Schemes Of Work

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Lesson 2/3.

Core learning objectives

To develop a clear understanding and appreciation of as full a range as possible for those ideas and concepts related to the development of designing.

Extended learning objectives

To develop a clear understanding and appreciation of as full a range as possible for those ideas and concepts related to the development of designing. The development of management skills through design. The ability to use information autonomously to build upon original ideas.

SEN learning objectives

To develop understanding and appreciate the development of designing. With support from SSA's and support material designed with the support of the SENCO to develop further vocabulary and an understanding of planning for design.

Lesson context

Developing the concept of design and the processes and skills involved in producing a design portfolio. Develop the concept of theory by doing,touching, feeling, experimenting, watching, questioning and asking. Developing designing skills by involvement.

Lesson structure

(Pre-lesson planning) Prepare demonstration examples for developing ideas on paper. Preparation of equipment.

1. Provide a demonstration of how to develop design ideas progressively to the whole group. Include in the demonstration a range of examples from pupils' work or from examples developed by the teacher.

Questions that need to be considered by the pupils:

Who is going to use it?
Seek the opinions of those who are involved in the product.

What theme or decoration ideas could be used?
Ideas that appeal to the user and enhance the attraction to the product.

What methods are suitable for the manufacturing process? Find out what is available or what methods you have already used

How could the product be made easier or enhance its ease of use?

Considerations of the following:

• Sizes
• Material Joining methods
• Colour
• Finish
• Fixings and ready-made components
• Mechanisms
• Storage
• Structure

What happens to it when it is not in use?
Is it fixed or free standing or will storage be required?

Style
Historic, Theme or Fashion related, delicate or robust, balance of function or appearance

Economics
Time, energy, space, labour, materials, methods, processes, hand or machine built, efficiency of manufacture. balance of making methods

Is there a system involved?
Mechanical, Electrical, Pneumatic, Hydraulic

What components are needed?
Ironmongery, fittings, ready made components, for example: nails, screws, connectors, rivets, hinges, straps, locks, stays, catches, push fit components, clamps, clips.

Safety
To make, to use, to dispose of?

Research Methods

Talk to others who may:

• Provide the capital expenditure to design and make it,
• Have design ideas that could be shared,
• Who have manufacturing experience?
• Those who may use it, for example, the consumer.
• Collect information that is relevant to the product or its function and appearance.
• Investigate technical information about materials, processes, properties, methods, quality and accuracy.
• Survey using a variety of methods in order to obtain and use opinion other than just your own.
• Observe a wide range of visual information that may be helpful to any stage of the design and make process.

1. Homework. Ongoing from the investigation to be used throughout the project. Any design work is continuous as the project develops.
2. Evaluation time Explain that their evaluation is part of their overall project grade. They must reiterate what they have learned during the lesson.
3. Pupil and teacher lesson evaluation.

Equipment and materials

• Examples of pupil and teacher work.
• Examples of materials etc which may have an impact upon design outcomes.
• Handouts to support design skills. Responsibility should be taken to support the full range of abilities within the group. For less able prepare work sheets in consultation with the SENCO
• brief any SSA's likely to be supporting SEN pupils to ensure that they are fully conversant with the lesson aims and objectives.

Homework

Continue to develop design portfolios. Reinforce that design portfolio must be available for each lesson.

Risk Assessment

Hazard Identification	Haz_x	Risk_=	RA	Action
Example Risk Assessment	3 x	1 =	3	Satisfactory
Has an area for discussion been prepared in a way that pupils are sitting safely and not in contact with any equipment which may distract them.
Are areas were pupils might experience and study materials, fixings or processes safe from obstructions
Are pupils made aware of safety requirements and behaviour during the lesson?

 

Lesson evaluation

To be completed at the end of each lesson by the teacher. Assessment to inform future planning. How well did the group learn? Were targets met? Do any aspects of the lesson require improvement