An Roinn Oideachais agus Eolaíochta

L eaving C ertificate

Design and
Communication
Graphics Syllabus
(O rdinary L evel and H igher L evel )
 LEAVING CERTIFICATE PROGRAMMES

Aims and Principles The Leaving Certificate (Established)

1. The general aim of education is to contribute The Leaving Certificate (Established) programme
towards the development of all aspects of the offers students a broad and balanced education
individual, including aesthetic, creative, critical, while allowing for some specialisation.
cultural, emotional, expressive, intellectual, for Syllabuses are provided in a wide range of
personal and home life, for working life, for subjects. All subjects are offered at Ordinary and
living in the community and for leisure. Higher levels. In addition, Mathematics and Irish
are also offered at Foundation level.
2. Leaving Certificate programmes are presented
within this general aim, with a particular The certificate is used for purposes of selection
emphasis on the preparation of students for the into further education, employment, training and
requirements of further education or training, for higher education.
employment and for their role as participative,
enterprising citizens. The Leaving Certificate Vocational
Programme (LCVP)
3. All Leaving Certificate programmes aim to
provide continuity with and progression from The Leaving Certificate Vocational Programme
the Junior Certificate programme. The relative is an intervention within the Leaving Certificate
weighting given to the various components (Established). LCVP students study a minimum of
— e.g. personal and social (including moral and five subjects (at Higher, Ordinary or Foundation
spiritual) development, vocational studies and levels), including Irish and two subjects from
preparation for further education and for adult specified vocational subject groupings. They are
and working life — within the programmes may also required to take a recognised course in a
vary. Modern European language, other than Irish or
English. In addition, LCVP students take two link
4. Programmes leading to the award of the Leaving modules: Preparation for the World of Work and
Certificate are of two years duration and are Enterprise Education.
offered in three forms:
In particular, the LCVP aims to foster in students
i. The Leaving Certificate (Established) a spirit of enterprise and initiative and to
develop their interpersonal, vocational and
technological skills.
ii. The Leaving Certificate Vocational Programme

iii. The Leaving Certificate Applied The Leaving Certificate Applied

The Leaving Certificate Applied is a distinct,
5. All Leaving Certificate programmes, in self-contained Leaving Certificate programme.
contributing to a high quality education, It is designed for those students who do not
emphasise the importance of: wish to proceed directly to third level education
or for those whose needs, aspirations and
• self-directed learning and independent aptitudes are not adequately catered for by the
thought other two Leaving Certificate programmes. The
Leaving Certificate Applied is structured around
• a spirit of inquiry, critical thinking, problem three main elements – Vocational Preparation,
solving, self-reliance, initiative and enterprise Vocational Education and General Education
– which are interrelated and interdependent.
This programme is characterised by educational
• preparation for further education, for adult
experiences of an active, practical and student-
and working life
centred nature.

• lifelong learning.
 Leaving Certificate

D E S IGN AND
CO M M UNICATION
G R APHICS
S y ll ab us

(Ordinary Level and Higher Level)

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CONTENTS

Preface – Technology Education at Senior Cycle.....................................2

Introduction and Rationale......................................................................4
Aims .........................................................................................................5
Objectives..................................................................................................6
Syllabus Framework..................................................................................7
Assessment................................................................................................9

Syllabus Content
Part One - Core Areas of Study..............................................................11
Plane and Descriptive Geometry.......................................................12
Projection Systems...........................................................................12
Plane Geometry...............................................................................15
Conic Sections.................................................................................16
Descriptive Geometry of Lines and Planes.......................................17
Intersection and Development of Surfaces.......................................18
Communication of Design and Computer Graphics.........................19
Graphics in Design and Communication.........................................20
Communication of Design...............................................................21
Freehand Drawing...........................................................................22
Information and Communication Technologies...............................23
Student Assignment...........................................................................25

Part Two - Optional Areas of Study.......................................................27

Applied Graphics................................................................................28
Dynamic Mechanisms......................................................................29
Structural Forms..............................................................................30
Geologic Geometry.........................................................................31
Surface Geometry............................................................................32
Assemblies.......................................................................................33


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PREFACE
TECHNOLOGY EDUCATION AT SENIOR CYCLE

Introduction The nature of technology education

Technology education is an essential component of the Technology is a distinct form of creative activity where
curriculum. In a world where encounters with a wide human beings interact with their environments, using
range of technologies are part of the daily life experience appropriate materials and processes in response to needs,
of all people at work or at leisure, students should be wants and opportunities. It integrates problem solving
equipped to face these encounters with the confidence and practical skills in the production of useful artefacts
which comes from learning about, through and with a and systems.
range of technologies. It is equally important that they
More specifically, the value of technology education
gain an appreciation and understanding of the complex
comes from the use of the wide variety of abilities
interface between technology and society. As citizens
required to produce a drawing or make an artefact,
they should have the capacity to enter discussion about,
leading to a sense of competence and a feeling of
and make personal judgements on, issues related to the
personal empowerment. The acquisition of manipulative
impact of technology on their own lives, on society, and
skills is an important component of this sense of
on the environment.
competence and can help to give students a feeling
Through technology education students grow in of control of their physical environment. In a rapidly
competence, grow in confidence, become more changing global society, students need to appreciate
enterprising and are empowered in terms of their that technological capability is necessary and relevant
ability to control elements of the physical environment. for all aspects of living and working. Many subjects
These are important educational outcomes, which can contribute to the development of a technological
contribute significantly to the provision of a broad and capability. However, the technology subjects, which
balanced curriculum and illustrate why participation in incorporate the principles of design and realisation in a
technology education represents a valuable educational creative manner, are central to this development.
experience.
Technological capability includes

• the understanding of appropriate concepts and

processes

• skills of design and realisation

• the ability to apply knowledge and skills by thinking

and acting confidently, imaginatively, creatively and
with sensitivity

• the ability to evaluate technological activities,

artefacts and systems critically and constructively.


