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)

Does global development utilise its resources to create fair and sustainable systems

Core declarative knowledge: What should students know?

What is seasonal cooking?
What are seasonal foods?
What are the implications of not buying local foods?
What is healthy eating?
What are nutrients?
What does our body need nutrients for?
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?

Use sensory analysis star chart to evaluate success of dishes
Be able to adapt recipes with seasonality in mind
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: UN Global goals & Architecture

General Principle (Statement of Inquiry)

We need to make changes to become more sustainable

Core declarative knowledge: What should students know?

What is user centred design?
What are the UN global goals?
What is a model?
What is a prototype?
What is safe use of craft knife
What is 3D modelling?
What is an electrical circuit?
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 a 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: Biomimicry Accessories

General Principle (Statement of Inquiry)

Communication of an idea can be inspired by global influences

Core declarative knowledge: What should students know?

What is biomimicry?
What is structural integrity?
What are components in a product?
What are brands?
What materials are shoes made from?
What is an accessory?
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?

Describe what biomimicry is
Be inspired by biomimicry
Design components of a shoe
Create a logo and design brand
Identify correct materials for a shoe
Write a manufacturing specification
Work within a tolerance when manufacturing
Create fabric samples
Test and evaluate accessory designs
Use Techsoft design tools when designing
Create an accessory using CAD/CAM
Set up and use a sewing machine safely

Cooking and Nutrition: Food Provenance

General Principle (Statement of Inquiry)

Community identity and local culture influence trends

Core declarative knowledge: What should students know?

What are cultural foods?
What is food hygiene and safety?
What is food processing?
What are different diets?
What are micronutrients?
What are macronutrients?
How do our bodies process nutrients?
What are restaurant existing products?
What is research in the catering industry?
What is a budget for a food dish?
What is a project brief?
What is a time plan?

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
Explain and justify why it is important to consider food provenance
Be able to adapt recipes according to availability of ingredients
Be able to design a dish according to a dietary need
Use food health and safety measures within the food room.
Be able to explain healthy eating choices
Be able to describe a range of different dietary requirements
Research local restaurants menus
Identify a range of world dishes
Write a menu for a restaurant
Write a time plan for a making a dish

Product design & product engineering: Upcycling

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 differences between, Acrylic, HDP and polyurethane
What is upcycling?
What are the 6 Rs?
What is user centered 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 upcycling 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 a one off upcycled piece of work

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 - Iterative Design Challenge (Passive Amplifier Project)

Principles of Design and Technology

Identifying requirements and Materials considerations

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 softwoods?
What are hardwoods?
What are manufactured boards?
What is ACCESS FM?
How does injection moulding work?
How does blow moulding work?

How to use isometric paper.
What is a ration?
What is a fraction?
What is a percentage?
How is surface area calculated?
How is volume calculated?

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

To explain how a passive amplifier works/is used.
To be be able to understand why finishes are applied to products.
To provide appropriate finishes to woods.
To be able to create thumbnail sketches and to then further develop these. into a final solution.
To be able to prototype using materials and equipment such as card, craft knife,safety rule and a glue gun.
To understand the difference between one-off, batch, mass and continuous productions with examples of products.

Module 2 - Iterative Design Challenge (Passive Amplifier Project)

Principles of Design and Technology

Learning from existing products and practice

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

Link to year 9 upcycling project when working with plastics.
Methods of production is touched on in year 9 when looking at bread.
Mini keyring practical during M1 so students have some knowledge of using copings saws and files in the workshop.
Working safely in the workshop from all previous practical lessons.

Core declarative knowledge: What should students know?

What is a thermoplastic?
What is a thermosetting plastics?
Why are materials protected?
How do you calculate percentages?
What are the different types of papers and boards?

What is one-off production?
What is batch production?
What is mass production?
What is continuous production?
What is JIT production?

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

Be able to change the blade on a coping saw.
To be able to use a tenon saw with a bench hook.
To be able to use files safely.
To be able to use sandpaper and wet and dry paper appropriately.
To be able to apply wood stain and wood varnish.

Module 3 - Iterative Design Challenge (Sunglasses, chocolate and jewellery projects)

Principles of Design and Technology

Manufacturing processes and Techniques

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

Students will have previously covered ferrous and non-ferrous metals and their properties.
Students have also covered alloys as part of year 9 Product design.

Core declarative knowledge: What should students know?

What is pewter casting?
What is vacuum moulding?
What is laser cutting?
What is a ferrous metal?
What is a non-ferrous metal?

What are the properties of pewter?
What are the properties of MDF?
What are the properties of Acrylic?
What are the properties of Plywood?

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

Be able to use the vacuum former.
Be able to manufacture a mould.
To be able to apply graphics to packaging.
To be able to use 2D design to draw basic designs.
To understand how the laser cutter works.
To be able to use anthropometric data and apply to a product (sunglasses)

Module 4 - Module of Theory

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

Link to learning of prior materials. Understand that all materials have different properties which make them ideal for different uses.
Students to be able to identify the correct material for a given context.

Core declarative knowledge: What should students know?

What are modern materials?
What are smart materials?
What are composite materials?

What are the main categories of material properties?
What are stock forms?
How can you ensure the structural integrity of a product?

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

To work firsthand with smart materials (polymorph).
To understand what dysgraphia is and think of a possible solution.
To understand stock forms and the benefits and limitations of stock forms.
Understand product safety measures and product testing.

Module 5- Skills based Project

Principles of Design and Technology

Implications of wider issues and Design thinking and communication

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

Linked to science lessons on forces at KS3.

Core declarative knowledge: What should students know?

What are the main types of motion and forces?
What are microcontrollers?
What are inputs?
What are outputs?

What are tolerances?
What is wastage?
What is addition?
What is rapid prototyping?

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

To be able to identify different types of motion.
To work with materials where addition and wastage is used.
To understand the concept of input and outputs (microcontrollers).

Module 6- NEA starting from 1st June OCR Specification

Link to prior learning

Linked to passive amplifier project, chocolate project, sunglasses project and jewellery project.
All students given a context to research, analyse and create a solution for.

Core declarative knowledge: What should students know?

What is primary research?
What is secondary research?
What is collaboration?
What is user-centered design?

What is a design brief?
What is a design specification?
What is a client profile?

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

Students will be able to identify and prioritise problems and opportunities that are relevant to their chosen context.
Be able to write a design brief in response to a contextual challenge that considers the stakeholders that could have an interest in the potential outcome.
Be able to disassemble an existing product.
To develop at least one prototype that responds to the needs and/or wants and is fit for purpose.

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