Week 22 The use of finishes (TP) Week 23 Modern and industrial commercial practice (TP) Week 24 Digital design and manufacture (TP) Week 25 Product design and development (TP) Week 26 Health and safety (TP) Week 27 Design for manufacturing, maintenance, repair and disposal (TP) Week 28 Enterprise and marketing in the development of products (TP) Term 3.1 Easter break Week 29 Design communication (TP) Start of NEA portfolio AO1 Section A – Identifying and investigating design possibilities (20 Rationale for chosen context clearly identified. Investigation including: disassembly, practical experimentation, visits, surveys and interviews, focus groups, primary and secondary research. Investigation material thoroughly analysed and initial concepts generated. AO1 Section B – Producing a design and specification (10 marks) Produce a clear and challenging design brief and fully detailed design specification reflecting thorough consideration of investigations undertaken. Week 30 Internal – AS external exams Week 31 Technology and cultural changes (A-level specific) (DMP) Week 32 Design processes – prototype development (A-level specific) (DMP) Week 33 Design processes (A-level specific) (DMP) – iterative design in commercial contexts
the first-hand knowledge gained from testing, identify products that exemplify the property. Videos of laboratory material testing are available online and can be used to compare the processes to the equivalent workshop tests. Homework/independent Issue students with supplementary information on performance characteristics of materials or refer them to an AQA approved textbook – read and explore the content for the next lesson. Week 3 3.1.2: Performance characteristics of materials Papers and boards A-level additional content: watercolour paper painting composites tungsten carbide concrete, including reinforced concrete fibre cement. Have knowledge of specific papers and boards along with their performance characteristics. Understand how they can be shaped and formed and how detail can be added through a range of printing techniques. Understand that materials can be combined to produce an enhanced material. Be able to explain and identify the suitability of Efficient use of materials in the construction of containers through 2D net design. Effective selection of materials to allow for recyclability, biodegradability and stability. Starter Recall activity materials from week 2 – introduce an exam style question covering material properties. Go through a model answer or mark scheme. Students should collate these across the year to assist their future revision. Activities Investigate paper and board products and identify the material used by its appearance and suitability for use. Disassemble a series of cardboard packages to identify the different nets used. Using a paper and board handling collection, get students to record individual materials and properties.
Homework/independent study Issue students with supplementary information on major developments in technology or refer them to an AQA approved textbook – read and explore the content for the next lesson. Week 10 3.2.3: How technology and cultural changes can impact on the work of designers: Socio economic influences Major developments in technology Social, moral and ethical issues A-level additional content Product life cycle Understand how socio economic influences have helped shape product design and manufacture. Be able to discuss how major developments in technology have shaped product design and manufacture. Be aware of social, moral and ethical responsibilities of a designer. An awareness of scientific advancements/discoveries and their potential development. Starter Group discussion: What has been the biggest factor or development in technology that has taken place in the last 20 years? Activities Group work – Allocate a decade to members of the class. Research and produce a presentation to cover the major technological advancements that took place during that period. Link these to prominent designers or products. Focus on a particular product and document its development over time eg the torch – covering batteries, bulbs, micro-electronics etc. Investigate how manufacturing methods and material development have influenced the production of a piece of sports equipment eg The tennis racket or the bicycle. Define and illustrate the six Rs of sustainability.
