Irene McCormack Catholic College
Design and Technology
In Year 7, students have opportunities to learn about technologies in society at least once in the following technologies context: Materials
and technologies specialisations. Students are provided with opportunities to design and produce products, services and environments.
Students have opportunities to select from a range of technologies, materials, components, tools and equipment. They consider the ways
characteristics and properties of technologies can be combined to design and produce sustainable solutions. They develop strategies
which enable them to consider society and ethics; economic, environmental and social sustainability factors. Students' use of
creativity, innovation and enterprise skills is encouraged to increase independence and collaboration.
Students are given opportunities to respond to feedback from others and evaluate their design processes and solutions. They
investigate design and technology solutions and the implications for each on society, locally, regionally and globally. Students develop their
techniques for evaluating the advantages and disadvantages of design ideas.
Students have opportunities to engage with a range of technologies, including a variety of graphical representation techniques to
communicate ideas. Students generate and clarify ideas through sketching, modelling and perspective drawings.
Students identify the increasingly complex sequences and steps involved in design tasks. They develop plans to manage design tasks,
including safe and responsible use of materials and tools to successfully complete design tasks.
Year 7 D&T – Mr. McHale
1
IMCC
Scheme of Assessment 2017
WEIGHTING
30%
60%
10%
TASK
WEIGHT
KNOWLEDGE AND
UNDERSTANDING
PROCESS AND PRODUCTION
SKILLS
DUE
1A
INTRODUSTION TO
COMPUTER AIDED DESIGNTRUCK DESIGN
10%


