ITC suite for internet research
                 
4-6 of 54 Understand how a GANTT diagram works and be able to relate it to their project Write the Homework in your diary Feedback of marked architectural project. Grade explanation and context. Target GCSE grade set and explained. Process related to final project. Discuss target markets relevent to individual projects - small group Q+A session on implications. All must: Have produced independent research for their project topic prepared Question Paper.  Prepared Gantt Diagram template sheets. Apply questionnaire as part of research process keywords,  outlining, enhancing -  because, however & therefore
Research & Analysis Know what their last good project is 'worth' in GCSE terms and be clear about their exam target grade Get out last week's homework.  Collect project work, equipment and materials ready for the lesson. Pupils to continue with Research and Analysis stage of final project: Mind Map - completed to high standard using colour and accepted structure.  Border and Title page - available for multiple copies.   Most should: Produce a suitable questionnaire A3 and A4 paper, pencils, standard drawing equipment, scissors and glue sticks  
  Understand how to analyse their project research material Continue with mind map analysis of project or questionnaire drafting Printed research material from several sources including internet - mounted. Questionnaire developed. Analysis of gathered research using explanation and opinion method.   Some could: Prepare and send letters ICT, lessons this week in the ITC suite for internet research   Numeracy,  percentages, levels, scales and ratios - i.e.. 1:1.618
      Some pupils sent for research activity in LRC or ICT areas. Write/contact suitable establishments to aid research. Make use of the NEAB project guide document as appropriate.         ICT, lessons in the ITC suite for internet research
      Reinforce the use of conjunctions in reasoned full sentences (because, however & therefore)        
                 
7-9 of 54 Define their Project Brief and formulate a simple sentence as introduction to their folder Collect project work, equipment and materials ready for the lesson Re-cap the project work started so far - pupils produce a 'mini checklist'. Boarder and Title page - available for multiple copies. Plenary - to be confirmed all must: Have returned a completed checklist and draft brief prepared Question Paper Set individually - see below keywords,  GPS, satellite, weight/mass volume - density - various specialist materials -  because, however & therefore
Research Info & Context 2 Appreciate how a GANTT diagram works and be able to apply it to their project task Continue with any part of the Research and Analysis section requiring attention Mind Map - completed to high standard using colour and accepted structure. Printed research material from several sources - mounted. Analysis of gathered research using explanation and opinion method.   Most should: Show a variety of sources of information with suitable annotation A3 and A4 paper, pencils, standard drawing equipment, scissors and glue sticks  
  Have analysed their project research material showing how it relates to their Brief    Questionnaire developed, application and analysis of results. Write/contact suitable establishments to aid research. Pupils transfer suitable task to planners for completion over next two weeks.   Some could: Have analysed the task and research material thoroughly ICT, lessons this week in the ITC suite for internet research on - for example: styles, materials and construction    Numeracy,  percentages, levels, scales and ratios - i.e.. 1:1.618
      Emphasise need for ICT element in as many sections of the project as possible. Explain and complete a GANTT diagram.         ICT, lessons in the ITC suite for internet research on styles, materials and construction etc.
      Explain the term 'Project Brief' - pupils to draft and hand this in with their checklist. Make use of the NEAB project guide document as appropriate.        
                 
10-12 of 54 Recognise the importance of interim deadlines to securing a good grade. Collect all current final project work Re-cap structure of Research and Analysis and section contents Plenary - to be confirmed All must: Assemble in order and hand in all final project work produced to date Trial Exam Prep Sheets.  Pool of research materials Research for the trial examination keywords, "must, should & may"
Analysis to Specification Distinguish the processes required to prepare well for the trial examination. Attach results from research over last 10 days Warn that all will be collected in at the end of the final lesson in the week for checking. Incomplete work will be referred to 'Coursework catch-up-day'. (letters to be sent out).   Most should: Complete a comprehensive mind map showing exam theme and context Help sheet on specification writing from textbook  
      Pupils should focus on analysis of questionnaire results and any response to letters. All research material to be analysed.   Some could: Complete R and A section of the project to target standard (or above) A3 and A4 paper, pencils, standard drawing equipment, scissors and glue sticks   Numeracy, measurement and scale 1:100
      Introduce 'Trial Examination' structure. Issue and explain research material. Set exam research task - mind map the possible areas of study.     Line Guides and post - it notes  
      Establish appointments for parent evening. Assemble final project in checklist order and hand in for initial marking.     ICT, one lesson in the ITC suite for writing the draft specification   one lesson in the ITC suite for writing the draft specification
                 
