1. Design and Technology is: Making things. Being creative. Thinking about the future. (changes so fast, eg toys. People wont want them when dated.) Developing ideas. (Always making your idea better) Researching. (Looking out for similar things) Having fun. (most important) Team work. Sharing ideas, talking about problems. Learning new skills. Using lots of materials. Eg. Metal, plastic, wood. Can anyone name an object made out of these materials. (look around in the workshop)

2. LessonLesson 1 LessonLesson 2LessonLesson 3LessonLesson 4 LessonLesson 5Lesson Lesson 6LessonLesson 7LessonLesson 8 LessonLesson 9LessonLesson 10LessonLesson 11LessonLesson 12 Finished LessonLesson 13

3. Lesson 1 Product Design

4. Design and Technology 1 Aims: * To understand what Resistant materials is. * To fully understand class expectations. * Introduction to the project this term. Behaviour expectations: Everyone must respect peoples views and opinions and should not talk over them. When asked to do something by the teacher, you should do it. No name calling or insults are allowed in this classroom. Equipment should not be miss used. No attitude allowed! Class room rules: You must ask for permission to leave the classroom. Do not to eat or drink in lesson. You must wear the correct uniform / safety equipment. Do not use any equipment unless told to. You do not go into the hot area or cupboards. All equipment borrowed must be returned at the end of the lesson. You should respect all the equipment and never abuse it. Teacher’s rules: You must bring your booklet to every lesson. You must enter the classroom calmly, leave your bags at the back of the room and get out your planner, equipment and booklet. Try before you ask. Don’t moan!!!! I dismiss you at the end of the lesson. You hand your homework in on time.

5. 1 Moving Toy

6. 1 H/W- In the front of your booklet, list 10 rules of the classroom.

9. Lesson 2 Starter: In the front of your books………. Draw the pillar drill.

10. 2 Aims: To find out how movement is categorised. To understand different ways you can get movement. How can we get movement?

11. 2 Movement LinearReciprocal Oscillating Rotating Page 4 – Situation and Task

12. 2 What types of movement are these?

13. Lesson 3 Starter: On the white boards ………. Draw and label the 4 types of motion.

15. Key Words: Aesthetics Range Economic Issues Selected Key Words: Aesthetics Range Economic Issues Selected

16. 3 Research – existing products When looking at the toys consider: Why do you think children would like it? Why is it safe / not safe? What makes it a good toy? What age group do you think its for? Do you think both boys and girls would like it? Aims: To find out what makes a good toy. Using discussions with others discover important factors to consider when making your own toy.

17. 3 Analysis Task – Page 5 Drawing on what you have just discussed try and fill in your mind map as much as you can.

18. 3 Time line Task – Page 6 Drawing on what you have just discussed try and complete a time line of the toys. Annotate each toy explaining why you have put them there.

19. H/W – Produce a mood board for your target audience on A4 paper. Using magazines, newspapers and the internet collect images that relate to children. You can complete on computer if you wish. (Make sure there is no white space left over!!!)# laura.lazenby@lordgrey.org.uk Mood Boards 3

21. Lesson 4 Starter: Quietly on your tables refresh your memories of what makes a good toy. …..I will ask randomly for answers.

22. Results from the mood board. Aims: To find out what a specification is and why it is important to all products. To use prior knowledge and develop your own specification for your toy. Do you notice anything about your mood board? What colours are there? (dark, bright….) Are the images simple or detailed? Task – In the box below your mood board, using sentences explain what you have found out. 4

23. 4 Specification.

25. Key Words: Supported Generated Key Words: Supported Generated

26. 4 Specification What things must I consider when designing / making my toy? 1. 2. 3. 4. Page 8 The toy must not have any Sharp edges or small pieces so that it is safe for children to use. The toy must be bright and colourful, so that children are attracted to it and want to play with it. The toy must move and be interactive using one of the given mechanisms. The toy must represent a theme or item that children will recognise and that is aimed at their age group.

27. 4 Toy ideas? As a class brainstorm possible ideas for toys Key points to remember: Toy ideas

29. Ideas Key Words: Several Range Labels Models Culture / society Key Words: Several Range Labels Models Culture / society

30. Lesson 5 What does target audience mean? What is a specification?

31. 5 Design ideas p9 Remember: Draw in pencil. Use a ruler. Add colour Label. Linkage 1 Aims: Using information gathered from research design three possible ideas for a Childs moving toy. Understand how they could be made and work. H/w Finish three design ideas.

32. Lesson 6 Starter: As a table brainstorm on the mini white boards, what makes a good toy…..

33. Look at the other peoples design ideas on your table. * What do you like and why? * What do you think they can do it improve their work or even a design? - Feedback to class Peer assessment

34. Card model 6 Aims: To produce a working card model of the first linkage in order to realise the movement allowing your ideas to become realistic.

36. Ideas Models

37. Lesson 7 Look at your three design ideas p11. Which one meets the most specification points? P10 Which one do you like the best?

38. 7 Card model Produce a model of your favourite idea. H/W Finish your card model Remember to Keep it colourful.

39. Lesson 8 Look at the other students on your tables models. What do you like about their models? Suggest what they could do to improve it.

40. 8 Design ideas Linkage 2 p11 Remember: Draw in pencil. Use a ruler. Add colour Label. H/w Finish three design ideas. Aims: Using information gathered from research design three possible ideas for a Childs moving toy. Understand how they could be made and work.

41. Lesson 9 Look at the other peoples design ideas on your table. * What do you like and why? * What do you think they can do it improve their work or even a design?

42. Card model 9 Aims: To produce a working card model of the first linkage in order to realise the movement allowing your ideas to become realistic.

43. Lesson 10 Look at your three design ideas for your second linkage. p11 Which one meets the most specification points? P10 Which one do you like the best?

44. Produce a model of your favourite idea. H/W Finish your card model Remember to Keep it colourful. 10 Card model

45. Lesson 11 Look at the other students on your tables models. What do you like about their models? Suggest what they could do to improve it.

46. 11 Improving your designs. Page 12 From your group discussions you would have been given some advice on how you could improve your models. Task – Re design your two models with your new improvement. I must be able to clearly see your development from your first designs. Aims: To produce two new design ideas using knowledge gained to improve its appearance and maybe function. H/w finish the two designs.

47. Lesson 12 Show your two designs to the people on your table. Which one do they like? Which one do you like?

48. 12 Final design Page 13 In the box provided draw your final design. Remember to draw in pencil, use a ruler and add colour. Aims: To produce a final design. To evaluate the design against the specification. To know the correct linkage to use.

49. Start of practical Lesson 13

50. 13 Tools we will use this term Coping Saw Files Glass paper Needle files Pillar drill

51. 13 Marking out - MDF Aims: To correctly mark out the wood using the template. To know the correct tools and equipment for certain processes. To use a coping saw with some accuracy.