MER Policy & Handbook
Scheme of Work - Secondary
Medium Term Planning - Half Term Plan Au1
Unit Title: Year 11 GCSE – Product Design
Description of Unit / Unit Overview: WJEC Controlled Assessment Task 3
CONTEXT:
Designers have a responsibility to design products that address environmental issues. Sustainability is a global concern and customers are increasingly seeking products which
address this awareness. Corrugated cardboard is disposed of in large quantities. Investigate this as a material suitable to design and make a prototype piece of furniture or innovative
storage unit that incorporates the use of corrugated cardboard as the main material in its construction.
Key Learning Objectives: Section A Designing – Analysis of the Task, Design
Specification and Generation of Ideas
Analysis of the Task: This is an opportunity for students to define and contextualise
the task in their own terms and to formulate an appropriate initial design brief.
Students are free to carry out any research they consider necessary but the work
presented for assessment will be confined to a summary of how their product sits in
the market place together with an evaluation of a similar or competitor's product.
Initial Brief. Research, Target market, problem, existing products. Final Brief written
to suit the task.
Design Specification: This is an opportunity for students to present a detailed design
specification of the intended product. Corporate Identity – Logo, packaging,
instructions, presentation board, etc. Look at either a functional or non-functional
product. Cover points as in previous 'specs'- safety, materials, size, aesthetics, etc.
Generation of Ideas: This is an opportunity for students to present up to four initial
design ideas for the product. Ideas are to be clearly sketched and annotated. Initial
Ideas. Need 4 initial ideas. Annotated – link to specification. Good use of media ideal.
Best Idea: Students sketch an idea that meets the brief. Well Annotated. Explain why
they think it is the best. Views of others – 2 partners will give their opinion on their
choice. A final idea is developed taking on board their partners' ideas or not.
Weekly Breakdown if required:
1.
2.
3.
4.
5.
6.
7.
8.
CAT Prep: Intro to GCSE Product
Design CAT, Choose new Design
Brief, Research Existing Products
using ACCESS FMM
CAT Prep: Questionnaire & Survey
Research and Problem Case Study
CAT Prep: Target Market Research
CA Exam: Page 1 - Design Brief
CAT Prep: Complete and collate all
Research for CA Exam on Fri 18/09
CA Exam: Page 2 - Specification Product & Packaging. CAT Prep:
Essential Knowledge - What is a
Specification?
CA Exam: Page 3 - 4 x Initial Design
Ideas & Annotation
CAT Prep: Essential Knowledge Initial Design Ideas & Designer
Revision – Jonathan Ive
Inclusion/Differentiation:
All:
o
o
There is a good analysis of where the
product fits in the market place
together with an evaluation of a
similar product. The work presented
shows some evidence of prior
research and preparation. A clear
brief is evident.
A good design specification
comprising a prioritised list of
attributes for the product presented
under appropriate headings. The
specification illustrates clear links
with the analysis of the task.
Information is organised, basic use of
technical language/vocabulary.
Written communication is adequate
in terms of organisation of material,
with some errors of grammar,
Development and Modelling: This is an opportunity for students to choose their best
idea and to develop it into its final form. This section is an opportunity for students to
use appropriate ICT. Students must offer options and make reasoned decisions under
each heading. They look at the following points whilst developing their product:
Form, appearance, style. Suitability, function. Think about the target market.
Modelling their idea could be very useful at this point.
9.
CA Exam Page 4 - Best Design &
Annotation
10. MOCK Exam
11. CA Exam Page 5 - Develop using
FASF & Prototypes
punctuation and spelling.
o
A range of clear ideas that are
appropriately annotated. The ideas
and annotation show some attention
to the specification. Information is
organised, basic use of technical
language/vocabulary. Written
communication is adequate in terms
of organisation of material, with
some errors of grammar, punctuation
and spelling.
o
Clear evidence of the form/style
being developed or modelled. Several
options have been offered. There is
evidence of reasoned decisionmaking.
Theory: Product Analysis - Question 1, Sustainability and Legislative Issues - Question
2, Other Designers/Practitioners (Jonathan Ive) - Question 3
Stretch/Challenge:
o
o
o
o
o
o
o
o
o
o
Attend D&T Product Design E&E Clubs on Wednesdays or Thursdays.
Extended writing used to write design brief and analysis, write case studies
and reports.
Coach and Lead others by giving class demos.
Use of ICT, 2D Design, Google Sketch Up, Photoshop or Illustrator Software
to create illustrations and technical drawings
Produce a 3D model of an initial design to test it.
Class and Homework is well written and presented in a creative format.
Present work to the whole class.
Visit Ikea Furniture Store; take related photos of current furniture trends,
interview Ikea staff and consumers.
Create personal Types of Cardboard resource using recycled cardboard.
Label the card and annotate their different properties.
Bring in recycled cardboard that could be used to make models during
lessons.
Most:
o
There is a very good analysis of
where the product fits in the market
place together with a detailed
evaluation of a similar product. The
work presented shows good evidence
of prior research and preparation. A
well-worded brief is evident.
o
A comprehensive design specification
comprising a prioritised list of
attributes for the product presented
under appropriate headings. The
specification demonstrates strong
links with the analysis of the task.
Information is well organised, good
use of technical language/vocabulary.
Written communication is good,
presenting mainly appropriate
material in a coherent manner, with
few errors of grammar, punctuation
and spelling.
o
A range of good initial ideas that are
well annotated. The ideas and
annotation show good attention to
the specification. Information is well
organised, good use of technical
language/vocabulary. Written
communication is good, presenting
mainly appropriate material in a
coherent manner, with few errors of
grammar, punctuation and spelling.
o
Good evidence of the form/style
being developed and modelled.
