2-4 School PC Laptop Pencil Eraser Design Booklet. Part 2 - Commence 3D printed USB Stick task - Introduction to 3D printing and additive manufacturing.. Students are introduced to the process of 3D printing. For many of them it will be the time they have witnessed. Students will be led through the machine operation and the software interface. Part 3 - Title page and USB Stick moodboard. Students build on their knowledge of the importance of presenting a portfolio in a professional fashion for their client. They learn the benefit of researching existing products and using said products as inspiration to develop their own unique designs. Part 4 - Ideation task – idea generation for coaster design Sketching exercises to improve on product sketching in task 1. As part of the design process students learn to generate ideas through the production of thumbnail sketches. Here the ideas are valued over artistic skill. Thoughts are to be transmitted to paper quickly and freely. Portfolio Creation and Layout Title Page creation Mood creation – focus on improved layout Ideation (Idea Generation) – sketching exercises Concept Sketching – proportioning and centering. Improving sketching skills Expected Pupils’ Outcomes: By the end of the task pupils should have learnt to: Sketchup/XYZ ware Creating CAD drawing Using CAD tools in a creative fashion Dimensioning Exporting a 2d graphic Creating an STL file for printing Placing objects in XYZware. Dealing with warping issues when 3d printing. on knowledge developed in task 1: Portfolio layout principles Thumbnail and concept sketching Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions, identifying constraints Designing Design, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technology Produce a simple plan designed to a problem, using a sequence of steps Producing and implementing Safely appropriate techniques to make solutions using a range of components and equipment Evaluating Develop contextual criteria independently to assess design processes and solutions Collaborating and managing Plan, publish and manage projects, collaboratively and/or individually,considering safety, specific task requirements, time and other required resources Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Assessment criteria: Creativity Technical ability / complexity of design. Sketching ability Behaviour and Focus Assessment Due Date: Week 9 Final Class Portfolio 3D Printed USB Stick
5-7 School PC Laptop Pencil Eraser Design Booklet. Part 5 - Working through sketchup tutorials on drawing techniques. Students follow sketchup tutorials designed specifically to aid designing for 3d printing. Students produce and save their own drawings on which they will be evaluated. Part 6 - Concept Sketching – 4 concepts for final design. Students sketch four designs from which they will choose their final design. Part 7 - Designing chosen concept in sketchup. In this section students use their skills learned to date to design their final design for production. Expected Pupils’ Outcomes: By the end of the task pupils should have learnt to: Sketchup/XYZ ware Creating CAD drawing Using CAD tools in a creative fashion Dimensioning Exporting a 2d graphic Creating an STL file for printing Placing objects in XYZware. Dealing with warping issues when 3d printing. Build on knowledge developed in task 1: Portfolio layout principles Thumbnail and concept sketching Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions, identifying constraints Designing Design, develop, evaluate and communicate alternative solutions, appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a sequence of steps Producing and implementing Safely apply appropriate techniques to make solutions using a range of components and equipment Evaluating Develop contextual criteria independently to assess design processes and solutions Collaborating and managing Plan, publish and manage projects, collaboratively and/or individually, considering safety, specific task requirements, time and other required resources Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Assessment criteria: Creativity Technical ability / complexity of design. Sketching ability Behaviour and Focus Assessment Due Date: Week 9 Final Class Portfolio 3D Printed USB Stick
8-10 School PC Laptop Pencil Eraser Design Booklet. Part 8 – Converting Sketchup drawing to stl format required for xyz ware. Stl format is required for 3d printing. Here students learn the process to convert a drawing to stl. There can be errors in the drawing and students will learn how to fix these errors Part 9 – 3D printing using 3D printer program. Printer set up and operation. Students learn to operate xyzware alongside the operation of the 3d printer itself. Antistick materials and heating of printer body are discussed. Part 10 – Future Technologies Task Students research the future technologies that are taking the ‘Maker’world and industry by storm. Expected Pupils’ Outcomes: By the end of the task pupils should have learnt to: Sketchup/XYZ ware Creating CAD drawing Using CAD tools in a creative fashion Dimensioning Exporting a 2d graphic Creating an STL file for printing Placing objects in XYZware. Dealing with warping issues when 3d printing. on knowledge developed in task 1: Portfolio layout principles Thumbnail and concept sketching Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and a given brief Consider components/resources to develop solutions, identifying constraints Designing Design, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a sequence of steps Producing and implementing Safely apply appropriate techniques to make solutions using a range of components and equipment Evaluating Develop contextual criteria independently to assess design processes and solutions Collaborating and managing Plan, publish and manage projects, collaboratively and/or individually,considering safety, specific task requirements, time and other required resources Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Assessment criteria: Creativity Technical ability / complexity of design. Sketching ability Behaviour and Focus Assessment Due Date: Week 9 Final Class Portfolio 3D Printed USB Stick Future Technologies Research Task
