SOW

1. S c h o o l o f R e s e a r c h S c i e n c e
Year 7 D & T Resistant Materials Scheme
Acrylic Key-rings
About the Unit
What will pupils do? Students will build on the skills learnt in KS2, whilst at the same time, develop a more detailed, in-depth knowledge
of DT and some relevant skills. They will work with a variety of tools, processes and materials – plastics, card, CAD? CAM.
What skills/knowledge will they develop? They will be able to work accurately and safely in a practical environment. They will gain an
understanding about the basic principle behind thermoplastics, understand the use and problems cause by packaging, and understand the use
of nature as a design inspiration.
Why will they do this? Students need to know about the problems of packaging on the environment plus the important role it plays with
protection, promotion etc. They are to gain basic skills to enable them to progress to develop their own innovative ideas/solutions.
How will this be delivered? – Project learning – group work – independent study.
Basic work-shop skills, drawing, research – primary and secondary, CAD, CAM, evaluative work
Every Child Matters (ECM) Issues
Be Healthy – Understanding the importance of packaging. Checking for broken seals, tamper-proof bottles etc.
Stay Safe – A clearly-defined set of rules & procedures in place and adhered to for working in the workshop. Students are encouraged to
participate but have a healthy respect for machines and tools.
Enjoy and Achieve – Each student will produce a range of work that they are encouraged to take home. They will be given freedom to
experiment. Work will be varied so that all students have an opportunity to succeed in at least one area. A planned visit to conduct research
will help with learning without boundaries.
Make a Positive Contribution – Much of the work is envisaged to be displayed around the school.
Economic Well Being – Students are to gain an understanding of the importance of recycling and minimising waste during this project.
They will be encouraged to use scrap materials/small pieces where possible.
Personal Learning & Thinking Skills (PLTS)
Independent enquirers: Students will be encouraged to develop their own designs for each aspect. Questions will be left open regarding
the constraints and any problems they may face (i.e. thin acrylic may snap, packaging design needs to be legible, certain parts need to be
orientated differently etc.) to enable them to foresee problems.
Creative Thinkers: Pupils will be given encouragement and opportunities to develop and stylise their new skills in set home works and
class work. They will learn to take ownership over their work. Appropriate questions will be asked to further develop their understanding.
They are to use nature as a source of inspiration/research

2. Reflective Learners: Pupils will be encouraged to review and refine their work as it progresses. Opportunities will be given for peer
assessment to enhance their inquisitive persona.
Team Workers: Constructive support and feedback opportunities will be allocated during lesson times. This will allow pupils to question
their own skills and review them for possible development. Pupils will work in teams to assist with designing. Team-work is essential in the
workshop to share equipment, respect others’ space, work etc.
Self Managers: Pupils will be in charge of their own time to some extent, they are to demonstrate initiative and given freedom.
Effective Participators: Pupils will be encouraged to guide and help those around them. Although given a level of freedom, all students are
expected to participate. As they are producing individual work, they are more likely to play an active role than if dictated to them.
Assessment
This will take a variety of forms, including self-assessment. Students will be asked to level their work, to choose tasks of varying degrees of
difficulty. Work will be marked using the DT Dept. level sheets, these show the level descriptors for each level and category.
L
45
min
Objectives
At the end of the lesson the pupils will
be able to:
Activities (Inc H&S) H/W
Extension
Differentiation Teaching
Style
s
V,K,A
(exa
mple
s)
D&T
Po
S
1 • Students will be able to take the
brief and have a clear idea of the
design constraints
• Have a clear understanding of the
attitude and behaviour expected
in the class
• Develop their skills in thinking
around a topic and graphical skills.
• Welcome students; introduce myself, run
through class/personal rules/expectations. Talk
about H&S.
• Students put 1cm border on paper in pencil.
Write design brief in pencil “A local sea life
centre is trying to generate some more money.
They have decided to sell acrylic key rings in
their shop. You are to design and make a sea
life key ring and blister packaging suitable to
sell in the shop.”
V=
Reading
K= Group
work
A=
Speaking
&
Listening,
discussion

