Design & Technology – Leigh Academy Blackheath

ks3 design & technology

Our vision is to provide students with the powerful knowledge base required to become effective critical thinkers who are able to construct Design solutions to existing problems. Students will follow the iterative nature of effective Design processes, continually refining and improving their work through theoretical and practical application to help prepare them to become effective problem solvers.

MYP Assessment Criteria

Criterion A

Research

Criterion B

Design

Criterion C

Create

Criterion D

Evaluate

Cooking and Nutrition: Healthy Breakfast

General Principle (Statement of Inquiry)

Reflection on healthy dishes can impact community wellness

Core declarative knowledge: What should students know?

What is the eatwell guide?
What are the food groups?
What are nutrients?
How do we use nutrients in the body?
What is Health and Safety in the food room?
What is personal Hygiene?
What is cross contamination?
What is the design cycle?

Core procedural knowledge: What should students be able to do?

Be able to identify examples of food groups
Make a range of foods
Measure out using scales and other units
Combine ingredients by mixing, blending, kneading
Use the method of frying and baking to transfer heat
Adapt ingredients in a recipe
Complete taste test analysis to help develop ideas
Create a healthy breakfast blog

Product design & product engineering: Gravity car

General Principle (Statement of Inquiry)

Engineers are able to communicate new ideas through experimentation and testing

Core declarative knowledge: What should students know?

What is aerodynamics?
What are emerging materials in the automotive industry?
What is ACCESS FM?
What is the Design Cycle?
What are examples of manufactured board
What are timbers?
What is a car chassis?
What are motors and gears?
What is an input and output?
What is technical marking out?

Core procedural knowledge: What should students be able to do?

How to design an aerodynamic car
How to mark out accurately?
Use a bench hook to hold timber in place
Be able to use a coping saw and tenon saw
Be able to apply finishing techniques
Be able to add fixings to a material
Create a mini motored car
Use gear knowledge to write a technical description
Explain how input and output instructions control a product
Mark out accurately with a trisquare, pencil and metal rule

Product design, Textiles & CAD/CAM: Tote bag

General Principle (Statement of Inquiry)

Marketing can influence thinking through communication

Core declarative knowledge: What should students know?

What is the design cycle?
What is a Tote bag?
What is CAM?
What is hand sewing?
What is machine sewing?
What is a natural fabric?
What is a synthetic fabric?
What is surface decoration?
What is a logo?
What is safe use of a sewing machine?

Core procedural knowledge: What should students be able to do?

Write a research plan
Complete ACCESS FM research on an existing product
Conduct independent research to inform designs
Create two initial designs for a superhero tote bag
Draw a final design with front and back views
Use measurements on design work
Label design work with material choice, decoration information and structure
Manufacture the tote bag
Embroider onto the tote bag using CAM

STEAM - Focused technical practical task - mini unit

General Principle (Statement of Inquiry)

Use of electronic systems influence our everyday life

Core declarative knowledge: What should students know?

What is an electronic circuit?
What is an input?
What is an output?
What are components
What is solder
What is a sensor

Core procedural knowledge: What should students be able to do?

Make an electronic circuit
Create a Google site on electricity and how it is applied in everyday life

Cooking and Nutrition: Seasonality

General Principle (Statement of Inquiry)

Disasters can impact communities and the resources they need

Core declarative knowledge: What should students know?

What is healthy eating?
What are nutrients?
What does our body need nutrients for?
Which nutrients are beneficial?
Where do oats come from?
What is heat transfer?
What is sensory analysis?
What are savoury foods?
What are existing products in relation to food?

Core procedural knowledge: What should students be able to do?

Adapt recipes to be healthier
Use the method of boiling, frying and baking to transfer heat
Use food preparation skills by slicing , chopping and dicing.
Measure out using scales and other units
Combine ingredients by mixing, blending, kneading
Use a range of skills and food preparation methods in a final food dish
Create healthy savoury dishes
Be able to write an evaluation and sensory analysis using keywords
Use ACCESS FM to analysis a food product

Product design & product engineering: Architecture

General Principle (Statement of Inquiry)

We need to make changes to become more sustainable

Core declarative knowledge: What should students know?

