Scheme of work Year 9 Technology

Department: TECHNOLOGY & CONSTRUCTION Year Group: YEAR 9

Unit Title: Lighten your mood Unit No:
National Curriculum Level: 5/6/7
At the end of this unit most students will: NC Level 6
Demonstrate skills in problem solving, planning, designing, using electronic tools/equipment and materials. Be able to give examples of key relevant workshop health and
safety, related to electronics and making a container. Explain how a PIC circuit works and is used in everyday products. Describe the processes involved in Laser Cutting,
Etching, making a PCB and explain what some of the components do in the circuit. Students should also have a basic understanding of how to use 2D Design software.

Some students will not have made so much progress and will: NC Level 5
Demonstrate some skills in problem solving, planning, designing, using electronic tools/equipment and materials. Be able to give examples of key relevant workshop health
and safety, related to electronics and making a container. State where they might find a PIC circuit used in the some products and understand the process of Laser cutting,
stating which programs could be used for the designing stage.
Some students will have progressed further and will: NC Level 7
Demonstrate stronger skills in problem solving, planning, designing, using electronic tools/equipment and materials. Be able to give detailed examples of key relevant
workshop health and safety related to electronic and making a container. Explain how and where a PIC circuit can be used. Be able to produce a basic program to make a
PIC circuit work. Be able to explain the process of Laser Cutting and understand how to use 2D Design software.
Literacy/ Numeracy Work related/ enterprise
Key words such as resistors, capacitors, programmable chips, soldering.
Technological terminology for processes such as etching, marking out.
Use of PICs and Laser Cutters in everyday life and industry. Mass production. Use of
material and production methods.
ICT Citizenship
Circuit wizard, 2D Design/Coreldraw
The effect of new technologies on everyday life.


Scheme of work Year 9 Technology

Time Learning Objectives
Learning
experience/activity
Assessment/Differentiation Learning Outcomes Resources Risk Assessment


By the end of Year 9
Lighten your mood
project, each student
should be able to:



Assessment
Differentiation G& T
Differentiation SEN/Less able

Student will be able to:

No risk
Some Risk
High Risk
Week 1
Lesson 1

Single 1
hour
lesson

understand the
purpose of the
project
be able to state
where a PIC
integrated circuit
might be used
understand the terms
target audience
and market
research

Introduction to project,
Health and Safety
relevant to skills included.
Class discussion on
programmable ICs and
where they are found.
Issue work booklet.
Student to complete
market research using the
internet on current mood
lights available to
purchase. Follow on to
brief design ideas for
acrylic figure design.


Question and answer session on Health and
safety/PICS/Terms.

Students to complete booklet to show
definitions of terms and example of where a
PIC circuit may be used.
Five health and safety rules for the
workshop.
Key words on whiteboard and examples of
mood lights already printed out for less able
students to use
Templates for definitions provided to fill in.
More able students to investigate how an
integrated circuit works along with where
they can be found.

state where and why
a mood light may be
used
Give an example of
a PIC circuit being
used
Select an
appropriate target
audience for the
project
Complete a
specification for
their product in
booklet

Copies of booklets.
Examples of mood
lights, colour
changing lights.

Internet access,
Pencils, pencil
crayons

Paper and
computer based
activities

Minimal to no
risk, ensure bags
etc out of way
when conducting
health and safety
walk around
Week 1
Lesson 2

Single 1
hour
lesson

Use 2D Design
software to create
an acrylic design
Understand the
steps needed to
create a laser cut
product
Understand how to
use the Laser
cutting machine for
both cutting and
etching


Demonstration and
introduction on how 2D
Design software is used.
Students to design their
acrylic figure by hand and
then digitally for the
mood light ready to be
laser cut next lesson.

Lesson will be concluded
by a demonstration on the
Laser cutter.


Plenary at end of lesson will determine
learning taken place during tasks.
Design work in booklet, looking at why they
like/dislike each design and reasons for final
choice.
At this point an interim assessment sheet
with teacher and students comments will be
completed in booklet.
Step by step handout for less able students to
show 2D Design, also shown on interactive
whiteboard.
More able students free to experiment with
more complicated shapes and tools.

Produce at least one
design idea and one
final design in
booklet
produce an acrylic
figure using 2d
Design ready for
laser cutting
Give an example of
where laser cutting
may be used in
industry.


Computers, 2D
Design, work
booklets, steps of
laser cutting ready
to order.

Paper and
computer based
activities, minimal
to no risk
Week 2
Lesson 1

Single 1
hour
lesson

Be able to explain
the various steps
needed to use the
laser cutter
Understand the
different settings
used to cut and to
etch on the Laser
cutter

(continuation from last
lesson)
Students will recap on
laser demo from last
lesson and use the
machine to cut out and
etch their Acrylic design,
if waiting to use machine,
booklet work to be filled
in.

