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Design Technology - Design Movements

Design Technology - Design Movements

A comprehensive and concise resource for KS3/KS4 (GCSE) Design Technology Students with descriptions and photo examples of 4 key design movements: Memphis, Bauhaus, Art Noveau, and Art Deco. Can be used as revision or as a lesson starter/plan.
ayushsanghavi13
Complete AQA GCSE Product Design Notes

Complete AQA GCSE Product Design Notes

For GCSE AQA product design students. (Course code 4555) Notes to cover the whole course, following the specification exactly, topic by topic. In condensed form, but perfectly explanatory with pictures where appropriate. Some information has been sourced from CGP books, and some from the official textbook, all information is correct. Documents should be opened in Microsoft Office Word to reduce formatting errors. Reviews would be appreciated, these notes were very time consuming to make… Thankyou for considering mine!!!
notesmaster
Ks3 Design Technology Homework

Ks3 Design Technology Homework

Ks3 homework for Design Technology. It is based on the Nando’s takeaway homework sheets. However, have adapted it for certain areas. Two for Year 8 & 1 for Year 7. Please feel free to use and adapt. Good for ideas. Any feedback appreciated. Enjoy
dan1027
World Cup Manufacturing Russia 2018

World Cup Manufacturing Russia 2018

Take a look at the teams and 32 countries that have qualified for the World Cup. 39 slide Power Point presentation with supporting work sheet. Areas of Focus: Population Export/ Manufacturing The Top ten expensive players who will win Spot the ball Ideal for a one off lesson with World Cup Theme Published in Power Point & Word
arcam1
8 of 8: Jobs in publishing

8 of 8: Jobs in publishing

Chapter 8 of 8: Jobs in publishing KS2: Inferring meaning from evidence, roleplay, heroes, calculating printing costs, planning a project (Reading, Maths, Careers) KS2, KS3: Our readers’ questionnaire was part of the initial evaluation of Freedom City Comics. It’s also a good reading and discussion activity in its own right! (PSHE, English, Maths) This is one section of our larger Freedom City Comics learning framework. To download all resources in one file, please see https://www.tes.com/teaching-resource/freedom-city-comics-learning-framework-11919380 This learning framework and resources are licensed under a Creative Commons Attribution NonCommercial 4.0 International License (CC BY-NC). You can change this framework and share it with other people as long as you credit our project, but you can’t use it commercially. All artwork remains the copyright of the original artists. KS2 curriculum links include: Science, Art, Citizenship, History, Politics, Writing, Literacy, Reading, Maths, Geography, Drama, Careers, PSHE. Key Stage 2 learning framework developed by Mike Thompson and Lydia Wysocki. KS3 curriculum links include: Media, Art, English, Modern Foreign Languages, History, Drama, PSHE, RE/Ethics, Geography, Maths. Key Stage 3 learning framework developed by Gary Bainbridge and Lydia Wysocki. Freedom City Comics is our free comics anthology presenting snapshots of the history of civil rights and politics on Tyneside. It was created as part of Freedom City 2017. Thanks to all our Freedom City Comics contributors: • Paul Peart-Smith, working with alumnus Paul Barry and researcher Brian Ward • Terry Wiley, working with researcher Rachel Hammersley • Patrice Aggs, working with researcher Brycchan Carey • Mack Chater and Ian Mayor, working with researcher Joan Allen • Sha Nazir, working with researcher Matt Perry • Ragavee Balendran, working with researcher Matt Perry • ‘Brick’, working with project lead Matthew Grenby • Managing editor is Britt Coxon; Editor in chief is Lydia Wysocki.
lyd_w
Circular economy: Redesigning plastics

