I created this lesson for a non specialist to cover a DT lesson, can be used as a standalone or over a couple of lessons. Lesson plan: Draw a living area using a grid and symbols: Objective: Students will plan and draw a living area layout using a grid system and symbols to represent furniture and objects. Materials Needed Grid paper or drawing paper (a pre-drawn grid is available in slides will need to br printed out A3) Pencils, erasers, rulers Example floor plan diagrams for reference Lesson Steps Introduction (10 minutes) Introduce the concept of floor planning and how architects and designers use grids and symbols to plan living spaces. Show examples of floor plans and discuss Symbols(10 minutes) Introduce common symbols used in floor plans to represent furniture (e.g., beds, sofas, tables), doors, windows, and other objects (e.g., TV, plants). Mini review Grid Basics (10 minutes) Explain the grid system and how each square on the grid represents a specific measurement (e.g., 1 square = 10cm). Demonstrate how to measure and mark the grid using rulers and pencils. Planning Phase (15 minutes) Assign students to plan their living area layout on the grid paper. Encourage them to consider scale, proportions, and functionality (e.g., placement of furniture for traffic flow). Drawing Phase (20 minutes) Once planning is complete, instruct students to start drawing their floor plan using symbols for furniture and objects. Emphasize neatness, accuracy in scale, and clear labeling of symbols. Extension activities Review and Discussion (10 minutes): Have students display their floor plans and discuss their design choices with classmates. Encourage peer feedback on layout effectiveness and creativity. Reflection (5 minutes): Ask students to reflect on the challenges faced during the activity and what they learned about floor planning and design principles. Challenge advanced students to incorporate additional elements such as color codes for different areas (e.g., living room, kitchen).

Lesson for Food Technology 1-3 lessons on designing a smoothie Starer Video Links Mini plenary anatomy of a smoothie Differentiated support sheets Design task with WILF Exit Card

Example assignment for unit 3 Btec Engineering: Health and safety in engineering Includes all the covering sheets and feedback along with a completed example assignment. Assignments have been praised by external verification as good examples with the correct feedback and paper work carried out.

A revision sheet that covers unit 2 of the WJEC food and nutrition Specification for the principles of nutrition Macro and Micronutrients RDA Amino Acids Good Fat V Bad Fat Carbohydrates Nutrition Labeling

Whole lesson on RDA includes: Starter Lesson Objectives Hook 3 Scaffolding Activities 2 Mini Reviews GCSE Exam Style Question Exit Card

A 4 hour learning activity/project that encourages independent learning to meet set outcomes. This activity was developed as a short project based learning activity to compliment the work that the pupils do in school. There are 3 milestones for the pupils to complete using the resources provided to answer a driving question. Driving Question How can we convince people to use eco-friendly products and reduce the impact they have on the planet? Context As a consumer you buy and throw away lots of products such as phones, pens, packaging. These products not only use lots of our resources but end up in landfills and cause pollution. We should all look to reduce our impact on the environment but as designers we should also consider how products impact the environment and look for ways to reduce that impact. Complete the milestones above to investigate the impact and how it can be reduced. In the resource you will find an overview sheet and 4 suitable resource sheets to help pupils complete the desired outcomes.

This is a 10 hour project I created for pupils who are isolating or working from home during the Covid pandemic. The premis of the project is to consider how design can have a positive impact on others. Pupils are expected to complete the project through independent learning were teacher support is not available. In this project pupils will consider how they can design a product for someone with arthritis. They will look at existing products, carry out some research, create designs on paper and through tinkercad. They will model their designs using home made playdough and create a final pitch. The project is designed so that their is some guidance on what the pupils need to learn or be able to achieve, links to internet resources to help them complete tasks and upload or provide evidance. I use Google classroom to provide pupils with their own copy but you may want to adapt if pupils require paper copies.

A 4 hour learning activity/project that encourages independent learning to meet set outcomes. This activity was developed as a short project based learning activity to compliment the work that the pupils do in school. There are 5 milestones for the pupils to complete using the resources provided to answer a driving question. Driving Question When making a product for someone how do you know which materials are the most suitable, which size of material to order and what the cost will be? How can you ensure you are not left out of pocket after charging the customer? In the resource you will find an overview sheet and 5 suitable resource sheets to help pupils complete the desired outcomes. Description of Project Whether you are a builder, carpenter, roofer, painter you will always need to buy the materials you need to make a product. Sometimes you are making a product to sell or providing a service and you will not want to be out of pocket. Whenever you plan to make a product at home or in work you will need to know how much material you will need to make the product. If you order too little or the wrong size you will not be able to make the product. If you order too much you will be left with waste and will end up costing you more. Before you start to make, you should plan out the exact size and quantity of a material you need and which stock form you need to order to get the shapes you need. You should then budget your product to make sure you can afford to make it or too calculate the cost of the product to enable you to make a profit Wooden Table You have been approached by a customer to make this simple coffee table and has given you a budget of £100. Before you make it you will need to work out which material would be the most suitable, how much material you need, what stock form you need to order. Then you will have to calculate how much it will cost to make to make sure it is profitable for you to make it within the budget. Man does not work for free!

Includes Updated power point 2020 This lesson follows on from my Vitamins lesson. Pupils should use the investigation technique to scan and skim information to find facts form the fact sheets on minerals provided. There is a short video on minerals a show me game and plenary. Also a piece of homework for them to produce their own fact sheet on water. Please leave feedback!

Unit 1 Engineering example test. 19 questions in the on screen format to familiarise pupils with the style of questions they will get from 1 mark to 8 marks. All questions include sample answers and key buts of linked knowledge that they should know.

Btec Engineering Learning Aim B Powdered metallurgy A powerpoint presentation that includes a starter, introduction, main activity, video links, task and plenary for this learning aim

Revision resource or cover lesson for the 5 stages of risk assessments and why they are needed. Example of risk assessment and activities to revise learning

Revision lesson resources focusing on the designers Phillipe Stark and Bethan Gray Video Links Description of designers Questions about Designers Catchphrase style mini reviews Extended writing task Exit Card

Btec Engineering Learning Aim A Shearing A power point presentation with starter activity, notes, video links, tasks and plenary that cover this learning aim

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Btec Engineering Learning Aim A Bionics A powerpoint presentation that includes a starter, introduction, main activity, video links, task and plenary for this learning aim

One of lesson explaining the effects of emerging technology. The lesson helps students identify the positive and negative effects and the prepares them for GCSE exam questions. The lesson contains exam style questions and explains how to access the low and high marks. Contains Starter Main lesson 2 Tasks Exam question mark breakdown 6 exam questions from 1 - 6 marks Exit card Follows on from emerging technology lesson on technology push, market pull and consumer choice.