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04/03/21

Retweeted From National Careers

Have you been looking for a job through LinkedIn? Our top tip today will help you with your search. You could also get in touch with one of our careers advisers for personalised support https://t.co/3cTMFTfRVt https://t.co/xigh3jXBb6

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03/03/21

Retweeted From National Careers

Our top tip today will help you to prepare for a job interview. If you'd like personalised advice from a professional careers adviser then get in touch https://t.co/3cTMFTfRVt https://t.co/7p7ZdAuSw3

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02/03/21

Retweeted From National Careers

Todays top tip will help you know what to do once you've completed your CV. If you'd like to discuss this or anything else career related with a professional careers adviser then get in touch! https://t.co/3cTMFTfRVt https://t.co/MQPaSKibFp

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01/03/21

Retweeted From National Careers

Today's top tip will help you to create or improve your CV. If you'd like to discuss your CV with a professional careers adviser then get in touch! https://t.co/3cTMFTfRVt https://t.co/7BN4ir4lt5

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01/03/21

Retweeted From National Careers Week

National Careers Week 2021 starts today. The Virtual Careers Fair, along with all our existing resources are available now. There are plenty providers to have a look at for inspiration, and activities for each specific sponsored day. https://t.co/F6LD8bjeXo https://t.co/QXv5yQn3BW

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01/03/21

Retweeted From National Careers Week

*** 𝙊𝙋𝙀𝙉 *** The 𝙑𝙞𝙧𝙩𝙪𝙖𝙡 𝘾𝙖𝙧𝙚𝙚𝙧𝙨 𝙁𝙖𝙞𝙧 is open 𝘕𝘖𝘞! https://t.co/ZOZn9OEkTQ 𝗧𝗶𝗺𝗲 𝘁𝗼 𝗲𝘅𝗽𝗹𝗼𝗿𝗲. https://t.co/iT2TXOLncN

12/02/21

Do please take a look at this week's Glyn Newsletter - our staff and students are very much staying engaged during remote learning! https://t.co/SkSj6Y4eKQ

11/02/21

Retweeted From National Careers Week

Absolutely brilliant thread here 👇 https://t.co/vMpa1KGzJY

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11/02/21

Retweeted From National Careers Week

𝗧𝗮𝗸𝗲 𝗽𝗮𝗿𝘁 𝗶𝗻 𝘁𝗵𝗲 𝗯𝗶𝗴𝗴𝗲𝘀𝘁 𝗰𝗲𝗹𝗲𝗯𝗿𝗮𝘁𝗶𝗼𝗻 𝗼𝗳 𝗰𝗮𝗿𝗲𝗲𝗿𝘀 𝗮𝗰𝗿𝗼𝘀𝘀 𝘁𝗵𝗲 𝗨𝗞 𝗼𝗻𝗹𝗶𝗻𝗲! 𝙉𝙖𝙩𝙞𝙤𝙣𝙖𝙡 𝘾𝙖𝙧𝙚𝙚𝙧𝙨 𝙒𝙚𝙚𝙠 2021👇 🗓 𝟭𝘀𝘁 - 𝟲𝘁𝗵 𝗠𝗮𝗿𝗰𝗵 𝟮𝟬𝟮𝟭. https://t.co/h9jXsAFQUI

08/02/21

Retweeted From Leisa Sleat

A wide ranging variety of opportunities available at GLF Schools, check out our job site and come and join an amazing family of schools 😊   https://t.co/3GTzx38695

05/02/21

To take a look at the Glyn School Newsletter dated Friday 5 February 2021: https://t.co/MWxCZh3YwL

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03/02/21

Retweeted From Captain Tom Moore

https://t.co/iIZXJ1qNOa

03/02/21

The countdown is on for and we're here to help!: https://t.co/GWAKh00FQa

03/02/21

Retweeted From Henry Mance

Just as Greta Thunberg showed that you're never too young to make a difference, Captain Tom showed that you're never too old either. He will live on as an example to us all.

