DESIGN & TECHNOLOGY - What You Will Learn

Key Stage 3

The following page gives details about what pupils will learn at Key Stage 3 from Year 7 to Year 9. For Key Stage 4 information click on the Key Stage 4 image in the top right corner.

Number of lessons per week: 2 lessons (2 hours)

More detailed information on the scheme of work: National Curriculum Online

It is not statutory to cover all the units below and the Design & Technology department will decide it's own structure of work based on this material:

• Unit 07ai. Understanding materials Focus: food

The main aim of this unit is to develop pupils' understanding of the properties of materials/ingredients and how to apply this understanding when designing with food.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Salads and soups', in which they design and make a new salad or soup that encourages people to eat plenty of fruit and vegetables. They must use ingredients appropriately to meet a specific technical purpose.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• classify foods by their sources, eg animals, crops and plants produced organically, grown locally or imported, by commodity groups and by the plate model in The balance of good health (HEA, 1994)
• consider nutritional information, eg healthy eating guidelines
• mix ingredients with different functional properties and measure and consider the effects of varying ingredients, eg proportion, ratio
• carry out sensory tests to evaluate food products

• Unit 07aii. Understanding materials Focus: resistant materials

The main aim of this unit is to develop pupils' understanding of the properties of materials and how to apply this understanding when designing with resistant materials.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Carry it all', in which they design and make a carrying device for someone in the local community. They must use materials appropriately to meet a specific technical purpose.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• classify materials by their properties and sources, eg hard/soft, ferrous/non-ferrous metal, thermoplastic/thermosetting plastic
• consider basic surface finishes, eg edge polishing acrylic, sealing wood, primer, undercoat and gloss paint on mild steel
• consider physical properties, eg the grain of wood, brittleness of acrylic, elasticity of PVC, malleability of aluminium
• become aware how the extraction, use and eventual disposal of some materials affect the natural environment

• Unit 07aiii. Understanding materials Focus: textiles

The main aim of this unit is to develop pupils' understanding of the properties of materials and how to apply this understanding when designing with textiles.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Be seen!', in which they design and make a safety garment or accessory to wear when walking, jogging or cycling. They must use materials appropriately to meet a specific technical purpose.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• classify materials by fibre sources, eg natural, synthetic, and by fabric construction, eg woven, non-woven, knitted
• investigate different cultural contexts in which textiles have been developed and used
• investigate and develop skills in modifying the appearance of textiles, eg colouring and decorative techniques
• consider the aesthetic and functional properties of materials, eg water resistance, drape, comfort, absorbency, flexibility

• Unit 07bi. Designing and making for yourself Focus: food

The main aim of this unit is to develop pupils' understanding of designing for manufacturing, and of manufacturing itself.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Snacks', in which they design and make a new and appetising pasty filling for a target group of customers. To help them develop their design ideas they make prototypes and models, which they evaluate and modify before starting to make their final product.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• use simple prototypes and modelling to evaluate design ideas
• use a range of cutting, shaping and mixing processes
• use a variety of techniques to prepare and process foods
• consider safety and hygiene when handling food

• Unit 07bii. Designing and making for yourself Focus: resistant materials

The main aim of this unit is to develop pupils' understanding of designing for manufacturing, and of manufacturing itself.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Puzzle in a box', in which they design and make an interesting gift or puzzle to go inside a box. To help them develop their design ideas they make prototypes, models or mock-ups, which they evaluate and modify before starting to make their final product.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• use simple prototypes, models and mock-ups to evaluate design ideas
• use a range of cutting, shaping and forming processes, eg sawing, line bending
• use specified hand-tools to cut and form materials safely

• Unit 07biii. Designing and making for yourself Focus: textiles

The main aim of this unit is to develop pupils' understanding of designing for manufacturing, and of manufacturing itself.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Fashion wear', in which they design and make a garment or accessory for a teenage fashion show. To help them develop their design ideas they make prototypes, models or mock-ups, which they evaluate and modify before starting to make their final product.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• use simple prototypes, models and mock-ups to evaluate design ideas
• use a range of manufacturing techniques, eg using patterns, interfacing
• use specified hand-tools and sewing machines to cut and join materials safely

• Unit 07c. Using ICT to support researching and designing Focus: ICT (food, resistant materials and textiles)

The main aim of this unit is to develop pupils' understanding of how they can use ICT to support their researching and designing. Teachers can choose from three design and make assignments (DMAs) on the themes:

• Stencils you like (resistant materials)
• Sports drink (food)
• Maze game (resistant materials)

This unit does not include a textiles DMA; the textiles DMA in unit 7B(iii) 'Designing and making for yourself (textiles)' could be used to support this unit.

