Subject Overview Curriculum pathway · Subject Overview –Curriculum pathway . ... Each lesson begins with a do now activity which is a past paper exam style question (either written

Course Summary

Course: GCSE – Product Design Overall Summary

Unit / Module Exam / Controlled Assessment

% of course UMS allocation Marks available UMS / RAW mark grade boundaries from 2014

UMS RAW mark Grade

Unit 1 Exam 40% 160 120 360 167 A* / D*

Unit 2 Controlled

assessment 60% 240 90 320 150 A / D

280 128 B / M

240 106 C / P

200 87 D

160 69 E

120 51 F

80 33 G

Y10 – Unit / Module Map Time allocation

Half term 1 Half term 2 Half term 3 Half term 4 Half term 5 Half term 6

Unit 1 Intro to PD course. What is PD? Needs and wants. Short history of design. Product evolution. Technology push/ market pull. Drawing/modelling and preparation techniques appropriate to support the D&M assignment.

Unit 1 Paper & card as a material: classification, properties, sources, stock sizes, combinations. Purposes and variety of packaging: Cartons blister, etc. Printing: Lithography, flexography, screen, gravure, etc. Die Cutting. Product analysis using ACCESS FM.

Unit 1 Consumer issues: fair testing, quality, standards, consumer groups, etc. Branding: brand loyalty. Safety: own and users. Risk assessment. Materials (specific chosen material(s): classification, properties, sources, stock sizes, combinations.

Unit 1 Smart and new materials: Applications and influence on new products Human factors: Anthropometrics, ergonomics, special groups, adjustments etc. Sustainability: 6Rs, Green design, product miles, carbon footprint, life cycle, responsibilities, etc.

Unit 1 Introduction to commercial production: scales, organisation, costs, etc. Standard components. Product maintenance. Quality: QA/QC, tolerance, manufacturing spec. ICT in manufacturing: JIT, automation. Unit 2 Research planning for CAT.

Unit 2 Research. Y10 exams. Target market planning. Exam feedback. Design criteria: ACCESS FM etc. Design strategy one (appropriate to CAT).

Design & Make assignment focussing on accuracy and quality. Simple product and packaging based around the task of designing and constructing a slot-together animal. This short assignment should indicate the standard but not the quantity required for GCSE. As such research sources might be provided via mood board or display on classroom wall. Ideas might be restricted in number.

Design & Make assignment focussing on prototyping and development.

Introduction to Controlled Assessment Tasks.

Subject Overview –Curriculum pathway

Y11 – Unit / Module Map Time allocation

Half term 1 Half term 2 Half term 3 Half term 4 Half term 5 Unit 2 – controlled assessment elements. Idea strategy two (appropriate to CAT) Soft modelling demos (appropriate to CAT). Wider issues: Awareness raising. Development planning/ skills/ strategies. Design proposal: skills/ strategies. Revision throughout the year through do now activities and homework.

Unit 2– controlled assessment elements. Materials selection. Manufacturing specification. Production planning. Testing: strategies. Materials & finishes CAD Modelling process summary Making/testing. Candidates working independently. Revision throughout the year through do now activities and homework. Each lesson begins with a do now activity which is a past paper exam style question (either written by the teacher referencing a lesson taught task) or a past Paper Q from AQA.

Peer marking

P4P

Marking via the moderator notes.

Unit 2 – controlled assessment elements. Mock revision Mock exams (students largely out of lessons) CAT review/feedback Exam feedback Candidates working independently Industrial production. Making/testing. *Students to have made a significant start to their final product. Flow chart/manufacturing log/QA & QC. Candidates working independently. Revision throughout the year through do now activities and homework.

Unit 1 – Revision in single lessons. Completing practical Planning evaluation tasks Testing Final review Evaluation 3

rd party opinions

Improvements ANY MISSING SECTIONS – INTERVENTION. CRF declaration Exam preparation: Introduction to section A theme. Release to students in March. Unit 2 – Controlled assessment: Testing/evaluation CAT hand in: Mark, collate as e-portfolios (NOT PRINT & BIND) and complete CRF documents for those recalled by AQA. Revise materials and components: In the form of theory, revision, games, videos, discussions, worksheets, practical tasks (where applicable) Human factors: revision games, etc.