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Leaving Certificate technology subjects

Within the Leaving Certificate (Established) At a more practical level, the technology subjects at
programme, technology education is provided through senior cycle share a number of common features. The
four syllabuses, thereby giving progression from syllabuses
technology education in the junior cycle. These subjects
• are constructed on the basis of core areas of study
contribute to a broad, balanced and general education
and optional areas of study, reflecting the different
of students, with particular reference to their vocational,
topics and sections within the subject area
further education and training aspirations on completion
of the Leaving Certificate. • are offered at two levels, Ordinary and Higher

• have been designed for completion in 180 hours of

class contact time

• place a strong emphasis on practical learning activity

• include a range of assessment components aimed at

assessing student achievement in both practical and
theoretical aspects of the subjects.


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DESIGN AND COMMUNICATION GRAPHICS

INTRODUCTION AND RATIONALE

The Design and Communication Graphics course to explore the principles of plane and descriptive
makes a unique contribution to the student’s cognitive geometries and to develop an understanding of these
and practical skills development. These skills include geometries through practical application. The study
graphicacy/graphic communication, creative problem of design applications will contribute significantly to
solving, spatial abilities/visualisation, design capabilities, the students’ appreciation and understanding of their
computer graphics and CAD modelling. The creative environment.
and decision-making capabilities of students in
The development of electronic communication has
the activities associated with design are developed
become extremely important in today’s world. To
through three principal areas of study: design and
participate in this development, it is necessary to be
communication graphics, plane and descriptive
able to electronically generate drawings and design
geometries, and applied graphics. This programme is
ideas. A study of Computer Aided Design through the
designed and structured to take cognisance of important
design and communication graphics elements enables
developments in the modes of communicating design
students to accurately model designs and solutions and
information. It is intended to develop the creative
to communicate and share these within the electronic
thinking and problem solving abilities of students.
environment.
Plane and descriptive geometries are central in
The development of the student’s sketching abilities
developing an understanding of the graphical coding
contributes to the development of a range of cognitive
and decoding of information (graphics code), and in
modelling skills, including graphic ideation and the
developing spatial abilities and problem solving skills.
definition and refinement of design and problem solving
The body of knowledge associated with the topics
ideas. Sketching is also an efficient means of instant
covered will allow students to explore a number of
communication, with self and others. In the application
applications associated with design in architecture,
of a variety of rendering techniques, the skills of learning
engineering and technology generally. An imaginative
to see and visualise are enhanced.
approach to problem solving is encouraged through
the exploration of a variety of geometric principles The design and communication area of study will
and concepts. This is of particular importance when consequently make a significant contribution to student
dealing with three-dimensional space in the context of assignments relating to presentation drawings, CAD
descriptive geometry. This area of study will also lay the modelling and design. The design activity and the
foundation for productive and creative use of computer- communication of design will inform all areas of the
aided drawing and design (CAD). International course.
standards, codes and practices are applied throughout
The symbolic codes and cognitive modelling systems
the course of study.
associated with design and communication graphics and
Five areas of applied graphics are included and students CAD encourage students to become problem definers
will choose two areas of study from the following and creative problem solvers. The design theme, which
options: dynamic mechanisms, structural forms, geologic permeates the course, will empower the students to
geometry, surface geometry, and assemblies. The two communicate their design ideas and solutions with
selected options will afford the student the opportunity accuracy, flair and confidence.


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AIMS

The general aims of technology The additional syllabus aims are

education are
• to contribute to a balanced education, giving • to develop the cognitive and practical skills associated
students a broad and challenging experience that with communication graphics, problem solving and
will enable them to acquire a body of knowledge, critical thinking
understanding, cognitive and manipulative skills and
• to develop the capacity and ability of students in the
competencies and so prepare them to be creative
area of visuo-spatial reasoning
participants in a technological world
• to provide a learning environment where students
• to enable students to integrate such knowledge and
can plan, organise and present appropriate design
skills, together with qualities of co-operative enquiry
solutions using a variety of skills, techniques and
and reflective thought, in developing solutions to
media
technological problems, with due regard for issues of
health and safety • to provide a basis for lifelong learning

• to facilitate the development of a range of • to develop an appreciation for, and understanding of,
communication skills, which will encourage aesthetic principles and their importance in design
students to express their creativity in a practical and and the human environment.
imaginative way, using a variety of forms: verbal,
graphic, model, etc.

• to provide a context in which students can explore

and appreciate the impact of past, present and
future technologies on the economy, society, and the
environment.


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OBJECTIVES

The objectives of this syllabus are to develop the • able to utilise freehand sketching, both two and
student’s knowledge, understanding, skills and three dimensional, as a means of communication
competencies in Design and Communication Graphics, and as an aid to spatial reasoning and refinement
while fostering positive attitudes to the use of graphics
• able to utilise a variety of rendering and presentation
in problem solving.
techniques in the solution of graphic design
On completion of their studies students should be problems, in both two and three dimensions

• familiar with the principles, concepts, terminology • competent and confident in the application of
and methodologies associated with the graphics code CAD and other appropriate Information and
Communication Technologies (ICT) in the solution,
• able to apply the principles of both plane and
modelling and presentation of graphic design
descriptive geometries to the solution of a variety of
solutions, in two and three dimensions
concrete and abstract graphic problems
• able to interpret verbal, written and mathematical
• able to produce neat and accurate drawings that
information, and to represent it graphically
comply with internationally recognised standards
and conventions • able to evaluate design solutions and solve design
problems on the basis of sound aesthetic principles
• able to model, in two and three dimensions, graphic
and to appreciate the impact of design on the visual
design problems and solutions, utilising a range of
quality of the human environment
appropriate techniques and media with confidence
and discernment • appreciative of the broad vocational relevance of
Design and Communication Graphics.
• appreciative of the facility which the graphics code
provides, in the solution of problems and in the
visual communication of data


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SYLLABUS FRAMEWORK

Syllabus Structure the exploration of a variety of design problems and

The syllabus comprises three fundamental areas of situations.
study: The optional areas of study (Part Two) are offered
Plane and Descriptive Geometry within Applied Graphics where students are introduced
to graphic applications in the fields of engineering,
Communication of Design and Computer Graphics science and the human environment. These optional
Applied Graphics areas of study are

The core areas of study (Part One) comprise Plane Dynamic Mechanisms
and Descriptive Geometry and Communication of Structural Forms
Design and Computer Graphics. Plane and Descriptive
Geometry provides students with a knowledge of Assemblies
essential graphic principles while Communication of Geologic Geometry
Design and Computer Graphics introduces students to
the use of graphics in a wide variety of design situations. Surface Geometry
It also encourages the development of the critical skills
Students are required to study the core and two optional
of design analysis and creative problem solving through
areas within Applied Graphics.

