DT - Product Design - Key Stage 5

Half Term 1 - Sustainable Lamp

In Year 12 students will be given investigative design projects that interrelate to theory knowledge that is taught in combination with the design projects.

The Sustainable lamp will provide key ideas around form and function, whilst providing insights on design styles that can be picked up again in later projects. The key link with this project to the NEA is the investigation of needs and wants which will bring students through the process of developing specifications that drive a real world design project.  

This project will culminate with the creation of a sustainable lamp solution with detailed project work which will include 2-point perspective, sectional drawing, isometric, orthographic and sectional drawings. Research detailing exemplar design styles that fit the user's needs and wants as well as information on lifecycle analysis which will support the completion of their NEA.

Why we sequence the scheme of work this way

We complete this at the start because quality research is a skill that is a priority when starting a design brief. Students need to be proficient in visual communication both technical and sketching to provide details to clients and is essential to all the design aspects of this subject. 

Theory: materials knowledge - this is an in-depth look at all the material areas the students need to know along with correct technical terminology. This is taught at the start because students will need a strong understanding of materials to be able to design projects with a good understanding of the performance characteristics of materials later on. 

Half Term 2 - Laminated Box

The laminated box allows students to produce their own expansive brief that will be iterated to provide accurate and focused work on planning and making the project. In order for plans to be successful students will develop drawn ideas as part of the preparation. The aim of this project is to drive design considerations both from the client and the student into a well-formed and carefully considered box that uses lamination as part of the finished article.

Why we sequence the scheme of work this way

These skills are also vital for quality design and feed into the technical drawing section of the NEA folder. They are also essential for any student considering studying any design discipline beyond A level - all students of design need strong planning skills to manage expectations and understand how they will achieve a quality outcome.

Theory: manufacturing processes - taught in the second half term because students will also need to understand how materials can be processed to be able to design and make the product for this half term as well as for the NEA folder.  

Half Term 3 - Leather Pouch

The Leather pouch provides the opportunity for students to work with a natural textile understanding characteristics that aid in the discovery of social, moral, ethical and environmental thinking around the material. Leather will act as a research probe to provide exemplary interaction with a material and it’s wider issues of use. Students will become familiar with 2D CAD software in order to create a design which will reinforce their knowledge of manufactured by computer-aided equipment. This project will also provide opportunities to use model making to plan out nets and develop these for the final prototype.

Why we sequence the scheme of work this way

This is taught at this point in time to allow students to start the NEA with a strong emphasis on the first two sections. These sections are often not completed as well as others nationally. Therefore, spending longer here and studying what and how to research are important in lifting skills. Starting the NEA at this point gives time to recap skills relevant to each section and provide sufficient time to produce good NEA work.

Half Term 4 - Hardwood box and vacuum forming

The hardwood box and vacuum forming will focus initially on the introduction of polymers (plastics) and the ways in which they can be manipulated to change form and shape. The second theme is to recap on the use of hardwoods and softwoods. This allows students the opportunity to interleave and apply their knowledge that will happen through theory lessons. Applying this knowledge to a project gives practical experience of material selection enabling students to make educated choices around polymers, hardwoods and softwoods.

Why we sequence the scheme of work this way

This is the next logical step in the NEA providing students with evidence of work using both polymers and timbers to support their for portfolios for university interviews. These interviews are often held in the Autumn term. The particular skills set through this project build on the knowledge in term 1 and is the essential in later for their NEA.  Revisiting these skills and developing them at this point is sensible, and necessary for students to make considerable progress towards the creation of an interview portfolio.

Half Term 5 - Aluminium clamp and 3D printed handle

Students move on to the creation of a clamp that will include the use of specialist marking tools and techniques as well as the use of centre lathes to produce a purposefully machined outcome. The project will take students through the process of documenting manufacture along with investigations into heat treatments for metals. Alongside machining the clamp students will revisit CAD skills using industry standard software to ensure the production of an ergonomic handle that matches a user. The process of revisiting 3D CAD software will ensure students are proficient and begin to master this ahead of their NEA.

Why we sequence the scheme of work this way

The clamp provides an opportunity to reinforce theory knowledge of marking out tools and the use of standard components in specialised tools. Also, the revisit of 3D CAD provides opportunities for understanding how to iterate successfully within CAD software. Through 3D CAD software students will also gain skills in the creation of orthographic projected drawings that allow manufacturers to understand plans ahead of manufacture. A skill that is essential for the completion of their NEA.

Half Term 6  - LDR control and NEA Preparation

In the final half term students complete a microproject which enables opportunities to explore a mathematics focus relating to modelling light-dependent resistors. Setting up LDR’s will support students' knowledge of basic circuitry and introduce students to specialist tools. This project expands students' knowledge of smart and modern materials as well as leading to the creation of meaningful tests that can be used later in their NEA. 

This final half term will end with a series of lessons preparing students for the NEA and any outstanding areas ahead of the June examinations. 

Why we sequence the scheme of work this way

This half term forms a natural break where students apply their knowledge to discover and define ideas around producing a pertinent project that they will carry forward into Year 13. It also provides opportunities for students to revisit theory areas they have covered previously and find meaningful ways to adapt these to their current project ahead of developing and delivering their final outcome for Year 13.

Half Term 1 - NEA: Define

The start of Year 13, students will continue on their selected brief for the NEA using observations, interviews and other sources of research to iterate the brief into one that both fits the client's needs / wants and tackles a pertinent concern currently held in today's society. Students at this point will be developing ideas through sketches and models in order to provide relevant next steps into Half term 2. 

Why we sequence the scheme of work this way

This is the next stage in the NEA - while the NEA is iterative, the main design process is linear and, therefore, must be taught / be completed sequentially.

Half Term 2 - NEA: Develop

In Half Term 2 students will develop their ideas ready for manufacture. This will include creating technical specifications that match CAD that will be iterated in tandem with further research enabling students to make considered choices around materials and processes for their final outcomes. 

Why we sequence the scheme of work this way

This is the next stage in the NEA - while the NEA is iterative, the main design process is linear and, therefore, must be taught / be completed sequentially.

Half Term 3 - NEA: Iterate

In the penultimate half term before the delivery of the project students will build their projects. At this point during the build students will find they need to re-iterate their designs along the way to match research, updated specifications, or new material choices. 

Why we sequence the scheme of work this way

This is the next stage in the NEA - while the NEA is iterative, the main design process is linear and, therefore, must be taught / be completed sequentially.

Half Term 4 - NEA: Deliver

This term sees the end of the NEA at this point students will be close to finishing their final build which has been based on ongoing research and development through making to ensure their outcome is relevant to the problem that was acknowledged in their brief. Students will then evaluate and test their solutions before handing the project in.

Why we sequence the scheme of work this way

This is the next stage in the NEA - while the NEA is iterative, the main design process is linear and, therefore, must be taught / be completed sequentially

Half Term 5 - Revision

Half Term 6 -  Exams