3. • Using a graphic (e.g. octopus) in the centre of
the sheet they are to produce a spider diagram
to analyse the brief.
2 • Gain/develop their skills in
Computer Aided Design and
presentation techniques.
• Understand the concept of
gathering background
information to assist with
designing.
• Opportunities to complete the spider diagram
• Explain to the students the concept of a
mood/theme board. Explain that it is very hard
to produce ideas without any help gathered
from research. Students are to use the internet
to find pictures associated with sea life approx.
the size of a credit card.
• Encourage a range of different ideas/images.
• Demonstrate the use of Publisher to import
images, add effects and to arrange images,
show how to rotate to add interest.
Sea life logo
sheet.
Students are
to produce a
range of
logos for the
sea life
centre. (Talk
through what
makes an
effective logo)
3 • Develop skills in CAD
• Understand the use of CAD and its
advantages and disadvantages.
• Recap the importance of mood/image boards.
• Students given the chance to complete their
sheets and print out.
• Stop the group and put on the board the names
of images they have sourced for their mood
board. This will enable students to have a wide
variety of ideas. Remind them to try and find
shapes suitable for their key ring.
• OR VISIT DUBAI AQUARIUM FOR
PRIMARY RESEARCH
4 • Understand the concept of
constraints.
• Understand the meaning of laminate.
• Design/presentation skills
• Show students examples of previous products
made. Run through how the key rings are made
– introduce the word laminate.
• Students to list as a group on the board (with
prompting) constraints of their key ring – size,
colours of acrylic, lack of detail, no thin parts,

4. have to have a key ring hole, show coping saw.
• On A3 paper, students are to put a title and
border onto their page, they are to then put 6
boxes in pencil on their sheet.
• Students are to draw the outline shapes of a
minimum of 6 ideas suitable for their key ring.
They are to use the previously –made mood
board for inspiration.
5 • Annotation skills
• Knowledge of the working
properties of acrylic
• Design Ideas analysis. Students are to continue
drawing their ideas. Remind them of
constraints they have. Show them what colours
of acrylic are available.
• When drawings are completed they are to add
colour to their drawings and annotate.
• Ask students what information would need to
be added to their work to help and explain it to
others in the class – what they like/dislike,
what it’s meant to be etc.
6 • Working with constraints.
• Knowledge of adhesives and
precautions to follow.
• Knowledge and understanding of
coping saw.
• Card templates and choosing glue for acrylic.
• Students are given a piece of card the
maximum size possible for the key ring.
Students are to cut it to the shape. Ask them
why this is important – to see what it will look
like and spot negative parts, also card will be
used as a template for drawing
• Whilst this is happening, students are to
choose the 3 colours for their acrylic and get
them glued together using Tensol cement
• If time permits I will show them the coping
saw and how to cut out.

5. 7 • Develop positive attitudes towards
health and safety in the workshop.
• Cutting skills
• Knowledge of working properties of
acrylic
• QA measures
• Run through Health and Safety in the
workshop.
• Practical. Run through the coping saw and
compare it with a hacksaw. I will go around
the class and ask them to ‘spot the difference’
– size of blades etc.
• I will then demonstrate cutting the acrylic,
using some card jaws to prevent it marking the
plastic. Cutting with blade teeth facing
forward, whole of saw blade, good stance,
properties of acrylic, cutting on the waste
side…
• Students are to stick masking tape onto acrylic,
draw around template and begin cutting shape.
Coping saw
worksheet.
8 • Practical skills • Practical. Continue cutting their acrylic. Recap
as a group the key points behind successful
work on this.
9 • Practical skills
• Develop positive attitudes toward
the importance of finishing and
attention to detail.
• Practical. Filing. Ask the students why their
key rings are not yet finished (rough edges, too
large, no holes…)
• Show students the files and rasps. Ask them to
tell the difference between the two of them.
Mention that for smoothing acrylic we need to
use the smooth files, not the harsh rasps.
• Talk about the 4 stages of finishing – first 2
parts are cross filing and draw filing. Cross
filing – removing material until down to line.
• Demonstrate good stance, keeping the file
horizontal, using whole of file, only using files
with a handle on etc.
• Students are to cross file their acrylic so that it
is the correct shape and no saw marks are seen.

6. 10 • Practical skills
• Develop positive attitudes toward
the importance of finishing and
attention to detail.
• Peer assessment skills
• Practical. Draw filing. Demonstrate draw-
filing to students as the next stage. Students are
to use the files to draw-file.
• Circulate the class and offer assistance.
• Demonstration of using wet & dry (silicone)
paper to smooth the edges. Explain the purpose
of the water – to cool down and stick the dust
build-up. If flat parts they can wrap wet and
dry around a file.
• Look at each others work to offer opinions and
advice.
Bring in a
package from
home –
ensuring info
such as
barcode etc is
on it.
11 • Understand Health and Safety
aspects of the pillar drill and
polisher.
• Gain skills in using workshop
machinery.
• Polishing & drilling. Run through with the
students.
• Students are to begin polishing their acrylic
Stress importance of prior work and that the
plastic should appear as glass.
• Demonstrate to some students the use of metal
polish for intricate corners.
• Stop students’ half-way through lesson to
demonstrate pillar drill using 5.5mm drill,
including chuck use. Stress the need to use
machine vice with wooden bottom to drill into,
need to go very slow to prevent shattering.
• Put in key rings and D-rings.

