Week 2 3.1.1: Investigating and testing materials Have knowledge of a of comparative workshop tests. Be able to suggest appropriate workshop tests. Starter Recall activity using materials from week one – mini whiteboard Q and A. Using new images identify material/classification and relevant property. Activities Students can design and perform their own workshop tests on a range of materials. Predict the results before testing and compare with the results of the samples tested. Recalling definitions of mechanical and physical properties from week one and using the first-hand knowledge gained from testing identify products that exemplify the property. Homework/independent study 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 composites. Have knowledge of specific papers and boards along with their performance characteristics. Efficient use of materials in the construction of containers through 2D net design. Effective selection of materials to allow for Starter Recall activity materials from week two – 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.
Week 5 3.1.2: Performance characteristics of materials: woods smart and modern materials. Understand the term stock forms and be familiar with timber conversion. Have knowledge of timbers and their performance characteristics. Be able to explain and identify the suitability of a of timbers for a given application. Understand the term material and be able to explain their suitability for a given application. Be able to identify how the material responds to changes in external stimuli. Starter Recall activity using materials from week four – Introduce an exam style question covering biodegradable polymers. Go through a model answer or mark scheme. Activities a local timber merchant to see the range of stock sizes of timber available. Using a hardwood/softwood and manufactured board select three relevant products and illustrate the journey from source through to manufacture. Using a flexible thermo chromic thermometer, produce a themed product for a baby’s nursery. Complete a prepared worksheet as a revision aid – ‘Smart Materials and their uses’. Categorise those that react to changes in light, temperature and pressure 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.
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. Understand how 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 – the bicycle. Define and illustrate the six Rs of sustainability. Explore how sustainable materials are being used as replacements for more traditional materials eg bamboo and recycled rubber.
Week 11 3.2.4: Design processes Be of and able to discuss and implement a range of design processes. Starter In small groups individuals start to generate an idea for a given product. After a certain period of time the designs are passed around and further developed and finally annotated. This can continue until the design arrives back at the start. Variations include adding further specifications as the task takes place eg must be lightweight/used outdoors/methods of construction/materials etc. Activities Using your NEA context, explore how a mood board can be used to help generate ideas for a particular target market. Case – Investigate how ‘Under Armour’ has used generative design in the development of their 3d printed trainer. Link to NEA Students should explore alternative methods of idea generation to further develop their NEA. Research online to study the approaches used by the product designer ‘productank’. Week 12 3.2.5: Critical analysis and evaluation Be able to critically analyse and evaluate the work of others and the student’s own project work. Starter Group discussion: Why is it important for designers and manufactures to test and evaluate
Understand how to eliminate errors. Understand how jigs, templates and fixtures can be used to increase accuracy and reduce human error. Calculations of sides and angles of products. Use of geometry to create templates for designs. identify its correct use and identify the material that it is intended to be used with. Activities work – using a small product such as key ring or coat hook. Produce a one off outcome and then design and manufacture a jig or fixture to improve accuracy. Compare the tolerances of the two outcomes. Link to NEA Students should explore the prototype from their NEA and identify any process or component whose accuracy may be improved by the use of a jig, template or fixture. Christmas break Week 15 3.2.8: Responsible design: environmental issues conservation of energy and resources. Be aware of the importance of environmental issues in design and manufacture. Understand the responsibilities in the use of sustainable materials and components. Be aware of the environmental impact of packaging. Starter Recall activity using materials from week 14 – Mini whiteboard Q and A. What are the definitions of a template, jig and fixture? Activities Analyse the packaging design of a mobile phone or small electronic device. Redesign and develop the packaging to reduce its environmental impact.
to enhance the properties of metals 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 processe: paper and board forming processes Understand the methods that can be used to shape paper and board. Understand the methods that can be used to join 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 surface finish for timber with a given situation eg preservatives for timber fencing.
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 paper and board printing processes. Understand how papers and boards can be finished to improve function, performance and aesthetic. Be of the printing processes that can be used and their suitability for specific products and scales of production. Starter Group discussion: Explore the base knowledge around the topic of Finishes for Paper and Board. Use a pre-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 a paper and board handling collection, identify the use of techniques such as embossing and spot varnishing etc. on gift cards packaging and promotional material. Create a resource or ‘PowerPoint’ that clearly illustrates the specific finishes, their function and the method of production or application. Explore online to see practical examples of the printing processes. Homework/independent 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 metal finishing wood finishing. Understand how polymers, metals and woods can be finished to improve their function, performance and aesthetic. Be aware 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 range 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 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 the use of computer system 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 Explore online to view the ‘the life of a bolt’ – Red bull racing. What are the pros and cons of this system against the company using a standard bought in component? Explore online to view the ‘‘how it’s made – and aluminium’ Case – 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
Design processes Critical analysis and evaluation Design communication A suggested selection of activities to use: Re-design: Analyse images or products from the handling collection. How can they be improved? Group work or individual critical analysis and evaluation of existing products. Exam questions: Give relevant questions from the Sample Question paper or AQA secure materials website. Students should attempt a range of question types: Multiple choice, short answer and extended responses Possible exam questions: Create possible exam questions that relate to the specification. This can be done by the teacher, or the students, working in pairs or small groups. Model answer marking: Use past students’ answers or examples from AQA training to help students gain a clear idea of how marks are awarded and the level of detail that is needed in their written response. Week 33 3.2.0: Exam preparation (DMP) here on tools equipment and processes Accuracy in design and manufacture Responsible design Design for manufacture A suggested selection of activities to use: Product analysis: Analyse images or products from the handling collection. Discuss their environmental impact and how they could be developed to consider conservation of energy and resources. Exam questions: Give relevant questions from the Sample Question paper or AQA secure materials website. Students should attempt a range of question types: Multiple choice, short answer and extended responses