TERM 1
WEEK 6
2A
INTRODUCTION TO
DIMENSIONAL DESIGN
PLANE DESIGN
20%


TERM2
WEEK 6
1B
WOODWORK - TRUCK AND
TRAILER PRODUCTION
35%

TERM 2
WEEK 4
2B
METALWORK – MEMO PAD
PRODUCTION
25%

TERM2
WEEK 8
3
MATERIALS TEST
10%

TERM 2
WEEK 6
TYPE
TASK
DESIGN
PRODUCTION
RESPONSE
Year 7 D&T – Mr. McHale

2
IMCC
TERM 1 DELIVERY SCHEDULE
TERM 1
WEEK
1
PRACTICAL TEACHING FOCUS
THEORY TEACHING FOCUS
WEST AUSTRALIAN CURRICULUM LINKS
INTRODUCTION
Students are introduced to the Workshop at
Irene McCormack Catholic College. Students
learn:
 How to prepare for a workshop lesson by
remembering to bring safety glasses and
apron to class.
 How to line up and wait patiently outside the
classroom in two straight lines.
 Students must prepare to enter the
workshop where potential dangers exist;
they have a duty to behave in a safe and
responsible manner.
 That they must stand quietly at the main
workbench to take the roll, and receive
instruction at the beginning of every lesson.
DESIGN
Students open sketch up software.
 Teacher checks that all students are able
to access sketch up software.
 Check that all students have the correct
drawing template, and toolbars.
 Students save their document
immediately.
 Teacher aids students without access to a
PC to download the sketchup CAD
program to their personal laptop
Knowledge and understanding
Design decisions and processes influence the
selection and combination of materials,
systems, components, tools and equipment
SAFETY
It is imperative, and non negotiable the every
student undertaking a course within the Design
and Technology Department at College complete
a safety induction workbook. Students must:
 Read through and understand the
information in the D&T workshop permission
letter.
 Sign the letter and take the letter home to
their parents to read and sign.
 Complete the activity with their teacher
relating to general workshop behaviour and
safety.
Year 7 D&T – Mr. McHale
ASSESSMENT
Investigating and defining
Define and break down a given task,
identifying the purpose.
Consider components/resources to develop
solutions, identifying constraints
Designing
Design, develop, review and communicate
design ideas, plans and processes within a
given context, using a range of techniques,
appropriate technical terms and technology
Follow a plan designed to solve a problem,
using a sequence of steps
Students are
working towards
finishing task
1A/1B, which will
be assessed on
the due date.
Producing and implementing
Safely make solutions using a range of
components, equipment and techniques
Collaborating and managing
Work collaboratively, and individually,
considering resources and safety; to plan,
publish and manage projects, including
sequenced steps.
3
IMCC
SAFETY
Collect in student safety permission slips.
Check that each student has returned their slip;
check that they and their parent have signed it.
Any student who has not returned their slip must
do so by the next practical lesson. Students who
do not return the slip will not be allowed to
participate in class and will attend a lunch
detention.
Teacher demonstrates:
 Correct & safe operation of the Disc Sander,
cordless drill, pedestal drill.
 Correct use of hand tools.
 Proper housekeeping to keep workshop safe
and clean.
2
Students begin the safety workbook in class and
finish as homework.
DESIGN
Students follow teacher instruction and self
guided tutorials on how to begin the dream
house design task.
 Students watch the display to learn the
correct procedure to draw a basic house.
 Students change the view.
 Students draw a rectangle
 Student use push / pull tool
 Students use make component command
 Students learn to enter edit component
mode and understand the theory behind
it.
 Students edit the component.
Students save work.
Teacher Demonstration – roof creation
through the use of the move tool.
Knowledge and understanding
Design decisions and processes influence the
selection and combination of materials,
systems, components, tools and equipment
Investigating and defining
Define and break down a given task,
identifying the purpose.
Consider components/resources to develop
solutions, identifying constraints
Designing
Design, develop, review and communicate
design ideas, plans and processes within a
given context, using a range of techniques,
appropriate technical terms and technology
Follow a plan designed to solve a problem,
using a sequence of steps
Students are
working towards
finishing task
1A/1B, which will
be assessed on
the due date.
Producing and implementing
Safely make solutions using a range of
components, equipment and techniques
Collaborating and managing
Work collaboratively, and individually,
considering resources and safety; to plan,
publish and manage projects, including
sequenced steps.
Year 7 D&T – Mr. McHale
4
IMCC
SAFETY
It is the students’ responsibility to bring safety
glasses and apron to class. Both are available for
purchase at the College uniform shop.
Safe and responsible behaviour is required when
working in the College Workshops.
Teacher checks safety workbook exercises.
Teacher guides the class through the correction
of these exercises.
Teacher checks that each student has
understood all information in the test, and that
all questions have been answered.
3
PRODUCTION
Students cut the body of the Truck
 Students watch a teacher demonstration of
how to cut the body of the Truck.
 Students learn how to secure work in an
engineers vice
 Students learn how to measure and mark out
with the work secured, allowing the to use
