core content - all students must know this...inform their own designing. students should investigate...

Textiles Curriculum Plan

Key learning area

KS3 National Curriculum How do we cover this at KS3 DfE Subject Content Specification points from AQA How do we cover this at KS4

Context, user needs and wants, research and design brief writing.

User needs & user centred design (including products that respond to needs in a variety of situations)

Ergonomics & anthropometrics

Domestic, local & industrial contexts

Yr 9 purse/ pencil case /toiletry bag making task. Pupils identify the user, and some needs for the chosen product

Year 7 Students identify user in Cushion Cover project.

Year 8 identify user in T-shirt project.

Year 8 T-shirt project research/identify industrial fabric printing methods.

Understand that all design and technological practice takes place within contexts which inform outcomes of design practice.

Identify & understand client & user needs through collection of primary and secondary data.

Demonstrate an

ability to write a design brief and specifications from their own and others’ considerations of human needs, wants and interests.

Design and make, with confidence, prototypes in response to issues, needs, problems and opportunities

Develop realistic design proposals as a result of the exploration of design opportunities and users’ needs, wants and values

Links to science: Quantities, units and symbols e.g. appropriate use of scientific terms when developing a design brief and specifications

Core content - all students must know this

Use primary & secondary data to understand client and/or user needs. How the following techniques are used and applied: • market research, interviews and

human factors including ergonomics

• focus groups and product analysis and evaluation

• the use of anthropometric data and percentiles.

How to write a design brief & produce a design & manufacturing specification. Students should consider their own needs, wants & interests & those of others.

Carry out investigations in order to identify problems & needs. Why a designer considers alterations to a brief & modifying the brief as required.

NEA – Yr 10/11 AO1 NEA yr 10/11 AO2 NEA yr 10/11 AO1, AO3

Key learning area


Design strategies & communication of ideas

Designing, solving design problems & making design decisions (including working on own design problems as well as open ended design problems & reformulating problems)

Using a range of design strategies

Reverse engineering

Research & exploration

Develop specifications

Innovative, functional, appealing products

Non-stereotypical responses

Costings

Year 8 Design Strategies unit of work Second module of work Year 8 Design Strategies unit of work Second module of work Year 7 & 8 Product Analysis to be introduced into Cushion/T-shirt project. Year 7/8 Design specification to be introduced into T-shirt project.

Design and develop at least one prototype that responds to needs and/or wants and is fit for purpose, demonstrating functionality, aesthetics, Marketability and considerations of innovation (innovation in this

context refers to students considering new methods or ideas to

improve and refine their design solutions and meet the needs of

the intended market or primary user). Use imagination,

experimentation and combine ideas when designing

Take design risks

Use different design strategies, such as collaboration, user-centred design and systems thinking, to generate initial ideas and avoid design fixation

Consider the costs, commercial viability and marketing of products

Links to science:

Quantities, units and symbols e.g. appropriate use of scientific terms when developing a design brief and specifications


(Note this section also has links to sections within the specialist material content including wider impact, making & materials)

Generate imaginative & creative design ideas using a range of different design strategies.

How different strategies can be applied, including: • user centred design

• collaboration

• a systems approach

• iterative design

• avoiding design fixation.

Design and develop prototypes in response to client wants and needs. Note the term prototype can be used to describe a product or system. How the development of prototypes: • Satisfy the requirements of the brief • Respond to client wants and needs • Demonstrate innovation

• Are functional

• Consider aesthetics

• Are potentially marketable

Fashion product project – Evening top Year 10 NEA Yr 10 / 11 AO1. AO3

Key learning area


Design strategies & communication of ideas (Cont)

3D & mathematical modelling & computer based tools

Annotated sketches

Oral & digital presentations

Year 8 explore ideas on Graffiti and Picasso, manipulating imagery on the computer.

Year 9 purse / pencil/ toiletry bag project

Year 7 & 8 complete annotated design sketches in cushion & T-shirt project.

