KS3 Design & Technology

Module 1 - Favelas

Key Concept

Communities

Related Concept(s)

Resources

ATLs

Communication and research

Core declarative knowledge: What should students know?

What is a community?
How can the resources used in a community affect sustainability?
To what extent does globalization affect population and demography?

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

Students be able to recall knowledge on structures with a focus on Favelas to understand where they are situated and how they are constructed. Student will be able to design and model favelas out of appropriate modelling materials and finishing techniques.

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

When teaching this unit, we should emphasise, at every teaching opportunity H&S, Appropriate selection of papers and cards, Build and recap card modelling experience from KS2 Sketching and developing designs.

Link to assessment (criterion A and ‘x’)

A – Analysing and Inquiring B- Developing Ideas

Module 2 - Sushi Packaging

Key Concept

Communities

Related Concept(s)

Markets, trends and function.

ATLs

Research and thinking

Core declarative knowledge: What should students know?

What is packaging?
How can packaging represent personal and cultural expression?
Should all products be designed for everyone?

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

Be able to transform 2 dimensional thinking into 3D packaging Be able to recall the 6 functions of packaging, logos and branding. As well as consider the end life of their packaging by analysing existing packaging. Students will be able to create nets and apply a range of card modelling and finishing techniques to create a final outcome.

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

When teaching this unit, we should emphasise, at every teaching opportunity Design Cycle, Building on modelling modelling skills from previous module by introducing nets. Building on development of sketches by thinking about 6 functions of packaging.

Link to assessment (criterion A and ‘x’)

B – Developing Ideas – C – Creating a Solution – D – Evaluating

Module 3 - Keyring Project

Key Concept

Communication

Related Concept(s)

Form

ATLs

Self-management and social skills

Core declarative knowledge: What should students know?

Factual— What is ACCESS FM? What are textiles?
Conceptual— How do you identify a target audience? How do you consider safety in a product?
Debatable— How to communicate a theme? How can you consider the end-life of a product?

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

Be able to understanding basic concepts of textiles and electronics by applying them to a final product that utilizes both mediums. Students will be able to demonstrate a good understanding of basic sewing and finishing textiles skills. Students will be able to apply a range of basic electronic systems and processes by creating a high quality mixed material outcome. Students will be able to apply their understanding of CAD CAM by use of 2D design and laser cut technologies to support manufacture.

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

When teaching this unit, we should emphasise, at every teaching opportunity Design Cycle, H&S, Students will put into practise CAD, seen in previous module. Further practise of using ACCESS FM to analyse existing products. Explicit teaching of Scientific concepts of electronics, Current, flow of electricity, circuit diagrams, creating simple circuits. Explicitly share real life examples of existing products with multiple technologies.

Link to assessment (criterion A and ‘x’)

A – analysing and Inquiring C- Creating a Solution

Module 4 - Pop-up Book

Key Concept

Communities

Related Concept(s)

Form, function, ergonomics and adaptation.

ATLs

Thinking and communication.

Core declarative knowledge: What should students know?

What will happen if bees become extinct?
Do we need animals?
Do animals need us?
Why would my mechanisms be tested?
Why can’t I just make something without testing it?
How will I know to improve on my pop up book if it’s not what I had intended?
Does the thickness of paper or card matter?
Will my work have the impact I am trying to achieve
Why make my book a pop up rather than a normal flat book?
Is it important to make my book recyclable?
Which is more important – aesthetic or function?
Can we reuse all of our waste?
Are young people aware of the impact of animals becoming extinct?
Why is it important to be aware of this?
Is it important to test parts of a make before I make it?
What is the point of having feedback on my work?
If I am asked to give feedback and it might upset the designer, should I give it?

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

Students will be able to design, plan and make a pop-up book based on environmental issues on animal extinction. Students to be be able to explain awareness of how to use a specification to plan and make a functioning pop up book using mechanisms and levers successfully, Students will also focus on different testing method for evaluation and learn how to outline how solutions (their make) can be improved for their target audiences.

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

When teaching this unit, we should emphasise, at every teaching opportunity Design Cycle, build on prior CAD skills and build an understanding of mechanical products. Students will use skills developed in sushi packaging project.

Link to assessment (criterion A and ‘x’)

A – Analysing and Inquiring C – Creating a Solution

Module 5 - Pop-up Book

Key Concept

Communities

Related Concept(s)

Form, function, ergonomics and adaptation.