Question and answer session on laser cutting

Checklist will be used to determine how
many steps are remembered for the laser
cutter when carrying out practical

Step by step worksheet available to assist and
help with setting machine up
More able students can set up machine with
limited to no assistance


Produce a laser cut
Acrylic shape with
etching
Correctly identify
the different settings
for the laser cutter in
booklet provided

Laser cutter
Acrylic
Worksheets
Booklets
Powerpoint

Small risk when
students using
laser cutter,
correct Health and
safety should be
recapped and task
observed
Week 2
Lesson 2

Single 1
hour
lesson

To understand the
properties of Acrylic
and how it can be
manipulated
Be aware of
different heating
methods suitable for
Acrylic
Understand the
importance of
design and
aesthetics


Powerpoint on design and
aesthetics followed by
class discussion on why
these may be important in
industry.
Demonstration of heat
gun and line bender used
to create interesting
shapes from acrylic rod.
Students will then
manipulate their own
pieces of rod to suit their
design.


Assessment will be carried out by the
intricacy of rod designs/shapes and by
student's explanation of design/aesthetics
importance in work booklet.
Health and safety aspects must also be
identified in Health and Safety passport

Less able students given assistance and can
complete one rod as a minimum.
More able students should produce at least
three rods of varying shapes.

Give a written
explanation of why
design and
aesthetics are
important when
manufacturing a
product
Produce at least one
length of Acrylic
rod which has been
heated and
manipulated
Give one example of
a heating method
used with Acrylic


Hot air gun
Heat resistant gloves
Acrylic rod
Line bender
Powerpoint
Booklet

Small risk when
using hot air gun
and line bender,
reinforce health
and safety aspects
such as heat
resistant gloves etc
Week 3
Lesson 1
And
Lesson 2

Two
single 1
hour
lessons

Understand how to
design a circuit
using Circuit
Wizard
Identify which
circuit diagram
symbols represent
which components
Understand how
different inputs can
be used to control
the circuit

Introduction to circuit
Wizard and demo, how
the circuit will be used in
their project. Students will
follow a step by step on
the interactive whiteboard
to create the basic circuit
needed for the project.
Some students may
progress to a more
complicated circuit.
(Boards will be
manufactured by
technician after lesson)

Assessment will be determined by
completion of the basic circuit as a minimum
and what the student manages to produce.
Plenary will check on basic understanding of
Circuit wizard matching images to
definitions and how you would prepare the
artwork for printing.
Less able students will have a step by step
with images to follow and assistance from
teacher to create the basic circuit.
More able students will be given an
opportunity to create more complicated
circuits with a download socket and an LDR
or Thermistor to control the mood light.

Produce a basic
printed circuit
artwork
Complete work
booklet to match
symbols to
components and
draw circuit diagram
Create a circuit
which includes
different inputs such
as an LDR or
Thermistor

Computers
Circuit Wizard
Whiteboard
Step by step booklet
Work booklets
Transfer paper
Printer

Paper and
computer based
activities, minimal
to no risk
Week 4
Lesson 1
And
lesson 2

Two
single 1
hour
lessons

Understand how a
flowchart is used to
program a PIC
Explain what
different commands
are responsible for
when programming
Be able to give an
example of why a
programmable
circuit may be
useful.

Demonstration on
programming a PIC
through Circuit Wizard.
Class discussion on why it
may be useful to be able
to control and change
what a circuit does.
Students will then
complete a flowchart to
program a PIC.
The students who have
incorporated a
programmable circuit into
their project will produce
the flowchart for their
circuit.


Assessment will be based on a working
flowchart being produced, either from the
step by step or by further independent
learning.
Sections of booklet will need to be
completed to show understanding of a
programmable integrated circuit and how to
control it.
All students will be required to complete the
basic flowchart example given and used the
run function to check that it works.
More able students will have the opportunity
to experiment with more complicated
programs.
This task may be building on previous
experience in other subjects such as
computer science.


Produce a basic
flowchart to
program and control
a PIC
Complete booklet
page to give a
definition for each
command
State one reason
why a
programmable
circuit may be
useful in everyday
products.

Computers
Circuit Wizard
Work booklet
Powerpoint


Paper and
computer based
activities, minimal
to no risk
Week 5
Lesson 1
And
Lesson 2

Two
single 1
hour
lessons

Understand the steps
needed to populate a
circuit board
Explain the function
of at least three new
components
Recognise any faults
that may cause a
non-functioning
circuit.

Demonstration on
soldering (students will
previously have covered
but recap)
Students will then
populate their individual
circuits.
Once this is finished,
work booklets must be
completed to explain the
process of soldering and
which components have
been used and what they
do.


