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DESIGN & TECHNOLOGY YEAR 7 & 8 DIFFERENTIATION

CURICULLUM DIFFERENTIATION
LEARNING (SPECIFIC LEARNING OBJECTIVES)
TOPIC CONTENT
OUTCOMES MUST DO SHOULD DO COULD DO
STAGE 1 STAGE 2 EXTENDED
Introduction • What is Design and  Recognise the Able to list few examples Able to describe and Able to describe the
to Design & Technology? importance of of common technology provide relevant examples impact of technology on
Technology design and that we use everyday in on how technology has different areas of life and
our life. made our everyday life talk about the changes in
technology and
more convenient and the advancement of
that it has an Able to recognise that
comfortable. technology over recent
impact on all areas design and technology has
years.
of our lives. made everyday life
comfortable and
convenient.

• What is Design?  Analyse the design Able to describe the Able to identify Able to carry out product
of products used in simple function of a similarities in appearance analysis in terms of its
• Function and product, its appearance in and material intended for function, appearance,
everyday
Aesthetics terms of size, shape, different products of the material usage and
situations.
• Ergonomics colours and the material same function. intended customer.
• Innovation  Describe a product used.
Able to describe Able to describe
• Materials in terms of its appearance in terms of appearance in terms of
• Environment function, shapes, colours, sizes and forms, textures and
appearance, functionality. proportions.
• Aesthetics material usage and
intended customer.
• What is
aesthetics?
• Lines
• Shapes
• Forms
• Colours
• Textures
• Proportions
CURICULLUM DIFFERENTIATION
(SPECIFIC LEARNING OBJECTIVES)
TOPIC CONTENT LEARNING OUTCOMES
MUST DO SHOULD DO COULD DO
STAGE 1 STAGE 2 EXTENDED
Introduction • Freehand Sketches  Ability to use freehand Able to sketch simple Able to draw simple Able to draw complex
to Graphics sketching as a means to isometric block based on a isometric drawings using isometric drawings that
• Isometric Drawing enhance drawing skills given drawing. crating for forms such as involves the combination
cylinders, cones, ellipses of cones, cylinders and
• Oblique Sketching  Recognise that Able to differentiate one
etc. boxes with the aid of the
computers, computer form of projection from
• Perspective Drawing crating techniques.
graphics play an another.
Able to sketch simple
• One-point important part in design
and technology. everyday objects using the
Perspective crating techniques such as
• Two-point  Use crating to draw television, hand phone,
Perspective complex objects and pen etc...
• Orthographic shapes.
Projection 1st and or Shows a basic Can produce three views Competent when
 Ability to produce understanding of showing orthographic producing orthographic
3rd angle projection orthographic drawings. orthographic projection. projection views.
• Rendering
Able to render object Able to render an object Able to render an object to
 Use rendering using basic techniques. to enhance its shape and make the object look like
techniques to enhance form. wood, metal or plastic or
drawings glass etc...

Designing • Design Method  Understand that design Able to draw the design Able to explain each stage Able to describe the
takes place in stages model indicating the of the design process and design process and
All Projects • Stages of different stages in design. describe the different recognise that the design
Design  Understand the method steps involved in each process is dynamic.
used to work through
• Designing is stage.
Understand that when
the stages of design
Dynamic designing a product, it is
 Gain awareness that important to consider the
design involves an user needs and wants (the
ongoing dialogue intended customers).
between the designer
and the user.
• Evaluation  Ability to Can produce basic Can produce reasonably Shows well explained
evaluate work through the evidence of evaluation well explained evidence detail evaluating the
design stages throughout the design of evaluation throughout design work throughout
stages. the design stages. the design stages.
CURICULLUM DIFFERENTIATION
(SPECIFIC LEARNING OBJECTIVES)
TOPIC CONTENT LEARNING OUTCOMES
MUST DO SHOULD DO COULD DO
STAGE 1 STAGE 2 EXTENDED
Plastics • Origin of plastics, uses  Describe the Understand that most of Understand that most Understand that most
and characteristics of origin of plastics, list the plastics used today plastics are also known as plastics come from crude
different plastics and different plastics and come from crude oil. polymers and come from oil and are known as
crude oil. polymers which can be
different forms and sizes uses and identify
sub-divided.
of plastics. different forms and
sizes. Understand that plastics Understand that synthetic Understand that plastics
are either thermoplastics and semi-synthetic can be divided into 3
or thermosetting plastics. plastics are sub-divided in groups: Natural, Semi-
thermoplastics and Synthetic and Synthetic
thermosetting plastics. and that synthetic and
semi-synthetic are
thermoplastics and
thermosetting plastics.

Able to identify one Able to identify one or Able to identify two or


thermoplastic (Acrylic) more thermoplastic and more thermoplastics and
and one thermosetting one or more thermosetting thermosetting plastics and
(GRP – Glass reinforced plastic and familiar with familiar with properties.
polyester) plastic and state its properties.
uses of each.

