Planning Learning And Teaching BGE Craft, Design, Engineering And Graphics
Planning learning and teachingBGE Craft, Design, Engineeringand GraphicsMidlothian exemplarThis is an example of how one local authority has plannedtheir craft, design, engineering and graphics curriculum usingthe refreshed experience and outcomes in the Technologies.This document is accompanied with a short video ofteacher disussing their experience of working togetheron this plan.
Overall planning of outcomes from S1 to Nat 5 CDEGS1S2GraphicsI can explore and use the features of a range of digitaltechnologies, integrated software and online resources todetermine the most appropriate to solve problems.TCH 3-01aI can create solutions in 3D and 2D and can justify theconstruction/graphic methods and the design features.TCH 3-09aI can apply a range of graphic techniques and standards whenproducing images using sketching, drawing and software.TCH 3-11aDesignI understand how scientific and technological developmentshave contributed to changes in everyday products.TCH 3-05aI can evaluate the implications for individuals and societies ofthe ethical issues arising from technological developments.TCH 3-06aI can create solutions in 3D and 2D and can justify theconstruction/graphic methods and the design features.TCH 3-09aI can apply a range of graphic techniques and standards whenproducing images using sketching, drawing and software.TCH 3-11aS3GraphicsI can select and use digital technologies to access, select relevantinformation and solvereal world problems.TCH 4-01aI can use digital technologies to process and manage informationresponsibly and can referencesources accordingly.TCH 4-02aI can extend my use of manualand digital graphic techniquesto realise ideas, concepts and products and recognise the importance ofreal world standards.TCH 4-11aDesignI can use digital technologies to process and manage informationresponsibly and can referencesources accordingly.TCH 4-02aI can analyse products takinginto consideration sustainability, scientific and technological developments.TCH 4-05aI can examine a range of materials, processes or designs in my localcommunity to consider their environmental, social and economic impact.TCH 4-06aI can present conclusionsabout the impact of technologies on the economy, politics and theenvironment.TCH 4-07aI can apply design thinkingskills when designing and manufacturing models/products which satisfy theuser or client.TCH 4-09aI consider the material performance as well as sustainabilityof materials and apply theseto real world tasks.TCH 4-10aI can extend my use of manualand digital graphic techniquesto realise ideas, concepts and products and recognise the importance ofreal world standards.TCH 4-11aS4Graphic CommunicationCandidates develop: skills in graphic communication techniques,including the use of equipment, graphicsmaterials and software the ability to extend and apply knowledge andunderstanding of graphic communicationstandards, protocols and conventions an understanding of the impact of graphiccommunication technologies on ourenvironment and societyDesign and manufactureThe course enables candidates to develop: skills in designing and manufacturing models,prototypes and productsknowledge and understanding ofmanufacturing processes and materialsan understanding of the impact of design andmanufacturing technologies on ourenvironment and society2
ManufactureI can evaluate the implications for individuals and societies ofthe ethical issues arising from technological developments.TCH 3-06aI can identify the costs and benefits of using technologies toreduce the impact of our activities on the environment andbusiness.TCH 3-07aI can create solutions in 3D and 2D and can justify theconstruction/graphic methods and the design features.TCH 3-09aI can explore the properties and performance of materialsbefore justifying the most appropriate material for a task.TCH 3-10aI can apply a range of graphic techniques and standards whenproducing images using sketching, drawing and software.TCH 3-11aManufactureI can examine a range of materials, processes or designs in my localcommunity to consider their environmental, social and economic impact.TCH 4-06aI consider the material performance as well as sustainabilityof materials and apply theseto real world tasks.TCH 4-10aI can extend my use of manualand digital graphic techniquesto realise ideas, concepts and products and recognise the importance ofreal world standards.TCH 4-11aEngineering ScienceEngineering ScienceI understand how scientific and technological developmentshave contributed to changes in everyday products.TCH 3-05aI can evaluate the implications for individuals and societies ofthe ethical issues arising from technological developments.TCH 3-06aI can create solutions in 3D and 2D and can justify theconstruction/graphic methods and the design features.TCH 3-09aI can explore the properties and performance of materialsbefore justifying the most appropriate material for a task.TCH 3-10aI can apply my knowledge and understanding of engineeringdisciplines and can develop/build solutions to given tasks.TCH 3-12aI can analyse products takinginto consideration sustainability, scientific and technological developments.TCH 4-05aI can examine a range of materials, processes or designs in my localcommunity to consider their environmental, social and economic impact.TCH 4-06aI can apply design thinkingskills when designing and manufacturing models/products which satisfy theuser or client.TCH 4-09aI consider the material performance as well as sustainabilityof materials and apply theseto real world tasks.TCH 4-10aI can solve problems throughthe application of engineering principles and can discussthe impact engineering hason the world around me.TCH 4-12aEngineering ScienceCandidates develop the ability to: apply knowledge and understanding of keyengineering facts and ideas understand the relationships betweenengineering, mathematics and science apply skills in analysis, design, construction andevaluation to a range of engineering problems communicate engineering concepts clearly andconcisely, using appropriate terminology develop an understanding of the role and impactof engineering in changing and influencing ourenvironment and society3