Assessment will be based on a number of
things, the outcome of the circuits, quality of
soldering and whether the circuit functions as
it should.
The student should be able to identify three
new components in their work booklet and
explain the function.
Assistance will be available throughout
practical task for lower ability students and
students will have the option to work in
pairs.
More able students will work individually
and then act as lead learners to assist any
others during the activity.

Produce a working
circuit
Give three examples
of a new component
and its function in
the work booklet
State one reason for
a circuit not
functioning and how
you could correct it.

Soldering irons
Circuits
Solder
Work booklets
components

Some/ high risk of
burns during this
activity, correct
Health and safety
procedures will be
reinforced before
task and
monitored
throughout
Week 6
Lesson 1

Understand the
process of Vacuum-
forming
Be aware of where
Vacuum formed
products may be
found in industry


Demonstration/recap in
Vaccum former.
Students will select a
mould and colour of HIPS
to create their casing on
the Vacuum former.
After this they will
complete booklet work

Assessment will be based on case being
formed successfully and whether individual
students are able to remember the steps with
little or no assistance.
Assistance will be provided for lower ability
and hints for completing the work booklet
production plan.
More able students to work independently

Produce a vacuum
formed outer casing
to house the circuit
Give three examples
of where a vacuum
formed product
would be found in
industry.

Vacuum Former
Variety of moulds
HIPS
Work booklets
Hints guide

Small risk when
using Vacuum
former as hot
parts, Health and
safety reinforced,
warning stickers
and supervised
Week 6
Lesson 2

Use various
finishing techniques
to achieve required
outcome
Explain the
importance of
accuracy when
measuring
Able to use a jigsaw
safely and
confidently


Students will be shown
Gerbil cutter to get rid of
any waste material from
the Vac formed casing,
this will then be sanded
and smoothed to create
the desired outcome.
Once this is complete, the
case must be drawn
around on a piece of 6mm
MDF to create a template
for the base.

Quality of finish will determine assessment,
how accurately the base stays within the
casing. Production plan within booklet will
show what information has been retained.
Lower ability will have the option to use
gerbil cutter or Stanley knife to remove
waste material and images to help with
production plan
More able students to use gerbil cutter and
complete extension task from booklet if
lessons work complete.

Finish outer casing
to a high standard
Measure and cut out
a base accurately
using the jigsaw
Give an explanation
as to why accuracy
is important

Gerbil cutter
Glasspaper
Jigsaw
6mm MDF
Pencils
Work booklet

Some/high risk
when using
Jigsaw, Stanley
knife and Gerbil
cutter.
Students will be
supervised and
must be wearing
all correct PPE
and follow Health
and Safety
guidelines

Week 7
Lesson 1

Use appropriate
tools and equipment
in the construction
of their design
Describe the
different steps
undertaken to
produce the product


Students will select tools
to construct the remainder
of their project the way
they think is most suitable
after learning the skills so
far, soldering iron to
connect parts of circuit
together such as battery
holder.
Hole will need to be cut
into top of outer casing so
that acrylic figure can be
inserted. Circuit should be
attached to base and hole
cut on top for switch.
After this, production plan
in booklet needs to be
completed.


Assessment will be based on outcome of
practical project, techniques used to
construct and booklet work.
Booklet will contain evidence of skills and
knowledge gained throughout the entire
project with assessment sheet at the end
requiring student to assess their own work
alongside the teacher assessment and
whether they agree with grade and comments
given.
Assistance available for construction if
needed and advice sheets for completing
booklet work will be distributed.
Extension tasks available at end of booklet if
needed

Successfully
construct the mood
light and achieve a
working product
Complete
production plan in
booklet to describe
and illustrate the
different steps of the
project.

Soldering irons
Solder
Glue guns
Stanley knife
Hand drills
Screwdrivers
Screws
Nails
Hammers
Nylon Screws
PCB mounts
Battery holders
Switches
Batteries
Work booklets
Help sheets

Some risk when
using, soldering
iron, glue guns,
drills etc.
All used
previously, will be
supervised and
Health &Safety
recapped.
Week 7
Lesson 2

Evaluate their
finished design
Evaluate another
pupils work

After discussion, students
are to complete the
evaluation section of the
booklet. Students will
critically analyse the good
and bad points of the
project. Students will be
given another piece of
work to evaluate.

Evaluation stage will be assessed by how
much detail is present, when each student has
evaluated their own and one others work,
they will be required to read out the
evalution, good bad points and discuss as a
class.
More able students to include how their
product could be improved next time.
Less able provided with key word sheets.

Complete an
evaluation for own
project
Complete an
evaluation for
someone elses
project


Projects (complete)
Work booklets
Key word sheets


Paper based
activity, no risk