All the DMAs give pupils an opportunity to use ICT appropriately when designing.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• learn the advantages and disadvantages of using ICT to develop and model designs
• use ICT when generating, developing, modelling and communicating design ideas
• use 2-D draw/paint software to produce accurate drawings and high-quality images
• recognise that all software programs have preset patterns and limitations
• access existing computer databases to look for information on materials/ingredients and processes, eg to research effectively
• use spreadsheets for modelling, eg costing materials, components or ingredients
• learn that 3-D modelling software can create realistic representations of a finished product

• Unit 07d. Using control to control a display Focus: control and structures

The main aim of this unit is for pupils to learn how to apply and combine their understanding of electrical and mechanical control and structures when designing and making. They can also develop and practise graphic communication techniques.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Point-of-sale display', in which they produce an eye-catching display that communicates clearly and uses simple control of movement, light or sound.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• model, design and construct simple electrical control circuits that include switches and outputs in parallel and series, protection of LEDs and reversing control of motors
• classify motion into four kinds and describe mechanisms that can be used to change one kind of motion into another
• use cams and linkages to create a particular kind of motion
• design and carry out fair tests to compare the strength of frame and sheet structures
• design and make structures that are strong, using their knowledge of structural strength
• consider different approaches to product marketing

• Unit 08ai. Exploring materials Focus: food

The main aim of this unit is for pupils to explore the properties of materials/ingredients when designing, so that they will be able to identify appropriate materials/ingredients for a task.

In this unit, pupils tackle one of two design and make assignments (DMAs) on the themes:

• Layered dessert
• The right combination

These involve designing a layered chilled dessert, or a sauce combined with other ingredients to make a ready-prepared meal. They identify suitable ingredients for their food product, taking into account appearance, function, safety and reliability.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• apply their understanding of the physical and chemical properties of foods, eg coagulation of protein, gelatinisation of starch, caramelisation of sugar, shortening of fats, water absorption of fibre
• consider the aesthetics of food, eg appearance, taste, odour, texture, and how this affects what consumers choose
• consider nutritional aspects and values, sources and functions, eg protein, fat, carbohydrate, vitamins, minerals, water
• standardise the results of sensory testing and use their findings

• Unit 08aii. Exploring materials Focus: resistant materials

The main aim of this unit is for pupils to explore the properties of materials when designing, so that they will be able to identify appropriate materials for a task.

In this unit, pupils tackle one of three design and make assignments (DMAs) on the themes:

• Computer mouse
• Kit rack
• Kites

They have to design and make a product, identifying suitable materials taking into account appearance, function, safety and reliability.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• apply their understanding of the properties of materials, eg the hardness of steel, strength of manufactured board
• consider more complex finishing processes, eg enamelling, dip coating, wood staining, including their potential environmental impact and health hazards
• use thermoforming processes
• identify methods of using the structural properties of metals when reinforcing and strengthening frames, eg through triangulation, by bracing with struts and ties

• Unit 08aiii. Exploring materials Focus: textiles

The main aim of this unit is for pupils to explore the properties of materials when designing, so that they will be able to identify appropriate materials for a task.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Finding an identity : decorative techniques on textiles'.