13-15 of 54 Understand how to construct an outline specification and how to re-draft it Collect project work and repair to a suitable ICT facility.  Log and load a word file. Save as "Specification" for final project' Collect in any outstanding project work for initial feedback. Give feedback where possible Plenary - to be confirmed All must:  Have drafted and saved a specification A3 paper, pencils, highlighters, drawing boards (basic drawing kit) Preparation for the forthcoming 'Trial' examination keywords, construction, intersection, bold, feint, straight even, edge and surface - thick and thin line
Specification  1 Acquire the necessary skills to enable them to 'tackle' the design element of the exam questions or collect equipment (including colours). Prepare for exam question Brief pupils on how to complete a specification and how to use 'word' to enable one to be drafted and   Most should:  Have printed a draft specification for checking one lesson in the ITC suite for writing the final specification  
      later produce a 'presentation' piece including Clipart/Wordart etc. Stop and check quality/quantity against marksheet criteria.   Some could:  Have completed their specification and begun to analyse their questionnaire data     Numeracy, counting (many), scale
      Prepare pupils for attempting an examination question. Conduct question under examination conditions and applying the appropriate time.        
      Swop and mark papers using marking criteria.  If time move to a second question         one lesson in the ITC suite for writing the final specification
                 
16-18 of 54 Understand how to tackle the 'design development' part of the exam Collect work and equipment required for the lesson Give feedback on the practice exam question completed last week. Set the next question, complete under exam conditions and peer mark. Plenary - to be confirmed All must:  Complete an appropriate specification and a practice question A4 & A3 paper, pencils, red pens, erasers, rules post - it notes Research for the trial examination - (again) keywords, British standards, (PD7308) construction, outline, ends to middle, projection, elevation, hidden detail, cross section and intersection.
Specification 2 Know all the necessary details in order to prepare for the exam Log on and find work from previous week Brief all pupils on the preparation necessary for the trial exam next week - time, location, venue, format, equipment. Ensure all information in diaries.   Most should:  Print a final copy specification and meet target standard with their practice question Drawing boards, blades, set squares ("standard equipment")  
  Understand how to produce a specification that meets or exceeds their target grade Look at marked question and understand how marks were gained/lost Use ICT equipment to complete specification writing. Check for spelling errors and use of suitable clipart and word-art.   Some could:  Complete Specification and questionnaire analysis and exceed target standard ICT, CAD if computer resources are available and students have had the prior training    Numeracy: dimensions, scale, measuring, 
      Any pupils completing specification to use additional ICT time for analysis of questionnaire results and/or further research.         ICT, CAD if computer resources are available and students have had the prior training 
      Set work for Tutor - Parent day. Practice exam question would be suitable        
                 
19-21 of 54 Understand how to set out 'initial ideas' Collect project work, equipment and materials ready for the lesson Pupils should be encouraged to continue with freehand sketching of their initial ideas. Make sure of the NEAB project booklet as a guide. Plenary - to be confirmed All must:  Identify and write down in cronological order their "production targets" A3 and A4 paper, pencils, standard drawing equipment, scissors and glue sticks Suspended to allow all pupils to revise for their other examinations keywords, MODS, adjust, modify change, develop
Individual Production Targets Understand and agree their individual production targets Set up equipment necessary to continue with sketching on their project work. Individual targets can then be set bearing in mind target grades   Most should:  Reach their target grade with their exam coursework response ICT, CAD if CAD was used as a resource the previous week   
          Some could:  Exceed target performance     Numeracy, Measurement, scale, estimating
                ICT, CAD if CAD was used as a resource the previous week 
               
