Yr 9 Graphics



Subject:  GRAPHICS & CAD

Year Group: 9

Date:  2010/11





Module: ‘AQAPOP’ Designing Drinks Packaging

Number of Lessons: 8

Assessment Focus:

Use understanding of others' design


Reflect on their own designing








Lesson 1
Starter: Question students understanding of ‘Graphics’.  Discuss visual representation and ways of communicating ideas.  Introduce the concept of Graphic Products and packaging as a product.  Give out project sheets and introduce the project.  Question students on the purposes of packaging.  Students fill in brainstorm on A3 sheet.  Set Homework.

Activity: Introduce specifications to the students.  Discuss the requirements of different types of packaging.  Show examples to students get them to discuss the packaging.  Students complete specification points on A3 sheet.

Plenary: Using samples provided explain the product analysis homework.

Assessment: No assessment required.

Differentiation: Scaffolding sheet available for homework as required.

Activity: Students complete product analysis of soft drink packaging on A3 sheet.

Lesson 2

Starter: Question students on the findings of their homework.

Activity: Question students on their knowledge of typography.  Using examples on the network discuss what makes typography successful.  Teacher demonstrates the use of guidelines and how lettering will always have a structure.  Teacher demonstrates how to construct a variety of typographic styles on whiteboard.

Students start to sketch initial ideas on scrap paper.  Students take their best ideas and draw them out onto the A3 sheet.  Teacher demo coloured pencil techniques.

Plenary: Students give peer feedback on their designs.

Assessment: See above.  Summative assessment by teacher for their own use using the criteria provided.

Differentiation: Guideline sheets provided as an underlay if required.

Assessment: No assessment required.  Check students have completed the homework.  Question them on their findings (see starter).
Lesson 3

Starter: Students self evaluate final designs and state why they have selected their final design.  Teacher to set homework task. Teacher demonstrates to students drawing out typography in isometric.

Activity: Students draw out their final design onto carton printed on the back sheet of their A3 booklet.  They can add some detail e.g. barcode, recycling symbol etc.


Assessment: Teacher assesses drawing skills using summative assessment criteria provided.

Differentiation: Teacher to draw out isometric guidelines onto carton if required.

Activity: Students are given an A6 packaging symbols sheet to research the meaning of the symbols.
Lesson 4

Starter: Review homework task and check all students have completed it.  Discuss the correct meaning of the symbols.

Activity: Students are given a net on coloured or white card, they draw out their design incorporating symbols, ingredients, information.


Assessment:  Teacher scans examples of exemplar work and stores on RM shared documents>Technology>Year 9>Graphics>AQApop under their initials and the date.

Differentiation: Some students may need help with drawing out guidelines onto net.

Assessment: Either students peer mark during starter or teacher checks homework adding comments/ correcting.
Lesson 5

Starter: Demo safe cutting using craft knives and scoring using scissors.

Activity: Students finish drawing out their designs then cut out and assemble their carton.

Plenary: Students present their completed carton and review the designs discussing what makes them effective.

Assessment: Summative assessment of final designs for progress reviews.

Differentiation: Some students may need help with scoring and assembly.

Activity: Students complete task on tools and equipment in the A3 booklet.
Lesson 6


Starter: In 2D Design Tools teacher demos how to develop typography, creating a clip path and importing symbols, images etc into designs.

Activity: Students develop their font designs in 2D Design Tools, then copy and paste onto the net (Shared Area>Technology>KS3>Year 9>Graphics>AQApop>carton net).  Students add graphics and info onto net to create a professional looking carton.

Plenary: Review students work using the ‘remote tutor’ facility

Assessment: None required.

Differentiation: Some students will use a limited number of tools.

Assessment: Teacher reviews the task and students peer assess the homework.

Lesson 7

Starter: Teacher uses web resources (www.technologystudent.com) and software (Focus>Graphics) to instruct students on commercial use of lithography printing.  Students draw out and label diagram.

Activity: Students complete their nets on 2D Design Tools.

Plenary: Teacher demonstrates correct printing onto card using the manual feed tray.  Students print out designs.


Subject:  Graphics & CAD/CAM

Date:  2011/12



Year Group:  9

Number of Lessons:  4





Focus: ProDESKTOP camera





Learning and teaching objectives: 1.1(d), 1.3(b), 1.4(a), 1.4(c), 2(a), 2(d), 3(j), 4(b), 4(f)

Develop an understanding of how others designs can inform the students own designs.

Develop competence in producing drawings in ProDESKTOPdesign’ using ‘new sketch’ to add detail to surfaces.  Introduce a range of more advanced skills e.g. modifying solids and adding text.

Understand how to produce a 3rd angle orthographic engineering drawing in ProDESKTOP and add BSI standard dimensions to the drawing

Develop competence in rendering CAD drawings using ‘photoalbum’.

Develop an understanding of how ‘print screen’ tool can be used to show how a CAD drawing has developed.

Understand how to Export ProDESKTOP drawings done in ‘photoalbum’ into word and print correctly.

Develop an understanding of product evolution and how advances in material and manufacturing technology has influenced this.





Knowledge and Skills

Students should:

  • Produce an image board to assist the design process (homework)


  • Develop skills in ProDESKTOP by designing and rendering a camera or similar handheld device, attempting higher level skills.


  • Be taught how to print out CAD drawings correctly.


  • Produce a 3rd angle orthographic drawing of their drawing in ProDESKTOP.


  • Produce a log showing the development of their CAD work using ‘print screen’ tool and annotation to show how their design has developed.


  • Explain product evolution timeline (homework)



Students could:


  • Produce a marketing poster by inserting their drawing into 2D Design Tools and adding additional detail.



  • Reference sheets provided to assist SEN students
  • G&T students produce a more complex CAD drawing.





Example of exemplar project and resources can be found on CRL/D&T/KS3/Year 9/ProDESKTOP


Literacy, numerousy, citizenship

Key words and glossary of technical terms

Teach convention of BSI dimensioning


Assessment: Teacher completes summative assessment for progress reviews using the criteria provided and provides students with formative assessment on designs.

Differentiation: Some students may produce a much simpler design using a limited number of tools.

Activity: Students collect examples of
uv/aqueous varnished card packaging, hot foil blocking, embossing.

Lesson 8

Starter: Students mount homework onto A4 paper and teacher discusses the processes and writes up notes for students to annotate their samples.

Activity: Students cut out and assemble their card nets.  Complete an evaluation of their graphics work.

Plenary: Restricted use of questionnaire to gain feedback from students to further develop the course.

Assessment: No further assessment required.

Differentiation: Scaffolding provided for some students to help construct their evaluation.

Assessment: No assessment required.

BRe - Lord Williams’s School, Towersey Road, Thame, Oxon.

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