They have to design and print or dye a piece of fabric to make into a product that an environmental group could sell to its members. They identify suitable materials and techniques, taking into account appearance, function, safety and reliability.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• find out about the processing of raw materials and potential end uses, eg fibre to yarn to fabric, bonded fibre to non-woven fabric
• recognise the connection between the properties of fibres, their performance and how they are used, eg cotton is cool to wear which makes it ideal for knitted T-shirts
• learn how the properties and working characteristics of textile materials, eg elasticity, drape, absorbency, relate to their composition, construction and finishing, and how synthetic fibres can be made to emulate natural fibres, eg microfibres are engineered to give a wide range of properties and end uses
• identify methods for reinforcing and strengthening textiles, eg through the use of layering, combining, interlining

• Unit 08bi. Designing for clients Focus: food

The main aim of this unit is to develop pupils' designing skills and to teach them about designing for clients. In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Develop a food product range'. They redevelop an existing food product that is either local or famous, presenting a basic design that can be varied or personalised for particular clients.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• learn about batch production, including how to develop a basic design that can be varied or personalised for particular clients
• use manufacturing aids, eg moulds and templates, to help with volume production
• learn that making identical parts in a batch can be cost effective and ensures accuracy

• Unit 08bii. Designing for clients Focus: resistant materials

The main aim of this unit to develop pupils' designing skills and to teach them about designing for clients.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Personal light source'. They develop a torch that uses a membrane switch and can be easily stored in a personal organiser. Their torch should carry promotional graphics and be of a basic design that can be varied or personalised for particular clients.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• learn about batch production, including how to develop a basic design that can be varied or personalised for particular clients
• use manufacturing aids, eg jigs, tools and templates, to help with volume production
• learn that making identical parts in a batch can be cost effective and ensures accuracy

• Unit 08biii. Designing for clients Focus: textiles

The main aim of this unit is to develop pupils' designing skills and to teach them about designing for clients.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Wallets'. They design and make a wallet for a particular purpose, developing a standard prototype that can be varied or personalised for particular clients, eg by decoration, or using different fabrics or fasteners.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• learn about batch production, including how to develop a basic design that can be varied or personalised for particular clients
• use manufacturing aids, eg tools and templates/patterns, to help with volume production
• learn that making identical parts in a batch can be cost effective and ensures accuracy

• Unit 08c. Using ICT to support making Focus: ICT (food, resistant materials, textiles)

The main aim of this unit is to teach pupils how they can use ICT to plan their making, find out about the making process, and make products through CAM (computer-aided manufacture).

Teachers can choose from three design and make assignments (DMAs) on the themes:

• Computer pewter (resistant materials)
• Moulds and production aids for food production (resistant materials and food)
• T-shirt challenge (textiles)

In each case, pupils produce a design that can be outputted using CNC (computer numerically controlled) machines. They use ICT to plan their making, to adapt or process their design ideas for different machines and materials, and to seek information and help them make decisions about the making process. They then use CAM to realise their ideas.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They use ICT:

• to plan their making
• to inform the making process
• to make products using CAM

• Unit 08d. Using control for security Focus: control

The main aim of this unit is for pupils to learn how to apply and combine their understanding of mechanisms, pneumatics and computer control when designing and making.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Safe and sound', in which they produce a computer-controlled security system that includes interlocking and alarms.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• design computer-controlled systems that control a range of output devices and monitor a range of input signals
• implement designed computer-controlled systems so that they respond to real signals and control real devices
• model a range of locking and opening/closing mechanisms, and include these in their own designs
• use a modelling system to create strong and stable structures for testing security devices
• integrate the structural and mechanical elements of a modelling system to create complex working models

• Unit 08ei. Producing batches Focus: food

The main aim of this unit is for pupils to learn how to make and produce their work in quantity.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Pasta production', in which they develop a pasta prototype product that is suitable for batch production. They should choose an appropriate method of making the products, and manufacture them with precision, observing health and safety regulations and taking action to control identified risks.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• use processes, tools, equipment and techniques to make with some precision, showing that they understand their uses
• revise and consolidate their understanding of health and safety regulations
• take account of the technical requirements needed to make a product
• use manufacturing aids to ensure accuracy and aid volume production

