The structure of the scheme
The scheme provides a challenging package. It will offer many schools a standard to aspire to and will prompt individual schools to set subsidiary targets in aspects that they identify as open to improvement. It draws on findings from Ofsted (Standards in the secondary curriculum, 1997-8) and good practice from experienced teachers to ensure that the scheme of work:
- follows sensibly from key stage 2, acknowledging pupils' prior learning in design and technology;
- raises expectations;
- offers schools alternatives to rotational courses;
- encourages high expectations of pupils, especially the most able, giving guidance on the use of both homework and formative assessment to help them meet these expectations;
- gives guidance on how to meet changes in the programme of study, and advice on teaching design.
The units, and the structure of the scheme, aim to:
- increase the teacher's expectations of what pupils can achieve in design and technology;
- give practical examples of teaching designing skills effectively and ideas for activities;
- show how new technologies can be introduced;
- show how units of work can be adequately differentiated and offer examples of extension tasks for more able pupils;
- suggest appropriate out-of-school activities and homework;
- plan for progression;
- build on knowledge, skills and understanding at key stage 2 to ensure continuity;
- ensure breadth and balance;
- suggest clear assessment opportunities;
- present a more coherent approach to the delivery of the subject than a rotational model.
The units outline:
- design and make assignments (DMAs), where pupils are given the chance to put their knowledge, skills and understanding to the test and meet challenges that address real needs and wants. They enable pupils to develop confidence and the ability to apply design ideas and concepts in a concrete, practical way. They provide opportunities to work as individuals and teams. Many of the DMA project titles will be familiar to teachers as they are based on good practice in schools and curriculum development projects (such as Nuffield Design and Technology, the Technology Enhancement Programme, or the Royal College of Art Schools Technology Project) and reflected in several educational resources from publishers;
- product evaluation activities, through which pupils can investigate, disassemble and evaluate products to build knowledge, skills and understanding that can be used for other activities, particularly the DMA;
- focused practical tasks (FPTs), which enable pupils to develop particular knowledge, skills and understanding consolidating these as they are gained. Teachers should use short focused tasks to provide particular emphasis and opportunities for pupils to achieve success in one or more design and technology process.
The holistic nature of design and technology requires that in every DMA pupils learn, experience and make judgements combining knowledge, skills and understanding. These are:
- developing, planning and communicating ideas;
- working with tools, equipment, materials and components to produce quality products;
- evaluating processes and products.
Pupils will make progress in all aspects of designing and making, not just those related to the emphasis of the unit. Breadth and balance
The units are written assuming that there is a design and technology department with specialist facilities and expertise in resistant materials, textiles, food, and systems and control.
It is expected that pupils will experience and make progress in all available focus areas during the key stage to provide a secure foundation for key stage 4 courses. The following checklist could be used when considering how to ensure each pupil is given the appropriate breadth and balance of experiences.
Do pupils have opportunities to:
- use a range of materials and associated tools, equipment and working methods;
- take part in tasks with complex demands and tighter or more flexible specifications;
- work with spontaneity or use rational and logical approaches;
- choose some of the materials they work with;
- consider functional, technical and aesthetic demands;
- consider each major element of designing, including:
- evaluating needs;
- designing for self or others;
- researching from both primary and secondary sources;
- use modelling methods in different materials;
- undertake written planning or numerical calculation;
- evaluate outcomes;
- take part in a variety of activities with greater design demand and less making, or less design and more making;
- practise time management, over shorter and longer time frames;
- use ICT in both designing and making;
- work alone and with others?
Planning for progression
The scheme of work draws together all parts of the programme of study to create a framework that shows how pupils might be helped to progress in design and technology. This includes progression in:
- all aspects of designing, including the aesthetic and functional, such as developing ideas or meeting users' needs;
- all aspects of making, and understanding manufacturing in the industrial world;
- organising and managing their own work;
- taking increased responsibility for their own learning;
- working with increasing accuracy and quality;
- the sophistication of judgements made and values considered;
- the range and depth of knowledge gained and applied.
Successful design and technology relies on pupils having rounded experiences where knowledge, skills and understanding are developed through a balanced progression of product evaluation, FPTs and a range of DMAs.
Progression in the units
Strand A - Understanding materials Strand A - Understanding materials Year 7
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| Unit 7A Understanding materials |
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| Knowledge, skills and understanding |
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About the unit
Through this unit, pupils should be able to:
Food
- classify foods by their sources, by commodity groups and by the plate model in The balance of good health
- consider nutritional information
- mix ingredients with different functional properties and measure and consider the effects of varying ingredients
- carry out sensory tests to evaluate food products.
Resistant materials
- classify materials by their properties and sources
- consider basic surface finishes
- consider physical properties
- become aware how the extraction, use and eventual disposal of some materials affect the natural environment.
Textiles
- classify materials by fibre sources
- investigate different cultural contexts in which textiles have been developed and used
- investigate and develop skills in modifying the appearance of textiles
- consider the aesthetic and functional properties of materials
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Product evaluation
Organise a range of activities that give pupils an opportunity to:
- examine, describe and evaluate similar products. This will help pupils to understand why materials and processes have been chosen, and will inform their own designing and making
- consider how products work and look
- name materials and investigate and explain processes.
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Design and make assignment
During the DMA, pupils would be expected to:
- find and select information that informs and clarifies the task
- draw on their understanding of familiar products, including how, where and why they are used
- design to meet a set of criteria in a specification
- select materials according to their working characteristics and availability
- show an understanding of the situation in which their design will be used
- express ideas in discussion, and as 2-D and 3-D models suggest an ordered sequence for managing the task
- use tools, equipment and techniques with precision
- discuss with users the design criteria and the extent to which their design meets them, using questions to clarify users' needs and views and to gain insights into how to improve their design
- consider the environmental impact of their design, and to justify their use of materials.