Communicate their design ideas and decisions using different media and techniques

Develop, communicate, record and justify design ideas, applying suitable techniques, for example: • formal and informal 2D and 3D drawing

• system and schematic diagrams

• annotated sketches

• exploded diagrams

• models

• presentations

• written notes

• working drawings schedules

• audio and visual recordings

• mathematical modelling

• computer-based tools

Links to maths:

• Recognise and use expressions in decimal & standard form e.g. calculation of quantities of materials, costs & sizes

• Use ratios, fractions & percentages e.g. scaling drawings, analysing responses to user questionnaires

• Calculate surface area & volume e.g determining quantities of

materials

• Presentation of data, diagrams, bar charts & histograms e.g. construct & interpret frequency tables; present information on design decisions

• Plot, draw and interpret appropriate graphs e.g. analysis and presentation of performance data and client survey responses

• Translate information between graphical and numeric form e.g. extracting information from technical specifications

• Use angular measures in degrees e.g. measurement and marking out, creating tessellated patterns

• Visualise and represent 2D and 3D forms including two dimensional representations of 3D objects e.g. graphic presentation of design ideas and communicating intentions to others

• Calculate areas of triangles & rectangles, surface areas & volumes of cubes e.g. determining the quantity of materials required.


(Note this section also has links to sections within the specialist

material

content including wider impact, making & materials)

Communication of design ideas.

Develop, communicate, record and justify design ideas using a range of appropriate techniques such as:

• freehand sketching, isometric and perspective

• 2D and 3D drawings

• system and schematic diagrams • annotated drawings that explain

detailed development or the conceptual stages of designing

• exploded diagrams to show constructional detail or assembly

• working drawings: 3rd angle orthographic, using conventions, dimensions and drawn to scale

• audio and visual recordings in support of aspects of designing: eg interviews with client or users

• mathematical modelling

• computer based tools

modelling: working directly with materials and components, eg card modelling, producing a toile when designing garments, constructing a circuit using breadboard.

Yea10 Fashion design project NEA yr10/11 AO1, AO3

Key learning area


Design strategies & communication of ideas (Cont)

Iterative process

Evaluate

(including test, evaluate & refine ideas & products against a specification & getting views of intended users & other interested groups)

Year 7 Hundertwasser project

Understand and apply iterative design processes through which they explore, create and evaluate a range of outcomes

Evidence of modelling to develop and prove product concept and

function

Develop the skills to critique and refine their own ideas whilst designing and making

Explore and develop their ideas, testing, critically analysing and evaluating their work in order to inform and refine their design decisions thus achieving improved outcomes.

Make informed and reasoned decisions, respond to feedback about their own prototypes (and existing products and systems) to identify the potential for further development and suggest how modifications could be made.


(Note this section also has links to sections within the specialist

material

content including wider impact, making & materials)

Explore & develop their own ideas: How this can be done using an iterative process including: • sketching • modelling

• testing

• evaluation of their work to improve outcomes.

Students should know and understand how to evaluate prototypes and be able to: • reflect critically, responding to

feedback when evaluating their own prototypes

• suggest modifications to improve them through inception and manufacture

• assess if prototypes are fit for purpose.

NEA yr10/11 AO1, AO3, AO6 Yr 10 Manufacturing Task NEA yr10/11 AO4,AO5

Key learning area


The work of others

Past & present professionals & others

Yr 7 Hunderwasser – Cushion project use art work for design inspiration

Yr8 Picasso – T-shirt Printing project use art work for design inspiration

Yr9 Picasso – T-shirt Printing project use art work for design inspiration

Investigate and analyse the work of past and present professionals and companies in the area of design and technology in order to help inform their own ideas.

Awareness of practices from the creative, engineering and manufacturing industries.

Design and technology activity, both historic and present day.


Students should investigate, analyse and evaluate the work of past and present designers and companies to inform their own designing.

Students should investigate the work of a minimum of two of the following designers: • Harry Beck

• Marcel Breuer

• Coco Chanel

• Norman Foster

• Sir Alec Issigonis

• William Morris

• Alexander McQueen

• Mary Quant

• Louis Comfort Tiffany

• Raymond Templer

• Gerrit Rietveld

• Charles Rennie

• Macintosh

• Aldo Rossi

• Ettore Sottsass

• Philippe Starck

• Vivienne Westwood

Students should investigate the work of a minimum of two of the following companies: • Alessi

• Apple

• Braun

• Dyson

• Gap

• Primark

• Under Armour

• Zara

Theory lesson(S) Year 10 – Autumn Term Theory lesson(S) Year 10 – Autumn Term

Key learning area


Responsibilities of the designer and the wider impact of designing and making

Responsibilities of designers, engineers & technologists

Different cultures

Impact of D&T on individuals & society

Environmental impact including: sustainability, product lifecycles, lifecycle analysis, cradle to the grave, circular economy

Apply knowledge from other disciplines, including mathematics, science, art and design, computing and the humanities

Understand that high quality design and technology is important to the creativity, culture, sustainability, wealth and well-being of the nation and the global community.

