Product Analysis

Journey to deeper understanding (Talk)

Name of product What is the name of the product?What is the description of the product?

Total cost / per portion

What is the cost of the product/ per portion?What might affect the cost of the product? 

Storage Where should this product be stored?How does the label protect and inform the consumer?What are the safety features of the labelling?How will you know when this product becomes unfit for purpose?

Form(Style/size/

shape)

What are the main features of the product?How is the product styled?What are the dimensions/ weight of the product?How could this product be suitable for a celebration event?

Function(Purpose)

What is the function of the product?Where ere might the product be eaten?Why might it be eaten at this event?How could this product be adapted to become a luxury product?

List of main ingredients

 

What are the main ingredients in the product?Where will these ingredients be sourced?How do the ingredients affect the features of the product? Why might this product contain preservatives?How might the product change if you altered the % components of the product?

Sensory propertiesand taste test results

(1=poor/10= excellent)

What are the main sensory features of the product?FlavourAromaTextureAppearanceSoundGive the product a rating.

Target group/user requirements

Who might buy this product?What features makes the product suitable for these groups of people?

Scale of production What production method might have been used to make this product?How do you know this product is commercially viable?How will the manufacturer have ensured that this product is safe to eat?What can affect the production of this product?

Sustainability issues What are the main environmental considerations for this product?How could the manufacturer adapt the product to make it more sustainable?How will these changes affect the product?

GCSE - team work building antagonistic pairs (equipment manager/ construction leader)

OAA - leader map reading

Archery coaching

Scaffolding learning

D&T National Curriculum Levels

4 5 6 7 8

ANALYSE Identify and describe a range (4) of different needs for their designs, including aesthetic and technical issues as they respond to briefs.

Identify and describe a range of (5) different needs for their designs, including how culture and society are reflected in familiar products when developing and communicating their own ideas.

Students recognise that their designs have to meet a range of different needs. They can clarify some design needs with explanation. They apply their knowledge and understanding by responding to several aspects of the problem including sustainability.

Students can clarify the design needs. They apply their knowledge and understanding by responding to many aspects of the problem, including materials, ingredients and components.

Students can clarify the design needs. They apply their knowledge and understanding by responding to many aspects of the problem, including materials, ingredients and components, responding to information they have identified from existing products.

RESEARCH Students collect and use research information. They take users’ views about aesthetic and technical issues into account as they respond to briefs.

 

They use their research to create a design specification.

 

Students draw on and use various sources of information. They use existing product research to uncover problems and create solutions.

 

They can create a list of design criteria for their products (specification).

Students draw on and use various sources of information, and show that they understand the form and function of familiar products as they develop and model ideas.

Students use a wide range of appropriate sources of information when developing and modelling ideas. They investigate form, function and production processes as they respond creatively to briefs.

Students identify conflicting demands on a product and respond creatively to briefs, suggesting ways forward and explaining how their ideas address these criteria.

Speaking and Listening Reading Writing

4

I can talk and listen with confidence in a range of contexts e.g. class discussion, role plays, hot-seating.

I can adapt my speech to suit the purpose and listener.

I can develop ideas, describe events and express my opinion clearly.

In a discussion, I listen carefully and acknowledge the ideas and opinions of others in my own contributions or through questions.

I know when it is appropriate to be more formal and can use Standard English vocabulary.

I can read a range of texts and understand key ideas, themes, events and characters.

I can use a variety of reading strategies including inference and deduction to work out hidden meanings.

When writing about what I read, I select key information, make relevant comments and try not to re-tell the plot.

I have opinions on what I read and can select brief quotations when explaining my views.

I can locate information in different places.

I am learning to adapt my written style by thinking about why I am writing and who I am writing for.

I choose words carefully and try to use interesting vocabulary. I use simple sentences correctly and try to use longer (complex)

sentences. I am careful to say sentences in my head first so they make sense.

I can use full stops, capital letters and other punctuation like question marks correctly.

I can spell simple words and some more difficult words correctly. I can use paragraphs and sub headings and try to make sure my ideas

are written in a logical order.

5

I can talk and listen carefully in a wide range of contexts, including formal presentations.

I can use expression and vocabulary effectively to grab the interest of my listener.

In a discussion, I pay close attention to what others say and ask questions to develop the discussion further.

I take account of other people’s views in the contributions I make e.g. by building on what someone has said or by counter-arguing.

I can use Standard English in more formal situations.

I can read and understand a range of texts. I understand how a writer structures their writing for particular

effects I can explain why writers have used particular words and

phrases and the effects on me as a reader. I can select essential points and can use inference and

deduction to work out any implied meanings. I can identify key features and themes. I can explain how language adds to our understanding of

character and how it creates mood and atmosphere. I can use critical terminology correctly e.g. imperatives, I can express a view on what I read and select relevant

evidence to support my opinions. I can retrieve and collate information from different sources.

I can adapt my written style according to why I am writing (purpose) and who I am writing for (audience). I try hard to interest my reader.