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DMAs
7A(i) Salads and soups; 7A(ii) Carry it all; 7A(iii) Be seen! |
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Strand A - Understanding materials Year 8
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| Unit 8A Exploring materials |
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| Knowledge, skills and understanding |
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About the unit
Through this unit, pupils should be able to:
Food
- apply their understanding of the physical and chemical properties of foods
- consider the aesthetics of food, and how this affects what consumers choose
- consider nutritional aspects and values, sources and functions
- standardise the results of sensory testing and use their findings.
Resistant materials
- apply their understanding of the properties of materials
- consider more complex finishing processes, including their potential environmental impact and health hazards
- use thermoforming processes
- identify methods of using the structural properties of metals when reinforcing and strengthening frames
Textiles
- find out about the processing of raw materials and potential end uses
- recognise the connections between the properties of fibres, their performance and how they are used
- learn how the properties and working characteristics of textile materials relate to their composition, construction and finishing, and how synthetic fibres can be made to emulate natural fibres
- identify methods for reinforcing and strengthening textiles.
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Product evaluation
Organise a range of activities that give pupils an opportunity to:
- identify the properties of different materials and components and consider why they have been used
- learn about the structural properties of materials
- identify possible design weaknesses in the choice or processing of the materials used
- name and describe the methods and processes used to make and finish the product
- specify design criteria and set up tests to evaluate products objectively
- learn words to describe the form and function of products.
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Design and make assignment
During the DMA, pupils would be expected to:
- take into account appearance, function, safety and reliability
- make preliminary models to explore and test their design thinking
- make their product within constraints
- use their knowledge of how databases are organised, and how to read them to select relevant technical information about materials and processes
- consider a range of materials and methods
- choose materials and methods, and give details of these in a manufacturing specification
- write a report (300 words) justifying and reviewing their choice of materials and methods of making. The report should have a clear focus and include linked paragraphs and topic sentences.
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DMAs
8A(i) Layered dessert or The right combination; 8A(ii) Computer mouse; Kit rack; Kites 8A(iii) Finding an identity decorative techniques on textiles |
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Strand A - Understanding materials Year 9
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| Unit 9A Selecting materials |
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| Knowledge, skills and understanding |
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About the unit
Through this unit, pupils should be able to:
Food
- apply their understanding of the nutritional and working characteristics of food components when selecting materials/ingredients and matching them to making processes
- learn how to use heat treatment and other processes to change the working properties of materials/ingredients
- learn about the diversity of one food product and the influence of culture and lifestyle
- consider minimising environmental damage and use materials/ingredients sympathetically
- use hedonic ranking on a five-point scale, difference tests and appropriate vocabulary
- learn about the uses of modern materials/ingredients
- investigate the basis of concerns about biodiversity, genetically modified crops, and the use of growth hormones and antibiotics in the production of food.
Resistant materials
- understand that the properties of materials influence what they select for a design
- select materials and match them to appropriate making processes
- learn how to use heat treatment and other processes to change the working properties of materials
- learn about the diversity of one product and the influence of culture and lifestyle
- consider minimising environmental damage, use materials sympathetically, and find out about the importance of reuse and recycling issues
- conduct fair test procedures using qualitative and quantitative measures
- learn about the uses of modern materials
- consider different structural designs to withstand greater loads
- redesign products to distribute the forces of tension, compression and shear more evenly throughout a product.
Textiles
- understand that the properties of materials influence what they select for a design
- select materials and match them to appropriate making processes
- learn how to use heat treatment and finishing processes to change the working properties of materials
- learn about the diversity of one product and the influence of culture and lifestyle
- understand how textile materials can be combined to develop specific products and effects
- consider minimising environmental damage, use materials sympathetically, and find out about the importance of reuse and recycling issues
- understand how to test fabric against a specification before going into production, and how to follow fair test procedures using qualitative and quantitative measures
- learn about the uses of modern materials.
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Product evaluation
Organise a range of activities that give pupils an opportunity to:
- learn about the diversity of a product
- consider possible recycling and disposal of the materials used
- explore the use of modern materials.
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Design and make assignment
During the DMA, pupils would be expected to:
- draw up a design specification and criteria that reflect users' needs
- combine ideas from a variety of sources
- refine a single idea from a range of ideas and draw up a manufacturing specification
- match and select materials, considering their fitness for purpose and environmental impact
- specify and justify the exact types and grades of materials, and give details of processing methods in the specification
- prioritise and reconcile decisions on materials, time and production
- use materials sympathetically
- evaluate their product against the original design criteria and assess how well the users' needs have been met
- write an account of the evaluation.
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DMAs
9A(i) Specialist diets; 9A(ii) Fold it up; 9A(iii) A textiles product for a technical purpose |
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Strand B - Designing Year 7
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| Unit 7B Designing and making for yourself |
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| Knowledge, skills and understanding |
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About the unit
Through this unit, pupils should be able to:
Food
- use simple prototypes and modelling to evaluate design ideas
- use a range of cutting, shaping and mixing processes
- use a variety of techniques to prepare and process foods
- consider the safety and hygiene factors when handling food.
Resistant materials
- use simple prototypes, models and mock-ups to evaluate design ideas
- use a range of cutting, shaping and forming processes
- use specified hand-tools to cut and form materials safely.
Textiles
- use simple prototypes, models and mock-ups to evaluate design ideas
- use a range of manufacturing techniques
- use specified hand-tools and sewing machines to cut and join materials safely.