                 
22-24 of 54 Understand how to present initial ideas including - forms of pictorial sketching, rendering and annotation Collect project work, equipment and materials ready for the lesson All three lessons fall during exam week, it is likely that part groups (or sometimes no group) will appear at certain times. Plenary - to be confirmed Individual target setting based on need/skill levels standard A3 80 gsm paper and paper for the starter .  Computer setup Revision for other exams keywords, perspective, planometric, isometric, oblique
How to Formulate Ideas   Continue with sketching All pupils should have begun to produce sketches of design ideas for final project     A3 540 gsm cartridge paper, plywood boards, gummed tape   
      Continue with sketching activity and demonstrate techniques as required     watercolours, fine pointed watercolour brushes, air-brush process colours, three air brushes and hose.  Black technical pens 0.5 and 0.3    Numeracy, measuring and scales, 1:100 - 1:50 - 1:25
      Pupils should be seen individually during the next two weeks to fix individual learning targets      
            Standard drawing equipment and hard "Fairy" green laundry soap for washing the brushes   ICT computer, scanning and printing
                 
25-27 of 54 Understand how to complete (and present) their specification Collect project folder and necessary equipment including at least three colours Continue with freehand sketching and pencil shading for remainder of lesson. Re-issue draft specification (if available) with suggested amendments. Complete processing of specification and print (assemble on to one side A3 at next opportunity). Plenary - to be confirmed All must: Produce a printed version of their specification A3 Printer, fast Graphics computer and A3 scanner.   Bring in the results of the survey to be used next lesson keywords,
Specification Presentation Understand how to apply colour to initial ideas Continue with (freehand) sketching of initial ideas - Continue work on 'initial ideas' Use ICT time to put questionnaire results on to systems.   Most should have completed their final presentaion specification neatly with colour Standard Drawing equipment  
       Reminder of basic shading techniques (covered with a half group last lesson). Emphasis on quality of presentation - relate to mark scheme. Introduction to colour shading - use of basic techniques as above.   Some could:  Make some use of questionnaire material. Colours   Numeracy - scale and measurement
      Pupils practice on examples - Development of colour shading techniques including, curves and reflective surfaces. Use of text book to illustrate possible approaches - Application of techniques to sketches in project.         ICT
               
                 
28-29 of 54 Analyse their own work in relation to their personal target Collect project work (including mark sheet), equipment and materials ready for the lesson  Re-cap current position with project referring to GANTT diagram. Assemble project work in logical order (remove any non-project work). Plenary - to be confirmed All must: Assess their own work and the work of two other people super glue, fine flat brushes, pointers, process colours and white acrylic paint, red and black technical pens Individually set to suit progress in hand keywords, 
Development of Ideas 1 Develop their design ideas into 'workable' solutions Continue sketching initial ideas and/or Mount printout of specification on A3 paper Peer and self assessment activity - pencil marking of work from two other pupils then own work using the project sections - Research, Analysis, Specification, Initial Ideas and Graphic Communication sections.   Most should: Arrive at suitable target(s) for the next three weeks Other Glues and finishes,  etc  
  Recognise where/how marks were gained/lost in parts of the trial exam Also have GANTT diagram and project guide booklet to hand Target and task setting for the next three weeks using target grade as guide   Some could: Have exceeded their existing target already and be 'pushing the envelope' A3 Printer, fast Graphics computer and A3 scanner.     Numeracy
      Feedback on one or two more exam questions     Double sided A4 Kodak Photo Paper and A3 Brochure paper  
      Making the transfer to the 'Development of Solution' stage         ICT
                 
29-30 of 54 Analyse their own work in relation to their personal target Colelect project work (including mark sheet), equipment and materials ready for the lesson Re-cap current position with project referring to GANTT diagram Plenary - to be confirmed All must: Assess their own work and the work of two other people super glue, fine flat brushes, pointers, process colours and white acrylic paint, red and black technical pens Individually set to suit progress in hand keywords, 
Development of Ideas 2 Develop their design ideas into 'workable'solutions Also have - 'trial exam' paper, GANTT diagram and project guide booklet to hand Assemble project work in logical order (remove any non-project work)   Most should: Arrive at suitable target(s) for the next three weeks Photo reduced copies of pupils specifications  
  Recognise where/how marks were gained/lost in parts of the trial exam Continue sketching initial ideas and/or Mount printout of specification on A3 paper Peer and self assessment activity - pencil marking of work from two other pupils then own work   Some could: Have exceeded their existing target already and be 'pushing the envelope' A4 & A3 paper, pencils   Numeracy
      using the project sections - Research, Analysis, Specification, Initial Ideas and Graphic Communication sections. Target and task setting for the next three weeks using target grade as guide.        
      Feedback on one or two more exam questions. Making the transfer to the 'Development of Solution' stage.         ICT
                 