Circular economy: Redesigning plastics

Plastics have become an integral part of modern life, providing many benefits for consumers and producers. But what happens to our waste plastic? Where does it all end up? Is recycling plastics really that effective? In this lesson, students will explore how we use plastics in everyday packaging and how these might be redesigned in such a way as to not become a ‘waste’ problem. Moving beyond methods to ‘reduce, reuse and recycle’ at end of life, students will explore ways of designing waste out of the system from the outset. Subjects: Design and Technology, Biology, Chemistry, Environmental Sciences, Business Age range: 12+ Total time: 2x 45 minutes (90 minutes total) Skills: Communication & teamwork, problem solving, creativity & imagination, presenting, scientific inquiry Learning intentions: To deepen awareness of the systemic challenges around plastics packaging and how these might be overcome through redesign.
EllenMacArthurFoundation
Designing for a circular economy

Designing for a circular economy

This lesson is part of a series that introduces students to a different way of thinking about how our economy could work: a circular economy. The series builds up exactly how a circular economy is different from the status quo, and looks at the economic, environmental and social advantages of a new approach. Subjects: Economics, Sociology, Business, Citizenship, Design Technology Age range: 12-19 years Total time: 120 minutes Learning outcomes: • To learn about companies that have adopted the circular economy framework • To design a product or service based on the circular economy
EllenMacArthurFoundation
Circular economy: Understanding the challenge of finite resources

Circular economy: Understanding the challenge of finite resources

This lesson is part of a series that introduces students to a different way of thinking about how we could use resources more effectively. The series builds up exactly how a circular economy approach is different from the status quo, and looks at the associated economic, environmental and social advantages. Subjects: Economics, Geography, Environmental Systems, Sociology, Business, Citizenship Age range: 12-19 years Total time: 45-70 minutes Learning outcomes: • To understand the urgent challenge that finite resources pose to our current economic system • To explore economic history since the industrial revolution through personal narrative • To critically evaluate our current consumption and production systems and explore better ways of dealing with resources
EllenMacArthurFoundation
Exploring the circular economy

Exploring the circular economy

This lesson is part of a series that introduces students to a different way of thinking about how we could use resources more effectively. The series builds up exactly how a circular economy approach is different from the status quo, and looks at the associated economic, environmental and social advantages. Subject: Economics, Geography, Environmental Systems, Biology, Sociology, Business, Citizenship, Design Technology Age range: 12-19 Total time: 60 minutes Learning outcomes: • to compare living systems with man-made systems • to critique our materials economy • to begin to investigate an alternative model: the circular economy
EllenMacArthurFoundation
Circular economy: Challenging common conceptions

Circular economy: Challenging common conceptions

This lesson is part of a series that introduces students to a different way of thinking about how our economy could work: a circular economy. The series builds up exactly how a circular economy is different from the status quo, and looks at the economic, environmental and social advantages of a new approach. Subjects: Economics, Geography, Environmental Systems, Sociology, Business, Citizenship Age range: 12-19 Total time: 60 minutes Learning outcomes: • To understand that environmental issues can be intrinsically linked to economic issues • To critique the flaws inherent in some common approaches to environmental education • To begin to investigate a different way of approaching environmental, social and economic issues
EllenMacArthurFoundation
Circular economy: Redesigning plastics

Circular economy: Redesigning plastics

Plastics have become an integral part of modern life, providing many benefits for consumers and producers. But what happens to our waste plastic? Where does it all end up? Is recycling plastics really that effective? In this lesson, students will explore how we use plastics in everyday packaging and how these might be redesigned in such a way as to not become a ‘waste’ problem. Moving beyond methods to ‘reduce, reuse and recycle’ at end of life, students will explore ways of designing waste out of the system from the outset. Learning intentions: To deepen awareness of the systemic challenges around plastics packaging and how these might be overcome through redesign. Subjects: Design and Technology, Biology, Chemistry, Environmental Sciences, Business Age range: 12+ Total time: 2x 45 minutes (90 minutes total)
EllenMacArthurFoundation
Product Growth exercise

Product Growth exercise

This exercise is to get your D.T students to look at a graph and to label it according to the product life cycle. This type of question is one that exam boards like to throw in to D.T exams once in a while so its well worth your students having a practice with this exercise.
jwilliamsKMS
D.T Revision Pack

