Schemes of work. GCSE Design and Technology: Short Course. Teacher Resource Bank

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1 are suggestions and ideas about how you might deliver GCSE Design and Technology: Short Course. You can use these suggestions, adapt them to better suit your students or use your own schemes of work. However you deliver, you can rely on AQA s comprehensive support package online, on paper and in person including resources, specimen exam questions, training meetings, continuing professional development (CPD), guidance and advice. This guide to is part of your invaluable Teacher Resource Bank, which includes a Resource list, Getting started, Summary of changes and more. If you have any enquiries about GCSE Design and Technology you can speak directly to the AQA Design and Technology team by dandt@aqa.org.uk or telephone

2 The Short Course for Design & Technology can be delivered in a variety of ways. Centres may choose to focus on a particular material, or adopt a multi-discipline approach. It is recommended that a combination of design and theory work, modelling using real and virtual methods, and mini projects should be used. The scheme is written as a one year course, but centres operating to a different model may wish to adapt the programme to suit. Many of the topics suggested overlap across a number of aspects of the design process giving the option to cover much of the syllabus within project topics. It is recommended that this Scheme of work is used in conjunction with the Design & Technology Short Course speciþ cation and subject content of the Scheme of work cross referenced with the subject content of the speciþ cation. The controlled assessment allocation of approximately 20 hours requires around 10. It is suggested that this is started in January to ensure completion in good time for internal moderation and submission of marks in April. It is recommended that students experience at least once the processes required to produce a piece of controlled assessment work prior to this. Subject content Topics Time/ lessons Example activities Key words/ processes Analysis of designs and products Product development Anthropometrics/ ergonomics 1 week Analyse and investigate how products have evolved over time in response to advances in materials, processes, etc Example kettle, iron, vacuum cleaner Investigate how designers meet the needs of different clients Example compile data on a variety of seating designs and compile a report Analysis Consumer Client Target market Ergonomics Systems and Control Quality assurance/ Quality Control 2 3 Investigate systems used in industry to ensure consistent products of good quality, and prevent problems in production Manufacture a given item. Devise and carry out tests during manufacture for QC. Quality assurance Quality control Testing Production Manufacture Social, cultural, moral and environmental issues The 6 R s Fair trade Product lifetime & disposal Sustainability 1 2 Study of how to reduce product miles and/or carbon footprint Produce posters and design system to improve recycling in school or local community Recycle/re-use/ repair/reduce/ rethink/refuse Sustainability Disposal Packaging and labelling Reasons for packaging Investigate packaging on particular products. Protect/promote/ preserve Impact on environment Labelling requirements 1 2 Identify materials used and reasons for choice. Analyse the important functions of the packaging. Marketing Display Symbols used Produce a poster to promote recycling Recycling and reusing

3 Subject content Topics Time/ lessons Example activities Key words/ processes Health & Safety Risk assessment Planning a safe environment 1 2 Risk assessment exercise for a manufacturing process Kitchen planner Planning a layout for production Safety procedure Risk assessment HACCP Processes, manufacture, working with materials and components Batch/mass production Choosing appropriate materials and processes Developing making skills 3 Do a short project working in teams to produce a batch of items perhaps for sale at a school or local event Mini project where students make a given product but have choice of different materials/processes. Students do manufacturing assignment in material they will be using for controlled assessment Prototype Batch/mass production Component Ingredient Properties of materials CAD/CAM Creativity Generating ideas Developing ideas Considering needs of user Experimenting with new materials and technologies 1 2 Students develop a range of design ideas to meet a given brief. Toys for speciþ c age group. Packaging for food products Aids for disabled/elderly Logo design Consumer Client SpeciÞ cation Developing ideas Working drawings

4 Controlled assessment Students should undertake a single design and make activity selected from the range of tasks set by the board. The suggested total time allocation is approximately 20 hours. The suggested time allocations in the Scheme of work are based on the marks allocated for each of the assessment criteria. Design process Time Objectives Evidence Tips Investigating the design context Design context Research Analysis Design criteria Target market Consumer/user proþ le Development of design proposals Ideas Design strategy Issues Development work Components/ materials Product/ manufacturing speciþ cation 2 hrs Students should be able to: analyse the design context carry out focussed research analyse the research and use this to identify design criteria produce a speciþ cation. 8 hrs Students should be able to: generate a range of ideas showing creativity, ß air and originality present a coherent design strategy adopt a planned approach to their work use experimentation and modelling to aid development provide product and manufacturing speciþ cations in sufþ cient detail for a third party to manufacture the product. Topic web/mood board. Analysis of existing products. Target market identiþ ed and client requirements proþ led. A list of key points that have emerged from the research. An initial speciþ cation. Annotated sketches showing how the design has progressed. Drawings, photographs and notes to record the results of experiments and modelling. Notes explaining the reasons for design decisions (eg choice of materials & processes). Detailed drawings and product speciþ cation. A plan for manufacture. Make sure research is relevant to the context. Pick a product that has commercial potential. State the intended market/users of your product. Show how your research has helped in writing the speciþ cation. Use part sketches and scrap views to explain different aspects of your design. Keep a record of everything you do. Digital photographs are very useful for this. Show that you have considered social, moral and environmental issues. Choose a project that is within your capabilities and the time available, but allows you to demonstrate a high level of making skills.

5 Design process Time Objectives Evidence Tips Making Making/modelling/ Þ nishing skills and accuracy Selection and use of tools and processes Independent work and outcome Quality controls Commercial viability and suitability for target market Testing and evaluation Formative and summative evaluation taking account of client/ user or third party opinion Final outcome tested against all criteria Improvement and modiþ cations Communication Design folder content Communication Legibility, grammar, punctuation and spelling 8 hrs Students should be able to: demonstrate making, modelling and Þ nishing skills work safely and accurately apply quality control checks during manufacture produce an effective outcome that meets the design criteria. 2 hrs Students should be able to: test and evaluate as appropriate throughout the designing and making process test aspects of the Þ nal outcome against the design criteria and speciþ cation evaluate and justify the need for modiþ cations to their product. Students should be able to: communicate their design work clearly and coherently with appropriate use of technical language select and reþ ne material for inclusion in their folder to ensure it is focussed, concise and relevant. A complete and effective outcome. Written and photographic evidence of the main stages of manufacture. Details of design changes or improvements made as making progressed. Details of testing carried out during manufacture. Evidence of evaluation against the design criteria and speciþ cation. Evidence of evaluation by intended clients/users. Suggested modiþ cations/ improvements in the light of evaluation of the Þ nished prototype. Use of a variety of communication methods including graphics, text ICT, and photography. Folder is well ordered and organised. Make use of CAM for some aspect of your product if possible. Set yourself a weekly schedule and stick to it. Allow some leeway in your schedule for dealing with problems or setbacks. Write a few notes after each lesson to record progress. Photographs of the work as it progresses are also very useful. Do regular testing as your design progresses. Keep notes of any changes you needed to carry out to solve problems. A detailed speciþ cation will help your evaluation. Aim for 10 sides of A3 (or equivalent) for your Þ nal folder. Before then, keep all design work even rough notes and sketches. When compiling your Þ nal design folder, only include items that are fully relevant to your design.

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7 Notes:

8 Notes: The Assessment and QualiÞ cations Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number ) and a registered charity (registered charity number ). Registered address: AQA, Devas Street, Manchester M15 6EX. Dr Michael Cresswell, Director General. aqa.org.uk