Term 3 Week Practical Teaching Focus Content Addressed Assessment 1 School PC Laptop Pencil Eraser Design Booklet. cut lantern task Intro Part 1 – Introduction to Lantern Task Using finger joints students learn to construct a lantern which will house LED lights. Existing products are discussed. Saftey considerations are highlighted. Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions, identifying constraints Designing Design, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a sequence of steps Producing and implementing Safely apply appropriate techniques to make solutions using a range of components and equipment Evaluating Develop contextual criteria independently to assess design processes and solutions Collaborating and managing Plan, publish and manage projects, collaboratively and/or individually, considering safety, specific task requirements, time and required resources Investigating and defining Investigate a need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions, identifying constraints Designing Design, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a sequence of steps Producing and implementing Safely apply appropriate techniques to make solutions using a range of components and equipment Evaluating Develop contextual criteria independently to assess design processes and solutions Collaborating and managing Plan, publish and manage projects, collaboratively and/or individually, considering safety, specific task requirements, time and other required resources Learners are assessed on the completion of tutorials, exercises, portfolio of work and project diary file. Assessment criteria: Creativity Technical ability / complexity of design. Sketching ability Behaviour and Focus Assessment Due Date: Week 9 Final Class Portfolio Lantern Product
2-4 School PC Laptop Pencil Eraser Design Booklet. Part 2 - Title page and lantern moodboard. Students learn the importance of presenting a portfolio in a professional fashion for their client. They learn the benefit of researching existing products and using said products as inspiration to develop their own unique designs Part 3 - Ideation task – idea generation for lantern design As part of the design process students learn to generate ideas through the production of thumbnail sketches. Here the ideas are valued over artistic skill. Thoughts are to be transmitted to paper quickly and freely. Part 4 – Illustrator Advanced tools Illustrator in the same fashion as a CAD program students learn to create finger joints using the pathfinder tool and the transform tool. Expected Pupils’ Outcomes: By the end of the task pupils should have learnt to: Adobe Illustrator Creating second vector drawing Navigating the interface – improving layout Essential interface layout - customisation Building on the fundamental tools for design for laser cutting Advanced Manipulation of paths Manipulate shapes Export DXF files Portfolio layout principles Thumbnail and concept sketching Autolaser Isolating lines for cutting Settings for cutting Settings for engraving Engraving bitmap/jpeg images Investigating and defining Investigate a need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions, identifying constraints Designing Design, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a sequence of steps Producing and implementing Safely apply appropriate techniques to make solutions using a range of components and equipment Evaluating Develop contextual criteria independently to assess design processes and solutions Collaborating and managing Plan, publish and manage projects, collaboratively and/or individually, considering safety, specific task requirements, time and other required resources Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Assessment criteria: Creativity Technical ability / complexity of design. Sketching ability Behaviour and Focus Assessment Due Date: Week 9 Final Class Portfolio Lantern Product
8-10 School PC Laptop Pencil Eraser Design Booklet. Part 8 - Converting final Illustrator drawing to Laser ready format in Autolaser. Laser cutting. Students convert their drawings to dxf format which can be recognised by the laser cutter. They learn how to import this file type to the Autolaser program. Part 9 - Laser Cutting using Autolaser program. Machine set up. Machine operation. Students how to set parameters for engraving and cutting various sections of their coasters. Students plan production steps and organise their files in the production queue. Expected Pupils’ Outcomes: By the end of the task pupils should have learnt to: Adobe Illustrator Creating second vector drawing Navigating the interface – improving layout Essential interface layout - customisation Building on the fundamental tools for design for laser cutting Advanced Manipulation of paths Manipulate shapes Export DXF files Portfolio layout principles Thumbnail and concept sketching Autolaser Isolating lines for cutting Settings for cutting Settings for engraving Engraving bitmap/jpeg images Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and a given brief Consider components/resources to develop solutions, identifying constraints Designing Design, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a sequence of steps Producing and implementing Safely apply appropriate techniques to make solutions using a range of components and equipment Evaluating Develop contextual criteria independently to assess design processes and solutions Collaborating and managing Plan, publish and manage projects, collaboratively and/or individually, considering safety, specific task requirements, time and other required resources Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Assessment criteria: Creativity Technical ability / complexity of design. Sketching ability Behaviour and Focus Assessment Due Date: Week 9 Final Class Portfolio Lantern Product