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Product evaluation
Organise a range of activities that give pupils an opportunity to:
- understand the need for a product and judge how well it meets that need
- understand how marketing techniques, changing fashions and social conformity help to create 'need'
- suggest what criteria might have been used when designing and making a particular product
- consider how users interact with the product.
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Design and make assignment
During the DMA, pupils would be expected to:
- identify the particular requirements of the task and the design criteria to be met, and take these into account when putting together a design brief
- draw upon their understanding of familiar products
- discuss design ideas with potential users
- develop a prototype and use it as the basis for drawing up a manufacturing specification
- present ideas as dimensioned plans and patterns
- suggest alternative approaches if first attempts fail
- use CAD/CAM to ensure consistency and accuracy, where appropriate
- be aware of the types of things they can do to control risk
- evaluate their products against the criteria and suggest design improvements.
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DMAs
7B(i) Snacks; 7B(ii) Puzzle in a box; 7B(iii) Fashion wear |
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Strand B - Designing Year 8
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| Unit 8B Designing for clients |
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| Knowledge, skills and understanding |
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About the unit
Through this unit, pupils should be able to:
Food, Resistant materials and Textiles
- learn about batch production, including how to develop a basic design that can be varied or personalised for particular clients
- use manufacturing aids to help with volume production
- learn that making identical parts in a batch can be cost effective and ensures accuracy.
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Product evaluation
Organise a range of activities that give pupils an opportunity to:
- learn how products are made in different historical and cultural contexts
- understand how and why products have changed over time
- distinguish between the quality of the design and the quality of manufacture
- learn to record thoughts, design ideas and explorations.
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Design and make assignment
During the DMA, pupils would be expected to:
- formulate a design specification, bearing in mind the social, cultural and environmental contexts and having talked to users
- identify the critical factors that should be used as design criteria, including those relating to social and environmental issues
- decide which design criteria clash and which should take priority
- find out which materials are available and use technical data to decide on their suitability for the task
- develop systems for ensuring quality when planning batch production
- take steps needed to control identified risks
- discuss with users the extent to which the product meets the design criteria.
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DMAs
8B(i) Develop a food product range; 8B(ii) Personal light source; 8B(iii) Wallets |
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Strand B - Designing Year 9
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| Unit 9B Designing for markets |
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| Knowledge, skills and understanding |
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About the unit
Through this unit, pupils should be able to:
Food, Resistant materials and Textiles
- design a product that is suitable for manufacture in volume
- learn how manufacturers generate and develop new ideas for products learn what is meant by 'one- off' and 'high-volume' production
- find out about the main commercial food manufacturing processes
- learn how quality assurance systems are used during the design stage to plan safe food production and storage
- learn how ICT influences designing and manufacturing in industry, and how computer-controlled systems are used in industry and commerce
- explore how repetitive quality can be assured with CAM
- learn that users often place a different value on hand-made products and products designed and produced in high volume.
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Product evaluation
Organise a range of activities that give pupils an opportunity to:
- formulate criteria and use these to comment critically on the product's impact on society, the extent to which it meets a need, its purpose and resource limits
- explore why users place a different value on hand-made products and products made in high volume.
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Design and make assignment
During the DMA, pupils would be expected to:
- select information sources, deciding which will help them with ideas for their design
- seek the opinions of potential users of the product and others who might be affected
- consider the impact of a solution on users when drawing up a design brief
- refine a single idea from a range of ideas and draw up a manufacturing specification
- model different shapes, forms and colourways in 2-D and 3-D, using ICT where appropriate
- resolve conflicting demands when proposing design ideas
- consider whether a product is marketable, maintainable and sustainable when generating ideas
- use a range of ICT applications in an integrated way to help generate ideas
- produce plans that predict the time needed to carry out the main stages of making
- use CAD/CAM, where appropriate
- collate, interpret and present product information to a client
- review the extent to which the product meets the design specification at appropriate stages of the development
- work effectively within a team, discussing and responding to information, working on designing and making aspects, and reviewing product outcomes.
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DMAs
9B(i) Mini-enterprise or Designer-makers; 9B(ii) Mini-enterprise or Designer-makers; 9B(iii) Mini-enterprise or Designer-makers |
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Strand C - Using ICT Year 7
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| Unit 7C Using ICT to support researching and designing |
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| Knowledge, skills and understanding |
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About the unit
Through this unit, pupils should be able to:
- learn the advantages and disadvantages of using ICT to develop and model designs
- use ICT when generating, developing, modelling and communicating design ideas
- use 2-D draw/paint software to produce accurate drawings and high-quality images
- recognise that all software programs have preset patterns and limitations
- access existing computer databases to look for information on materials/ingredients and processes use spreadsheets for modelling
- learn that 3-D modelling software can create realistic representations of finished product.
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Product evaluation
Organise a range of activities that give pupils an opportunity to:
- familiarise themselves with the forms of ICT used in design and technology
- appreciate the advantages of using ICT when developing designs.
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Design and make assignment
During the DMA, pupils would be expected to:
- show an awareness of resources as a constraint
- develop criteria for purposeful and responsible use of resources
- suggest different materials/ingredients that might be used and alternative ways of working
- use spreadsheets for comparative costings
- discuss, draw and model ideas in 2-D and 3-D
- prepare an ordered sequence for managing the task
- make products using appropriate materials and methods.
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DMAs
7C Stencils you like; Sports drink; Maze game |
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| Strand C - Using ICT Year 8
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| Unit 8C Using ICT to support making |
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| Knowledge, skills and understanding |
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About the unit
Through this unit, pupils should be able to:
- plan their making
- inform the making process
- make products using CAM by using ICT.
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Product evaluation
Organise a range of activities that give pupils an opportunity to:
- name and describe the methods and processes used to make a product
- compare hand- and machine-based techniques and processes
- understand how computer-controlled systems are used in industry for design and manufacture
- find out how ICT influences manufacturing in industry and has an impact on people's lives.
