CURRICULUM LONG TERM PLAN 2019-2020 …s806534538.websitehome.co.uk/wp-content/uploads/2019/11/techm… · Portfolio of Techniques: Tie-dye, batik, CAD embroidery, Printing, fabric

CURRICULUM LONG TERM PLAN 2019-2020 DEPARTMENT/SUBJECT AREA : ……….Design Technology

Year 7 Learning Overview Term 1a Term 1b Term 2a Term 2b Term 3a Term 3b

Content Bag For Life – Sustainability Health and Safety, Machine skills,

pattern cutting, transfer printing, tie-dye.

Biomimicry Earphone Wrap Design Booklet -

Designers, Biomimicry mood board, Sustainable Forests, design ideas,

final design, prototypes, CAD, testing and evaluation.

Biomimicry Earphone wrap Prototypes Practical

Graphics Skills Booklet – Shading, Typography, Logo

development, pop up mechanisms, Life cycle Analysis

Graphics application/ Practical - pop up card

Assessment Focus Week beginning: 4 November 2019/09 December 2019 Booklet and worksheets Practical outcome and Practical Diary

Week beginning : 03 February 2020/23 March 2020 Booklet and worksheets Practical outcome and Practical Diary

Week beginning : 18 May 2020/15 June 2020 Booklet and worksheets Practical outcome and Practical Diary End of year assessment

Year 8 Learning Overview Term 1a Term 1b Term 2a Term 2b Term 3a Term 3b

Content Resistant Materials/Graphics/ Electronics

Year 8 Booklets Picture frame

section Investigation,

analysis, tools, equipment,

design ideas and final design

Picture frame – Making section Practical work

Nightlight booklet Design brief

analysis, product analysis, design ideas, planning

Nightlight booklet work - lap joint

templates isometric and

third angle

Nightlight practical work

Nightlight Practical work

CAD/CAM

Nightlight Practical work

Circuits, Soldering

and Packaging

Textiles Year 8 ‘Stitch a Selfie’

Hand skills Hand embroidery stitches to create

a self-portrait. Use of own image

Researching a range of hand

Create selfie image using

photograph, light box and calico.

Choose appropriate

stitches to create ‘Selfie’

Portfolio of Techniques:

Tie-dye, batik, CAD embroidery,

Printing, fabric painting, Machine embroidery etc.

This will give students a

Research and design ideas:

Using Asia as a starting point to research colour,

pattern and shape, create ideas and link

with Technique

Creation of Textile product.

Practical element of project.

Creation of either cushion or wall

hanging to incorporate the

techniques.

Completion of practical project.

Evaluation


stitches, create portfolio of

stitches to use on portrait

Create a product from the selfie.

Create a cushion, wall hanging or

frame.

portfolio of evidence of skills to sue in second project of year 8.

knowledge in portfolio.

Assessment Focus Week beginning : 4 November 2019/09 December 2019 Moodle Quiz Homework’s Booklet and worksheets Practical outcome and Practical Diary

Week beginning : 03 February 2020/23 March 2020 Moodle Quiz Homework’s Booklet and worksheets Practical outcome and Practical Diary

Week beginning : Moodle Quiz Homework’s Practical outcome and Practical Diary End of year assessment

The national curriculum for Design Technology (Food) Key stage 3 aims to ensure that all pupils:

understand and apply the principles of nutrition and health

cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet

become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]


understand the source, seasonality and characteristics of a broad range of ingredients

Subject: Food Technology Year Group: Key Stage 3 Teaching ability: L/M/H Mixed Number of Lessons: 1 Hour lessons (2 lessons a fortnight) 38 Weeks

Timescale: 2 x 60 mins. a week. (10 weeks)

Intent of scheme of work: Enable students to develop basic culinary skills as well as a basic understanding of nutrition and healthy eating principles so that they can build confidence when working in the kitchen to design, prepare and make a range of well-balanced food products using basic catering equipment in a safe and hygienic way.

Age related age expectations:

The aim is that students are meeting the expected I can statement for their age.

The majority will achieve a minimum of these, and some will be working beyond

age related expectations.

