Lesson Plan

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Lesson Plan
Grade: Date: 25/02/2026
Subject: Design and Technology
Lesson Topic: The design of a manufacturing system, including jigs and formers, to be used to make a product in quantity.
Learning Objective/s:
  • Describe the key functions of jigs and formers in a high‑volume manufacturing system.
  • Calculate production rates and determine the number of workstations required for a given output.
  • Analyse design considerations for jigs and formers, including material selection, clamping force and durability.
  • Evaluate cost components (capital, running, setup) and estimate per‑unit cost for a quantity production system.
  • Apply the systematic design process to develop a simple production layout for a product such as a plastic bottle cap.
Materials Needed:
  • Projector or interactive whiteboard
  • Slide deck summarising concepts
  • Handout with jig vs. former comparison table
  • Worksheet with production‑rate calculations
  • Sample jig or former (or high‑resolution images)
  • Calculator or spreadsheet software
  • Whiteboard and markers
 Introduction:
Begin with a short video clip showing an assembly line producing thousands of items per hour to capture interest. Ask students to recall how repeatable positioning and shaping are achieved in such lines, linking to prior knowledge of basic machining. Explain that today they will design a manufacturing system using jigs and formers and that success will be measured by their ability to calculate production rates and justify design choices.
Lesson Structure:
  1. Do‑now (5’) – Quick quiz on definitions of jig and former; discuss answers.
  2. Mini‑lecture (10’) – Present the systematic design process, key cost concepts, and the jig/former comparison table.
  3. Guided activity (15’) – In pairs, calculate production rate and required number of workstations for the bottle‑cap example; teacher circulates for checks.
  4. Design task (20’) – Students sketch a simple jig or former for a chosen product, noting material, clamping force and durability considerations; record decisions on a worksheet.
  5. Costing exercise (10’) – Using provided cost data, estimate capital, running and per‑unit cost for their design; share results.
  6. Plenary (5’) – Recap main points, answer misconceptions, and collect an exit ticket (one‑sentence summary of why jigs or formers are essential).
Conclusion:
Summarise how jigs ensure repeatable accuracy while formers create near‑net shapes, and how both influence overall cost and productivity. Students complete an exit ticket stating one design factor they would prioritise in a high‑volume system. Assign homework to research a real‑world manufacturing line and identify the jigs or formers used.