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Design and make assignment
During the DMA, pupils would be expected to:
- formulate a design specification, bearing in mind the social and cultural context and having talked to potential users
- recognise critical factors that should be used as design criteria, including those related to social and environmental issues
- draw on a wide range of information sources
- work effectively within a team, discussing and responding to information, working on designing and making aspects, and reviewing product outcomes
- develop systems to ensure quality when batch production is important
- recognise that wasteful production and disposal are harmful to the environment
- decide on the main stages of making and the order in which they must be carried out for the task to be successfully completed on time
- use tools, equipment and techniques to construct with precision
- justify their decisions about materials and methods
- discuss with users the extent to which the product meets the design criteria, noting the main points made and using them to plan possible improvements.
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DMAs
8C Computer pewter; Moulds and production aids for food production; T- shirt challenge |
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| Strand C - Using ICT Year 9
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| Unit 9C Using ICT to link with the world outside school |
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| Knowledge, skills and understanding |
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About the unit
Through this unit, pupils should be able to:
- use ICT to research and analyse information and expertise from outside school
- work collaboratively or remotely on a design project
- use conferencing to work on joint projects with a group of partners outside school develop teamwork skills
- find out about the benefits and drawbacks of face-to-face and remote communication
- use CAD/CAM.
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Product evaluation
Organise a range of activities that give pupils an opportunity to:
- find out about products that have been designed by global or remote design teams
- find out the benefits and drawbacks of face-to-face and remote communication.
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Design and make assignment
During the DMA, pupils would be expected to:
- select information sources that will help with ideas for their design, drawing on range of social and cultural settings
- seek the opinions of potential users of the product
- write full technical reports, including CAD drawing files that they have imported
- produce plans that specify the exact details of how a product is made through each making stage
- write manufacturing instructions to be followed by others, showing awareness of others' situation and skills
- consider and reflect on the design criteria as closely as possible, working within the constraints
- prioritise and reconcile decisions on materials, time and production
- adapt manufacturing methods to changing circumstances
- use hand-tools and CAM equipment competently
- work effectively within a team, discussing and responding to information, working on designing and making aspects, and reviewing product outcomes.
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DMAs
9C Corporate identity; Going public |
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Strand D - Using control Year 7
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| Unit 7D Using control to control a display |
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| Knowledge, skills and understanding |
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About the unit
Through this unit, pupils should be able to:
- model, design and conduct simple electrical control circuits that include switches and outputs in parallel and series, protection of LEDs and reversing control of motors
- classify motion into four kinds and describe mechanisms that can be used to change one kind of motion into another
- use CAMs and linkages to create a particular kind of motion
- design and carry out fair tests to compare the strength of frame and sheet structures
- design and make structures that are strong, using their knowledge of structural strength
- consider different approaches to product marketing.
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Product evaluation
Organise a range of activities that give pupils an opportunity to:
- examine and evaluate the working of simple electrically and mechanically controlled products that could be used for point-of-sale displays
- examine, describe and evaluate how products are marketed at the point of sale.
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Design and make assignment
During the DMA, pupils would be expected to:
- work in a group, using a range of materials to create their display
- keep a log of their part in the team's work, like professional designers
- design an attractive, original, active display for a product or service
- research the background to the product or service
- select appropriate images and suitable materials to promote the product or service discuss how the display will be seen
- suggest different materials and ways of working
- discuss, draw and model ideas in 2-D and 3-D
- discuss, as a group, how to use output devices and sensors in their design
- experiment with alternative designs, model circuits and mechanisms to establish correct working before deciding on their final proposal
- prepare an ordered sequence for managing the task
- combine various materials into an eye-catching, active display which will attract their chosen audience.
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DMAs
7D Point-of-sale display |
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Strand D - Using control Year 8
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| Unit 8D Using control for security |
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| Knowledge, skills and understanding |
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About the unit
Through this unit, pupils should be able to:
- model a range of locking and opening/closing mechanisms, and include these in their own designs
- use a modelling system to create strong and stable structures for testing security devices
- integrate the structural and mechanical elements of a modelling system to create complex working models
- design computer-controlled systems that control a range of output devices and monitor a range of input signals
- implement designed computer-controlled systems so that they respond to real signals and control real devices.
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Product evaluation
Organise a range of activities that give pupils an opportunity to:
- examine, describe and evaluate the various ways in which different types of property are kept secure (including electronic, physical and social)
- investigate a range of approaches to allow authorised access and to warn of security violations
- explore and evaluate the working of a range of electronically controlled devices, including those that incorporate embedded computer control
- examine some of the values issues that are raised by introducing security systems.
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Design and make assignment
During the DMA, pupils would be expected to:
- research the background to the setting, survey existing security solutions and use the information they collect to inform their own designing
- put together a design specification
- discuss, as a group, how they can use output devices and sensors in their design ideas
- make preliminary models to explore and test their thinking
- experiment with alternative designs and model mechanisms to establish correct working before they decide on their final proposal
- propose appropriate control systems and sub-systems
- prepare an ordered sequence for managing the task
- evaluate their product by comparing it with design criteria at chosen stages in its development.
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DMAs
8D Safe and sound |
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Strand D - Using control Year 9
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| Unit 9D Using control for electronic monitoring |
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| Knowledge, skills and understanding |
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About the unit
Through this unit, pupils should be able to:
- understand the design features and operation of electronic control sub-systems
- identify the need for and constraints on the development of electronic systems
- design, model and test simple electronic circuits
- design printed circuit board (PCB) masks and use them to create a PCB, if appropriate
- combine circuit and product design to produce a high-quality electronic product
- design and model potential products to show what they will look like and to confirm that they are appropriate for their intended purpose.
