Editable Schemes of Work - Year 10

Edexcel GCSE Design and Technology

Resistant Materials Technology — Year 10

Practical support to help you deliver this Edexcel specification

Scheme of work

This scheme of work has been produced to help you implement this Edexcel specification. It is offered as an example of one possible model that you should feel free to adapt to meet your needs and is not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible.

Other course planning support

You will find other support for planning the course in the Teacher’s Guide. This is a free downloadable resource that you can access at www.edexcel.com/gcse2009

Teaching resource exemplars

The scheme of work contains suggestions for resources that you can use to support your teaching. These are suggestions only of material you may find useful and you are encouraged to use a wide range of resources that suit the needs of your students.

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Edexcel GCSE Design and Technology

Edexcel scheme of work

Resistant Materials Technology — Year 10

Y10 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources /
1–3 / Unit 2: Topic 3.3
Joining materials
Unit 2: Topic 1.2
Metals
Unit 2: Topic 3.6
Finishing techniques / · To know why and where different techniques are used and the alternative industrial methods.
· To be able to produce sample joints in metal using temporary and permanent methods.
· To be able to describe the named finishes.
· Develop key skills in order to be able to construct a hanging basket bracket. / · Teacher demonstrates a range of processes such as:
· taping and threading
· use of nuts and bolts
· riveting — pop and snap
· welding
· brazing.
· Students investigate:
· plastic dip coating
· painting — hammerite
· marking out, drilling, cutting, shaping mild steel sections. / · See pages 8–13 of the Edexcel GCSE Design and Technology Resistant Materials Technology Student Book.
· For useful information on processes, see: CD — Focus on Metals Overview (Focus Educational Software).
· For Design Technology resource material see: www.focuseducational.com/
html/product_overview.php/pid/49
Y10 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources /
4 / Unit 2: Topic 1.1
Woods / · To know aesthetic, functional and mechanical properties, applications and advantages/disadvantages of the following woods when manufacturing products:
· oak
· mahogany
· beech
· ash
· pine.
· To know aesthetic, functional and mechanical properties, applications and advantages/disadvantages of the following manufactured boards when manufacturing products:
· plywood
· chipboard
· medium density fibreboard (MDF)
· hardboard. / · Using a classification chart, students map which woods go under the correct classification heading: hardwood, softwood, manufactured boards.
· Teacher provides examples of woods and boards along with a range of products made from the materials.
· Students research and produce an A3 page of different products and the woods they are made of. / · For useful information, see: CD — Resistant Materials V2 Overview (Focus Educational Software).
· For Design Technology resource material see: www.focuseducational.com/
html/product_overview.php/pid/49
5–7 / Unit 2: Topic 3.3
Joining materials
Unit 2: Topic 1.1
Woods
Unit 2: Topic 3.6
Finishing techniques / · To know why and where different techniques are used and the alternative industrial methods.
· To be able to produce sample joints in metal using temporary and permanent methods.
· To be able to describe the named finishes.
· Develop key skills in order to be able to construct a hanging bird feeder / · Teacher demonstrates a range of processes such as:
· screws
· nails
· screws
· butt and rebate joints
· dowel joints.
· Students investigate:
· varnish
· stain
· marking out, drilling, cutting, shaping softwood sections. / · For useful information, see: CD — Focus on Wood Joints Overview (Focus Educational Software).
Y10 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources /
8 / Test and consolidation lesson on joining materials, woods, metals and finishing techniques.
9 / Unit 2: Topic 2.1
Marking and measuring / · To know how and what equipment and tools to use in order to successfully mark out materials in preparation for manufacture.
· To recognise, select, use and the advantages/disadvantages of the named tools and equipment when marking and measuring during the manufacture of products. / · Using ICT equipment in classroom or books, students research and collect images of the named tools and equipment.
· Teacher helps students create an identifying quiz. / · TEP ClipArt images may be useful.
10 / Unit 2: Topic 3.2
Materials processing and forming
Unit 2: Topic 3.4
Adhesives
Unit 2: Topic 3.6
Finishing techniques / · To be able to carry out the process of wood laminating.
· To be able to select an appropriate adhesive.
· To apply an appropriate finish. / · Using pre-made formers students make some simple salad servers.
· Students produce a flow chart of the stages involved in carrying out the process of wood laminating.
11 / Unit 2: Topic 3.5
Heat treatment / · To know the about the characteristics, preparation, processes, application and advantages/disadvantages of using the following heat treatments when altering the properties of metals:
· hardening and tempering
· annealing
· case hardening. / · Teacher demonstrates the range of processes including:
· hardening and tempering
· annealing
· case hardening.
