Everything from designing to making is covered allowing students to utilise there creativity to complete the activities
England
KS3
Key Concepts
1.1 Designing and making
a. Understanding that designing and making has aesthetic, environmental, technical, economic, ethical and social dimensions and impacts on the world.
b. Applying knowledge of materials and production processes to design products and produce practical solutions that are relevant and fit for purpose.
c. Understanding that products and systems have an impact on quality of life.
1.3 Creativity
a. Making links between principles of good design, existing solutions and technological knowledge to develop innovative products and processes.
b. Reinterpreting and applying learning in new design contexts and communicating ideas in new or unexpected ways.
c. Exploring and experimenting with ideas, materials, technologies and techniques.
1.4 Critical evaluation
a. Analysing existing products and solutions to inform designing and making.
b. Evaluating the needs of users and the context in which products are used to inform designing and making.
c. Exploring the impact of ideas, design decisions and technological advances and how these provide opportunities for new design solutions.
Key Processes
a. generate, develop, model and communicate ideas in a range of ways, using appropriate strategies
b. respond creatively to briefs, developing their own proposals and producing specifications for products
c. apply their knowledge and understanding of a range of materials, ingredients and technologies to design and make their products
d. use their understanding of others’ designing to inform their own
e. plan and organise activities and then shape, form, mix, assemble and finish materials, components or ingredients
f. evaluate which hand and machine tools, equipment and computer-aided design/manufacture (CAD/CAM) facilities are the most appropriate to use
g. solve technical problems
h. reflect critically when evaluating and modifying their ideas and proposals to improve products throughout their development and manufacture.
Scotland
Technologies
Technological developments in society
From my studies of sustainable development, I can reflect on the implications and ethical issues arising from technological developments for individuals and societies.
TCH 3-02a
I can examine a range of materials, processes or designs in my local community to consider and discuss their environmental, social and economic impact, discussing the possible lifetime cost to the environment in Scotland or beyond.
TCH 4-02a
Craft, design, engineering and graphics contexts for developing technological skills and knowledge
By applying my knowledge and skills of science and mathematics, I can engineer 3D objects which demonstrate strengthening, energy transfer and movement.
TCH 2-12a / TCH 3-12a
I have gained confidence and dexterity in the use of materials, tools, equipment, software or control technology and can apply specialist skills to make quality products.
TCH 3-13a
I can practise and apply a range of preparation techniques and processes to manufacture a variety of items in wood, metal, plastic or other material, showing imagination and creativity, and recognising the need to conserve resources.
TCH 3-13b
By using problem-solving strategies and showing creativity in a design challenge, I can plan, develop, organise and evaluate the production of items which meet needs at home or in the world of work.
TCH 3-14a
Having explored graphical techniques and their application, I can select, organise and represent information and ideas graphically.
TCH 3-15a
I gain inspiration from natural forms, the built environment or imagination to develop a creative idea which could be realised using computer aided manufacture.
TCH 4-13a
I can apply skills of critical thinking when evaluating the quality and effectiveness of my own or others’ products or systems.
TCH 4-14b
I can explore the properties and functionality of materials, tools, software or control technology to establish their suitability for a task at home or in the world of work.
TCH 4-14c
By examining and discussing the features of everyday products, I am gaining an awareness of the factors influencing design and can evaluate how these products meet the needs of the user.
TCH 4-14d
When developing or enhancing representations of ideas or items, manually or electronically, I can apply my knowledge of colour theory, justifying the choices I make.
TCH 4-15b
I can confidently use appropriate software to represent my ideas and items in the world around me, showing creativity, imagination or innovation.
TCH 4-15c
Wales
KS3
Designing
Pupils should be given opportunities to:
- use given design briefs, and where appropriate, develop their own to clarify their ideas for products
- identify and use appropriate sources of information to help generate and develop their ideas for products
- be creative and innovative in their thinking when generating ideas for their products
- identify and apply knowledge and understanding about technological, sustainability and health and safety issues to develop ideas for products that are achievable and practical
- develop a specification for their product
- explore, develop and communicate design ideas in a range of ways, including annotation, drawings and CAD
- model and refine their design ideas in 3-D form or food prototyping where appropriate
- evaluate, refine and modify their design ideas as they develop in relation to aesthetics, sensory requirements, healthy lifestyle, function, safety, reliability, properties of materials, ingredients, components, sustainability and cost
- evaluate their final design ideas against their initial specification/recipe.
Making
Pupils should be given opportunities to:
- develop the skills to select and work with a range of materials and ingredients to make products in a variety of contexts
- use hand and machine tools/utensils, and a range of equipment and processes, to mix, shape, form and join materials and ingredients
- be creative in finding alternative ways of making if the first attempt is not achievable
- develop techniques to ensure consistency and accuracy including the use of CAM
- test and evaluate their product against their original specification
Resistant materials and textiles
- learn about the properties and characteristics of materials and apply this knowledge and understanding when designing and making products
- undertake materials testing, to determine suitability for intended use
- combine and process materials in order to create enhanced properties and desired aesthetic characteristics
- understand that loads can cause material failures in structures by bending, twisting and stretching
- be aware of current developments in materials technology
- consider issues of sustainability when choosing and using materials
Northern Ireland
KS3
Technology and Design
Knowledge, Understanding and Skills
Design – identifying problems; investigating, generating, developing, modelling and evaluating design proposals; giving consideration to form, function and safety;
Communication – use of free-hand sketching and formal drawing techniques and ICT tools (including 3D modelling);
Manufacturing – selecting and using materials fit for purpose; safe use of a range of tools and processes appropriate to materials, demonstrating accuracy and quality of outcome
Developing pupils as contributors to society
Explore technical inventions and designs that have met a social need cost-effectively.
Design cost effective and appropriate solutions to meet the specific needs of diverse local and global groups.
Explore how developments in Technology and Design have changed the way we can access the media.
Developing pupils as contributors to the Economy and the Environment
Investigate how the skills developed through Technology and Design will be useful to a wide range of careers.
Pursue design solutions using environmental friendly materials and energy sources.
Identify product needs and pursue sustainable harmonious design solutions in a local outdoor/indoor context.
