Ghana curriculum lesson note

SHS 2 Design and Communication Technology 2nd Semester Week 16 Lesson Plan

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Weekly Learning Plan
Subject	Design and Communication Technology	Week	16
Duration	60 minutes	Form	SHS 2
Strand	EXTENDED DRAWING	Sub-Strand	GARMENT DESIGN TECHNOLOGY
Learning Outcome(s)	2.3.3.LO.1 - Use the principles and skills of concept sketches, object manipulation and geometrical drawings to design garments for different vocations. Talk for learning encourages learners to articulate their thoughts, ask questions, and explain concepts to others. The activity engagement helps maintain learners' interest and attention, leading to better retention of information
Content Standard	2.3.3.CS.1
Learning Indicator(s)	2.3.3.LI.4 - Cut out the patterns to be used for the garment. Collaborative and activity-based learning: 1. Let learners in their groups search for the details and other information that should be recorded or marked clearly on the pattern before cutting using internet surfing, relevant books, and videos. 2. Let the learners in their groups present their findings in a whole class discussion
Lesson Focus	Cut out the patterns to be used for the garment.
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: Cut out the patterns to be used for the garment. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance.
Essential Question(s)	What principles and techniques are needed to communicate Cut out the patterns to be used for the garment. Collaborative and activity-based learning: 1. Let learners in their groups search for the details and other information that should be recorded or marked clearly on the pattern before cutting using internet surfing, relevant books, and videos. 2. Let the learners in their groups present their findings in a whole class discussion accurately? How can drawing/design tools and conventions be applied to produce an effective solution? How can the solution be improved after checking accuracy, function and visual communication?
Pedagogical Strategies	Demonstration and Guided Practice Experiential Learning Collaborative Learning Project-Based Learning Problem-Based Learning Gallery Walk/Peer Critique where appropriate
Teaching & Learning Resources	Drawing board/table Drawing paper/sketch pad Pencils Eraser Pencil sharpener Ruler/straightedge Reference drawings/charts Whiteboard/markers Drawing pens/ink Blending stump Charcoal Models/photographs Templates/stencils Coloured pencils/markers Pattern samples Garment/pattern samples Measuring tape Pattern paper
Key Notes on Differentiation
Content	Provide labelled examples, construction steps, templates/grids and partially completed drawings for learners who need support. Extend advanced learners with more complex forms, tighter design constraints, alternative solutions or additional technical detail.
Process	Use mixed-ability groups, teacher demonstration, guided practice and individual studio work. Allow repeated construction/sketching practice and peer critique while maintaining the same curriculum objective.
Product	Accept appropriate evidence such as freehand sketches, rendered drawings, geometric constructions, patterns, design briefs, models, technical drawings or portfolios. Assess accuracy, proportion, line quality, construction, creativity, application of conventions, problem solving and presentation.
Success Criteria	Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation.
Homework	Complete a short application task connected to the week's learning indicator.

Lesson Activities
Stage	Teacher Activity	Learner Activity	Assessment / DoK
Starter10 minutes	Display a relevant artwork, design, performance or visual example from extended drawing and ask learners to describe what they notice.	Share prior knowledge, listen to peers and record the lesson question in their notebooks.	Not provided.
Activity 115 minutes	Demonstrate how artists or designers use garment design technology, pointing out materials, process, form and meaning.	Observe the example, name visible features and record useful vocabulary.	Ask learners to identify one material, technique, form or meaning from the example.
Activity 220 minutes	Guide learners to sketch, plan, perform, annotate or critique a small work connected to garment design technology.	Create, annotate or critique the task outcome while responding to feedback.	Review work for process, creativity, accuracy and explanation.
Activity 310 minutes	Ask learners to refine or present their work and explain one decision linked to garment design technology.	Present the refined work and explain the artistic or design decision made.	Use peer comments and teacher questions to check understanding of the concept.

Lesson Closure

Summarise garment design technology and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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