Prepare students to participate confidently in an increasingly technological world.

Historical, social/cultural, environmental and economic factors.

Investigate factors, such as environmental, social and economic challenges, in order to identify opportunities and constraints that influence the processes of designing and making.

Links to science The basic principles in carrying out a lifecycle assessment of a material or product e.g. selection of materials & components based on ethical factors, taking into consideration the ecological & social footprint of materials

Core content - all

students must know

this

(Note this section also has links to sections within the specialist material content including designing, making & materials)

The environment, social and economic challenges that influence design and making. How the following might present opportunities and constraints that influence the processes of designing and making: • deforestation • possible increase in carbon dioxide

levels • leading to potential global warming

the need for fair trade.

Theory year 10 lessons

Key learning area


Responsibilities of the designer and the wider impact of designing and making (Cont)

New & emerging technologies The impact of new and emerging technologies on industry, enterprise, sustainability, people, culture, society and the environment, production techniques and systems.

How the critical evaluation of new and emerging technologies informs design decisions; considering contemporary and potential future scenarios from different perspectives, such as ethics and the environment.

Core content - all

students must know

this

(Note this section also has links to sections within the specialist material content including designing, making & materials)

Students must know and understand the impact of new and emerging technologies on contemporary and potential future scenarios in relation to the following areas:

1. Industry - The impact of new and emerging technologies on: the design and organisation of the workplace including automation and the use of robotics, buildings and the place of work, tools and equipment

2. Enterprise - Enterprise based on the development of an effective business innovation: crowd funding, virtual marketing and retail co-operatives, Fair Trade

3. Sustainability - The impact of resource consumption on the planet: finite, non–finite, disposal of waste

4. People - How technology push/ market pull affects choice, changing job roles due to the emergence of new ways of working driven by technological change

5. Culture - Changes in fashion and trends in relation to new and emergent technologies, Respecting people of different faiths and beliefs.

6. Society- How products are designed and made to avoid having a negative impact on others: design for disabled, elderly, different religious groups

7. Environment - Positive and negative impacts new products have on the environment: continuous improvement, efficient working pollution, global warming 8. Production techniques & systems - The contemporary & potential future use of: automation, computer aided design (CAD), computer aided manufacture (CAM), flexible manufacturing systems (FMS), just in time (JIT), lean manufacturing

9. How the critical evaluation of new & emerging technologies informs design decisions. That it is important to consider scenarios from different perspectives and considering planned obsolescence, design for maintenance, ethics, the

Year 11 Theory lessons Autumn term Year 11 Theory lessons Summer term

Key learning area


Responsibilities of the designer and the wider impact of designing and making (Cont)

How energy is generated and stored in order to choose and use appropriate sources to make products and to power systems.

Links to science: The main energy sources available for use on Earth (including fossil fuels, nuclear fuel, bio-fuel, wind, hydro- electricity, the tides and the Sun), the ways in which they are used and the distinction between renewable and non- renewable sources e.g. understanding of how to choose appropriate energy sources

Core content - all

students must know

this

(Note this section also has links to sections within the specialist material content including electronics)

Energy storage & generation Student should understand how endure is generated and stored and how this is used as the basis for the selection of products & power systems.

1. Fossil fuels - how power is generated from coal, gas, oil (arguments for and against the selection of fossil fuels)

2. Nuclear power - how nuclear power is generated.

3. Renewable energy - how power is generated from wind, solar, tidal, hydro-electrical & biomass

Energy storage systems including batteries - kinetic pumped storage systems & alkaline & rechargeable batteries

Year 11 Theory lessons Autumn term Year 11 Theory lessons Summer term

Key learning area


Leavers and mechanisms

How mechanical systems enable change in movement & force

The functions of mechanical devices, to produce different sorts of movement, changing the magnitude and direction of forces

Links to science: The action of forces & how levers & gears transmit & transform the effects of forces e.g. knowledge of the function of mechanical devices to produce different sorts of movement, changing the magnitude & direction of forces


(Note this section also has links to sections within the specialist material content including forces & stresses)

Mechanical devices

Different types of movement: The functions of mechanical devices to produce linear, rotary, reciprocating and oscillating movements.

Changing magnitude and direction of force: 1.Levers:

• first order

• second order

• third order

2.Linkages:

• bell cranks • push/pull.

