NAAIDT: NAAIDT Project Exchange: Be Seen

Be Seen
Kent LEA
Submitted by: Paul Shallcross and Jennifer Ayres

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 textiles units that focus on understanding materials: this one in year 7 on using and understanding materials; one in year 8 on exploring materials in greater depth; and one in year 9 on critically selecting materials. These units ensure progression in understanding about materials.

This is part of a series of three units in year 7 on understanding materials; there are equivalent units, with similar learning outcomes, on food and resistant materials. 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.

Resources Needed
· a collection or pictures/photographs of similar products, eg safety accessories for cyclists, made from different materials and in other times, cultures and countries
· tools and equipment for processing materials, eg a sewing machine
· tools and equipment for carrying out material testing, eg strength testing
· computers for researching databases and analysing materials
· useful websites, eg
- www.design-council.org.uk
- www.textile-toolkit.org.uk

Teacher Preparation
It is helpful if pupils have:
· learnt how structures can fail when loaded, and investigated techniques for reinforcing and strengthening them
· carried out simple tests on a small range of textiles for water resistance and strength, and to find out about performance textiles
· joined and combined materials and components accurately in temporary and permanent ways, using textiles
· learnt that many different materials can be used on a product, eg a slipper, some to stiffen, some to provide a hard-wearing surface and some for appearance
· identified the different materials used and why they have been chosen
· investigated different materials for warmth, wear and strength.

Pupils should have gained the above knowledge, skills and understanding in year 6, through unit 6A 'Shelters' and unit 6B 'Slippers' in the key stage 2 scheme of work, or similar projects.

Project Brief
Be seen!

Whatever sport people like to do, it is important that they have the right kit to practise their sport safely. 'To be seen' is one of the recommendations of the Department of the Environment, Transport and the Regions. Design and make a safety garment or accessory for people aged 16 and under to wear when walking, jogging or cycling on the road. Safety should be a priority, and you should incorporate fluorescent and reflective materials.

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:
* classify materials by fibre sources, eg natural, synthetic, and by fabric construction, eg woven, non-woven,
* knitted
* investigate different cultural contexts in which textiles have been developed and used
* investigate and develop skills in modifying the appearance of textiles, eg colouring and decorative techniques
* consider the aesthetic and functional properties of materials, eg water resistance, drape, comfort, absorbency, flexibility

Differentiation
At the end of this unit

Most pupils will:
select materials and components from a given range for particular purposes, considering their working properties, the available tools and equipment, and processes for working with the material; apply their understanding of how materials are classified according to their use, origin and properties; recognise that the properties of materials meet different needs; use their understanding of the limitations of materials to guide their ideas and help them make final decisions about which materials to use; combine materials and components to suit particular purposes; process materials to change their working properties and performance, applying an increasing range of cutting, shaping and forming techniques, as appropriate; choose from the range of finishing processes available to enhance the appearance of materials and improve their performance, eg waterproof coating, and recognise where self-finishing techniques are available

Some pupils will not have made so much progress and will:
choose the most appropriate materials from those available and draw on some previous experience of working with materials; explain their choice of materials; cut, shape and form materials, as appropriate; select and use finishing techniques that are suitable for the product's end use

Some pupils will have progressed further and will:
draw on their knowledge of materials and processes; recognise the advantages and disadvantages of particular tools and equipment, and processes; make decisions which resolve conflicting demands, eg cost with the suitability of a material for the chosen design; check that materials are capable of taking the desired form, have aesthetic appeal, are an appropriate weight and have other properties needed.

Additional Information
Out-of-school activities and homework
Pupils could:
· investigate the types of materials used in sports equipment, relating them to their purpose and how they are used
· investigate the textiles used in a range of products, eg tents and kites, children's clothes, protective clothing, vehicles, relating their use to working and performance characteristics, structure, and how they are manufactured
· develop a flow chart or storyboard explaining a particular processing technique, eg overlocking.

Download a WinZip file of the full Y7 SoW

Link URL: http://www.winzip.com