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My Secondary School |
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CGG-LLC.com |
21-Jul-04 |
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| Scheme of Work. |
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writer: |
version :7.3 |
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| Key Stage 3 |
Graphic Products -
Shop Fronts |
Year 9 |
active |
(Social / cultural shown
by subscript) |
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| Week /
Lesson / topic |
Objectives: Pupils should … |
Starter
activity (linked to main activities) |
Activities |
Plenary |
Differentiation |
Resources |
Homework |
Lit/Num/ICT |
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| 1 of 11 |
Identify
the various course targets and be able to record them |
Write
the Homework in your diary |
Intro
to course & lesson structure. |
No
hands up quiz on elements of promotion and Golden section |
all
should design a brief sheet and produce a basic Gantt diagram |
A3
paper, pencils, crayons |
Collect
photos of shop fronts and signs |
keywords,
architectural, promotion, environmental, |
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| Introduction to brief |
Perceive
how promotion plays an important part in shop design |
Get
out last week's homework |
Design
an illustrated "Brief" page |
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most
should design an illustrated brief sheet and produce a basic Gantt diagram |
Prepared
Gantt diagram sheet for most |
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Analyse
the significance of the "Golden Section / Mean" - ratio 1 : 1.618 |
Write
down all the ways that shops can affect the environment |
Produce
a Gantt diagram identifying the course targets and content |
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some
should design a quality brief sheet and produce a detailed Gantt diagram on a
blank sheet |
Display
and handout materials on promotion |
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Numeracy:
ratio (1:1.618) |
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Look
at elements of "promotion" - typography, colour |
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What
is the "Golden Section/Mean"
(ratio 1 : 1.618) demonstration and exercises on this and the 1/3 rds
rule |
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ICT |
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| 2 of 11 |
Compare
different architectural styles and discuss their merits |
Write
the Homework in your diary |
Homework
check. Review last week / session topic |
Discuss
which types of shop each pupil has chosen - small group Q+A session on
implications |
all
should choose a type of shop to design |
A4
paper, pencils |
Investigate
shop sizes - windows, doors etc |
keywords, Planning, signage, |
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| Research info & Context |
Analyse
planning constraints and decide how they will affect shop design |
Get
out last week's homework |
Gallery
review of last weeks homework - produce a collective notation of observations
re. "shop fronts and signs" |
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most
should choose a type of shop to design and recognise some planning
constraints |
Resource
sheets on styles and planning |
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Determine
the type of shop you would prefer to work with in your project |
List
and/or thumbnail sketch all the different types of shop signage you observed
while doing your homework |
Look
at Architectural styles and planning constraints |
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some
should choose a type of shop to design, choose a style and note constraints |
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Numeracy |
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Paired
work on types of shop - feed back to whole group and analyse requirements of
each type |
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Pupils
to choose type of shop that they will focus on for their project |
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ICT |
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| 3 of 11 |
Identify
the categories needed to produce a comprehensive specification |
Write
the Homework in your diary |
Homework
check. Review last week / session topic |
Pupils
to look at the presentation of each others final specification |
all
should produce a basic draft and final specification. Also have evaluated
peers work. |
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Prepare
at least two very different ideas for a shop front design |
keywords,
Imperative, Must, Should and discretion - May |
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| Evaluation to Specification |
Organise
the requirements of your shop front into a logical layout for a specification |
Get
out last week's homework |
Introduction
to the detailed specification - categorising a list based on "must,
should & may" |
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most
should produce a detailed draft and final specification. Also have discussed
peers work. |
Help
sheet on specification writing from textbook |
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Accept
given constraints and build them into your thinking when designing |
Group
the types of shop you looked at in your homework into large, medium and
small sizes |
Pupils
write a draft specification |
