NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Design and
Technology
Advice and Guidance for
Practitioners
[NATIONAL 3]
This advice and guidance has been produced to support the profession with the
delivery of courses which are either new or which have aspects of significant change
within the new national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and
teaching. Practitioners are encouraged to draw on the materials for their own part of
their continuing professional development in introducing new national qualifications
in ways that match the needs of learners.
Practitioners should also refer to the course and unit specifications and support notes
which have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk/sqa/34714.html
Acknowledgement
© Crown copyright 2012. You may re-use this information (excluding logos) free of
charge in any format or medium, under the terms of the Open Government Licence.
To view this licence, visit http://www.nationalarchives.gov.uk/doc/open government-licence/ or e-mail: psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information you will need to
obtain permission from the copyright holders concerned.
Any enquiries regarding this docume nt/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
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DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
Contents
Overview
Aims of the course
5
5
Learning strategies
Tarsia puzzles
Bingo
Word walls
Talking tokens
Show-me boards
True or false
Learner-led lesson
Random learner selector
Work stations
6
6
8
10
12
13
14
16
18
20
Drawing instruments
Show-me boards
Tarsia puzzles
True or false
Word walls
Bingo
21
22
23
24
25
26
Basic geometry
Word walls
Show-me boards
Learner-led lessons
27
28
29
30
Geometrical shapes
Show-me boards
True or false
Bingo
Word search
Work stations
31
32
33
34
35
36
Orthographic projection
Tarsia puzzles
Bingo
Word walls
37
38
39
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DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
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CONTENTS
Talking tokens
Show-me boards
True or false
41
42
43
A design process
Word walls
Bingo
True or false
Word search
44
45
47
48
49
Appendices
Appendix
Appendix
Appendix
Appendix
50
50
53
55
56
4
1:
2:
3:
4:
Tarsia puzzles
Bingo
Word walls
True or false
DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
OVERVIEW
Overview
This document has been produced as a guide for practitioners teaching
National 3 Design and Technology. The content has been designed to be
adaptable for practitioners in different settings and to suit the needs of
learners.
The resource includes a summary of various learning techniques with
exemplars which have also been provided to support practitioners when
creating their own teaching and learning resources.
A bank of teaching and learning resources has been provided for practitioners
to use for the following topics:
- drawing instruments
- basic geometry
- geometrical shapes
- types of projection
- simple design process.
Links to web resources have also been provided for the topic areas.
Practitioners should be aware that some information shown in the web
resources has been created for curricula other than Curriculum for
Excellence.
Aims of the N3 Design and Technology
As stated in the Course Specification, the aims of the course are to enable
learners to:
 develop skills in producing and interpreting sketches, drawings and
diagrams
 develop skills in practical model making and construction
 develop skills in testing and simple evaluation of models
 apply safe working practices in a workshop or similar environment
 develop knowledge of basic engineering ideas.
This resource focuses on aspects of some of the aims of the N3 Design and
technology and uses the courses content as a vehicle to illustrate learning and
teaching strategies as shown on the previous page.
DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
5
LEARNING STRATEGIES
Learning strategies
Tarsia puzzles
What are Tarsia puzzles?
Tarsia puzzles engage young learners and allow them to develop their
knowledge in a topic or subject.
They give learners the option to work individually or as part of a small group
to complete the task as quickly as possible. The puzzles allow learners to
assess their knowledge of a topic or subject.
How do you create Tarsia puzzles?
Tarsia puzzles are quick and easy to make and can be saved, al lowing them to
be used many times.
Tarsia puzzles are made using a free software package available for download
from Hermitech Laboratory:
http://www.mmlsoft.com
Follow the link for downloads and select Formulator Tarsia. This will
download the software to your desktop, allowing you to choose and create the
Tarsia puzzle most suitable for the task (see Appendix 1).
How do learners complete Tarsia puzzles?
Learners are provided with a printed copy of the puzzle. T hey should cut the
puzzle into the individual pieces, taking care not to lose any. Once all the
pieces have been cut out, learners work through the puzzle by matching the
questions to the answers to create the finished puzzle.
Learners could then glue their finished puzzle to paper/card to create a
revision aid.
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DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
LEARNING STRATEGIES
Resources needed
List of questions and answers
Computer with internet
Paper
Scissors
Glue
Using Tarsia puzzles for assessment
Tarsia puzzles are an effective strategy for both peer -assessment and selfassessment. Learners need to continually check their answers to ensure they
are correct before moving on. Learners are able to help each other to come to
the correct solution.
Practitioners are able to assess learners’ knowledge based on their ability to
complete the puzzles quickly and correctly. Practitioners can gather evidence
of common mistakes made during the completion of the puzzles to inform
next steps.
DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
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LEARNING STRATEGIES
Bingo
What is bingo?
Bingo is an engaging learning activity that can be used a s an introductory
lesson or as a recap at the end of a lesson.
Bingo allows learners to think quickly, relying on their knowledge of a topic
or subject. It can also give learners the opportunity to lead the lesson by
being the bingo caller.
How do you create bingo?
Creating bingo is quick and easy, and requires limited resources.