• Unit 08eii. Producing batches Focus: resistant materials

The main aim of this unit is for pupils to learn how to make and produce their work in quantity.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Sheet materials', in which they develop a product made from a single sheet of material that is suitable for batch production. They should choose an appropriate method of making the products, and manufacture them with precision, observing health and safety regulations and taking action to control identified risks.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• use processes, tools, equipment and techniques to make with some precision, showing that they understand their uses
• revise and consolidate their understanding of health and safety regulations
• take account of the technical requirements needed to make a product
• use manufacturing aids to ensure accuracy and aid volume production

• Unit 08eiii. Producing batches Focus: textiles

The main aim of this unit is for pupils to learn how to make and produce their work in quantity.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Juggling balls', in which they develop a juggling kit for a celebration that is suitable for batch production. They should choose an appropriate method of making the products, and manufacture them with precision, observing health and safety regulations and taking action to control identified risks.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• use processes, tools, equipment and techniques to make with some precision, showing that they understand their uses
• revise and consolidate their understanding of health and safety regulations
• take account of the technical requirements needed to make a product
• use manufacturing aids to ensure accuracy and aid volume production

• Unit 09ai. Selecting materials Focus: food

The main aim of this unit is for pupils to apply their understanding of the properties of materials/ingredients when designing.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Specialist diets'. They design and make a meal for customers with special dietary needs, selecting the ingredients they will use according to their nutritional and working characteristics, and matching them to appropriate making processes. The optimum use of materials/ingredients should reconcile a number of criteria, including the working characteristics, production processes, environmental and social issues, costs and aesthetics.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• apply their understanding of the nutritional and working characteristics of food components when selecting materials/ingredients and matching them to making processes
• learn how to use heat treatment and other processes to change the working properties of materials/ingredients
• learn about the diversity of one food product, eg yoghurts, meat sauces, and the influence of culture and lifestyle
• consider minimising environmental damage and use materials/ingredients sympathetically
• use hedonic ranking on a five-point scale, difference tests, eg paired comparison and triangle tests, and appropriate vocabulary
• learn about the uses of modern materials/ingredients, eg modified starches
• investigate the basis of concerns about biodiversity, genetically modified crops, and the use of growth hormones and antibiotics in the production of food, eg meat

• Unit 09aii. Selecting materials Focus: resistant materials

The main aim of this unit is for pupils to apply their understanding of the properties of materials when designing.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Fold it up'. They identify a need for a folding structure, selecting the materials they will use according to their characteristics, and matching them to appropriate making processes. The optimum use of materials should reconcile a number of criteria, including the working characteristics, production processes, environmental and social issues, costs and aesthetics.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• understand that the properties of materials, eg strength, durability, influence what they select for a design
• select materials and match them to appropriate making processes
• learn how to use heat treatment and other processes to change the working properties of materials
• learn about the diversity of one product, eg tool racks, and the influence of lifestyle
• consider minimising environmental damage, use materials sympathetically, and find out about the importance of reuse and recycling issues
• conduct fair test procedures using qualitative and quantitative measures
• learn about the uses of modern materials, eg composites
• consider different structural designs to withstand greater loads
• redesign products to distribute the forces of tension, compression and shear more evenly throughout a product

• Unit 09aiii. Selecting materials Focus: textiles

The main aim of this unit is for pupils to apply their understanding of the properties of materials when designing.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'A textiles product for a technical purpose'. They design a textiles item for outdoor pursuits, selecting the materials they will use according to their characteristics, and matching them to appropriate making processes. The optimum use of materials should reconcile a number of criteria, including the working characteristics, production processes, environmental and social issues, costs and aesthetics.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• understand that the properties of materials, eg crease resistance, biodegradability, influence what they select for a design
• select materials and match them to appropriate making processes
• learn how to use heat treatment and finishing processes to change the working properties of materials
• learn about the diversity of one product, eg swimwear, tents, and the influence of culture and lifestyle
• understand how textile materials can be combined to develop specific products and effects, eg blending polyester with cotton to reduce creasing compared to 100% cotton fabrics, developing smart fabrics, technical textiles, geotextiles
• consider minimising environmental damage, use materials sympathetically, and find out about the importance of reuse and recycling issues
• understand how to test fabric against a specification before going into production, eg for washability and shrinkage, and how to follow fair test procedures using qualitative and quantitative measures
• learn about the uses of modern materials, eg microfibres, thermochromic dyes, composites

• Unit 09bi. Designing for markets Focus: food

The main aim of this unit is for pupils to learn about designing for manufacturing and the main commercial processes that are used by manufacturers. The emphasis is on thinking about how a product will be made as an integral part of the design process, rather than as an afterthought once the design is complete.