I make imaginative word choices and think about the best words to make my writing interesting and clear.

I can use simple and complex sentences, and I use different length sentences for effect.

I use capital letters correctly; I use punctuation to mark the ends of sentences and I can use commas in complex sentences. I try to use other punctuation for effect.

I can correctly spell simple words and more difficult words which follow regular spelling rules.

I organise my sentences into well balanced paragraphs or sections and work is well laid out.

I try to make sure that the middle and end of my work is as strong as my beginning

6

I can confidently speak in a range of different contexts and tailor my talk to the purpose and audience.

I skilfully use different expressions and a range of vocabulary to engage the interest of my listener.

I contribute a lot to discussions and show an understanding of the ideas expressed.

I show sensitivity to others and their ideas and opinions, e.g. by trying to involve reluctant speakers or by valuing the views that others express even if they are different to my own.

I can recognise how the organisation of information affects the reader.

I can explain how writers of non-fiction signal their purpose and viewpoint.

I can explain why writers have used particular words and phrases, including figurative language, and the effects on me as a reader.

I can work out different layers of meaning and comment on their significance and the effect on me as a reader.

I can relate characters’ speech and actions clearly to ideas and themes.

When reading a play, I can explain the dramatic effects of the language used e.g. in conveying a character’s motives / feelings or in advancing the plot.

When writing about what I read, I focus on the question asked and integrate carefully selected references to link my points and develop my argument.

I can summarise the key points from a range of different sources of information.

I can adapt my written style according to purpose (why?) and audience (who?) and I know how to write in a more formal style. I try to ensure that my reader doesn’t want to put my work down

I use a range of vocabulary to make my writing interesting and effective and think carefully about choosing exactly the right word.

I use a range of simple and complex sentences for effect and I vary the way I start sentences. I know which sentence types work better at different points in my writing.

I punctuate sentences correctly and I know how to use speech marks and apostrophes.

I can spell most words correctly, including some difficult words which do not follow regular spelling rules.

I organise my ideas into well structured paragraphs and ensure that the links between sections are very clear.

The layout of my work is well thought out and helps the reader follow my ideas.

Scaffolding writing

I pad and tweet10 mins to research your question, summarise on MWB, max 35

words

Group A Group B

How are volcanic eruptions predicted? Max, Arthur, Josh, Holly, Jon

Name some dormant and some active volcanoes, where are they found?

Tom Wo, Ruby, Amy Molly, Charlie

What causes a volcano to erupt? Jake, Chris, Polly Tilly, Ffion

Why do we have igneous rocks in the UK when we are not on a plate boundary?

Luke, Luke Harry, Felix

What causes a tsunami? Ryan, Issy Beth, Darci

Why does lava flow at different rates? George, Eve Chris, Tom C

How were the Hawaiian islands formed? Tom Wi, Charlotte Hermione, Alex

• Look at the picture for your group. You have 3 minutes to discuss it using the prompts on the front.

• If you are stuck then turn over to access the help questions

• Why is the sky like that? (C) Where is this picture taken? (C)

• What is the significance of the graffiti? (B)• Why have the masks been made into an item

of fashion? (B)• What are the barriers to cleaning up the air?

(A)

• Why is the family walking through the fumes? (C)

• What is in the fumes? (B)• Why is a man trying to protect himself from

the fumes? (B)

• Why have the trees lost their leaves? (it is not the obvious answer)Clues: by what process are minerals absorbed in the roots? (B)What would be the impact of acidic rain on this process? Explain (A)

• What do you think the pH of the lake is and why? (C)

• What do you think is being released from the plane and why? (B)

• What would be the effect of this? (immediate and long term) (A)

• Why have the fish died? Look at the trees to help you to answer (C)

• Why haven’t the fish decayed? (A)• What would be the long term effect on

nutrient cycles in the lake? (A*)

C'est quelle image?1. Je suis au stade2. Je suis à l’hôpital3. Il est à l’église4. Tu es à la fête foraine5. Elle est au centre commercial6. Elle est à la patinoire7. Je suis au parking8. Il est aux toilettes

A

H

G

E

C

B

D

F

Bonus: Why do you think the underlined words are different?What is the rule for when you use au / à la / à l' / aux?

Objectives

To be able to:• say where I am 3c• where other people are 3b• use au / à la / à l' / aux correctly to say 'at' 3a• How can you move above level 3a?

1. Je suis _____ patinoire.2. Tu es ______ hôpital?3. Elle est ______ magasins.4. Il est _____ centre commercial.5. Elle est _____ fête foraine.6. Tu ___ ________église?7. Elle _____ ______stade.8. Je ______ _____ toilettes.

9. il + = ____________________

10. je + = ____________________

11. tu + = _____________________

AUÀ LAÀ L’AUX

?Is it masculine,

feminine or plural?If unsure check

P66

Je ... (3c)tu ... (3b)il / elle / Barack Obama… (3b)

AUÀ LAÀ L’AUX

If you use these correctly you will be working at 3a

If you can use negatives you will be working at 4c