Editable Schemes of Work - Year 11

Edexcel GCSE 2009 Design and Technology

Textiles Technology — Year 11

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.

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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

Textiles Technology — Year 11

Year 11 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources
1 / Unit 1, Stage 2.2: Review /

Independently review against design specification.

Teacher to focus students after the break and make sure they are up to date.

2–7 / Unit 1, Stage 3.1: Development
Unit 1, Stage 2.2: Review Fabrics investigation/ testing
Unit 2, Topic 3.2: Materials and components /

Must develop their initial design ideas into a single design proposal that is significantly improved.
Must evaluate ideas as they progress.
To know which fabrics are most suitable for product.
To justify the choice of surface decoration, material, construction techniques and form to meet the design choices.

In groups, students investigate suitability to spec of fabrics, shape, seam types, decoration.
Students collate a small range of suitable fabrics.
Students produce toiles or samples of sections.

See Task analysis, pages 56-58 of GCSE Essentials Textiles Technology Revision Guide (Letts and Lonsdale).
See pages 64–65 of D&T Routes: Textiles by Royal College of Art Schools Technology Project (Hodder and Stoughton).

8-9 / Unit 1, Stage 3.2: Final design /

To be able to present a final design proposal that communicates their design intentions.

Students use a suitable range of drawing methods, eg exploded diagrams, different views, etc to present final design proposal.
Students use notes and annotation that clearly convey important details.
Students present technical details of materials and/or components, processes and techniques relating to their final design.

Year 11 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources
10 / Unit 1, Stage 4.1: Production plan
Plan — reintroduce symbols and their significance /

To produce a production plan. Plan in quality control and H&S.
To produce a product specification.

Students draw a chart, diary or log that lists how long manufacturing stages are to take.
Students draw a table with all the vital detail required, (eg measurements, decoration, etc) of manufacture that could be used by anyone to replicate the product.
Students draw a detailed flow chart of the order of making.

See pages 86–87 of Create!: Textiles Technology by Julie Messenger and Helen Wilson (Heinemann).

11-12 / Unit 1, Stage 4.1: Production plan /

To know how to use the correct symbols to produce a plan of making that incorporates feedback and quality control and assurance.
To be able to explain how production is planned in industry.

Students independently use skills gained in making product to:
draw a chart that lists how long production stages are to take
draw a detailed flow chart of the order of making.

See pages 64 and 65 of GCSE Essentials Textiles Technology Revision Guide (Letts and Lonsdale).
See pages 69–70 of D&T Routes: Textiles by Royal College of Art Schools Technology Project (Hodder and Stoughton).

Year 11 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources
13-25 / Unit 1, Stage 5.1: Quality of manufacture
Unit 1, Stage 5.2: Quality of outcome
Unit 1, Stage 5.3: Health and safety
Make item chosen from choices offered by Edexcel. /

16hrs. Production construction diary as making takes place with visual evidence and notes of modifications and improvements along the way. Use in design folder.

Students use skills learned to produce a product that is made to a high quality and fully functional by:
attempting a challenging task that can demonstrate a range of skills
selecting tools, equipment and processes (including CAD/CAM where appropriate) for specific uses
demonstrating a detailed understanding of the working properties of materials selected and justifying choices
demonstrating a wide range of making skills with precision and accuracy
demonstrating a high level of safety awareness throughout all stages.

26-27 / Unit 1, Stage 6.1:Testing and evaluation /

1-2 hrs. User/wearer trial. Shop comparison etc.

Students devise and carry out a range of suitable tests to check the performance and/or quality of the final product.

For information on evaluation and modification, see page 67 of GCSE Essentials Textiles Technology Revision Guide (Letts and Lonsdale).

Year 11 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources
28
Design module / Unit 1, Stage 1.1: Analyse the brief
Brief and specification can be given by teacher. Short, focused research and design task.
Unit 1, Stage 1.2: Research
Unit 2, Topic 6.1: Minimising waste production /

To be able to describe the research methods used in industry.
To show skills developed to present clear focused information that aids and encourages the development of a product.

Students should use appropriate communication methods to explore the key issues that surround the design brief.
Students demonstrate how information is collected that identifies the design needs stated in the brief.
Students produce a clear analysis that clarifies design needs.

For the design brief, see page 32 of GCSE Essentials Textiles Technology Revision Guide (Letts and Lonsdale).
For task analysis see pages 33 and 34 and pages 36–38of GCSE Essentials Textiles Technology Revision Guide (Letts and Lonsdale).

29 / Unit 2, Topic 4.1: Designing product — Specification criteria
Specification to cover key points Unit 2, Topic4.2: Designing skills
How to present clear design ideas. Including use of colour, rendering and annotation.
Unit 1, Stage 2.3: Communication /

To know the importance of considering issues of sustainability, renewable sources of energy and ethical design and manufacture.
To compile design ideas that incorporate new technologies and researching the use of existing ones.
To know the expectations for communication throughout the design and make process.

Students produce realistic, technical, measurable specification points which address some issues of sustainability for their product.
Students use different methods of representation, eg rendering, use of colour, etc when designing.