Understand that plastics Understand that plastics Understand that plastics


come in different forms can come in different can come in different
such as sheets, rods tubes forms and sizes such as forms and sizes, such as,
and uses. films, sheets, fibres rods, foams, sheets, fibres, rods,
tubes and uses. tubes, granules and resin
Able to identify common Able to choose a plastic Able to justify the choice
uses of plastics when undertaking a of plastic in relation to
specific project and show their user and properties
awareness to its
properties.

CURICULLUM DIFFERENTIATION
(SPECIFIC LEARNING OBJECTIVES)
TOPIC CONTENT LEARNING OUTCOMES
MUST DO SHOULD DO COULD DO
STAGE 1 STAGE 2 EXTENDED
Metal • Ferrous Metals  List different Understand that metals Understand that metals Understand that metals
ferrous and non- come from ores mined come from ores mined come from ores mined
• Non-Ferrous Metals from the ground or sea from the ground or sea from the ground or sea
ferrous metals.
bed and there are two bed and there are two bed and there are two
main groups of metals. main groups of metals. main groups of metals.
One contains iron and the Ferrous metal contain a
other which does not material called carbon, the
contain iron. higher the carbon content,
the harder the metal. Non-
ferrous metals do not rust
and can be added with
other materials by
alloying to form new
materials.

• Alloys  Alloys and uses Understand that alloys are Understand that alloys are Understand that alloys are
produced by mixing non- produced by mixing non- produced by mixing non-
• Uses and  Uses and general ferrous metals with other ferrous metals with other ferrous metals with other
characteristics of different characteristics of materials. materials such as materials such as
metals these metals. aluminium + Copper + aluminium + Copper +
Manganese = Duralumin. Manganese = Duralumin.
Copper + Zinc = Brass.

Able to name and list Able to name and list Able to name and list
characteristics of at least characteristics of at least characteristics of at least
one ferrous and one non- two ferrous and two non- two or more ferrous and
ferrous metal. ferrous metals. two or more non-ferrous
metals.
Able to identify common Able to choose a metal Able to justify the choice
uses of metals. when undertaking projects of metal in relation to
and shows awareness of their user and properties
its properties.
CURICULLUM DIFFERENTIATION
(SPECIFIC LEARNING OBJECTIVES)
TOPIC CONTENT LEARNING OUTCOMES
MUST DO SHOULD DO COULD DO
STAGE 1 STAGE 2 EXTENDED
TOPIC
Wood CONTENT of
• Classification LEARNING OUTCOMES
 Differentiate Understand that there areCURICULLUM
Understand DIFFERENTIATION
that there are Understand that there are
Timber between hard and two groups of wood, (SPECIFIC
two groups of wood,
LEARNING OBJECTIVES) two groups of wood,
softwood, especially natural (hardwood and natural (hardwood which natural such as (hardwood
• Parts of a tree MUST DO
softwood and processed SHOULD
come DO
from deciduous COULD
which comesDOfrom
local woods.
STAGE
wood which is 1 trees and STAGE
softwood2which deciduous EXTENDED
trees and
• Uses of common manufactured boards. come from coniferous softwood which come
 Identify some
Introduction wood
• Health & Safety  Familiar with Shows an awareness of Applies
trees Health & Safety
and processed Competent
wood from when
coniferous applying
trees and
manufactured boards.
to practical Health & Safety in Health & Safety in the in the workshop.
which is manufactured processed wood whichthe
health and safety in is
work in the the workshop workshop. boards such as plywood workshop boards such
manufactured
workshop MDF Board. as Plywood, MDF Board
 Identify parts of a Uses hand tools safely Uses hand tools correctly and Uses hand tools
blockboard.
 Able to use hand
• Use of basic hand tools tree. with some degree of skill. and safely and able to competently with good
tools in the correct
manner Ability to name at least identify
Ability toeach
nametool.
at least degreetoofname
Ability skill at
and able to
least
one hard and softwood two hard and softwoods identify
two eachsoftwoods
hard and tool.
plus a manufactured plus two manufactured plus two manufactured
board. boards and its boards and its
Machines & • Use basic machinery:  Able to use this Familiar and capable of Able to use the machinery Able to use the machinery
characteristics. characteristics.
Processes machinery and using the machinery in a competent manner in a competent manner
• Hegner saw named and aware of the and aware of safety and shows awareness of
familiar with safety Ability to sketch and label Ability to sketch and label Ability to sketch and label
basic safety involved with involved when using this all safety involved when
• Pillar drill issues. 4 parts of a tree. 6 parts of the tree. all parts of the tree.
using the machinery machinery. using this machinery.
• Bench drill
• Line bender Ability to state uses and Ability to state uses and Ability to state uses and
characteristics of 2 hard characteristics of 2 hard characteristics of 3 or
• Vacuum former and softwoods. and softwoods. more hardwoods and
softwoods.

 Familiar with specific  Familiar with Able to identify


Familiar common
with basic Able
Showsto choose a wood of Able
good awareness to justify
Shows the choice
competence when
uses of hardwood
processes named. & when undertaking
the processes a and ofusing
named woodthein processes
relation tonamed
processes: processes involved
softwoods specific project
uses with and show
relatively good their
and user
showsandvery
properties.
good skill
when undertaking awareness to its
 Marking & Measuring skill. level.
projects. properties.
 Cutting out
 Shaping
 Joining
Finishing

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