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some
should produce a highly detailed draft and final specification and been
helpful evaluating peers work. |
A4
paper, pencils |
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Numeracy |
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Relate
to the value others place within your own work providing support and peer
assistance wherever possible |
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Peer
evaluation of draft specifications - to attach comments, use "post- it's" |
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post
- it notes |
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Pupils
write a final specification for their chosen shop type - to
include given size constraints |
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A3 paper, |
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ICT |
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| 4 of 11 |
Recognise
all the different methods of pictorial drawing and be able to use a range
while drawing ideas |
Write
the Homework in your diary |
Homework
check. Review last week / session topic |
What
makes a good idea? - group discussion based on how they made their choices |
all
should produce some ideas for shop front designs using recognisable drawing
methods and descriptive notes |
A3
paper, pencils, highlighters |
Complete
worksheet on Orthographic conventions - PD7308 |
keywords,
annotation, thumbnail |
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| Development of ideas |
Derive
a range of different possible solutions to a problem from the task and
specification |
Get
out last week's homework |
Pupils
to add further "rapid" ideas
to homework - 3D thumbnail sketches with annotation. Refer to architecture,
signage and layout. |
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most
should produce a range of ideas for shop front designs using recognisable
drawing methods with reasoned annotation |
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Choose
from a range of ideas basing your judgement on previously known criteria |
Draw
examples showing all the different methods of pictorial drawing |
Choose
two (2) "final" ideas based on evaluating initial ideas against
their specification and brief |
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some
should produce a wide range of ideas for shop front designs using several
recognisable drawing methods with reasoned annotation |
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Numeracy |
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Make
constructive use of annotation to amplify your decisions |
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Draw
final ideas neatly using pictorial methods to a larger scale and add
annotation |
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ICT |
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| 5 of 11 |
Illustrate
a comprehension of important rules for orthographic drawing |
Write
the Homework in your diary |
Homework
check. Review last week / session
topic |
Peer
evaluation of BS-PD7308 - to attach comments, use "post-
it's" |
all
should make use of basic drawing rules to produce a drawing |
A4
& A3 paper, pencils, red pens, erasers, rules post - it notes |
Make
at least one change to your original idea to make it better (modifications) |
keywords,
British standards, (PD7308) construction, outline, ends to middle,
projection, elevation, hidden detail, cross section, |
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| Orthographic planning |
Select
and use the relevant guidelines to enable a readable drawing to be produced |
Get
out last week's homework |
Drawing
of set piece item to introduce skills needed for architectural third angle
orthographic drawings |
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most
should make use of a range of drawing rules to enable others to read the work
accurately |
Drawing
boards, set squares |
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Demonstrate
the ability to make use of the available equipment to produce clear, neat,
readable drawings |
Do
a rough orthographic layout
sketch of your chosen ideas on A4 paper |
Pupils
prepare A3 sheet for first orthographic drawing of shop front |
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some
should make use of a wide range of drawing rules to enable others to read the
work accurately |
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Numeracy: dimensions, scale,
measuring, |
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Make
a choice of FINAL idea before producing "working drawing" of FINAL
idea to BS-PD7308 |
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ICT |
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| 6 of 11 |
be
aware of the need for modelling and seeing things in three dimensions when
designing |
Write
the Homework in your diary |
Homework check.
Review last week / session topic |
Recap
learned techniques & concepts. Discuss what will be necessary for the
making of a promotional model. |
all
should complete a test model and make at least one (1) major modification
applied to a copy of the orthographic drawing. |
Card,
sellotape and glue for modelling. |
Draw
a 3D view of one of your ideas |
keywords, |
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| Developments and modifications |
know
how to use card to make a 3D model of their design ideas |
Get
out last week's homework |
complete
orthographic drawing and photocopy same.