Overall planning of content from S1 to Nat 5 CDEGS1S2S3GraphicGraphicSketching – 2D (proportion), 3D (1pt/2pt perspective,isometric, oblique), orthographic, drawing standards, linetypes, dimensioning, rendering (materials), tone.DTP – software, layers, cropping, elements and principles(depth, unity, colour, contrast, harmony), thumbnails.3D CAD – software, extrude, revolve, shell, subtractions, fillet,chamfer, rendering.2D CAD – software, drawing sheet, line types, dimensions,offset, fillet.Geometric drawings squares rectangles circles hexagons octagons right prisms pyramids cones cylindersS4N5 Graphic Communication Graphic typesManual and computer-aided techniquesSkills in applying drawing standards, protocols andconventions Geometric shapes and forms and everyday objectsViews and techniquesLayout elements and principlesComputer-aided designDesktop publishing Graphic communication technology:impact on society and the environmentpartial or single cuts to these formscomponents based on geometric formscombinations of two components.True lengthstrue shapessurface developmentssectional viewsassembly drawings4
DesignDesign Factors – MESCAFE (Materials, Ergonomics,Safety, Cost, Aesthetics, Function, Environment)Research – Desk ResearchShape Generation – Pencil for a walk, SAM (Subtract andManipulate), Biomorphic.Initial Ideas – Types of graphics used to communicate ideas.Annotation.Development – Function, Aesthetics, Manufacture andAssembly.Modelling - to inform design decisions.Materials – Wood (softwood/hardwood/ pine), plastic(thermoplastic/thermosetting plastic/acrylic), metal (brass,copper, steel, aluminium), sustainability3D CAD – to visualise ideas. Usually done retrospectively.Analysis - of design briefs/ productsDesign Briefs / SpecificationPlanning Manufacture – Sequence of operations (usuallydone retrospectively)Evaluation – Survey / questionnairesManufacturePupils reading sizes from orthographic drawingsJoints – Butt, Lap, Dowelled, Through Housing, Mortice andTenon, Single dovetails, double dovetailFinishing wood – Raising the grain, sandpaper (variousgrades), varnish, paintingFinishing edge of acrylic – Cross file, Draw filing, Wet or Dry,PolishDesignMore independence and enhanced complexity of product.More emphasis on planning for manufacture – cuttinglists/parts lists, exploded diagrams, orthographic (workingdrawings)N5 Design and Manufacture Analysis of a brief Idea-generation techniquesModelling in the design processGraphics in the design processPerformanceMarketAestheticsErgonomicsUses of common materialsPeople who influence designCommercial manufactureImpact of design and manufacturing technologiesPlanning for manufactureEvaluation of productsTools for measuring and marking outMachine and hand tools for cutting and forming materialsAssemblingSurface finishingManufactureAs S1/S2 but with the following included:Turning on Wood LatheCentre LatheTaps and diesHot/ cold metal formingHeat treatment of metalWood Joints – Corner / T halving, Stopped Housing, Finger,BridleWoodworking skills/ Metal working skills / Design andManufacture / Construction CraftsFinishing Metal – Draw filing, emery cloth, wet or dry, polishHand tools – Tenon saw, Steel rule, Try Square, Bevellededge chisel, Marking Gauge, Files (Flat/Half-rounded/Square,Round), Rasps, Tin snips, rivet set, Ball-pein hammer,Warrington Hammer, Soldiering IronsMachine Tools – Pillar Drill, Sanding machine (belt sander),Cordless Drill, polishing machine, forge, strip heater, oven,Fluidiser, Spot Welder, mortise machine, vacuum formerProcesses- annealing, polishing, drilling, riveting,Box and Pan folder, forming of plastic, dip coating, Soldiering,Brazing, Spot welding5
Engineering ScienceAbility to use 2D/3D software packagesForcesTypes of movementModelling StructuresCAMs, gears and LeversSystems diagramsSimple circuitsStructuresGeneratorsWind turbinesTypes of energyRenewable energy/Fossil FuelsModel makingEngineering ScienceelectronicspneumaticN5 Engineering Science analysing engineering problemsdesigning, developing, simulating, building, testing andevaluating solutions to engineering problems in a rangeof contextsinvestigating and evaluating existing and emergingtechnologiescommunicating engineering concepts clearly andconcisely, using appropriate terminologyknowledge of the many types of engineeringknowledge of the wide role and impact of engineering onsociety and the environmentknowledge of the workings of a range of engineeredobjectsknowledge and understanding of key concepts related toelectronic and microcontroller-based systems and theirapplicationknowledge and understanding of key concepts related tomechanical, structural and pneumatic systems and theirapplicationknowledge of the relevance of energy, efficiency andsustainability to engineering problems and solutionsapplying engineering knowledge and skills in a range ofcontexts6
