Editable Schemes of Work - Year 10

Edexcel GCSE 2009 Design and Technology

Graphic Products (2GR01) — Year 10

Practical support to help you deliver this Edexcel specification

Scheme of work

This scheme of work has been produced to help you implement this Edexcel specification. It is offered as an example of one possible model that you should feel free to adapt to meet your needs and is not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible.

Other course planning support

You will find other support for planning the course in the Teacher’s Guide. This is a free downloadable resource that you can access at

Teaching resource exemplars

The scheme of work contains suggestions for resources that you can use to support your teaching. These are suggestions only of material you may find useful and you are encouraged to use a wide range of resources that suit the needs of your students.

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Edexcel GCSE Design and Technology

Edexcel scheme of work

Graphic Products (2GR01) — Year 10

This scheme of work is only relevant if you have the appropriate equipment and background knowledge to deliver it. This is only an example and should not be replicated as it stands. It must be adapted to suit individual students (and their ability), individual schools and the teacher’s individual experience.

Y10 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources
1 / Introduction to Graphic Products (GP), what is GP and what is meant by 2D and 3D GP?
1.8 Components — Use of technical drawing equipment
Topic 1.1 Paper and Board — Paper
Topic 4.2 Designing skills — clear communication /

To understand the difference between 2 and 3D graphic products.
To know the use and applications of the basic technical drawing equipment.
To understand and recognise the difference between the basic papers used in graphic products.

Students draw a simple constructed product — games controller/console etc, in 3D/isometric/oblique.
Students shade the product/thick and thin line technique.

Variety of pencils, set squares, compasses, rulers, drafting aids boards etc.
Exemplar papers to be used during the course, for example Edexcel sample assessment materials for D&T Graphic Products can be found at:
Graphic/Pages/default.aspx

2 / 3.1 Specification criteria /

To be able to analysing graphic products using: form, function, user requirements and performance requirements.
To understand materials and components, scale/cost and sustainability.

Teacher introduces the concept of a child’s toothbrush as a product.
Students define the terminology against the toothbrush design.

Child’s toothbrush with packaging (for later use).
For toothbrush design search the internet, eg:
Dino.JPG or
HPIM6960.JPG

3 / Reinforce previously covered topics.
4.2 Designing skills — clear communication and annotation /

To understand that parameters control design outcomes and designs must be reviewed.
To understand that crating helps the construction of sketches and their proportion.

Students sketch, using crating, a design of a child’s toothbrush and justify the analysis criteria covered previously.
Students apply colour and/or rendering to the design

Various texts are available to support crating and sketching techniques.
For useful images, see:
toothbrush2.jpg

Y10 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources
4 and 5 / Topic 2.3 Forming techniques; moulding plastic
Topic 2.1 Scale of production
Topic 3.2 Materials and components — justify choice of materials
Topic 2.6 Printing processes — offset lithography
Topic 2.5 Finishing processes /

To understand the need for packaging for toothbrushes.
To apply the analysis criteria to a different product — including scale of production.
To understand the manufacturing processes involved, including printing, vacuum forming and cutting.
To understand the offset litho printing process and its applications.
To understand the application and method of finishing using varnish, hot foil blocking and laminating.

Students disassemble the product to be analysed.
In groups students list the information found on the packaging.
Draw an exploded view of the packaging and justify the design through the specification criteria.
Demonstrate the process with diagrams or video, etc.

There are a number of videos and CD ROMs available to help with the demonstration of these processes including some useful links on the internet. For useful links, see:
For other resources to support these topics, see the Edexcel GCSE Design and Technology Graphic Products Student Book.

6 / Topic 5.3 CAD — 2D drafting and DTP /

To apply the knowledge from the 2D graphic investigation and to a packaging design.
To use CAD in the construction of the design.

Working to a given template, students design a card back for a typical child’s toothbrush vacuum pack.
Students print the final design out and test against a vacuum moulded cover.

A template is required for CAD outcome.
It may be necessary to produce a standard component to use as the testing vacuum formed cover of the toothbrush.

7 / 3.1 Specification criteria
Topic 1.6 Composite materials — carbon fibre
Topic 1.7 Modern materials — liquid crystal displays
Topic 5.3 CAD — vinyl cutting /

To understand the terminology ‘brand identity’ and how it is applied to graphic products and signage.
To consider the materials used in the manufacture of signage and the use of LCDs.
To understand the nature and use of carbon fibre products.

In groups, students analyse existing shop fronts and signage materials using the specification criteria.
In groups, students consider how logo and brand identity is used to connect products to market images.
Teacher shows video to show the process of carbon fibre use.

For shop frontage images search the internet, eg: and
files/gallery/dng_planet_hollywood_01.jpg
For exemplar signage, see pages 70-71 of the Edexcel GCSE Design and Technology Graphic Products Student Book.
Videos of carbon fibre use are available on the internet, such as:

Y10 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources
8 / Topic 2.2 Modelling and prototyping — block modelling and rapid prototyping
Topic 1.3 Polymers — Styrofoam
Topic 1.5 Woods — hardwoods and softwoods
Topic 1.6 composites — MDF /

To identify the common practical uses and their advantages/disadvantages.
To understand the aesthetic, functional and mechanical properties of modelling materials.
To understand the basic marking out and cutting tools used in the production of simple architectural models.

