Design Technology — Year 10

 

Design Technology Overview
Curriculum

Term 1: DT Mini Projects: D&T Material and Modelling focus

Students will focus on DT materials ( woods/metals/plastics/composites) in order to build on their skills from KS3. Short concise projects aim to enhance practical skillsets of students, both using hand tools and machinery. Throughout this time students will learn how CADCAM can support product development, alongside prototyping methods. Students will build on sketching techniques, presenting ideas and annotating/explaining their design choices. This builds confidence in the design process and prepares students for the NEA style coursework commenced in June. Our strategy is to improve students confidence in all D&T materials available.

Practical skill sets analysed on a variety of techniques throughout, alongside by outcome of final products.

Hard wood
A wood which grows in warmer climates and slower growing, Very strong

Soft wood
A tree growing in colder climates which grow relatively quickly- 1-10 years.

Ferrous metal
A metal which contains iron and is magnetic

Non-Ferrous Metal
A metal which does not include iron and is not magnetic

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
- To be aware of materials origin and how they can be used to produce products.

Create a supportive community:
- To be aware of how materials are extracted and how it may affect developing countries.

Term 2: DT Mini Projects: Headphone / Gadget Tidy

Students will begin a design project which mimics the coursework (NEA) layout, building on subject knowledge and practical skillsets learnt so far. This will be an opportunity for students to put what they have learnt into practice, whilst preparing them for a similar schedule and process to the NEA commenced in June. The Headphone stand/Gadget tidy project aims to build on:

 Ability to discriminate when selecting and acquiring relevant research that will influence design decisions

 Originality in designing

 Understanding and analysis of the design context

 Detailed analysis of relevant existing products or systems undertaken related to

 Design intentions

 Comprehensive analysis of relevant and focused research undertaken

 Clear and specific design criteria identified, reflecting the analysis undertaken

 Target market identified and the intended consumer/user profiled

Project will be marked holistically as per the NEA guidance - Final product mark awarded alongside AO1/AO2/AO3 scores similarly to NEA marking scheme.

Product Specification
A list of rules a product must do to be successful

Aesthetics
How a product looks

Ergonomics
How a product feels in your hand

Key feature
A function or job a product does to make it stand out

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Learning how a product is designed and pitched to a market where consumers may have varied needs and desires. Students will look at how different cultures and backgrounds/demographics may require variations in product design

Create a supportive community:
- To develop working as teams and discussion skills alongside understanding community needs from products which are designed and sold

Term 3: DT Mini Projects: Headphone / Gadget Tidy

Students will continuing a full scale project designing and making a 'Headphone/Gadget tidy' piece which will be modelled fully and a prototype produced. Students will gain experience and confidence in the design process and taking a product from initial concept through to final production.

Students final product (prototype) will be analysed against the prototyping criteria, alongside final design skills and quality of a final manufacturing drawing

Aesthetics
How a product looks in terms of shape

Ergonomics
How a product feels in your hand

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
- To bring their ideas to life through following the design process

Create a supportive community:
- To work together on occasion to effectively ensure that the product is a success through analysing against the success criteria

Term 4: DT Mini Projects: Electronics and CAD/CAM focus - Children's toy project

Our students will be working towards becoming confident in using electronics and application of maths and physics within D&T projects. Students will begin a small scale Design, Make and Evaluate (DME) project later in this term to begin confidence in following the design process in detail. Students will then begin to formulate designs for a children's toy project, bringing together all skills learnt so far.

 be creative and innovative when designing; design products to meet the needs of clients and consumers

 understand the design principles of form, function and fitness for purpose

 develop and use design briefs and specifications for product development

 generate design proposals against stated design criteria, and to modify their proposals in the light of on-going analysis, evaluation and product development

 reflect critically when evaluating and modifying their design ideas and proposals in order to improve their products throughout inception and

manufacture.

Students design and technical knowledge will be assessed in a practical and written assessment

Safety
How a product is made to be safe for the user

CAD
Computer aided Design

CAM
Computer aided manufacturing

Laser cutter
A machine using intense energy to burn through materials in high detail

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
- To base their subject knowledge so far and designing a feasible product.

Create a supportive community:
- To build on team building skills and sharing concepts - working to design a product for an end user

Term 5: DT Mini Projects: Electronics and CAD/CAM focus - Children's toy project

Our students will be working towards becoming confident in using electronics and application of maths and physics within D&T projects. Students will begin a small scale Design, Make and Evaluate (DME) project to begin confidence in following the design process in detail. Students will then begin to formulate designs for a children's toy project, bringing together all skills learnt so far.

- Range of designs and team participation

- Research and annotation skills throughout the project

CAD
Computer aided design

CAM
Computer aided manufacturing

Laser cutting
Using a high amount of energy to burn through materials

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Analysis of how structures and building materials can vary in different countries and cultures

Create a supportive community:
- Helps students to be aware of their environmental responsibility

Term 6: Student NEA

Throughout Term 6, Students begin their official NEA project for their GCSE (Worth 50%). In this term students will respond to a set of briefs given by the exam board (AQA) - responding with an investigation and research element of their coursework initially. Students will look to find gaps in the market, conduct consumer research and create initial designs based on their findings.

Coursework tasks are completed against the NEA specification, where marks are awarded for AO1 and AO2

NEA
Non Examined Assessment

Target market
A particular group of consumers at which a product or service is aimed.

Fretsaw
A saw with a narrow blade stretched vertically on a frame, for cutting thin wood in patterns.

Isometric
A method drawing of showing projection or perspective in which the three dimensions. A 3D drawing

CAD
Computer Aided Design. Designing with the use of a computer e.g. 2D design programme

CAM
Computer Aided Manufacturing. Making products with a computer controlled machine e.g. the laser cutter.

Evalution
To review the success and limitations of your product and suggest areas to develop.

Modelling
The testing of design ideas to see if they can contribute to a fit-for-purpose technological outcome.

Hardwood
Come from broad-leaved, deciduous trees. The main hardwood timbers are ash, beech, birch, cherry, elm, iroko, mahogany, meranti, oak, obeche, sapele and teak.

Softwood
Come from coniferous trees which are evergreen, needle-leaved, cone-bearing trees, such as cedar, fir and pine.

Plywood
A type of strong thin wooden board consisting of two or more layers glued and pressed together with the direction of the grain alternating.

Investigation Phase
Research conducted to understand the market and intended consumer

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
This term's coursework enables students to explore their own ideas, gain confidence and belief in their own abilities.

Create a supportive community:
Community links are made through this section of work through conducting market research, analysing consumers and looking at what potential customers would want from the product the students are looking to design and develop.