Week 13 3.2.6: Selecting appropriate equipment and processes A-level additional content: how designs are developed from single prototype to mass-produced product how scales of production effect the manufacturing process health and safety in a commercial setting. Be aware of, discuss and demonstrate good and safe working practice. Understand and be able to identify the correct and equipment for a specific task. Understand and be able to identify the most appropriate manufacturing process to realise their or others design proposals. Starter discussion: Critical analysis - display an image of a product on the board and gain analysis from the group. If you also have the physical product, students can interact with it and then add to/adjust their initial comments. Activities Using a range of workshop tools, establish the correct working practice and identify the range of materials with which they can be used. This can be done in a workshop environment or picture cards linking tools and materials could be used. ‘How it’s made’ Using either real products or a selection of initial ideas from the groups NEA. Discuss the most appropriate method of manufacture. Compare a range of similar tools such as saws and identify which materials could be used with each and what specific action could take place eg hacksaw/coping saw/tenon saw/jig saw/fret saw. What are the pros and cons of each? Homework/independent study Issue students with supplementary information on jigs, templates and fixtures or refer them to
Conservation of energy and resources additional content: how products are designed to conserve energy, materials and components the reuse of material off cuts, chemicals, heat and water. materials and components. Be aware of the environmental impact of packaging. Be of methods to conserve energy resources and the concept of circular economy. Analyse the packaging design of a mobile or small electronic device. Redesign and develop the packaging to reduce its environmental impact. Take a product and undertake a study into its environmental impact from raw material extraction, manufacture and disposal. Critically analyse how a product can be maintained to extend its durability. Homework/independent study Research the manufacture of the BMW Mini. Try to identify all of the quality control measures that take place throughout its manufacture. Issue students with supplementary information on quality control or refer them to an AQA approved textbook – read and explore the content for the next lesson. Week 16 3.2.9: Design for manufacture Planning for accuracy and efficiency Quality control A-level additional content: Be aware of and be able to demonstrate how to plan for accuracy and efficiency. Understand and be able to demonstrate quality control measures. Starter Group discussion: List the quality control measures that BMW mini or other car manufacturers use. Watch an MP4 clip and add/clarify any additional detail. Take note of the definitive list. Activities Gather all the measuring devices that are commonly in a school workshop. Arrange the devices by the level of accuracy
accuracy in scale production quality assurance go/no-go gauges, scanning and measuring non-destructive testing. that can be achieved when in use eg steel rule, vernier callipers, digital callipers. Demonstrate their correct use and function. Using a range of measuring devices, analyse a building block from a child’s modular kit. Identify the tolerance needed for the blocks to successfully connect. Use a 3D printer and the measurements gained to produce an accurate accessory that will connect to the kit. The same exercise can be adjusted to cover CAD skills/orthographic drawing and dimensioning. Homework/independent study Issue students with supplementary information on enhancement of materials or refer them to an AQA approved textbook – read and explore the content for the next lesson. Week 17 3.1.3: Enhancement of materials Polymer enhancement Wood enhancement Metal enhancement Understand the range of enhancement methods used on materials. Understand how additives can be used to enhance polymers in use and disposal. Understand how wood can be enhanced to Understand the appropriate use of materials, including polymers, composites, woods and based on their physical properties. Starter Recall activity using materials from week 16 – mini whiteboard Q and A. Using measuring tool images, identify their correct use. Activities Walk around the school grounds and identify polymers that have degraded due to exposure to UV. Focus on outdoor
improve strength and aesthetics. Understand how heat treatment can be used to enhance the properties of metals seating, polymer rubbish bins etc. Notice the discolouration and brittleness. Produce a document that provides both the positive and negative arguments for the use of bio batch additives in polymers. Issue students with a range of 30x30 plywood samples. Apply available finishes to the test pieces and compare their method of application, aesthetics and durability. Photograph the results and annotate. Practical demonstration or focused task. Using some small low carbon steel samples heat treat using the brazing hearth to harden. Compare hardness vs an untreated piece by cutting or filing. Temper a sample and note the tempering colours Homework/independent study Issue students with supplementary information on forming, redistribution and addition processes (papers and boards – wood processes) or refer them to an AQA approved textbook – read and explore the content for the next lesson. Week 18 3.1.4: Forming, redistribution and addition processes Understand the methods that can be used to shape paper and board. Dimensions and angles in the design of jigs fixtures and templates. Starter Recall activity using materials from week 17– mini whiteboard Q and A. Connect the correct
approved textbook – read and explore the content for the next lesson. the British Plastics Federation website Plastipedia and study the animations of the polymer manufacturing processes. Week 19 3.1.4: Forming, redistribution and addition processes Polymer processes Introduce joining methods, adhesives and fixings along with the use of jigs and fixtures where appropriate additional content: Calendering Understand the methods that can be used to shape polymers into 3D products. Be able to identify and explain the forming methods used to produce a specific product. Understand how scales of production influence the choice of polymer process. Starter Recall activity materials from week 18, Students should provide commentary to the animations found on Plastipedia or equivalent source. Activities a polymer product handling collection identify features that indicate the moulding process used eg ejector pin marks/mould lines, living hinges Produce a small vacuum form moulding. Explore draft angles and understand the limitations of the process. Practical demonstration – Using two halves of a vacuum form moulding and a quick setting liquid resin, demonstrate the concept of rotational moulding. Practical task – Using a low metal glue gun to simulate injection moulding. The mould can be manufactured from acrylic on a laser cutter or thin plywood sandwiched between two outers.