31-33 of 54 Understand how to develop their design ideas into 'workable' solutions Collect project work, equipment and materials ready for the lesson Feedback on any exam questions not yet covered Plenary - to be confirmed All must: Be able to explain how they will arrive at a suitable 'solution' New A3 GCSE Mark sheets Sorting out materials and dimention for the 'making' part of the project keywords, Final, sequential, bibliography
Development of Ideas 3   Also have - 'trial exam' paper, GANTT diagram and project guide booklet to hand Introduce making the transfer to the 'Development of Solution' stage - explanation of how to gain suitable marks in this section   Most should: Have produced the first sheet to illustrate where the solution is heading A3 Paper, Pencils, Black and Red technical pens Identifying locating and bringing in some 'found' items
    Assemble the whole project in the order of the interim checklist (if not already done) Make use of the project guide booklet as appropriate   Some could: Have developed suitable solutions and be developing dimensions and materials A3 Printer, fast Graphics computer and A3 scanner.  New colour cartridges for A3 colour Printer Key Black, Magenta, Cyan and Yellow   Numeracy
      Development of Solution moves from selecting the best design ideas through to the final working drawing, it will include more formal (constructed) drawings and sheets that show an understanding of materials and processes (an input on industrial processes will be needed in a few lessons time)      
      Pupils will need individual guidance in relation to their own project. Some will need continued pressure (and overtime) to produce suitable work at an adequate pace others may need to be encourage to 'model' their ideas immediately         ICT
                 
34-36 of 54 Understand how to develop their design ideas into 'workable' solutions Collect project work, equipment and materials ready for the lesson The target this week must be to move pupils towards producing a 'final' design idea. Sketches should be developing into more formal drawings and a rendered pictorial view of the final idea should be possible using either oblique, isometric or perspective techniques Plenary - to be confirmed All must: Produce 2/3 pages of 'development' with suitable notes A3 paper, Pencils, crayons, pens and standard drawing equipment Sorting out materials and dimensions for the 'making' part of the project keywords, promotion, happy, good, best wishes, positive and decorative
Developing a solution   Continue with 'development' of solution In order to move pupils to thinking more widely about what they need to produce, during the double period set a timed task   Most should: Have a clear idea of the final design by the end of the 3rd lesson Adapted GCSE Assessment sheets.  Homework Sheets Identifying, locating and bringing in some 'found' items
      With very few exceptions pupils would benefit from producing at least one sheet on how they will 'promote' their product. Advertising material for magazines and newspapers, posters/flyers, web sites, point of sale displays and packaging. .   Some could: Have begun simple modelling of ideas using paper and thin card     Numeracy, levels, grades and averages
       This will provide opportunity for colour work, simple modelling, additional ICT and may also get pupils to think about commercial viability This should take about 50 minutes        
      Make use of the project guide booklet as appropriate. Orthographic drawings and model planning, coming up next week!         ICT
                 
37-39 of 54 Understand how to translate drawn ideas into appropriate modelling materials Collect project work, equipment and materials ready for the lesson Pupils should have identified dimensions for their 'final' design(s) Plenary - to be confirmed All must: Have produced appropriate dimensions for their idea and begun an ortho. Drawing standard A3 80 gsm paper and paper for the starter .  Computer setup Suitable orthographic drawing exercise taken from a past paper keywords, orthographic, perspective, planometric, isometric, oblique
Orthographic drawing Identify the processes that will be required to turn materials into a model Continue with 'development' of solution - rendered drawings Revise concept of scale - some will need considerable support to arrive at acceptable sizes for drawings   Most should: Complete drawing to a reasonable standard A3 540 gsm cartridge paper, plywood boards, gummed tape   
  Understand that additional time will be required to produce sufficient evidence   Produce rough sketches of two/three views selected (some may require squared paper here). Produce 3rd angle ortho. Drawings of final idea.   Some could: Have begun to interpret drawing into model planning, identifying materials and methods watercolours, fine pointed watercolour brushes, air-brush process colours, three air brushes and hose.  Black technical pens 0.5 and 0.3    Numeracy, measuring and scales, 1:100 - 1:50 - 1:25
      Emphasise quality of linework, consistency of view information. Complete making use of dimensions techniques and centre lines.     Standard drawing equipment and hard "Fairy" green laundry soap for washing the brushes  
      This activity will prove very difficult for some pupils.  It may be useful to begin model planning as a parallel activity and to provide some 'light relief' and an opportunity for some pupils to focus on a more straightforward task while waiting for one to one support         ICT computer, scanning and printing
                 