What constitutes a disaster?
How have designers assisted in disaster relief?
What are the needs of the user?
What is a prototype?
What is safe use of craft knife
What is 3D modelling?
What is infrastructure?
What is architecture?
What is sustainable design?
What are new and emerging technologies in construction?

Core procedural knowledge: What should students be able to do?

How to test and evaluate a design idea?
Be able to select tools and methods of manufacture to make models
Be able to prototype a range of ideas in card
Draw floor plans for the building
Use technical drawing techniques – scale, isometric to communicate ideas
Use Google Sketchup when designing in 3D
Analyse past work of Architects – use ACCESS FM
Be able to create an electric loop light circuit
Consider sustainable materials and approaches to design

Product design, Textiles & CAD/CAM: Lunch Bag

General Principle (Statement of Inquiry)

Communication of an idea can be inspired by global influences

Core declarative knowledge: What should students know?

What constitutes a disaster?
How have designers assisted in disaster relief?
What are the needs of the user?
What makes an effective product for disaster relief?
Could design prevent a disaster?
What is a manufacturing Specification?
What is tolerance?
What is 2D design?
What is tessellation?
What is CAD/CAM?

Core procedural knowledge: What should students be able to do?

Design a tessellated design for an emergency lunch bag
Understand how different seams have different functions
Write a manufacturing specification
Work within a tolerance when manufacturing
Identify correct materials for a shoe
Create fabric samples
Test and evaluate accessory designs
Use Techsoft design tools when designing
Create an accessory using CAD/CAM
Use Techsoft design tools when designing
Set up and use a sewing machine safely

Cooking and Nutrition: Food Provenance

General Principle (Statement of Inquiry)

Food Preparation and Nutrition

Core declarative knowledge: What should students know?

What is food hygiene and safety?
What is a meat substitute
Why cook with vegetable instead of meat?
What is a balanced meal?
What are raising agents and how do they affect ingredients?
What are the hazards of shallow frying?
What is the maillard reaction?
What is caramelization?
What ingredients are in season?
Why cook seasonal dishes?
What is Food Hygiene and Safety when cooking with meat?

Core procedural knowledge: What should students be able to do?

Use a range of skills and food preparation methods in dishes
Be able to make a vegetable stir fry
Be able to make a dish with a meat substitute.
Use food health and safety measures within the food room.
Be able to explain healthy eating choices
Write a menu for a restaurant
Follow health and safety rules when frying.
Follow health and safety rules when working with meat.
Evaluate the success of a solution using key characteristic terms
Evaluate considering others opinions.

Product design & product engineering: Mid 20th century Lamp

General Principle (Statement of Inquiry)

How can designers use evaluation and adaptation to reduce waste globally to develop more sustainable communities.

Core declarative knowledge: What should students know?

What is the difference between hard and soft wood?
What are the main characteristics of Mid-century design?
What are the 4 types of motion?
What is the definition of ergonomics?
What is user centred design?
What is a specification?
What is a brief?
What is sustainable material choice?
What is prototyping?

Core procedural knowledge: What should students be able to do?

Be able to identify a problem from research.
Explain what Mid 20th Century design is
Be able to source own items to upcycle
Independently identify and select materials and equipment.
Be able to use workshop machinery
Work with a range of materials
Be able to consider the properties of materials when manufacturing
Create an LED circuit

Product design, Textiles & CAD/CAM: Chromebook case

General Principle (Statement of Inquiry)

We develop and adapt existing products in the style of pop art to show personal and cultural expression through design work.

Core declarative knowledge: What should students know?

What is user centred design?
What is a brief?
What are resist dye techniques?
What are natural fabrics?
What are synthetic fabrics?
What is top stitching?
What is quilting?
What is Computer Aided Embroidery design?
What is a motif?
What is a pattern for manufacture?

Core procedural knowledge: What should students be able to do?

Conduct research to inform design approach
Complete a survey to inform design work
Create resist dye fabric samples
Write a design brief
Write a technical design specification
Choose appropriate materials for manufacture
Use sewing machine independently
Sew accurately and check tolerance
Use computerised sewing machine to add CAD embroidery

STEAM - Focused technical practical task; mini 3 week Unit

General Principle (Statement of Inquiry)

Embedding intelligence in design of products

Core declarative knowledge: What should students know?