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Product evaluation
Organise a range of activities that give pupils an opportunity to:
- examine, describe and evaluate how electronics are used in sensing products
- explore situations in which electronic devices could usefully enhance the care of someone or something
- explore the use of feedback in products
- explore and evaluate the working of a range of electronically controlled devices, including those that incorporate embedded computer control
- examine some of the values issues, in particular environmental issues, that are raised by the development of electronic systems.
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Design and make assignment
During the DMA, pupils would be expected to:
- research the background to the setting, seeking the opinions of potential users of the product and using the information they collect to inform their own designing
- draw up a detailed design specification for an electronic product, in a setting that they choose, specifying criteria, eg aesthetics, technical function, usability, reliability, maintenance, quality, health and safety implications
- carry out preliminary product and electronic modelling to explore and test their thinking and correct their working before deciding on a final proposal
- use a sequence of drawings, including PCB designs, to clarify and communicate detail before making
- make a compact casing that houses the product's components effectively.
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DMAs
9D Taking care |
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Strand E - Making and producing in quantity Year 7
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| Unit 7E Designing and making for yourself |
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| Knowledge, skills and understanding |
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About the unit
Through this unit, pupils should be able to:
Food
- use simple prototypes and modelling to evaluate design ideas
- use a range of cutting, shaping and mixing processes
- use a variety of techniques to prepare and process foods
- consider the safety and hygiene factors when handling food.
Resistant materials
- use simple prototypes, models and mock-ups to evaluate design ideas
- use a range of cutting, shaping and forming processes
- use specified hand-tools to cut and form materials safely.
Textiles
- use simple prototypes, models and mock-ups to evaluate design ideas
- use a range of manufacturing techniques
- use specified hand-tools and sewing machines to cut and join materials safely.
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Product evaluation
Organise a range of activities that give pupils an opportunity to:
- understand the need for a product and judge how well it meets that need
- understand how marketing techniques, changing fashions and social conformity help to create 'need'
- suggest what criteria might have been used when designing and making particular product
- consider how users interact with the product.
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Design and make assignment
During the DMA, pupils would be expected to:
- identify the particular requirements of the task and the design criteria to be met, and take these into account when putting together a design brief
- draw upon their understanding of familiar products
- discuss design ideas with potential users
- develop a prototype and use it as the basis for drawing up a manufacturing specification present ideas as dimensioned plans and patterns
- suggest alternative approaches if first attempts fail
- use CAD/CAM to ensure consistency and accuracy, where appropriate
- be aware of the types of things they can do to control risk
- evaluate their products against the criteria and suggest design improvements.
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DMAs
7B(i) Snacks; 7B(ii) Puzzle in a box; 7B(iii) Fashion wear |
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Strand E - Making and producing in quantity Year 8
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| Unit 8E Producing batches |
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| Knowledge, skills and understanding |
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About the unit
Through this unit, pupils should be able to:
Food, Resistant materials and Textiles
- use processes, tools, equipment and techniques to make with some precision, showing that they understand their uses
- revise and consolidate their understanding of health and safety regulations
- take account of the technical requirements needed to make a product
- use manufacturing aids to ensure accuracy and aid volume production.
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Product evaluation
Organise a range of activities that give pupils an opportunity to:
- discuss the needs of users and the extent to which the product meets the design criteria.
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Design and make assignment
During the DMA, pupils would be expected to:
- put together a design specification
- produce a product within constraints
- develop a system to ensure quality
- use a sequence of drawings or notes to clarify and communicate detail before making
- bring together resources at the right time
- use tools, equipment and techniques to make the product with precision
- justify their decisions about materials and methods of making a product.
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DMAs
8E(i) Pasta production; 8E(ii) Sheet materials; 8E(iii) Juggling balls |
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Strand E - Making and producing in quantity Year 9
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| Unit 9E Ensuring quality production |
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| Knowledge, skills and understanding |
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About the unit
Through this unit, pupils should be able to:
Food, Resistant materials and Textiles
- learn how everyday products are manufactured in volume
- find out about the main commercial food manufacturing processes
- learn how quality assurance systems are used to ensure quality products
- use an increasing range of hand-tools and machine-tools, including mixers
- use CNC equipment to support making and to control production, where appropriate
- adapt their methods of designing and making to changing circumstances.
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Product evaluation
Organise a range of activities that give pupils an opportunity to:
- find out how everyday products are made and how identical products are achieved in spite of complex production processes
- understand how some processes used in school are the same as those used in industry
- find out how ICT influences manufacturing in industry and how computer-controlled systems are used in industry and commerce.
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Design and make assignment
During the DMA, pupils would be expected to:
- select information sources, deciding which will help them with ideas for their design
- seek the opinions of potential users of the product
- draw up a detailed design specification that specifies criteria to take into account, including aesthetics, function, reliability, maintenance, quality, and health and safety implications
- write full technical reports (including the import of data exchange files (DXFs) )
- produce plans that specifiy the exact details to make a product in volume work within the constraints, considering and reflecting on the design criteria as closely as possible
- prioritise and reconcile decisions on materials, time and production
- adapt methods of working to changing circumstances
- use competently hand-tools, mixers and computers, if appropriate or use competently hand-tools, power-tools and CNC equipment, if appropriate
- take action to control identified hazards to themselves and others
- review the extent to which their product meets the design specification at appropriate stages of the development.
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DMAs
9E(i) Bread batch production; 9E(ii) Buckles and bits; 9E(iii) Designer bags |
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Building on pupils' earlier experiences
The scheme of work recognises that in design and technology at key stages 1 and 2, pupils will have experienced a range of work and gained a body of related knowledge and understanding, including:
- materials and manufacturing practices;
- the characteristics of materials;
- food and nutrition;
- mechanisms;
- control procedures and equipment;
- electrical circuits;
- health, hygiene and safety.