Teacher introduces modelling exercise to design and model a food retail outlet.
Teacher shows video or practical examples of block modelling etc.
Teacher makes range of materials available with discussion on its structure etc.
Teacher hands out MDF to be used as basic structure for model shop design.
Students mark out on the MDF for the construction of the basic shop blank.

See Section B pages 56 and 63 of the Edexcel GCSE Design and Technology Graphic Products Student Book.
Example prototype models in Styrofoam and wood.
See Section A pages 18-19 of the Edexcel GCSE Design and Technology Graphic Products Student Book.
Examples of the raw materials being considered with their uses.

9 / Topic 4.2 Designing skills — clear communication
Topic 2.7 Health and Safety — understand and identify hazards and safe working practices
Topic 2.4 Joining techniques — epoxy resin, polystyrene cement, PVA /

To apply the concept of brand identity to a retail food outlet model.
To identify hazards and perform appropriate risk assessments.
To develop skills in manipulating MDF.
To understand the uses and preparation of the listed adhesives.

Using given shop blank as a starting point students in groups design a range of ideas for a food retail outlet that visually links the building and signage to the restaurant/takeaway brand.
Students continue with the construction of the shop front blank.
Teacher demonstrates the range of adhesives available

Source images of existing visually recognisable shop frontages from the internet, magazines etc.
See Section B pages 46-47 of the Edexcel GCSE Design and Technology Graphic Products Student Book.
Risk Assessments.
See Section B pages 54-55 of the Edexcel GCSE Design and Technology Graphic Products Student Book.
Blank components to construct the basic shop front.
A selection of adhesives.

Y10 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources
10 / Topic 4.2 Designing skills — clear communication
Topic 2.7 Health and Safety
Topic 1.5 Woods /

To prepare a final design proposal for the manufacture of the food retail outlet model.
To risk assess in practical session.
To manipulate MDF appropriately in modelling activity.

Students prepare a final drawing from the design ideas proposed last session.
Teacher helps students to consider the materials and processes involved in the modelling of the shop front.
Students complete the construction of the shop front blank.

To help consider the effect required and how models can be made realistic, see:
fotoportada.gif and

11 and 12 / Topic 4.2 Designing skills — clear communication
Topic 2.7 Health and Safety
Topic 1.5 Woods /

To apply modelling materials to the basic structure to create a realistic impression of the intended design.
To continue with the practical activity and recognise the need to set realistic goals and plans for each session.

Students complete the practical activity as required per the individuals.
Teacher could set homework activity: the task of designing a related menu to the restaurant or food outlet.
Students perform individual practical work.

For exemplar menus, search the internet, eg:
ChildrensMenuMains.jpg and
pizzaMenu.jpg

13 / Topic 1.8 Components — spiral/comb/perfect binding, saddle wire stitching, hard or case binding
Topic 2.7 Health and Safety
Topic 1.5 Woods /

To recognise the processes and application of the binding techniques listed.
To apply these, as appropriate to the menu design.
To finalise the shop front and menu models as appropriate.

Students finalise the DTP layout of the menu as appropriate and print components.
Students complete the practical work on the shop front model.

For illustration of saddle wire stitching, see:
For illustration of perfect binding, see:
perfect-binding.jpg
For illustration of case or hard binding, see:
case_diagram.gif
For illustration of spiral binding, see:
inspiral.jpeg

Y10 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources
14 / Topic 1.8 Components — spiral/comb/perfect binding, saddle wire stitching, hard or case binding
Topic 2.7 Health and Safety
Topic 1.5 Woods /

To complete menu prototype model.
To complete shop model.

Students complete the practical work on the shop menu.
Students complete the practical work on the shop front model.

15 / 3.1 Specification criteria
3.2 Materials and components
2.6 Printing processes — photocopying, offset litho, flexography, gravure and screen printing /

Introduce packaging as a graphic product.
To understand the role of packaging; preserve, protect, advertise and contain.
To understand the process and uses of the listed printing techniques.

Students work in groups analysing a variety of provided packaging items, to identify how they meet the roles described earlier.
Teacher makes video or CDROM examples of the processes available as well as practical examples of each. Students should draw diagrams available in the textbook for revision purposes.
Students complete a table of uses for and advantages/disadvantages of each process

See Section D pages 112-113 and Section B pages 34-37 of the Edexcel GCSE Design and Technology Graphic Products Student Book.
For offset litho, see:
For gravure, see:
For flexography, see:

16 / Topic 1.2 Metals — ferrous and non ferrous
Topic 1.2 Glass
Topic 1.3 Polymers — acrylic, PET, PVC, PP, PS (HD and expanded) /

To understand the functional and mechanical properties of metals and their applications, disadvantages and advantages.
To understand the functional and mechanical properties of glass and their applications, disadvantages and advantages.
To understand the functional and mechanical properties of plastics and their applications, disadvantages and advantages in packaging.