3.Rotary systems:

• CAMs & followers

• simple gear trains

• pulleys & belts.

Year 11 Theory lessons Summer term

Key learning area


Electronics and Programming

Electrical & electronic systems (inputs & outputs e.g. heat, light, sound & movement).

Using electronics to embed intelligence that responds to inputs & control outputs e.g. programmable components (microcontrollers)

How electronic systems provide functionality to products and processes, including sensors & control devices to respond to a variety of inputs, & devices to produce a range of outputs.

The use of programmable components to embed functionality into products in order to enhance and customise their operation.

Core

content - all students must know this

(Note this section also has links to sections within the specialist material content including links to energy and power sources in the wider impact section)

Systems approach to designing.

Students should consider electronic systems including programmable components to provide functionality to products and processes and enhance and customise their operation.

Inputs:

The use of light sensors, temperature sensors, pressure sensors and switches.

Processes: The use of programming microcontrollers as counters, timers and for decision making, to provide functionality to products and processes.

Outputs: The use of buzzers, speakers and lamps, to provide functionality to products and processes.

Electronics pathway

Key learning area


SMART & Modern materials & technical textiles

Smart & modern materials

Biomimicry

Technological knowledge

Developments in modern and smart materials, composite materials and technical textiles.

Links to science:

The physical properties of [materials], how the properties of materials are selected related to their uses e.g. knowledge of properties of materials to be applied when designing and making


(Note this section also has links to sections within the specialist material content including materials)

Developments in new materials.

Modern materials:

• Developments made

through the invention of new or improved processes eg Graphene, Metal foams and Titanium.

• Alterations to perform a particular function eg Coated metals, Liquid Crystal Displays (LCDs) and Nanomaterials.

Smart materials:

• That materials can have one or more properties that can be significantly changed in a controlled fashion by external stimuli, such as stress, temperature, moisture, or PH eg shape memory alloys, thermochromic pigments and photochromic pigments.

Composite materials:

• That composite materials are produced by combining two or more different materials to create an enhanced material eg glass reinforced plastic (GRP) and carbonfibre reinforced plastic (CRP).

Technical textiles:

• How fibres can be spun to make enhanced fabrics eg conductive fabrics, fire resistant fabrics, kevlar and microfibres incorporating micro encapsulation.

Year 11 Theory lessons

Key learning area


Material categories, sources, origins and selection process

Use a wide range of complex materials & components

Materials e.g. sources, classifications, properties

Year7 Hundertwasser making task - cushion

Knowledge and understanding of different materials and manufacturing processes

Categorisation of the types and properties of materials: • Paper & board

• Natural & manufactured timber • Ferrous & non ferrous metals

• Thermoforming & thermosetting polymers • Natural, synthetic, blended & mixed fibres, &

woven & non woven, & knitted textiles

Links to science:

Metals and non-metals and the differences between them, on the basis of their characteristic physical and chemical properties e.g. classification of the types and properties of a range of materials


(Note this section also has links to sections within the specialist material content including designing, making & wider impact)

Students should know and understand the categorisation of the types and properties of the following materials: Papers & boards

1. papers including:

• bleed proof/cartridge paper/grid

layout paper/tracing paper

2. boards including:

• corrugated card/duplex board

foil lined board /foam core board

ink jet card/solid white board

Timber based materials

1. hardwoods including:

• ash/beech/mahogany/oak/balsa

2. softwoods including:

• larch/pine/spruce

3. manufactured boards including:

• medium density fibreboard (MDF)

plywood/chipboard.

Metal based materials

1. ferrous metals including:

• low carbon steel/cast Iron

high carbon/tool steel

2. non ferrous metals including:

• aluminium/copper/tin/zinc

3. alloys including:

• brass/stainless steel/high speed steel.

Polymers

1. thermoforming including:

• acrylic (PMMA)

• high impact polystyrene (HIPS)

• high density polythene (HDPE)

• polypropylene (PP)

• polyvinyl chloride (PVC)

• polyethylene terephthalate (PET)

2. thermosetting including:

• epoxy resin (ER)

• melamine-formaldehyde (MF)

• phenol formaldehyde (PF)

• polyester resin (PR)

• urea–formaldehyde (UF)

Textiles based materials

1. natural fibres including: cotton, wool, silk 2. synthetic fibres including:

polyester, polyamide (nylon), elastane (lycra) 4. blended and mixed fibres including:

cotton/polyesterwoven including: plain weave 5. non-woven including: bonded

fabrics, felted fabrics

knitted textiles including: knitted fabrics.