D.T Revision Pack

A selection of 9 resources that are suitable for Design Technology students from GCSE level onwards. This pack includes: two sets of flash cards posters on: processes market segmentation energy sources innovative materials laminating process need vs want product life cycle exercise sheet on product cycle. This is a great pack to give as revision or to stick up around your classroom. All resources are available to buy individually.
jwilliamsKMS
DTP Revision Wheel

DTP Revision Wheel

Used to support learners when answering DTP Past Paper Questions. Can also be used as a revision resource. Print one sided and laminate.
misselliott00
Give Me 5 - Technologies

Give Me 5 - Technologies

Can be used as a starter, plenary or an extension task. Tasks get increasingly more difficult. Can be printed and displayed on the wall or posted as an image on apps such as Google Classroom.
misselliott00
Thinking Triangles- Technologies

Thinking Triangles- Technologies

Based on Blooms Taxonomy, questions are leveled based on challenge. Thinking triangles can be used as a starter, plenary or an extension task. Tasks get increasingly more difficult. Can be printed and displayed on the wall or posted as an image on apps such as Google Classroom.
misselliott00
Skill Strips- Technologies

Skill Strips- Technologies

Contains 7 different skills strips Skill building tasks to develop essential D&T attributes such as sketching, rendering and 3D CAD modelling skills. Can be used as starters, plenaries or extension tasks. Made for BGE pupils studying Technologies. I printed these out and have them on the wall for pupils to use at their leisure.
misselliott00
Ultimate Guide to GCSE DT Exexcel NEA Contextual Themes and Section 1.1 for teachers

Ultimate Guide to GCSE DT Exexcel NEA Contextual Themes and Section 1.1 for teachers

Ultimate Guide to Edexcel NEA Contextual Themes and Section 1.1 for teachers This is the ultimate teacher guide to the NEA for Edexcel Section 1.1 only including contextual themes. This is approximately the first 5 pages of the NEA with accompanying lessons (8-9 Lessons). Please note: This is a rough guide to the NEA and not a definitive one solution fits all approach. Please make sure that you follow The NEA guidance from the exam board. We take no responsibility for how this guidance is used or the outcomes produced by your students. The presentation also provides possible student page layouts that need to be used in accordance with the exam boards NEA malpractice guidelines. Includes: Introduction to the NEA assignment Introduction to the marking scheme in student speak Mark scheme and break down Contextual Themes, Inspiration boards and project ideas Contextual brainstorms Client requirements/target market Questionnaires Looking at Existing Products and work of others Further Primary/research needs Social, economic and environmental needs Plenaries
fastball1718
Ultimate Guide to GCSE DT WJEC NEA Contextual Themes and Section A teacher guide

Ultimate Guide to GCSE DT WJEC NEA Contextual Themes and Section A teacher guide

Ultimate Guide to WJEC NEA (Non Examined Assessment) Contextual Themes and Section A This is the ultimate teacher guide to the NEA for WJEC Section A only including contextual themes. This is approximately the first 5 pages of the NEA with accompanying lessons (8-9 Lessons). Please note: This is a rough guide to the NEA and not a definitive one solution fits all approach. Please make sure that you follow The NEA guidance from the exam board. We take no responsibility for how this guidance is used or the outcomes produced by your students. The presentation also provides possible student page layouts that need to be used in accordance with the exam boards NEA malpractice guidelines. Includes: Introduction to the NEA assignment Introduction to the marking scheme in student speak Mark scheme and break down Contextual Themes, Inspiration boards and project ideas Contextual brainstorms Client requirements/target market Questionnaires Looking at Existing Products and work of others Further Primary/research needs Social, economic and environmental needs Plenaries The presentation also provides possible student page layouts that need to be used in accordance to the exam boards NEA.
fastball1718
Ultimate Guide to GCSE DT OCR NEA Contextual Themes and Strand 1 for teachers

