Design and Technology Department Planning Scheme of Learning
KS3
Materials/Area of Study: Resistant MaterialsAssessed for Designing and Making
Year: 9 / Duration: 20 Lessons
Designing: 8 Lessons
Making: 8 Lessons / Differentiation:
Progression Framework
Designing:
D1 Understanding contexts users and purposes (1)
D2 consider the influence of a range of lifestyle factors and consumer choices when designing products (16)
D3 Take creative risks when making design decisions (1)
D4 consider additional factors such as ergonomics, anthropometrics
D6 Develop detailed design specifications to guide their thinking (16)
D8 Identify and solve their own design problems (1)
D9 - D16 Generating, developing, modelling and communicating ideas (2)
Generating, developing, modelling and communicating ideas:
D10 combine ideas from a variety of sources
D12 Develop and communicate design ideas using annotated sketches (4)
D13 Give oral and digital presentations and use computer-based tools (4)
D14 Use 2D and begin to use 3D CAD packages to model their ideas (5)
D15 Give oral and digital presentations and use computer-based tools (7)
D16 Produce models of their ideas using CAM to test out their ideas
Planning:
M1 select appropriately from specialist tools, techniques, processes, equipment and machinery, including computer-aided manufacture (19)
M2 select appropriately from a wider, more complex range of materials, components, taking into account their properties such as water resistance and stiffness
M3 produce ordered sequences and schedules for manufacturing products they design, detailing resources required (8,9,14,16,23)
M5 make simple use of planning tools, for instance Gant charts (14)
M6 match and select suitable materials considering their fitness for purpose
M7 Follow procedures for safety and understand the process of risk assessment (14,23)
Practical skills and techniques:
M8 follow procedures for safety and understand the process of risk assessment (5)
M9 use a wider, more complex range of materials, components, taking into account their properties (18)
M10 use a broad range of manufacturing techniques including handcraft skills and machinery to manufacture (8,9,10,13)
M11 exploit the use of CAD/CAM equipment to manufacture products, increasing standards of quality, scale of production and precision (7)
M12 apply a range of finishing techniques, including those from art and design, to a broad range of materials including, metals, polymers and woods (4,6,10,13)
M13 make use of specialist equipment to mark out materials(4,6,10)
M14 use a broad range of material joining, heat processes and adhesives (11)
M16 adapt their methods of manufacture to changing circumstances (11)
M17 recognise when it is necessary to develop a new skill or technique (7)
Own ideas and Products
M18 test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users (23)
M19 evaluate their products against their original specification and identify ways of improving them (21,16,23)
M20 actively involve others in the testing of their products (21,23)
M21 select appropriate methods to evaluate their products in use and modify them to improve performance (21,23)
M22 produce short reports, making suggestions for improvements (23)
Existing Products
M23 Investigate and analyse new and emerging technologies
M25 Analyse and investigate products through disassembly to determine how they are constructed and function
M26 Investigate and analyse products that they are less familiar with using themselves
Key events and individuals
M27 Students should know about an increasing range of designers, engineers, technologists and manufacturers and be able to relate their products to their own designing and making
Making products work
M28 use learning from science to help design and make products that work (15,18,19)
M29 use learning from mathematics to help design and make products that work (12, 15,18,19)
M30 understand the properties of materials, including smart materials, and how they can be used to advantage (19)
M31 understand the performance of structural elements to achieve functioning solutions
M34 how to classify materials by structure e.g. hard words, soft woods, ferrous and non-ferrous, thermoplastic and thermosetting plastics
M35 Know about the physical properties of materials e.g. grain, brittleness, flexibility, elasticity, malleability and thermal (10,13)
M39 how materials can be cast into moulds
M40 how to make adjustments to the settings of equipment and machinery such as drilling machines (10) / Pathway Assessment
Lesson Sequence
Lesson 1: D1, D3, D8, D9-16
- Learning Objective: Develop an understanding of how to analyse a design brief
- Success criteria: Identify the three elements of the brief and begin to collect evidence to support understanding
Main Activity 2: Develop mind map with attributes that analyses the brief annotating key points and styles.
Plenary: Swop brief and from the attributes can the students identify the user, location and style in classmates work. Feedback
Plenary: Recap safety skills. /
Resource sheet, whiteboard, pens and PABS. IT3
Homework / Homework, bring to school images/materials that reflect your analysis for a mood board.
National Curriculum / develop a design brief for a marketable product which is innovative and might involve
Some degree of risk taking. (1a)
Lesson 2: D9-16,
- Learning Objective: Develop an understanding of how to develop a design idea from a specification (design criteria)
- Success Criteria: Develop 2 different design ideas using a range of processes and skills.