two hands for measuring and marking.
 Students learn the safe handling and
operation of a tennon saw whilst using a
bench hook.
 Students learnt the processes for starting a
cut using a hacksaw
 Students learn how to start cutting at an
angle with a tennon saw.
 Students learnt to cut a straight line with a
tennon saw.
Year 7 D&T – Mr. McHale
DESIGN
Students follow teacher instruction and self
guided tutorials on how to design their own
dream house.
 Students watch the display to learn the
correct procedure to draw a basic house.
 Students change the view.
 Students draw a rectangle
 Student use push / pull tool
 Students use make component command
 Students learn to enter edit component
mode and understand the theory behind
it.
 Students edit the component.
Students save work.
Teacher Demonstration – Using styles to
customise your house by adding colour and
texture
Knowledge and understanding
Design decisions and processes influence the
selection and combination of materials,
systems, components, tools and equipment
Investigating and defining
Define and break down a given task,
identifying the purpose.
Consider components/resources to develop
solutions, identifying constraints
Designing
Design, develop, review and communicate
design ideas, plans and processes within a
given context, using a range of techniques,
appropriate technical terms and technology
Follow a plan designed to solve a problem,
using a sequence of steps
Students are
working towards
finishing task
1A/1B, which will
be assessed on
the due date.
Producing and implementing
Safely make solutions using a range of
components, equipment and techniques
Collaborating and managing
Work collaboratively, and individually,
considering resources and safety; to plan,
publish and manage projects, including
sequenced steps.
5
IMCC
SAFETY
It is the students’ responsibility to bring safety
glasses and apron to class. Both are available for
purchase at the College uniform shop.
Safe and responsible behaviour is required when
working in the College Workshops.
4
Production
Teacher demonstrates the correct and safe use
of the pedestal drill and revisits the safety
workbook to reiterate the safe work practices
outlined within.
Students learn to:
 Hold material in a vise
 Keep material square in a vice.
 Drill correctly by releasing wood chips in
stages to allow the clearance of wood chips.
 Turn drill on and off safely.
 Ensure spindle guard is in place before
drilling.
DESIGN
Students follow teacher instruction and self
guided tutorials on how to design their own
dream house.
 Students watch the display to learn the
correct procedure to draw a basic house.
 Students change the view.
 Students draw a rectangle
 Student use push / pull tool
 Students use make component command
 Students learn to enter edit component
mode and understand the theory behind
it.
 Students edit the component.
 Students save work.
Teacher Demonstration – Using styles to
customise your house by adding colour and
texture
Knowledge and understanding
Design decisions and processes influence the
selection and combination of materials,
systems, components, tools and equipment
Investigating and defining
Define and break down a given task,
identifying the purpose.
Consider components/resources to develop
solutions, identifying constraints
Designing
Design, develop, review and communicate
design ideas, plans and processes within a
given context, using a range of techniques,
appropriate technical terms and technology
Follow a plan designed to solve a problem,
using a sequence of steps
Students are
working towards
finishing task
1A/1B, which will
be assessed on
the due date.
Producing and implementing
Safely make solutions using a range of
components, equipment and techniques
Collaborating and managing
Work collaboratively, and individually,
considering resources and safety; to plan,
publish and manage projects, including
sequenced steps.
Year 7 D&T – Mr. McHale
6
IMCC
SAFETY
It is the students’ responsibility to bring safety
glasses and apron to class. Both are available for
purchase at the College uniform shop.
Safe and responsible behaviour is required
5
PRODUCTION
During weeks 5 to 7 students will be alternating
between using the following tools and machinery
and completing the following processes. Teacher
gives guided demonstrations at the start of each
lesson to cement knowledge through repetition.
 Disc Sander – making windscreen in cab top.
Students learn to move material along the
disc to prevent burning of wood grain. They
learn how to angle the disc sander table to
achieve the correct angle of 15 degrees for
the windscreen.
 Pedestal Drill – Making wheels x5. Here
students are introduced to using a hole saw
on the pedestal drill. Students are shown
how to set the stop on the pedestal drill in
order to drill half way through the material.
They then flip the material in order to
complete the wheel cut.
 Hand sanding – Hand sanding is carried out
throughout each lesson while students wait
their turn to use the disc sander and pedestal
drill. Students learn that sanding strips the
wood back to a more beautiful and smooth
surface. Hand sanding releases the inner
beauty of the wood.
Year 7 D&T – Mr. McHale
DESIGN
Students follow teacher instruction and self
guided tutorials on how to design their own
dream house.
 Students watch the display to learn the
correct procedure to draw a basic house.
 Students change the view.
 Students draw a rectangle
 Student use push / pull tool
 Students use make component command