Several appropriate options have
been offered. There is clear evidence
of informed decision making.
Some:
o
There is a comprehensive analysis of
where the product fits in the market
place together with a very detailed
o
evaluation of a similar product. The
work presented shows clear evidence
of detailed research and preparation.
A clear and appropriate brief is
evident.
An excellent design specification
comprising a prioritised list of
attributes for the product presented
under appropriate headings. The
specification is well founded in the
analysis of the task. Information is
well organised, presented in a highly
appropriate manner, very good use
of technical language/vocabulary.
Written communication is good,
presenting appropriate material in a
coherent manner, and largely errorfree.
o
A range of excellent initial ideas that
are very well annotated. The ideas
and annotation show close attention
to the specification. Information is
well organised, presented in a highly
appropriate manner, very good use
of technical language/vocabulary.
Written communication is good,
presenting material in a coherent
manner and largely error-free.
o
A variety of forms/styles have been
presented and the shape and form of
the product have been developed
and modelled in a progressive way. A
final decision based on sound
reasoning has been made.
Homework opportunities:
1.
2.
3.
4.
5.
6.
Collect Relevant Images for Image Board
Attend GCSE Product Design Homework Club on Wednesday or Thursday
(lunch or after school). Consumer Profile. Use different research strategies to
find information. Consider the needs and values of a range of users.
Appreciate the economic costs involved.
Attend GCSE Product Design Homework Club on Tuesday or Wednesday
(lunch or after school). Specification for Packaging - Develop and use design
briefs and detailed specifications; Understand the difference between design
brief and design specification. Identify essential criteria for inclusion in a
design specification. Extension: Use existing products as a source of ideas.
Attend GCSE Product Design Homework Club on Wednesday or Thursday
(lunch or after school). Au1 Test Revision Material: Case Study – Related
Product Designer Report – Jonathan Ive. 4 Initial Design Ideas and ACCESS
FMM Annotation. Extension: Use a variety of graphic techniques to
communicate ideas clearly. Use watercolour and rendering techniques.
Attend GCSE Product Design Homework Club on Wednesday or Thursday
(lunch or after school). Best Design & Annotation: Peer Feedback Comments.
Generate, develop, model and communicate design proposals; Use a variety
of graphic techniques to communicate ideas clearly. Extension: Use ICT to
communicate ideas clearly. Exam Revision Topics: See Revision – Au1 Mock
Exam on Tuesday 6th Oct
Attend GCSE Product Design Homework Club on Wednesday or Thursday
(lunch or after school). CAT Prep: Essential Knowledge - Develop using FASF
& Prototypes. Extension: Use appropriate modelling techniques to develop
proposal
Assessment Focus:
o
o
o
GCSE Product Design Assessment Criteria: Analysis of the task, Specification,
Generation of Ideas and Development and Modelling.
Essential Knowledge: Past Paper Mini Mock Exam 1
Literacy: Quality of Written Communication
7.
8.
Attend GCSE Product Design Homework Club on Wednesday or Thursday
(lunch or after school). Understanding and use of SIX R's of sustainability,
that is: rethink, reuse, recycle, repair, reduce and refuse. Use ICT to present
your findings. Explain your key finds. What did you find out? How will this
inform your design ideas?
Important: Complete and submit pages 1 to 5 of your Portfolio for marking
on Tuesday 20th Oct.
Cross Curricular Opportunities:
Literacy:
Students are encouraged to:o
o
o
o
o
o
o
o
o
o
Use correct Spelling, Punctuation and Grammar. Use
Adjectives, Connectives and Complex Sentences.
Not to copy and paste text from the internet.
Read, understand and record interesting facts in their own words.
Remember to use KEY technical words in Product Design.
Present their work to small groups or whole class to develop oracy skills.
Present their work in an orderly and chronological order.
Design folder is focused, concise and relevant and demonstrates an appropriate selection of material for inclusion
All decisions communicated in a clear and coherent manner with appropriate use of technical language
The text is legible, easily understood and shows a good grasp of grammar, punctuation and spelling
Enterprise:
Numeracy:
Students are encouraged to use the following HAPU Enterprise Skills:-
Students are encouraged to:-
o
o
o
o
o
o
Creating – Image, Theme Boards and Initial Design Ideas
Presenting – Home and Class work to the whole class
Communicating – Consumer Profile Report, Visual Image and Theme Boards,
Specification and Design Brief
Evaluating – Design Ideas
Reflecting – Tasks Analysis
Personal Best – Developing a best design idea
o
o
o
o
Scale and placement of designs/patterns
Costing and Size during Product Analysis and Specification
Scaled Measurements
2D and 3D Modelling
Digital Learning:
SMSC:
Students are given opportunities to use ICT to:-
Students are given opportunities to:-
o
o
o
o
o
o
o
Create Image and Theme Boards
Designer Research
Existing Products Analysis Report
Write a Consumer Profile Report
Use the internet to research existing products
Use CAD Software to generate design ideas
Write a Design Brief and Specification
o
o
o
o
Social: Conduct a Target Market Survey. Peer Feedback during designing tasks.
Moral: Designer Responsibilities, the 6Rs and Sustainability in Design
Spiritual: Safe use of Product Design equipment. Pride and ownership of outcomes.
Culture & British Values: British Industry practice. British Designer Research. Links
to own culture evident in design ideas.