06Design Technology

KS3

Rationale:

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils 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. pupils 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.

Intent:

Through a variety of creative and practical activities, pupils will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of domestic and local contexts and industrial contexts, for example, engineering, manufacturing, construction and energy.

We aim to create the very best design literate pupils who are enquiring, confident and enthusiastic to define and solve problems; by placing the ‘user’ at the heart of these problems we encourage our pupils to become knowledgeable about the resources needed to help them create even better solutions. We challenge pupils to think, act and speak like those working in the field would. We do this by equipping pupils with 21st century skills to empower impact and change; we challenge them to think about industrial developments and technological advancements, environmental and economic factors, the role of sustainability and ethics in user-centred design, demographic change and sociocultural influences around the world in order to visualise future possibilities. As a department we offer practical extra-curricular Technology clubs in graphics, electronics and resistant materials. This enables pupils to build confidence and increased proficiency in these areas. Our curriculum in Design Technology forms a backbone to our ethos statement. Examples of how our curriculum supports the ethos statement are through a range of creative activities that develop their skills in research, observation and empathy. British Values and our Colleges’ CHRIST Values are embedded in Schemes of Work across the 2 key stages. 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.

Skills gained in Design Technology are transferable across all other subjects. As a knowledge engaged curriculum, we believe that knowledge underpins and enables the application of skills; both are entwined. As a department we define the powerful knowledge our pupils need and help them recall it by developing their technical skills that focus on visualisation and realisation of ideas and information. Focusing on drawing, digital design, physical materials and prototyping as well as knowledge and understanding of the current and emergent means of production, manufacturing and digital technologies. 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 encourage wider reading and the exploration of academic theory of design. 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. Content, skills and cross curricular links are clearly defined in our schemes of work and core knowledge organisers.

Implementation:

We have provided pupils with a curriculum which has a range of different elements which is appropriate for pupils 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 pupils will generate creative ideas, avoiding stereotypical responses and design fixation. pupils will develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools. pupils see the value in looking at and analysing the work of past and present professionals and others. Relevant investigation will develop and broaden their understanding putting the ideas into context.

We have 17 PCs in the department for CAD visualisation to produce outcomes that may be produced using computer-aided manufacture. This prepares them for producing outcomes using our laser cutter and 3D printer. pupils should be able to select from and use a wider, more complex range of materials, components and taking into account their properties.

We are committed to develop our Schemes of Work through our Trust links in preparation for the next academic year. These will be focussed on embedding challenge, metacognition, memory techniques and literacy into our departmental curriculum. Alongside our medium and long term planning, we are continuing to develop core knowledge organisers at KS3. This is enabling us to define the core knowledge our pupils need to master as well as encouraging a much more independent approach to learning. 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:

High stakes testing of acquired knowledge and progress will take place approximately each half term through the use of summative marking. There will be 3 x assessments of theory work and 3 x assessments of practical work throughout the year. These will be evident in pupils’ assessment books.

Low stakes testing will be used as and when at the teacher’s discretion and will utilise a marking for understanding and literacy. Progress will be measured over time; contributing to whole school policies on assessment and feedback to pupils and parents. The student’s progress in relation to the milestones achieved will be documented in their booklets and assessment books and will show progress over time. pupils’ work outcomes will provide the basis for analysis and intervention where appropriate and necessary; providing every student with the opportunity to be the best they can be. Challenge and differentiation is a focus point for the department in order to ensure the curriculum is inclusive to all.

 

KS4

Rationale:

The study of engineering is the application of maths and science to solve real world problems. This involves an understanding of the different disciplines of engineering and how they have shaped the products and projects of the modern world. pupils will develop the ability to read technical drawings, select appropriate materials along with tools and machinery, and know how to carry out a practical task, while working in a safe manner in line with current health and safety legislation. In essence, this curriculum encourages pupils to use both theoretical knowledge and practical tools to focus on developing transferable skills to support progression into employment or onto further education.

Intent:

The intent behind this plan is to introduce pupils to engineering and the possible jobs that exist within this sector. The course has project based elements to it which reflects the KS5 degree expectations and is designed for pupils who are considering further study in design or engineering. By the end of the course pupils will have a much deeper understanding as to the nature of the varying fields in design. GCSE Design and Technology will prepare pupils to participate confidently and successfully in an increasingly technological world. pupils will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. pupils will get the opportunity to work creatively when designing and making and apply technical and practical expertise.

Implementation:

We have provided pupils with a curriculum which has a range of different elements which is appropriate for pupils who are motivated and challenged by learning through hands-on experiences and through content which is concrete and directly related to those experiences. The Non Examination (NEA) will assess pupils’ abilities to apply their knowledge and understanding how to address clients’ needs and wants and develop feasible, creative solutions. It will also develop pupils’ work based skills of forethought, time management, self-reliance and self-reflection.

AQA Design and Technology GCSE allows pupils to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth.

Building on KS3 we continue to define the powerful knowledge our pupils need and help them recall it by developing their technical skills that focus on visualisation and realisation of ideas and information, with a focus on drawing, digital design, physical materials and prototyping as well as knowledge and understanding of the current and emergent means of production, manufacturing and digital technologies. The subject content has been split into three sections as follows: Core technical principles; Specialist technical principles; Designing and making principles.

Core technical principles alongside specialist knowledge and understanding are delivered through recall and exam preparation as well as through practicing NEA projects and the actual NEA contextual Challenge.  Designing and making principles covers design and all content in this section must be taught. pupils must also demonstrate mathematical and scientific knowledge and understanding, in relation to design and technology and how they can be applied to the wider design and technology content.

We encourage wider reading and the exploration of academic theory of design and apply it to real world contexts. pupils visit Nissan Car Plant and have access to local college workshops. We direct pupils to careers that stem from our material areas, for example pupils are given engineering experiences through local providers Jacobs and High Tide.

Impact:

The impact will be confident and knowledgeable pupils that have a firm grasp of the different disciplines within engineering and the skills required to be successful in these. pupils will have a sound understanding of engineering tools, equipment and machines and will be able to apply this understanding to the properties and characteristics of compliant and resistant materials and know why specific materials are selected for industrial applications. This in turn will enable pupils to have a much broader understanding of what designers and engineers do. They will know how to apply the principles of science and mathematics to develop economical solutions to technical problems. They will know that their work is the link between scientific discoveries and the commercial applications that meet both society’s and consumer’s needs and wants. Should pupils wish to, will be equipped with the necessary skills and knowledge to either continue their studies at post-16 either through Level 3 vocational courses, such as The Technical Level National Foundation Diploma in Engineering or through A Levels in Maths, Further Maths, Biology, Chemistry, Physics, and Design and Technology. Both of these routes will support progression to higher education. pupils would also be at an advantage should they wish to start an apprenticeship in an engineering or design sector.