What are examples of embedding intelligence into products?
What is a sensor?
What is an actuator?
What is a microcontroller?

Core procedural knowledge: What should students be able to do?

Write an article / blog entry about products that have embedded intelligence
Create a program to instruct a robot
Write a flow chart of instructions that include movement, senses and controls

Year 7

Click on the links below to view the videos and resources for the extension activities.

Modules 1 – 5

Personal Branding

Read: Tote Bag Design
Sustainable bags
Origins of the Tote bag
Canvas bags history

Watch: Aerodynamics and engineering in cars
F1 Aerodynamics 1: The Basics
F1 Aerodynamics 2: Turbulence, Drag and Vortices
F1 Aerodynamics 3: Slots, Diffusers, Bargeboards, S-duct
Careers in Aerodynamics

Watch: Healthy Eating
Healthy Eating: An Introduction for Children aged 5-11

Read: Nutrition Label
Food Labels

Read: How to create a Google Site
Google Sites

Year 8

Click on the links below to view the videos and resources for the extension activities.

Modules 1 – 5

Sustainability

Read: Shelters – Architecture
Norman Foster: Emergency Shelter Design

Watch: Shelters – Architecture
What is Architecture?
How to model a house in SketchUp Free

Read: Emergency Foods
Unicef Emergency Packages
Protein Bars – Make your own

Read
Freeze dried foods – Space foods
Space Food

Read
How is climate linked to extreme weather?

Watch
What are hurricanes, typhoons and tropical cyclones?

Read: Lunch Packaging
What is sublimation?

Watch
Textile Printing

Year 9

Click on the links below to view the videos and resources for the extension activities.

Modules 1 – 5

The Real World

Read: Lamp Design
Iconic Lamps
Electronics
Timbers

Watch: Lamp Design
Simple Machines: Levers
How to light a space
Benefits of LED Lighting

Watch: Upcycling
Upcycling
The boy who harnessed the wind

Read: Food & Nutrition
Food Standard Agency

Watch: Food & Nutrition
Pasta Making
Making Pasta without a machine
What is Quorn?
Sports Nutrition

back to ks4 subjects

ks4 design & technology

link to specification

Year 10
Year 11

Module 1 - Jewelry Holder project

Principles of Design and Technology

Jewelry Holder Project

Links to prior learning (to be made explicit and tested)

Students will have sound knowledge of how to analyse existing products. They will have knowledge of sustainable design. Computer aided design has been touched on throughout KS3

Core declarative knowledge: What should students know?

What is iterative design?
What are the 5 main material groups
What is a product user and stakeholder?
What are manufactured timbers?
What are natural timbers?
What is the lifecycle of a product? LCA
What is a sustainable product?
What is computer aided design and manufacture

Core procedural knowledge: What should students be able to do?

Develop design ideas
Be able to analyse existing products using ACCESS FM
Communicate your ideas effectively through a range of sketching techniques
Produce a range of prototypes to develop your design ideas.
Evaluate your work effectively to further develop your designs
Research natural and manmade timbers.
Create a design idea using a digital format
Consider the sustainability of the project
Use a variety of hand tools successfully.
Use workshop machinery to manufacture a passive amplifier.

Module 2 - Jewelry Holder project

Principles of Design and Technology

Jewelry Holder Project

Links to prior learning (to be made explicit and tested)

Students have experience CAD/CAM and made a techsoft design. Students will have worked with timbers. Students have considered communication in design

Core declarative knowledge: What should students know?

What is communication in design?
What is a sustainable product?
What is computer aided design and manufacture
What is computer aided design?
What is computer aided manufacture?
What is a manufacturing plan?
What are the advantages and disadvantages of CAD/CAM
What are polymers?
What is 3D printing?

Core procedural knowledge: What should students be able to do?

Complete material testing on timbers
Use Techsoft to create a prototype design
Use a laser cutter to cut components of the passive amp design
Create a manufacturing plan of the design
Complete material testing on at least 2 polymers
Create a prototype product
Evaluate the success of the product

Module 3 - Mini practical projects

Principles of Design and Technology

Mini practical projects

Links to prior learning (to be made explicit and tested)

Reinforce accurate, dimension based use of 2D Design, draw on materials knowledge

Core declarative knowledge: What should students know?