Unit 1 – Revision ALL lessons. *3 per week. Design movements revision Sustainability: Revision, games, etc. Design question feedback ICT in manufacturing Consumer issues Product analysis: target markets, evolution, new technologies, etc. Preparation for design question based on pre-release sheet. Practice question based on specimen paper Manufacturing in school

Practical team work Sequencing tasks, organisation of resources, QA, H&S, etc. Packaging: Design practice/revision Exam summary of what to expect, strategies such as mark a minute Manufacturing methods Materials Processes CAD & CAM/ICT in industry ANY OTHER AREAS/REPEAT.

Unit 1

Name Exam

Unit 2

Name CAT

UMS / RAW mark grade boundaries from 2014 UMS / RAW mark grade boundaries from 2014

UMS RAW mark

Grade UMS RAW mark Grade

144 90 A* / D* 216 83 A* / D*

128 75 A / D 192 77 A / D

112 60 B / M 168 66 B / M

96 46 C / P 144 55 C / P

80 38 D 120 45 D

64 31 E 96 35 E

48 24 F 72 25 F

32 17 G 48 15 G

Year 7 Year 8 Year 9 Year 10 Year 11

Scheme of work Scheme of work Scheme of work Scheme of work Scheme of work

Unit

Unit

Unit

Unit

Unit

Unit

Unit

Unit

Unit

Unit

Unit

Unit

Unit

Unit

Unit

Unit

Unit

Unit

Unit 1

Mate

rials

and C

om

ponents

Unit 1

Mate

rials

and C

om

ponents

Unit 1

Desig

n a

nd M

ark

et In

fluences

Unit 1

Pro

cesses a

nd M

anufa

ctu

re

Unit

1 P

rocesses a

nd M

anufa

ctu

re

Unit 2

AO

1

Unit 2

AO

2

Unit 2

AO

3

Unit 2

AO

4

Unit 1

Exam

pre

p

Unit 1

Exam

pre

p

Learn

ing p

lan

Learn

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lan

Learn

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lan

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Subject Overview – 5 Year Curriculum pathway

5 year progression

How learning of skills and knowledge will occur

GCSE Product Design

Exam specification requirements1

Design and Technology is a practical subject area which requires the application of knowledge and understanding when developing ideas, planning, producing products and evaluating them. The distinction between Designing and Making is a convenient one to make, but in practice the two often merge. For example, research can involve not only investigating printed matter and people’s opinions, but also investigating e.g. proportions, adhesives, colour, structures and materials through practical work. Designing Skills Candidates should be taught to: • be creative and innovative when designing; • design products to meet the needs of clients and consumers; • understand the design principles of form, function and fitness for purpose; • understand the role that designers and product developers have, and the impact and responsibility they have on and to society; • analyse and evaluate existing products, including those from professional designers; • develop and use design briefs and specifications for product development; • consider the conflicting demands that moral, cultural, economic, and social values and needs can make in the planning and in the designing of products; • consider environmental and sustainability issues in designing products; • consider health and safety in all its aspects; • anticipate and design for product maintenance where appropriate; • design for manufacturing in quantity and to be aware of current commercial/industrial processes; • generate design proposals against stated design criteria, and to modify their proposals in the light of on-going analysis, evaluation and product development; • reflect critically when evaluating and modifying their design ideas and proposals in order to improve their products throughout inception and manufacture; • use, where appropriate, a range of graphic techniques and ICT (including digital media), including CAD, to generate, develop, model and communicate design proposals; • investigate and select appropriate materials/ingredients and components; • plan and organise activities which involve the use of materials/ingredients and components when developing or manufacturing; • devise and apply test procedures to check the quality of their work at critical/key points during development, and to indicate ways of modifying and improving it when necessary; • communicate the design proposal in an appropriate manner; • be flexible and adaptable when designing; • test and evaluate the final design proposal against the design specification; • evaluate the work of other designers to inform their own practice; • understand the advantages of working collaboratively as a member of a design team; • understand the need to protect design ideas. Making Skills Candidates should be taught to: • select and use tools/equipment and processes to produce quality products; • consider the solution to technical problems in the design and manufacture process; • use tools and equipment safely with regard to themselves and others; • work accurately and efficiently in terms of time, materials/ingredients and components; • manufacture products applying quality control procedures; • have knowledge of Computer-Aided Manufacture (CAM) and to use as appropriate;