Ultimate Guide to GCSE DT OCR NEA Contextual Themes and Strand 1 for teachers

This is the ultimate teacher guide to the NEA for OCR Strand 1 only including contextual themes. This is approximately the first 5 pages of the NEA with accompanying lessons (8-9 Lessons). **Please note: This is a rough guide to the NEA and not a definitive one solution fits all approach. Please make sure that you follow The NEA guidance from the exam board. We take no responsibility for how this guidance is used or the outcomes produced by your students. The presentation also provides possible student page layouts that need to be used in accordance with the exam boards NEA malpractice guidelines. ** Includes: Introduction to the NEA assignment Introduction to the marking scheme in student speak Mark scheme and break down Contextual Themes, Inspiration boards and project ideas Contextual brainstorms Stakeholder requirements/target market Questionnaires Looking at Existing Products and work of others Further Primary/research needs Social, economic and environmental needs Technical Specification Plenaries
fastball1718
Ultimate Guide to GCSE DT AQA NEA Contextual Themes & Section A Teacher’s guide

Ultimate Guide to GCSE DT AQA NEA Contextual Themes & Section A Teacher’s guide

Ultimate Guide to AQA NEA (Non Examined Assessment) Contextual Themes and Section A Teacher’s guide Please note: This is a rough guide to the NEA and not a definitive one solution fits all approach. Please make sure that you follow The NEA guidance from the exam board. We take no responsibility for how this guidance is used or the outcomes produced by your students. The presentation also provides possible student page layouts that need to be used in accordance with the exam boards NEA malpractice guidelines. This is the ultimate teacher and student guide to the NEA for AQA Section A only including contextual themes. This is approximately the first 5 pages of the NEA with accompanying lessons (8-9 Lessons). Over 85 slides! Includes: Introduction to the NEA assignment Introduction to the marking scheme in student speak Mark scheme and break down Contextual Themes, Inspiration boards and project ideas Contextual brainstorms Client requirements/target market Questionnaires Looking at Existing Products and work of others Further Primary/research needs Social, economic and environmental needs Plenaries All acknowledge have been shown for any use of mark schemes from the exam boards. These are easily accessed by the public.
fastball1718
Design a Phone - Extension, Entrepreneurship, Team Work, G&T Activity

Design a Phone - Extension, Entrepreneurship, Team Work, G&T Activity

A self-guided activity booklet where students research, design and make a model of an innovative mobile phone (both UK and US versions included!) Encouraging your students to get creative and design products helps them develop an important life skill in how to solve problems. Problem solving is a crucial skill to teach our students as it helps them apply their all the knowledge they have gained to real life scenarios – after all, what use is having knowledge if you don’t know how to use it! This “Design a Phone” project is easy to introduce as it can be a taught unit as part of your curriculum or it will also work for individual or group work, ideal for Gifted and Talented, extra-curricular clubs, homework project and extension work! Each page has directions of what to do so students can work independently, and there are example pages included of each section should they require some guidance. This project is a great way to develop problem solving, creativity and entrepreneurship in your students! Activity includes: • Teacher’s notes of how to implement the activity with your students • Cover page • Situation and brief • Mind mapping activity • Client research • Existing products research • Consumer research • Initial designs • Development of designs • Final design • Modelling • Evaluation • Marketing presentation • Design an advert Benefits: • Develops problem solving skills • Opportunity to be creative in a real world problem • Excellent activity for individual or group work, Gifted and Talented students, extra-curricular clubs, homework projects and extension work • Examples included to help in your instruction or if students want some guidance • Lots of opportunity for differentiation by outcome • Can be used as a “Dragon’s Den” activity • Opportunity for teaching entrepreneurial skills So encourage your students to develop their creativity and problem solving skills with these real world design activity projects. What use is knowledge if it is never applied? Enjoy!
TeachersResourceForce
Gestalt Theory and Perceptions (IGCSE)