ATLs

Thinking and communication.

Core declarative knowledge: What should students know?

What will happen if bees become extinct?
Do we need animals?
Do animals need us?
Why would my mechanismes be tested?
Why can’t I just make something without testing it?
How will I know to improve on my pop up book if it’s not what I had intended?
Does the thickness of paper or card matter?
Will my work have the impact I am trying to achieve
Why make my book a pop up rather than a normal flat book?
Is it important to make my book recyclable?
Which is more important – aesthetic or function?
Can we reuse all of our waste?
Are young people aware of the impact of animals becoming extinct?
Why is it important to be aware of this?
Is it important to test parts of a make before I make it?
What is the point of having feedback on my work?
If I am asked to give feedback and it might upset the designer, should I give it?

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

Students will be able to design, plan and make a pop-up book based on environmental issues on animal extinction.
Students to be be able to explain awareness of how to use a specification to plan and make a functioning pop up book using mechanisms and levers successfully, Students will also focus on different testing method for evaluation and learn how to outline how solutions (their make) can be improved for their target audiences.

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

When teaching this unit, we should emphasise, at every teaching opportunity Design Cycle, build on prior CAD skills and build an understanding of mechanical products. Students will use skills developed in sushi packaging project.

Link to assessment (criterion A and ‘x’)

A – Analysing and Inquiring C – Creating a Solution

Module 6 - Stop Motion

Key Concept

Perspective

Related Concept(s)

Adaptation and resources.

ATLs

Self-management, research and thinking.

Core declarative knowledge: What should students know?

What is stop motion? What are the different types of stop motion? What is the importance of a storyboard? How is a stop motion film produced?

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

Students will be able to produce their own stop motion film by declarative knowledge about stop motion films and their production. Students will use a variety of skills including sketching and modelling to design a storyboard and film their own stop motion. Students will use self management as each student will make their own unique film. Using a variety of editing software students will develop their computer skills. They will communication their ideas and present their outcome to the class to recieve feedback on the work they have produced.

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

When teaching this unit, we should emphasise, at every teaching opportunity Design Cycle, build on prior CAD skills and build an understanding of mechanical products. Students will use skills developed in sushi packaging project.

Link to assessment (criterion A and ‘x’)

B – Developing Ideas and D – Evaluating

Module 1 - TinkerCAD

Key Concept

Development

Related Concept(s)

Systems and innovation.

ATLs

Self-management, communication and thinking skills.

Core declarative knowledge: What should students know?

What is CAD/CAM?
How is CAD/CAM influencing modern design?
How will developing technologies change design?

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

Be able to experiment with TinkerCAD software, be able to apply these skills to create 3D creature. Be able to develop the skills acquired to design their own virtual living spaces using the gaming software, minecraft considering size, shape space and 3 dimensional thinking.

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

When teaching this unit, we should emphasise, at every teaching opportunity:Understanding of CAD knowledge 3D software, Explicitly recap mathematical concepts such as scale, size, units of measurement and ratio.

Link to assessment (criterion A and ‘x’)

A – Inquiring and Analysing C – Creating a Solution

Module 2 - Saul Bass

Key Concept

Communication

Related Concept(s)

Invention, innovation and market trends.

ATLs

Communication and social skills

Core declarative knowledge: What should students know?

What is a design criteria? How would you describe minimalist design?
Is Saul Bass’ work minimalist?

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

Students will be able to have a good understanding of influences from past and present designers. Be Able to design and laser cut a book cover in the style of a Saul Bass Film Poster.They will be able to create an artist copy with grid drawing and by making a copy in card before producing their own designs using 2D design software and constructing their laser cut book cover.

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

When teaching this unit, we should emphasise, at every teaching opportunity: H&S Building upon CAD understanding from Unit 1. Recap CAM learning from previous module and apply this understanding to a final outcome. Recap knowledge of graphic design and sketch using grid drawing.

Link to assessment (criterion A and ‘x’)

A – Inquiring and Analysing C – Creating a solution ,D – Evaluating

Module 3 - Cityscapes

Key Concept

Perspective

Related Concept(s)

Form

ATLs

Self-management, communication and thinking skills.

Core declarative knowledge: What should students know?