• ensure, through testing, modification and evaluation, that the quality of their products is suitable for intended users and devise modifications where necessary that would improve the outcome(s); • understand the advantages of working as part of a team when designing and making products.

Autu

mn 1

Unit: 1

The Big Questions

Intro to PD course.

What is PD?

Needs and wants.

Short history of design.

Product evolution.

Technology push/market pull.

Drawing/modelling and preparation

techniques appropriate to support the D&M

assignment.

Unit : 2

Design & Make assignment focussing on

accuracy and quality. Simple product and

packaging based around the task of

designing and constructing a slot-together

animal. This short assignment should indicate

the standard but not the quantity required for

GCSE. As such research sources might be

provided via mood board or display on

classroom wall. Ideas might be restricted in

number.

Key Concepts and Process

Key Summative assessment

pieces

Unit 1

Assessment of drawing techniques

following assessment criteria in AQA

specification.

Past paper exam questions.

Unit 2

Assessment of DMA following

assessment criteria in AQA

specification.

NC areas / Exam specification covered

Intro to PD course.

What is PD?

Needs and wants.

Short history of design.

Product evolution.

Technology push/market pull.

Drawing/modelling and preparation techniques appropriate to support the D&M assignment.

be creative and innovative when designing; • design products to meet the needs of clients and consumers; • understand the design principles of form, function and fitness for

purpose; • understand the role that designers and product developers have, and

the impact and responsibility they have on and to society; • analyse and evaluate existing products, including those from

professional designers; • develop and use design briefs and specifications for product

development; • select and use tools/equipment and processes to produce quality

products; • consider the solution to technical problems in the design and

manufacture process; • use tools and equipment safely with regard to themselves and others; • work accurately and efficiently in terms of time, materials/ingredients

and components

Autu

mn 2

Unit: 1

The Big Questions

Paper & card as a material: classification,

properties, sources,

stock sizes, combinations

Purposes and variety of

packaging: Cartons, blister etc.

Printing:

Litho, flexo, screen,



pieces

Unit 1



specification.


Paper & card as a material: classification, properties, sources,


Purposes and variety of packaging: Cartons, blister etc.

Printing: Litho, flexo, screen, gravure, etc.

be creative and innovative when designing;

gravure, etc.

Unit : 2

Design & Make assignment focussing on

accuracy and quality. Simple product and

packaging based around the task of

designing and constructing a slot-together

animal. This short assignment should indicate

the standard but not the quantity required for

GCSE. As such research sources might be

provided via mood board or display on

classroom wall. Ideas might be restricted in

number.


Unit 2



specification.

Assessment of AO1 (part of)


specification.

• design products to meet the needs of clients and consumers; • understand the design principles of form, function and fitness for







and components

Spring 1

Unit: 1

The Big Questions

Consumer issues: fair testing, quality,

standards, consumer groups, etc.

Branding: Brand loyalty

Safety: own and users

Risk assessment Materials (specific chosen

material(s): classification, properties,

sources, stock sizes, combinations.

Unit : 2

CAT- AO1



pieces

Unit 1



specification.


Unit 2



specification.

Assessment of AO1 following


specification.


Consumer issues: fair testing, quality, standards, consumer groups, etc.



Risk assessment Materials (specific chosen material(s): classification, properties, sources, stock sizes, combinations.








and components

Spring 2

Unit: 1

The Big Questions

Smart and new

materials:

Applications and influence on new products.

Human factors:

Anthropometrics, ergonomics, special

groups, adjustments etc.

