Lesson Plan Class:

Subject DESIGN AND TECHNOLOGY Date: 22/04/2024 9 DT

Unit Title
Orthographic Projections
Prior Learning Isometric Construction Period:
LEARNING (LO) Strategy-planning:
OBJECTIVE(s)  Know different types of isometric lines and how to use them.
 Understand different ways polygon objects are presented on a drawing sheet.

(LO) Speed and accuracy:

 Know different methods of drawing and isometric drawings.

.
HPL ACP/VAA
focus/foci
 LINKING
 META-THINKING
 ANALYSING
 EMPATHETIC
 HARD WORKING

Stage Please reference the ACPC Progression Grid stage descriptors in full which are featured in your
lesson here.
descriptor
• Choose an appropriate approach to project an Isometric drawing to an orthographic view (First Projection).
ACP's • Choose the most appropriate strategy and be able to justify the approach to draw an isometric drawing to an
VAA's orthographic view.

• Use relevant skills with increasing accuracy.

• Mostly work to the speed required for the task.

• Practise regularly to improve.

• Understand the value of practice in improving performance.
• Respond to feedback from others about the next steps to improvement and how to improve.
Learning Outcomes/Success Criteria:
At the end of the lesson, students should be able to:
 I have drawn one object with the use of correct construction lines.
 I have identified and used the correct method of drawing isometrics drawings with construction
details.
 I have shown the effective uses of construction lines in drawing the object and the correct method of
drawing isometrics drawings.

 I have a clear understanding of how to draw and project complex isometric drawings to orthographic
view.
 I have shown the use of the correct method.
 I have produced three drawings with accurate dimensions and neat work.

Timings Learning (pupil activity) ACPC skill

‘Progression Grid’
stage.
 COLLABORATION AND META-THINKING The teacher moves around to
Students to complete the meta-thinking tasks see how students:
Starter projected on the whiteboard: Peers discussion on  can describe the
Lesson the starter tasks. thinking skills used to
success solve a problem.
criteria  can select appropriate
thinking skills to solve a
problem.
 listen to the ideas of
others and reinterpret
these ideas in
 their own words using
positive language.
 recognize the role of
others in the
development of ideas
and start modeling the
skills of collaboration to
younger students.

 The students observed the teacher. The teacher is to explain the

 They are allowed to ask questions. learning outcome stressing the
Intro  Students listen to explanations of success construction and conversion of
criteria. an isometric drawing to an
orthographic view.
The process that involves
students:
 ask relevant questions
and select and organize
appropriate information
from a range of sources
to find answers and
develop understanding.
 identify questions and
begin to refine them to
clarify and deepen.
understanding.
The teacher moves around to
Class Tasks (Meta Thinking/Analysing): see each student:
Developmen Students should complete the class tasks  use a given approach to
t/Main/ solve simple problems,
ideas, or tasks.
 identify things that
worked well and those
that did not.
 is aware of their general
strengths and
weaknesses.
work for assessment.
Students continue to practice types of Isometric The teacher checks, corrects,
drawings by converting to orthographic. and guides students as they do
Plenary the plenary to check their level
of:
 improvements to own
practice and set future
goals for improvement.
 awareness of the main
approaches that could
be deployed.
 an appropriate approach
to solve a problem or
address an issue
Assessment strategies
Throughout the lessons, pupils will be self-marking and therefore self-assessing. The teacher will
circulate the room and get a sense of which pupils are where. Pupils will self-assess to decide if they are:

 able to use isometric lines to form receding lines with the horizontal at 30 degrees.
 able to be able to draw an isometric drawing using continuous thin construction lines.
 able to be able to understand the reason why isometric drawing lines are drawn at 30 degrees.
The plenary will give the teacher and pupils a good idea of current attainment within the lesson.

Next lesson we will be…

A review of this lesson. A differentiated starter allows pupils to practice skills from the previous lesson at
their confidence level (which may be lower than at the end of the previous lesson).
Before the next topic.

Construction and conversion of Orthographic Projection to Isometric

Drawing.

Reflection:
WWW: Students time collaborate very well and have a chance to
display their creativity therefore modifying their solutions to fit
requirements in various
EBI: A little high noise level during collaboration could be minimised.