7. 12 • Analysis skills (including ACCESS
FM acronym for suited students)
• Skills in Isometric sketching
• Rendering skills
• Packaging analysis. Students are to use their
packaging to draw on A3 paper. Demonstrate
how to draw in isometric (basic description)
for those wishing to gain higher marks.
Discuss the benefit of drawing in 3D (realism,
see more than one side).
• Students to add colour to pictures – highlight
importance of adding colour in one direction
only.
13 • Product Analysis skills,
disassembly skills.
• Knowledge of functions of
packaging and importance thereof.
• Packaging analysis. Ask students what they
consider analysis to be and why they think
analysing is important before designing.
• As a class we are to analyse a package
together, indicating the key features (e.g.
company name, logo, background picture,
competition, barcode etc)
• Stress importance of presentation
• Teacher to go around the class and give one
point they wrote down about their package (list
on the board)

8. 14 • Understand the use of a
specification.
• Understand the concept of research
to aid designing.
• Design skills.
• Design Specification & Ideas. Students are to
layout an A3 page again with border and title
bar. Discuss what word can be found within
the word specification (specific) and offer
suggestions as to what the term means.
• On the left side of the page, students are to
write what their packaging should have
displayed on it (remind them there will be two
sides) Minimum of 6 points. For higher levels
they can also add what the packaging should
do (i.e. protect the product, promote the
company, hand up, stand out etc)
• Show how to design the packaging using the
specification as a guide. Draw four rectangles,
2 will represent the front, two the back – show
euro hole.
• Students are to design ideas for their
packaging.
15 • Understand the importance of
producing a range of ideas.
• Designing skills.
• Packaging ideas. Continue with the designs for
their packaging. Question why more than one
design is required.
• Students to add colour and annotate their
designs.
• If completed they can source pictures on the
internet for their packaging.
Complete Sea
life Word
search sheet

9. 16 • CAD skills.
• Understand the importance of CAD
in Technology.
• CAD skills. Using room 41 students are to
sample ‘Fireworks’. Show them how to get
the template and mention the use of layers in
the programme
• Demonstrate adding pictures and text, give
students time to sample the programme.
• Stop and show students use of backgrounds.
• Students to continue.
• Save work and question students on pros and
cons of using CAD
17 • CAD skills.
• Understand the importance of CAD
in Technology.
• Develop positive attitudes towards
working with a specification.
• Fireworks. Recap the meaning of CAD and its
advantages and disadvantages.
• Show students the magic wand tool and eraser.
Students to continue
• Stop to show rotation, shadow drop and
hue/saturation
• Students continue. Encourage saving of work
throughout.
• Remind them of the need to check their
specification.
18 • Understand the concept of drafting
work to check for accuracy (QA &
QC checks).
• Peer evaluation skills.
• CAD work. Mention the need to print in black
& white first – question why this is important –
check spelling, layout etc
• Show students where spell check is on
programme. Students to continue and get
friends to check both front and back for
possible improvements (extension – get friends
to write comments on their work)

10. 19 • Knowledge of Thermoplastics and
Thermoset plastics.
• Knowledge of Vacuum Former
and possible uses.
• Practical skills.
• Vacuum former. Talk to students about the use
of thermoplastics and thermoset and the basis
of recycling.
• Show students the vacuum former and
demonstrate how it works to form the blister.
Students will then work in groups to produce
the blisters using the vacuum former.
• Students to print off, assemble the packaging,
cut out the euro hole (using a hole punch and
craft knife) and staple the blister on with the
key ring inside.
• Recap the key parts of the vacuum former and
plastics theory.
20 • Know what they need to do to
improve.
• Peer evaluation skills.
• Levels and evaluation. Students will be given
an evaluation sheet with the opportunity to
look at their work and that of others. They are
to give possible improvements that could be
made and to note any changes that have taken
place from their original ideas and designs,
stating reasons for choice.
• Students are to then set targets in line with
departmental advice and procedures.

11. Cross Curricular
Dimensions:
Identity & Cultural Diversity
Healthy Lifestyles
Community Participation
Enterprise
Global Dimension &
Sustainable Development
Technology & the Media
Creative & Critical Thinking
• Sustainability will be introduced through packaging and the uses of plastics in manufacturing.
Discussion on the selection of materials. Students will gain an understanding of the benefit of tourism
within the UAE and how it is vital to a sustainable economy here. Students will have a clearer
understanding of enterprise and the workings of a simple business. They will be showing creativity
throughout.
Functional Skills:
Maths, Eng, ICT
• ICT skills through CAD/CAM and research.
• English through persuasive writing for the back ‘blurb’ of the packaging
• Maths through measuring, symmetry.