 Students learn to enter edit component
mode and understand the theory behind
it.
 Students edit the component.
 Students save work.
Teacher Demonstration – Using the 3D
Warehouse to import features into your
model
Knowledge and understanding
Design decisions and processes influence the
selection and combination of materials,
systems, components, tools and equipment
Investigating and defining
Define and break down a given task,
identifying the purpose.
Consider components/resources to develop
solutions, identifying constraints
Designing
Design, develop, review and communicate
design ideas, plans and processes within a
given context, using a range of techniques,
appropriate technical terms and technology
Follow a plan designed to solve a problem,
using a sequence of steps
Students are
working towards
finishing task
1A/1B, which will
be assessed on
the due date.
Producing and implementing
Safely make solutions using a range of
components, equipment and techniques
Collaborating and managing
Work collaboratively, and individually,
considering resources and safety; to plan,
publish and manage projects, including
sequenced steps.
7
IMCC
SAFETY
It is the students’ responsibility to bring safety
glasses and apron to class. Both are available for
purchase at the College uniform shop.
Safe and responsible behaviour is required when
working in the College Workshops.
6
PRODUCTION
During weeks 5 to 7 students will be alternating
between using the following tools and machinery
and completeing the following processes.
Teacher gives guided demonstrations at the start
of each lesson to cement knowledge through
repetition.
 Disc Sander – making windscreen in cab top.
Students learn to move material along the
disc to prevent burning of wood grain. They
learn how to angle the disc sander table to
achieve the correct angle of 15 degrees for
the windscreen.
 Pedestal Drill – Making wheels x5. Here
students are introduced to using a hole saw
on the pedestal drill. Students are shown
how to set the stop on the pedestal drill in
order to drill half way through the material.
They then flip the material in order to
complete the wheel cut.
 Hand sanding – Hand sanding is carried out
throughout each lesson while students wait
their turn to use the disc sander and pedestal
drill. Students learn that sanding strips the
wood back to a more beautiful and smooth
surface. Hand sanding releases the inner
beauty of the wood.
Year 7 D&T – Mr. McHale
DESIGN
Students follow teacher instruction and self
guided tutorials on how to design their own
dream house.
 Students watch the display to learn the
correct procedure to draw a basic house.
 Students change the view.
 Students draw a rectangle
 Student use push / pull tool
 Students use make component command
 Students learn to enter edit component
mode and understand the theory behind
it.
 Students edit the component.
Students save work.
Teacher Demonstration – Using the 3D
Warehouse to import features into your
model
Knowledge and understanding
Design decisions and processes influence the
selection and combination of materials,
systems, components, tools and equipment
Investigating and defining
Define and break down a given task,
identifying the purpose.
Consider components/resources to develop
solutions, identifying constraints
Designing
Design, develop, review and communicate
design ideas, plans and processes within a
given context, using a range of techniques,
appropriate technical terms and technology
Follow a plan designed to solve a problem,
using a sequence of steps
Students are
working towards
finishing task
1A/1B, which will
be assessed on
the due date.
Producing and implementing
Safely make solutions using a range of
components, equipment and techniques
Collaborating and managing
Work collaboratively, and individually,
considering resources and safety; to plan,
publish and manage projects, including
sequenced steps.
8
IMCC
SAFETY
It is the students’ responsibility to bring safety
glasses and apron to class. Both are available for
purchase at the College uniform shop.
Safe and responsible behaviour is required when
working in the College Workshops.
7
PRODUCTION
During weeks 5 to 7 students will be alternating
between using the following tools and machinery
and completeing the following processes.
Teacher gives guided demonstrations at the start
of each lesson to cement knowledge through
repetition.
 Disc Sander – making windscreen in cab top.
Students learn to move material along the
disc to prevent burning of wood grain. They
learn how to angle the disc sander table to
achieve the correct angle of 15 degrees for
the windscreen.
 Pedestal Drill – Making wheels x5. Here
students are introduced to using a hole saw
on the pedestal drill. Students are shown
how to set the stop on the pedestal drill in
order to drill half way through the material.
They then flip the material in order to
complete the wheel cut.
 Hand sanding – Hand sanding is carried out
throughout each lesson while students wait
their turn to use the disc sander and pedestal
drill. Students learn that sanding strips the
wood back to a more beautiful and smooth
surface. Hand sanding releases the inner
beauty of the wood.
Year 7 D&T – Mr. McHale
DESIGN
Students follow teacher instruction and self
guided tutorials on how to design their own
dream house.
 Students watch the display to learn the
correct procedure to draw a basic house.
 Students change the view.
 Students draw a rectangle
 Student use push / pull tool
 Students use make component command