Term 4 Week Practical Teaching Focus Content Addressed Assessment 1 School PC Laptop Pencil Eraser Design Booklet. Cut Clock Design Task Students follow Laser Cut Clock design booklet to generate ideas for their Laser Cut Clock. Adobe Illustrator – Vector Drawing Using Illustrator we can create Vector Drawings which are suitable for transferring to the laser Cutter. Students begin the course by learning the basics of drawing using the Adobe Illustrator package and moving around the Adobe Illustrator interface. Autolaser Laser Cutting Program Autolaser is a program that provides a platform to facilitate the manipulation of a vector drawing in order to laser engrave and laser cut. Portfolio Creation and Layout Title Page creation What is a mood board and it’s purpose Mood board layout Expected Pupils’ Outcomes: By the end of the task pupils should have learnt to: Sketchup/XYZ ware Creating Vector drawing AI tools in a creative fashion Dimensioning Exporting a DXF Placing drawings in Auto Laser Program Dealing with format issues when cutting Build on knowledge developed in task 1: Portfolio layout principles Thumbnail and concept sketching Elements of design Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions, identifying constraints Designing Design, develop, evaluate and communicate alternative solutions, appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a sequence of steps Producing and implementing Safely apply appropriate techniques to make solutions using a range of components and equipment Evaluating Develop contextual criteria independently to assess design processes and solutions Collaborating and managing Plan, publish and manage projects, collaboratively and/or individually,considering safety, specific task requirements, time and required resources Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Assessment criteria: Creativity Technical ability / complexity of design. Sketching ability Behaviour and Assessment Due Date: Week 9 Final Class Portfolio Laser Cut Clock Portfolio Laser Cut Clock
2-4 School PC Laptop Pencil Eraser Design Booklet. Laser Cut Clock Design Task Students follow Laser Cut Clock design booklet to generate ideas for their Laser Cut Clock. Adobe Illustrator – Vector Drawing Using Illustrator we can create Vector Drawings which are suitable for transferring to the laser Cutter. Students begin the course by learning the basics of drawing using the Adobe Illustrator package and moving around the Adobe Illustrator interface. Autolaser Laser Cutting Program Autolaser is a program that provides a platform to facilitate the manipulation of a vector drawing in order to laser engrave and laser cut. Portfolio Creation and Layout Ideation (Idea Generation) – why drawing thumbnails draws out new ideas. Expected Pupils’ Outcomes: By the end of the task pupils should have learnt to: Sketchup/XYZ ware Creating Vector drawing Using AI tools in a creative fashion Dimensioning Exporting a DXF Placing drawings in Auto Laser Program Dealing with format issues when laser cutting on knowledge developed in task 1: Portfolio layout principles Thumbnail and concept sketching Elements of design Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and a given brief Consider components/resources to develop solutions, identifying constraints Designing Design, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a sequence of steps Producing and implementing Safely appropriate techniques to make solutions using a range of components and equipment Evaluating Develop contextual criteria independently to assess design processes and solutions Collaborating and managing Plan, publish and manage projects, collaboratively and/or individually,considering safety, specific task requirements, time and other required resource Learners are assessed on the completion of tutorials, exercises, portfolio of work and project diary file. Assessment criteria: Creativity Technical ability / complexity of design. Sketching ability Behaviour and Assessment Due Date: Week 9 Final Class Portfolio Laser Cut Clock Portfolio Laser Cut Clock
8-10 School PC Laptop Pencil Eraser Design Booklet. Laser Cut Clock Design Task Students follow Laser Cut Clock design booklet to generate ideas for their Laser Cut Clock. Illustrator – Vector Drawing Using Illustrator we can create Vector Drawings which are suitable for transferring to the laser Cutter. Students begin the course by learning the basics of drawing using the Adobe Illustrator package and moving around the Adobe Illustrator interface. Autolaser Laser Cutting Program Autolaser is a program that provides a platform to facilitate the manipulation of a vector drawing in order to laser engrave and laser cut. Portfolio Creation and Layout Title Page creation What is a mood and it’s purpose Mood board layout Ideation (Idea Generation) – why drawing thumbnails draws out new ideas. Concept Sketching – proportioning and centering. Expected Pupils’ Outcomes: By the end of the task pupils should have learnt to: Sketchup/XYZ ware Creating Vector drawing AI tools in a creative fashion Dimensioning Exporting a DXF Placing drawings in Auto Laser Program Dealing with format issues when laser cutting Build on knowledge developed in task 1: Portfolio layout principles Thumbnail and concept sketching Elements of design Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions, identifying constraints Designing Design, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a sequence of steps Producing and implementing Safely apply appropriate techniques to make solutions using a range of components and equipment Evaluating Develop contextual criteria independently to assess design processes and solutions Collaborating and managing Plan, publish and manage projects, collaboratively and/or individually,considering safety, specific task requirements, time and other required resources Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Assessment criteria: Creativity Technical ability / complexity of design. Sketching ability Behaviour and Focus Assessment Due Date: Week 9 Final Class Portfolio Laser Cut Clock Portfolio Laser Cut Clock