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03/02/21

Retweeted From Captain Tom Moore

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22/01/21

Do take a look at this week's Glyn School Newsletter - our staff and students are keeping very busy! https://t.co/bax6XyTd9H

21/01/21

Update to technical issues during Year 10 Parents' and Carers' remote meetings - SchoolCloud tell us that they have now resolved the issue. If the problem should return, please refresh your browser.

21/01/21

Technical Issues - Year 10 Remote Parents' and Carers' Evening. Please accept our apologies for the disruption to these meetings. Please persevere and keep refreshing your browser until the issue has been rectified by SchoolCloud.

18/01/21

Do take a look at our latest Glyn Newsletter: https://t.co/JmNppdGPWD

21/12/20

For all those that might be struggling over the Christmas period, do not forget that there are many organisations out there to help you. Please use our Glyn SHARP page for a huge amount of links to different organisations. https://t.co/yyQm70aWhR . Stay Safe and Stay Well

Design Technology - Graphics and Boards

Head of Design and Technology

Mr M Toye

m.toye@glynschool.org

Why study this subject?

This course provides opportunities for students to develop an awareness of the nature and significant importance of Design and Technology in a rapidly changing society. 

It enables students to apply theoretical knowledge of the subject in a practical context, while developing design and making skills.

Which is right for me - Timber and Boards or Papers and Boards?

Timbers and Boards

This course will help you to understand and appreciate the design and manufacture of products, making you a more discriminating purchaser.  You will also learn to solve problems practically, while making useful items for consumers.

  • It will help you to be creative in your approach and you will use computers to help with your design ideas and in creating products.  You will learn to use CAD packages and the laser cutter to help produce professional products from your designs.
  • You will learn about a range of materials including modern materials and how they respond to changes in temperature, light or pressure.
  • You will gain practical skills which will be useful in a wide range of jobs, in further study of Design and Technology and in your personal life.

 

Papers and Boards

This course will help you to understand and appreciate the design and manufacture of products, making you a more discriminating purchaser.

  • It will help you to be creative in your approach and you will use computers to help with your design ideas and in creating products.  You will solve problems by making and will use CAD programs, as well as industry standard software such as Photoshop and CAM machinery, and the laser cutter, to make professional Graphic Products
  • You will learn about a range of materials, including modern materials and how they respond to changes in temperature, light or pressure.
  • You will gain skills which will be useful in a wide range of jobs, in further study of Design and Technology and in your personal life
  • You will focus on topics such as a point of sale display, CD, DVD and games packaging, as well as many other graphic products.
  • An ability to draw is useful as well a problem solving demeanour.

 

Year 9 sequence of lessons

Year 9

Projects are used as a vehicle to teach both practical skills, but also associated theory and design skills. Each project is designed to reinforce existing knowledge and introduce new material areas and tools. The projects are also designed to enable students to tackle different sections of the design folder in detail. 

Why we sequence the work this way: classrooms limit what can be taught so each module will need to rotate to match the available equipment.  The underlying goal is to teach all students the material areas that will be required to independently build for the NEA as well as teaching the theory knowledge that matches the project.  The idea is that practical work, associated with the theory, helps to reinforce the learning for the examination.  Practical projects are more complex and require greater precision and introduce a new range of tools to students in Year 9.

 

Project 1: Bottle Opener

Bottle opener and associated theory: this project is designed to teach students the skills and tools required to work with metal which could be needed for their NEA project in Year 11.  This section of the course also looks at associated theory regarding metal working practises and associated material properties required for the examination.  It covers drawing skills, like isometric, and covers the specification section of the NEA.  This reinforces previous learning in Year 7 as well as introducing students to 3D CAD through ONShape and some formal drawing techniques like orthographic.  The project is designed to limit the need to design and research, so students can concentrate on those aspects of the NEA that concern technical drawing and generation of CAD.