While specific content or topics may be ascribed to an area, many topics are interlinked and complementary, and
contribute to the development of the student’s graphic and spatial perception.


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A more detailed view of the syllabus is shown below

(A) Plane and (B) Communication of Design

Descriptive Geometry and Computer Graphics

• Projection Systems • Graphics in Design and

• Plane Geometry CORE Communication
• Conic Sections AREAS OF • Communication of Design
• Descriptive Geometry of • Freehand Drawing
STUDY
Lines and Planes • Information and
• Intersection and Development Communication Technologies
of Surfaces

+
OPTIONAL AREAS OF STUDY
Applied Graphics
Two options to be studied

• Dynamic Mechanisms
• Structural Forms
• Geologic Geometry
• Surface Geometry
• Assemblies

While it is desirable that students studying Design and Communication Graphics at Leaving Certificate would have
previously studied the corresponding subject at Junior Certificate, it is not a pre-requisite.

Time Allocation Presentation of syllabus

The syllabus is designed to be taught in 180 hours. Syllabus topics are presented in terms of

• Teaching and learning context

Differentiation between Ordinary and
Higher levels • Content areas to be studied

The syllabus is offered at both Ordinary and Higher • Learning outcomes

levels. While much of the content of the areas of study
is common to both, the depth of treatment required
Health and Safety
at each level differs significantly. Syllabus material
designated for study and examination at Higher level Safe working practices and a safe working environment
only is shown in black text throughout the syllabus. must be adhered to throughout the course. Students
should be made fully aware of any potential dangers
in using equipment, and be taught correct safety
procedures when using equipment and materials in
accordance with approved standards and practices.


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ASSESSMENT

Assessment Components The learning outcomes related to the student

The syllabus will be assessed in relation to the syllabus assignment will result in students being able to
objectives and the specified student learning outcomes. • represent design and communication information
All material specified within the areas of study is through sketches, drawings, CAD and other ICT
examinable. applications
There are two assessment components: • use appropriate presentation techniques, including
1. A student assignment (40% of the examination colour, rendering and sketching, to represent an
marks, of which CAD will form a significant and artefact and/or design
compulsory component) • produce appropriately dimensioned 2D and 3D
2. A terminal examination paper (60% of the drawings and models using CAD
examination marks) • appreciate, analyse, evaluate and modify artefacts
from a design perspective
Student Assignment • demonstrate design and visualisation skills and
The purpose of the assignment is to assess those techniques.
elements of the course that cannot be readily assessed
through the terminal examination, in particular
elements of design and communication graphics and Terminal Examination Paper
the utilisation of ICT in design. The assignment will A variety of questioning techniques and methods will
relate to a theme identified by the examining authority. be utilised throughout the examination, with a flexible
A different theme will apply at Higher and Ordinary and varied approach to the style and presentation
levels. Students must then proceed to develop a design being adopted for both Ordinary level and Higher level
or project brief in accordance with specified parameters. papers.
The assignment will take approximately 40 hours to
A more detailed treatment of assessment issues may be
complete. The completed assignment may take the form
found in the Guidelines for Teachers and in the associated
of
sample assessment materials for Leaving Certificate
A design investigation and modification Design and Communication Graphics.

or

A design investigation and concept design

The assessment criteria applying to completed Higher

and Ordinary level assignments will differ.


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 PA RT O N E
CORE AR E A S O F S T U DY

(A) P L ANE AND D E S C R I P T I V E G E O M E T RY

&

(B ) COMMUNI C AT I O N O F D E S I G N

AND COM P U T E R G R A PH I C S

CONTENT AND L E A R N I N G O U TCO M E S

Content and learning outcomes in black type apply to Higher level only.

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PART ONE (A)

PLANE AND DESCRIPTIVE GEOMETRY

CONTENT AND LEARNING OUTCOMES

While content is arranged under the following The elements of Plane and Descriptive Geometry are:
elements drawn from Plane and Descriptive
Geometry, it is not envisaged that it should be 1. Projection Systems
dealt with in isolation, but rather that the inter- 2. Plane Geometry
relationships between topics be highlighted,
developed and investigated. Students should be 3. Conic Sections
encouraged to use a variety of techniques and media
4. Descriptive Geometry of Lines and Planes
in their investigations, both formal drawing and
freehand sketching, modelling and CAD tools. The 5. Intersection and Development of Surfaces
emphasis is on the development of student’s spatial
reasoning, drawing on suitable practical applications
as the opportunity arises.

1. Projection Systems
The ability to represent three-dimensional space in wider variety of situations. It is the purpose of this
two dimensions is the basis for the investigation and section to provide students with an understanding
solution of all solid analytic geometry problems. It is of the underlying principles of the systems involved.
the student’s ability to utilise the various systems of In some cases there is a clear development and
projection and to select those most appropriate to the linkage with material dealt with in the subject at
solution of the current situation that provides them Junior Certificate level, and while this may form
with means to define and solve graphic problems. the foundation for the treatment of these areas in
While some systems of projection have specific this programme, all material should be dealt with as
applications and utility, others are applicable to a derived from first principles.