Year 11 theory lessons Year 11 theory lessons Year 11 theory lessons Year 11 theory lessons Year 10 theory lessons

Key learning area


Material categories, sources, origins and selection process (Cont)

The physical properties of materials, how the properties of materials are selected related to their uses e.g. knowledge of properties of materials to be applied when designing and making

Links to science

• Quantities, units and symbols

e.g. appropriate use of scientific terms • SI units (e.g. kg, g, mg; km, mm; kj, j), prefixes &

powers of ten for orders of magnitude (e.g. terra, giga, mega, kilo, centi, milli, micro, nano) e.g. calculation of quantities, measurement of materials & selection of components



In relation to the main categories outlined above (not the specific materials identified), students should know and understand physical properties such as: • absorbency (resistance to moisture) • density

• fusibility

• electrical and thermal conductivity.

In relation to the main categories outlined above (not the specific materials identified), students should know and understand working properties such as: • strength

• hardness

• toughness

• malleability

ductility and elasticity.

Year 10 theory lessons & year 11 theory lessons

Key learning area



• • The sources, origins, physical and working properties of the material categories or the components and systems, and their ecological and social footprint

• The way in which the selection of materials or components is influenced by a range of factors, such as functional, aesthetic, environmental, availability, cost, social, cultural and ethical

In relation to at least one of the material categories (specialist material area)


Selection of materials or components: • Functionality: application of use, ease of working. • Aesthetics: surface finish, texture and colour. • Environmental factors:

• recyclable or reused materials.

• Availability: ease of sourcing and purchase. • Cost: bulk buying.

• Social factors: social responsibility. • Cultural factors: sensitive to cultural influences. • Ethical factors: purchased from ethical sources

such as FSC.

Ecological & social footprint: Ecological issues in the design & manufacture of products: Deforestation, mining, drilling and farming, mileage of product from raw material source, manufacture, distribution, user location and final disposal, that carbon is produced during the manufacture of products.

The 6 Rs:

Reduce, refuse, re-use, repair, recycle, rethink.

Social issues in the design & manufacture of products: Safe working conditions, reducing oceanic/ atmospheric pollution, reducing the detrimental (negative) impact on others.

Key learning area



Timber based materials

Students must know and understand how different properties of materials and components are used in commercial products, how properties influence use and how properties affect performance.

Primary sources of materials and the main processes involved in converting into workable forms: Seasoning, conversion and creation of manufactured timbers

Physical and mechanical properties relevant to commercial products e.g.: traditional timber children’s toys and flat pack furniture Polymers

Students must know and understand how different properties of materials and components are used in commercial products, how properties influence use and how properties affect performance.

Primary sources of materials and the main processes involved in converting into workable forms: refining crude oil, fractional distillation and cracking

Physical and mechanical properties relevant to commercial products e.g.: polymer seating and electrical fittings

Key learning area



Stock forms, types and sizes in order to calculate and determine the quantity of materials or components required

Links to science

• Quantities, units and symbols

e.g. appropriate use of scientific terms • SI units (e.g. kg, g, mg; km, mm; kj, j),

prefixes & powers of ten for orders of magnitude (e.g. terra, giga, mega, kilo, centi, milli, micro, nano) e.g. calculation of quantities, measurement of materials & selection of components

Links to maths

• Recognise and use expressions in decimal & standard form e.g. calculation of quantities of materials, costs & sizes

• Use ratios, fractions & percentages • Calculate surface area & volume e.g

determining quantities of materials

• Translate information between graphical and numeric form

• Use angular measures in degrees e.g. measurement and marking out

• Calculate areas of triangles & rectangles, surface areas & volumes of cubes e.g. determining the quantity of materials required.

Students should know and understand the different stock forms types and sizes in order to calculate and determine the quantity of materials or components required.

Commercially available types and sizes of materials and components.

Papers and boards:

sheet, roll and ply, sold by size eg A3, thickness, weight and colour, standard components eg fasteners, seals and bindings, cartridge paper and corrugated card

Timber based materials: planks, boards and standard mouldings, sold by length, width, thickness and diameter standard components eg woodscrews, hinges, KD fittings.