Sustainability:

6Rs, Green design, product miles, carbon

footprint, life cycle, responsibilities, etc.

Unit : 2

CAT- AO1

CAT- AO2



pieces

Unit 1



specification.


Unit 2



specification.



specification.



specification.


Smart and new

materials:

Applications and

Influence on new products.

Human factors:

Anthropometrics, ergonomics, special groups, adjustments etc.

Sustainability:

6Rs, Green design, product miles, carbon footprint, life cycle, responsibilities, etc.








and components

Sum

mer

1

Unit: 1

The Big Questions

Introduction to commercial production: scales, organisation, costs, etc.

Standard components. Product maintenance.

Quality: QA/QC, tolerance, manufacturing spec.

ICT in manufacturing: JIT, automation. Research planning for CAT.

Unit : 2

CAT- AO1

CAT- AO2


Key Summative assessment pieces



specification.



specification.



specification.


Introduction to commercial production: scales, organisation, costs, etc.

Standard components.

Product maintenance.

Quality: QA/QC, tolerance, manufacturing spec.

ICT in manufacturing: JIT, automation.

Research planning for CAT

Sum

mer

2

Unit: 1

The Big Questions Research

Y10 Exams

Target market planning Exam feedback Design criteria:

ACCESS FM, CAFEQUE, etc. Design strategy one (appropriate to CAT)

Unit : 2

CAT- AO1

CAT- AO2





specification.



specification.



specification.


Research.

Y10 exams.

Target market planning.

Exam feedback.

Design criteria: ACCESS

FM etc.

Design strategy one (appropriate to CAT).

GCSE Product Design

Exam specification requirements1

Design and Technology is a practical subject area which requires the application of knowledge and understanding when developing ideas, planning, producing products and evaluating them. The distinction between Designing and Making is a convenient one to make, but in practice the two often merge. For example, research can involve not only investigating printed matter and people’s opinions, but also investigating e.g. proportions, adhesives, colour, structures and materials through practical work. Designing Skills Candidates should be taught to: • be creative and innovative when designing; • design products to meet the needs of clients and consumers; • understand the design principles of form, function and fitness for purpose; • understand the role that designers and product developers have, and the impact and responsibility they have on and to society; • analyse and evaluate existing products, including those from professional designers; • develop and use design briefs and specifications for product development; • consider the conflicting demands that moral, cultural, economic, and social values and needs can make in the planning and in the designing of products; • consider environmental and sustainability issues in designing products; • consider health and safety in all its aspects; • anticipate and design for product maintenance where appropriate; • design for manufacturing in quantity and to be aware of current commercial/industrial processes; • generate design proposals against stated design criteria, and to modify their proposals in the light of on-going analysis, evaluation and product development; • reflect critically when evaluating and modifying their design ideas and proposals in order to improve their products throughout inception and manufacture; • use, where appropriate, a range of graphic techniques and ICT (including digital media), including CAD, to generate, develop, model and communicate design proposals; • investigate and select appropriate materials/ingredients and components; • plan and organise activities which involve the use of materials/ingredients and components when developing or manufacturing; • devise and apply test procedures to check the quality of their work at critical/key points during development, and to indicate ways of modifying and improving it when necessary; • communicate the design proposal in an appropriate manner; • be flexible and adaptable when designing; • test and evaluate the final design proposal against the design specification; • evaluate the work of other designers to inform their own practice; • understand the advantages of working collaboratively as a member of a design team; • understand the need to protect design ideas. Making Skills Candidates should be taught to: • select and use tools/equipment and processes to produce quality products; • consider the solution to technical problems in the design and manufacture process; • use tools and equipment safely with regard to themselves and others; • work accurately and efficiently in terms of time, materials/ingredients and components;

• manufacture products applying quality control procedures; • have knowledge of Computer-Aided Manufacture (CAM) and to use as appropriate; • ensure, through testing, modification and evaluation, that the quality of their products is suitable for intended users and devise modifications where necessary that would improve the outcome(s); • understand the advantages of working as part of a team when designing and making products.