Produce a development in light card to test out the form. Check for errors and need for modifications |
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most
should complete a test model and make up to three (3) detail modifications
applied to a copy of the orthographic drawing. |
scissors, guillotine
and light (3 sheet) card |
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understand
how the model can be used to provide formative evaluation of designs |
Review
neighbour's homework and adjust your own (add and/or modify accordingly) |
Using
a RED pen, correct a copy of the
original orthographic drawing accordingly. |
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some
should in addition act as peer mentors to assist the team. |
UHU glue, red
technical pens |
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Numeracy |
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Compare
the difference between a "test" model and a finished
"promotional model" |
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Students
to tie tag and hand in all course-work for formal assessment. |
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Exemplars
of "promotional models" - also photographs of the promotional model
of the shop fronts |
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ICT |
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| 7 of 11 |
Explore
different mediums for rendering and choosing a preference |
Write
the Homework in your diary |
Produce
a Formal two point perspective drawing of their shop front including the
environs. |
Gallery
- evaluate the product and style of the work within the group |
all
should complete one full 3D drawing with rendering using a chosen media |
Standard
A3 80 gsm paper and paper for the starter . |
Collect
"found objects" that can be added to your shop front model |
keywords, |
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| Promotional rendering |
Develop
skills and techniques with the chosen medium |
Get
out last week's homework |
Produce
a planometric view of their shop front |
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most
should complete both a planometric and 2 point perspective drawing, one with
colour rendering. |
A3
130 gsm cartridge paper, |
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Apply
what has been learned to a final rendering of your shop front to produce a
quality result |
Freehand
sketch two different 3D views of your shop front (fast pace - 5 min. each) |
Explore
different media to produce a colour rendering of one (1) of the pupils 3D
drawings |
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some
should have progressed towards colouring photocopies to develop promotional
material |
Watercolour
crayons, fine pointed brushes. Black technical pens 0.5 and 0.3 |
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Numeracy |
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Decide
what works and correct errors when necessary or choose to start again |
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Discuss
- techniques to assure quality and control of the chosen media |
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Evaluate
the technique and style of other's work and resolve to develop my own
technique accordingly |
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Evaluate
the technique and style of other's work to examine further possibilities |
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Standard
drawing equipment and hard "Fairy" green laundry soap for washing
the brushes |
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ICT |
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| 8 of 11 |
Understand
the need for forward planning and predict time allotments for tasks
undertaken |
Write
the Homework in your diary |
Sequential
planning towards the making of a model - FLOW charts, time lines and
illustrated "how to" steps in order of making. |
Health
and safety check - checking tools and resources, complement on individual and
group organization skills. |
all
should complete an illustrated sequential model making plan and begin the
"making" |
A3
paper, pencils, crayons, water colours, technical pens, stencils and standard
drawing equipment. Other Glues and
finishes, card, MDF, wood and sponge
etc |
Produce
a 2 point perspective drawing of your shop front design - use grids. |
keywords, |
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| Planning of making and Making |
Choose
appropriate tools and materials to apply a sense of realism in your model |
Get
out last week's homework |
Complete
a formal cutting list for all materials requested and provided |
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most
should complete the plan with quality and colour where appropriate and
establish all necessary component parts |
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Develop
an appreciation of "pace" in order to meet the deadline |
complete
a sequence for making a cup of tea - using worksheet. |
Carefully
and accurately measure and mark out all parts of the model |
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some
should annotate beyond mere description and provide reasoned comments against
each stage of manufacture |
Cutting
lists |
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Numeracy |
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Appreciate
a sense of quality and value for the work undertaken |
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Paint
and /or finish all component parts before final cutting and assembly |
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super
glue, fine flat brushes, pointers, process colours and white acrylic paint, red and black technical pens |
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Relate
to the value others place within their own work |
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ICT |
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| 9 of 11 |
Understand
the need for forward planning and predict time allotments for tasks
undertaken |
Write
the Homework in your diary |
Painting
and finishing of component parts |
Health
and safety check - checking tools and resources, complement on individual and
group organization skills. |
all
should base paint and apply finish where necessary to all relevant component
parts |
super
glue, fine flat brushes, pointers, process colours and white acrylic paint, red and black technical pens |
Make
the finished signs you need for your shop. Do this by hand using pens or
using ICT facilities. Quality outcomes that are accurately to scale are
required |
keywords, |
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| Model Making |
Choose
appropriate tools and materials to apply a sense of realism in your model |
Get
out last week's homework |
Cutting
and assembly of component parts |
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most
should apply detail to some of the parts and begin cutting and assembly |
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Develop
an appreciation of "pace" in order to meet the deadline |
Review
safety procedures when using knives - prepare one half of the room for model
work and the other assembly of folder work |
Health
and safety check on the appropriate use of adhesives (glues) |
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some
should complete painting/finishes, apply detail and assemble most component
parts |
Other
Glues and finishes, card, MDF, wood
and sponge etc |
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Numeracy |
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Appreciate
a sense of quality and value for the work undertaken |
Individual
work with small team cooperation to complete tasks. |
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A3 Printer, fast
Graphics computer and A3 scanner. |
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Relate
to the value others place within their own work |
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Neat
and orderly clearing away before the Plenary session |
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Double
sided A4 Kodak Photo Paper and A3 Brochure paper |
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ICT |
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| 10 of 11 |
Develop
a sense of Quality Assurance by establishing controls in the work |
Write
the Homework in your diary |
More
painting and finishing of component parts |
Health
and safety check - checking tools and resources, complement on individual and
group organization skills. |
all
should finish paint and apply other finishes where necessary to all relevant
component parts |
super
glue, fine flat brushes, pointers, process colours and white acrylic paint, red and black technical pens |
Produce
a final evaluation of your project. Do not forget to "test" the
outcome, record the results and compare your model to the specification.