 Students learn to enter edit component
mode and understand the theory behind
it.
 Students edit the component.
 Students save work.
Teacher Demonstration – Using the 3D
Warehouse to import features into your
model
Knowledge and understanding
Design decisions and processes influence the
selection and combination of materials,
systems, components, tools and equipment
Investigating and defining
Define and break down a given task,
identifying the purpose.
Consider components/resources to develop
solutions, identifying constraints
Designing
Design, develop, review and communicate
design ideas, plans and processes within a
given context, using a range of techniques,
appropriate technical terms and technology
Follow a plan designed to solve a problem,
using a sequence of steps
Students are
working towards
finishing task
1A/1B, which will
be assessed on
the due date.
Producing and implementing
Safely make solutions using a range of
components, equipment and techniques
Collaborating and managing
Work collaboratively, and individually,
considering resources and safety; to plan,
publish and manage projects, including
sequenced steps.
9
IMCC
SAFETY
It is the students’ responsibility to bring safety
glasses and apron to class. Both are available for
purchase at the College uniform shop.
Safe and responsible behaviour is required when
working in the College Workshops.
8
PRODUCTION
Installing axles & hitch.
Teacher cuts dowel for students and explains
how to install axles into wheels. Students are
instructed to be careful to ensure that no glue
touches the truck body as this may cause the
wheels to stick to the body and be unable to
turn.
Hitch is glued to the rear of the truck with an
equal spacing of 5mm from the three rear edges.
EXTENSION:
Customisation – students begin to customise
their work through the addition of number
plates, rounded edges and a front bumper
DESIGN
Students follow teacher instruction and self
guided tutorials on how to design their own
dream house.
 Students watch the display to learn the
correct procedure to draw a basic house.
 Students change the view.
 Students draw a rectangle
 Student use push / pull tool
 Students use make component command
 Students learn to enter edit component
mode and understand the theory behind
it.
 Students edit the component.
Students save work.
Teacher Demonstration – Using the camera
tool to help you modify the interior of your
house
Knowledge and understanding
Design decisions and processes influence the
selection and combination of materials,
systems, components, tools and equipment
Investigating and defining
Define and break down a given task,
identifying the purpose.
Consider components/resources to develop
solutions, identifying constraints
Designing
Design, develop, review and communicate
design ideas, plans and processes within a
given context, using a range of techniques,
appropriate technical terms and technology
Follow a plan designed to solve a problem,
using a sequence of steps
Students are
working towards
finishing task
1A/1B, which will
be assessed on
the due date.
Producing and implementing
Safely make solutions using a range of
components, equipment and techniques
Collaborating and managing
Work collaboratively, and individually,
considering resources and safety; to plan,
publish and manage projects, including
sequenced steps.
Year 7 D&T – Mr. McHale
10
IMCC
SAFETY
It is the students’ responsibility to bring safety
glasses and apron to class. Both are available for
purchase at the College uniform shop.
Safe and responsible behaviour is required when
working in the College Workshops.
PRODUCTION
Drilling Lights – Teacher demonstrates how to
mark out the location for lights on the truck.
Students see the correct use of a cordless drill
and learn about the speed settings and how the
clutch works.
9
Using Letter and Number Stamps – Students
learn how the correctly position and stamp their
initials into their work. This is important so that
they can sand off their names which were
written in pencil on their work.
Hand sanding – Hand sanding is carried out
throughout each lesson while students wait their
turn to use the disc sander and pedestal drill.
Students learn that sanding strips the wood back
to a more beautiful and smooth surface. Hand
sanding releases the inner beauty of the wood.
Year 7 D&T – Mr. McHale
DESIGN
Students follow teacher instruction and self
guided tutorials on how to design their own
dream house.
 Students watch the display to learn the
correct procedure to draw a basic house.
 Students change the view.
 Students draw a rectangle
 Student use push / pull tool
 Students use make component command
 Students learn to enter edit component
mode and understand the theory behind
it.
 Students edit the component.
Students save work.
Teacher Demonstration – Using the camera
tool to help you modify the interior of your
house.
Marking and feedback – Students self mark
their work according to the marking key. Final
mark given by teacher and feedback is given
to help students work on any strengths and
weaknesses in order to improve for the next
task.
11
Knowledge and understanding
Design decisions and processes influence the
selection and combination of materials,
systems, components, tools and equipment
Investigating and defining
Define and break down a given task,
identifying the purpose.
Consider components/resources to develop
solutions, identifying constraints
Designing
Design, develop, review and communicate
design ideas, plans and processes within a