Homework/independent Issue students with supplementary information on forming, redistribution and addition processes (metal processes) or refer them to an AQA approved textbook – read and explore the content for the next lesson. online sources study the animations of the metal manufacturing processes. Week 20 3.1.4: Forming, redistribution and addition processes processes Introduce joining methods, adhesives and fixings with the use of jigs and fixtures where appropriate A-level additional content: cupping deep drawing investment casting mig welding tig welding spot welding oxy- acetylene welding Understand the methods that can be used to shape metals into 3D products. Be of the permanent and temporary joining methods that can be for metal. Understand the wastage processes that can be used to shape metal. Starter Recall activity using materials from week 19, Students should provide commentary to the animations found online. Activities a metal product handling collection identify the most appropriate manufacturing process used. Compare the processes spinning and press forming. Both can be used to produce similar outcomes, but why is one chosen of the other for certain applications? Practical task - using a low temperature casting system. Design and manufacture a key ring or piece of jewellery from pewter. Practical demonstration. Use a series of standard samples of aluminium to illustrate the range of mechanical fastenings available.
machine screws flame cutting plasma cutting laser cutting. Homework/independent study Issue students with supplementary information on the use of finishes, or refer them to an AQA approved textbook – read and explore the content for the next lesson. Week 21 3.1.5: The use of finishes Paper and board finishing and board printing processes Understand how papers and boards can be finished to improve their function, performance and aesthetic. Be aware of the printing processes that can be used and their suitability for specific products and scales of production. Starter discussion: Explore the base knowledge around the topic of finishes for paper and board. Use a prepared slide of keywords for students to try and define or link. This will be particularly important for students that have not specialised in this area at GCSE. Activities Using a paper and board handling collection, identify the use of techniques such as embossing and spot varnishing on gift cards packaging and promotional material. Create a resource or powerpoint that illustrates the finishes, their function and the method of production or application. Explore online to see practical examples of the printing processes. Homework/independent study Issue students with supplementary information on the use of finishes, or refer them to an AQA
approved textbook – read and explore the content for the next lesson. Spring Half term Week 22 3.1.5: The use of finishes. Polymer finishing A-level additional content: acrylic spray paints thermoplastic elastomer metal finishing sealants preservatives anodising plating coating cathodic protection wood finishing colour wash Danish oil. Understand how polymers, metals and woods can be finished to improve their function, performance and aesthetic. Be that some polymers are Be aware that finishes on wood can be aesthetic and also help prevent decay. Ensure products are designed to take account of potential corrosion due to environmental factors. Starter Group discussion: Explore the base knowledge around the topic of finishes for polymers, metals and woods. Use a pre-prepared slide of keywords for students to try and define and connect the finish to the correct material. Activities Walk around your school site and identify a of finishes used in outdoor products. Photograph the object and research how the finish has been applied and explain how it protects the base material eg galvanised school fencing Explore online sources to see practical examples of the powder coating process. Practical demonstration – use a fluidising tank or powdered polythene to demonstrate the process of dip coating. Homework/independent study Issue students with supplementary information on scales of production, or refer them to an AQA approved textbook – read and explore the content for the next lesson.