Include possible further modifications. |
keywords, |
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| Assembly and Finishing |
Choose
appropriate tools and materials to apply a sense of realism in your model |
Get
out last week's homework |
Final
assembly of component parts |
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most
should apply detail to most of the parts and continue cutting and assembly |
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Develop
an appreciation of "pace" in order to meet the deadline |
Review
safety procedures when using knives - prepare one half of the room for model
work and the other assembly of folder work |
Error
correction in the model making and recording what was done in the folder
work. |
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some
should complete painting/finishes with detail and assemble all component
parts, and be able to assist others. (peer mentors) |
Other
Glues and finishes, card MDF, wood and sponge etc |
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Numeracy |
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Appreciate
a sense of quality and value for the work undertaken |
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(QA
& QC) Finishing touches to all aspects of the model. |
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A3 Printer, fast
Graphics computer and A3 scanner. |
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Relate
to the value others place within their own work providing support and peer
assistance wherever possible |
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Double
sided A4 Kodak Photo Paper and A3 Brochure paper |
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ICT |
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| 11 of 11 |
Comprehend
the need to meet the final
deadline on time |
Write
the Homework in your diary |
Complete
Final Summative Evaluation in context of the Specification. Complete any other outstanding work.
Present work bound with tie tags. |
Awards
for peer evaluated best project and best effort - general summing up |
all
should bind all work completed to-date with an attached marking sheet and
sumative evaluation. |
KS3
Level sheets - for final assessment |
Preparation
for Year 10 introduction |
keywords,
Final, sequential |
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| Final Assembly and Evaluation |
understand
the need to place pages in the natural order/sequence of the design process. |
Get
out last week's homework |
Higher
Students to complete extra pages (see "some should"). |
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most
should neatly complete and bind in sequential order their project paperwork. |
A3
Paper, Pencils, Black and Red technical pens |
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Reflect
on a real sense of achievement , completing the body of coursework |
Sketch
out or list order of pages to be presented in your project |
Possibility - receive return visit from a Planning Officer, to review
students' completed work. |
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some
should complete a Content's Page, new Front Cover, and Bibliography. |
A3
Printer, fast Graphics computer and A3 scanner. New colour cartridges for A3 colour Printer
Key Black, Magenta, Cyan and Yellow |
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Numeracy |
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Support
each other in the final effort and recognise the quality of the work being
completed |
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The
second lesson in this section should be devoted to some reflection and
assisting students prepare for the needs of the GCSE course. |
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Host
a visit from and receive approbation from the Borough
Planning Office/rs. |
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ICT: |
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| 1 of 2 |
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Write
the Homework in your diary |
Homework
check. Review last week / session topic |
Fill
in plenary activity here (on 'ws' sheet) |
all should |
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Refer
to the homework nomally set in the chronological sequence of things |
keywords, |
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| Cover Lesson |
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Get
out last week's homework |
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most should |
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Alterative
Homework sheet 1 |
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Replace
with main starter activity |
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some should |
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Numeracy |
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ICT |
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| 2 of 2 |
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Write
the Homework in your diary |
Homework
check. Review last week / session topic |
Fill
in plenary activity here (on 'ws' sheet) |
all should |
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Refer
to the homework nomally set in the chronological sequence of things |
keywords, |
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| Cover Lesson |
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Get
out last week's homework |
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most should |
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Alterative
Homework sheet 1 |
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Replace
with main starter activity |
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some should |
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Numeracy |
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