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Year 7 - Design and Technology
Unit 1 Theme Designing and Making Assignment Moving Bugs Task 1 New Term introduction - Seating - Safety - Jobs - New Cover - Folder Task 2 Circuits that could be used - Battery types - Task 3 Design body for dancing bug ICT If computers available- research bugs and animals Evaluation Design folder, product made, Q and A and tasks Links Maths, Biology, Art and Science. ICT	Dancing bug
Unit 2 Theme Structures and Materials Assignment Mangonel Catapult Structures Look at examples - history of flight - Wright brothers etc Task 1 History and theory of mangonel + geometric shapes to hit Task 2 Make magonel Task 3 Design competition using own made 'castles models'. ICT If computers available- research mangonels and castle warfare Flowol Lighthouse control in ICT rooms Evaluation Design folder, product made, Q and A and tasks completed Links History, Science ICT.	Mangonel catapult
Unit 3 Theme Work of designers Assignment Point of sale display after drawing techniques being taught Intro Real world well produced designs of products and displays. Task 1 3D drawing methods, Orthographic drawing and presentation methods Task 2 Presentation drawing for use with point of sale product Task 3 PIC computer control of point of display, if time. ICT Prodesktop - set of exercises to learn about 3D drawing Each drawing completed, product made, Q & A / test. Links Art, Science Citizenship ICT Extra if needed Characters Matarials theory	CAD - assemble example
Point of sale advert using #D drawing Standards Site Year 7 Understanding materials -carry it all or be seen Design for self - Puzzle in box ICT to support designing - stencil maze, game Point of sale witth control aspects - folded card corner - display with some Fimo models ? speech, lights show. Watch display, Fridge Magnet - Fimo KS3 Framework

Activities for teaching the yearly objectives

Exploring ideas and

the task

Generating ideas

Developing and modelling ideas

Planning

Evaluating

Year 7

• Role-play and user needs

• Key words

• Mood-board homework

• Mind-mapping

• Brainstorming

• Mood-boards

• Line-ups

• Product pairs

• Alternative uses

• Morphology

• New from old

• Pattern design

• Word and picture board

• Product ranges

• Create some space to reflect

• Getting ideas

• Modify the ...

• Designing for reuse and recycle

• Under-the-table designs

• Building blocks

• 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

Handout 4.6

Year 7 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 themselves • Brainstorming • Mind-mapping • Line-ups • Product pairs	Use strategies which generate a variety of design ideas quickly as a direct response to the design criteria • Modify the ... • Getting ideas • Pattern design • Alternative uses • Morphology	Use of range of strategies to explore and experiment with ideas before making judgements • 12-minute discussion • Consultations • Developing your idea	Predict and manage the time needed to complete a short task (e.g. within a lesson) • Group planner	When evaluating their own ideas and products
Identify design possibilities by discussing needs and opportunities presented by the task • Keywords • Mind-mapping	Use of range of materials to stimulate the imagination (e.g. pictures, stories, poems, music, videos, products) • Word and picture board • Pattern design • Getting ideas • Designing for reuse and recycling	Work out, and reflect on, the technical details of their ideas by modelling them through drawing, discussion, ICT and in 3-D • Using grids • 12-minute discussion • Developing your idea	Log time as it is used • Group planner	Evaluate their design ideas and products by comparing them against the original design criteria and suggest improvements • Six thinking hats • Ranking • That's where I draw the line
Develop design criteria to satisfy the design brief • Brainstorming	Make connections and see relationships between the form and function of existing products and possible design proposals • Alternative uses • New from old • Extending the product range • Designing for reuse and recycling	Appraise ideas by continual reference to the design criteria • Consultations • Developing your idea	Prepare an ordered sequence for managing the task • Sequence mapping	Make judgements about the originality and value of ideas and solutions to further their development • Six thinking hats • Ranking
Identify constraints imposed by the task and/or resources and acknowledge them when formulating criteria	Use a range of information sources, mainly provided by the teacher • Word and picture board	Explore and experiment with and then select appropriate materials and processes	Take account of the type and quality of materials and components that are available • CAD planning	When evaluating the ideas and products of others

Find and select information which informs and clarifies thinking about the task • Role-play and user needs • Mood-board homework • Mood-boards • Product pairs	Use a range of strategies to produce, communicate, record initial ideas (e.g. a sketchbook to record 2-D and 3-D sketches, collages, notes, discussions) • Pattern design • Create some space to reflect • Under-the-table designs	Identify alternative methods of proceeding if first attempts should fail	Understand the need that a product is intended to serve and judge how well it meets that need • Questioning • Access FM
Use existing, familiar products and systems to inform their design thinking • Mood-board homework • Mood-boards • Line-ups • Product pairs	Develop the capacity to build images in the mind's eye • Building blocks	Manage some shorter tasks independently ( e.g. focused practical tasks and product analysis activities) • Group planner	Identify that products are made from a variety of different materials • Questioning • Access FM
Record their research using notes, sketches, diagrams, etc. • Role-play and user needs		Share decisions about the task with teachers and/or others • Group planner	Describe accurately how the parts of a product are put together • Questioning • Access FM
		Be aware of different roles within a group • Group planner	Examine, describe and evaluate similar products to gain useful technical information • Questioning