Week 23 3.1.6: Modern and industrial commercial practice Scales of production A-level additional content: unit production systems (UPS) quick response manufacturing (QRM) vertical in house production the use of computer system modular cell production flexible manufacturing systems sub assembly efficient use of materials. Be aware of the different scales of production and be able to provide specific examples to illustrate each. Understand how computer systems are used in production/distribution and storage. Understand JIT and QRM. Determining quantities of materials. Starter Group discussion: Explore the base knowledge around the topic of scales of production. mini whiteboard Q and A. Define the terms one-off, bespoke, batch and mass/line production. Illustrate each with a range of appropriate examples. Complete a prepared worksheet with the comments from the class. Activities Watch . What are the pros and cons of this system against the company using a standard bought in component? Watch Case study – the manufacture of Morgan cars, BMW Mini, Tesla. Research the three manufactures and make note of the different scales of production? How much automation takes place? How do the manufacturing processes differ? Research companies that make use of the JIT production system. What flexibility does it offer the manufacturer? What are the risks? Homework/independent study Issue students with supplementary information on CAD and CAM, or refer them to an AQA approved textbook – read and explore the content for the next lesson. How has CAD
changed the work of a product designer? What came before? Week 24 3.1.7: Digital design and manufacture additional content: CAD in industrial applications virtual modelling rapid prototyping electronic data exchange production, planning and control networking (PPC). Be of the role of CAD, its advantages and disadvantages. Understand how it can be used to develop and present work in 2D and 3D. Be aware of how virtual simulation can be used. Be aware of the role of CAM, its advantages and disadvantages. Use of points and geometry when setting out design drawings. The use of tolerances in dimensioning. Calculating speeds and times for machining. Starter Group discussion: Explore the base knowledge around the topic of CAD and CAM. mini whiteboard Q and A. Define the term CAD and CAM and generate an extensive list of the advantages and disadvantages of both. Activities Using a 3D CAD package produce a visual representation of the candidate’s final NEA piece. Generate or create a dimensioned orthographic or assembly drawing of the Students NEA piece. Practical task – Produce a design manually and then again using CAM. Compare the two processes, considering speed, accuracy, quality etc. Homework/independent study Issue students with supplementary information on inclusive design, or refer them to an AQA approved textbook – read and explore the content for the next lesson.
Week 26 3.1.9: Health and safety Be aware of safe working practices, the legislation and agencies responsible for health and safety. Be able to identify and take precautions to limit the potential hazards in a school workshop. Understand the legislation set out to protect consumers. Understand why some materials, adhesives and finishes are hazards. discussion: mini whiteboard Q and A. Using a pre prepared slide of symbols and health and safety markings, discuss as group what they represent and identify specific products where they may be found. Complete a prepared worksheet for future reference. Activities Gather a of products from the workshop that displays a COSHH hazard symbol. Use the Internet to research the accompanying data sheet. Generate a risk assessment for one of the processes that they have used in the manufacture of their NEA eg use of a centre lathe or handheld router. Homework/independent study students with supplementary information on manufacture, repair and disposal, or refer them to an AQA approved textbook – read and explore the content for the next lesson. Week 27 3.1.11: Design for manufacturing, maintenance, repair and disposal Manufacture Repair Disposal Be aware of how the choice of material affects the use, care and disposal of products. Be aware of how products can be designed to be easy to Starter Recall activity using materials from week 26 – mini whiteboard Q and A. Define COSHH, what legislation exists to protect consumers? Activities
A-level additional content: reduction in the number of manufacturing processes maintenance ease of manufacture disassembly. disassemble and materials labelled to aid separation. Understand the six Rs of sustainability. Using a bicycle, identify the components that can be maintained and those that are disposed at the end of life. Identify how the designer has considered maintenance. What are the advantages and disadvantages to the user? Research how bamboo and PLA have been used in products as more eco-friendly material alternative. Dissemble a small product such as torch or small radio. How easy is it to disassemble? Has any thought been given to maintenance? Are there any mouldings or fixtures that have been used to reduce the amount of components or to aid assembly? Homework/independent study Issue students with supplementary information on enterprise and marketing in the development of products, or refer them to an AQA approved textbook – read and explore the content for the next lesson. Week 28 3.1.13: Enterprise and marketing in the development of products A-level additional content: global marketing Be of the importance of marketing and brand identity. Interpretation of market research data, calculating costs and profit. Starter Recall activity using materials from week 26 – mini whiteboard Q and A. Define the six Rs of sustainability. Activities
fine tune the remaining lessons in the build-up to the external exam. Week 30 Internal or external as papers This week can be moved as necessary to accommodate individual school or college’s requirements Week 31 3.2.3: Technology and cultural changes Product lifecycle Understand how socio economic influences have helped shape product design and manufacture. Be able to discuss how major developments in technology have shaped product design and manufacture. Be aware of social, moral and ethical responsibilities of a designer. Be familiar with the concept of product lifecycle. Understand how designers refine and products in the lifecycle of a specific product. An awareness of scientific advancements/ discoveries and potential development. Starter Recap the material from the first year and develop depth. Using a prepared resource, highlight the major landmark events that helped shaped product design and manufacture. Highlight key dates, new materials and manufacturing processes. Activities Develop greater depth of knowledge on developments in technology. Undertake a case study of an electrical product such as a personal stereo or camera, identifying the developments over time. Using a selection of iconic product images from key movements. Identify common materials, manufacturing processes and finishes. What common features and styles can be identified? Eg chairs Focus on an area such as micro-electronics. Research and present their findings on how elements of product design and manufacture have changed as the technology has developed. eg – sketching to CAD/destructive testing to FEA.
