700 wide for printing

Year 8 - Design and Technology
Unit 1         Theme            Designing and Making
Assignment          CleverBot - robot controlled buggy in pairs or vehicle.       
Task 1                  New Term introduction - Seating - Safety + drawing - Jobs
                             New Cover - Name labels for one lesson + CAM sticka- Folders
Task 2                  Kre8 Techniques - making name display and simple vehicle.
Task 3                  Bodies ideas and for CleverBot (choice batteries + share)
Task 4                  Adding the electrics +Themoforming demo
ICT                       If computers available- research vehicles and animals,
Evaluation            Design folder, product made, Q and A tasks completed
Links                     Maths, Biology, Art and Science and ICT.
Homework           Research into robot types, logos in general.


Steerable robot or a vehicle

Unit 2         Theme      Evaluation of Products / Manufacturing
Assignment          Flight and kites or another product
Task 1                  Evaluate a range of flight products + thoery behind them
Task 2                  Look at kites and the design of a few basic types
Task 3                  Make a product using batch production methods.
ICT                       Adding the decoration (individually for own use)
Evaluation            Design folder, product made, Q and A tasks completed
Links                    Maths, Art and Science and ICT.
Also if time           Presentation of topic of own interest based
                             e.g. the theme of SPACE or FLIGHT.

 

 


Batch production kite

Unit 3         Theme         Manufacturing and Production
Assignment          Sheet made product - e.g. mirror stand or clock
Task 1                  Mass production methods - one off batch and mass production
PIC control           Control of models on screen and Kre8 vehicles
Task 2                  Reseach and learn about the importance of Mass Prod.
Task 3                  Make a set of 25 products as fast as possible - fastest class
ICT                       Research mass production tools and equiment
Evaluation            Design folder, product made, Q and A tasks completed
Links                    Maths, Biology, Art and Science and ICT  
3b)                       Smart Materials Tasks then mini assignment e.g. photo or jewelry holder using polymorph.      PS Quite a few trips this term

 


U- Control

+ Smart materials

from Kre8 website

Standards Site Year 8
Designing for clients (not now?) personal torch
ICT to support making   T-Shirt etc
Control for security safe and sound
Professional designers the world of, past times (optional)
Choose and present  or a topic of interest from a book.
'Famous Inventors' or a Make Over - before and after. When you have a good idea you can have the stage. Stage heading - Great Products - before and after - inventions - Plan of stage in book with critter explaining something

New Ideas
Character with a message for your design book - then realise it as a polymorph with clip for message. 

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Activities for teaching the yearly objectives
DATA Link

Teacher KS3 Schemes of Work QCA @@@

Can use this link for Medium term Planning

 

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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

Year 8

•  Big and small questions

•  Word association
•  Be a problem-finder
•  Live like the user
•  Observe people and products
•  Using materials
•  Learn from the past and other cultures
•  Product footprint
•  Winners and losers

•  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 around a building
•  Why put it right?
•  Centring
•  Inspirational products
•  The bigger picture
•  Design abacus
•  PIES

•  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
•  Sustainable materials
•  Product impact

•  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
•  Big and small questions
•  Product footprint

Record and share ideas with others and gather and use constructive feedback to develop a clear and detailed design proposal
•  Less is best?

 

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
•  Questioning
•  Display

 

Use solutions to problems from the present, and other times and cultures, to inform their design thinking
•  Be a problem-finder
•  Learn from the past and other cultures

Develop the capacity for manipulating images of products in the mind's eye, in a constructive or analytical way

•  Look to the future

 

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
•  Questioning
•  Look from a different angle

Draw conclusions from the gathered information and comment on its usefulness

 

 

Negotiate tasks with the teacher and/or others

•  Working in teams

Name and describe the methods and processes used to construct the product
•  Questioning
•  Look from a different angle

 

 

 

Adopt given roles within a group

Working in teams

Distinguish between the quality of the design and the quality of manufacture
•  Questioning
•  Look from a different angle
•  Display