KS3 Long Term Plan Overview

Organisational model

Within the constraints of the timetable time, staffing, accommodation and other resources available, decide on a general organisational model that provides appropriate coverage of main focus areas. For example:

• Year 7 (focus on handling, shaping and finishing discrete materials and components – design by variation of set product to meet personal needs)
  • Autumn : 3-week quick introduction rotations – very ‘hands-on’, fun and practical
  • Spring  : 3 week intros giving way to Half Term or 6-week rotations
  • Summer : Half term or 6-week rotations giving way to DT Activity Days (combine with Y6 Days?).

• Year 8 (focus on joining, assembling and combining materials – design through individual responses to a set design brief to make saleable products)
  • Autumn : Parallel strands (i.e. each pupil experiences food/textiles and resistant materials/control each week - in-area rotations needed?)
  • Spring : Parallel strands continues (to progress skills, knowledge and understanding)
  • Summer : Parallel strands - opportunity for batch production/enterprise (e.g. for in-school Summer Fair?)

• Year 9 (focus on moulding and forming materials – design through response to an identified problem area to manufacture commercial products)
  • Autumn : Parallel strands – consolidate learning / explore vocational aspects.
  • Spring  : Parallel strands – assess and prepare for KS4 options (grouped in options after half term?)
  • Summer : K4 Induction courses in option groups – opportunity for batch production/enterprise (out of school client?)

Learning Aims

• sub-divide each main focus area into learning strands and decide from the PoS what should be achieved each year. For example (some brief prompts for possible ‘milestones’ to use through KS3 given in brackets):

• Resistant Materials (to include wood, metals and plastics where possible):
  • marking and measuring (e.g. measure accurately to 1mm using a ruler … mark lines square to an edge using pencil, scriber and set square … mark lines parallel to an edge using marking gauge and odd-leg callipers … mark hole centres using a centre punch … mark out for circles, curved ends and radius corners using dividers)
  • cutting and shaping (e.g. saw materials to length using hacksaw and tenon saw … finish to length using files and vertical paring with a chisel … cut out curved shapes using a coping saw and tension file … alter width or create a chamfer using a wood plane)
  • forming (e.g. bend small rods and bars … fold thin sheet … vacuum form 3D products … laminate veneers … cast in pewter or aluminium … steam bend timber?)
  • joining (e.g. butt join using glue and solder … fix with screws, nuts and bolts … interlocking wood joints)
  • finishing (e.g. finish edges using files and abrasive paper … prepare surfaces for painting ... self-finishing ... buffing and polishing)
  • machining (e.g. shape edges with vertical belt sander … produce curved shapes with scroll saw … drill small holes with pedestal drill ... face-off using a lathe ... turn a spigot on the end of a bar)
• Graphics:
  • produce a 2D scale part drawing ( e.g. using pencil, rule and set squares)
  • create 3D representations (e.g. create an exploded view to illustrate an assembly)
  • produce rendered 3D presentation drawings of a final design.

• Control and Systems:
  • construct a on/off switching circuit (e.g. using copper tape and membrane switches)
  • construct a simple sensing circuit using discrete components
  • use integrated circuits to control an event

• Structures:
  • consider the physical characteristics of materials used
  • be aware of how forces act on products
  • create rigid connections
  • create articulated connections
  • build to withstand a specified applied load

• Using ICT:
  • use software to create images and apply as a surface finish for a product (e.g. Board Games or Packaging)
  • capture images from the internet and edit for use
  • use 2D drawing software to produce part drawings
  • use a computer to control an event
  • use computer controlled equipment to produce repeated shapes and components accurately.

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Note: Food and textiles skills, knowledge and understanding should similarly be categorised and exemplified in strands

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