Focusing on ‘Dieter Rams’ 10 principles for good design. Identify iconic products that meet some of the principles. Compare the work of Dieter Rams and Jonathon Ives. Can they find any similarities? There are several resources that can be found online to help illustrate the work of Dieter Rams and Ives. Week 36 3.2.6: Selecting appropriate tools, equipment and processes Development of designs from prototype to mass produced product The effect on the manufacturing process that is brought about by the need for batch and mass manufacture The importance of health and safety in a commercial setting including workforce training and national safety standard Be aware of, discuss and demonstrate good and safe working practice. Understand and be able to identify the correct tools and equipment for a specific task. Understand and be able to identify the most appropriate manufacturing process to realise their or others’ design proposals. Starter Recap the material from the first year and develop depth. Group discussion: Critical analysis: Display an image of a product on the board and gain analysis from the group. If you also have the physical product, students can interact with it and then add to/adjust their initial comments. Activities Research how companies use prototypes to help the development of mass produced products. Compare the many iterations of Dyson’s DC1® with a concept car such as a TVR®. a manufacturing video of a product – . While watching, list the obvious differences between a commercial setting and your school workshop. How do health and safety practices differ?
toxicity. familiar with timber conversion. Have knowledge of timbers and their performance characteristics. are used in and how they relate to their properties. Research the COSHH guidelines on timbers and identify the measures taken in your workshop to reduce the potential hazards connected with toxicity. Are there any woods that are particularly hazardous to work with? View the steam bending process used to produce components parts of a Windsor chair online. This can be demonstrated in the workshop if a steam chamber is available. Can be linked to material testing to illustrate the change in material characteristics. Homework/independent study students to supplementary information on metals or refer them to an AQA approved textbook – read and explore the content for the next lesson. Week 3 3.1.2: Performance characteristics of materials Metals: structural – H and I beam thermal conductivity Starter Recap the material from the first year and develop depth. Individual activity – Introduce the group to a typical question style found in Paper 1 – technical principles.
Week 7 3.1.4 Forming, redistribution and addition processes Polymer processes: calendering processes: cupping deep drawing investment casting. Understand the methods that can be used to shape polymers into 3D products. Be able to identify and explain the forming methods used to produce a specific product. Starter Recap the material from the first year and develop depth. Recall activity – mini whiteboard Q and A. Using product images identify the correct polymer and metal manufacturing process. Activities Find a video online to view how the polymer process calendering takes place. Investigate the manufacture of polythene bags and see how calendaring forms part of the manufacturing process. are also manufacturing videos that cover cupping and deep drawing. Compare the process to spinning and identify the advantages and disadvantages of each? Homework/independent study Refer students to supplementary information on metal joining or refer them to an AQA approved textbook – read and explore the content for the next lesson. Autumn half term Week 8 3.1.4 Forming, redistribution and addition processes Metal processes: Understand the methods that can be used to shape metals into 3D products. Starter Recap the material from the first year and develop depth.
