Rationale:
Design and technology is an inspiring and practical subject. Using creativity and imagination, students design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They 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, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they 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.
Further rationale behind our curriculum design includes building on the knowledge acquired at KS2 and exposing them to more complex and challenging content thereafter. In Design Technology we have carefully planned progression through our rigorous curriculum along with opportunities to revisit knowledge previously covered. The curriculum also forms cross curricular links with other subjects such as the arts, science and maths and by recognising that Design Technology is the bridge to many other subjects helps to develop a more creative and innovative approach to designing.
Design and Technology reflects and prepares them with KS5 expectations and is designed for students who are considering further study in design or engineering. By the end of the course students will have a much deeper understanding as to the nature of the varying fields in design. Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise.
Intent:
At St Peters, we inspire our Design and Technology pupils to combine practical and technological skills with creative thinking to design and make products and systems which meet human needs. Our pupils learn to use current technologies and consider the impact of future technological developments, they learn to think creatively and intervene to improve the quality of life, solving problems as individuals and members of a team. They work in a range of domestic and local contexts and industrial contexts, for example, engineering, manufacturing, construction and energy.
We want pupils to learn new skills, build confidence, and respect each other, themselves and their surroundings. We encourage pupils to work in stimulating contexts which provide a range of opportunities and draw on the local community and wider world.
There are four distinct curriculum areas within Design and Technology; Resistant Materials, Product Design, Graphics and Systems and Control and throughout their time at St Peters, pupils will learn about all four subjects building on the skills learned each year to progress to advanced skill practice at GCSE and Vocational level.
Our curriculum in Design Technology supports and embraces our ethos statement. The ethos of the school is threaded through the curriculum with a range of activities that develop their skills in research, observation and empathy. We strongly believe in nurturing God’s given talents as well as recognising British Values and Christian Values
Pupils are also encouraged to form cross curricular links with other subjects such as the arts, science and maths and by recognising that Design Technology is the bridge to many other subjects helps to develop a more creative and innovative approach to designing.
We build the Cultural Capital of our pupils by ensuring they have an understanding of Britain’s contemporary design practice and design heritage, as well as a knowledge of international design practice. We also as a department offer practical extra-curricular Technology clubs to enable pupils to build confidence and increased proficiency in these areas learnt in the classroom and beyond.
Implementation:
Pupils have the opportunity to combine practical and intellectual skills with an understanding of aesthetic, technical, cultural, health, social, emotional, economic, industrial and environmental issues. As they do so, they evaluate present and past Design and Technology and its uses and effects. Through Design and Technology, students develop confidence in using practical skills and become discriminating users of products.
STEM features high in Design and Technology and we positively and actively support all aspects around Science, Technology, Engineering and Mathematics. Pupils are provided with a curriculum, which has a range of different elements which is appropriate for students who are motivated and challenged by learning through hands-on experiences and through content which is concrete and directly related to those experiences. By using a variety of approaches, such as, biomimicry and user-centred design students will generate creative ideas, avoiding stereotypical responses and design fixation.
The Technology curriculum is focussed on embedding challenge, metacognition, memory techniques and literacy skills.
In Design Technology we also implement our curriculum through a variety of creative teaching approaches and tasks. We provide our pupils with an opportunity to design and make products that solve real and relevant problems within a variety of live contexts.
Impact:
Pupils will combine practical and technological skills with creative thinking to design and make products and systems which meet human needs. They learn to use current technologies and consider the impact of future technological developments. They will learn to think creatively and intervene to improve the quality of life, solving problems as individuals and members of a team. Pupils will learn new skills, build confidence, and respect each other, themselves and their surroundings. We believe that for students to reach their full potential they must take responsibility for themselves; be organised and focussed. Pupils are encouraged to work in stimulating contexts which provide a range of opportunities and draw on the local ethos, community and wider world, pupils identify need and opportunities. They will respond with ideas, products and systems, challenging expectations where appropriate.Students will develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools. Skills gained in Design Technology are transferable across all other subjects.
Overview of content:
Year 7
In Year 7, our projects include: creating night lights, outdoor bird feeders and decorative personalised keyrings, the curriculum involves learning about how to work with timber, metals and plastics as well as some basic electronics.
Year 8
In Y8 pupils build on key and essential skills learnt in Year 7 to become more discerning designers and create projects such as mechanical toys, bespoke door stops and cast jewellery. Examples of areas of learning include; learning about casting and moulding processes and how circuits are designed and the properties of materials and famous designers and their influences.
Year 9
In Y9 pupils learn that how and what they design can have an effect on others. Some topics include; cultural needs and differences across the world, designing through modelling and construction. Typical projects include; structures, rapid prototyping including 3D printing, joinery and construction
Y10
Educas LEVEL 1/2 VOCATIONAL AWARD IN CONSTRUCTION AND THE BUILT ENVIRONMENT
In Year 10 pupils will develop a knowledge and understanding of the construction industry and provide them with opportunities to develop associated practical skills. It covers manufacturing products, designing and solving construction problems which focuses on how modern construction has had an impact on modern day life at home, work and in society in general.
This qualification is made up of one mandatory unit, which all students will need to complete.
Pupils in Year 10 will be Introduced to the Built Environment. Areas of study include:
- Be introduced to the principles of the built environment and have the opportunity to develop the skills, knowledge and understanding in identifying, explaining and evaluating different ideas and concepts of the built environment.
- Explore a range of professional and trade roles
- Explore some of the different structures and buildings of the built environment
Pupils in Year 10 will also study Constructing the Built Environment. They will study up to three construction trade areas of the built environment, including planning, undertaking and evaluating construction tasks.
Y11 – Construction
This year will be largely focussed on the Non Examined Assessment
Pupils will be assessed via project work (no exam), which is worth 60% of the qualification. Pupils are required to prepare and complete three trade-based tasks e.g. simple electrics, plumbing, tiling, joinery and also painting and decorating.
WHAT SKILLS WILL THEY DEVELOP?
Pupils will develop a range of skills which are attractive to employers, colleges and universities including:
- Communication
- Critical thinking
- Independent learning
- Research
- Time management
CAREERS WITH CONSTRUCTING THE BUILT ENVIRONMENT?
Pupils will have the opportunity to look at what the construction industry offers and the wide range of exciting opportunities, from tradesperson to leading large scale construction projects, and from an architect to renovator of our historic built environment. Pupils will be given the opportunity to understand what these careers are about and how to successfully enter the world of construction.
Specification Links:.