Cross Curricular Links:

Literacy: Reading, writing, discussion/debates, use of vocabulary, ability to use and interpret information, question and answer sessions, evaluating products. Numeracy: Weighing and measuring of ingredients for the practical, oven/hob control temperatures, costing recipes. Science: Nutrition, healthy eating, the Eat Well plate, HACCP, 4 C’s and function of ingredients SEAL: (Social and emotional aspects of learning): Teamwork. CULTURE CAPITAL: The students will make a range of recipes covering various cultures and cuisines. The students will also complete a homework project: cooking through the ages where they research a period in history to subsequently cook an unique dish from that specific time era. The students will complete a range of dishes based on a country of their choice.

Differentiation:

HA/MA: Extension work, higher order thinking questioning, independent work, and

outcome. SEN: TA support, levelled questioning, SEN equipment, group work and

outcome.


Impact:

All Pupils will: be able to use basic catering equipment; be able to prepare basic

food products; have knowledge of basic health, safety and hygiene relating to food

preparation; understand how to follow a recipe; understand how to work with basic

ingredients; be able to evaluate food products.

Most Pupils will: be able to follow a recipe independently; be able to prepare a

range of ingredient including meat, fruit & vegetables; be able to make a range of

food products including sauces, pasta and fruit and vegetable dishes; know basic

cooking methods including peeling, chopping, boiling; understand basic nutrition

relating to healthy eating and a balanced diet; be able to use a range of catering

equipment with minimal assistance including electric whisks and sharp knifes;

know the different food groups of the Eatwell plate and to be able to modify basic

recipes.

Some pupils will: be able to make higher skill dishes independently; be able to

prepare a range of ingredients with accuracy; be able to consistently produce high

quality dishes/food products; apply existing knowledge of food related issues; use

higher level thinking skills; be actively involved in answering HOT questions,

demonstrate creativity through modifying recipes and food presentation.

Personal Learning and Thinking skills

Creative thinkers: Through design work including modifying recipes and

presentation skills.

Team Workers: Taking responsibility and collaborating with others, completing

peer assessment, assisting others during lessons.

Self-managers: Organising time and prioritising during practical lessons, arriving

prepared to lessons with ingredients, apron and writing equipment.

Reflective Learners: Setting of targets for the following lesson, self-assessment of

progress.

Effective Participators: Involvement in group/team activities and willingness to get

involved in lessons.

Health & Safety: All lessons will be delivered in accordance with the technology department health

and safety policy.

SOW overview Subject: Food Technology Key Stage 3: Year 7


Lessons/fortnight 2

Total lessons/key stage 32

Topic Number of lessons



Lesson 1: Food hygiene 1

Lesson 15: Food waste 1

Lesson 29: Chicken and chickpea one pot

1

Lesson 2: Food safety 1 Lesson 16: Pasta Bake 1 Lesson 30: Popovers 1

Lesson 31: Practical skills review

Lesson 3: Practical preparation 1 Lesson 17: Turkey Fricasse 1 May Half Term

Lesson 4: Fruit Salad 1 Lesson 18: Fruit crumble 1 Lesson 32: Plan breakfast lesson 1

Lesson 5: Vegetable soup 1 Lesson 19: Stir fry 1 Lesson 33: Healthy breakfasts 1

Lesson 6: Pizza Breads 1

Lesson 20: Vegetarian/ vegan diets

1 Lesson 34: Cheesecake

Lesson 7: Bolognese- practical hygiene and safety assessment

1

Lesson 35: Nutrition: smoothie demo

Lesson 35: Smoothies

Lesson 36:

October Half Term Feb Half Term Summer Holidays

Lesson 8: Eating a balanced diet 1

Lesson 21: Garnishing skills using vegetables

1

Lesson 9: Curry 1

Lesson 22: Mixed bean chilli 1

Lesson 10: Sausage casserole 1 Lesson 23: Muffins 1

Lesson 11: Ethical Food: Food miles 1

Lesson 24: Pastry squares 1

Lesson 25: Time plan for Easter practical

1

Lesson 12: Jam buns 1

Lesson 26: ‘Easter Practical’ marble cake

1

Lesson 13: ‘Christmas Practical’ snowballs

1 Easter holidays

Lesson 14: Practical skills review 1 Lesson 27: 1

Christmas Holidays Lesson 28: Cous cous salad 1

SOW overview


Key Performance Indicators

End of Year 7 Age related expectation

Make

Select tools, techniques, processes, equipment and machinery precisely.