Autu

mn 1

Unit: 1

The Big Questions Idea strategy two (appropriate to CAT) Soft modelling demos (appropriate to CAT). Wider issues: Awareness raising. Development planning/ skills/ strategies. Design proposal: skills/ strategies.

Unit : 2

CAT- AO1

CAT- AO2

CAT- AO3



Unit 1

Assessment of drawing techniques following

assessment criteria in AQA specification.


Unit 2

Assessment of AO1 following assessment criteria in

AQA specification.


AQA specification.


AQA specification.



purpose; • understand the role that designers and product developers have,

and the impact and responsibility they have on and to society; • analyse and evaluate existing products, including those from




manufacture process; • use tools and equipment safely with regard to themselves and

others; • work accurately and efficiently in terms of time, materials/ingredients

and components

Autu

mn 2

Unit 1:

The Big Questions

Materials selection.

Manufacturing specification.

Production planning.

Testing: strategies.

Making/testing.

Candidates working independently.



Unit 1




Unit 2

Assessment of DMA following assessment criteria in

AQA specification.

Assessment of AO1 (part of ) following assessment


Paper & card as a material: classification, properties, sources,


Purposes and variety of packaging: Cartons, blister etc.

Printing: Litho, flexo, screen, gravure, etc.



and the impact and responsibility they have on and to society;

Unit : 2

CAT- AO1

CAT- AO2

CAT- AO3 CAT- AO4

criteria in AQA specification.

• analyse and evaluate existing products, including those from professional designers;

• develop and use design briefs and specifications for product development;

• select and use tools/equipment and processes to produce quality products;

• consider the solution to technical problems in the design and manufacture process;

• use tools and equipment safely with regard to themselves and others;

• work accurately and efficiently in terms of time, materials/ingredients and components

Spring 1

Unit 1: The Big Questions

Mock exams

CAT review/feedback

Exam feedback

Making/testing.

Candidates working independently Industrial production:

Reminders.

Making/testing. Candidates working independently.

Unit : 2

CAT- AO1 CAT- AO2 CAT- AO3 CAT- AO4



Unit 1




Unit 2


AQA specification.


AQA specification.


AQA specification.


Consumer issues: fair testing, quality, standards, consumer groups, etc.



Risk assessment Materials (specific chosen material(s): classification, properties, sources, stock sizes, combinations.



and the impact and responsibility they have on and to society; • analyse and evaluate existing products, including those from




manufacture process; • use tools and equipment safely with regard to themselves and

others; • work accurately and efficiently in terms of time, materials/ingredients

and components

Spring 2

Unit 1 The Big Question

Theory recap

Unit : 2 CAT- AO1 CAT- AO2 CAT- AO3 CAT- AO4 CAT- AO5 CAT- AO6



Unit 1




Unit 2


AQA specification.


AQA specification.


AQA specification.


Planning evaluation tasks

Testing Final review

Admin:

CRF declaration

Exam preparation:

Overview

Classic design/retro design

Testing/evaluation

CAT hand in: collate, bind, etc.

Materials and components:

Revision, games, etc.

Human factors:

Revision games, etc.

Sum

mer

1

Unit 1:

The Big Question

Theory recap

Unit : 2

CAT- AO1

CAT- AO2

CAT- AO3 CAT- AO4 CAT – AO5 CAT- AO6




AQA specification.


AQA specification.


AQA specification.


Design movements revision

Sustainability:

Revision, games, etc.

Design question feedback

ICT in manufacturing Revision

Consumer issues revision

Product analysis: target markets, evolution, new technologies, etc.

Preparation for design question based on pre-release sheet. Practice question based on specimen paper

Manufacturing in school

Practical team work Sequencing tasks, organisation of resources, QA, H&S, etc.

Packaging:

Design practice/revision

Exam summary of what

to expect, strategies such as mark a minute, resources which are in room, etc.

Documents

Subject Overview Curriculum pathway · Subject Overview –Curriculum pathway . ... Each lesson begins with a do now activity which is a past paper exam style question (either written