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Orthographic Projection

Teaching and Learning Context

The student’s ability to present three dimensional descriptive geometry problems in a series of ordered logical
arrangements is to be fostered. Students are required to have a thorough understanding of the relationship
between planes of projection, including auxiliary projection planes, and sectioning planes and the orthographic
views obtained. Students are required to set up projection planes to satisfy specific requirements. While the
main system of projection to be used should be first angle, Higher Level students are expected to be familiar
with third angle projection.

Areas to be studied • Sectional views

• Definition of a plane • True shapes of surfaces and true lengths of

lines
• Principal planes of reference
• Right solids in contact
• Projection of right and oblique solids
• Projection of cube and tetrahedron, their
• Auxiliary views, including second and
inscribed and circumscribed spheres
subsequent auxiliary views

Learning Outcomes

Students should be able to • Depict the solutions of two dimensional problems in

Higher and Ordinary levels three dimensional format
• Represent in two dimensions the cube and
• Represent three dimensional objects in logically
tetrahedron from given information
arranged two dimensional views
• Apply their knowledge of reference planes and
auxiliary projection planes to solving problems using Higher level only
a first auxiliary view
• Apply their knowledge of reference planes and
• Present drawings in 1st angle orthographic auxiliary projection planes to solving problems using
conventional views a first auxiliary view and subsequent auxiliary views
• Project views of right solids such that any face or • Present drawings in 3rd angle orthographic
edge of the solid may be on one of the principal conventional views
planes of reference
• Project views of oblique solids (axis inclined to one
• Solve problems that involve the intersection of of the principal reference planes only)
solids by simply inclined planes and obliquely
• Solve problems that involve the intersection of
inclined planes, using horizontal and vertical section
solids by simply inclined planes and obliquely
planes
inclined planes using simply inclined section planes
• Determine the projections, inclinations, true length
• Determine the projections of lines given the angles
and true shape, of lines and planes
of inclination to the principal planes of reference
• Construct views of up to three solids having curved
• Model various problems involving solids in contact,
surfaces and/or plane surfaces in mutual contact
planes of reference and auxiliary planes
• Determine point of contact for surfaces in mutual
• Determine the incentre and circumcentre of the
contact
cube and the tetrahedron
• Construct views of solids given the point of contact

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Pictorial Projection

Teaching and Learning Context

This section of the syllabus provides students with a number of methods whereby a two dimensional
representation can depict a three dimensional entity. Students should be encouraged to use various forms of
pictorial projection as a precursor to the solution of descriptive geometry problems and as an aid to their
definition. The use of freehand sketching in this area should be encouraged, and this element of the programme
should be seen as being equally examinable in both the terminal examination and the student assignment.

(a) Isometric drawing and axonometric projection

Areas to be studied
• Isometric drawing of solids • The axonometric plane and axes
• Derivation, construction and application of • Principles of orthogonal axonometric
the isometric scale projection

Learning Outcomes
Students should be able to • Determine the axonometric projections of solids,
Higher and Ordinary levels including the sphere, using the axes method

• Complete isometric drawings of solids containing • Project a two dimensional view of an object from
plane and/or curved surfaces its axonometric view on to one of the principal
planes of reference
• Complete a portion of the axonometric plane
given the projection of the axes of the planes of • Demonstrate a knowledge of the principles
reference involved in the isometric scale

• Determine the true shape of the planes of Higher level only

reference, showing the axonometric plane
• Project orthogonal axonometric views of objects
• Determine the isometric projections of solids, when the axes are inclined in isometric, dimetric
including the sphere, using the isometric scale or trimetric positions

(b) Perspective Drawing/Projection

Areas to be studied - parallel and angular perspective

• Principles of pictorial perspective drawing - vanishing points for horizontal lines

- derivation of vanishing points for inclined lines

Learning outcomes

Students should be able to

Higher and Ordinary levels Higher level only

• Demonstrate a knowledge of vanishing points, • Determine the vanishing points for sets of
picture plane, ground line and horizon lines inclined lines (auxiliary vanishing points)

• Determine the vanishing points and height lines

for horizontal lines

• Complete perspective drawings of given objects

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PLANE AND DESCRIPTIVE GEOMETRY

2. Plane Geometry

Teaching and Learning Context

While having distinct and direct links to analytical geometry, the study of plane geometry provides students with
a valuable support for other areas of the syllabus. Students should be familiar with the supporting theorems and
axioms appropriate to the various elements in this section.

Areas to be studied
• Construction of plane figures
• Construction of loci
• Circles in contact with points, lines and
curves

Learning Outcomes

Students should be able to

Higher and Ordinary levels Higher level only

• Construct triangles, quadrilaterals and regular • Use the principle of loci as a problem solving tool
polygons of given side/altitude, inscribed and
circumscribed about a circle

• Apply the principles and properties of plane

figures in a problem solving setting

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PLANE AND DESCRIPTIVE GEOMETRY

3. Conic Sections

Teaching and Learning Context

The importance of conic sections in many areas of engineering and science, as well as in naturally occurring
phenomena, is to be emphasised. Treatment of the conic sections will focus on their definition as plane loci, as
well as sections of a cone. Students will be expected to be familiar with the basic properties and constructions
applicable to the ellipse, hyperbola and parabola. The application of these principles in other areas of the syllabus
will provide ample scope for three-dimensional modelling and computer generation/simulation.

