|Term 1 a||Communicating Designs || |
|This project focuses on developing communication skills through using a variety of professionally recognised drawing and rendering techniques. This includes, perspective drawing, isometric drawing, orthographic and CAD. Students will produce detailed rendered sketches to include in their portfolio. This will have a direct link to bridging work produced in the ‘mini folio’ that is a required submission within first lessons.|
|Assessment: 3.1.14 Design Communication.
Students will be assessed on the quality and accuracy of their drawing skills.||Key Words and Terms|
|Term 1 b||CAD / CAM|| |
|During this project, students are introduced to two CAD software’s, CREO 5.0 and 2D Design. Students will create the form of a small item on CAD to be 3D printed and laser cut.
Students will need to create a range of informal potential detailed sketches to then create an accurate 3D digital design for manufacture.
|Assessment: 3.1.7 Digital design and manufacture.
3.1.14 Design communication
Students will be assessed on the quality of their CAD drawings,as well as the quality of their 3D printed product. ||Key Words and Terms|
|Term 2||Technical Principles |
|Students will develop theoretical knowledge on material, looking at testing, application, performance an enhancement of a range of materials.
Students will be introduced to elastomers and biodegradable polymers where research will be conducted into modern day companies’ reaction to pressures of sustainable manufacture and public image, as well as Health and safety lined to legislation for both customer and manufacturer. |
|Assessment: 3.1 Technical principles
3.1.1 Materials and their applications
Exam style questions at the end of each topic will be used to assess progress and knowledge retention. ||Key Words and Terms|
|Term 3||Designing and Making Principles |
|Students will partake in a design challenge using an influential designer, either past or present as reference with consideration into social economic influences and how design has changed over time.
Students will look into the Product Life Cycle through an individual research activity on a product of their choice and how through practical application, a product’s life can be extended. |
|Assessment: 3.2 Designing and making principles
3.2.1 Design methods and processes
3.2.2 Design theory
3.2.8 Responsible design||Key Words and Terms|
|Term 4 and 5 ||Iterative Design Project - Animal Care |
|Through independent exploration, students will be guided through the iterative design process to create a solution to the problem ‘Animal Care’.
Students will visit the animal sanctuary behind the school, to conduct primary research through interviews and observations to practice skills and techniques needed for the NEA. They will put into practice their problem solving, communication and manufacturing skills and produce a portfolio and prototype. |
|Assessment: Students will put together a 'mini' portfolio for assessment where marks will be given for successfuly understanding the iterative process by using feedback, opinions and information gathered from their chosen client. ||Key Words and Terms|
|Term 6||Non - Exam Assessment (NEA)|
|The NEA is an opportunity to show practical application of Technical Principles and Designing and Making Principles, the theory work studies throughout the year.
This will involve a lot of testing, evaluating and reacting to findings
Students engage in a substation design and make project worth 100 marks, 50% of the grade from a selection released by the exam board in the summer term.
They will create a portfolio of research, ideas, both sketched and through the use of CAD and CAM. Students will be making prototypes for testing and evaluating according the iterative design process stated by AQA. |
|Assessment: This will be assessed at the end of year 13, moderated and results sent off to the exam board. This will be 50% of the A-Level.||Key Words and Terms|