A small booklet for students to update with relevant notes when they have been demonstrated and then used a new piece of machinery in the workshop. the booklet stays within their design technology folder for reference as well as a record of the workshop competence. Useful for new teachers to see student’s experiences. Blank pages at back can be used if new equipment is introduced. space for notes, photos and example products. the front section is also set out with hand tools in a similar format to the older style GCSE papers.

A very quick design challenge that is run as part of a homework challenge for year 7 as they enter the school. Once the entire year group has completed we have someone come and judge it for creativity and use of research. The winning designer is given a prize and certificate and if possible their design is drawn up and 3d printed! (A good opportunity for a student in sixth form to assist here) No resources needed other than basic drawing equipment. if you want to push students away from internet research we send them to the school/local library to get their research.

A project to develop understanding of branding, aesthetics and packaging design. Using Modelling techniques with blue styrofoam to prototype their designs students will design and then produce an example prototype with packaging that can be evaluated by their peers. Students will also have the opportunity to explore and expand their knowledge of processes including blow moulding of bottles, paper and board types and their use in packaging. this project will run for about 10-15 hours and would be suitable for use in a non-specialist classroom if you are happy to use styrofoam outside of the workshop (warning not to use around carpet as the blue dust is tricky to vacuum up).

This a great project for doing in classrooms or departments without a workshop. The only materials it requires are card and coloured paper perhaps and it works with or with or without access to computers/printers. Basic graphic equipment can greatly extend the outcomes such as access to drawing boards, scalpels, cutting mats etc. The booklet sets out a design brief for students to work together as a team to make a pop-up book. Each student will have to create a page, and these can then be combined along with a front cover and back cover to create an exciting book. I have used this with key stage 3, but it could also be used with key stage 4. Students can complete the booklet with notes on the different binding methods for making the booklet as well as different pop up mechanisms. They can plan the story of their book or the theme. There is also space for research, writing a specification, documenting the making, and an evaluation alongside space for teacher feedback.

This is a graphic design and graphics-based project. I have used it mainly with key stage 3 and key stage 4 to over material of papers, boards, cards, and binding processes. I have also linked it in with some graphic design work to cover printing processes and commercial links with setting up pages and use of colour. The booklet sets out a number of different design briefs that students can choose from and then set out their research, design ideas, development and making with an evaluation as well as areas to record knowledge and understanding of the different binding processes and some other content. This project could easily be run in any classroom and not necessarily a workshop making it ideal for nonpractical work such as when a pandemic hits or a workshop is not available and it has even been used within the department I worked in by a non-specialist teacher. I found having a wide range of card and paper materials, particularly a good range of colours and patterned paper helpful and I normally make use of the office binding machine, stapler and have purchased a single hole punch device from eBay to enable most of the binding methods to be experimented with and used.

This is a project I was inspired to create after reading about the work of different acrylic jewellery designers in a DATA magazine article. It’s a great project to run if you have a laser cutter or just hand tools available to cut the acrylic and I find it very useful to use up any offcuts and small pieces of acrylic that may have left in departments. I have used with both key stage 3 and key stage 4 and normally restrict them to only using material from the acrylic offcuts bin. The booklet sets out the brief with space for designing, prototyping in card, and documenting the make before presenting their final solution, finished item and an evaluation. With key stage 4 I find it useful to introduce them to a wide range of issues and details about working in plastics and students have always surprised me with creative work. Essential equipment for me to run this project would be: hand tools, Tensol cement to join the layers of acrylic and a few craft items such as pin badge backings, cufflink blanks, or earing posts that can be attached to the item to ensure a fully working and finished solution, I have found these online easily and in craft stores. This can be run over a series of 5/6 lessons or in a single day if you are running an activity of timetable perhaps.

This is an assessment system I created as part of a school initiative to track progress of SEND students working below the age expected levels they would normally be at. It is based on a similar system called PIVAT5 which the school had invested in for maths and English. I created this system so that DT could be assessed in a similar way to maths and English whilst working in a SEND setting. If you have used or are familiar with the PIVAT5 system, then this works in the same way. Highlight the boxes as a student achieves them. the number of highlighted achievements on a page will correspond with the table at the bottom of each page (the number of ticks) to give a score/level/stage. This worked extremely well for me in a SEND setting where I was working with students of many different SEND needs and challenges to learning whilst they also had and achieved a wide range of ability and successes within the subject. Whilst some students would easily go onto entry level or even GCSE at a later stage, this system allowed me to track progress being made by students with PMLD too. May also be suitable for DT work in a primary school or early years setting. Feel free to adapt to your setting. I have pdf and word versions uploaded so they can be used as best suited by your needs. I found a digital copy for each student worked well with notes and highlighting done within word to allow me to keep track of each students progress as well as note any significant work as evidence.