Metal based materials:

sheet, rod, bar and tube, sold by length, width, thickness and diameter, standard components eg rivets machine screws, nuts, and bolts

Polymers: sheet, rod, powder, granules, foam and films, sold by length, width, gauge and diameter, standard components eg screws, nuts and bolts, hinges

Textile based materials:

yarns and fabrics, sold by roll size, width, weight and ply, standard components eg zips, press studs, velcro

Electrical and mechanical components: sold by quantity, volt and current rating, standard components eg E12 resistor series, dual in line IC

packages (DIL), microcontrollers (PIC).

Key learning area

KS3 National Curriculum How do we cover this at KS3 DfE Subject Content Specification points from AQA

• • Appropriate surface treatments and finishes that can be applied for functional and aesthetic purposes

• The conditions which cause corrosion & the process of corrosion & oxidisation e.g. understanding of properties of materials & how they need to be protected from corrosion through surface treatments & finishes. Appreciate how oxidisation can be used when dyeing materials.



Surface treatments & finishes: The modification of properties for specific purposes: • Additives to prevent moisture transfer (paper and boards). • Seasoning to reduce moisture content of timbers (timber based materials). • Annealing to soften material to improve malleability (metal based materials). • Stabilisers to resist UV degradation (polymers). • Flame retardants reduce combustion and fire hazards (textile based materials). • Photosensitive PCB board in PCB manufacture and anodizing aluminium to improve surface hardness (electronic

and mechanical systems).

The preparation and application of treatments and finishes to enhance functional and aesthetic properties. • Papers and boards (printing, embossing and UV varnishing). • Timber based materials (painting, varnishing and tanalising). • Metal based materials (dip coating, powder coating and galvanizing). • Polymers (polishing, printing and vinyl decals). • Textile based materials (printing, dyes and stain protection). • Electronic and mechanical systems (PCB lacquering, and lubrication).

Students should know and understand that surface treatments and finishes are applied for functional and aesthetic purposes: how to prepare a material for a treatment or finish, how to apply an appropriate surface treatment or finish (Including corrosion & & oxidisation & how this affects different materials & how they can be protected through surface treatments & finishes)

Key learning area


Forces and stresses

How mechanical systems enable change in movement & force

The functions of mechanical devices, to produce different sorts of movement, changing the magnitude and direction of forces.

In relation to at least one of the material categories: The impact of forces and stresses on materials and objects and the ways in which materials can be reinforced and stiffened.

Links to science: The action of forces & how levers & gears transmit & transform the effects of forces e.g. knowledge of

the function of mechanical devices to produce different sorts of movement, changing the magnitude & direction of forces


(Note this section also has links to sections within the specialist material content including levers & mechanisms)

Students should know and understand the impact of forces and stresses and the way in which materials can be reinforced and stiffened.

Materials and objects can be manipulated to resist and work with forces and stresses: • Tension

• Compression

• Bending

• Torsion

• Shear

Materials can be enhanced to resist & work with forces and stresses to improve functionality: How materials can be reinforced, stiffened or made more flexible: eg • Lamination

• Bending

• Folding

• Webbing

• Fabric interfacing

Key learning area


Making: Working with specialist materials and techniques

Making

Health & Safety

Select & use specialist tools, equipment & machinery

Select & use specialist techniques & processes

Select & use CAM

Detailed plans

• Year 7,year 8,year 9 making projects

• Year 7, Year 8, Year 9 making projects

Year 7, 8, & 9 making

• Broad knowledge of materials, components and technologies and practical skills to develop high quality, imaginative and functional prototypes

• Use creativity and imagination to design and make prototypes (In the context of this document, the term ‘prototype’ refers to a functioning design outcome. A final prototype could be a highly finished product, made as proof of concept prior to manufacture, or working scale models of a system where a full-size product would be impractical).

• Knowledge and

understanding of different materials and manufacturing processes

• Selecting and working with appropriate materials and components in order to produce a prototype

• Using specialist tools and equipment, appropriate to the materials or components used (including hand tools, machinery, digital design and manufacture), to create a specific outcome

• Specialist techniques & processes that can be used to shape, fabricate, construct & assemble a high quality prototype, including techniques such as wastage, addition, deforming and reforming, as appropriate to the materials and/or components being used

• Demonstrate safe working practices in design and technology

Links to science:

SI units (e.g. kg, g, mg; km, m, mm; kJ, J), prefixes & powers of ten for orders of magnitude (e.g. tera, giga, mega, kilo, centi, milli, micro & nano) e.g. calculation of quantities, measurement of materials & selection of components


Specialist tools & equipment:

• How to select and use specialist tools and equipment, including hand tools, machinery, digital design & manufacture, appropriate for the material and/or task to complete quality outcomes.