Select from and use a wider range of ingredient taking into account their properties and their intended use.

Ability to follow a recipe and alter it to meet the needs of the interned user.

Ability to demonstrate awareness of health and safety at all times, product products without cross contamination occurring.

Competence and Accuracy:

The pupil will be able to accurately measure liquid and solids.

The pupil will be able to use the bridge hold and the claw grip

(cutting skills)

The pupil will be able to prepare fruit and vegetables (grate, peel,

wash and dry where appropriate)

The pupil will be able to use the cooker with guidance (hob, grill and

oven)

The pupil will be able to present their products attractively using simple presentation techniques.

Independence and Confidence:

The pupil will use most techniques and processes to complete a product independently.

Understand the importance of good hygiene, health and safety in a working kitchen (independently wash up and clear up area).

Evaluate Design innovative, functional and appealing products that respond to the needs of the intended user

Objective and Developmental: The pupil will be able to evaluate their work using a list, containing sensory words, of good and bad points of a finished article.

Analysis & Technical Knowledge and Understanding

Use research and exploration to identify and understand

user’s needs.

Identify and solve their own design problems and

understand how to reformulate problems given to them.

Research effectiveness: The pupil will be able to complete observations and opinions which

are then supported by sensory words. The pupil will be able to present their products attractively using

simple presentation techniques.

This Scheme of learning contains these skills/tasks to ensure pupils are given the ability of meeting the key performance indicators

Knife Skills

Weighing and measuring

Ability to use the cooker with guidance

Preparation of ingredients (peel, wash, grate and dry where appropriate)

Hygiene, health and safety in a working kitchen

Understanding of components of a balanced diet (Healthy eating)


Knowledge and Understanding: The pupil will demonstrate some understanding of the technical

aspects in the kitchen, including understanding of nutrition and health and safety.

The pupil will understand how products are produced and sold such as fair trade.

The pupils will understand sensory analysis around food and how this affects taste, flavour, texture and smell of food.

The pupil will be understanding of what makes a balanced diet (Healthy eating)

End of Year 7

Schemes of learning to contain these skills/tasks to ensure pupils are given the ability of meeting the key performance indicators

Knife Skills

Weighing and measuring

Ability to use the cooker with guidance

Preparation of ingredients (peel, wash, grate and dry where appropriate)

Hygiene, health and safety in a working kitchen

Understanding of components of a balanced diet (Healthy eating)

Homework:

Pupils will bring ingredients in weekly to ensure they are cooking in school. Pupils will complete sensory analysis at home with their families as a means of analysing their dishes and improving their skills for the next practical.


CONSTRUCTION Year 9 Learning Overview

Term 1a Term 1b Term 2a Term 2b Term 3a Term 3b

CONSTRUCTION Content

Carpentry Skills - Halving joint, mitre, finger joint, fitting hinges, locks and catch

plate, internal and external mitre, combination of mitre joints.

Theory -Health and safety work sheets, tools and equipment, method statements

Assessment - On going practical assessment at the end of each practical Students to complete evaluation sheets.

Decorating skills - Cutting in, types of paint, filling, sanding, undercoat, emulsion,

gloss, scale wall papering Theory - Ordering, tools and equipment,

success criteria’s Assessment - On going practical assessment at the end of each practical Students to complete evaluation sheets.

Electrical skills - Cutting wire to length, stripping wire, wiring sockets, junction box,

switches and plug tops. Theory - tools and equipment, wire colours, identifying electrical fittings,

success criteria for electrical installations. Assessment - On going practical assessment at the end of each practical Students to complete evaluation sheets.