What is pewter made of, and why is it suitable for casting?
How does a laser cutter work when cutting the mold for pewter casting?
What are the different grades of sandpaper used in finishing pewter, and how do they affect the final surface?
Why is wet and dry sanding used in the finishing process, and what benefits does it provide?
What safety precautions must be taken when handling molten pewter?

Core procedural knowledge: What should students be able to do?

How do you create a 2D design suitable for laser cutting a pewter casting mold?
What steps must be followed to properly pour molten pewter into the mold?
How do you progress through different sandpaper grades to achieve a smooth finish on the pewter piece?
What technique should be used when wet sanding pewter to ensure an even and polished surface?
How do you check for and correct imperfections in the pewter casting after removing it from the mold?

Module 4 - Mini practical projects + Passive Amplifier project

Principles of Design and Technology

Mini practical projects + Passive Amplifier project

Links to prior learning (to be made explicit and tested)

Students should already know basic sewing machine skills, such as threading the machine, using straight and zigzag stitches, and troubleshooting common sewing issues.
Students should have prior knowledge of how heat transfer works (e.g., through introductory lessons on sublimation or transfer paper). Demonstrating examples on fabric can help them see the technique’s potential.
Students should understand what makes a successful logo, including principles like simplicity, scalability, and relevance to the brand.

Core declarative knowledge: What should students know?

What is the purpose of branding, and why is it important for a business or product?
How can a logo represent the values and identity of a brand?
What are the benefits of using heat transfer printing techniques for customising textiles?
What are the key safety rules to follow when using a sewing machine?
What are the environmental considerations when choosing materials for a product like a drawstring bag?

Core procedural knowledge: What should students be able to do?

How will you develop your logo design using 2D Design software, and what tools will you use?
What are the steps to prepare your fabric for heat pressing your logo?
How do you thread and set up the sewing machine to create the seams for your drawstring bag?
What process will you follow to measure, cut, and assemble your fabric pieces for the bag?
How will you evaluate the quality of your finished drawstring bag and heat-pressed logo?

Module 5 - Passive Amplifier project

Principles of Design and Technology

Passive Amplifier Project

Links to prior learning (to be made explicit and tested)

Students should understand the properties of hardwoods and softwoods, as well as common wood joints (e.g., butt joints, lap joints, and mitre joints). Prior exercises could include small-scale practice of joint-making.
Familiarity with CAD software (such as Fusion 360 or SketchUp) for creating technical drawings and models. Students should already know how to draw, extrude, and refine basic shapes.
Students should be familiar with why and how finishes are applied to improve aesthetics and durability. They may have previously sanded wood and applied varnish or paint in earlier projects.

Core declarative knowledge: What should students know?

What is a passive amplifier, and how does it enhance sound without using electrical components?
What are the advantages and disadvantages of using timbers versus polymers in product design?
What are the key properties of timbers and polymers that make them suitable for use in a passive amplifier?
What types of wood joints are commonly used in manufacturing, and why are they chosen for specific applications?
Why is it important to apply a finish to timber, and what are the differences between oil, varnish, and paint finishes?

Core procedural knowledge: What should students be able to do?

How will you use CAD software to model and refine your passive amplifier design?
What steps will you follow to cut, shape, and assemble the timber pieces for your amplifier?
How will you ensure precision and accuracy when creating and joining the components of your design?
What is the process for preparing and applying a chosen finish to the timber parts of your amplifier?
How will you evaluate the effectiveness and quality of your final passive amplifier and your approach to the mock NEA?

Module 6- NEA

Core declarative knowledge: What should students know?

What are the key stages of the design process in the OCR GCSE DT NEA?
How does conducting primary and secondary research support the development of a design idea?
What is the importance of iterative design in the development of a successful product?
How do sustainability and environmental considerations influence material selection in design projects?
What methods can be used to evaluate the success of a final prototype against the design specification?

