Lesson Plan

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Lesson Plan
Grade: Date: 18/01/2026
Subject: Design and Technology
Lesson Topic: Use of ICT and CAD in graphics
Learning Objective/s:
  • Describe the role of ICT and CAD in producing design graphics.
  • Identify differences between 2‑D and 3‑D CAD tools and their typical uses.
  • Apply a systematic CAD workflow to create, annotate and export a simple technical drawing.
  • Evaluate file‑management practices to ensure version control and data safety.
Materials Needed:
  • Computer with CAD software (AutoCAD, Inkscape, SketchUp, etc.)
  • Projector or interactive whiteboard
  • Worksheet with drawing brief and scale information
  • Sample CAD files for demonstration
  • USB drive or cloud storage for file backup
  • Rulers and pencils for initial sketch (optional)
 Introduction:
Begin with a short video showing a CAD model turning into a printable graphic, prompting students to consider how designers move from idea to drawing. Recall previous lessons on basic drafting symbols and ask learners to list advantages of using computers for graphics. Explain that today they will follow a step‑by‑step CAD workflow and will be assessed on producing a correct bracket drawing and a reflective exit ticket.
Lesson Structure:
  1. Do‑now (5') – Students sketch a quick hand‑drawn layout of a simple bracket and note required views.
  2. Mini‑lecture (10') – Explain ICT vs CAD concepts, 2‑D vs 3‑D categories, and file‑management basics using the projector.
  3. Demonstration (15') – Teacher models the CAD workflow (set units, layers, draw geometry, add dimensions, hatching) on screen.
  4. Guided practice (20') – Pairs open CAD, replicate the bracket drawing, add annotations and export as PDF while teacher circulates.
  5. Peer check (10') – Students exchange files, use a checklist to verify dimensions, line weights and title block.
  6. Plenary (5') – Whole class discuss common errors and record one improvement tip on the board.
Conclusion:
Summarise how the systematic CAD process ensures accuracy and speed, linking back to the learning objectives. Students complete an exit ticket stating the single most important step for error‑free drawings. Assign homework to create a 2‑D CAD drawing of a different simple part, saving three version files for submission.