given context, using a range of techniques,
appropriate technical terms and technology
Follow a plan designed to solve a problem,
using a sequence of steps
TASK 1A DUE
Students are
working towards
finishing task 1B,
which will be
assessed on the
due date.
Producing and implementing
Safely make solutions using a range of
components, equipment and techniques
Collaborating and managing
Work collaboratively, and individually,
considering resources and safety; to plan,
publish and manage projects, including
sequenced steps.
IMCC
SAFETY
It is the students’ responsibility to bring safety
glasses and apron to class. Both are available for
purchase at the College uniform shop.
DESIGN
Evaluating truck design through the
development of a list of performance criteria.
Students work in groups to create this list and
test each other’s trucks against the criteria.
Evaluating
Independently apply given contextual criteria
to evaluate design processes and solutions.
Safe and responsible behaviour is required when
working in the College Workshops.
PRODUCTION
Assembling Wheels – Teacher demonstrated the
correct to assemble wheels so that they will turn
freely.
Marking and feedback – Students self mark
their work according to the marking key. Final
mark given by teacher and feedback is given
to help students work on any strengths and
weaknesses in order to improve for the next
task.
TRUCK RACE – Teacher guides the students
through the final task, which is the truck race.
Students release their truck at the top of a ramp
– truck that travels the furthest wins!
TASK 1B DUE
Students are
working towards
finishing task 1B,
which will be
assessed on the
due date.
10
Year 7 D&T – Mr. McHale
12
IMCC
TERM 2 DELIVERY SCHEDULE
TERM 2
WEEK
1
PRACTICAL TEACHING FOCUS
THEORY TEACHING FOCUS
CONTENT ADDRESSED (BY STRAND)
INTRODUCTION TO PRODUCTION TASK 2
DESIGN
Truck Trailer
In this tasks students build on the knowledge
learned in production task 1. This task has
increased potential for students to customise
their work
Introduction to Plane Design Project
Knowledge and understanding
Design decisions and processes influence the
selection and combination of materials,
systems, components, tools and equipment
Students are questioned regarding the following
workshop and safety rules:
 How to prepare for a workshop lesson by
remembering to bring safety glasses and
apron to class.
 How to line up and wait patiently outside the
classroom in two straight lines.
 Students must prepare to enter the
workshop where potential dangers exist;
they have a duty to behave in a safe and
responsible manner.
 That they must stand quietly at the main
workbench to take the roll, and receive
instruction at the beginning of every lesson.
Students learn about aerodynamics and how
they affect and influence design decisions
Students are introduced to adobe illustrator
and its most basic tools and functions.
Investigating and defining
Define and break down a given task,
identifying the purpose.
Consider components/resources to develop
solutions, identifying constraints
Designing
Design, develop, review and communicate
design ideas, plans and processes within a
given context, using a range of techniques,
appropriate technical terms and technology
Follow a plan designed to solve a problem,
using a sequence of steps
Producing and implementing
Safely make solutions using a range of
components, equipment and techniques
Students are
working towards
finishing task
2A/2B, which will
be assessed on
the due date.
Collaborating and managing
Work collaboratively, and individually,
considering resources and safety; to plan,
publish and manage projects, including
sequenced steps.
SAFETY
Teacher reiterates the safety requirements of the
workshop
 Re-read through and understand the
information in the D&T workshop permission
letter.
 Complete a new activity with their teacher
relating to general workshop behaviour and
safety.
Year 7 D&T – Mr. McHale
ASSESSMENT
13
IMCC
Truck Trailer Production
DESIGN
Teacher demonstrates:
 Marking out trailer
 Drilling axle holes
 Correct sawing technique
 Hand sanding
DESIGN
Knowledge and understanding
Design decisions and processes influence the
selection and combination of materials,
systems, components, tools and equipment
Students learn to use the pen tool to draw
curves and shapes in Adobe Illustrator.
Students begin drawing their plane in Adobe
Illustrator.
2-4
Students carry out:
 Marking out trailer
 Drilling axle holes
 Correct sawing technique
 Hand sanding
Students follow the design brief to create
their plane.
The plane will consist of a main wing body
and tail wing
Students complete drawing for homework
Investigating and defining
Define and break down a given task,
identifying the purpose.
Consider components/resources to develop
solutions, identifying constraints
Designing
Design, develop, review and communicate
design ideas, plans and processes within a
given context, using a range of techniques,
appropriate technical terms and technology
Follow a plan designed to solve a problem,
using a sequence of steps
Students are
working towards
finishing task
2A/2B, which will
be assessed on
the due date.
Producing and implementing
Safely make solutions using a range of
components, equipment and techniques
Collaborating and managing
Work collaboratively, and individually,
considering resources and safety; to plan,
publish and manage projects, including
sequenced steps.
Year 7 D&T – Mr. McHale
14
IMCC
Weeks 5-7
Memo Pad Production
 Reiteration of safety and behaviour
expectations.
5-7

