Design Technology resources for KS3 and KS4. All resources are tried and tested over the years with pupils of all abilities and have proven to be very successful. I always try to include a practical where possible to appeal to those pupils who prefer to make a product and learn Kinaesthetically.
Design Technology resources for KS3 and KS4. All resources are tried and tested over the years with pupils of all abilities and have proven to be very successful. I always try to include a practical where possible to appeal to those pupils who prefer to make a product and learn Kinaesthetically.
GCSE Design and Technology 9-1
Originally for Yr11 AQA examination 2018 but still a valuable project for Yr10 pupils. The theme is remote control storage and I have produced this to show pupils a range of possible design ideas that they can use in the examination. Also information to help them to understand how each design would be made, and a simple evaluation of each design. These comments are added as note within the powerpoint and teachers can choose how to use them, depending on the groups they teach.
GCSE Design and Technology 9-1 Examination practice, but with practical
2018 AQA examination theme is remote control storage, here are a few simple resources to get groups thinking about the task. This is a mini practical project that pupils can complete in one or two lessons and there are also two other homework type sheets as well. Pupils will have to produce 5 different designs, so by giving them mini practicals they will have physically made a number of possible designs before the exam.
There is a question worksheet in the style of the usual AQA batch production question.
There is a worksheet to show the different shapes and sizes of existing remote controls. Pupils can approximate the sizes and enter them onto the sheet
There is also an example of a product that is quick and simple to make, using cheap easily accessible materials and made with a coping saw and either a glue gun or nails. Pupils could extend the task by developing a jig to hold the pieces so they could be assembled accurately. A printable sheet of templates is also included.
I am then going to have pupils make a simple storage device based on their own remote controls but this is a quick way to show them how easy it is to collect the sizes and then to produce a quick product.
GCSE Design and Technology 9-1
AO2-E - REALISING DESIGN IDEAS & AO3 - ANALYSING AND EVALUATING (4 pages)
For the 1-9 GCSE. As this is still a new GCSE there is going to be confusion amongst both teachers and pupils. AQA have not provided any great depth of information for anyone, and so I think this will be the best way to go forward.
Yes it is a workbook and AQA have said that we should not use them. This just gives the pupils and us a foundation structure.
I use it with Yr10 to make them aware of the new assessment criteria. I have found that lower ability candidates use this in Yr11 as a framework to guide them and help them to collect the right information, and that it can then be used a little like a scrapbook to ‘cut and paste’ their work into another folder.
This is a 4 page document for the AO2- E and AO3 sections, and worksheets guide pupils to achieve the AQA assessment criteria.
GCSE Design and Technology 9-1
Originally for 2018 examination but still a valuable resource for Yr10 & Yr11 pupils
Quick task for exam preparation for AQA examination theme on Remote control Storage. Section A is worth 33 marks out of the total 120. One of a series of worksheets and tasks to help prepare pupils for the examination.
For the 1-9 GCSE. As this is still a new GCSE there is going to be confusion amongst both teachers and pupils. AQA have not provided any great depth of information for anyone, and so I think this will be the best way to go forward.
Yes it is a workbook and AQA have said that we should not use them. This just gives the pupils and us a foundation structure.
I use it with Yr10 to make them aware of the new assessment criteria. I have found that lower ability candidates use this in Yr11 as a framework to guide them and help them to collect the right information, and that it can then be used a little like a scrapbook to ‘cut and paste’ their work into another folder.
GCSE Design and Technology 9-1
All the files I have produced for a number of lessons. Have a break from the book and GCSE Pod revision and let pupils design and make for some Kinaesthetic learning. Pupils evaluate existing CAD designs, develop designs for their own products and then can model one or more.
Works well for all ability levels.
AO2 C&D - GENERATING & DEVELOPING DESIGN IDEAS (5 pages)
For the 1-9 GCSE. As this is still a new GCSE there is going to be confusion amongst both teachers and pupils. AQA have not provided any great depth of information for anyone, and so I think this will be the best way to go forward.
Yes it is a workbook and AQA have said that we should not use them. This just gives the pupils and us a foundation structure.
I use it with Yr10 to make them aware of the new assessment criteria. I have found that lower ability candidates use this in Yr11 as a framework to guide them and help them to collect the right information, and that it can then be used a little like a scrapbook to ‘cut and paste’ their work into another folder.
This is a 5 page document for the AO2-C&D section, and worksheets guide pupils to achieve the AQA assessment criteria.
Booklets to allow pupils to work independently at the start but then merge into teams, keeping an evidence based paper trail to appease the gods of assessment and progress. It is difficult to engage in team activities as the evidence is usually spread between member of the team and so folder can look empty if their is a book trawl etc. This is an excellent competition to run in Yr9 and again at the start of Yr10 when pupils have opted for the subject. It also prepares them for aspects of their NEA.
A project suitable for KS3 and KS4 groups. Best run as a group activity. Build a solar powered water heating device and use scientific methods to collect data, use Mathematics and ICT to interpret the data, and Physical and Human Geography to correctly align the device and local HWRC's to educate children, and hopefully of course their parents in the types of materials that can and cannot be recycled.
This can be set up in a few lessons and the data collection and project folder work generated can go on for as long as you wish to.
This is a great project and pupils love it. It uses 12cm squares of plywood but can be done with hardboard though this is not ideal, you could also use acrylic or foamex for details such as eyes or letters but pupils generally are happy to saw away using good quality birch faced plywood for hours. It can be shortened to just a practical task for a few weeks or spread over a whole term, and this helps to improve all the basic skills as pupils are drawing and peer evaluating, modelling their designs, learning to use the tools (a mini keyring project) Then they can evaluate their skills and produce the final design to produce a quality product. It never fails to please and pupils always take them home as a permanent ‘memory aid’. Everything is quantifiable for assessment purposes and assessment criteria based on a “making progress & Even better if” is included on key pages -winner.
It is a full project, involving research of existing products, producing a specification, creating designs that are then modelled in card to produce templates. Then a few practical sessions producing a keyring. Evaluation of skills learned, then on to the final design manufacture and final evaluation.