Learners use paper, show-me boards, jotters etc. to create a grid of boxes (the
number of boxes is dependent on the number of answers available). See
Appendix 2.
Learners fill each of the boxes with a word from a provided list. The list can
be written on a board, a PowerPoint or a word wall.
A bingo caller’s card should also be created which contains clues to all the
words on the list.
How do learners play bingo?
A bingo caller should be selected (this could be the practitioner or a learner).
Once all the learners have created their bingo cards by filling in all the boxes
using different words from the list provided the game can begin.
The bingo caller reads out the clues to words in a random order. Learners
mark off any words they think are the answers to the clues read out. The
game continues until one learner has matched all of their words to the clues
read out, giving them a full board – they then shout ‘Bingo!’.
Resources needed
Show-me boards or paper
Bingo caller’s card
List of words used
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DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
LEARNING STRATEGIES
Using bingo for assessment
Bingo is an effective strategy for both peer -assessment and self-assessment.
Learners need to be sure they know the correct answer to the given clue
before marking off their card. If learners are unsure they can confer with a
peer.
Practitioners are able to assess learners’ knowledge their ability to complete
their bingo cards correctly, marking off the correct answers to given clues.
Practitioners can gather evidence of common mistakes made during the
completion of the bingo games to inform next steps.
DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
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LEARNING STRATEGIES
Word walls
What are word walls?
Word walls are a visual aid for the correct spelling of subject - and topicspecific words. They can take many different forms, from a physical section
of the classroom or workshop wall to a portable display board or flip chart.
Word walls should focus on a small number of targeted vocabulary words that
are key to a unit of work. The words selected for the word wall should be
addressed continually, using a wide variety of engaging activities.
Word pack resources for each project can be saved and re -used.
How do you create a word wall?
The required words for each project or topic should be printed out and
laminated. Words can be colour coded to help learners recognise nouns,
frequently misspelled words etc. Make access to words easy using tape, pins
or blu-tack.
A word wall can be created in various different ways:
Section of the classroom/workshop
A section of the classroom or workshop is decorated to look like a brick wall,
or brightly coloured paper used to make the area stand out and be instantly
recognised and visible.
Portable display board
A portable display board is an excellent way to create a word wal l in a shared
room.
PowerPoints
PowerPoints can be used to quickly display the words for each project. Using
a brick wall effect background and adding the words onto the background
creates a good visual aid.
How do learners use word walls?
Learners can use word walls in various ways. See Appendix 3.
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DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
LEARNING STRATEGIES
Resources needed
Word wall
Printed words
Tape, pins or blu-tack
Using word wall activities for assessment
Word walls are an effective strategy for both peer -assessment and selfassessment, depending on the activity used.
Practitioners are able to assess learners’ knowledge based on their ability to
complete activities quickly and correctly. Practitioners can gather evidence of
common mistakes made during word wall activities to inform next steps.
DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
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LEARNING STRATEGIES
Talking tokens
What are talking tokens?
Talking tokens are an engaging activity that helps to assess how much or how
little learners have learned.
This activity keeps learners engaged and includes the whole class in the
learning process. The tokens allow learners to assess their knowledge of a
topic or subject. Talking tokens can be used at the end of a topic or as a
revision exercise.
How do you create talking tokens?
Talking tokens are quick and easy to make. All you need are enough small
pieces of paper/card or even milk bottle lids for each learner in the class.
Each token should be numbered. You also need enough questions from a
particular topic for each learner in the class.
Once you have your list of questions, it can be used over and over again f or
assessment and revision.
How do learners complete talking tokens?
Learners are given a numbered token each. The person asking the questions
(either the practitioner or a learner) will ask each number a question
randomly. If the question is answered correctly the token is collected in. By
the end of the task all the learners should have handed in their token by
managing to answer a question correctly.
Resources needed
List of questions and answers
Numbered tokens
Using talking tokens for assessment
Practitioners are able to assess learners’ knowledge based on their ability to
answer quickly and correctly. Practitioners can gather evidence of common
mistakes made during talking tokens tasks to inform next steps.
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DESIGN AND TECHNOLOGY (NATIONAL 3)
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LEARNING STRATEGIES
Show-me boards
What are show-me boards?
Show-me boards are mini whiteboards that allow learners to write answers or
sketch pictures to answer questions asked by the practitioner. The boards are
then held up to show the practitioner the answers.
Show-me boards are an engaging and effective method of collating
information regarding the progress of learning. The practitioner can use
show-me boards as an introductory task, as a recap at the end of lessons or
throughout the lesson to inform next steps.
How do you create show-me boards?
Most schools now have access to show-me boards but they can be made
quickly and easy at low cost.
Simple show-me boards can be made by laminating plain white paper. A5 size
is usually sufficient. Learners will also need access to a dry -wipe marker pen
and a cloth to use as an eraser.
Many learners’ homework diaries now come with a show -me board as the
back cover.
How do learners use show-me boards?
Learners can use show-me boards to write or sketch their answers to the
practitioner’s questions.
