Design and Technology

Aim

Our aim in Design Technology is to provide an open, unique learning environment, which provides an inspiring, rigorous and practical learning area. Students are challenged to use their creativity and imagination to design and make products that solve real and relevant problems across a variety of contexts and in different workshop areas. Solving problems and creative thinking is at the core of Design Technology and students acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.

Students learn how to take risks, become resourceful, sustainable, innovative and enterprising citizens. Our students learn by evaluating past and present design and technology and develop a critical understanding of its impact on daily life and the wider world.

High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well being of the nation.

All our students work in a safe, secure workshop environment and are fully risk assessed before they undertake practical activities.

Students are involved in cutting edge CAD/CAM (computer aided design/computer aided manufacture) using laser cutters, 3D printers and computerised sewing machines.

We know that some of our students will pursue a career in Design Technology and our aim is to encourage young designers and engineers to develop sustainable products, machines and processes for the future.

Curriculum Plan

In Years 7 & 8  (Key Stage 3)

Our students experience a range of subjects including product design, textile technology, systems and control, graphics and food technology. Students are taken through the design process and apply technical knowledge and skill to manufacture real world products considering their own needs and others.

Towards the end of year 8, students wishing to choose an option may consider the current courses on offer.

In Years 9 & 10 (Key Stage 4)

Our students choose to pursue a 3-year GCSE design option from the following areas; Product Design, Graphics, Textiles and Food.

All students have to “Manufacture” a Product set by the AQA examination board, which reflects their knowledge, skill and understanding.

We offer a product design course that accommodates students who are interested in creating an “electronic product” as electronics is popular at Key Stage 3.

Design Technology courses are subject to change by September 2017 and we are looking forward to offering the first of the new courses “food preparation and nutrition” in September 2016.

In Year 11 (Key Stage 4)

Our students currently prepare for the final examination in their chosen option.

They are given a formal mock examination at the end of term 1, well in advance of the final GCSE summer examinations.

Assessment information

Design Technology students are regularly assessed in the form of on-going tracking. During Years 7&8 students complete 8 different blocks of learning in the subject.

On going assessment informs both student and teacher the progress been made and regular assessment for learning takes place at the end of each block, allowing targets for improvements to be set.

In Years 9, 10 & 11, assessment for learning and regular target setting by student and teacher on both controlled assessment coursework tasks and examination practice is a key feature in identifying weaknesses and strengths of individual students. This supports practical lessons and examination practice to be “tailored” to need.

Support material

At Key Stage 3 students have a range of supportive material in the subject including a folder for each block to monitor their use of command words and an overview of their course.

At Key stage 4 students have an “option specific” support booklet to cover the AQA coursework and examination.

A range of support websites students can access are:

http://www.howstuffworks.com/

http://www.bbc.co.uk/schools/gcsebitesize/design/

http://www.design-technology.info/

http://www.bbc.co.uk/schools/gcsebitesize/design

http://www.dtonline.org