Students will develop their knowledge of graphic design with a soley paper based project that focuses on different drawing techniques. Isometric, 1 point perspective, 2 point perspective.

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

Be able to demonstrate drawing techniques such as isometric drawing, free hand sketching ,1 point perspective and then using 2 point perspective to design an A3 cityscape, Students will be able to select and apply understanding of modelling materials. Be able to apply mathematical concepts such as meaning, scale ratio, be able to select and use a range of appropriate joining methods for cards and papers.

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

When teaching this unit, we should emphasise, at every teaching opportunity: Build on previous graphic design knowledge by applying understanding to a final outcome.. Students will revisit isometric drawing from Y7 M1 and add 1 and 2 point perspective drawing to repertoire

Link to assessment (criterion A and ‘x’)

A Inquiring and Analysing B- Developing Ideas D – Evaluating

Module 4 - Enamelling Project

Key Concept

Development

Related Concept(s)

Ergonomics, form and function.

ATLs

Self-management, research and social skills.

Core declarative knowledge: What should students know?

What is ergonomics? What is enamelling? What is art nouveau?
How can you develop a design? How is fashion influenced by technology? What is, best workshop practice?
How can you communicate a design style? Is fashion becoming more technological?

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

Be able to understand the works of past and present designers and apply these influences to a final outcome. Be Able to apply enameling and network techniques to produce a final outcome in the style of Art Nouveau. Be able to demonstrate a range of metalwork and jewelry making techniquest to complete a final product.

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

When teaching this unit, we should emphasise, at every teaching opportunity: H&S To recap understanding of characteristics of materials – particularly metals. Demonstrating application of metalwork techniques including jewelry making and fabrication. ,Students will build on knowledge of design styles/movements. Explicitly referring to scientific concepts regarding heat and chemical reaction in relation to enameling.

Link to assessment (criterion A and ‘x’)

A – Inquiring and Analysing ,B – Developing Ideas C – Creating a Solution

Module 5 - Phone Holder

Key Concept

Systems

Related Concept(s)

Function, collaboration and innovation.

ATLs

Research, thinking and social skills.

Core declarative knowledge: What should students know?

Properties of plastics, wood and manufactured boards. Development of practical skills and CAD skills. Application of a design criteria to student design.

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

Be able to understand the works of past and present designers and apply this understanding to their own product outcome.. be able to identify a range of woods including understanding their characteristics and properties. Be able to select appropriate tools equipment and machinery to produce a high quality final outcome.

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

When teaching this unit, we should emphasise, at every teaching opportunity:H&S – Recap knowledge of design styles/movements by focusing on Memphis and develop both CAD and sketching skills. Orthographic drawing to be included in this module building from the range of drawing techniques from the cityscape unit of work.

Link to assessment (criterion A and ‘x’)

A – Analysing and Inquiring B Developing ideas

Module 6 - Phone Holder

Key Concept

Systems

Related Concept(s)

Function, collaboration and innovation.

ATLs

Research, thinking and social skills.

Core declarative knowledge: What should students know?

Properties of plastics, wood and manufactured boards. Development of practical skills and CAD skills. Application of a design criteria to student design.

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

Be able to understand the works of past and present designers and apply this understanding to their own product outcome.. be able to identify a range of woods including understanding their characteristics and properties. Be able to select appropriate tools equipment and machinery to produce a high quality final outcome.

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

When teaching this unit, we should emphasise, at every teaching opportunity:H&S – Recap knowledge of design styles/movements by focusing on Memphis and develop both CAD and sketching skills. Orthographic drawing to be included in this module building from the range of drawing techniques from the cityscape unit of work.

Link to assessment (criterion A and ‘x’)

A – Analysing and Inquiring B Developing ideas

Module 1 - Upcycling Project

Key Concept

Human impact on the environment

Related Concept(s)

Innovation and adaptation

ATLs

In order for students to show that they are inquiring and analysing (design obj A[iv]) they will present the main findings of relevant research through make connections between various sources of information (research skills indicator vi) and will go through the process of selection through recordings in their process journals.
In order for students to show that they are developing ideas (design obj B[iii]) they will demonstrate their development of skills and techniques through developing a list of success criteria for a solution when making their outcomes; through exploration and utilising skills and knowledge in multiple contexts (thinking skills indicator x) which will led them to risk-take, explore new ideas and test and apply their techniques and finding in their process journals.

