GCSE Design and Technology: Resistant Materials Technology

Transcription

1 are suggestions and ideas about how you might deliver GCSE Design and Technology: Resistant Materials Technology. You can use these suggestions, adapt them to better suit your students or use your own schemes of work. However you deliver, you can rely on AQA s comprehensive support package online, on paper and in person including resources, specimen exam questions, training meetings, continuing professional development (CPD), guidance and advice. This guide to is part of your invaluable Teacher Resource Bank, which includes a Resource list, Getting started, Summary of changes and more. If you have any enquiries about GCSE Design and Technology you can speak directly to the AQA Design and Technology team by dandt@aqa.org.uk or telephone

2 Guidance The following scheme of work is for guidance only. Each centre has its own unique circumstances in which the Resistant Materials course will be delivered. This can be inß uenced by the expertise and experience of the particular teacher(s), timetabling issues, workshop/classroom availability, and also the accessibility to ICT and materials/ resources. Year 10 This Þ rst year of the two year course deals with the students acquiring the underpinning skills that are essential to their success in both the written paper and the controlled assessment. The course should be carefully planned to ensure that they are taught the underpinning skills that are the foundation of the Resistant Materials course. The underpinning skills are: Practical skills Theoretical knowledge Drawing skills Designing skills Modelling skills ICT skills Method of delivery There are a number of ways in which the course can be delivered. Below are the two most popular methods. 1. Complete design and make projects. The students will follow a series of set design and make project in there entirety. The underpinning skills must be carefully planned into each project. 2. Focused tasks The student will follow set tasks that will teach them the underpinning skills. How a centre chooses to deliver the course will be based on their personal expertise, experience and resources.

3 The following is an example of a scheme of work based upon a Focused task approach. Year 10 autumn term Practical Theory Drawing Designing Modelling ICT Metal based project dealing with: Notes, worksheets and Internet investigation into: Practice the following drawing Investigate designing techniques through short design tasks: Produce models using the following Use the following ICT resources: Marking out Sawing Filing Drilling Joining Finishing Other possible processes Screw cutting Lathe work Casting Workshop safety Property of materials Metals (ferrous) Metals (non ferrous) Sustainability of metals Metalworking tools Joining metals Finishing metal Sketching Rendering ScrufÞ tti Jack straws Morphing Quick sketching Investigate the work of famous designers Paper modelling Card modelling Techsoft 2 D Design Focus on RM2 Focus on metals Other possible processes CNC lathe work CNC milling Year 10 spring term Practical Theory Drawing Designing Modelling ICT Wood based project dealing with: Notes, worksheets and Internet investigation into: Practice the following drawing Investigate design periods through history: Produce models using the following Use the following ICT resources: Marking out Sawing Joining Finishing Other possible processes Lathe work Laminating Natural timber Manmade boards Sustainability of wood Woodworking tools Joining wood KD Þ ttings Finishing wood Composite materials 3D representation; oblique, isometric, perspective Design inßuences: Form v function Market pull v technology push Framing techniques using straws, wire and thin strips of wood Google sketch up Focus on RM 2 Focus on wood joints Laser cutter 3D router Smart materials Nanomaterials Social, moral and cultural issues.

4 Year 10 summer term Practical Theory Drawing Designing Modelling ICT Plastic based project dealing with: Marking out Sawing Shaping Joining Bending Finishing Other possible processes Notes, worksheets and Internet investigation into: Thermoplastics Thermosetting plastics Sustainability of plastic Plastic working tools Finishing plastic Adhesives Practice the following drawing Orthographic projection Investigate the work of the client, the designer and the manufacturer. The 6Rs Designing for maintenance Produce models using the following Using commercial construction kits. Use the following ICT resources: Pro- Desktop Pro- Engineer SolidWorks Focus on Plastics Laser cutter Vacuum forming Introduce the controlled assessment before the summer holidays. Students must have a clear understanding of the task that they face when they return in year 11. Year 11 This second year of the two year course is dominated by the controlled assessment. Students should be given careful direction into choosing a project that will fully display their talents. The majority of their time will be spent designing and making the controlled assessment under informal supervision. Exam preparation should occur twice, once before the mock examination and once again before the summer examination. This should involve the students undertaking research into the given design theme for the examination together with thorough revision of the theoretical work covered in Year 10.

5 The following is an outline of the controlled assessment and details a number of activities that may be undertaken by the student. Year 11 autumn term Investigating the design context Possible activities: Analysis of the design context Product evaluation and market research Target market research: questionnaires, interviews, anthropometric data, letters, e mails, mood boards Design speciþ cation Development of design proposals Possible activities: Developing ideas by sketching Developing ideas by modelling Developing ideas through CAD Research into materials Research into methods of manufacture Research into types of Þ nish Planning for manufacture Making (i) The type of project undertaken will determine the making activities that the student will encounter. It is important that the student is given the opportunity to display a wide variety of skills. Mock examination Adequate time should be given to prepare the student s for their mock examination. This could involve: Using the preparation to help students develop their ideas for Section A; the design question. Revising the necessary theory work covered in Year 10 Year 11 spring term Making (ii) The type of project undertaken will determine the making activities that the student will encounter. It is important that the student is given the opportunity to display a wide variety of skills. Testing and evaluation Possible activities: On going evaluation Client testing Final evaluation against the speciþ cation Final examination (i) Adequate time should be given to prepare the student s for their Þ nal examination. This should involve: Using the preparation sheet to help students develop their ideas for Section A; The design question. Revising all the theory work covered in Year 10 Year 11 summer term Final examination (i) Adequate time should be given to prepare the student s for their Þ nal examination. This should involve: Using the preparation sheet to help students develop their ideas for Section A; the design question. Revising all the theory work covered in Year 10

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8 Notes: The Assessment and QualiÞ cations Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number ) and a registered charity (registered charity number ). Registered address: AQA, Devas Street, Manchester M15 6EX. Dr Michael Cresswell, Director General. aqa.org.uk