Resources needed
Show-me boards or laminated paper
Questions or tasks
Using show-me boards for assessment
Practitioners are able to assess learners’ knowledge based on their ability to
display answers quickly and correctly. Practitioners can gather evidence of
common mistakes made during show-me board tasks to inform next steps.
DESIGN AND TECHNOLOGY (NATIONAL 3)
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LEARNING STRATEGIES
True or false
What is a true or false task?
True or false tasks are designed to be quick and fun for learners but also
provide the practitioner with valuable information regarding learners’
progress and understanding of a project or topic.
True or false is simply a list of statements which are either true or false. The
statements are read to learners, who quickly decide and display whether the
statement is true or false. Learners can show their answers using a variety of
techniques.
How do you create true or false tasks?
A list of statements should be written up which are either true or false. The
practitioner or learners should decide which technique to use to display their
answers.
Gloves
Learners stand in a row wearing two different coloured gloves, one colour for
true and the other for false. Learners hold up the correct hand to display their
answer. Learners who get the answer wrong should sit down.
Show-me boards
Learners write true or false onto show-me boards and hold them up to display
their answers.
Flags
Flags with either different coloured sides (one colour for true, the other for
false) or one side with true written on it and the other side with false written
on it are issued. Learners hold up their flags with the correct side facing the
practitioner to display their answers.
How do learners use true or false tasks?
Learners listen to the statements and decide whether they are true or false.
True or false works best as a knock-out game as this provides an increased
element of fun and competition. It also allows the practitioner to observe
which learners are regularly knocked out early and which regularly win.
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DESIGN AND TECHNOLOGY (NATIONAL 3)
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LEARNING STRATEGIES
Resources needed
Coloured gloves
Coloured flags
Show-me boards
Questions
Using true or false tasks for assessment
Practitioners are able to assess learners’ knowledge based on their ability to
answer quickly and correctly. Practitioners can gather evidence of common
mistakes made during true or false tasks to inform next steps.
DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
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LEARNING STRATEGIES
Learner-led lessons
What are learner-led lessons?
Learner-led lessons can be used in a series of lessons where the class are
expected to learn a variety of different topics. The class should be divided
into groups (eg if there are five topics there will be five groups or if there are
four topics there will be four groups). Each group will be given information,
checklists, instructions etc. based on their group’s topic. Each group should
become experts on their topic. learning information about it and how to assess
it.
Once each group has learned all about their topic, they will take turns to
teach their topic to the rest of the class and assess their learning. This way
each learner is taking ownership, showing leadership ski lls and building
confidence.
How do you create learner-led lessons?
The practitioner needs to prepare enough work for four or five topics,
including instructions, checklists, information sheets, work sheets etc. for
learners to work through and learn from.
All the information for each group should be enough to ensure learners are
fully confident in the knowledge of their topic.
How do learners complete learner-led lessons?
When all groups are fully confident, it is their job to come up with the best
way to teach their topic to the rest of the class. The learners will make and
create all the resources needed for their teaching session, and decide how
their topic will be assessed.
Any work produced can be used for wall displays or revision purposes.
Resources needed
Information pack for each topic/group.
Using learner-led lessons for assessment
Learner-led lessons are an effective strategy for both peer -assessment and
self-assessment, depending on the activity used.
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DESIGN AND TECHNOLOGY (NATIONAL 3)
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LEARNING STRATEGIES
Practitioners are able to assess learners’ knowledge based on their ability to
complete activities competently and confidently. Practitioners can gather
evidence of common mistakes made during learner -led lessons to inform next
steps.
DESIGN AND TECHNOLOGY (NATIONAL 3)
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LEARNING STRATEGIES
Random learner selector
What is a random learner selector?
A random learner selector is a technique used to question learners at random.
This technique allows the practitioner to ask a wider range of learner
questions and keeps learners engaged.
When a question is asked to the whole class there wil l be a small group of
learners who always put hands up to offer answers because they know the
answer, a group of learners know the answer but are too shy to put their
hands up and a group of learners who do not put their hands up because they
do not know the answer. The ‘hands-up’ technique does not allow the
practitioner to use answers to inform next steps.
Using a random learner selector technique gives the opportunity for
practitioner/learner dialogue to get the correct answer, either instantly or
after prompting.
How do you create a random learner selector?
There are various methods of using a random learner selector given here but
there are many others. Practitioners can create a random learner selector that
suits them, the class and the surroundings.
Lollypop sticks
Learners’ names are written onto lollypop sticks and a lollypop stick is
randomly selected for every questions asked.
Online fruit machines
There are various online fruit machines that allow practitioners to input
learners’ names. The machines work like a real fruit machine and select a
learner’s name. This is a great technique to use when there is access to a
projector as learners can watch the machine spinning, adding an element of
fun.
Numbered tokens
When entering the room at the start of a lesson learners are given a numbered
token. The practitioner selects a number and the learner with that numbered
token provides an answer and returns the token. The aim is to get all
numbered tokens back by the end of the lesson, ensuring that all learners have
answered a question.
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DESIGN AND TECHNOLOGY (NATIONAL 3)
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LEARNING STRATEGIES
How do learners use a random learner selector?