Assessment Focus Week beginning : 21 October 2019/09 December 2019 2019 Exam Page 6 / Hinge location H.work SOW

Week beginning : 03 February 2020/23 March 2020 2018 Exam Page 5 / 2018 Page 8

Week beginning : 18 May 2020/15 June 2020 2016 Exam Page 7 / Unsafe plugs




Unit 1 - Health and Safety Responsibilities, legislations, safety signs,

fire extinguishers, HSE, Unit 2 - Constructing

Technical sources, planning, resources, Practical - Construction plinths -assembly

of structure Task 1 Assessment 1.5 hours

Task 2 Practical assessments 3 hours per students In groups for Decorating and

Carpentry Assessment - Exam questions on topics -

Completed at end of term

Unit 1 - Health and Safety Identifying hazards, risk of harm, control

measures, Risk assessments Unit 2 - Constructing

calculate materials, success criteria, method statements

Practical - Construction plinths - Skirting and Architrave

Task 1 Assessment 1.5 hours Task 2 Practical assessments 3 hours per

students In groups for Decorating and Carpentry

Assessment - Exam questions on topics - Completed at end of term

Unit 1 - Health and Safety - Revision/Recap topics leading to

examination Examination June 2020 - 1 hour

Unit 2 - Constructing Practical - Construction plinths - Prep and

painting Task 2 Practical assessments 3 hours per

students In groups for Decorating and Carpentry


Assessment Focus Week beginning : 21 October 2019/09 December 2019 Homework’s set weekly Moodle homework questions

Week beginning : 03 February 2020/23 March 2020 Homework’s set weekly Moodle homework questions

Week beginning : 18 May 2020/15 June 2020 Homework’s set weekly Moodle homework questions


Term 1a Term 1b Term 2a Term 2b Term 3a


Unit 2 -Task 2 Practical assessments 3 hours per students In groups for

Decorating and Carpentry Unit 3 - Planning

Job roles, responsibilities, outputs, processes used, Calculate resources area,

volume, percentages, tolerance, VAT Practical - Completing painting. Prep for

Electrical Assessment - Exam questions on topics -

Completed at end of term

Unit 2 Constructing Task 3 Assessment Evaluate 1.5 hours Unit 2 -Task 2 Practical assessments 3

hours as a group for Electrical installations Unit 3 - Planning

Potential factors of projects success, internal, external, interpret sources of

information, sequences process, apportion times, project tolerances

Assessment - Exam questions on topics - Completed at end of term

Unit 1 - Health and Safety Resit revsison Examination June 2020 1 hour

Unit 3 - Planning - Revision/Recap topics leading to examination

Examination June 2020 - 2 hours Unit 2 - Constructing

Final evaluations, compiling of students photographs from practical activities.

All work to be marked and on moderators desk for the beginning of May

Assessment Focus Week beginning : 21 October 2019/09 December 2019 Homework’s 2x - Exam questions

Week beginning : 03 February 2020/23 March 2020 Homework’s 2x - Exam questions

18 May 2020/15 June 2020 Exam revision

ASDAN

CONSTRUCTION



Year 12 Learning

Overview

Content Students must be set

up with Example

student home folders

-ASDAN Tasks 2019-

2020 Deadlines

-ASDAN Task

Checklist

-Weekly Review Form

-Practical Review

Form

Construction Skills -

Carpentry/Bricklaying/Painting/Decorating/Plastering

2 days’ work placement Mon/Tues

Construction Skills -

Carpentry/Bricklaying/Painting/Decorating/Plastering

2 days’ work placement Mon/Tues

Combined Summary of Achievement & Personal

Statement

Teamwork, Learning, Coping with problems, English,

Maths, Personal Statement

GRAPHICS Year 9 Learning Overview



GRAPHICS Content

BTEC Graphics – Skills and techniques - introduction to a

selection of skills and techniques

1st Mock Design Brief Airline Project brief - Corporate Identity

Analysis of the brief - mind map, research and investigation, name ideas, font and

logo development. Designing and making packaging, menus, in flight sales

catalogue, uniform designs, design for the aeroplane, merchandise.

2nd Mock brief Movie marketing

Analysis of the brief - mind map, research and investigation, name ideas, font and

logo development. Designs for the movie poster, packaging and point of sale

display.

