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PROGRAMME OF STUDY
Knowledge, skills and understanding
Teaching should ensure that knowledge and understanding are applied when developing ideas , planning , producing products and evaluating them.
The general teaching requirement for health and safety applies in this subject. During key stage 3 pupils use a wide range of materials to design and make products. They work out their ideas with some precision, taking into account how products will be used, who will use them, how much they cost and their appearance. They develop their understanding of designing and making by investigating products and finding out about the work of professional designers and manufacturing industry. They use computers, including computeraided design and manufacture (CAD/CAM) and control software, as an integral part of designing and making. They draw on knowledge and understanding from other areas of the curriculum.
Developing, planning and communicating ideas
1) Pupils should be taught to:
a) identify relevant sources of information, using a range of resources including ICT
b) respond to design briefs and produce their own design specifications for products
c) develop criteria for their designs to guide their thinking and to form a basis for evaluation
d) generate design proposals that match the criteria
e)
consider aesthetics and other issues that influence their planning [ for example, the needs and values of intended users, function, hygiene, safety, reliability, cost]
f) suggest outline plans for designing and making, and change them if necessary
g) prioritise actions and reconcile decisions as a project develops, taking into account the use of time and costs when selecting materials, components, tools, equipment and production methods
h)
use graphic techniques and ICT, including computeraided design (CAD), to explore, develop, model and communicate design proposals [for example, using CAD software or clipart libraries, CDROM and internetbased resources, or scanners and digital cameras] .
Working with tools, equipment, materials and components to produce quality products
2) Pupils should be taught:
a)
to select and use tools, equipment and processes, including computeraided design and manufacture (CAD/CAM), to shape and form materials safely and accurately and finish them appropriately [for example, using CAM software linked to a cutter/plotter, lathe, milling machine or sewing machine]
b) to take account of the working characteristics and properties of materials and components when deciding how and when to use them
c) to join and combine materials and readymade components accurately to achieve functional results
d) to make single products and products in quantity, using a range of techniques, including CAD/CAM to ensure consistency and accuracy
e) about the working characteristics and applications of a range of modern materials, including smart materials.
Evaluating processes and products
3) Pupils should be taught to:
a) evaluate their design ideas as these develop, and modify their proposals to ensure that their product meets the design specification
b) test how well their products work, then evaluate them
c)
identify and use criteria to judge the quality of other people's products, including the extent to which they meet a clear need, their fitness for purpose, whether resources have been used appropriately, and their impact beyond the purpose for which they were designed [for example, the global, environmental impact of products and assessment for sustainability] .
Knowledge and understanding of materials and components
4) Pupils should be taught:
a) to consider physical and chemical properties and working characteristics of a range of common and modern materials
b) that materials and components can be classified according to their properties and working characteristics
c)
that materials and components can be combined, processed and finished to create more useful properties and particular aesthetic effects [for example, combining different ingredients to create products with different sensory characteristics]
d) how multiple copies can be made of the same product.
Knowledge and understanding of systems and control
5) Pupils should be taught:
a) to recognise inputs, processes and outputs in their own and existing products
b) that complex systems can be broken down into subsystems to make it easier to analyse them, and that each subsystem also has inputs, processes and outputs
c) the importance of feedback in control systems
d) about mechanical, electrical, electronic and pneumatic control systems, including the use of switches in electrical systems, sensors in electronic switching circuits, and how mechanical systems can be joined together to create different kinds of movement
e) how different types of systems and subsystems can be interconnected to achieve a particular function
f) how to use electronics, microprocessors and computers to control systems, including the use of feedback
g) how to use ICT to design subsystems and systems.
Knowledge and understanding of structures
6) Pupils should be taught:
a) to recognise and use structures and how to support and reinforce them
b) simple tests and appropriate calculations to work out the effect of loads
c) that forces of compression, tension, torsion and shear produce different effects.
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Breadth of study
7) During the key stage, pupils should be taught the Knowledge, skills and understanding through:
a) product analysis
b) focused practical tasks that develop a range of techniques, skills, processes and knowledge
c) design and make assignments in different contexts. The assignments should include control systems, and work using a range of contrasting materials, including resistant materials, compliant materials and/or food .
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