Pupils will have had opportunities to develop a range of skills and competencies, including:
- designing: generating and developing ideas, investigating and modelling them, optimising requirements against constraints;
- planning and organising ideas and actions;
- communicating in a range of ways, including drawing;
- making skills: planning and managing making;
- evaluating: products, ideas and their own learning;
- developing key skills (see Key skills);
- developing their creativity and applying ideas, then assessing their feasibility.
Transfer from primary to secondary
The scheme builds on the knowledge, skills and understanding developed through the key stage 2 programme of study. Although the expectation is that pupils starting key stage 3 are working at level 4, units take account of the fact that some pupils will be working at level 3.
There is evidence that when teaching design and technology, a marked contrast in approach between key stage 2 and key stage 3 inhibits pupils' development. Too great a division between materials-based areas is likely to be unhelpful, for example through relying on rotational approaches. To help the transfer between the key stages, the scheme includes a transition unit (unit 6/7 Transition: building on learning from key stage 2), which includes characteristics of primary school work while introducing secondary school methods. It provides helpful advice and strategies on improving progression and continuity so that pupils' attainments in their primary design and technology are not lost in the transition. Expected levels of attainment
Level 4 is the expected attainment of pupils at the end of key stage 2. This is the starting point for this scheme of work. So, by the beginning of key stage 3, pupils should be able to:
- generate ideas by collecting and using information;
- take users' views into account and produce step-by-step plans;
- communicate alternative ideas, using sketches, words and models, showing that they are aware of constraints;
- work with a variety of materials and components with some accuracy, paying attention to the quality of finish, and to function;
- select and work with a range of tools and equipment;
- reflect on their designs as they develop, bearing in mind the way the product will be used;
- identify what is working well and what could be improved.
By the end of key stage 3, most pupils who started at level 4 will have progressed to level 6 and when designing and making should be able to:
- draw on and use a range of sources of information, and show that they understand the form and function of familiar products;
- make models and drawings to explore and test their design thinking, discussing their ideas with users;
- produce plans that outline alternative methods of proceeding and develop detailed criteria for their designs, using these to explore design proposals;
- work with a range of tools, equipment, materials, components and processes and show that they understand their characteristics;
- check their work as it develops and modify their approach in the light of progress;
- evaluate how effectively they have used information sources, using the results of their research to inform their judgements when designing and making;
- evaluate their products as they are being used, and identify ways of improving them.
These expectations, and the end-of-unit expectations, are based on the level descriptions in the national curriculum. Pupils' progress by level across the attainment target is outlined in 'Progression in design and technology by level across the attainment target'.
Inclusion
Teachers who use this scheme of work may find they need to adapt it to ensure it takes account of the different experiences, strengths and interests of their pupils. In doing this, they will need to take account of the statutory requirements and guidance on inclusion set out in the national curriculum.
The statutory inclusion statement sets out three principles that are essential to developing a more inclusive curriculum:
- setting suitable learning challenges;
- responding to the diverse needs of pupils;
- overcoming potential barriers to learning and assessment for individuals and groups of pupils.
The scheme of work is designed to cater for pupils working at levels 3-7. It is also designed to be challenging and raise expectations. The expectation is that the average attaining pupil will be working at level 4 or 5 in year 7, level 5 in year 8 and level 6 in year 9. The pitch in year 9 units is towards level 6. The purpose is to provide challenging targets for pupils while recognising that not all pupils will reach this standard. For pupils whose attainments are significantly above or below these expected levels, a much greater degree of differentiation will be necessary. Further guidance on this can be found in Guidance on providing for gifted and talented pupils and Guidance on providing for pupils with learning difficulties, produced by QCA in 2000.
To provide suitable learning challenges for all pupils to achieve as high a standard as possible, teachers may wish to modify the whole scheme of work, or parts of units.
If modifying the whole scheme, teachers may wish to consider whether:
- particular parts of the scheme should be emphasised or expanded through the use of special FPTs
- pupils should be given more time for particular aspects of the scheme or given opportunities to progress more rapidly;
- particular pupils need opportunities to revisit knowledge and skills in different contexts;
- the attainments of pupils will provide a relevant structure for teaching design and technology. If this is not the case, eg for pupils who have significant learning difficulties or groups able to work at a particularly challenging level, schools may wish to use the scheme as a resource for developing an alternative. The alternative must offer pupils opportunities to experience a range of work across key aspects drawn from the programme of study.
If adapting particular units, teachers may wish to consider whether:
- the expectations and learning objectives need modifying so that pupils with special needs are able to participate fully and demonstrate their achievements;
- there is a need to add challenge by increasing the requirements;
- there is a need to provide small steps through carefully prepared focused practical tasks and supporting structures to enable pupils working below the demands of the learning objectives to undertake the activity;
- the outcomes need to be changed to take account of revisions to the objectives and activities, or because pupils will operate on different levels, eg adding challenge by increasing the requirements and raising expectations within standard FPTs (enrichment) or through extension tasks that are not undertaken by all pupils;
- to vary contexts, resources, or teaching and learning styles to take account of the different learning needs of boys and girls, and the needs of pupils from different social and cultural backgrounds and with different lifestyles;
- the activities need to be adapted to provide support for pupils with difficulties in communication, language, literacy and drawing.
The type of support provided for pupils with difficulties in communication, language, literacy and drawing could include:
- using alternative and augmentative communication;
- reducing the amount of written work and reading;
- giving pupils the opportunity to clarify their ideas through discussion, modelling, role play and the use of tape recorders, video and photographs rather than relying on written materials.