Areas to be studied
• Terminology for conics • Construction of conic curves as geometric
• The ellipse, parabola and hyperbola as loci
sections of a right cone • Geometric properties common to the
• Understanding of focal points, focal sphere, conic curves
directrix and eccentricity in the context of • Tangents to conics
conic sections • Construction of hyperbola from focal points
• Derivation of focal points, directrix and and transverse axis
eccentricity using the focal sphere and solid
cone

Learning Outcomes

Students should be able to

Higher and Ordinary levels Higher level only

• Understand the terms used in the study of conics, • Understand the terms used in the study of conics:
viz. chord, focal chord, directrix, vertex, ordinate, double ordinate, latus rectum, focal sphere
tangent, normal, major and minor axes/auxiliary
• Construct ellipse, parabola, hyperbola as true
circles, eccentricity, transverse axis
sections of solid cone and derive directrices, foci,
• Construct ellipse, parabola, hyperbola as true vertices and eccentricity of these curves
sections of a solid cone
• Construct tangents to the conic sections from
• Construct the conic sections, the ellipse, parabola points outside the curve
and hyperbola, as plane loci from given data
• Construct a double hyperbola given the foci and
relating to eccentricity, foci, vertices, directrices
a point on the curve, or given the length of the
and given points on the curve
transverse axis and the foci
• Construct ellipse, parabola and hyperbola in a
• Determine the centre of curvature and evolute
rectangle given the principal vertex/vertices
for conic sections
• Construct tangents to the conic sections from
points on the curve

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PLANE AND DESCRIPTIVE GEOMETRY

4. Descriptive Geometry of Lines and Planes

Teaching and Learning Context

The relationship and projection of spatial points and lines is fundamental to the solution of descriptive geometry
problems. Of equal importance is an understanding of the significance and use of planes, including the principal
planes of projection. While virtually all areas and topics utilise and manipulate planes in a particular manner, it
is expected that all students should be conversant with the fundamental relationships and principles of both
planes and lines. In their treatment of this area students are to be encouraged to model problems and solutions,
and to utilise CAD facilities in the manipulation and exploration of the topic. Students should be encouraged
to examine all areas of descriptive geometry relative to this area, in order that its relevance and importance be
fully appreciated.

Areas to be studied • Intersection of oblique planes, lines and

dihedral angle
• Definition of planes, simply inclined and
oblique • Sectioning of right solids by oblique planes

• Determination of oblique and tangent • Treatment of planes as laminar surfaces

planes given rectangular co-ordinates

• True shape and inclinations of planes to • Properties and projections of skew lines
principal planes of reference • Spatial relationships between lines and
planes

Learning Outcomes

Students should be able to Higher level only

Higher and Ordinary levels
• Construct obliquely inclined planes given the
• Distinguish between simply inclined and obliquely angles of inclination to the principal planes of
inclined plane surfaces reference and to include a given line or point

• Determine the angle of inclination between given • Establish the dihedral angle between two
planes and the principal planes of reference intersecting planes

• Determine the true length and inclination of • Display knowledge of the relationships between
given lines planes and lines

• Establish the true shape of an obliquely inclined • Understand the concept of a laminar surface
plane defined by spatial co-ordinates

• Determine the line of intersection between two • Solve a variety of problems involving the
planes intersection, inclination and positioning of laminar
plane surfaces
• Determine the projections and true shape of
sections of solids resulting from simply inclined • Define the concept of skew lines and their use in
and oblique cutting planes solving practical problems

• Establish various spatial relationships between

skew lines and other lines and planes, including

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PLANE AND DESCRIPTIVE GEOMETRY

5. Intersection and Development of Surfaces

Teaching and Learning Context

The physical world we inhabit is bounded by a variety of solids and surfaces that divide and surround our
three dimensional environment. A virtual infinity of concrete examples is easily accessible to students and these
examples should be used where possible in the teaching/learning interaction. In as many areas as possible
this topic should be related to the areas of planes, lines and various forms of projection. Students should be
encouraged to model solutions.

Areas to be studied • Intersection of surfaces of prisms, pyramids1

and spheres, their frustra and composite
• Surface development and envelopment of
solids and development of same
right solids
• Intersection of right and oblique solids and
• Surface development and envelopment of
their surface development
oblique solids

Learning Outcomes

Students should be able to

Higher and Ordinary levels Higher level only

• Develop and envelop the surfaces of right regular • Develop and envelop the surfaces of oblique
solids, their composites and frustra prisms and pyramids

• Determine and project true distance lines • Complete the intersection details of regular and
between specified points on the surfaces of solids oblique solids wherein their axes are parallel to
one of the principal planes of reference
• Find the intersection of given lines and planes
with given planes and curved surfaces

• Establish the surface intersections of prisms,

pyramids, spheres, their frustra and composite
solids, where the intersecting solids have their
axes parallel to at least one of the principal
planes of reference2

1
Pyramid and prism are taken to include the cone and cylinder respectively.
2
Principal planes of reference refers to the horizontal and vertical planes.

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PART ONE (B)

COMMUNICATION OF DESIGN AND COMPUTER GRAPHICS

CONTENT AND LEARNING OUTCOMES

Communication of Design and Computer Graphics is The teacher should be cognisant of the value of this
part of the core of essential experiences for all students area in contributing to skills which are of equal, if
of Design and Communication Graphics. This section not greater value, to the communication and problem
of the syllabus should account for approximately 25% solving skills, i.e. spatial visualisation, graphic ideation
of the available teaching time. While some of the and creative reasoning. A thematic approach is seen
material contained in this part of the syllabus lends as appropriate to developing and contextualising the
itself to assessment through the terminal examination cognitive and psychomotor skills associated with this
paper, a significant proportion of the topics and learning area of the programme.
outcomes lend themselves to assessment through the
The elements of Communication of Design and
student assignment and through coursework generally.
Computer Graphics are:
While the area as outlined here is self-contained, it is
envisaged that its contents will be integrated with other 1. Graphics in Design Communication
parts of the course.
2. Communication of Design
Building on and contributing to plane and descriptive
3. Freehand Drawing
geometry, this area should develop the student’s ability
to select and employ appropriate methods of graphic 4. Information and Communication Technologies
representation in the communication of ideas and
information. Graphic techniques in representing form,
light and shade should be developed. All students
should be proficient in the use of freehand drawing both
as an efficient communication medium and as a graphic
ideation tool. Students should utilise CAD software in
the context of the communication of design and as a
developmental tool to aid visualisation.