Assessment Focus Week beginning : 21 October 2019/09 December 2019 portfolio of skills evaluated

Week beginning : 03 February 2020/23 March 2020 portfolio of evidence

Week beginning : 18 May 2020/15 June 2020 portfolio of evidence



GRAPHICS Content

Exam compulsory Unit 1 - Seaside Research and analysis of the brief - mind map and investigation, analysing certain artists/designers, design ideas and development of required tasks. Designing and

making - • Art works for the walls of the café

• Textile designs (surface pattern designs for the curtains, napkins, tablecloths, aprons etc)

• Graphic designs which could be used for logos, signage, food packaging and the web site.

• Craft designs (objects that can be used for decoration, tables and displays)

Festival project Unit 3 and Unit 4 - Research and analysis of the brief - mind map and investigation. Analysing certain artists/designers - Explore and include information about the people who are

involved in creating 2D and 3D artefacts: - What is their role, e.g. mask makers, banner designers and/or makers, float

designers and constructors, etc.? - What skills do they have?

- What 2D/3D techniques and materials do they use?

- How do they communicate ideas?

Assessment Focus Week beginning : 21 October 2019/09 December 2019 Portfolio Research/design ideas

Week beginning : 03 February 2020/23 March 2020 Techniques evidenced in portfolio Final outcomes, Evaluation

Week beginning : 18 May 2020/15 June 2020 Portfolio Research/design ideas




GRAPHICS Content

Festival project Unit 3 and Unit 4 - Research and analysis of the brief - mind map and investigation. Analysing certain artists/designers - Explore and include information about the people who are

involved in creating 2D and 3D artefacts: - What is their role, e.g. mask makers, banner designers and/or makers, float

designers and constructors, etc.? - What skills do they have?

- What 2D/3D techniques and materials do they use?

- How do they communicate ideas?

Exam Unit 2 - Creative Project Released by exam board after Christmas Prep work in sketch book on exam theme

leading to 2 day exam

Exam Unit 2 - Creative Project Prep work leading to the 2 day exam

2 day exam

Assessment Focus Week beginning : 21 October 2019/09 December 2019 Design portfolio Techniques evidenced in portfolio Final outcomes, Evaluation

Week beginning : 03 February 2020/23 March 2020 Research task, Design portfolio and Examination outcome

Week beginning : 18 May 2020 Research task, Design portfolio and outcome. Unit 1,2,3,4 completed

TEXTILES Year 9 Learning Overview


TEXTILES Content

Textile Techniques focus- Develop a portfolio of techniques

Working with Designers, Jennifer Collier, Nikki Parmenter

Using different Textile artists as inspiration for portfolio

Design and make task using various Textile Artists for inspiration/ Case study

of body of work

Assessment Focus Week beginning : 21 October 2019/09 December 2019 Portfolio of skills evaluated

Week beginning : 03 February 2020/23 March 2020 Portfolio of evidence

Week beginning : 18 May 2020/15 June 2020 Design folio and Textile outcome




TEXTILES Content

Unit 1 :Introduction to Specialist Pathways in Art and Design

Introduction to Design and make task using Alison Willoughby as inspiration

Completion of unit 1: Alison Willoughby project. Using techniques

Unit 3+4 Unit 3: Communicating Ideas in 2D Unit 4: Communicating Ideas in 3D

Assessment Focus Week beginning : 21 October 2019/09 December 2019 Portfolio Research/design ideas

Week beginning : 03 February 2020/23 March 2020 Techniques evidenced in portfolio Final outcome, Evaluation

Week beginning : 18 May 2020/15 June 2020 Research task, design ideas, Techniques evidenced in portfolio



TEXTILES Content

Unit 3: Communicating Ideas in 2D Unit 4: Communicating Ideas in 3D

Completion of Design and make task

Examination task - Creative Project Examination after Christmas

Prep work in sketch book on exam theme leading to 2 day exam

Examination task Unit 2

Completion of any outstanding units, evaluations and portfolio work.