The 'Points to note' and Possible teaching activities in some of the units suggest some ways in which the unit might be tailored to meet pupils' specific learning needs. Teachers may wish to use these suggestions in other units.
In addition, it may be necessary to use specialist equipment to give motivating and relevant experiences to pupils with sensory and physical disabilities. For pupils with emotional and behavioural difficulties, there may be a need to emphasise short-term goals and provide highly specific outcomes.
Inclusion issues specific to design and technology
It is generally accepted that learners respond in different ways to learning activities and contexts, so the scheme of work has a balance over the key stage.
Modifying design and make assignments
Some pupils may find it easier to:
- use contexts they are familiar with or work on tasks relating to their hobbies, interests and strengths;
- design through modelling - by doing;
- adapt, improve, or add a new feature to the design of an existing product rather than invent a whole new product where their experience is limited;
- design a product where they are given alternative solutions, while avoiding tokenism - there ought to be an opportunity for real designing;
- manage a project where certain aspects are restricted but there are still opportunities for designing and for them to work independently.
Modifying product evaluation activities
Some pupils may find it easier to:
- limit the range of products they evaluate at one time;
- look at a mixture of familiar and less familiar products;
- use pro forma worksheets to record their evaluations;
- discuss, examine and taste products as a group rather than relying on written accounts.
Modifying focused practical tasks
Some pupils will find it easier to:
- repeat and reinforce previously learnt skills and processes on a regular basis;
- follow a set of simplified instructions with clear pictures and diagrams independently;
- absorb a small amount of information or a few instructions at one time, breaking down the process into smaller stages, if possible;
- plan their own work if they have practised this, for example putting muddled sets of instructions in the right order;
- spell and recognise the names of important tools, equipment and processes if there are keyword sheets or posters to help them.
For particularly able pupils it is important that the FPTs are not trivial. Teachers can avoid this by allowing these pupils to miss out parts of the task and by providing additional challenge through extension activities that make additional demands. Setting suitable learning challenges in design and technology
Responding to the diverse needs of pupils overcoming potential barriers to learning and assessment for both individuals and groups of pupils to:
- undertake design and make assignments (DMAs) in contexts with which they are familiar or work on tasks related to their hobbies, interests and strengths
For example
- adapt, make improvements, or add a new feature to the design of a product rather than invent a whole new product
For example
- design a product where they are given alternative solutions (it is important to avoid tokenism - there should still be an opportunity for real designing)
For example
Pupils who progress more slowly will need opportunities to complete the task and achieve success. Through planning and a teaching approach, teachers can, for example:
- encourage a minimum coverage of the range of materials and contexts in the units, but provide fewer opportunities to revisit them
For example
- allow pupils to engage only in the most relevant parts of the design process
For example
Unit 9C Using ICT to link with the world outside school DMA: Corporate identity
Teachers could provide some research for a project so that pupils concentrate on analysis
- use shorter, more focused DMAs, rather than longer open ones, in order to provide incremental elements of success
For example
- combine experience in more than one material in a DMA, such as wood, plastic and food
For example
Unit 6/7 Transition: building on learning from key stage 2 DMA: Novelties
Unit 9C Using ICT to link with the world outside school DMA: Corporate identity
For pupils making rapid progress, teachers can, for example:
- use out-of-school learning effectively
For example
- expect more
For example
Higher quality results; greater quantity of work; more adventurous ideas; greater attention to design details; more consideration of social and cultural issues
- specify more demanding criteria for some, not all (extension tasks)
For example
Ask for consideration of factors such as achieving economies of scale or meeting the needs of a wider client group
- encourage individualised targets
For example
Renegotiate the nature and scale of a unit's expectations: taking greater risks; more ambitious challenges and variety of possible outcomes; collaborating with outside-school agencies through ICT
- provide well-organised facilities so that pupils are not prevented from gaining access to the resources they need
For example
Responding to the diverse needs of pupils in design and technology
Boys and girls
Research shows that reflective tasks favour girls, active tasks favour boys; 'people' contexts favour girls, and 'industry' contexts favour boys (The assessment of performance in design and technology, SEAC 1991). When free to choose a project, boys tend to work to improve a device (a technical problem), whereas girls perceive a problem in terms of human need that could be met by use of a device (a social context).
- The scheme of work is designed to provide boys and girls with equal access to the same curriculum. It avoids stereotyping by including a range of DMAs during the key stage which use the full range of materials and classroom organisation, for example setting, grouping, individual work.
For example
In planning and teaching, ensure effective and successful participation by boys and girls by providing a balance of activities that:
- are sufficiently open to allow a variety of interpretations and possible outcomes;
- require reflective, active and evaluative tasks;
- promote autonomy;
- use a wide variety of contexts, such as society and industry;
- explore values and issues related to the context;
- use a wide range of teaching strategies to take account of different learning styles;
- use a variety of techniques to encourage team work and discussion;
- use materials which are free from stereotyping.