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COMMUNICATION OF DESIGN AND COMPUTER GRAPHICS

1. Graphics in Design and Communication

Teaching and Learning Context

It is important to put the graphics code in historical perspective and to ensure that students are familiar with a
variety of techniques and associated media. They should also understand how the various elements of drawing
interrelate as parts of the graphics language. They should be able to distinguish between stages and functions
in design graphics, for example idea sketching and computational sketching. In order to properly explore these
elements students should have knowledge of design strategies and be involved in design activities.

Areas to be studied
• Drawing from a historical perspective • Generation of design briefs
• Design strategies • Interpretation of design briefs
• Reflection on processes of design • Ideas sketching
• Design appraisal • Design problem solving
• Design communication

Learning Outcomes

Students should be able to

Higher and Ordinary levels Higher level only

• Compare traditional graphic communication • Evaluate design with reference to function,

methods with electronic methods and appreciate ergonomics and aesthetic qualities
the advantages and disadvantages of both
• Generate design briefs appropriate to given
• Understand the steps required to bring a project problems
from situation/brief, to final working drawings

• Analyse design as it affects the function,

ergonomics and aesthetic qualities of everyday
artefacts

• Display a knowledge of the rudiments of good

design - proportion, colour, materials, ergonomics,
safety and value for money

• Interpret and analyse given design briefs

• Understand the principles of the interpretation of

graphic instructions as they apply to the solution
of a design brief

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COMMUNICATION OF DESIGN AND COMPUTER GRAPHICS

2. Communication of Design

Teaching and Learning Context

In exploring this area, students should develop their skills by exploring real or hypothetical design situations.
They should see that all such detail design or working drawings should convey all the information necessary for
the production of an artefact and should be readily understandable to anyone who might be required to read
them. Presentation techniques such as line weighting, balloon referencing, detail extraction, etc. should be used.
Students’ drawings should conform to relevant contemporary international drawing systems and conventions.

Areas to be studied
• Drawing conventions, symbols and • Pictorial and orthographic working and
standards assembly drawings
• Presentation methods and layout • Balloon extraction detailing
• Design drawings and associated processes • Exploded pictorial views
• Dimensioning and notation
• Schematic diagrams

Learning Outcomes

Students should be able to

Higher and Ordinary levels

• Use graphical symbols as necessary to convey a

design to the correct drawing standards

• Create drawings and layouts that make

appropriate use of materials available to achieve a
pleasing presentation

• Use graphics, both orthographic and three

dimensional, to explain design function and
methods of assembly

• Produce drawings, which can be used by a third

party, to produce an artefact

• Use standards pertaining to dimensioning and

notation

• Design schematic diagrams to explain familiar

operations

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COMMUNICATION OF DESIGN AND COMPUTER GRAPHICS

3. Freehand Drawing

Teaching and Learning Context

Students should see freehand drawing as an important tool in explaining as well as solving problems. While
specific attention should be given to developing freehand techniques students should also be encouraged
in developing and exploring solutions to formal problems in plane and descriptive geometries. They should
also be able to represent light, tone and texture and see a freehand drawing as the most immediate way of
representing an idea or defining a concept.

Areas to be studied
• Materials for freehand drawing • Light and shade
• Observation techniques • Design sketching
• Representing shape, form, texture and • Freehand detailing
material • The use of colour

Learning Outcomes

Students should be able to

Higher and Ordinary levels Higher level only

• Use freehand sketching as a tool to explain an • Analyse critically the texture and colour of a
idea surface and choose suitable rendering media by
which the surface can be accurately represented
• Produce freehand drawings
• Represent graphically the effects light and shade
• Select the most suitable medium for producing
have on surfaces
and rendering sketches and drawings

• Identify the surfaces of an object relative to each

other in three dimensional space

• Use various methods of rendering and colouring

to enhance a drawing

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COMMUNICATION OF DESIGN AND COMPUTER GRAPHICS

4. Information and Communication Technologies

Teaching and Learning Context

The contribution of Information and Communication Technologies to design is considerable. Developments

in this area have provided designers with tools and techniques to explore and represent design elements in
ways that were not previously possible. The development and exploitation of computer technology provides a
powerful and versatile tool for the rapid solution of problems and presentation of design ideas. As part of their
essential studies in this area, students will be introduced to the fundamentals of CAD modelling, with more
advanced work being developed where appropriate throughout the course.

The student assignment provides students with ample opportunities to exploit the features of both two and
three-dimensional CAD software.

(a) CAD Applications

Areas to be studied • Generation of presentation drawings from
parametric models
• File management
• Generation of exploded views and
• Graphics and CAD terminology
animated sequences from parametric
• Graphics and CAD software
models
• Generation of working drawings from part
• Modelling and editing
models and assembly models
• Use of templates and libraries
• CAD sketching principles
• Data exchange between applications
• Creating 3D assemblies
• Graphic output

Learning Outcomes

Students should be able to • Use the editing features of CAD software

Higher and Ordinary levels effectively
• Exchange data between applications
• Appreciate the power of contemporary hardware
and software as they apply to design and • Efficently use the standard tools and manipulation
communication of design features of CAD software.

• Use the various computer input and output • Produce exploded and assembled presentation
devices as they relate to CAD drawings

• Use CAD drawings to produce three-dimesional • Animate sequences

CAD models
• Understand the impact of design intent in CAD Higher level only
modelling
• Realise the design intent in the CAD model
• Generate multi-view drawings from 3D models
• Produce presentation drawings from CAD • Use CAD modelling to explore geometric

models concepts and principles

• Import and export files

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COMMUNICATION OF DESIGN AND COMPUTER GRAPHICS

4. Information and Communication Technologies (continued)

(b) ICT and Graphics

Areas to be studied
• File management and organisation • Image processing and manipulation
• File formats and filename extensions • Web research
• Image transfer • Presentation techniques using ICT and
CAD software

Learning Outcomes

Students should be able to

Higher and Ordinary levels Higher level only

• Create folders and save files to designated • Manipulate images to achieve special effects
locations using recognised naming conventions
• Use slides or other animation techniques to
• Use and understand the various file formats and illustrate graphic design solutions
images associated with CAD and related ICT
software