This project is a nice introduction to the workshop and I have used it with much success with year 7 classes as they first start out in the workshop. The idea is that each student is given a small offcut of pine that they shape and drill the centre out of to turn it into a very small birdbox with an acrylic roof. This is then finished by hand painting before a plastic sharpener is glued inside to make it functional. Most take these home as gifts for family members and a few stay in the classroom for students to use to keep their pencils sharp for future drawing tasks. The booklet structures the lessons and helps students document their designs, making and evaluations. I have included dimensioned drawings for making and extension work to design packaging to fit around the finished item too. Keywords and space for teacher feedback are also present

A great project that I have used with key stage 3 for two years now. Students design and make a 3D photo frame. The frame is simply made from a small A5 backing piece of material with some wooden edging cut to size by the students and some mitre joints to add a frame to the very front and then students are given a variety of materials and tools to decorate the picture and frame itself. The booklet is used for students to document all of their design considerations, planning and ideas and the making itself. Sections include evaluations, design ideas, a specification and space for teacher comments and feedback. Recently we have begun using the 3D printer to add small elements to the frames and increase the awareness of this new technology to our students. Simple objects could be downloaded from thingiverse or made from scratch if you have time.

A booklet to document the design and making of a pewter cast item such as a badge, necklace pendant or keyring with key stage 3 although it has also been used successfully with a SEND class and key stage 4 (lower ability groups. The booklet sets out the brief with room for exploring ideas, documenting research and design ideas alongside space for notes on the pewter casting process. Keywords and teacher feedback is included on the back sheet and it works well printed on A3 and folded int a booklet. I did not come up with the idea of a pewter cast item as a project myself but after working in three schools with a similar project thought it was time to conclude all my ideas in one booklet so students could neatly and proudly display their work.

A booklet used alongside the design and make challenge/project of an acrylic clock. I have used in different settings with success including both key stage 3 and key stage 4 class as well as with SEND students. The booklet sets the brief with some space for questioning, research and designing. It allows for documenting the making and a detailed evaluation. Students have come up with interesting designs and made fantastic clocks. The project idea of an acrylic clock is not my own and I have simply made the booklet to allow my students to work and keep a record of their design and making. I found the clock kits on kitronik to be excellent but I know there are many different mechanisms available. Up until recently all acrylic parts have been hand cut but we have just got a laser cutter and this has helped students come up with even more interesting ideas and clocks to display around the classroom.

A selection of evaluation sheets I have used regularly with classes across key stages 2-5. I have found these have prompted students to respond in different ways and allowed for creativity in responses as it not only relies on written responses or individual work but gets feedback from peers. The life cycle analysis will get students to consider the environmental impact of their product at every stage of its production, use or even end of life. I have also used to good success with SEND classes.

This is a second contextual challenge project that I have written and used with key stage 3 and key stage 4 to introduce the idea of designing based upon a context. For key stage 4 this is a great introduction project prior to the NEA assessment they will complete. It starts with the concept of using products to celebrate a special moment. after exploring the context students can consider different moments from their own lives or the lives of others and look into areas of research before designing a number of solutions. the brief is fairly open and can be suited to a number of different material areas so can be run in different situations, workshop set ups etc. The booklet is fairly self-explanatory and includes tips and helpful comments to guide students through the design process. Teacher comments can be included throughout as well as on the back page and keywords are included to help students along the way.

This is a small contextual challenge project I have used with groups in key stage 3 and 4 in introducing them to the idea of exploring a context and being creative. I ask students to consider storing a valuable item and explore different areas before designing a set of solutions and then recording the manufacture, planning and finally an evaluation of the project. Each part of the booklet is self-explanatory and includes extra helpful hints and keywords to use on the back page. Teacher feedback can be included throughout but also on the back page for students to see clearly. the booklets work best when printed in colour and work best when printed on A3 paper and folded to make an A4 booklet.