Main: Pupils will write their own specification. Some pupils will be able to write their own specification using prompting questions.
Plenary: Recap objectives with pupils; check what stage pupils are up to inadvance of the next lesson. / Teacher PowerPoint
Computers / Laptops
Specification help and templates (T:Drive)
Homework
National Curriculum / Specification demonstrates an ability to express the results of research and analysis in the form of a Suitably detailed specification. (1a)
Lesson 3: D1, D3, D8, D9-16
- Learning Objective: How to develop a design idea based upon a design specification (design criteria)
- Success criteria: Link 2 design ideas to your design specification to specific pieces of research
Starter: Pupils will read through the design problem on the board, highlighting keywords from the specification.
Main Activity 1: pupils have chosen a target user to investigate and produce an analysis page on their chosen person/group.
Main Activity 2: Pupils will use this analysis page to help them come up with a series of designs. All pupils will produce 2 ideas; some will manage to produce 4 ideas. Pupils will then apply presentation skills to their design using what they learned in the previous lesson
Plenary: Walk around – allow pupils to walk around the class for 30 seconds, looking at other peoples work. Ask for feedback on what they liked around the room and discuss
Homework
National Curriculum / Initial designs
i) generate and record the development of design proposals that are innovative, show flair
and imagination
ii) identify, with reasons for selection/rejection, the chosen design proposal(s) for prototype
manufacture
Lesson 4: D12, D13
- Learning Objective: L1. How to sketch a 3rd Angle Orthographic drawing
L2. Develop an understanding of drawing conventions - Success criteria: Draw a lap joint to a tolerance of +-/1mm
Main Activity 1: Sketch (to scale) 3rd angle elevations on one half of the page, include dimensions and hidden lines.
Main Activity 2: Sketch in Isometric your final design
Extension: introduce 2d design Isometric grid.
Plenary: Walk around – allow pupils to walk around the class for 30 seconds, looking at other peoples work. Ask for feedback on what they liked around the room and discuss
Introduce hand-out and the conventions of drawing
Centre Lines, Parallel lines-Dimensions
Extension, render in a wood finish
Next lesson: students to present their HW ideas orally to class. / Resource sheet has been produced to aid students with an imbedded grid to aid drawing.
Homework / Isometric robot
Assessment
Literacy
Learning Question
Lesson 5 D14, D16, M8
- Learning Objective: How to model in card and use craft knifes and safety rulers safely
- Success criteria: Final model piece will demonstrate a reasonable degree of planning and execution.
Main Activity: H/S Demo Craft knifes and safety rulers. Modelling – pupils will make up to three different models of their design ideas. Some pupils may wish to experiment and make models of new ideas as they go along. Some pupils will be able to use the joining methods they saw at the start of the lesson.
Plenary: Look at good examples of modelling, share these with the group. Recap lesson objectives. / Risk Assessment: Craft Knifes and Safety rulers
Teacher PowerPoint
Pre-cut card strips
Scissors
Elastic Bands
Modelling card
Homework
National Curriculum / i) use modelling to check on the feasibility of design ideas
ii) use suitable communication techniques including graphics and ICT to develop and
model design proposals and production systems; (1c,1g, 5a)
Lesson 6:D12, D13
- Learning Objective: How to read drawings, tri square-marking gauge
- Success Criteria: Draw 3 elevations in the correct sequence
Main: Using resource kit practice layout of drawings and make a rough sketch of the three views.
On 2D design, demo 3rd angle orthographic projections and use of relevant tools, i.e. How to draw a line to a given length, radius and review of hidden lines/detail. Discuss the value of orthographic drawings to the designer and manufacture.
Discuss relevance to GCSE coursework and provide examples of exemplar coursework.
Give each student a model amp with all major dimensions on and
Using 3rd angle orthographic drawings, mark out final piece
List transfer measurements (parallel lines) onto wood
Plenary: Walk around – allow pupils to walk around the class for 30 seconds, looking at other peoples work. Ask for feedback on what they liked around the room and discuss /
Homework
National Curriculum / Initial designs
i) generate and record the development of design proposals that are innovative, show flair and imagination
ii) identify, with reasons for selection/rejection, the chosen design proposal(s) for prototype manufacture
Lesson 7: D15, M17, M11
- Learning Objective: Develop an understanding for the use of CAD/CAM in product design/resistant materials
- Success criteria: Create a range of ideas on 2D design that provide evidence of development.