Explore the use of metals in packaging, connecting to their properties and uses in packaging.
Explore the use of glass in packaging, connecting to their properties and uses in packaging.
Explore the use of plastics in packaging, connecting to their properties and uses in packaging.

For the use of metals, see Section A pages 20-21 of the Edexcel GCSE Design and Technology Graphic Products Student Book.
Various videos are available of metal production processes.
For the use of glass, see Section A pages 22-23 and 26-27 of the Edexcel GCSE Design and Technology Graphic Products Student Book.
Various videos are available of plastic production processes and specific applications for packaging.

Y10 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources
17 / Topic 1.1 Paper and board — board and packaging laminate
Topic 2.3 Forming techniques; moulding plastic
Topic 6.1 Minimising waste production /

To recognise the disadvantage/advantages and uses of the various commercial boards and papers.
To apply the techniques discussed in previous term to packaging examples.
To understand the implications and disadvantages to society of waste production.
To recognise the benefits of the 4 Rs (reduce, reuse, recover, recycle) to packaging design.
To recognise symbols used in recycling on packaging.

Students tabulate the properties and uses of various boards and papers.
In groups, students justify the manufacturing processes listed and apply them to practical examples.
Students discuss recycling issues in class; watch video.
In groups, students explore various packaging components for the information they have upon them.

For information, see Section A pages 14-15 of the Edexcel GCSE Design and Technology Graphic Products Student Book.
CDROM/videos are available to demonstrate the various forming processes.
Various CDROM/videos are available on the topic of recycling etc.

18 / Topic 3.2 Materials and components
Topic 5.1 ICT — EPOS and electronic communications
Topic 3.3 Manufacturing processes /

To establish what information is included on packaging and how the information is communicated.
To recognise the importance of electronic communications on packaging.
To recognise the properties of materials and/or components.
To understand the advantages or disadvantages of materials and components.
To be able to justify materials and components used in packaging.

In groups, students disassemble an existing package and establish the meaning of the given information.
Teacher explores bar codes and their use with students.
In groups, students compare differing packaging, food, toys, perfume, etc, as well as various material packages, plastic, boards etc.
Teacher introduces the exam question style for typical packaging questions.
In groups, students apply to customised examples.

For information, see Section A pages 16-17 of the Edexcel GCSE Design and Technology Graphic Products Student Book.
For information on EPOS, see Section C
page 82 of the Edexcel GCSE Design and Technology Graphic Products Student Book.
For exemplar questions, see:

Y10 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources
19 / Topic 1.7 Modern and smart materials — polymorph, thermochromic liquid crystals, liquid crystal displays (LCDs), electronic paper displays (EPDs), transdermal prescription drug patches
Topic 4.2 Designing skills — clear communication /

To understand the term ergonomics.
To define the term smart material.
To understand the structural composition and applications of the listed smart materials.
To present a range of design ideas for a perfume bottle.

In groups, students use polymorph to investigate the possibilities of ergonomic handle design.
Teacher defines the term ‘smart materials’.
Using video or prepared handouts with diagrams teacher explains the use and function of the materials listed.
Students sketch on an A3 sheet a range of as many ideas as possible of perfume bottles for a given market.

A smart materials introductory pack is available from educational suppliers.
For information on thermochromic inks, see:
Thermochromic_ink#Inks
For information on EPDs, see:
paper_display
For information on transdermal prescription drug patches, see:
patch

20 / Topic 4.2 Designing skills — clear communication
Topic 5.3 CAD — 3D virtual modelling /

To be able to draw a selected design on a given CAD package.
To use rotate, shell and render options for the presentation of the design.
To begin to design outer packaging for the selected bottle design.

Teacher demonstrates how to complete a simple bottle design on a given CAD package.
Students complete the chosen design for the perfume bottle.
Teacher introduces the outer packaging aspect of the project.

For an exemplar bottle and packaging design, see:

21 / Topic 4.2 Designing skills — clear communication /

To complete a range of ideas for the 3D element of the outer perfume packaging.
To model and plan to develop a final solution to the package.
To understand the importance of tabs and locking devices on nets.

Students complete the sketched plans for the package design.
Students model using card or paper the possible nets to plan the scale and proportion of the package.

For information, see Section B pages 41 and 50 of the Edexcel GCSE Design and Technology Graphic Products Student Book.

Y10 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources
22 / Topic 4.2 Designing skills — clear communication
Topic 5.3 CAD — 2D drafting /

To understand how to use a 2D package to lay out a net ready for cutting.
To understand the term ‘lay planning’.
To complete a scale drawing of the net required to a given size.

Teacher demonstrates how to construct a net on the chosen CAD package.
Teacher explains the term lay planning and shows how it could be practically used in stamping or die cutting.
Students complete a scale drawing of the chosen net to accurate measurements.