• Transfer images from CAD software to ICT

packages as an aid to compiling a document,
making a presentation (copy/paste) or producing
a photo-real representation of a model (export/
insert, render to file)

• Convert an image from one format to another

• Use the internet as a research tool

• Download text and images from the internet for

analysis, editing and reproduction in a desktop
publishing package

• Capture images using a range of media (for

example: digital cameras, scanners, screen capture,
Internet, other)

• Make slides with a CAD package of the key steps

involved in creating a drawing

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STUDENT Assignment

Teaching and Learning Context

Students will explore a variety of artefacts in the context of their design, and represent these, using a variety
of appropriate media. The assignment is intended to engage students in the creative activity associated with
design and the variety of elements involved in communication of design. This area will deal with topics which are
not readily assessed through a terminal examination. The assignment will relate to a theme or topic, which will
require investigation and decision making on the part of the student. A variety of media will be encouraged in
the design and communication of solutions, but Computer Aided Design by way of modelling will be required
from all participants. The teacher will endeavour to create a teaching environment which will accommodate
creative thought and action, while developing the necessary cognitive and practical skills, associated with design
and communication of design.

Learning Outcomes

Students should be able to

• Observe, measure and represent graphically • Demonstrate design and visualisation skills and
details of real artefacts techniques

• Select preferred methods of graphic • Appreciate, analyse, evaluate and modify artefacts
representation in the communication of existing and products from a design perspective
designs
• Take a reflective approach to their design
• Represent design and communication information proposals and solutions
through sketches, CAD and other ICT
• Include the principles of inclusive and user-
applications
centered design
• Produce to approved standards appropriately
• Critically evaluate realised assignments
dimensioned 2D and 3D drawings and models on
paper and using CAD

• Use appropriate presentation techniques,

including colour, rendering and sketching to
represent an artefact and/or design

Note: Ordinary and Higher levels will be differentiated by depth of treatment and the level of design and creativity
expected in the response.

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 PA RT two

OPTIONA L A R E A S O F S T U DY

APP L IE D G R A PH I C S

CONTENT AND L E A R N I N G O U TCO M E S

Content and learning outcomes in black text apply to Higher level only.

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PART TWO – OPTIONAL AREAS OF STUDY

APPLIED GRAPHICS

CONTENT AND LEARNING OUTCOMES

Students will undertake two optional areas of study plane and descriptive geometries to the solution of a
from this part of the syllabus. The optional areas of variety of problems in the areas of science, engineering,
study are architecture, geography, etc. Students should be able to
select the most appropriate methods to depict and solve
1. Dynamic Mechanisms
these problems, both in terms of the illustrative method
2. Structural Forms used and the mechanism for its utilisation.

3. Geologic Geometry By nature these topics are highly practical and visible
and it is envisaged that applications will be dealt with
4. Surface Geometry
in conjunction with, rather than in isolation from, the
5. Assemblies underlying principles introduced in the core areas of
study. At all times the development of the student’s
Students should be encouraged to investigate their
spatial abilities and graphic intelligence is to be fostered
physical environment and to apply the principles of
and encouraged.

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APPLIED GRAPHICS

1. Dynamic Mechanisms

Teaching and Learning Context

While much of the study of Design and Communication Graphics deals with elements that are static, plane and
descriptive geometries can be equally useful in the solution of dynamic problems. Students will be introduced
to many of the “special curves” as the path plotted by a point undergoing a dynamic transformation. The use
of models and computer simulations to depict these movements forms an integral part of the teaching and
learning methodology to be employed, in the context of applications.

Areas to be studied
• The common geometric loci: involutes, • Determination of loci from linkage
helices, conical spirals, Archimedean spirals, mechanisms
and logarithmic spirals • Construction of cam profiles and
• Construction of loci defined by the displacement diagrams depicting uniform
movement of circles relative to lines and velocity, simple harmonic motion, uniform
circles acceleration and retardation for in-line knife
• Construction of tangents at a point on edge roller and flat followers
an involute, Archimedean spiral, cycloid,
epicycloid, hypocycloid and trochoid

Learning Outcomes

Students should be able to • Construct displacement diagrams for given cam

Higher and Ordinary levels profiles

• Construct the involute of a circle and of regular • Understand the applications for all the curves
polygons constructed

• Construct the helix and conical spiral from given • Construct standard cycloids
data Higher level only
• Construct an Archimedean spiral
• Construct epicycloids, hypocycloids and trochoids
• Use a trammel to solve problems on loci
• Construct a tangent at a point on an involute,
• Construct the locus of a point in a link Archimedean spiral, cycloid, epicycloids,
mechanism hypocycloid and trochoid

• Construct radial plate cams of given uniform • Construct radial plate cams of given uniform
velocity, simple harmonic motion, uniform velocity, simple harmonic motion, uniform
acceleration and retardation to in-line knife edge acceleration and retardation to in-line roller and
followers flat followers

• Construct cam profiles and displacement • Construct involute and epicycloidal gear profiles
diagrams
• Construct a logarithmic spiral

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APPLIED GRAPHICS

2. Structural Forms

Teaching and Learning Context

The human environment, both natural and manufactured, provides an ideal resource for graphic investigation,
study and analysis. Students are to be encouraged to model elements from this section, both physically and with
the aid of CAD software. Investigation of the historical development of common structural forms, including the
arch, dome and vault, together with the representation of these and other structures using line diagrams is to be
an intrinsic part of this area.