Learners are kept engaged throughout the lesson as they never know when
they will be asked a question. All learners are given the opportunity to
answer questions and practitioners are able to use answers to inform next
steps.
Using random learner selector tasks for assessment
Practitioners are able to assess learners’ knowledge based on their ability to
answer quickly and correctly. Practitioners can gather evidence of common
mistakes given during random learner selector tasks to inform next steps.
DESIGN AND TECHNOLOGY (NATIONAL 3)
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LEARNING STRATEGIES
Work stations
What are work stations?
Work stations engage young learners and allow them to develop their
knowledge in a topic or subject.
They give learners the chance to work on numerous activities during the
lesson. They can be used as revision tasks or as an introduction to a topic.
How do you create work stations?
Work stations are created by setting up around four or five different activities
for learners to work through, for example each station could have materials
and a finish that has to be applied. Learners follow instructions and learn the
technique for each process.
Work stations take some time to prepare and set up but learners learn a lot
from them.
How do learners complete work stations?
Learners follow the practitioner’s instructions, either from information sheets
or from teaching at the beginning of the lesson. Once learners understand the
task they work through all the work stations in turn to ensure that each
learner experiences each activity.
Resources needed
Numerous activities and resources are needed.
Using work station activities for assessment
Work stations are an effective strategy for both peer -assessment and selfassessment, depending on the activity used.
Practitioners are able to assess learners’ knowledge based on their ability to
complete activities competently and confidently. Practitioners can gather
evidence of common mistakes made during activities to inform next steps.
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DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
DRAWING INSTRUMENTS
Drawing instruments
Overview
Learners will be expected to use drawing equipment and instruments for
technical drawing.
Learning strategies
The following active learning strategies could be employed to cover this
topic:
show-me boards
Tarsia puzzles
true or false
word walls
bingo
talking tokens
practical projects
learner-led lessons
random learner selector
Provided resources
Resources suitable for the teaching and learning of ‘ equipment’ has been
provided.
Suggested online resources
http://www.technologystudent.com/
http://www.bbc.co.uk/schools/gcsebitesize/design/
http://www.design-technology.info/
DESIGN AND TECHNOLOGY (NATIONAL 3)
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DRAWING INSTRUMENTS
Show-me boards
When teaching learners about equipment and their uses, show-me boards can
be used to reinforce learning.
Show-me boards can be used to identify equipment and its correct use. This
can be done by showing various tools to the class and asking learners to write
down what they are. When everyone has written something they can hold up
their answers. This will allow the practitioner to identify who is unsure of
what has been taught in the lesson.
This process can be repeated many times.
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DESIGN AND TECHNOLOGY (NATIONAL 3)
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DRAWING INSTRUMENTS
Tarsia puzzles
The information below should be used to create the puzzle. See Appendix 1
for how to create the puzzle.
Used to hold paper in place when drawing and
combined with a parallel rule.
Drawing board
Used with a drawing board to create horizontal
lines.
Parallel rule
Set square with two equal angles.
45° set square
Set square with two different angles used most
commonly for isometrics.
30/60° set square
Used to draw circles.
Aset of compasses
Pencil used for sketching.
HB
Pencil used for technical drawing.
2H
A quick, freehand drawing technique.
Sketching
Instrument used only for measuring.
Ruler
Instruments used to draw straight lines.
Set squares
Unit of measurement used for technical
drawing.
Millimetres
Once information has been copied into the input stage, the output should be
printed for learners to cut out and begin the puzzle.
The solution should be printed for reference.
DESIGN AND TECHNOLOGY (NATIONAL 3)
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DRAWING INSTRUMENTS
True or false
True or false questioning can be used with coloured gloves (learn ers wear two
different coloured gloves: one colour = true, the other colour = false),
true/false paddles, thumbs up/thumbs down etc.
Statement
True or false
A parallel rule is used to draw horizontal lines.
True
A ruler is used to draw straight lines.
False
A ruler is used for measuring only.
True
A 45° set square has two equal angles.
True
A set of compasses is used for sketching squares.
False
An HB pencil is used for sketching.
True
Sketching is a very detailed and time -consuming method
of drawing.
False
Only the 45° set square can be used to draw vertical lines.
False
Only set squares should be used to draw lines.
True
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DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
DRAWING INSTRUMENTS
Word walls
Word definitions
Drawing board
A smooth, flat board which to attach paper for making
drawings.
Parallel rule
Used to draw horizontal lines.
45° set square
Used for drawing lines at a 45° angle.
30/60° set square
Used for drawing lines at 30° or 60° angles.
HB pencil
Pencil used for sketching.
2H pencil
Pencil used for technical drawing.
Compass
Used for drawing circles.
Ruler
Used for measuring.
Millimetres
Unit of measuring used in technical drawing.
Board clips
Used to hold paper on drawing boards.
Words to be scaled to a suitable size, printed and laminated.