Gestalt Theory and Perceptions (IGCSE)

While teaching students elements of Graphic Products and Product Design (IGCSE 0445 - Design Technology). I also get my students to understand the Gestalt Theory. This is a small presentation that I had made and have been using for a while now (you are welcome to edit as you may feel fit), which I show them prior to getting them to do some teacher directed activities. If you may wish to add some suggestions and comments, it would be great. Hope this helps.
RoyIshan
Smart, Modern, Composite Materials and Technical Textiles

Smart, Modern, Composite Materials and Technical Textiles

A whistle stop lesson to introduce the topics of Smart Materials, Modern Materials, Composite Materials and Technical textiles for the 9-1 AQA D&T Specification. Includes information slides on each material topic and exam questions from sample papers or past papers to appy the knowledge.
Rebecky136
Markmaking Drawing Examples - KS3 / KS4

Markmaking Drawing Examples - KS3 / KS4

Resource sheet to support the production of effective markmaking when drawing in pencil, pen or other media. Work sheet provides ideas for students to take inspiration from to help generate textures and surface pattern when drawing from Primary or Secondary resources. Works best when printed off A3 as original document was created. Produced by Author - R Evans no alternative copyright obligations
rvevans88
Design Technology - CD Case Design - Product Design - KS3/4

Design Technology - CD Case Design - Product Design - KS3/4

A presentation for Design Technology - CD Case Design - Product Design - KS3/4 and worksheet to match. A L.O. and product brief and example images are included. Differentiation is included in the form of Gold/Silver/Bronze criteria for success and questioning. Can be used with KS3 or KS4.
Hannah_Emi
Analysis of Products- AQA GCSE D&T

Analysis of Products- AQA GCSE D&T

A lesson suitable for the new specification GCSE AQA D&T. Linked to exam board practice sample exam papers and sample questions. Lesson is based around analysis or evaluation of a range of different products against specific features (Aesthetics, Ergonomics, User suitability). Group/paired task (with worksheet provided at the end of the powerpoint). Individual exam-style question task and self assess task.
Rebecky136
Methods of Production

Methods of Production

A powerpoint lesson to introduce or re-cap the main methods of production. Suitable for use for legacy specifications in D&T (Product Design, Textiles etc.) and also as part of the new D&T 9-1 Specification. Written for AQA specifications, could be adapted to others. Objectives: List the main methods/types of production Identify the methods of production used for different products Compare methods of production – advantages/disadvantages Information slides as well as student task - advantages and disadvantages and identifying products.
Rebecky136
Designing for a circular economy

Designing for a circular economy

This lesson is part of a series that introduces students to a different way of thinking about how we could use resources more effectively. The series builds up exactly how a circular economy approach is different from the status quo, and looks at the associated economic, environmental and social advantages. Learning outcomes: • To learn about companies that have adopted the circular economy framework • To design a product or service based on the circular economy Subjects (ideal for but not limited to):** Economics, Geography, Environmental Systems, Sociology, Business, Citizenship, Design and Technology Age range: 12+ Time: 120 mins
EllenMacArthurFoundation
Primary task- Bird table design

Primary task- Bird table design

A starting point,all free, if I could ask you make a small donation to the Samaritans in return but not mandatory.Thanks https://www.samaritans.org/support-us/donate-online/make-single-donation or text FOOD to 70207 (UNICEF)
68mrbd
Primary task- Post box design

Primary task- Post box design

A starting point,all free, if I could ask you make a small donation to the Samaritans in return but not mandatory.Thanks https://www.samaritans.org/support-us/donate-online/make-single-donation or text FOOD to 70207 (UNICEF)
68mrbd
Primary task- Tooth brush holder

Primary task- Tooth brush holder

A starting point for the activity. All free, if I could ask you make a small donation to the Samaritans in return but not mandatory.Thanks https://www.samaritans.org/support-us/donate-online/make-single-donation or text FOOD to 70207 (UNICEF)
68mrbd