 

Project 2: Mechanism Project

This project is used to reinforce previous learning, through the use of 2D CAD, as well as providing an introduction to a CAD based mechanism project which will involve correctly reading technical drawings to construct a mechanism.  The associated theory requires students to learn technical drawing and mechanical principles.  This project builds on the CAD skills from Year 7 (by developing far more advanced 2D drawing to enable the use of the laser cutter) while introducing students to reading and redrawing technical drawings to ensure a comprehensive understanding of the subject.  These skills will also be required for the NEA and it provides a practical solution to teaching the mechanism unit required for the examination. 

 

Project 3: Wooden Box

Wood project: this is either a wooden storage box or a box for the bottle opener produced in an earlier rotation.  This module is designed to teach students the skills and tools required to work timbers which could be needed for their NEA project in Year 11, as well as teaching them about the properties of this naturally sustainable material.  This project also looks at the associated theory around wood working practises and material properties by building on the knowledge gained from the Year 8 football rattle project.  This is achieved by introducing more complex joints and tools.  This module concentrates on teaching some of the design skills required as a designer/product innovator by looking at research opportunities; particularly target market and brief writing.  Moreover, this unit will also look at design idea production, developing skills from Year 7 and Year 8 by introducing iterative modelling and development strategies that will be further refined in Year 10. 

Year 10 sequence of lessons

Year 10

Projects are used as a vehicle to teach both practical skills but also associated theory and design skills. Each project is designed to reinforce existing skills and introduce new material areas and tools.  The projects are also designed to enable students to tackle different sections of the design folder in detail. 

Why we sequence the work this way: classrooms limit what can be taught so each module will need to rotate to match the available equipment.  The underlying goal is to teach students aspects of the NEA and the design process in general, but also the individual areas of the iterative process in greater depth than in Year 9.  Students will revisit CAD in both 2D and 3D with the aim of ensuring they are more independent so they can design and build with far less intervention.  During the year we will also revisit and introduce some new theory knowledge as well as reinforcing previous learning.

 

Project 1: Phone/tablet stand

This project builds on the CAD work students completed in Year 7 and Year 9.  It introduces students to more advanced skills, object snapping and preparing a drawing with the correct scale for someone else to cut successfully.  This project also builds on some of the mechanisms work in Year 9 by requiring students to revisit this knowledge to produce at least one degree of freedom in the movement of the stand and, for many students, two degrees of freedom should be achieved.  This unit will build on the initial learning of OnShape in Year 9 so that students have more skill in developing artefacts in 3D CAD. This project is designed to concentrate on the development aspect of the NEA encouraging plenty of model building to trial solutions to problems and refine design thinking, but also to encourage students to become better designers, by iterative development and modelling to problem solve.

 

Project 2: LED lamp/upcycled

This project revisits the topic of sustainability and invites students to think of creative solutions to produce an LED lamp that uses recycled parts.  It also provides a vehicle to teach some of the systems knowledge that is required of the course, but gives students the skills to consider adding simple system design to their work should they wish to. In so doing, it expands their creative repertoire as a designer. This project concentrates on the design idea/development aspects of the course as well as interleaving modelling skills and iterative approach required in the first project. 

 

Project 3: Research Methodology

This module has no build element; it is designed to teach students the research methods required to design artefacts that perceptively meet the needs of users as well as identify gaps in markets that could be exploited.  This module is really concerned with teaching the skills to exploit market opportunities and seek design problems that need solutions.  This will pull together some of the research skills that students will have learned throughout their first three years, but it will cover this in far more detail by looking at how these individual skill sets come together to provide a series of strategies students can employ.  This section will also teach students to analyse results and be more user centred in their design approach while also providing students the skills required for the first section of their NEA.

Year 11 sequence of lessons

Year 11:  All Material Areas

The main focus of this year is the NEA task that students undertake.  This is designed to provide an opportunity for students to practise all of the skills they have acquired so far.  This will give students free reign to identify a problem, research, pose solutions and then test these iteratively to define the ‘best’ solution to the problem.  They will then undertake the build, using the skills taught from all the previous years – including CAD/CAM and then evaluate the success of the project and suggest improvements based on this analysis.