MIG and TIG welding spot welding oxy acetylene welding machine screws flame cutting plasma cutting laser cutting. Be aware of the permanent and temporary joining methods that can be for metal. Understand the wastage processes that can be used to metal. Recall activity – mini whiteboard Q and A. Using a pre prepared series of slides link the suitability of all metal manufacturing processes to the different scales of production. Activities Using a range of metal test pieces explore joining processes. Gain experience of joining metals by addition and by fabrication. What are the advantages and disadvantages of each? Create a resource with images of the addition joining methods for Identify the strengths and weaknesses of each and illustrate applications where they would be used. Homework/independent students to supplementary information on wood processes or refer them to an AQA approved textbook – read and explore the content for the next lesson. Week 9 3.1.4: Forming, redistribution and addition processes Wood processes bolts/milling Understand the methods that can be used to shape paper and board. Understand the methods that can be used to join and fabricate wood and wooden products. Dimensions and angles in the design of jigs fixtures and templates. Starter Recap the material from the first year and develop depth. Recall activity – mini whiteboard Q and A. Using a pre prepared series of slides identify the wood joint or joining method. Activities
AQA approved textbook – read and explore the content for the next lesson. Week 13 3.1.6: Modern and industrial commercial practice The use of computer system: modular production cell production flexible manufacturing systems (FMS). Understand how computer systems are used in production/ distribution and storage. Starter Group discussion: Explore the group’s knowledge around the topic of JIT manufacture. Activities Observe how computer systems are being used in manufacture. Eg RFID technology in the manufacture of the BMW Mini. Explore online to see FMS (flexible manufacture systems) in action. Explore online to investigate practical examples of companies benefitting from modular production/cell production and flexible manufacturing. Create a resource that explains the advantages and disadvantages of each. Homework/independent study Refer students to supplementary information on CAD and CAM or refer them to an AQA approved textbook – read and explore the content for the next lesson. Week 14 3.1.7: Digital design and manufacture Computer design (CAD) Be aware of the role of CAD, its advantages and disadvantages and how it is used in industrial applications. Determining quantities of materials. Calculations of sides and angles of products. Starter Recap the material from the first year and develop depth.
maintenance, repair and disposal Manufacture – reducing the number of processes Repair – maintenance Ease of manufacture – disassembly affects the use, care and disposal of products. Be aware of how products can be designed to reduce the number of manufacturing processes and allow for maintenance. Test existing knowledge and understanding – mini whiteboard Q and A. Why is maintenance important. What benefits does it offer the consumer and the manufacture? Activities Disassemble a series of (unwanted) electronic products such as torches or computer mice. Identify how they make use of standardised parts and integral fixings such as screw posts. Are they designed to be disassembled for maintenance? Many new products can be updated with firmware or software downloads. Identify a range of products that benefit from this maintenance facility. Homework/independent study Issue students with supplementary information on feasibility studies or refer them to an AQA approved textbook – read and explore the content for the next lesson. Week 20 3.1.12 – Feasibility studies Be aware of and able to explain the use of feasibility studies to assess the practicality for production. Interpret statistical analysis to determine user needs and preferences. Use data related to human scale and proportion to determine product scale and dimensions. Starter Test existing knowledge and understanding – mini whiteboard Q and A. Why is it important to consider the feasibility of a product before committing to manufacture. Can they identify areas that might be considered? Activities
products, materials, manufacture and manufacturing systems. Issue the group with an image or physical example of a single product, critically analyse and draw conclusions. of study could include: Aesthetics Function Use of materials Finish Ergonomics Ease of use Suitability for end user Social, moral and ethical considerations. Students could produce summary resource for each product, or one could be pre prepared so that the group have a comprehensive resource. Week 27 Exam preparation Exam technique In preparation for the final build up to the written papers, it is important that students understand how to answer the questions along with having the knowledge and understanding needed to provide the correct answers. Suggested areas of study: Understand and be able to correctly interpret the command words used in the written papers eg explain/justify/analyse etc. Issue worked examples and mark schemes, go through how marks are awarded. Highlight how the tariff for questions or marks available indicates the level of response needed. Create a mindmap to help answer the extended writing questions. Explain the techniques PEEL (point evidence explain link) or PEAL (point evidence analyse link). Illustrate – Investigate how diagrams can be used to help illustrate and support written answers. Students should feel confident that they understand the most appropriate method of presenting their answers when under exam conditions.