Social and cultural sensitivity
Be sensitive to social, cultural and lifestyle issues, for example, when:
- discussing products or asking pupils to talk about or do homework about products that they buy or have in their homes, for example in the product evaluation activities for each unit
For example, particularly
- providing resources, such as products and materials, including food ingredients, that take account of different religious and cultural beliefs
For example, particularly
- setting work that provides alternative tasks for pupils who hold specific religious beliefs relating to the activities or equipment they are expected to use
For example, particularly
- planning work that enables pupils to build directly on their own experiences and interests, and which values pupils' own cultural experiences
For example, particularly
- selecting curriculum materials that exemplify and value the contribution of design and technology in familiar and unfamiliar cultures
For example
- presenting work in a manner which makes explicit the ways in which society has been enriched by the contributions of different groups of people and promotes positive images of different cultures
For example
- making use of positive role models of disabled people, where appropriate
For example
Overcoming potential barriers to learning and assessment for both individuals and groups of pupils
Pupils with difficulties in communication, language and literacy
To ensure that these pupils attain the highest standards, ensure the scheme meets their requirements, for example, by:
- using, where appropriate and available, means of communication other than writing or drawing (for example, a pupil may describe their design ideas for others to record or translate into a drawing, whilst retaining control of the design idea and modifications)
For example
- supporting (for example through use of frameworks and language stems, through preparing and highlighting website pages) pupils' research, reading and writing assignments and reducing, where appropriate, the amount and complexity of writing, reading and research required
For example
- giving pupils the opportunity to clarify their ideas through discussion, modelling, role play, tape recorders, video and photographs, rather than relying solely on writing
For example
- using alternative and augmentative communication (for example, signing and symbolic recording system, where appropriate)
For example
- providing ICT applications, for example CAD and specialist software, to help with sequencing and following instructions, software to allow direct voice input into word processing, and audio and video conferencing to enable teamwork on design products
For example
Pupils with English as an additional language (EAL)
Support the learning of English through design and technology, for example, by:
- using key word sheets
- using words and pictures on posters
- using worksheets or labels on equipment around the room
For example
The list of vocabulary given in the units may help with these
- allowing pupils to use their first language, where appropriate, to enable them to make fuller progress within design and technology
For example
- making available and accessible class word banks and appropriate levels of reference books
- ensuring that displays and resources provided are easy to read and that their language supports and reinforces pupils' writing and reading
Pupils with disabilities, sensory impairments or ill health
Enable pupils to participate fully, particularly in practical activities, for example, by:
- providing alternative or adapted activities for pupils who are unable to manipulate tools, equipment or materials (for example, the use of CAD/CAM to produce quality products)
For example
- providing specific support (for example, technological aids). These are specific to the needs of the individual pupil but may include specialist software, talking weighing scales, sensors, light probes and posture aids
For example
- supporting pupils to enable them to participate safely in practical work (for example, the assistance of others to help pupils to hold or manipulate tools, or to carry out activities according to the instructions of the pupil). It is important that the pupil should retain control of the making process and be the decision maker
For example
- identifying tasks with early achievable goals within a larger project to allow pupils suffering from illness, trauma or stress to engage with the work or to allow for the slower pace at which some pupils will complete their work
For example
- providing opportunities for pupils to gain understanding about, and to evaluate, different products through non-visual means (for example, allowing tactile responses to products)
For example
during product evaluation activities
- providing for the use of non-visual or non-aural ways for pupils to acquire information when researching products or providing contexts to generate ideas
For example
For example during product evaluation activities and FPTs
Assessing progress
Opportunities for assessing pupils progress are built into each unit. The learning objectives are pitched at an appropriate level for the year group identified. They show how pupils might demonstrate what they have learnt by doing each activity. The outcomes can be used to review progress and check whether pupils are ready to move on to the next activity or need more support or challenge. They also provide a framework for giving feedback to pupils.
The expectation statements for each unit are related to the level descriptions in the national curriculum and the tasks set, and allow pupils overall progress to be monitored.
The learning objectives are written primarily for teachers, but can be adapted and given to pupils as the objectives of a lesson or sequence of lessons. The objectives and expectations can also be used to help pupils review their own progress. Feedback to pupils, which can range from providing informal oral comments to a whole class to closely marked individual work, should relate to the objectives set. Group responses to ideas, plans and products should also relate to the objectives.
The work pupils do will provide evidence of what they have been taught and their progress. It is not necessary to make detailed records for each pupil or activity, or to keep detailed portfolios of pupils work. Records of pupils achievements in these activities and their performance in the DMA can be used as evidence of their capability.
A grade, comment or mark can be used to indicate achievement. A judgement based on these marks, and in some circumstances on a summative piece of work or test, can be used when considering how individual pupils are achieving in relation to the end-of-unit expectations. Some pupils may need more help or extension activities.
At the end of a unit it is important to let pupils know what they have done well and how they can improve in areas of weakness. This will tell pupils what they need to do in the next unit to get better at design and technology.
Pupils' responses to the demands, particularly of the year 9 units, will provide evidence to make assessments against the level descriptions. Unit 9C Using ICT to link with the world outside school, unit 9D Using control for electronic monitoring and unit 9E Ensuring quality production can be used as part of the end-of-key-stage assessment.
Assessment for pupils undertaking adapted or alternative activities
Teachers should make judgements in the context of the activities undertaken by the pupil. For example, pupils who are unable to use tools and equipment will be unable to achieve certain aspects of the programme of study and attainment target. Assessment of progress should either discount aspects of the expectations relating to the use of tools and equipment or indicate the levels of support needed to complete this work. Work at home and outside lessons
Each unit suggests homework activities, which can be completed outside teaching time. The key to successful use of homework in design and technology is maintaining a meaningful relationship to activities in lesson time. The FPT that supports a DMA is an ideal way to achieve this. Teaching and learning approaches
The units suggest a range of approaches to teaching and learning, including opportunities for teachers to:
- create practical learning experiences that promote success and raise achievement;
- introduce real scenarios and design problems that are meaningful to pupils;
- encourage communication using a range of methods;
- motivate pupils through design tasks whereby the pupils take ownership of their work and their own learning;
- plan work within a range of flexible contexts and topics that can be adapted to suit individual interests and motivations;
- allow pupils to work at their own pace and level with appropriate support;
- explore with pupils the diversity of the application of design and technology in different cultures.
Find out more about getting around the schemes of work
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