Areas to be studied • Plane directors

• Structural forms, natural and manufactured • The hyperboloid of revolution, projections

and sections
• Singly and doubly ruled surfaces
• Sections through singly and doubly ruled
• The hyperbolic paraboloid as a ruled
surfaces
surface
• The geodesic dome of not more than four
• The hyperbolic paraboloid as a surface of
points of frequency
translation

Learning Outcomes

Students should be able to

Higher and Ordinary levels Higher level only

• Investigate the development of structural forms in • Relate the key properties of structural forms to
a historical context their design and construction

• Identify the key structural forms including arches, • Produce three-dimensional drawings of arches,
domes, vaults, frames and surface structures domes, vaults, and surface structures

• Produce line drawings of the basic structural • Determine plane directors for ruled surfaces, and
forms construct ruled surfaces given plane directors and
directrices
• Produce two dimensional drawings of arches,
domes, vaults, and surface structures • Project views of a hyperbolic paraboloid defined
as a surface of translation
• Construct a hyperbolic paraboloid as a ruled
surface • Construct geodesic domes of not more than four
points of frequency
• Determine the true shape of sections through
curved surfaces • Investigate and represent structural forms as they
occur in the environment
• Project views and sections of a hyperboloid of
revolution

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APPLIED GRAPHICS

3. Geologic Geometry

Teaching and Learning Context

The graphic investigation of natural geologic features provides geographers and engineers with a versatile
analytic tool, capable of revealing many of the features hidden beneath the Earth’s surface.

Areas to be studied • Determining the apparent dip of ore strata

• Appropriate symbols and notation • Strike and thickness of strata

• Interpolation and plotting of contours • Determination of outcrop

• Methods of showing slopes and gradients • Cutting and embankment sections for level
constructions
• Profiles determined from contours
• Cutting and embankment sections for
• Use of skew-boreholes in mining problems
inclined constructions
• Determining the true dip of ore strata

Learning Outcomes

Students should be able to

Higher and Ordinary levels Higher level only

• Understand concepts such as bearings, grid layout, • Determine cuttings and embankments for inclined
true north, etc. roads and surfaces

• Interpolate and plot contours on a map for given • Determine the apparent dip of strata
data
• Solve mining problems through the use of skew
• Show profiles determined from contours boreholes

• Determine cuttings and embankments for level

roads and surfaces

• Determine the true dip, strike and thickness of

strata

• Determine the outcrop profile for given strata

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APPLIED GRAPHICS

4. Surface Geometry

Teaching and Learning Context

An understanding of surfaces, their relationships, intersections and developments is an intrinsic part of

understanding the manufactured environment through architecture, engineering, design and packaging. This area
will explore relevant examples taken from the environment.

Areas to be studied • Projections and developments of

intersecting prismatic, oblique cylindrical,
• Dihedral angles between surfaces
oblique conical transition and ducting details
• Surface developments of containers and
• Projection and developments of transition
structures such as plane intersecting roof
pieces connecting rectilinear to rectilinear
surfaces, sheet metal containers, hoppers
and circular to circular cross-section
and transition pieces
• Projection and developments of transition
• Projections and developments of
pieces connecting circular to rectilinear
intersecting prismatic, right cylindrical,
cross-section
transition and ducting details

Learning Outcomes

Students should be able to

Higher and Ordinary levels Higher level only

• Determine the dihedral angles between adjacent • Develop intersecting ductwork involving oblique
plane surfaces forming solid objects prismatic and oblique cylindrical surfaces

• Prepare surface developments of surface • Determine the developments of transition pieces

containers, intersecting roof surfaces, and sheet between ducts of circular/rectilinear cross-section
metal fabrications

• Determine the lines and points of intersection

between two intersecting surfaces or objects

• Develop intersecting ductwork involving prismatic

and right cylindrical surfaces

• Determine the developments of transition pieces

between ducts of circular/circular and rectilinear/
rectilinear cross-section

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APPLIED GRAPHICS

5. Assemblies

Teaching and Learning Context

The interpretation of machine and flat-pack assembly drawings is a necessary skill for many household and other
common assemblies/products, and these are seen as primary sources of material for study. Students should
begin with examples of simple assemblies of just a few components and should gradually develop the ability to
interpret and communicate more complex multipart assemblies. These skills are developed through the ability to
interpret, model and represent multi-view projections from a number of single components. Assemblies provide
the ideal platform for 3D CAD modelling and manipulation as well as the generation of ortho-views and
sections. The practical value of these skills should not be underestimated. In addition to becoming familiar with
dimensioning, sectioning, hatching and joining, students will learn appropriate symbols and abbreviations.

The number and complexity of the components required for any assembly task will differentiate Higher and
Ordinary level studies in this option.

Areas to be studied
• Interpretation of exploded and assembled • Hatching
drawings • Dimensioning
• Drawings – layout and conventions • Joining methods
• System of projection • Machine surface and texture symbols
• Sectional views • Modelling assemblies in 3D CAD

Learning Outcomes
Students should be able to
Higher and Ordinary levels • Generate CAD models of assemblies

• Understand product assembly drawings • Apply balloon detailing

• Interpret assembly drawings. • Use abbreviations and symbols

• Draw assembled views from drawings of a small

number of single components Higher level only

• Draw the views essential to the representation of • Draw a number of sectional views
an assembly
• Draw views that have been sectioned.
• Draw single plane sectional views
• Indicate surface finish on the drawing, as
• Hatch sectioned parts in each view appropriate

• Fully dimension drawings • Indicate methods of assembly

• Measure components to be drawn and relate the

model/drawing to the artefact

33
 Procedures for drawing up
National Syllabuses
The NCCA’s Course Committees for the Leaving Certificate
(Established) have the following membership:

• Association of Secondary Teachers, Ireland

• Teachers’ Union of Ireland
• Joint Managerial Body
• Association of Community and Comprehensive
Schools
• Subject Association
• Irish Vocational Education Association
• Higher Education and Training Awards Council
• Irish Universities Association
• Department of Education and Science (Inspectorate)
• State Examinations Commission.

On the basis of a brief provided by Council, the NCCA’s

Course Committees prepare the syllabuses.

Recommendations of Course Committees are submitted

to the Council of the NCCA for approval. The NCCA, having
considered such recommendations, advises the Minister
for Education and Science accordingly.

Further information may be obtained by contacting the

NCCA at 24 Merrion Square, Dublin 2.
 Published by The Stationery Office
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