Week 29 Key idea Specification content Learning activity and resources Iteration 3.3.4 Design strategies Post-it boards key findings from previous – sessions? Take initial idea/s develop these using the information – regarding energy usage and storage. Iteration 3.3.4 Design strategies Post-it notes/white boards key findings from previous – sessions? Take initial idea/s develop these using the information – regarding energy usage and storage. Week 30 Key idea Specification content Learning activity and resources Environment pollution, global 3.1.1 New and emerging technologies Look at a range of products from a variety of material areas – warming how will they impact on the environment (re-visit – obsolescence, life cycle). Sustainability finite/non-finite – Discussion around finite/non-finite resources carry out a – Students to record information for life cycle assessment for their design idea so far. revision purposes. What improvements could they make? Product analysis and evaluation 3.3.1 Investigation, primary and Investigate similar products that have been designed with secondary data the environment in mind. The six Rs (reduce, refuse, re-use, repair, recycle and rethink) 3.2.3 Ecological and social footprint Find inspiration in products that have considered the six Rs. Students to record information for revision purposes.
Week 29 Key idea Specification content Learning activity and resources Iteration 3.3.4 Design strategies Post-it boards – key findings from previous sessions? Take initial idea/s – develop these using the information regarding energy usage and storage. Iteration 3.3.4 Design strategies Post-it notes/white boards – key findings from previous sessions? Take initial idea/s – develop these using the information regarding energy usage and storage. Week 30 Key idea Specification content Learning activity and resources Environment – pollution, global warming Sustainability – finite/non-finite Students to record information for revision purposes. 3.1.1 New and emerging technologies Look at a range of products from a variety of material areas – how will they impact on the environment (re-visit obsolescence, life cycle). Discussion around finite/non-finite resources – carry out a life cycle assessment for their design idea so far. What improvements could they make? Product analysis and evaluation The six Rs (reduce, refuse, re-use, repair, recycle and rethink) Students to record information for revision purposes. 3.3.1 Investigation, primary and secondary data 3.2.3 Ecological and social footprint Investigate similar products that have been designed with the environment in mind. Find inspiration in products that have considered the six Rs.