Aims and Objectives Teaching Points – order of work Opportunities Resources
; Level 3 Aim (Designing Skills): Introduce project by supplying the children with a Whiteboard and With guidance, pupils gather range of freebies that have been given out at materials to information to support their ideas o Use a range of information sources – research free various shows and outlets in recent months. What record ideas re. when designing and making. They items given away by companies to promote a is the purpose of the freebie? freebies. draw on their knowledge and product; examine specifically fragrance freebies understanding from the appropriate on market, internet research, conduct a survey programme of study to develop Narrowing the examples to fragrance freebies Fragrant room relevant to the clientele to be marketed – design their ideas and use labelled questionnaires and examine the recorded results. present the children with the problem of designing “scenters” – use sketches to show the details of their o Investigate how existing products look and and making a fragrance freebie for a particular age a handling designs. Pupils are able to talk function as a source of ideas for their own about their choice of materials and group. Brainstorm – collection or a products – market research – look at designs of components and use appropriate *what is the purpose of the freebie? board. fragrance dispensers – containers / types of smell methods to cut, shape, and join etc. *Who is it for materials. Their products are o Develop a simple specification for their product – + will it promote the sale of the product it is Software for similar to their design intentions e.g. must be made cheaply, must be appealing to and any changes are identified. advertising designing the clientele, must smell good. ； LEVEL 4 *will it increase the sales of the product that must questionnaire. o Demonstrate their creative thinking when When designing and making, pupils considering and recording solutions to problems be purchased to win the freebie. gather information independently that arise during their designing and making. Materials to and use it to help generate a o Develop and communicate their design in a variety number of ideas for products that Designing the survey and what questions do we create mood of ways, using ICT where appropriate. Use users have views and preferences. need to ask for what results? Computer work using board – board, Techsoft’s 2D Primary Design to design housing for They illustrate alternative ideas freebie. Use software in conjunction with laser Word / Publisher or Black Cat. cardboard, using sketches, models and/or ICT, cutter to produce etching – patterns and writing papers, ideas and make choices between them on plastic housing. based on their experiences. Pupils Create a list of criteria that the product must be from o Consider the safety and reliability of their outline what they are going to make designed to meet. Think Pair Share. Create “Mood internet/magazinactivities. Health and Safety issues relating to use and how they are going to make it. of machinery (Laser Cutter) at AV and use of gels Board” es. They select and use appropriate and heat sources in creating the fragrance for the tools/ utensils and equipment when “freebies” need to be thoroughly understood by working with a range of given Teaching Input – demonstrate use of 2D Primary Software – 2D all pupils. materials and ingredients, and Design Tools. Children to experiment and Primary Design o Evaluate their designs as they develop. produce functional or edible o Consider the need of the user – keep checking that familiarise with the use and possibilities of the Tools. products. They evaluate their work the outcome matches the findings from the computer program. Sketch brief details on graph Graph paper. as it develops, making changes survey. where necessary. paper to determine size of product. Remind children of the criteria to be met. Develop a design on graphics package – use colour / pattern/ wording to advertise and promote the company name / product.
Aims (Making): Acrylic sheets,
Teacher Demonstration – (at Amman Valley Laser cutting o Pupils work to their specification, Comprehensive School) – taking the pupils through machine, gel,
determined by questionnaire results. the entire making aspect – creating the moulds fragrance, dyes, o Choose appropriate materials (for (two acrylic shapes identical in shape and size, oven, ladle.
housing of gel, ingredients (for smelly each marked with the hole for the bungee cord to
gel), equipment, tools / utensils and hang. One will have engraving and hole for the gel)
techniques for creating a fragrance and making the fragranced gels to produce the
o Measure mark out, cut, shape, join, Children to bring / have sent their developed
weigh and mix a range of materials and designs on software. Modify existing files whilst at
ingredients, using appropriate tools / the secondary school.
utensils, equipment and techniques. Once glued together the top can be filled with gel.
o Apply appropriate finishes to their
freebie housing – laser cutting, transfers Emphasise safe working – long hair tied back,
created using CAD/CAM software and safety gloves used; safe working practices.
hardware. Consider the hazards and risks in this activity.
o Discuss their products and evaluate
； LEVEL 5 Children in pairs, work on gel smells. Devise a When designing and making, pupils recipe that they would like to create. Under develop an outline design Aims (Use of Materials) supervision, make fragranced gels. Pour into acrylic specification / recipe using cavity. supporting information gathered from various sources, and use it to o Use a range of materials (card / acrylic help generate a number of ideas for plastic for housing of gel). products considering the user, Evaluate products at Primary School. Use “roses” health and safety and the to ascertain which aspects of the design are environment. They research a o Learn about the efficient use of range of their ideas using sketches, strongest / weakest (Objective assessment). materials models and/or ICT, and make Reflect and analyse how they worked. Did they: choices between them based on * make wise use of time / resources / support? o Use reinforcement techniques for their knowledge and understanding. * work co-operatively Pupils produce drawings/patterns/ strengthening their structures – recipes with outline dimensions and * communicate their design ideas well/ sequence what they are going to do. * organise themselves and their work spaces well? o Learn about responsible use of materials They select and use appropriate * Plan their work well? considering their sustainability. tools/ utensils and equipment to measure, mark out, cut , join and mix a range of materials and ingredients, and produce products of acceptable quality, function or taste. They evaluate their work as it develops, bearing in mind their original intentions.