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to ALL - Current on desktop school
700 wide for printing
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D&T Framwwork Sub-Skills |
New Ideas |
Activities for teaching the yearly objectives
DATA Link
@@@@ Teacher KS3 Schemes of Work QCA @@@
Good link for Medium Term Planning
Below is now summarized in Flash our version above.
| . | Exploring ideas and the task |
Generating ideas |
Developing and modelling ideas |
Planning |
Evaluating |
Year 7 |
• Role-play and user needs • Key words • Product pairs |
• Alternative uses |
• 12-minute discussion • Consultations • Using grids • Developing your idea • 4 x 4 |
• Sequence mapping • CAD planning • Group planner |
• Questioning - product evaluation • Six thinking hats • ACCESS FM • Ranking • That's where I draw the line |
Year 8 |
• Big and small questions • Word association |
• Look to the future • Deconstruction • Less is best? • 6-3-5 |
• Beg, borrow, steal • Champions • Improvise, play and experiment • Get expert help • Three-minute sketching |
• Consequence diagrams • Matrices • Flow charts • Sequencing • Working in teams |
• Questioning - product evaluation • Look from a different angle • Right angle • Display • CAFEQUE |
Year 9 |
• A day in the life |
• Walk on the wild side • Look to the natural world • Take a risk • Design abacus |
• Building a design • Group crits • Scamper |
• LEGO production line • Charting work-flow • GANTT chart |
• Questioning - product evaluation • Compare and contrast |
Year 8 Designing objectives and teaching strategies
Exploring ideas and the task |
Generating ideas |
Developing and modelling ideas |
Planning |
Evaluating |
Explore needs, wants and opportunities in the context of designing for clients • Live like the user • Be a problem-finder • Observe people and products • Using materials |
Produce and consider conventional, original, unusual, unique and/or eccentric ideas • Look to the future • Deconstruction • Less is best? • 6-3-5 |
Try fresh or alternative approaches when developing ideas and overcoming new problems and challenges • Beg, borrow, steal • Champions • Improvise, play and experiment • Three-minute sketching |
Predict time needed for a series of subtasks within the overall task • Sequencing • Working in teams |
When evaluating their own ideas and products |
Explore and play with conventional and unconventional ideas related to the task • Word association • Using materials |
Use a range of design strategies which combine creative thinking and the application of knowledge • Deconstruction • Less is best? |
Develop different strategies to elaborate, embellish, expand and develop design ideas • Champions • Three-minute sketching |
Reflect and evaluate how time is used within an activity • Sequencing |
Discuss with the users of their product the extent to which it meets the original design criteria and refine criteria further • CAFEQUE |
Recognise critical factors that need to be included as design criteria • Live like the user • Observe people and products • Product footprint • Winners and losers |
Develop flexible and independent thinking about existing products and solutions (by encouraging, questioning, openness to ideas and approaches) when generating design proposals • Look to the future • Deconstruction |
Seek opinions of potential users of the product and decide whether their design criteria are accurate and detailed enough for the purpose • Get expert help |
Decide on the main stages of making and the order in which they must be carried out • Flow charts • Sequencing • Working in teams |
Modify and transform ideas, changing direction if needed, ask questions ( e.g. Where is this going? Does it work? What do I do next? What makes a good...? ) • Right angle |
Identify conflicting criteria and determine which should take priority • Product footprint • Winners and losers |
Draw upon a wide range of information sources including those not provided by the teacher |
Find out what materials and components are available and use technical information to decide on their suitability for the task • Building a design |
Gather technical information about the materials and components available and use this to inform decisions about suitability for purpose • Matrices |
Justify decisions made in the selection of materials and methods of making • Six thinking hats When evaluating the ideas and products of others |
Discuss, debate, question and challenge information and the nature of the task itself |
Record and share ideas with others and gather and use constructive feedback to develop a clear and detailed design proposal |
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Look ahead for problems and plan alternative ways of progressing and testing ideas and solutions • Consequence diagrams |
Suggest the criteria that might have been used when designing and making aproduct
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Use solutions to problems from the present, and other times and cultures, to inform their design thinking |
Develop the capacity for manipulating images of products in the mind's eye, in a constructive or analytical way • Look to the future |
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Carry out design-and-make assignments with teacher intervention and support where needed |
Identify the different materials and components and suggest why they have been used |
Draw conclusions from the gathered information and comment on its usefulness |
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Negotiate tasks with the teacher and/or others • Working in teams |
Name and describe the methods and processes used to construct the product |
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Adopt given roles within a group Working in teams |
Distinguish between the quality of the design and the quality of manufacture |