See range of specification types, pages 40 and 41 of GCSE Essentials Textiles Technology Revision Guide (Letts and Lonsdale).
For colour and design, see pages 25 and 26 of GCSE Essentials Textiles Technology Revision Guide (Letts and Lonsdale).
See the design process — overview, page 31 of GCSE Essentials Textiles Technology Revision Guide (Letts and Lonsdale).
See pages 40–41 of D&T Routes: Textiles by Royal College of Art Schools Technology Project (Hodder and Stoughton).

30 / Unit 1, Stage 2.1: Initial design ideas
Unit 1, Stage 2.2: Review
Unit 1, Topic 3.1: Development
Unit 1, Topic 3.2: Final design ideas /

Key points annotated and explained.
To know how to present analytical findings giving clear conclusions and direction as to what those findings are and where they lead to.

Students produce evaluative comments against their original specification criteria.
Students develop design ideas.
Students present final ideas.

See pages 42–47 of GCSE Essentials Textiles Technology Revision Guide (Letts and Lonsdale).
See pages 39 and 48 of GCSE Essentials Textiles Technology Revision Guide (Letts and Lonsdale).

Year 11 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources
31 / Practice on analysing products. /

To analyse products based on form, function, user requirements, performance requirements, materials and components requirements, scale of production and cost and sustainability.

Students formulate conclusions from a range of photographs and information inferred with information given.

Refer to past papers (for GCSEs from 2001) on the Edexcel website at:
For information on product analysis and evolution see BBC GCSE bite size at:

Homework topics to be covered from week 1 to 25
1–3 / Unit 2, Topic 1.6: Modern and smart materials
Modern and smart fibres including nanotechnology.
Focused research and investigation of modern and smart materials. /

To know the structural composition, definitions, application and advantages and disadvantages of the named smart and modern materials.
To be able to describe the uses and design implications of smart and modern materials.
To know the structural composition, definitions, application and advantages and disadvantages of microfibres, aramid, polartec, nanomaterials and integrated electronics.

Under a range of headings, eg sports, medical, protective textiles, students should research a range of products, uses, benefits and drawbacks of smart and modern materials.
In groups students produce a mini catalogue that categorises and gives the attributes and selling points of the smart and modern materials in the product.
Each group must present an informative and digestible booklet/PowerPoint presentation on a section of the topic. Short quotes from the internet and books can be used but it should be mostly presented in their own words with visuals. Outcome shared and distributed to all class members.

See page 18 for modern material definitions and pages 23-24 for smart materials in GCSE Essentials Textiles Technology Revision Guide (Letts and Lonsdale).
See pages 34–35, 60-63 of Create!: Textiles Technology by Julie Messenger and Helen Wilson (Heinemann).
For smart and technical materials see:

4-5 / Unit 2, Topics 5.1: Technology /

To understand electronic communication between designers, manufacturers, retailers and consumers using email.
EPOS.

Students learn or recap knowledge as necessary.

See pages 68-69 of GCSE Essentials Textiles Technology Revision Guide (Letts and Lonsdale).
For information on ICT in textiles and design, practise and process see:

Year 11 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources
6-7 / Unit 2, Topics 5.2: Technology /

Digital cameras.
Commercial digital printing for short print runs and large format prints.
Body scanners (mass customisation).

Students learn or recap knowledge as necessary.

For information on ICT in textiles and design, practise and process see:

8-9 / Unit 2, Topics 5.3: Technology /

Efficient lay planning.
Flat pattern making and grading.
2D/3D virtual modelling and testing.
CIM.
CNC equipment.

Students learn or recap knowledge as necessary.

For information on textile manufacturing see:

10-11 / Unit 2, Topic 7.1: Ethical design and manufacture
Unit 2, Topic 6.3: Climate change /

To know the strategy, characteristics, application and advantages/disadvantages of the named value issues when designing and manufacturing (including climate change).

Teacher gives three moral, social and cultural problems to individuals/groups and ask them to investigate the issues surrounding them.

See pages 81-84 of GCSE Essentials Textiles Technology Revision Guide (Letts and Lonsdale).

12-13 / Unit 2, Topic 6.1: Minimising waste production /

To know the strategy, characteristics, applications advantages and disadvantages of the following value issues when designing and manufacturing:
built-in obsolescence in new products for a throw away culture
offshore manufacture of mass-produced products in developing countries by multinational companies
tolerance of different cultures to avoid offence.

Feedback lesson that explores the raised or missing value issues.
Students investigate a range of sustainable processes, recycled/recovered products and environmentally friendly processes, eg Lyocell.

See page 80 of GCSE Essentials Textiles Technology Revision Guide (Letts and Lonsdale).
For information on design for sustainability see:

Year 11 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources
14-15 / Unit 2, Topic 6.2: Renewable sources of energy /

To know the characteristics, applications, advantages and disadvantages of:
wind energy using turbines and wind farms
solar energy using solar cells and photovoltaic cells
biomass converted into biofuels for transportation.

Students play renewable sources of energy matching game with information on their characteristics, applications, advantages and disadvantages.

Find charts and information to create renewable resources game at:

16-25 / Consolidation lessons. Past paper questions and revision techniques.Test and consolidate using GCSE Bite size on Materials, GCSE Bite size on Design considerations, GCSE Bite size on Textile production from BBC website at:

3085db201009S:\LT\PD\Scheme of work (Phase 2)\D & T Textiles Technology year 11 SOW.doc.1—10/1

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

Year 11 week / Content coverage/
key questions / Learning outcomes / Exemplar activities / Exemplar resources