Understanding and Using the Design Process

Stages P1 to P3

P1 to P3 Design and manufacturing processes

different ways of approaching a problem or task, including those used by other pupils, e.g. step by step, trying something different

Pupils shall be able to:

1. descibe to others what they have noticed in their surroundings or visualised about imaginary situations

   describe everyday objects e.g. a packet of cornflakes, a chair, etc.

2. demonstrate their ability to understand a simple problem or task by re-stating it in their own words

3. suggest and use different ways of approaching a problem:
   teamwork / class discussion
   planning
   step by step
   trial and error

4. ask questions to identify needs

   while building a garage using lego, designing the cover of a book, planning a menu for a class café

P1 to P3 Selecting and using design processes

the use of their knowledge, skills and resources make things or change things to meet human needs

Pupils shall be able to:

1. suggest, giving reasons, and make practical changes that could be made in reponse to a need

   extending a bead necklace to make it large enough to go over the head

   making an arch big enough to take a toy car

2. make or change things using their own knowledge, skills and resources

   make a food item for a given situation

   make a collage using fruit and vegetable shapes

P1 to P3 Properties of materials and tools in relation to their practical use

the properties of different materials, e.g. card, wood, metal, glass, food, fabric, plastic, and improvised and commercially produced tools which can be used to make simple products, e.g. models, meals, pictures, musical instruments, collages, gardens

Pupils shall be able to:

1. identify natural and manufactured materials through handling, experience and use

2. recognise and describe the properties of common materials

   wood, metal, plastic, cloth, paper, wool, stone, glass, water, cooking oil, milk etc.

3. recognise that materials are processed in order to change or control their properties

   use wet sand in play area

   bake fairy cakes or bread

   make a model out of clay and let it harden

4. identify why particular materials are used to make simple objects / products

   glass for windows, fabric for clothes and specific purposes e.g. waterproof

5. demonstrate an awareness that a product can be made of related parts which are combined for a purpose

   use a variety of materials to make a collage pancake, car, teddy bear

6. describe the jobs done by each part of the product

   look at the way different fabrics are used for different purposes

   wheel on a bicycle

7. explain why particular materials are used to make those parts

   rubber as opposed to wood or iron for wheels on a bicycle in the past

P1 to P3 Devices and tools associated with control and their applications

the control technology of the classroom and home and simple procedures for its use, e.g. light switches, concept keyboard, VCR, computer, tape recorder, mechanical and programmable toys

Pupils shall be able to:

1. recognise that objects can be linked in various ways to make or allow movement

   hand mixer, model gear kit (Guerceti), pedal/chain/wheel on a bike

2. recognise that control involves making things work as desired

   Roamer (turtle), VCR, tape recorder

3. identify examples of control technology in the school, home and local environment

   washing machine, oven, VCR

4. control simple devices

   make a milkshake using a liquidiser

   when using a sewing machine to make a simple fabric item notice how it is controlled

   when making a cake notice how the electric mixer (vary the speed) and oven are controlled

   alarm clock, light switches, computer program, concept keyboard

5. recognise that a source of energy is needed to make things work

   food for the body, batteries etc.

6. recognise that systems have inputs, processes and outputs

   VCR, computer program

P1 to P3 Effectiveness of design in creations/systems and environments

features of design in everyday objects and environments and ways in which they work well or could be improved, e.g. through choosing junk to represent furniture in the house; making tracks and 'runs' for toy cars; arranging a display in an area of the classroom; making costumes, objects or decorations for a festival or party

Pupils shall be able to:

1. evaluate familiar things to suggest reasons for their particular design and use of materials

   windows, chairs, kitchen utensils, phone

P1 to P3 Practical skills, techniques and safe procedures

practical skills and techniques in using equipment, tools and materials

Pupils shall be able to:

1. choose materials and equipment / tools to make objects safely

   scissors

2. use a variety of energy devices safely

   cooker, hairdryer, television, lights, convection heaters - make the point that it is important they are switched off when not in use and that ventilation holes should not be blocked

3. recognise the appropriate tools for working with a variety of materials

4. use a variety of ways of joining materials / components

   nail, glue, paper clips, thread and staples

how to care for and handle equipment and materials safely, e.g. in protecting clothing from paint or glue or in knowing when to ask for adult help

Pupils shall be able to:

1. use simple hand tools and know how to look after them

2. recognise that material and equipment need to be stored safely and looked after properly

3. discuss the dangers of the misuse of materials and equipment and the consequent risk of accidents

   make a safety poster

Stages P4 to P6

P4 to P6 Design and manufacturing processes

the different stages in the design process and strategies they can use within these stages, e.g. using lists or labelled diagrams of ideas at the planning stage, controlled tests of different materials at the investigation stage, considering effectiveness and appearance at the evaluation stage

Pupils shall be able to:

1. organise and plan their work

2. develop a range of simple skills used in drawing and modeling:
   sketching
   measuring
   modeling

   using available materials, design and make:
   a logo for a new sports club
   a calendar for a Christmas present
   a mobile a pencil holder

   design a package for a new food product

3. devise ways of gathering / analysing information about:
   materials
   people
   markets
   processes
   historical evolution of processes.

   survey favourite colour, food

4. evaluate their design in terms of:
   meeting the design criteria
   reliability
   safety
   appearance

   design, make and evaluate a model vehicle that has to carry a heavy book between two points

P4 to P6 Selecting and using the design process

the use of their knowledge, skills and resources to make things or change things; and learning that this process is commonly called designinq and making

Pupils shall be able to:

1. as part of a class project e.g:
   for a model bridge building project
   a model of a street in their village
   a vehicle to transport an egg across the classroom
   a boat to carry Lego people
   a model greenhouse
   a toy from bits and pieces you would expect to find during World War II

   make a design proposal by selecting from their ideas and giving reasons for their choices

2. apply knowledge and skills to select ideas for different parts of their design

3. record their ideas as they develop

4. estimate the resource requirements

P4 to P6 Properties of materials and tools in relation to their practical use

investigating and comparing the properties of different materials, e.g. paper, card, wood, fabric, plastic, and tools, selecting the best for making particular products, e.g. through choosing a waterproof material to make a sports bag or choosing a broad brush for painting the background to a frieze

Pupils shall be able to (in the above context):

1. select materials for their task

2. rearrange materials to change their strength or character

   for different fabrics examine their properties such as thread strength, fireproofness, closeness of weave etc.

3. assemble materials / components

P4 to P6 Devices and tools associated with control and their applications

how control technology can be used for specific purposes in different situations, e.g. computer interface to control lights and motors, simple geared and pulley operated models, elastic driven buggy. sequencing of traffic lights.

Pupils shall be able to:

1. explain how simple inputs can be provided by different types of sensors

2. identify the inputs, processes and outputs of common systems

3. recognise that the control of a system involves inputs, outputs, feedback and stability

4. describe simple examples of mechanical and electrical systems

5. select and use simple mechanisms, including linkages and gearing in making prototypes

   make a lift for a model house

   use the computer to control a Lego car / Roamer

   make a battery operated buggy

6. recognise that mechanisms can be controlled by computers

7. demonstrate that it may be necessary to practice an operation in order to improve its quality

   make meringues noting the control aspect of the equipment used

P4 to P6 Effectiveness of design in creations/systems and environments

the effectiveness and drawbacks in the design of local environments for different groups of users, e.g. the supermarket for someone in a wheelchair, local pedestrian facilities for small children, the town centre for parents with pushchairs, the school dining hall for pupils

Pupils shall be able to:

1. recognise that economic, social, environmental and technological considerations and the preferences of users are important in developing opportunities

   new road system round a town, quarry in Western Isles, Chunnel

2. use knowledge and judgement to make decisions in the light of constraints and / or priorities

   design some improvements to your playground

3. use a range of graphic and modelling techniques to explore ideas

   Jinks modeling methods

4. realise that human shape, scale, proportion and movement affect the forms of design

P4 to P6 Practical skills techniques and safe procedures

a range of materials, tools, equipment and methods of assembly and safe procedures for their use

Pupils shall be able to:

1. In the context of:
   making meringues
   making a patchwork cushion
   making a puppet
   making a model boat

   avoid wastage of materials

2. recognise that materials have different working properties

   experiments to compare how different substances / materials do or don't conduct electricity

3. recognise the aesthetic qualities of natural and manufactured material

4. develop co-ordination and control in using equipment

5. take responsibility for safe working

6. select and use equipment correctly

7. check the condition of equipment before use

Stages P7 to S2

P7 to S2 Design and manufacturing processes

knowledge of a range of contexts within which the design process may be applied

Pupils shall be able to:

1. comment upon existing artefacts, systems or environments and those from other times, cultures, including appearance and use of resources.

   compare present day recipes with Mrs Beeton

   visit the museum to look at the development of pots

   study bicycles through the ages

   study cooking utensils through the ages

   study the packaging of a specific product (milk) through the ages

P7 to S2 Selecting and using the design process

flexible use and sequencing of the stages in the design process according to the nature of the task and the particular circumstances

Pupils shall be able to:

1. analyse the task and its components to identify those which depend on the completion of previous tasks

2. set objectives and identify resources and constraints

3. organise their work to complete the task on time

4. produce a documented plan of their work including an analysis of the resources required

   In the context of:
   designing a bedroom for a 12 year old
   making a mobile which will attract a baby
   an item of clothing for a given situation
   an item of food for a given situation (e.g. a party)

P7 to S2 Properties of materials and tools in relation to their practical use

selecting, investigating and making effective use of appropriate materials, tools and equipment, including powered equipment, to tackle a design task or to meet a design specification

Pupils shall be able to:

1. consider, when selecting and using materials, their physical and aesthetic properties, availability and cost and the product being made

   consider the effect of laundering, hand washing, machine washing, dry cleaning, tumble drying and ironing on different fabrics and dyes

2. work with a variety of media to produce graphic outcomes

   use a CAD program to design furniture

   use a CAD program to redesign the layout of the school library

3. apply simple finishes appropriate to the materials used and to achieve a desired effect

   make a collage cushion

   paint a wooden model

4. aim for a high quality of accuracy and presentation

5. select a combination of material and equipment to achieve a quality outcome

6. identify and use machines to perform tasks

P7 to S2 Devices and tools associated with control and their applications

the effective and efficient use of control technology in design tasks, e.g. burglar alarms, lifting mechanisms for car park levels, cranes, level crossing barriers, warning systems

Pupils shall be able to:

1. describe simple examples of pneumatic and fluid systems

2. recognise aspects of control in a variety of systems including input, output, feedback and stability

3. use IT and where appropriate sensors and interfaces to monitor and control a system

P7 to S2 Effectiveness of design in creations/systems and environments

different criteria for evaluating the effectiveness of a design, relating to needs and specification, e.g. aesthetic appeal, costs, environmental impact, perspective of different users

Pupils shall be able to:

1. work together to establish criteria for appraisal of design and technological activity

2. analyse a system to determine its effectiveness and suggest improvements

3. test simple objects to determine performance

   in the context of:
   considering the school garden
   considering the current layout and equipping of an existing kitchen

P7 to S2 Practical skills, techniques and safe procedures

safe and confident use of materials and tools and the organisation of a working environment where materials, equipment and space support the particular activity

Pupils shall be able to:

1. recognise that products must be electrically and mechanically safe

2. select and use appropriate methods of assembling a range of materials

3. recognise the purpose of equipment, to understand their handling characteristics and the basic principles on which they work

4. use a variety of material processing equipment to develop craft skills involved in shaping, forming, joining, assembling and rearranging