Assessment Focus Week beginning : 21 October 2019/09 December 2019 Design portfolio

Week beginning : 03 February 2020/23 March 2020 Research task, Design portfolio and Examination outcome

Week beginning: 18 May 2020 Research task, Design portfolio and outcome. Unit 1,2,3,4 completed

BTEC ART & DESIGN – GRAPHICS/TEXTILES Year 12 Learning Overview


Content Unit 1 - Visual recording in Art and Design- Task 1- Know how to identify sources for

Visual recording.

Unit 2 – Materials, Techniques and Processes in Art & Design

Unit 3: Ideas and Concepts in Art and Design


Assessment Focus Week beginning : 14 October 2019 Research task and Design portfolio

Week beginning : 7 January 2020 Research task and Design portfolio and outcome

Week beginning : 15 June 2020 Design portfolio

BTEC ART & DESIGN – GRAPHICS/TEXTILES Year 13 Learning Overview


Content: Graphics Unit 39: Typefaces and Letter Forms Unit 42: Design for Advertising

Unit 39: Typefaces and Letter Forms Unit 42: Design for Advertising

Unit 4: Communication through Art and Design

Content :Textiles Unit: 107 Exploring Specialist Textile Techniques

Unit: 108 Extending Specialist Textile Techniques

Unit: 107 Exploring Specialist Textile Techniques

Unit: 108 Extending Specialist Textile Techniques

Unit 4: Communication through Art and Design

Assessment Focus Week beginning : 14 October 2019 Research task and Design portfolio

Week beginning : 7 January 2020 Research task and Design portfolio and final outcome

Week beginning : Design portfolio

ENGINEERING Year 9 Learning Overview


ENGINEERING Content

Health and Safety, workshop procedures, safety signs, basic engineering tools

Technology student booklets - Tools and Equipment

Hand Drawing - Isometric/3rd angle/1

point/2 point

Practical - Cutting/threading/Quality Control

Technology student booklets - Machines

CAD Drawing - Isometric/3rd angle/1 point/2 point/Techsoft/Google Sketch up

Practical - Monkey Wrench Saddle and

Body

Technology student booklets - Engineering Processes

Drawing CAD Project - (Headphone wrap)

Practical - Monkey Wrench Saddle and

Body


Assessment Focus Week beginning : 21 October 2019/09 December 2019 Ongoing assessments through all lessons and Moodle quizzes relating to the booklets

Week beginning : 03 February 2020/23 March 2020 Ongoing assessments through all lessons and Moodle quizzes relating to the booklets

Week beginning : 18 May 2020/15 June 2020 Ongoing assessments through all lessons and Moodle quizzes relating to the booklets



ENGINEERING Content

Unit 3 -Examination revision topic: Materials

Assessment - Moodle Quiz 15 questions Unit 1 - Drawing skills, orthographic

projection, isometric, one/two point, 3rd angle, titles block and page layout

Practical-Drill skills, Screwdriver Practical- Monkey Wrench Saddle and

Body

Unit 3 - Examination revision topic: Engineering processes

Assessment - Moodle Quiz 15 questions Unit 1 -Mobile phone mock brief

Mood board, existing/similar products, analysis, components, specification, design ideas, design development,

analysis of ideas, evaluation against spec Practical- Screwdriver/Monkey Wrench

Saddle and Body

Unit 3 - Examination

revision topic - Unit 3 - 1.5 hour examination 15th

May 2020 Unit 1 -Prep for

Controlled assessment

Unit 1 -Controlled Assessment

Charger 7 hours controlled

assessment on wireless charger

brief

Assessment Focus Week beginning : 21 October 2019/09 December 2019 Moodle

Week beginning : 03 February 2020/23 March 2020 Moodle Exam revision

Week beginning : 18 May 2020/15 June 2020 Exam revision



ENGINEERING Content

Year 11 Pathway 2 Unit 1 -Controlled

Assessment Charger

7 hours controlled assessment on wireless charger

brief.

Year 11 Pathway 1&2 - Unit 2 -

Theory & Practical assessments



Unit 3 Examination recap, prep and

revision.