40-42 of 54 Recognise the need to plan for model making Collect project work, equipment and materials ready for the lesson Re-cap the need for/purpose of a 'working drawing', Relate this to the 'making' element of the syllabus and remind pupils that this counts for the majority of the marks Plenary - to be confirmed All must: Identify some materials and begin to collect them together One piece of Styrofoam per pupil 120x80x25, fine flat brushes, pointers, process colours and white acrylic paint, Identify items to be brought in from home for use with the project model keywords,
Model Planning 1 Understand how to translate intended tasks into diagram forms Continue with orthographic drawing (if unfinished) Three activities need to run in parallel:   Most should: Have produced assessable evidence of appropriate model planning. Various adhesives and finishes, card, red and black technical pens etc.  
  Understand that additional time will be required to produce sufficient evidence   1. Collection of materials - translating the drawing into a cutting list will be a useful exercise in terms of - establishing the quantities of specific materials that might be required for Year 11, helping staff to deliver some of said materials to pupils and also providing a useful first stage of 'model planning' (a marked section of the project)   Some could: Have begun to construct the model having completed all other tasks A3 Printer, fast Graphics computer and A3 scanner.     Numeracy - scale and measurement
  Know how to prepare and store materials (appropriately) for high standards   2. More structured model planning processes, either in flowchart or spider diagram form, showing equipment, materials etc. Quality control activity can be readily attached to this activity     Double sided A4 Kodak Photo Paper and A3 Brochure paper  
      3. Completion of any unfinished item produced so far - while any individual pupil is waiting for attention         ICT
                 
43-45 of 54 Understand how to record quality control in with model planning Collect project work, equipment and materials ready for the lesson Priority this week will be to ensure that all pupils have some materials with which to start the model making process.  Orthographic drawings and cutting lists will help with this.  Any pupil who has not reached such a stage by Thursday will need to stay after school - announce and place in planners. Plenary - to be confirmed All must: Have an approppriate range of materials prepared super glue, fine flat brushes, pointers, process colours and white acrylic paint, red and black technical pens Bringing in 'found items' for model making Identify further materials keywords, 
Model Planning 2 Recognise the need for a project checklist and understand how to apply it Collect materials for model making (where possible) Making' activities can start in some cases - equipment will need to be made available for some.   Most should: Have started to commit model planning to paper    
  Know how to apply quality control to the production of outcome   At an appropriate point during the 3 lessons 'Model Planning' should begin. Pupils should produce a rough draft first by the flow chart method - possibly on a pre-prepared A4 sheet.    Some could: Show evidence of model construction and assembly Other Glues and finishes,  etc   Numeracy
       Give keywords for materials, equipment, tools, processes etc. Potential for paired activity here (A for L)   Also see: Differentiation in model planning methods required A3 Printer, fast Graphics computer and A3 scanner.    
      Pupils should move to a 'final' version asap using either GANTT (A/B pupils), Flow Chart (C/D), or Spider Diagram (E/G) methods. Leave room for 'Quality Control' stages (next week)     Double sided A4 Kodak Photo Paper and A3 Brochure paper   ICT
                 