In this unit, pupils tackle one of two design and make assignments (DMAs) on the themes 'Mini-enterprise' and 'Designer-makers'.

The same DMAs are used for the units on resistant materials and textiles, and all are set in the context of a mini-enterprise or school/craft fair. Pupils work as a team to design and make a product, identifying different roles for team members.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• design a product that is suitable for manufacture in volume
• learn how manufacturers generate and develop new ideas for products, eg lifestyle research, prototyping
• learn what is meant by 'one-off' and 'high-volume' production
• find out about the main commercial food manufacturing processes, eg heating, reducing temperature
• learn how quality assurance systems, eg HACCP (hazard analysis and critical control points), are used during the design stage to plan safe food production and storage
• learn how ICT influences designing and manufacturing in industry, and how computer-controlled systems are used in industry and commerce
• explore how repetitive quality can be assured with CAM (computer-aided manufacture)
• learn that users often place a different value on hand-made products and products designed and produced in high volume

• Unit 09bii. Designing for markets Focus: resistant materials

The main aim of this unit is for pupils to learn about designing for manufacturing and the main commercial processes that are used by manufacturers. The emphasis is on thinking about how a product will be made as an integral part of the design process, rather than as an afterthought once the design is complete.

In this unit, pupils tackle one of two design and make assignments (DMAs) on the themes 'Mini-enterprise' and 'Designer-makers'.

The same DMAs are used for the units on food and textiles, and all are set in the context of a mini-enterprise or school/craft fair. Pupils work as a team to design and make a product, identifying different roles for team members.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• design a product that is suitable for manufacture in volume
• learn how manufacturers generate and develop new ideas for products, eg through lifestyle research, modelling
• learn what is meant by 'one-off' and 'high-volume' production
• find out about the main commercial manufacturing processes
• learn how quality assurance systems, eg inspection and testing, using jigs, moulds and templates, are used during the design stage to plan safe and accurate production
• learn how ICT influences designing and manufacturing in industry, and how computer-controlled systems are used in industry and commerce
• explore how repetitive quality can be assured with CAM (computer-aided manufacture)
• learn that users often place a different value on hand-made products and products designed and produced in high volume

• Unit 09biii. Designing for markets Focus: textiles

The main aim of this unit is for pupils to learn about designing for manufacturing and the main commercial processes that are used by manufacturers. The emphasis is on thinking about how a product will be made as an integral part of the design process, rather than as an afterthought once the design is complete.

In this unit, pupils tackle one of two design and make assignments (DMAs) on the themes 'Mini-enterprise' and 'Designer-makers'.

The same DMAs are used for the units on food and resistant materials, and are all set in the context of a mini-enterprise or school/craft fair. Pupils work as a team to design and make a product, identifying different roles for team members.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• design a product that is suitable for manufacture in volume
• learn how manufacturers generate and develop new ideas for products, eg through lifestyle research, making samples
• learn what is meant by 'one-off' and 'high-volume' production
• find out about the main commercial manufacturing processes
• learn how quality assurance systems, eg inspection and testing, using templates, are used during the design stage to plan safe and accurate production
• learn how ICT influences designing and manufacturing in industry, and how computer-controlled systems are used in industry and commerce
• explore how repetitive quality can be assured with CAM (computer-aided manufacture)
• learn that users often place a different value on hand-made products and products designed and produced in high volume

• Unit 09c. Using ICT to link with the world outside school Focus: ICT (food, resistant materials and textiles)

The main aim of this unit is to give pupils an opportunity to use ICT to work collaboratively on a design and make project. ICT has transformed the way that pupils can work in teams and gain access to expertise outside the classroom by using e-mail, conferencing and electronic whiteboards. Team projects can be undertaken with other schools, and shared design software means that pupils can work on projects together.

