3Planning for design & technology… Medium Term Plan
4Planning for design & technology… Short Term PlanObjectivesStructureDifferentiationResourcesLearning Outcomes
53 Elements of a Unit of Work Product Analysis (Evaluation, IDEA’s)Focussed Practical TaskDesign and Make Assignment (DMA)
6Where does Product Analysis fit in at KS2? 3a Pupils should think about what products are used for and the needs of the people who use them.3c Pupils should be taught to recognise that the quality of a product depends on how well it is made and how well it meets its intended purpose.5a Pupils should investigate and evaluate a range of similar products, thinking about how they work, how they are used and the views of the people who use them.
7Promoting key skills and other aspects of the curriculum through Product Analysis Working with others - discussing their own and other peoples designs, individually and in groups.Problem-solving - considering alternatives in designing when investigating and evaluating products.Enterprise and entrepreneurial skills - finding out about the making and marketing of a product and evaluating the process.Education for sustainable development - exploring values and ethics in relation to the application of Design & Technology.
8Why are products the way they are? What influences their appearance?Why are the products we use today different from those our parents used?Why will the products our children use in the future be different from those we use today?Answers to these intriguing question lie at the heart of understanding the designing and making of the made world
9Where to start? Make exemplar mood board of everyday products. Set up a ‘Favourite products’ table.Encourage pupils to look, touch, feel and question products.Use question sheets, record answers and evaluate (drawing is good too).
10Questions to ask What is your first reaction? Do you want to touch it, taste it, use it, throw it away?Who might the owner be?Would you buy it?Is the colour important?What is it made of?How does it work?Does it work well?Do you think the product could be used again?Can it be re-cycled?
11Recording and Evaluation Using ‘friendly’ worksheets, (included in your pack) pupils need to record their findings.A drawing with arrows pointing to any interesting or moving parts is helpful.Use clear headings, these may vary but typically could include,- colour, name, function, material, cost?This work can then be kept or used in conjunction with a larger topic or project .
12How does Product Analysis fit in to the National Schemes of Work at KS2. The phrase ‘Product Analysis’ will not appear.It is discreet, but is an essential component which will extend pupils knowledge and improve thinking skills.It will be an integral part of ‘INVESTIGATIVE,DISASSEMBLY AND EVALUATIVE ACTIVITIES - (IDEAs)’.It is a valuable motivational tool with which to introduce a unit of work.
14Begin the project by discussing with the pupils the instances when it is important to have a portable source of light, (in the car, by the fuse box, looking at fireworks etc. Which design criteria would be important for different users?If possible dis-assemble an old torch to show the children the various common parts before setting them the task of completing this data sheet
15Arrange a selection of torches on a table and encourage the pupils to select them in turn, discuss them in groups and finally write about them using the prompt questions here.If there is time, the children could write to torch manufacturers to request additional information.
16This answer sheet is to be used in conjunction with the list of questions. Pupils should be encouraged to record their answers as a report. They could use more paper if required.
17Focussed Practical Task SKILLSPROCESSESTECHNIQUESthat need to be taught in a unit