Amiria Gale High school Design & Technology students often have to be familiar with a range of metal finishes and surface treatments as well as how to prepare a metal surface for finishing. This article summarises this topic and concludes with sample examination questions. Preparing a metal surface for finishing Before anything is painted or another finish applied, the … Read more
Design & Technology students must be familiar with a range of temporary and permanent joining methods for metals. This article helps students revise this information and concludes with sample examination questions from the Cambridge AS/A Level syllabus. Temporary joining methods for metal Nuts & Bolts Note: Screws can be used to join sheet metal to another … Read more
Cambridge AS/A Level Design & Technology students must be familiar with common art & design movements and their wider impact. This article lists key features of each design movement, alongside examples of iconic products and designers that represent each movement. It concludes with a discussion of how these movements influence the design and manufacture of … Read more
How to bisect a line using a compass: How to subdivide a line into equal spaces For example, the below video shows how to divide a line into 5 equal spaces Proportionally dividing a line means dividing it according to specific proportions or ratios, which may or may not be equal. For example, you might … Read more
This article summarises the topics that should be revised for Cambridge IGCSE Design & Technology, Paper 5: Graphic Products (0445/05). This exam involves using a drawing board to produce measured technical drawings, charts, and diagrams, as well as short-answer written questions. Please note: Paper 5 also tests aspects of the common core syllabus examined for Paper 1. … Read more
This article summarises the topics to revise for Cambridge IGCSE Design & Technology, Paper 1: Product Design (0445/01). This exam involves producing freehand sketches, annotation, and written answers in response to a single design question. Please note: This revision guide prepares you for answering the lightweight materials / graphic products question (typically Question 2). You … Read more
Elderly individuals often have unique needs when it comes to product design. These users may have a diverse range of needs, including vision impairment, hearing loss, motor skill challenges, hearing loss, and cognitive changes. These have been discussed elsewhere on this website, however there are a few other issues should be be considered. Opportunities for … Read more
In our increasingly global marketplace, products frequently encounter users who may not share the designer’s language, while millions of adults worldwide have limited literacy skills due to educational circumstances, learning differences, or cultural factors. This article outlines strategies for creating more inclusive designs that communicate effectively across language barriers and literacy levels, ensuring products can … Read more
Neurodiverse individuals – such as those with autism, ADHD, and dyslexia – sometimes have cognitive and sensory needs that are overlooked in traditional product design. This can result in products that contribute to sensory overload, confusion, or which are unsuitable for use. This article outlines ways that designers can create more inclusive products for neurodiverse … Read more