Drawing board
Parallel rule
45° set square
30/60° set square
HB pencil
2H pencil
Compass
Ruler
Millimetres
Board clips
DESIGN AND TECHNOLOGY (NATIONAL 3)
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DRAWING INSTRUMENTS
Bingo
The following list is provided as a guide and is not exhaustive. Practitioners
should add to it to suit the needs of their learners. Learners should write
down a selection of the words on their bingo cards and mark them off when
the matching clue is called out.
Bingo caller’s card
Clue
Answer
A smooth, flat board which to
attach paper for making
drawings.
Drawing board
Used to draw horizontal lines.
Parallel rule
Used for drawing lines at a 45°
angle.
45° set square
Used for drawing lines at 30° or
30/60° set square
60° angles.
Pencil used for sketching.
HB pencil
Pencil used for technical
drawing.
2H pencil
Used for drawing circles.
A set of
Compasses
Used for measuring.
Ruler
Unit of measuring used in
technical drawing.
Millimetres
Used to hold paper on drawing
boards.
Board clips
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DESIGN AND TECHNOLOGY (NATIONAL 3)
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Called
BASIC GEOMETRY
Basic geometry
Overview
Learners are expected to understand and display knowledge of basic
geometry.
Learning strategies
The following active learning strategies could be employed to cover this
topic:
word walls
show-me boards
work stations
learner led lessons
Provided resources
Resources suitable for the teaching and learning of basic geometry has been
provided.
Suggested online resources
http://www.technologystudent.com/
http://www.bbc.co.uk/schools/gcsebitesize/design/
http://www.design-technology.info/
DESIGN AND TECHNOLOGY (NATIONAL 3)
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BASIC GEOMETRY
Word walls
The following list is provided as a guide and is not exhaustive. Practitioners
should add to it to suit the needs of their learners.
Words should be scaled to an appropriate size, printed and laminated for use
on a word wall.
A suggested glossary is given.
Radius
Diameter
Scale
Measurement
Angles
Radius: Measurement from circle centre to edge, abbreviated to R.
Diameter: Measurement from one side of a circle to the other, abbreviated to
.
Scale: A ratio which compares a measurement on a drawing to the actual size
of the object being drawn.
Measurement: All measurements are given in millimetres.
Angles: Set squares of different angles are used in technical drawing.
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DESIGN AND TECHNOLOGY (NATIONAL 3)
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BASIC GEOMETRY
Show-me boards
The following list of questions is provided as a guide and is not exhaustive.
Practitioners should add to it to suit the needs of their learners. Learners
should write their answers to the questions on their show-me boards.
What is the symbol for radius?
What is the symbol for diameter?
What angle is opposite 30° on your set square?
What angle is opposite 45° on your set square?
What unit of measurement is used in drawing?
If you were to double the size of something, what scale would that be?
If you were to half the size of something, what scale would that be?
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BASIC GEOMETRY
Learner-led lessons
Learner-led lessons can be done very easily, for example by splitting the class
into four groups:
Group
Group
Group
Group
1
2
3
4
–
–
–
–
angles
radius
diameter
scale
Each group should fully understand their topic. Once they do they can make
worksheets and teaching aids to present to the rest of the class. Each group
should work on a rotational basis.
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DESIGN AND TECHNOLOGY (NATIONAL 3)
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GEOMETRICAL SHAPES
Geometrical shapes
Overview
Learners are expected to understand and confidently draw geometrical shapes.
This topic lends itself to practical drawing.
Learning strategies
The following active learning strategies could be employed to cover this
topic:
show-me boards
true or false
bingo
word search
practical projects
work stations
learner-led lessons
Each strategy provides opportunities for formative assessment to assess
learners’ development and inform next steps.
Provided resources
Resources suitable for the teaching and learning of geometrical shapes has
been provided.
Suggested online resources
http://www.technologystudent.com/
http://www.bbc.co.uk/schools/gcsebitesize/design/
http://www.design-technology.info/
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GEOMETRICAL SHAPES
Show-me boards
The following list of questions is provided as a guide and is not exhaustive.
Practitioners should add to it to suit the needs of their learners. Learners
should write their answers on their show-me boards.
What angle is each corner in an equilateral triangle?
Draw a picture to represent a scale of 1:2.
Draw a picture to represent a scale of 2:1.
Write the abbreviation for across flats.
Write the abbreviation for across corners.
Write the symbol for diameter.
Write the symbol for radius.
All shapes are measured in what?
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GEOMETRICAL SHAPES
True or false
True or false questioning can be used with coloured gloves (le arners wear two
different coloured gloves: one colour = true, the other colour = false),
true/false paddles, thumbs up/thumbs down etc.
Example of questions on geometrical shapes:
Equilateral triangles have three corners at 80°.
F
The scale term 2:1 means half.
F
Across flats abbreviated is A/F.
T
Across corners abbreviated is A/T.
F
The scale term 1:2 means half.
T
Diameter means from the middle to the outside of a circle.
F
The symbol for radius is R.
T
Shapes are measured in millimetres.
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DESIGN AND TECHNOLOGY (NATIONAL 3)
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GEOMETRICAL SHAPES
Bingo
The following list is provided as a guide and is not exhaustive. Practitioners
should add to it to suit the needs of their learners. Learners should write
down a selection of the words on their bingo cards and mark them off when
the matching clue is called out.
