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 Reception |  Whole Class Project | Resistant Materials | Engineering |
| KS1 | Individual Project | Graphics | CADCAM |
| KS2 | Short Task | Food | Catering |
| KS3 | Research and Investigation | Textiles | Fashion |
| KS4 | Enterprise activity | ICT | Electronics |
| Post 16 | Product Analysis | Systems and Control | Structures |
| Embedding ICT in DT |
Lesson Context
This is one of three food technology units that focus on designing: this one in year 7 on designing for yourself; one in year 8 on designing for clients; and one in year 9 on designing for markets. These units ensure progression in understanding about designing.
This is part of a series of three units in year 7 on designing and making for yourself; there are equivalent units, with similar learning outcomes, on resistant materials and textiles. Together these units are expected to take 15-24 hours. It is important that the department plans as a team so that pupils are able to draw on knowledge, skills and understanding from across the units to reinforce their learning and avoid unnecessary repetition.
This unit could be linked to the product evaluation activities and focused practical tasks from unit 7C 'Using ICT to support researching and designing', eg by using ICT to search for information about snacks, or using a spreadsheet to model different versions of a design and to compare nutritional value or costs.
Resources Needed
· a collection of marketing techniques, eg posters, TV and radio adverts, brochures and leaflets, advertorials, packaging, photographs of point-of-sale displays, used for particular products, eg breakfast cereals, drinks, margarines, convenience foods, ready-prepared meals
· case studies, eg videos, photographs, books, explaining the product development process for a range of well-known products
· case studies or examples of user research
· case studies showing a variety of different prototypes being used in the product development process
· materials/ingredients, tools and equipment for prototyping and modelling
· materials, tools and equipment for cutting, shaping and mixing
· useful websites, eg
- sites relating to ingredients, such as www.fabflour.co.uk; www.dotfood.com; www.bakersfederation.org.uk
- sites of leading supermarkets, such as www.u-net.com/asda; www.sainsburys.co.uk; www.tesco.co.uk
Teacher Preparation
It is helpful if pupils have:
· compared the processes involved in making commercial and domestic bread products
· followed instructions, eg to carry out fair tests
· used equipment accurately and effectively, following safe and hygienic working practices, eg when using an oven
· planned an order of work with a list of ingredients and equipment
Pupils should have gained the above knowledge, skills and understanding in year 5, through unit 5B 'Bread' and unit 5D 'Biscuits' in the key stage 2 scheme of work, or similar projects.
Project Brief
Snacks
Design a new and appetising filling for a pasty which a target group of customers will want to buy. Develop your ideas by tasting other pasties and finding out what customers want. Experiment with different ingredients for the fillings, and test them to help you design something new and tasty for the customers.
Design and Manufacture
Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks.
They:
o use simple prototypes and modelling to evaluate design ideas
o use a range of cutting, shaping and mixing processes
o use a variety of techniques to prepare and process foods
o consider safety and hygiene when handling food.
There are also opportunities for pupils to:
o use and understand a one-off production technique
o use prototypes and models in the manufacturing process
o learn that designers evaluate and modify their prototypes before starting a production run
o learn that marketing is an important part of designing and making a product.
Differentiation
At the end of this unit
Most pupils will:
carry out their own research by collecting information and use what they learn about products that are produced commercially when developing their own ideas; consider the needs or requirements of users; clarify their ideas through discussion, labelled sketches and modelling (using ICT where appropriate) and give reasons for choosing between ideas; work safely and with some accuracy when using a range of resources, addressing risk, noting any hazards to themselves and others, and identifying ways of controlling risks; compare their product with the design specification and identify what is working well and what could be improved
Some pupils will not have made so much progress and will:
carry out research and use their findings when developing ideas; illustrate alternatives using sketches or models and choose between them; measure, cut and mix given materials/ ingredients with some accuracy during modelling and production; note safety equipment used, eg oven gloves, and identify its purpose; identify some successful, weak or problematic parts of their work
Some pupils will have progressed further and will:
carry out their own research using sources other than those provided by the teacher, and use their findings about existing products when developing their own ideas; make effective use of prototypes to explore and test their thinking; use formal drawing methods to communicate their intentions; use a wide range of techniques during trialling and production, eg measuring, cutting, mixing, finishing; devise simple tests to evaluate the effectiveness of their product in use; evaluate how they have achieved their original design proposals and make recommendations for further development of the product.
Additional Information
Out-of-school activities and homework
Pupils could:
· present an illustrated story of the design, production, promotion, use and disposal of one product
· collect advertisements that show the ways in which one product has been marketed
· find examples of new products that have been designed to meet recent consumer needs and explore questions about them, eg What has caused the demand for these products, such as changing lifestyles? What demand might there be in the future for new products? Which different groups of people might want or need them?
· practise techniques for finding out about users that they know nothing about, eg looking at the situation in which a product is used, talking to users, to establish what people like and dislike and the range of different people who will use the product
· collect pictures of different products under two headings: 'high-volume production' and 'one-off production'
· find examples of how prototypes and models (in a variety of materials) are used.
Download a WinZip file of the full Y7 SoW
Link URL: http://www.winzip.com