Main: Develop a logo (or final piece) using tracing tools on 2D design for students amp project. At a later date these will be either be engraved or cut in *acrylic and *glued onto your project with the laser *cutter.
Discuss relevance at KS4
Plenary:
Homework
National Curriculum / i) purposefully deploy a range of skills and techniques appropriate to the task, including those
necessary to ensure realism of the prototype product
ii) be prepared to adapt working procedures in response to changing circumstances
Lesson 8: M5, M10
- Learning Objective: Develop an understanding of how to use marking out tools for wood accurately and safely.
- Success Criteria: Mark out project to a tolerance of +/-0.5mm
Main: Demo the safe use of a craft knife and safety ruler
Review how to use a tri-square, marking gauge.
Using the student’s 3rd angle orthographic drawing, students to mark out the main carcass of the project.
Demo how to mark out a box/finger joint, discuss the reasons, and the need for a ‘fingernail’
Plenary: / Risk Assessment: Hand Tools
Homework
National Curriculum / i) purposefully deploy a range of skills and techniques appropriate to the task, including those
necessary to ensure realism of the prototype product
ii) be prepared to adapt working procedures in response to changing circumstances
Lesson 9: M5, M10
Learning Objective: Develop an understanding of how to use marking out tools for wood accurately and safely.
Success Criteria. Mark out project to a tolerance of +/-0.5mm
Starter: Break to destruction a lap, box and dovetail joint. Discuss outcomes, and link to GCSE marking scheme.
Main: Review safe use of a craft knife and safety ruler, how to use a marking gauge, shading in the waste.
Calculating the fingers.
Plenary:Walk around – allow pupils to walk around the class for 30 seconds, looking at other peoples work. Ask for feedback on what they liked around the room and discuss / Risk Assessment: Hand Tools
Homework
National Curriculum / i) purposefully deploy a range of skills and techniques appropriate to the task, including those
necessary to ensure realism of the prototype product
ii) be prepared to adapt working procedures in response to changing circumstances
Lesson 10: M10,M12,M13,M35,M40
- Learning Objective: Develop an understanding of how to use a coping saw and mechanical scroll saw safely and accurately.
- Success criteria: Cut box joints to an acceptable degree of accuracy. Not cutting over the line.
Main: Demonstrate Health and safety systems when using a coping saw and mechanical saw.
Using a Tenon saw, using the technique developed in the starter, practice doing the vertical cuts; take care to cut in the waste area. Using the coping saw cut the remaining waste from the wood. Demo how to use both saws. Demo how to adjust coping saw. Some students may wish to use the scroll saw. Properties of materials (ply wood)
How to remove and replace blades, and then filing to the line.
Using Jigs, remove centre hole for speaker using a pillar drill (teach how to adjust)
Plenary: Walk around – allow pupils to walk around the class for 30 seconds, looking at other peoples work. Ask for feedback on what they liked around the room and discuss /
Lesson 11: M14, M16
- Learning Objective: Develop an understanding of how to adapt and change a design to achieve a right angle.
- Develop an understanding of how to glue up accurately
- Success Criteria: How to use a jig as a QC measure
Main: Demo method one, assemble carcass and measure the diagonals pythagus theorem
Demo method 2, align sides together and do a check using a tri-square, using a pencil identify any high areas and remove with a saw.
Aapt and change gaps by filling with tuna, or other suitable materials.
Plenary: /
Lesson 12: M29
- Learning Objectives: How to measure the hypotenuse
- Success Criteria: Achieve tow right angles in your project.
Main Activity 1: Using a prepared carcass demonstrate how to glue together and measure the diagonals to check for square. Glue face on if sides are equal.
Explain different methods, tri-square, sticks, and piethagurus theory (link to maths)
Plenary: Walk around – allow pupils to walk around the class for 30 seconds, looking at other peoples work. Ask for feedback on what they liked around the room and discuss /
Homework
Lesson 13:M10, M12, M13, M35
- Learning Objective: How to use a range of files and abrasive papers
- How to develop precision and control using a file.
- Develop and understanding of how to use a smoothing plane, fill gaps and develop a good finish.
- Success Criteria: Finish carcass to a reasonable degree of finish, removing all lines and filling defects.
Main:Using a flat file demo cross and draw filing. Using the resource kit cover abrasive papers. Pupils will continue with their practical work, giving attention to smoothing down their materials using sandpaper, files and planes. Pupils should also check that their components still fit together as planned and no mistakes have been made so far. Explain the importance of quality control to highlight mistakes before it is too late.
Plenary: Walk around – allow pupils to walk around the class for 30 seconds, looking at other peoples work. Ask for feedback on what they liked around the room and discuss /