Teachers can choose from two design and make assignments (DMAs) on the themes 'Corporate identity' or 'Going public'. In both DMAs, pupils work as a team to design and make a coordinated range of promotional products, eg for a local event or a commercial company.They use ICT effectively to help them work collaboratively on the project, drawing on expertise and help from outside the school, and using CAD/CAM (computer-aided design and manufacture).

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• use ICT to research and analyse information and expertise from outside school
• work collaboratively or remotely on a design project, eg using e-mail and fax
• use conferencing to work on joint projects with a group of partners outside school
• develop teamwork skills
• find out about the benefits and drawbacks of face-to-face and remote communication
• use CAD/CAM

• Unit 09d. Using control for electronic monitoring Focus: control

The main aim of this unit is for pupils to learn how to apply and combine their understanding of electronic control and product design control when designing and making.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Taking care', in which they bring together their knowledge and understanding of electronics, product design and modelling to meet a specific and appropriate purpose and produce an electronically controlled sensing device that includes feedback.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• understand the design features and operation of electronic control sub-systems
• identify the need for and constraints on the development of electronic systems
• design, model and test simple electronic circuits
• design printed circuit board (PCB) masks and use them to create a PCB, if appropriate
• combine circuit and product design to produce a high-quality electronic product
• design and model potential products to show what they will look like and to confirm that they are appropriate for their intended purpose

• Unit 09ei. Ensuring quality production Focus: food

The main aim of this unit is for pupils to make and produce their work in quantity.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Bread batch production', in which they present a prototype of a new bread that can be manufactured on a larger scale. They make their product in volume, reflecting similar processes to those that might be used commercially. They develop quality assurance procedures, and use production aids, eg moulds, weighing and measuring devices, moulded baking trays, where appropriate, to improve the quality of their manufacturing.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• learn how food products are manufactured in volume
• find out about the main commercial food manufacturing processes, eg unit processes
• learn how quality assurance systems, eg HACCP (hazard analysis and critical control points), are used to ensure safe food production and storage
• use an increasing range of hand-tools and machine-tools, including mixers
• use CNC (computer numerically controlled) equipment, eg CAD/CAM (computer-aided design and manufacture), to support making and to control production, where appropriate
• adapt their methods of designing and making to changing circumstances

• Unit 09eii. Ensuring quality production Focus: resistant materials

The main aim of this unit is for pupils to make and produce their work in quantity.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Buckles and bits', in which they present a fastening product that can be manufactured in quantity. They make their product in volume, reflecting similar processes to those that might be used commercially. They develop quality assurance procedures, and use production aids, eg jigs, moulds, CAM (computer-aided manufacture), where appropriate, to improve the quality of their manufacturing.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• learn how everyday products are manufactured in volume
• find out about the main commercial manufacturing processes, eg casting, injection moulding, forming
• learn how quality assurance systems are used to ensure quality products
• use an increasing range of hand-tools and machine-tools
• use CNC (computer numerically controlled) equipment, eg CAD/CAM (computer-aided design and manufacture), to support making and to control production, where appropriate
• adapt their methods of designing and making to changing circumstances

• Unit 09eiii. Ensuring quality production Focus: textiles

The main aim of this unit is for pupils to make and produce their work in quantity.

In this unit, pupils tackle a design and make assignment (DMA) on the theme 'Designer bags', in which they present a design idea for a bag with a number of buckles or fasteners. They make their product in volume, reflecting similar processes to those that might be used commercially. They develop quality assurance procedures, and use production aids, eg patterns, templates, CAM (computer-aided manufacture), where appropriate, to improve the quality of their manufacturing.

Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks. They:

• learn how everyday products are manufactured in volume
• find out about the main commercial manufacturing processes, eg lay planning, cutting, joining, finishing
• learn how quality assurance systems are used to ensure quality products
• use an increasing range of hand-tools and machine-tools
• use CNC (computer numerically controlled) equipment, eg CAD/CAM (computer-aided design and manufacture), to support making and to control production, where appropriate
• adapt their methods of designing and making to changing circumstances

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