READ THE OCR SPECIFICATION

Module 1

Identify requirements: Context based inquiry
Learn from existing products: Investigate and analyse products
Design thinking and communication: Identify and formulate a specification

Principles of Design and Technology

Identify requirements and learn from existing products

Links to prior learning (to be made explicit and tested)

Learned about softwoods, hardwoods and manufactured boards in year 9.
All year groups will learn to analyse using ACCESS FM.
Maths based questions are learned in DT as well as in their maths lessons.

Core declarative knowledge: What should students know?

What are existing products
Analysis of existing products
Who are the stakeholders of the NEA context
What is a design specification
What is a LCA (Life Cycle Analysis)
Material characteristics linked to product designing
What is communication in design
What is an exploded view of a product

Core procedural knowledge: What should students be able to do?

Find existing products relevant to the NEA
Conduct primary research
Use ACCESS FM to write a design specification
Select appropriate materials and components for the product designed
Draw design ideas by hand and using CAD
Use feedback to develop designs

Module 2

Design thinking: Use a range of design strategies, create prototypes and communicate ideas
Implications of wider issues: Sustainable design
Material considerations: Select and work with appropriate materials
Technical understanding: Use technical principles

Principles of Design and Technology

Design thinking and communication, Consider wider issues and Material considerations

Links to prior learning (to be made explicit and tested)

Students experience a mini NEA project in the first year of the course and have an understanding of iterative design work.
Have an understanding of 3D modelling with papers and boards
Iterative design approach in units offered
Manufacturing textiles products throughout KS3

Core declarative knowledge: What should students know?

What is iterative design
Material characteristics of paper and board
Stock forms of paper and board
What is sustainable use of materials
What are the joining methods for material choice
What are modern materials
Fabrics and finishing techniques
Controlled movement

Core procedural knowledge: What should students be able to do?

Create a 3D module of the design idea
Use of standard components
Use tessellation on material to create a lay plan
Consider motion, forces and mechanical elements of design

Module 3

Manufacturing processes and techniques: Use of specialist equipment to shape / create final solution
Viability of design solutions: Developmental testing of the design

Principles of Design and Technology

Manufacturing processes and techniques and Viability of design solutions

Links to prior learning (to be made explicit and tested)

Students experience a mini NEA project in the first year of the course and have an understanding of iterative design work.
Accurately marking out materials
3 dimensional drawing and orthographic projection
Experienced workshop manufacturing throughout KS3

Core declarative knowledge: What should students know?

Structural integrity in a product
Accuracy in design and manufacture
What is scale in design communication
Accuracy in manufacture
What is the key equipment and machinery for chosen material areas

Core procedural knowledge: What should students be able to do?

Calculate quantities of materials
Consider material wastage
Use of mathematics to calculate components of a design
Use fractions and ratio to communicate designs
Use of marking out techniques
Create a plan of make for design

Modules 4 & 5

Viability of design solutions: Critically evaluate the solution and use feedback to identify potential further development

Principles of Design and Technology

Viability of design solutions

Links to prior learning (to be made explicit and tested)

Students experience a mini NEA project in the first year of the course and have an understanding of the iterative design process.
Testing and evaluation of design and manufacturing development
Evaluation of final solution
Workshop manufacture with a range of materials

Core declarative knowledge: What should students know?

Processes used to form or shape materials
Material joining methods
What are the production processes used in the material choice for design
What is product testing

Core procedural knowledge: What should students be able to do?

How can the materials be joined
How can material be shaped
Complete a range of tests on the solution
Gain stakeholder feedback
Evaluate the success of the product

ks4 Food & Nutrition

Year 10

Module 1 & 2

General Principle (Statement of Inquiry)

1. Meat (poultry) Hygiene, Skills development
2. Flour & Grains; pastry, pasta. Science – viscosity

Core declarative knowledge: What should students know?

What is a bechamel sauce?
Names of a range of sauces?
What are the different portions of a chicken?
How should poultry be stored?
What hygiene rules should be followed when working with meat?
What is shortcrust pastry?
What is coagulation?
What is viscosity?
What is glucose?
What is a sweet pastry?
What is a cultural seasonal dish?
What is pasta?
What are pathogens?

Core procedural knowledge: What should students be able to do?

