Lesson video

Hello, my name's Mrs. Taylor, and I'm really pleased you can be here to join me for our lesson today.

Our lesson today is "Scales of production," and this is part of the "Collaborative design, tactile toys to teach" unit.

We have three keywords.

Context, which is the situation within which something exists or happens.

A moodboard is a visual collage that displays a specific style, theme or context for inspiration.

And scales of production, the amount or volume of goods produced.

The outcome.

I can explore the context and identify different scales of production.

In our lesson today, we have two learning cycles.

Explore the context, and scales of production.

Let's begin with, explore the context.

All design and technological practise takes place within contexts that inform outcomes.

A context is the situation within which something exists or happens.

It is the starting point for investigating, analysing, and then identifying a design opportunity.

The context in this unit is tactile toys to teach.

One approach to explore a context is to create a moodboard.

A moodboard is a visual collage that displays a specific style, theme or context for inspiration.

The context of tactile toys to teach can be explored collaboratively through annotated images on a moodboard.

Collaboratively means working with others, working together.

Here we have a check.

A moodboard is A, a technical drawing.

B, a visual collage.

Or C, a project plan.

Pause the video, have a go.

Wonderful.

Let's check.

That's right, it's B, a visual collage.

Well done.

Below are some images that could be considered for the context, tactile toys to teach.

A connecting cube toy, a human body jigsaw, or a clock face.

Analysing the images collaboratively can give more insight and understanding about the context.

For example, Aisha says, "Bright, bold colours and graphics are used.

There are no sharp edges, but there are small parts.

Therefore, it's for older children." And Sam says, "It teaches about the parts of the human body.

It's made from plywood, and it's used indoors." Using a success criteria can support with remembering what annotation could be included.

For example, aesthetics, you could ask yourself, how does the product look and feel? User, who is the product intended for? Safety, are there any safety issues? Function, what is the main purpose? Materials, what materials have been used? And environment, where is the product intended to be used? Here we have a check for understanding.

The user is A, a person who purchases a product as a gift.

B, a person who the product is intended for and who directly interacts with it.

Or C, a person who observes a product without interacting with it.

Pause the video.

Great, let's check.

That's right, it's B, a person who the product is intended for and who directly interacts with it.

Well done.

Using images that are less obvious in the context can lead to better design opportunities.

Toys and teaching can cover many areas.

For example, we can see here magnetic tiles and stacking stones.

Jacob says, "The skills that these toys teach are not as apparent as those taught by others, such as the clock face.

These toys teach skills like fine motor and balance, and also teach knowledge about shapes." Here we have a quick check.

What do these toys support in teaching? Pause the video.

Is it A, working with words.

B, working with numbers.

C, understanding shapes.

Or D, balancing.

Pause the video.

Great, let's check.

That's right, it's B, working with numbers.

Well done.

Analysing images that show products being used in their environment by their intended users can provide further inspiration.

The bright colours, for example, here we can see bright colours, which can be seen in the sand.

No small parts.

For a wide range of ages, because they can be used individually or collaboratively.

Helps develop touch, texture recognition and fine motor skills.

Made from a polymer for the water resistant properties.

Used outdoor and indoors.

Presenting a moodboard.

Working collaboratively with others, annotation can be added.

For example, bright and bold colours used here.

No sharp edges, but small parts.

For early years.

Teaches about cause and effect.

Made from plywood.

Being used outdoors.

Here we have your first task, Task A.

Part one, create a moodboard for the context, tactile toys to teach.

Consider the following types of images, existing products related to the context, intended users and environments the products will be used in.

And part two, work collaboratively to add annotation to the moodboard.

Use the success criteria below, aesthetics, user, safety, function, materials and environment, and think about the questions that you may ask yourselves.

Pause the video and have a go.

Wonderful.

Let's check some of the answers you may have come up with.

Here we can see the intended users.

Environments the products will be used in.

Existing products relating to the context.

And here we have an annotated moodboard.

Well done.

We now move to our second learning cycle, scales of production.

Scales of production refer to the amount or volume of goods produced.

There are four categories, one-off, batch, mass and continuous.

The different scales of production can involve automation.

This is the use of technology and machines to perform manufacturing tasks.

Here we have a check for understanding.

Identify the missing scale of production.

Pause the video.

Fantastic, let's check.

That's right, it was mass production that was missing.

Well done.

Whilst many products are manufactured in a factory using machines, they can also be manufactured by hand or using machines in a workshop.

Products are made in varying amounts.

This depends on their function, purpose, and materials used to create.

An example of a product manufactured by one-off production is a 3D printed prototype, like a prosthetic arm.

It's usually handmade products, products that are unique in appearance, and only one is made.

Examples of products manufactured by batch production are bakery goods, such as bread or cookies.

There is some automated processes.

The products are consistent in appearance, which means they look the same.

And a specific number are manufactured.

For example, you may make a batch of 12 cookies.

Here we have a check for understanding.

Identify the product which is an example of batch production.

Pause the video.

Great.

Let's check.

That's right, it's C, the cookies.

Well done.

An example of a product manufactured by mass production is a smartphone.

They are mainly automated processes, uses computer aided manufacturer or CAM, and a large number are manufactured.

An example of a product manufactured by continuous production is a drinks cam.

Highly automated processes.

Products are identical in appearance.

And the production runs constantly.

Here we have Task B.

Look at the products on the following slide.

Part A is to assign the product a scale of production, choosing from one-off, batch, mass and continuous production.

Part B is to explain your answer with specific reference to the product.

Pause the video and have a go.

Wonderful.

Let's have a look at some of the answers you came up with.

Your answers could be, Andeep says, "I think these polymer building blocks will be mass produced.

They will be manufactured by mainly automated processes using CAM, which is computer aided manufacture.

They will be produced in high volume due to their size and the number of products made.

And Sophia says that the jigsaw could be either one-off or batch produced.

This wooden name jigsaw is manufactured by one-off or batch production.

It looks handmade, maybe using a laser cutter, and possibly only one or a specific number are manufactured.

Well done.

Here we have a summary of our learning today.

All design and technological practise takes place within contexts that inform outcomes.

The context in unit is tactile toys to teach.

One approach to explore a context is to create a moodboard.

Analysing images collaboratively can give more insight and understanding about the context.

Scales of production refer to the amount or volume of goods produced.

These can be split up into four, which are one-off, batch, mass and continuous production.

Well done and thank you for joining me today.