• How to use them safely to protect themselves and others from harm.

Specialist techniques & processes:

• How to select and use specialist techniques and processes appropriate for the material and/or task and use them to the required level of accuracy in order to complete quality outcomes.

• How to use them safely to shape, fabricate and construct a high quality prototype, including techniques such as wastage, addition, deforming and reforming.

How to shape & form using cutting, abrasion & addition: • Papers and boards (how to cut, crease, score,

fold and perforate card). • Timber based materials (how to

cut, drill, chisel, sand and plane).

• Metal based materials (how to cut, drill, turn, mill, cast, bronze and weld).

• Polymers (how to cut, drill, cast, deform, print and weld).

• Textile based materials (how to sew, pleat, gather, quilt and pipe).

• Electronic and mechanical systems (how to cut, drill and solder).

Tools, equipment & processes: A range of tools, equipment and processes that can be used to shape, fabricate, construct and assemble high quality prototypes, as appropriate to the materials and/or components being used including: • wastage, such as: die cutting, perforation,

turning, sawing, milling, drilling, cutting and shearing

• addition, such as: brazing, welding, lamination, soldering, 3D printing, batik, sewing, bonding, printing

• deforming and reforming such as: vacuum forming, creasing, pressing, drape forming, bending, folding, blow moulding, casting, injection moulding, extrusion.

The use of production aids: How to use measurement/reference points, jigs, and templates where suitable.

Key learning area


Making: Working with specialist materials and techniques (Cont)

• • Using appropriate and accurate marking out methods including: measuring and use of reference points, lines and surfaces; use templates, jigs and/or patterns; work within tolerances; understand efficient cutting and how to minimise waste

Links to maths:

• Recognise and use expressions in decimal and standard form e.g. calculation of quantities of materials, costs and sizes

• Use ratios, fractions and percentages e.g. scaling drawings, analysing responses to user questionnaires

• Calculate surface area and volume e.g. determining quantities of materials

• Translate information between graphical and numeric form e.g. extracting information from technical specifications

• Use angular measures in degrees e.g. measurement and marking out, creating tessellated patterns

• Visualise and represent 2D and 3D forms including two dimensional representations of

3D objects e.g. graphic presentation of design ideas and communicating intentions to others

• Calculate areas of triangles and rectangles, surface areas and volumes of cubes e.g. determining the quantity of materials required


How materials are cut shaped & formed to a tolerance: the manufacture to minimum and maximum measurements, work accurately using tolerances, how a range of materials are cut, shaped and formed to designated tolerances, why tolerances are applied during making activities.

Use appropriate marking out methods, data points & coordinates: the value of using measurement and marking out to create an accurate and quality prototype, the use of data points and coordinates including the use of reference points, lines and surfaces, templates, jigs and/or patterns

Material management: Cutting materials efficiently & minimise waste: the importance of planning the cutting and shaping of material to minimise waste eg nesting of shapes and parts to be cut from material stock forms, how additional material may be removed by a cutting method or required for seam allowance, joint overlap etc.

The application and use of quality control to include measurable and quantitative systems used during manufacture. • Papers & boards (registration marks). • Timber based materials

(dimensional accuracy using go/no go fixture). • Metal based materials

(dimensional accuracy using a depth stop). • Polymers (dimensional accuracy

by selecting correct laser settings).

• Textile based materials

(dimensional accuracy checking a repeating print against an original sample).

Electrical and mechanical systems (UV exposure, developing and etching times in PCB manufacture).

Key learning area


Making: Working with specialist materials and techniques (Cont)

Alternative processes that can be used to manufacture products to different scales of production


Scales of production:

Students should be able to select materials and components considering scales of production.

How products are produced in different volumes. The reasons why different manufacturing methods are used for different production volumes: • Prototype • Batch

• Mass

• Continuous

Papers and boards

Commercial processes: (offset lithography and die cutting). Timber based materials

Commercial processes:(routing and turning). Metal based materials

Commercial processes: (milling and casting). Polymers

Commercial processes: (injection moulding and extrusion). Textile based materials

Commercial processes: (weaving, dying and printing). Electrical and mechanical systems Commercial processes: (pick and place assembly and flow soldering).

core content - all students must know this...inform their own designing. students should investigate...

Documents