Introduction to Memo Pad project
and to new machinery / tools
needed.

Completion of safety sheets.

Marking out Memo Pad base

Bending base in Magna bender

Students complete magna bender
safety sheet

Students use pedestal drill to drill
holes for retainer.
Aerodynamics in action
Students test initial plane designs
Students evaluate the designs based on the
following:
 Aesthetics
 Distance Flown
 Design Features
 Environmental Conditions at the time
of flight.
Students draw their designs in Adobe
Illustrator.
Students follow teacher demonstration to
complete basic body and wing template.
Students learn about material characteristics
and properties.
Students complete materials test
Knowledge and understanding
Design decisions and processes influence the
selection and combination of materials,
systems, components, tools and equipment
Investigating and defining
Define and break down a given task,
identifying the purpose.
Consider components/resources to develop
solutions, identifying constraints
Students are
working towards
finishing task
2A/2B, which will
be assessed on
the due date.
Designing
Design, develop, review and communicate
design ideas, plans and processes within a
given context, using a range of techniques,
appropriate technical terms and technology
Follow a plan designed to solve a problem,
using a sequence of steps
Task 3 Materials
Test Due
Producing and implementing
Safely make solutions using a range of
components, equipment and techniques
Collaborating and managing
Work collaboratively, and individually,
considering resources and safety; to plan,
publish and manage projects, including
sequenced steps.
Year 7 D&T – Mr. McHale
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IMCC
Memo Pad Production
8-10

Demonstration of sheet metal bender.

Students carry out sequence of bends.

Cut and drill aluminium name plate for
memo pad
Students modify template to create their own
unique plane design.
Students brainstorm in pairs regarding the
best wing shapes to travel a long distance.
Gliders are discussed as a class.
Students export their drawings to auto laser
program to prepare for laser cutting.

Stamp and attach name plate
Teacher introduces the idea of ‘nesting’ the
designs closely together to save on materials
– sustainability considerations are discussed.

Students use polishing wheel to polish
their aluminium
Teacher leads class in laser cutting and
assembling model planes.
Knowledge and understanding
Design decisions and processes influence the
selection and combination of materials,
systems, components, tools and equipment
Investigating and defining
Define and break down a given task,
identifying the purpose.
Consider components/resources to develop
solutions, identifying constraints
Designing
Design, develop, review and communicate
design ideas, plans and processes within a
given context, using a range of techniques,
appropriate technical terms and technology
Follow a plan designed to solve a problem,
using a sequence of steps
Task 2A&2B Due
(Week 9)
Students test and evaluate their final designs.
Producing and implementing
Safely make solutions using a range of
components, equipment and techniques
Collaborating and managing
Work collaboratively, and individually,
considering resources and safety; to plan,
publish and manage projects, including
sequenced steps.
PARAMETERS OF THE LEARNING PROGRAM
Year 7 D&T – Mr. McHale
16
IMCC
Assessment pointers validate teachers’ professional judgement when reporting
against a five-point scale. The pointers:
JUDGING STANDARDS IN YEAR 7