· Students apply this knowledge to commercial products which have been heat treated.
· Students write an evaluation on the outcomes of the various pieces once heat treated.
Y10 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources /
12 / Unit 2: Topic 3.1
Scale of production / · To know about the characteristics, application and advantages/disadvantages of the following scales of production in the manufacture of products:
· one-off
· batch
· mass. / · Using a range of products as exempla, students categorise the method of manufacture and describe the scale of manufacture.
· In groups, students investigate the suitability of the manufacturing method to the product.
· In groups, students explain and justify the use of the manufacturing process.
13–14 / Unit 2: Topic 4.1
Analysing products / · Be able to describe a product by taking into account the specification criteria listed in the specification (page 33).
· Be able to determine why each functional or aesthetic point has been incorporated into the product. / · Using a range of products that have been bought into classroom or photographs, students create a series of tables that allow an investigation of key specification criteria to be explained and justified for each product investigated.
15 / Test and consolidation lesson
Marking out and measuring, materials processing and forming, adhesives, finishing techniques, heat treatment, scale of production and analysing products.
Mini design project
16 / Unit 1: Topic 1.3
Specification criteria / · To be able to identify and show a clear list of requirements that forms specification criteria suitable for a given brief. / · Students independently produce design specification for given brief.
Y10 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources /
17–20 / Unit 1: Topic 2.1
Designing skills / · When designing products students should be able to respond creatively to design brief and specification criteria, including:
· clear communication of design intentions using notes and/ or sketches
· annotation which relates to the original specification criteria. / · Students independently produce a range of sheets of ideas that are well annotated and that clearly communicate their ideas.
21 / Unit 1: Topic 2.2
Review / · To independently review against design specification.
22-25 / Unit 1: Topic 3.1
Development / · Students must develop their initial design ideas into a single design proposal that is significantly improved.
GCSE controlled assessment starts
26 / Unit 1: Stage 1.1
Investigate.
Discuss choices from Edexcel’s tasks.
Communication to be evidenced throughout.
Analyse task. / · To explore and show the range of issues connected to the topic chosen.
· To independently produce analysis of design brief in order to clarify design needs. / · Students produce mind maps under a range of headings including target market, cost, materials, etc / · See SCAM (Sample Controlled Assessment Materials) for Edexcel GCSE Design and Technology Resistant Materials Technology at: www.edexcel.com
· See page 1 of CGP GCSE Design and Technology Resistant Materials Technology Revision Guide.
· See page 2 of CGP GCSE Design and Technology Resistant Materials Technology Revision Guide.
· See page 20 of Letts Revise GCSE Design & Technology Resistant Materials.
· See SCAM (Sample Controlled Assessment Materials) for Edexcel GCSE Design and Technology Resistant Materials Technology at: www.edexcel.com/quals/gcse/
gcse09/dt/Resistant/Pages/
ControlledAssessment.aspx
Y10 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources /
27–28 / Unit 1: Stage 1.2
Research / · To show a clear understanding of the research methods used and how they aid the understanding of the needs and wants. / · Students gather and produce sheets to show interviews, graphs and charts and any relevant information closely focused to the topic.
· Students use product disassembly in order to analyse a relevant, existing product’s performance, materials, components, processes, quality and sustainability issues.
· Students apply findings from product analysis and research to inform their own specification. / · See pages 21–22 of Letts Revise GCSE Design & Technology Resistant Materials.
· See pages 27–28 of Letts Revise GCSE Design & Technology Resistant Materials.
29 / Unit 1: Stage 1.3
Specification / · To be able to identify and show a clear list of requirements that forms specification criteria suitable for their design brief. / · Students produce realistic, technical, measurable specification points which address some issues of sustainability for their own product.
· Students justify their specification points using the findings from their research.
30–36 / Unit 1: Stage 2.1
Initial ideas / · To use different methods of representation to represent and show ideas.
· To clearly explain design ideas using annotation/notes. / · Students independently present alternative initial design ideas that are realistic, workable and detailed.
· Students demonstrate their understanding of materials and processes and techniques applicable to their design ideas. Ideas should be well annotated, clearly showing their knowledge and understanding of workshop or industrial applications.
37 / Unit 1: Stage 2.2
Review / · To independently review initial ideas against specification.
38 / End of year test.

3082rl261009S:\LT\PD\Scheme of work (Phase 2)\D & T RMT year 10 SOW.doc.1—9/1

This grid is for you to create your own scheme of work if needed.

Y10 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources /