• Roll and Bench seating plan
• Intro to the workshop
  • Explain tools on benches and walls
  • Machines and uses

• Show students through workshop. Focus on dangers and safe use of equipment.
• Explain Duties / Routines

• are aware of their surroundings and the dangers that lay within.
• Understand that each student is responsible for own actions.

• Introduce the Technology Cycle (relate this to Technological products e.g.: Juicy cart)
• What is Technology ( Give examples: Camera)
• Give out Brief and explain Key stages in the process. (Relate to the Technology cycle)
• Show students a Technology folio and explain process and assessment.
• Talk about Key Stakeholder and stakeholder interests / hobbies

• Introduce students to plastics
• Explain the difference between Thermoplastics and thermoset
• Show them a piece of acrylic and explain its properties.
• Why it has protective paper on each side of it.

• Technology Cycle
• On board
• Show examples of a Technology Folio

• Develop understanding of the technological process.
• Relate the process of technology to the new context.

• Key Tag /Skate Board – teach skills, ( related to knowledge and understanding in brief.)
• Mock ups
• Testing / trialling
• glueing
• marking out
• drilling
• cutting out
• finishing – filing / sanding
• polishing

The teacher demonstrates use of tools, ie use of rulers, measuring, metric system and how to measure a rectangle 65mmx35mm onto a piece of card.

Draw two rectangles then demonstrate how to draw a random design and a symmetrical design.

Cut out the shapes.

Students choose 2 pieces of acrylic and the teacher glues them together.

The students then mark out their shape onto one of the surfaces of the acrylic.

The teacher then explains and demonstrates why we drill the hole for the split ring first, before cutting out the shape. (explain why waste wood is placed behind the acrylic when drilling the hole.

The students then proceed to drill the hole.

• Workshop equipment and processes

Student Booklet

Instruction sheet Knowledge and understanding

Workshop facilities

Hand tools

Card

• Gain an understanding of the correct use of equipment and tools.
• Are competent in using tools safely
• Experience using plastic as a material.
• Safe workshop practices

The coping saw and scroll saw, the teacher then demonstrates the use of both tools as a method of cutting out the shapes keeping to the waste side of the line.

Codes of practice, i.e. safety in practice with the use of tools and machines. Correct working procedures to gain desired outcome.

Once the shape is cut out the teacher demonstrate how to file down to the line using a range of files

• course file
• medium file
• fine file

Demonstrate how to round the edge using the fine file.

The teacher then demonstrates how to sand the edges smooth using three grades of paper progressively getting the edges smoother.

• 120g sand paper
• 220g sand paper
• 600g wet and dry sand paper. (explain why we use wet and dry sand paper)

The teacher then demonstrates how to polish the edges using Jif™ and a rag.

• Gain an understanding of the correct use of equipment and tools.
• Are competent in using tools safely
• Experience using plastic as a material.
• Gain an understanding of how to produce a high quality finish.

Ask the students to choose a Key stakeholder – someone to design the cell phone/ipod for (usually a family member)

• Technology Cycle
• On board

• Understand technological terminology

Revise the technology cycle.

Introduce the issue that cell phone/ipods/mp 3 players are often left lying around and can get lost.

Introduce class brief and discuss possible attributes/specifications as related to the properties of plastic.

Reflect on Key Stakeholder and what the holder might be designed for.

Examples of required stationary.

Year 9 teachers handbook

Students understand the stages of the technology cycle

Talk about the Key stages and the time available ( 6 sessions)

What resources are needed at the different stages during the project?

With teacher guidance draw this on the worksheet headed "Planning”.

Complete the first page in their brief (this can be completed for homework if not done in class)

• Choose the Key stakeholder and interview them to establish their initial thoughts, needs and likes and dislikes.
• Write a conceptual statement (who its for/what its for/why)
• Write down the key attributes/Initial specs

Develop an understanding of the stakeholders needs.

Teach students about 2D sketches and the use of Design ideas. Use the work sheet.

Draw concepts that meet stakeholder interests. Apply annotations to support ideas.

(Use a cardboard mockup of the phone ipod and glue this onto the concept drawing.)

Take drawings of design ideas to stakeholder for feedback to help selection of an idea for further development. Refine the brief as appropriate.

Drawing equipment.

Colouring pencils

Photograph the mockup with the cell phone / ipod in place to identify changes.

Make modifications to the mockup, test again and use this to communicate the developed concept to your stakeholder.

Development: Apply the feedback given to you by the stakeholder. Make any adjustments requested and show this on the photograph pasted on the development page.

Refine brief as appropriate – support changes/modifications with annotations.

Card, scissors, rulers

3mm mdf

Scrollsaws

Worksheets.

Understand the importance of using a mock-up as a form of testing and trialling.

and performance specifications

Working drawing: Teach 2D drawings – Draw an elevation of the development and show how to apply correct dimensions and ensure accuracy.

Evaluate working drawing against the brief. Make any further modifications based on evaluation.

Formal drawing and dimensions.

Students will understand the importance of accuracy to create a quality outcome.

• Development of Final Outcome (Workshop Practice/ application of skill development)
• Transferring the final design to the acrylic (use of centre line in marking out.)
• Slot and and curves etc.
• Cutting out the shape –drill any holes first (holes in the corners of the slot)
• use of scrollsaws and coping saws in cutting out curves (Codes of Practice)
• Finishing techniques to edges to achieve a high quality end product. (filing / sanding / polishing)

• Workshop equipment
• Glues (plastic)

Continuum of skills development learnt previously.

• Teach types of plastics and properties / uses. (go over homework questions)
• Termoplastic/Thermoset
• Steps needed to produce a high quality finish.
• Advantages and disadvantages of Acrylic

• Plastic hand-out.
• Handout on finishing plastic
• Information on properties
• Work sheet

• Identify the material they are working with and possible implications in using plastics.

• Talk to the students about how to evaluate their outcome using their final brief and complete the evaluation sheet.
• Give out the assessment rubric – explain the terminology and ask students to complete these and hand them in.
• Give out blank portfolios (folded card)

Assessment Rubric

• Explain using the examples how to assemble their portfolio, explain that presentation is important.
• Demonstrate how to use the cutting mats and craft knifes to cut accurate rectangles to mount their photos and titles. Demonstrate how to glue their pages onto their portfolios.

• Take pride in their presentation of their work