are examples of evidence in relation to the achievement standard

should be used with the annotated student work samples

exemplify what students may demonstrate rather than a checklist of everything
they
should do.
TECHNOLOGIES: DESIGN AND TECHNOLOGIES
YEAR 7 DESIGN AND TECHNOLOGIES ACHIEVEMENT STANDARD
At Standard, students outline ways in which products, services and environments evolve locally, regionally and globally and recognise competing factors, including social,
ethical and sustainability in the development of technologies. In Engineering principles and systems, students identify the use of motion, force and energy to manipulate and to
control electromechanical and mechanical systems. In Food and fibre production, students identify components of food and fibre production systems including key features of
their design. In Food specialisations, students identify nutritional values and physical properties of food to determine preparation techniques and presentation. In Materials
and technologies specialisations, students identify how the selection of material and technology process is influenced by the combination of materials, systems, components,
tools and equipment.
With all Design and Technology contexts, students develop solutions and identify the purpose for a given task by considering constraints and components/resources. Students
use a range of techniques, appropriate technical terms and technologies to design, develop, review and communicate design ideas, plans and processes. They follow sequenced
steps to a problem-solving plan. Students apply safe procedures to make solutions, using a range of components, equipment and techniques. They apply given contextual
criteria to independently evaluate design processes and solutions. Students work independently, and collaboratively, to plan, develop and communicate ideas and information,
when using management processes.
2015/48124v2 [PDF 2016/27315] Published: 17 October, 2016
A
B
C
D
E
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Very low achievement
Knowledge and understanding
Technologies and
society
Year 7 D&T – Mr. McHale
Explains ways in which
products, services and
environments evolve
locally, regionally and
globally.
Describes ways in which
products, services and
environments evolve
locally, regionally and
globally.
Outlines ways in which
products, services and
environments evolve
locally, regionally and
globally.
Identifies competing
factors, including social,
ethical and sustainability
in the development of
Identifies competing
factors, including social,
ethical and sustainability
in the development of
Recognises competing
factors, including social,
ethical and sustainability
in the development of
17
Lists some ways products,
services and/or
environments evolve,
recalling few social and/or
ethical and/or
sustainability factors in
the development of
technologies.
Does not meet the
expected standard.
IMCC
technologies, with
supporting examples.
technologies.
technologies.
Context
Materials and
technologies
specialisations
A
B
C
D
E
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Very low achievement
Explains how the selection
of material and
technology processes are
influenced by the
combination of materials,
systems, components,
tools and equipment,
considering efficiency.
Describes how the
selection of material and
technology processes are
influenced by the
combination of materials,
systems, components,
tools and equipment.
Identifies how the
selection of material and
technology processes are
influenced by the
combination of materials,
systems, components,
tools and equipment.
Selects materials,
components, tools,
equipment and/or
systems, with minimal
consideration of materials
and technologies
processes.
Does not meet the
expected standard.
Processes and production skills – Creating solutions by:
Investigating and
defining
Designing
Year 7 D&T – Mr. McHale
Outlines and efficiently
defines the purpose of a
given task.
Outlines and describes the
purpose of a given task.
Outlines and identifies the
purpose of a given task.
States a given task and
briefly notes the purpose.
Describes constraints and
lists
components/resources to
consider when developing
solutions.
Identifies constraints and
lists
components/resources to
consider when developing
solutions.
Identifies constraints and
considers
components/resources to
develop solutions.
Lists some familiar
components and/or
resources to develop
solutions.
Uses a wide range of
techniques, appropriate
technical terms and
technologies to design,
develop, review and
clearly communicate
comprehensive design
ideas, detailed plans and
processes.
Uses a range of
techniques, appropriate
technical terms and
technologies to design,
develop, review and
clearly communicate
design ideas, detailed
plans and processes.
Uses a range of
techniques, appropriate
technical terms and
technologies to design,
develop, review and
communicate design
ideas, plans and
processes.
Uses a few techniques,
technical terms and
technologies to design,
communicate, develop
and/or review brief design
ideas, plans and/or
processes.
Follows a logical sequence
of steps to a problem
solving plan, considering
Follows a logical sequence
of steps designed to solve
Follows a sequence of
steps designed to solve a
Follows a set of sequenced
steps to a simple problem-
18
Does not meet the
expected standard.
Does not meet the
expected standard.
IMCC
modifications.
a problem.
problem.
solving plan.
Producing and
implementing
Selects and consistently
applies safe and
appropriate procedures to
make solutions, using a
wide range of
components, equipment
and techniques.
Selects and applies safe
and appropriate
procedures to make
solutions, using a range of
components, equipment
and techniques.
Applies safe procedures to
make solutions, using a
range of components,
equipment and
techniques.
Follows some safe
procedures to make
solutions, using familiar
and/or given components,
equipment and
techniques.
Does not meet the
expected standard.
Evaluating
Applies given contextual
criteria to independently
and comprehensively
evaluate design processes
and solutions, and
provides detailed
reflections.
Applies given contextual
criteria to independently
evaluate design processes
and solutions, and
provides detailed
reflections.
Applies given contextual
criteria to independently
evaluate design processes
and solutions.
Applies given contextual
criteria to briefly review
design processes and/or
solutions.
Does not meet the
expected standard.
REVIEWING THE LEARNING PROGRAM
Teachers review the Learning Program after each session. Teaching resources are reviewed, improved and customised to suit learners’ needs. Learner achievements are
analysed to improve the delivery of the learning program and develop learning strategies. ICT teachers continually monitor, review and improve/adjust the materials as
required.
ASSESSMENT
Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson
that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills.
LLN SUPPORT
Learning: The tutorials are designed to be ‘visual’, however, help students with reading difficulties to work through them.
Reading: Video tutorials “Show Me” have been provided to cater literacy difficulties (reading comprehension) and learning.
Writing: Allow mainly use of screenshots and bullet points in the project diary.
DIFFERENTIATION
Less able learners should still be able to access all lessons although the rate of progress may be slower than that of other learners. Teachers may exceed the projected
duration if they feel this would be more suitable for the classes they are teaching, guide sheets have also been provided to help learners use the software.
A range of extension activities have been embedded into most lessons to enable more able learners to be pushed within their skills and knowledge.
Year 7 D&T – Mr. McHale
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