46-48 of 54 Understand how to complete the specific items identified in the project checklist Continue/complete their own version of the model planning sheet (using draft as guide)   or Pupils should be made aware that there are three school weeks left to complete the project Plenary - to be confirmed All must: Have begun to construct models super glue, fine flat brushes, pointers, process colours and white acrylic paint, red and black technical pens Produce one aspect of the 'marketing' of the product (using ICT) a poster, flyer, leaflet, web site etc keywords, 
Model Making Know how to apply a quality 'finish' to the model Use the appropriate checklist to assemble and check the project contents The majority of the double lesson in the sequence should be used for 'making' activities Tools, equipment and materials should be made available and pupils should be observed using them.   Most should: Have started to assemble Photo reduced copies of pupils specifications  
  Understand how to produce a response to the issue of 'Systems and Control'   High standards should be encouraged. Pupils should be made aware that a record needs to be kept of how well pupils approach this activity and how well they use the facilities available (see mark scheme)   Some could: Show evidence of attaching 'found' items A4 & A3 paper, pencils   Numeracy
      The model planning activity should also be completed and the project checklist used to determine, on an individual basis, what each pupil still needs to complete. Both of these activities offer scope for useful plenary sessions   Also see: Differentation in checklists provided (Higher and Intermediate)    
      Pupils should be encouraged to make use of the time being offered after school         ICT
                 
49-51 of 54 Know how to apply a quality 'finish' to the model Check the teacher response to the project checklist and transfer identified sections to planners Pupils should be made aware that there are two school weeks left to complete the project Plenary - to be confirmed All must: Continue constructing models and begin tackling Systems and Control New A3 GCSE Mark sheets Using the sections identified in the project checklist, pupils should have specific tasks set that need to be completed keywords, Final, sequential, bibliography
Final Assembly and Evaluation Understand how to produce a 'summative evaluation' Ensure that project handing in date is written clearly in planner Again the majority of the double lesson in the sequence should be used for 'making' activities with the proviso relating to the mark scheme (see week 46-48)   Most should: Complete an S & C page for the project A3 Paper, Pencils, Black and Red technical pens  
  Know how to assemble and hand work in for marking   Systems and Control needs to be tackled.  An explanation of S & C will be required with examples   Some could: Complete both of these items and progress on to 'modelling for marketing' (see hmwk wk47) A3 Printer, fast Graphics computer and A3 scanner.    Numeracy
      Basic information should be gathered about individual projects (using the writing frame if necessary) and then transferred on to A3. A visit to the LRC or a book box would be appropriate   Also see: Differentiation in writing frame for S & C Photo reduced copies of pupils specifications  
      Items within the project that relate to S & C should be identified as such. Care should be taken to ensure that puils reach their target level in this section. Making use of the time being offered after school will be vital this week.         ICT
                 
52-54 of 54 Create a clear framework for exam preparation/revision Empty the drawer/cupboard/folder of all loose pieces of work and assemble all on tie tag/binder Pupils should be made aware that the project must be handed in for marking on Thursday 4th. No more lesson time will be devoted to the project although additional individual sheets produced out of lesson/practical outcomes, handed in before Thursday March 11th can also be counted. Plenary - to be confirmed All must: Continue constructing models and begin tackling summative evaluation A3 paper, Pencils, crayons, pens and standard drawing equipment Using the sections identified in the project checklist, pupils should have specific tasks set that need to be completed (same as last week) keywords, promotion, happy, good, best wishes, positive and decorative
Completing Coursework  Extension Analyse the 2004 exam research context and design theme Write in to planner any item(s) that need to be brought in from home by Thursday The majority of the three lessons in the sequence could be used for 'making' activities however enough time needs to be put aside for production of the evaluation, neat and careful assembly of the project folder and any individual item from the checklist that has not yet been completed.    Most should: Complete an evaluation page for the project Adapted GCSE Assessment sheets.  Homework Sheets  
  Understood the 2002 exam design theme   Formative evaluation should have been produced throughout the project, appearing next to all sketches and drawings (apart from the Ortho). Summative evaluation is best when word processed, taking about two sides of A4.    Some could: Complete an evaluation page for the project including 'making' elements     Numeracy, levels, grades and averages
      A possible writing frame can be offered (see sheet) and  booklet used.  Pupils should be encouraged to work in pairs, giving and taking opinions about final designs.   Also see: Differentiation in writing frame for evaluation    
       Many pupils need to make use of the time being offered after school again         ICT
      GCSE  EXAM  PREPARATION      
1-3 of 12 Create a clear framework for exam preparation/revision *  Hand in any project work completed over the last few days Remind pupils of Friday deadline for any final work to project (outside lessons only).  Issue list of 'final' work that needs to be completed for candidates to achieve target grade. Issue Exam Candidate Record Form and complete (carefully).  Letters may be required. Plenary - to be confirmed All must: Hand in Candidate Record Form, set up exam prep folder super glue, fine flat brushes, pointers, process colours and white acrylic paint, red and black technical pens *  Completion of any outstanding work from the project keywords, 
Exam Preparation Analyse the 2004 exam research context and design theme *  Carefully complete Candidate Record form and acknowledgements Explain exam preparation and revision structure for next few weeks including display - pupils takes notes.  Issue exam preparation sheet with folder, tie tag, blank paper and label   Most should: Analyse exam product and complete previous exam question Other Glues and finishes,  etc  
  Understood the 2002 exam design theme   Work through prep sheet to gain basic understanding of product.  Notes on paper and in planners e.g. key words from prep sheet to Technology section of planners - page 110.   Some could: Begin building own research material and complete question to target standard A3 Printer, fast Graphics computer and A3 scanner.     Numeracy
      Using GCSE revision guide page 13 and A3 paper.  Analyse packaging of car fresheners in the same way - sketch in centre and notes/sketches around the outside.     Double sided A4 Kodak Photo Paper and A3 Brochure paper  
      Tackle Question 2 from the 2002 exam (folder design) as a timed exercise.  Swap completed work and mark as an 'assessment for learning' activity.         ICT
                 