Use knife skills when making Veg soup.
Portion a Chicken
Make a stuffed chicken breast dish
Create a Chicken Wing recipe
Make a Quiche
Make a lasagna using dovetailed recipe
Conduct a viscosity investigation
Make a seasonal cook of Mince pies
Make toad in the hole
How to use a pasta machine
Make own pasta and shape
Make a reduction tomato sauce

Module 3 & 4

General Principle (Statement of Inquiry)

3. Eggs.Vitamins & Minerals. Micro & Macro nutrients. Dovetailing, timeplans, Higher skilled cooking
4.Raising agents, Milk, Cheese, Yogurts. Characteristics of foods.

Core declarative knowledge: What should students know?

What are vitamins?
What are micro and macro nutrients?
What are minerals?
What in lifestyle can affect food choices?
What is a time plan?
What is dovetailing?
What are the benefits of cereals
What is a meringue
What is an enzyme
What is mechanical aeration?
What are Dairy foods.
What are the benefits of Calcium
What is heat transfer and how do we use it in cooking?
What is food provenance and where do foods come from?

Core procedural knowledge: What should students be able to do?

Make own dish including a side from the Chicken Portions,
Make Lemon meringue Pie
How to manage a range of skills & techniques when baking.
How to blind bake pastry
How to conduct an investigation into enzymatic browning
How to add volume with air into an ingredient.
Use a Dairy product to create a dish.
Use heat to make dishes and show understanding of the science behind it.
Make a victoria sponge cake
Make a lemon meringue pie
Make a burger and bread roll
Make a cinnamon bun
Write a time plan to make a burger and roll

Module 5 & 6

General Principle (Statement of Inquiry)

5. Fish. Provenance of and cooking it. Different diets and impact of lifestyle.
6.What are cultural dishes & Mini NEA design your own dish.

Core declarative knowledge: What should students know?

Chemical and physical structure of Fish
What is the function of fish in the diet?
What are examples of dishes from around the world?
What are minerals and how do we use these in the diet

Core procedural knowledge: What should students be able to do?

Make fish cakes
Research a range of cultural dishes
Decide on own dishes to cook
Write a mini time plan of cooking
Use mineral knowledge to create a menu

back to ks5 subjects

Module 1

Topics / Units

SL & HL Topic 1 Human Factors & ergonomics, 3.Modelling 6. Classic Design
HL Topic 7 User Centered Design

Core Declarative Knowledge
What should students know?

What is a classic design?
What are anthropometrics?
Use of anthropometrics in a product?
What are physiological factors in design?
What are concept drawings?
What is user centred design?
What is interaction with a product?

Core Procedural Knowledge
What should students be able to do?

How are anthropometrics used?
How to gather anthropometrics
Use of physiological factors in design
How to conceptually model and idea
What are technical measurements and how do we use them in design?
How do I consider a user in the design process?
What iterations need to happen when designing?

Links to TOK

Classic design often appeals to emotions, are emotions universal?
In the construction of a model how can we know which aspects of the world we can use and which to ignore?
How do ethical limitations affect the sort of investigations that can take place?
Is aesthetic value purely a subjective matter?

Links to Assessment

Classic Design assignment – 2 sides of A4.
Cutlery Design Mini IA assignment

Module 2

Topics / Units

SL & HL Topic 1 Human Factors & ergonomics, 3.Modelling 6. Classic Design
HL Topic 7 User Centered Design

Core Declarative Knowledge
What should students know?

What is quality design in the world of cutlery?
What is graphical modelling?
What is rapid prototyping?
What is computer aided design?
What are percentiles and percentile ranges?
What are population stereotypes?
What are usability objectives?
What is enhanced usability?

Core Procedural Knowledge
What should students be able to do?

How can I use Fusion 360 design package for prototyping?
How can a product be tested for success?
How can I use percentiles / ranges in design work?
What methods can I use to gather client feedback?
How can I consider population stereotypes?
Write usability objectives.
How can we enhance usability?

Links to TOK

Do the methods of data collation used in DT have more in common with human sciences than natural sciences?
Design considers the needs of the users paramount is this the case in other areas of knowledge?

Links to Assessment

Cutlery designer assignment – 2 sides of A4.
Cutlery Design Mini IA Assignment (continued from previous Module)

Module 3

Topics / Units

SL & HL Topic 1 – Human Factors & Ergonomics
Topic 3 – Modelling
Topic 6 – Classic Design,

Core Declarative Knowledge
What should students know?