One example of the bundles of experiences and outcomes will become learning experiences.CONTEXT FOR LEARNINGProject based learning which focuses on Scientific and Technological Developments but in a Midlothian context as a theme to a range of projects. Midlothian has had associations presently or in the past with thefollowing industries: Mining (Drills, Lifts, Steam Powered Pump, etc.) Saw Mills (Sustainabilty, Automation) Paper Mills (Sustainabilty, Automation) Railways (Steam Engines, Lothian Bridge (Thomas Telford 1831)) Pentland Science Park (Moredun Foundation/Group – Specialists in livestock health and welfare) Edinburgh Technopole (Scottish Agricultural College, Roslin Institute – Dolly the sheep) Flour Mills (Dalkeith once held the title as the biggest grain market in Scotland) Carpet Factory; MacTaggart Scott (Naval) (Pneumatic lifts) Nairn Oatcakes (Gluten free oatcakes) Edinburgh Crystal (Penicuik); IKEA (Sustainability) Roslin Gunpowder Mills at Roslin GlenThese industries and related technologies would form a theme for a range of graphics projects across the year.The class teacher would be free to choose an industry / related technology each year and apply it to pre-described projects. These projects would cover a large part of the course content for BGE.7
EXPERIENCES AND OUTCOMESLEARNING INTENTIONS I can apply a range of graphic techniques and standards whenproducing images using sketching, drawing and software.TCH 3-11aI understand how scientific and technological developments havecontributed to changes in everyday products.TCH 3-05a BENCHMARKS/SUCCESS CRITERIALearners can : produce sketches which show an understanding ofproportion.produce 2D and 3D sketches using a range of techniques.produces rendered drawings which may include colour,surface, texture, tonal changeuse computer aided design (CAD) commands, techniques andpractices required to create a model.produce 3D rendered CAD modelsproduce a range of 2D and 3D CAD drawingsjustify the choice of colours, layout in a promotional graphics.recognise design principles and DTP terms.gathers and combines data and information from a range ofsources to create a publication, presentation or informationresource.demonstrate efficient searching techniques for example using‘and’, ‘or’, ’not’.Introduce the pupils to the selected scientific andtechnological development and to develop curiosity (who/what/ why)To further develop researching skills which would have beeninitially developed at Primary schoolTo introduce the pupils to pictorial sketching techniquesTo introduce the pupils to 3D CAD terms and processes andto build up confidence using the softwareTo recognise design principles and DTP terms in the makingof a graphical publicationASSESSMENT EVIDENCEProduce a portfolio consisting of evidence from class tasks: research on technology timeline visit task graphical study sketches 3D CAD model renders Orthographic drawings DTP PosterLEARNING AND TEACHING ACTIVITIES/TASKS Teacher to select themeResearch Task - Teach the pupils how to researcho Research the history behind the themeo Research the scientific and technological developments associated with the theme and produce a timeline to show how thetechnology has advancedVisit to local industryGraphical study and physical investigation (if possible) into the selected technology.o Teach the pupils how to do freehand lines, 2D sketching, isometric, 2pt perspective and rendering of materialso Sketch the technology in 2D and pictorial form (try exploded views)o Render using appropriate colour, texture and tonal changeModel the technology using CADo Teach the pupils basic 3D CAD processeso Produce 3D rendered CAD modelo Produce orthographic drawings from 3D CAD modelProduce a poster detailing how the technology workso DTP exercise - design principles and DTP termsJustify the choice of colours and layout in the promotional graphic8
Education ScotlandDenholm HouseAlmondvale Business ParkAlmondvale WayLivingston EH54 6GATE 44 (0)131 244 n.gov.scot Crown Copyright, 2019You may re-use this information (excluding images and logos) free of charge in anyformat or medium, under the terms of the Open Government Licence providing that it isreproduced accurately and not in a misleading context. The material must beacknowledged as Education Scotland copyright and the document title specified.To view this licence, visit -licence ore-mail: psi@nationalarchives.gov.ukWhere we have identified any third party copyright information you will need to obtainpermission from the copyright holders concerned.9
Design More independence and enhanced complexity of product. More emphasis on planning for manufacture - cutting lists/parts lists, exploded diagrams, orthographic (working drawings) N5 Design and Manufacture Analysis of a brief - Idea-generation techniques Modelling in the design process Graphics in the design process
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This guide will NOT teach you Python coding. If you want to learn Python please look for appropriate Python coding tutorials (e.g. ByteOfPython). When writing Python code for the BGE I recommend to keep the Blender Python API open as reference. You can find it at www.blender.org. Please be aware the BGE does not support the Blender API called .
middleware. The Blender Game Engine (BGE) provides the tools to e ciently render the robot and envi-ronment features. BGE is part of an open-source 3D graphics tool called Blender that enjoys wide popularity and has a vibrant community of developers. Blender is available on the three major operating systems, Mi-crosoft Windows, Mac OS X, and Linux.
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This assessment pack accompanies the textbook BGE S1–S3: English Second and Third Levels by Rachel Alexander, published by Hodder Gibson. The order of materials in this pack follows that of the textbook. The pack contains two different types of resource: For each chapter of the textbook
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