Bingo caller’s card
Clue
Answer
The scale term meaning half.
1:2
The scale term meaning double.
2:1
Abbreviation of across flats.
A/F
Abbreviation of across corners.
A/C
Abbreviation of radius.
R
Abbreviation of diameter.

Unit of measurement used.
Millimetres
Size of each corner on an
equilateral triangle.
60°
Shape with four equal sides.
Square
Shape with three equal sides.
Equilateral
triangle
Shape with six equal sides.
Hexagon
Shape with eight equal sides.
Octagon
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DESIGN AND TECHNOLOGY (NATIONAL 3)
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GEOMETRICAL SHAPES
Word search
Answer the following clues and check your answers with a friend. Once you
think you have the correct answers try to find the words in the word search
below.
Clues
The scale 1:2 has the meaning______________________
The scale 2:1 has the meaning_______________________
Meaning of A/F. __________________
Meaning of A/C. _____________________
Angles are measured in ______________________
Shape with six equal sides. ____________
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DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
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GEOMETRICAL SHAPES
Work stations
The class can be split into four equal groups and four work stations set up.
Each work station can have worksheets and equipment to complete drawings
of basic geometrical shapes at different sizes and a variety of scales.
For example, the four work stations could be:
Station
Station
Station
Station
1:
2:
3:
4:
squares
circles
triangles
hexagons
Each group will be at a given work station for a set amount of time then will
rotate to the next station and so on until all work stations have been
completed.
Example for squares
Draw squares that measure:
50 × 50 mm
20 × 20 mm
30 × 30 mm
Each square should be drawn at scales of 1:1 and 1:2.
Example for circles
Draw circles that measure:
R30 mm
R10 mm
R15 mm
Each circle should be drawn at scales of 1:1 and 1:2.
Example for triangles
Draw equilateral triangles where each side measu res:
Each triangle should be drawn at scales of 1:1 and 1:2.
Examples for hexagons
Draw hexagons that measure:
50 A/F
60 A/F
80 A/F
Each hexagon should be drawn at scales of 1:1 and 1:2.
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DESIGN AND TECHNOLOGY (NATIONAL 3)
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30 mm
40 mm
60 mm
ORTHOGRAPHIC PROJECTION
Orthographic projection
Overview
Learners are expected to develop skills in projection through orthographic
drawing using a variety of appropriate techniques.
Learning strategies
The following active learning strategies could be employed to cover this
topic:
Tarsia puzzles
bingo
word walls
talking tokens
show-me boards
true or false
random learner selector
practical lessons
Provided resources
Resources suitable for the teaching and learning of Orthographic projection
has been provided.
Suggested online resources
http://www.technologystudent.com/
http://www.bbc.co.uk/schools/gcsebitesize/design/
http://www.design-technology.info/
DESIGN AND TECHNOLOGY (NATIONAL 3)
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ORTHOGRAPHIC PROJECTION
Tarsia puzzles
Information to be copied into Tarsia. See Appendix 1.
View that is drawn above elevation.
Plan
View that is drawn to the left or the right of the
elevation.
End elevation
View that is drawn beneath the plan.
Elevation
Original light lines used for projection before
darkening in.
Construction lines
Used for projecting from plan to end elevation.
Bounce line
Type of projection used in school.
Third angle projection
Dark lines over construction lines.
Visible lines
Used to show something is on the opposite side.
Hidden detail line
Drawing that has a plan, elevation and end
elevation.
Orthographic
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DESIGN AND TECHNOLOGY (NATIONAL 3)
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ORTHOGRAPHIC PROJECTION
Bingo
The following list is provided as a guide and is not exhaustive. Practitioners
should add to it to suit the needs of their learners. Learners should write
down a selection of the words on their bingo cards and mark them off when
the matching clue is called out.
Bingo caller’s card
Clue
View that is drawn above
elevation.
Answer
Called
Plan
View that is drawn to the left or End elevation
the right of the elevation.
View that is drawn beneath the
plan.
Elevation
Original light lines used for
projection before darkening in.
Construction lines
Used for projecting from plan to Bounce line
end elevation.
Type of projection used in
school.
Third angle
projection
Dark lines over construction
lines
Visible lines
Used to show something is on
the opposite side.
Hidden detail line
Drawing that has a plan,
elevation and end elevation.
Orthographic
DESIGN AND TECHNOLOGY (NATIONAL 3)
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ORTHOGRAPHIC PROJECTION
Word walls
Word definitions
Plan
View that is drawn above the elevation
End elevation
elevation
View that is drawn to the left or the right of the
Elevation
View that is drawn beneath the plan
Bounce line
Used for projecting from the plan to the end elevation
Orthographic
Drawing that has an elevation, plan and end elevation
The following list is provided as a guide and is not exhaustive. Practitioners
should add to it to suit the needs of their learners.
Words should be scaled to an appropriate size, printed and laminated for use
on a word wall.