What is quality design in the world of cutlery?
What is graphical modelling?
What is rapid prototyping?
What is computer aided design?
What are percentiles and percentile ranges?

Core Procedural Knowledge
What should students be able to do?

How can I use Fusion 360 design package for prototyping?
How can a product be tested for success?
How can I use percentiles / ranges in design work?

Links to TOK

Do the methods of data collection used in DT have more in common with human sciences than natural sciences?

Links to Assessment

Cutlery designer assignment – 2 sides of A4.
Cutlery Design Mini IA Assignment (continued from previous Module)

Module 4

Topics / Units

HL Topic 7 User Centered Design

Core Declarative Knowledge
What should students know?

What are population stereotypes?
What are usability objectives?
What is enhanced usability?

Core Procedural Knowledge
What should students be able to do?

What methods can I use to gather client feedback?
How can I consider population stereotypes?
Write usability objectives. How can we enhance usability?

Links to TOK

Design considers the needs of the users paramount is this the case in other areas of knowledge?

Links to Assessment

Cutlery designer assignment – 2 sides of A4. 2.
Cutlery Design Mini IA Assignment (continued from previous Module)

Module 5

Topics / Units

SL & HL Topic 1 – Human Factors
Topic 3 – Modelling
Topic 4 – Final Production
Topic 5 – Innovation & Design
HL Topic 7 – User Centered Design
Topic 10 – Commercial Production

Core Declarative Knowledge
What should students know?

What physiological factors affect dexterity?
What is conceptual modelling?
What is physical modelling?
How can CAD help to develop a design?
What materials would be best for use on a children’s toy?
What are properties of materials in metals and alloys, Timber, Glass, Plastics, Textiles, Composites?
What manufacturing processes could be used for making a toy?
What are scales of production?
Who are the stakeholders in invention and innovation of our product?
What is the usability of my design?
What is beyond usability and design for pleasure and emotion?
What is JIT and JIC?
What is lean production?
What is computer-integrated manufacturing (CIM),
What is Quality management?
What is economic viability?

Core Procedural Knowledge
What should students be able to do?

How can I create and make a toy to increase hand eye dexterity?
How can I make a card model for a toy idea?
How can I make a model in ard materials?
Use 2D design program to cut my design on the laser cutter.
Research and Test materials to see if they are appropriate for the product idea.
Find out and suggest appropriate manufacturing processes to make the product.
Work out how my product could be manufactured on a large scale.
Gain feedback from stakeholders.
Test the design with potential client.
Does the design enable effective participation and engagement?
How could I incorporate CIM?
Create a flow chart for QA and QC checks.
Work out the price of my product for sale and profit margins.

Links to TOK

How might the collection and interpretation of data be affected by the limitations of our sense perception?
In the construction of a model, how can we know which aspects of the world to include ad which to ignore?
Through specialised vocabularies, is it the case that shaping of knowledge is more dramatic in some areas of knowledge than others?
Design considers the needs of individuals as paramount.
Is this the case in other areas of knowledge?
Manufacturers decide whether to pursue JIT or JIC as a production strategy depending on their perception of where the market is going.
To what extent do different areas of knowledge incorporated doubt as part of their methods?

Links to Assessment

Mini Ai no.2 Dexterity

Module 1

Core Declarative Knowledge
What should students know?

Primary and Secondary research;
What is Qualitative and Quantitative research and how can it be used to create a design.
How can secondary research be used to inform design choices

Core Procedural Knowledge
What should students be able to do?

Generate research methods to collect data that will inform the design process.
Use research papers, books, visual stimulus to inform the design process

Links to Assessment

IA – Criteria A

Module 2

Core Declarative Knowledge
What should students know?

How can we be specific about design requirements
What commercial production methods can influence design

Core Procedural Knowledge
What should students be able to do?

Write a specification from research gathered and create a range of design ideas using modelling/ rapid prototyping / sketching and a range of creative idea generation methods.
HL- Find out the commercial production methods that could impact the design choices

Links to Assessment

IA – Criteria B & C