4-6 of 12 Understand how to successfully complete the design part of the exam *  Continue to hand in any project work completed over the last few days Collect the A4 exam folder and check that all pupils have the material distributed so far Plenary - to be confirmed All must: Tackle the next exam question and produce folder revision notes super glue, fine flat brushes, pointers, process colours and white acrylic paint, red and black technical pens *  Begin collecting packaging material based on the design theme keywords, 
Exam Preparation Be clear about which types of packaging materials are used for blister packs *  Complete any outstanding Record Forms Go through the exam question completed last week by using peer marking. Emphasise key points such as - quick production of initial ideas, addition of notes, use of colour and following instructions.  Set Question 3 and conduct as timed session.  Mark in the same way.   Most should: Complete both of the above A4 & A3 paper, pencils  
    * Collect, sort and label exam preparation folder and exam questions Using the revision books and pages 34-37.  Pupils are to produce a series of notes and sketches on the theme of 'Packaging'.  Virtually everthing could be copied out but instead of drawing the examples pupils could do a 'cut and paste' activity using real labels and/or suitable adverts from magazines.    Some could: Make use of their own research as part of their revision folder     Numeracy
    *  Continue with work from page 13 in revision book  Focus on the plastics likely to be used in the exam theme product - PVC or PS.        
      The ideal scenario would be pupils making use of materials they have brought in themselves.         ICT
                 
7-9 of 12 Understand the two plastics manufacturing processes most likely to be used in the exam product *  Continue to hand in any project work completed over the last few days Collect the A4 exam folder and check that all pupils have the material distributed so far Plenary - to be confirmed All must: Produce notes and sketches on the two topics identified New A3 GCSE Mark sheets *  Collect examples of logo's from a variety of products - use different sources keywords, Final, sequential, bibliography
Exam Preparation Learn how Logo's and lettering 'work' *  Continue/complete pages 34-37 from book Go through the exam question completed last week by using peer marking. Emphasise key points.   Most should: Produce two different ideas for logo's and lettering A3 Paper, Pencils, Black and Red technical pens  
    * Collect any marked 2002 exam questions Revision work from the books concentrates on plastics agin using pages 64-68.  I suggest detailed notes on Polystyrene (PP) and Polyvinyl Chloride (PVC) with diagrams of blow moulding and vacuum forming copies carefully, including key words.  Scope for practical demonstration.   Some could: Develop a 'finished' package in terms of typography A3 Printer, fast Graphics computer and A3 scanner.  New colour cartridges for A3 colour Printer Key Black, Magenta, Cyan and Yellow   Numeracy
      Logo's, trademarks and typography fit better with Questions 2/3 and the exam context - pages 40-41.  Pupils can again copy key words and details from the revision book then do an exercise designing brand names and logo's for an air freshener.         
       If the homework can be set in the lesson before then this will help them with their designs.  Have some examples ready as well!         ICT
                 