Plan
End elevation
Elevation
Bounce line
Orthographic
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DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
ORTHOGRAPHIC PROJECTION
Talking tokens
You will need to make enough tokens for the whole class, either from milk
bottle lids or pieces of paper/card, and number them all.
List of example questions
1.
What is the view that is drawn above the elevation?
Plan
2.
What is the view that is drawn to the left or the right of the elevation?
End elevation
3.
What are the original light lines used for projection before darkening in
called?
Construction lines
4.
What is used for projecting from the plan to the end elevation?
Bounce line
5.
What type of projection is used in school?
Third angle projection
6.
What are the dark lines that are drawn over construction lines called?
Visible lines
7.
What is the name of the view that is drawn beneath the plan?
Elevation
8.
What line type is used to show something is on the opposite side?
Hidden detail line
9.
What is the name of the drawing that has a plan, elevation and end
elevation?
Orthographic
DESIGN AND TECHNOLOGY (NATIONAL 3)
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ORTHOGRAPHIC PROJECTION
Show-me boards
When teaching learners about types of projection and their uses show -me
boards can be used often to reinforce any learning.
Learners can be asked the following questions and instructed to put their
answers on their show-me boards.
Name the view that is drawn above the elevation.
Name the view that is drawn to the left or the right of the elevation.
Name the view that is drawn beneath the plan.
Name the original light lines used for projection before darkening in.
What is used for projecting from the plan to the end elevation?
What is the name of the type of projection that is used in school?
What is the name of the dark lines drawn over construction lines?
What line type is used to show that something is actually on the opposite
side?
What is the name of the drawing that has a plan, elevation and end elevation?
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DESIGN AND TECHNOLOGY (NATIONAL 3)
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ORTHOGRAPHIC PROJECTION
True or false
Possible true or false questions
The plan is drawn underneath the end elevation
F
The elevation is drawn underneath the plan
T
Construction lines are used for projection before darkening in
T
A bounce line is used to project from the plan to the elevation
F
Orthographic drawings include a plan, elevation and end elevation
T
Fold lines are used to show any hidden detail
F
Hidden detail lines are used to project from the plan to the end elevation
F
Visible lines are used to show what you actually see and are drawn over
construction lines
T
DESIGN AND TECHNOLOGY (NATIONAL 3)
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© Crown copyright 2012
A DESIGN PROCESS
A design process
Overview
Learners are expected to develop their knowledge of the design process and
produce a simple folio following the design process.
Learning strategies
The following active learning strategies could be employed to cover this
topic:
Tarsia puzzles
bingo
word walls
talking tokens
show-me boards
true or false
word search
random learner selector
practical lessons
Provided resources
Resources suitable for the teaching and learning of a simple design process
has been provided.
Suggested online resources
http://www.technologystudent.com/
http://www.bbc.co.uk/schools/gcsebitesize/design/
http://www.design-technology.info/
http://www.loveyoursolutions.com/design -process.html
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DESIGN AND TECHNOLOGY (NATIONAL 3)
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A DESIGN PROCESS
Word walls
Word definitions
Brief
First stage of a design process. The brief is
provided by a client.
Analysis
Breaking the brief into smaller, manageable
sections.
Design factors
Factors used to analyse the brief.
Research
A second process used to analyse the brief by
researching the wants and needs of the brief.
Specification
List of requirements necessary to meet the brief,
compiled after research and analysis.
Initial ideas
Quick, rough sketches to display initial thoughts.
Developed ideas
More detailed and thoughtful sketches with
annotations.
Final idea
The idea which best suits the specification and
the one which will be carried out.
Sequence of operations
A list which details all steps, processes,
resources etc., in the correct order, that will be
required to physically make the design.
Evaluation
The final product is evaluated against the
specification to ensure it meets the client’s brief.
Any design changes made during production are
justified.
The following list is provided as a guide and is not exhaustive. Practitioners
should add to it to suit the needs of their learners.
DESIGN AND TECHNOLOGY (NATIONAL 3)
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A DESIGN PROCESS
Words should be scaled to an appropriate size, printed and laminated for use
on a word wall.
Brief
Analysis
Design factors
Research
Specification
Initial ideas
Developed ideas
Final idea
Sequence of operations
Evaluation
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DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
A DESIGN PROCESS
Bingo
The following list is provided as a guide and is not exhaustive. Practitioners
should add to it to suit the needs of their learners. Learners should write
down a selection of the words on their bingo cards and mark them off when
the matching clue is called out.
Bingo caller’s card
Clue
Answer
First stage of a design process,
provided by a client.
Brief
Breaking the brief into smaller,
manageable sections.
Analysis
Factors used to analyse the brief.
Design factors
A second process used to analyse the
brief by researching the wants and
needs of the brief.
Research
List of requirements necessary to meet
the brief, compiled after research and
analysis.
Specification
Called
Quick, rough sketches to display initial
Initial ideas
thoughts.
More detailed and thoughtful sketches
with annotations.
Developed ideas
The idea which best suits the
specification and the one which will be Final idea
carried out.
A list which details all steps, processes,
resources etc., in the correct order, that Sequence of
will be required to physically make the operations
design.