Core declarative knowledge: What should students know?

What is Upcycling ? What is sustainability? What are the 6 R’s? Impact on design and consumerism on the environment.

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

Be able to explain what upcycling is and research examples of upcycling. To be able to source their own items or materials to be upcycled. Communicate a wide range of ideas to solve a chosen brief and need. Students will be able to develop and create prototype a final solution applying appropriate materials, tools, equipment and processes.

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

When teaching this unit, we should emphasise, at every teaching opportunity: H&S Reference the ‘design cycle’ ; Students revisiting learning in Y8 on sustainability and 6 Rs, Selecting and identifying appropriate materials and their uses – recapping material properties and characteristics at EVERY opportunity. Identifying material groups such as Wood (Softwoods/ hardwoods/ manufactured board), Plastics (Thermoplastics/ Thermosetting plastics) Metals (Ferrous/ Non Ferrous/ Alloys) Smart materials and composites.

Link to assessment (criterion A and ‘x’)

A – Inquiring and Analysing B – Developing Ideas C – Creating the Solution

Module 2 - Upcycling Project

Key Concept

Human impact on the environment

Related Concept(s)

Innovation and adaptation

ATLs

In order for students to show that they are inquiring and analysing (design obj A[iv]) they will present the main findings of relevant research through make connections between various sources of information (research skills indicator vi) and will go through the process of selection through recordings in their process journals.
In order for students to show that they are developing ideas (design obj B[iii]) they will demonstrate their development of skills and techniques through developing a list of success criteria for a solution when making their outcomes; through exploration and utilising skills and knowledge in multiple contexts (thinking skills indicator x) which will led them to risk-take, explore new ideas and test and apply their techniques and finding in their process journals.

Core declarative knowledge: What should students know?

What is Upcycling ? What is sustainability? What are the 6 R’s? Impact of design and consumerism on the environment.

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

Be able to explain what upcycling is and research examples of upcycling. To be able to source their own items or materials to be upcycled. Communicate a wide range of ideas to solve a chosen brief and need. Students will be able to develop and create prototype a final solution applying appropriate materials, tools, equipment and processes.

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

When teaching this unit, we should emphasise, at every teaching opportunity: H&S Reference the ‘design cycle’ ; Students revisiting learning in Y8 on sustainability and 6 Rs, Selecting and identifying appropriate materials and their uses – recapping material properties and characteristics at EVERY opportunity. Identifying material groups such as Wood (Softwoods/ hardwoods/ manufactured board), Plastics (Thermoplastics/ Thermosetting plastics) Metals (Ferrous/ Non Ferrous/ Alloys) Smart materials and composites.

Link to assessment (criterion A and ‘x’)

A – Inquiring and Analysing B – Developing Ideas C – Creating the Solution

Module 3 - Bloodhound Rocket Car Challenge

Key Concept

Global interactions

Related Concept(s)

Form and invention

ATLs

Communication – Structure information on summaries and reports
Social – Take responsibility for one’s own actions
Thinking (critically) – Interpret data
Self-management – Demonstrate persistence and perseverance
Research – Process data and report results

Core declarative knowledge: What should students know?

What is the science behind aerodynamics? Why is plastic more used than wood in toys? What type of woods are more suitable for playing with?
Which is more important – aesthetic or function? Can we make all manufacturing woods recyclable? Can we reuse all of our waste?
Are we a throw away nation? Which is more important – carbon footprint or sustainable products? If we as a world got rid of all plastics, what would we use in its replacement?

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

Be able to understand and use basic properties of materials and the performance of structural
elements to achieve functioning solutions.
Be able to understand and adapt how more basic mechanical systems used in their products enable
changes in movement and force.

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

When teaching this unit, we should emphasise, every teaching opportunity:H&S Explicitly share links and connections to Science and Maths learning. Students will build on knowledge of forces, area, scale and ratio. Students must be reminded to build upon practical experiences in M1 and 2.

Link to assessment (criterion A and ‘x’)

A – Inquiring and Analysing B – Developing Ideas D – Evaluating

Module 4 - Bloodhound Rocket Car Challenge

Key Concept

Global interactions

Related Concept(s)

Form and invention

ATLs

Communication – Structure information on summaries and reports
Social – Take responsibility for one’s own actions
Thinking (critically) – Interpret data
Self- management – Demonstrate persistence and perseverance
Research – Process data and report results

Core declarative knowledge: What should students know?