10-12 of 12 Understanding how packages are printed *  Collect A4 exam prep folder and use the checklist provided to ensure it is up to date and in order Collect the A4 exam folder and check that all pupils have the material distributed so far Plenary - to be confirmed All must: Complete the notes on offset lithography and the exam questions A3 paper, Pencils, crayons, pens and standard drawing equipment *  Pupils are reminded, they should by now have collected examples of the exam product (either 'literally' or off the internet).  You should do their own 'dis-assembly' exercise (see class work from week 1) keywords, promotion, happy, good, best wishes, positive and decorative
Exam Preparation   *  Collect any missing information, questions to compensate for absence etc. It would be useful to have an 'order form' for copies of pages from the revision book that have been missed, any parts of the 2002 exam paper and any instructions concerning the collection of contextual materials for the exam.     Most should: Have also completed notes on other types of printing Adapted GCSE Assessment sheets.  Homework Sheets  
      The topic this week is 'printing techniques, pages 42-46 in the revision book.  Offset Lithography needs to be the main focus with keywords noted from the other types.   Some could: Have collected and used their own examples to illustrate their revision folders     Numeracy, levels, grades and averages
      The exam question this week will be number 7.  I suggest pupils do both types of pictorial drawing - perspective and isometric.  They will probably need a quick reminder of each.  Peer marking again.        
       I suggest pupils do both types of pictorial drawing - perspective and isometric.  They will probably need a quick reminder of each.  Peer marking again.         ICT
                 
1-4 of 8 Establish by analysis, the key components of any Graphic Products Exam Write your next Revision tasks in your diary Chart out a "paper" - how is it made up, and what are its key components, processes and knowledge? Recap of what has been learned through the revision process - identify successful methods of remembering. all should develop a revision plan to review content and knowledge - and work within it Revision Guides Complete the homework sheet provided - copies downloadable from the net keywords - Many - establish a student generated list of keywords
Extended Revision (Generic) Establish "bite size" chunks for undertaking the revision process Get out the results of last week's revision tasks Construct Cue cards for working in pairs.  Develop / share each-others mind maps   most should work towards improving their understanding of the logic behind exam tasks  Homework Sheet  
  Establish a revision partner who will assist you in the process "Show and Tell" what you have revised and learned in the process Look at past papers and devise questions student could then expect/predict - given the exam brief.   some should exceed their own targets and readjust accordingly     Numeracy  - Scale, measurement - accuracy and precision
  Clarify your strengths and identify those areas where you may still have little knowledge and/or understanding   Revise directly from Revision Guides and/or the Internet        
  formulate mind maps and cue cards for remembering   Develop further differentiated revision tasks for peers - new worksheets - both as ideas and/or actual products         ICT,  Use of ICT facilities for Bit-Size Revision whenever possible
                 
5-8 of 8 Establish the key components of any Graphic Products Exam. Write your next Revision tasks in your diary Timed sketching, both with and without the use of colour (against the clock) Provide post-it notes for generating a revision task - content and or logic associated with the subject all should undertake past exam questions against the clock Revision Guides and work sheets Complete the homework sheet provided - copies downloadable from the net keywords - Many - establish a student generated list of keywords
Extended Revision (Generic) Establish "bite size" chunks for undertaking the revision process Get out the results of last week's revision tasks Ideas drawing - relevant to the exam brief set.   most should work with understanding towards improving their exam performance Homework Sheet  
  Clarify your strengths and identify those procedures that will demonstrate your logical understanding of the subject "Show and Tell" what you have revised and learned in the process Practice of the use of conventions in engineering and architectural drawing.  (work sheets)   some should exceed their own targets and readjust accordingly     Numeracy  - Scale, measurement - accuracy and precision
  Develop a sense of pace and timing while undertaking exam questions   Answering specific past exam questions - against the clock        
  Enjoy confidence in demonstrating your ability - develop a sense of achievement   Work on comprehension of questions - what is actually being asked?  Predicting possible questions - in relation to the exam brief.         ICT,  Use of ICT facilities for Bit-Size Revision whenever possible