The final product is evaluated against
the specification to ensure it meets the
client’s brief. Any design changes
made during production are justified.
Evaluation
DESIGN AND TECHNOLOGY (NATIONAL 3)
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A DESIGN PROCESS
True or false
Possible true or false questions
Statement
True or false
The brief is given by a client.
True
Developed ideas are quick and rough sketches with
little detail.
False
Safety is one of the design factors.
True
The evaluation is not an important part of the design
process.
False
The sequence of operations can be written in any order.
False
The final idea is the idea which best suits the
specification.
True
The specification is a list of things the final design
should do or be.
True
Function is one of the design factors.
True
Once the brief has been given the client is no longer
involved in the design process.
False
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DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
A DESIGN PROCESS
Word search
Answer the following clues and check your answers with a friend. Once you
think you have the correct answers try to find the wor ds in the word search
below.
Clues
The first stage of a design process. ______________________
The last stage of a design process. _______________________
The brief is given to the designer by the _____________________
Sequence of _____________________
The first stage in sketching rough designs. ______________________
The design which best suits the specification. __________________
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49
APPENDICES
Appendices
Appendix 1: Tarsia puzzles
How to create a Tarsia sheet
Tarsia puzzles are made using a free software package available for download
from Hermitech Laboratory:
http://www.mmlsoft.com
Follow the link to download and select Formulator Tarsia.
When you have opened the Tarsia
download this window should appear on
your screen:
You should select which shape of puzzle
you wish to use from the given options.
Once you have selected your
shape this window should appear
on your screen:
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DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
APPENDICES
Type your question in the top
box and your answer in the
bottom box, as shown below:
Once you have entered all your questions and answers, click the solution
button at the bottom of the page. This will produce your puzzle, which can
then be printed off.
DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
51
APPENDICES
Example of completed Tarsia
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DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
APPENDICES
Appendix 2: Bingo
Bingo cards
Bingo cards using six boxes. Learners select their words from a given list.
45º set square
2H pencil
HB pencil
Compass
Parallel rule
Drawing
board
Ruler
Sketching
30/60º set
square
Parallel rule
HB pencil
Compass
DESIGN AND TECHNOLOGY (NATIONAL 3)
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53
APPENDICES
Bingo caller’s card
The caller reads out the clues in a random order and marks off those used to
allow them to check the winner’s card.
The caller’s card can be re-used by creating multiple columns for the caller to
mark off used clues.
Clue
Answer
Used to hold paper in place when
drawing, combined with a parallel
rule.
Drawing board
Used with a drawing board to
create horizontal lines.
Parallel rule
Set square with two equal angles.
45° set square
Set square with two different
angles, used most commonly used
for isometrics.
30/60° set square
Used to draw circles.
Compass
Pencil used for sketching.
HB pencil
Pencil used for technical drawing.
2H pencil
A quick, freehand drawing
technique.
Sketching
Used only for measuring.
Ruler
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DESIGN AND TECHNOLOGY (NATIONAL 3)
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Called
X
APPENDICES
Appendix 3: Word walls
Possible activities using word walls
Mystery word
Introduce a new word by writing letters in a scrambled order. To assist
learners in unscrambling the word, give clues, either about the word’s
meaning or about how it is spelled. Learners apply their knowledge of
spelling patterns and activate their prior knowledge, depending o n the clues
given.
New word
After learners have worked on a word wall for a substantial period of time,
add a new word. This encourages learners to do a review of the word wall as
they hunt for the new word. Present the new word as the new word for the
day or as a word that will be used in coming lessons.
Missing word
Take one of the words off the word wall and rearrange the remaining words.
Learners scan the word wall and figure out which word is missing.
A learner could be asked to remove a word when o ther learners aren’t
looking.
Quick definitions
Provide a definition for one of the word wall words. Learners write down the
word to match the definition.
One learner could be asked to select the correct word from the word wall.
Learners could take it in turns to give definitions, with their peers writing the
words down.
Pictionary*
Class splits into teams. Learners select one word from the word wall and
illustrate it on the board. The learner who guesses the word correctly gets a
point for their team and they illustrate the next word.
(Note: This is more effective with words for equipment, processes etc.)
Word of the day
Choose a ‘word of the day’. Encourage learners to use the word of the day
meaningfully during the class and highlight appropriate use . Add the word of
the day to the word wall.
Word search
Learners use the words from the word wall to create a word search puzzle.
Learners swap word searches with a partner and complete the puzzle by
finding the word wall words in the word search.
DESIGN AND TECHNOLOGY (NATIONAL 3)
© Crown copyright 2012
55
APPENDICES
Appendix 4: True or false
Possible true or false questions
Statement
True or false
A parallel rule is used to draw horizontal lines.
True
A ruler is used to draw straight lines.
False
A ruler is used for measuring only.
True
A 45° set square has two equal angles.
True
A compass is used for sketching squares.
False
An HB pencil is used for sketching.
True
Sketching is a very detailed and time -consuming method
of drawing.
False
Only the 45° set square can be used to draw vertical
lines.
False
Only set squares should be used to draw lines.
True
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© Crown copyright 2012