Design Technology - Graphics and Boards
Head of Design and Technology
Mr M Toye
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
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
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.