What is the science behind aerodynamics? Why is plastic more used than wood in toys? What type of woods are more suitable for playing with?
Which is more important – aesthetic or function? Can we make all manufacturing woods recyclable? Can we reuse all of our waste?
Are we a throw away nation? Which is more important – carbon footprint or sustainable products? If we as a world got rid of all plastics, what would we use in its replacement?

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

Be able to understand and use basic properties of materials and the performance of structural
elements to achieve functioning solutions.
Be able to understand and adapt how more basic mechanical systems used in their products enable
changes in movement and force.

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

When teaching this unit, we should emphasise, every teaching opportunity:H&S Explicitly share links and connections to Science and Maths learning. Students will build on knowledge of forces, area, scale and ratio. Students must be reminded to build upon practical experiences in M1 and 2.

Link to assessment (criterion A and ‘x’)

A – Inquiring and Analysing B – Developing Ideas D – Evaluating

Module 5 - Trophy Project

Key Concept

Communities

Related Concept(s)

Adaption, form and evaluation.

ATLs

Communication – Structure information on summaries and reports
Social – Take responsibility for one’s own actions
Thinking (critically) – Interpret data
Self- management – Demonstrate persistence and perseverance
Research – Process data and report results

Core declarative knowledge: What should students know?

What are the properties of a non-ferrous metal?
What is a metal alloy?
What are the main properties of aluminium?
What is copper used for?
Why is it good to make food cans out of tin?
What is dip powder coating?
What do the IB learner profile attributes mean?
How will I manufacture this product?
What new skills will I learn?
What H&S will I need to consider
Why is it important to do self evaluation and testing during the design process
How can I recognise the IB learner profile attributes in others?
Who has made a difference in my life?
Is a detailed final drawing of the solution needed to develop and manufacture the solution
Is it important to create a design process/plan to complete the final solution
How does this link to other areas of my learning?

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

Be able to identify select and Developing Group different metals. Be able to apply practical manufacture using a wide range of skills including measuring, accurately cutting, spot welding and basic metal fabrication. Be able to justify and evaluate performance and final outcome starting justifications for improvements and ways forward.

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

When teaching this unit, we should emphasise, every teaching opportunity: H&S, Correct application of practical skills as well as modelling skills, Review of the IB Learner profile attributes. Recap and review knowledge of materials and appropriate processes. Analysing and evaluation processes within the design cycle.

Link to assessment (criterion A and ‘x’)

A – Inquiring and Analysing, C – Creating the Solution , D- Evaluating

Module 6 - Trophy Project

Key Concept

Communities

Related Concept(s)

Adaption, form and evaluation.

ATLs

Communication – Structure information on summaries and reports
Social – Take responsibility for one’s own actions
Thinking (critically) – Interpret data
Self-management – Demonstrate persistence and perseverance
Research – Process data and report results

Core declarative knowledge: What should students know?

What are the properties of a non-ferrous metal?
What is a metal alloy?
What are the main properties of aluminium?
What is copper used for?
Why is it good to make food cans out of tin?
What is dip powder coating?
What do the IB learner profile attributes mean?
How will I manufacture this product?
What new skills will I learn?
What H&S will I need to consider
Why is it important to do self evaluation and testing during the design process
How can I recognise the IB learner profile attributes in others?
Who has made a difference in my life?
Is a detailed final drawing of the solution needed to develop and manufacture the solution
Is it important to create a design process/plan to complete the final solution
How does this link to other areas of my learning?

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

Be able to identify select and Developing Group different metals. Be able to apply practical manufacture using a wide range of skills including measuring, accurately cutting, spot welding and basic metal fabrication. Be able to justify and evaluate performance and final outcome starting justifications for improvements and ways forward.

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

When teaching this unit, we should emphasise, every teaching opportunity: H&S, Correct application of practical skills as well as modelling skills, Review of the IB Learner profile attributes. Recap and review knowledge of materials and appropriate processes. Analysing and evaluation processes within the design cycle.

Link to assessment (criterion A and ‘x’)

A – Inquiring and Analysing, C – Creating the Solution , D- Evaluating