Examination revision - Unit 3 Unit 3 - 1.5 hour examination 15th

May 2020 All work to be

marked and on moderators desk for


Year 11 Pathway 1 - Unit 2 -Theory &

Practical assessments

the beginning of May

Assessment Focus Week beginning : 21 October 2019/09 December 2019 Theory & Practical assessments Exam revision

Week beginning : 03 February 2020/23 March 2020 Theory & Practical assessments Exam revision



ENGINEERING Content

Unit 16 - Technical drawing & Fusion 360 Isometric/Oblique/Orthographic/Drawing

Standards 3D parts/Assemblies/Templates for CAD

Drawings

Unit 6 - Electrical and Electronic Principles Use circuit theory to determine voltage, current and resistance in direct current

(DC) circuits Understand the concepts of capacitance and determine capacitance values in DC

circuits

Unit 25 - Programmable Logic Controllers Understand the principles of

programmable logic controllers Understand logic gates and number

systems selection, hardware and software

requirements of a programmable controller Use programming techniques to produce a

program for a modern programmable controller


Standards CAD

Drawings/Rendering/simulation/electrical drawings

Unit 6 - Electrical and Electronic Principles Understand the principles and properties

of magnetism

Unit 25 - Programmable Logic Controllers Understand selection, hardware and

software requirements of a programmable controller

Use programming techniques to produce a program for a modern programmable

controller


Standards Orthographic drawings hand & CAD

Unit 6 - Electrical and Electronic Principles Use single-phase alternating current (AC)

theory.

Unit 25 - Programmable Logic Controllers Understand complex programmable

controller applications Understand data communications media

and networks used with modern programmable controllers.

Discuss the future of programmable logic controllers


3 Understand complex programmable controller applications

4 Understand data communications media and networks used with modern

programmable controllers.

Assessment Focus Week beginning : 14 October 2019

Week beginning : 7 January 2020

Week beginning : 15 June 2020



ENGINEERING Content

Unit 30 - Secondary Machining processes Unit 1: Health and Safety in the

Engineering Workplace Assignment 1: Health and Safety

Legislation and Regulations (P1, P2 and M1).

Unit 10

Assignment 1 Task 1 Describe the structure (including the atomic structure) associated with a given metal, polymer, ceramic, composite and smart material

Assignment 1 Task 2 Classify given engineering materials as either metals or non-metals according to their properties Assignment 1 Task 3 Definition of terms.

Properties of 3 materials which can be 3D printed and explain which would be the best to make the main sections of the

prosthetic Explain which would make the best

material for the tendons and the knuckle joints of the prosthetic

Unit 30 - Secondary Machining processes

Unit 1: Health and Safety in the Engineering Workplace

Assignment 2: Controlling Hazards and Risks in the Workplace (P3, P4, P5, P6,

M2, M3 and D1).

Unit 10 Assignment 2 Describe the effects on the properties and behaviour of processing

metals, polymers, ceramics and composites and of post-production use of

smart materials. Assignment 3 You need to add a

bibliography of resources used throughout the unit, what you have found and where

you found it

Unit 30 - Secondary Machining processes

Unit 1: Health and Safety in the Engineering Workplace

Assignment 3: Reporting and Recording Accidents and Incidents (P7, P8 and D2).

Unit 10

Assignment 4 Task 1 Modes of failure known as ductile/brittle fracture, fatigue

and creep. Assignment 4 Task 2 Test the breaking strains of nylon, metal wire and test their memory. Conclude which is the best for

the tendons of a prosthetic. Test the temperature that PLA

polymorphs. Evaluate your results Assignment 4 Task 3 Degradation

processes: on -metals eg stress corrosion -polymers eg solvent attack -ceramics eg

thermal shock Assignment 5 Pull together all information to justify (in at least 800 words) why PLA is the best material to make a prosthetic

limb


Assessment Focus Week beginning : 14 October 2019

Week beginning : 7 January 2020

Documents

CURRICULUM LONG TERM PLAN 2019-2020 …s806534538.websitehome.co.uk/wp-content/uploads/2019/11/techm… · Portfolio of Techniques: Tie-dye, batik, CAD embroidery, Printing, fabric