Design Technology

285A7322

Overview

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.

Whilst we recognize that not every student will want to progress on to the KS4/5 pathway and become a designer, architect or engineer; we are able to offer students the opportunity to develop skills that employers in other sectors will desire such as creative thinking, problem solving as well as analytical and evaluative skills. With that at the forefront of our KS3 curriculum, in Design & Technology we aim to teach transferable skills that enable all of our students to become well-rounded, employable young people.

The National Curriculum for Design and Technology aims to ensure that all pupils:

  • Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  • Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  • Critique, evaluate and test their ideas and products and the work of others

KS3 Design Technology

Year 7

(Students are in Design Technology for 19/20 weeks with 3 lessons per fortnight, 28-30 Lessons in Total)

Baseline (1 week)

The baseline test gauges student knowledge of DT from what they learnt at Primary School. The test also covers topics students will learn about during their full rotation in the subject.

Practical Intro – Block-Bot Project (6 Weeks)

This practical focused project introduces students to working in a workshop environment, introduction to health and safety, using a variety of workshop tools and equipment, cutting, shaping and finishing timbers. This is fundamental knowledge that will prepare students for the rest of the Key Stage. This project allows the teacher to gain an early understanding of student ability by assessing manufacturing ability.

Letter Hook (9 weeks)

This project introduces working to a design brief and specification and challenges students to demonstrate creativity and generate a range of ideas inspired by Design Movements such as Art Deco, Memphis, Bauhaus. Whereas students used a Tennon Saw and Pine to make a Block-Bot, this project focuses on using a Coping Saw and Plywood as well as an introduction to working with Plastic (Acrylic) so different skills, techniques and materials are used.

Wood Knot Puzzle (2 weeks)

A final practical task to combine use of working with Coping & Tenon Saw’s and brings together skills used in both previous projects. Students are to independently follow a set of instructions.

End of Rotation Test (1 week)

To assess learning and test knowledge gained from practical tasks. By this point students should be able to identify correct tools & equipment, uses and applications of a range of materials and demonstrate an understanding of workshop Health & Safety.

Year 8

Students are in Design Technology for 19/20 weeks with 3 lessons per fortnight 28-30 Lessons in Total)

Baseline (1 Week)

The baseline test gauges student knowledge of DT from what they learnt in Year 7. For some students there is a 6/7-month gap since they were last in DT, therefore it’s imperative to understand what knowledge students have retained from the previous year. The test also covers topics students will learn about during their full rotation in the subject.

Practical Intro – Plane Project (6 Weeks)

This practical focused project re-introduces students to working in a workshop environment, reminder and refresher to health and safety, using a variety of workshop tools and equipment, cutting, shaping and finishing timbers. This is fundamental knowledge that will prepare students for the rest of the Key Stage and GCSE. This project allows the teacher to gain an early understanding of student ability by assessing manufacturing ability.

Pewter Cast Keyring – Design Ideas, CAD Mould, Pewter Casting, Manufacturing Wood Joints, Evaluation (11 weeks)

This project re-introduces working to a design brief and specification and challenges students to demonstrate creativity and generate a range of ideas inspired by Famous Designers or Design Companies (Apple, Dyson, Starck, Braun, McQueen, Westwood). This is a multi-disciplinary learning module where students are given the opportunity to work with a range of materials – Woods/Plastics/Metals and develop knowledge and understanding of technical processes such as Laser Cutting (CAM) and Pewter Casting.

End of Rotation Test (1 week)

To assess learning and test knowledge gained from practical tasks. By this point students should be able to: List names, properties and know uses/applications for the following:

  • Hardwoods, Softwoods, Manufactured Woods
  • Thermo plastics, Thermosetting plastics
  • Non-ferrous metals, Ferrous metals
  • Designers, Design Companies, Design Movements

Year 9

Students are in Design Technology for 19/20 weeks with 3 lessons per fortnight 28-30 Lessons in Total)

In Year 9 students experience 2 x 10-week rotations that are small scale GCSE style projects and give students an experience of what working at GCSE is like. E.G. Responding to a design brief, writing a specification, generating ideas, developing ideas, manufacturing a prototype and evaluation. Students have more freedom than in Years 7/8 for outcomes to be different as they now have a foundation level of knowledge and understanding to apply.

Biomimicry Laser Cut Clock Project (9/10 weeks)

The Biomimicry project has 3 x assessment focus areas linked to GCSE

  • Investigation – Analysis of Existing Products, Mood-board
  • Developing Design Ideas – Use of SCAMPER to develop and iterate ideas
  • Evaluation & Analysis – Strengths, Weaknesses, Improvements & Modifications

Main skill focuses

  • Use of SCAMPER to develop ideas / iterations
  • Using 2D Design for CAD drawing and laser cutting parts for a product

Architecture Project (9/10 weeks)

The architecture project has 3 x assessment focus areas linked to GCSE

  • Brief & Specification – A design brief and ACCESS FM specification written that will inform design ideas
  • Generating Design Ideas – A range of ideas inspired by an architect drawn in isometric or perspective
  • Realising Design Ideas – Orthographic Drawing, Cutting List, Final Prototype Outcome

Main skill focuses:

  • Technical Drawing – Isometric, Perspective & Orthographic
  • Card Board modelling – Constructing a 3D Scale Prototype

Homework: Students will be set termly projects which will re-enforce/enhance classroom learning.

Useful websites:

5 ways I can help my child

1 Promote a keen interest in Design, Technology and Manufacture through watching programmes such as:

·         Abstract: The Art of Design – Netflix / YouTube

·         Big Life Fix – BBC iPlayer

·         Inside the Factory – BBC iPlayer

·         Grand Designs – Channel 4 / All 4

·         How It’s Made – YouTube

·         Megastructures – Channel 5 / Discovery Channel / YouTube

·         The World’s Most Extraordinary Homes – Netflix / BBC

2

Develop an ability to draw and present ideas in 3D through techniques such as Isometric, Oblique, Perspective. Tutorials can be found on YouTube and guides are available on TechnologyStudent.com

3

Encourage your child to analyse and question the products they are surrounded by – Why does it cost that price? Why were the materials selected? How was is made? Is it environmentally friendly?
4 Inspire a love of making, constructing, problem solving and being ‘hands on’ through building sets such as LEGO, K’nex, Meccano, GraviTrax.

5

Experiment and develop CAD (Computer Aided Design) modelling skills by using ‘SketchUp’. This is a free to use software package we use in school that you can download on your personal computer once you have set up an account through Trimble.

KS4 Design Technology

Year 10

Year 11

 

Useful websites:

5 ways I can help my child

1 Encourage your child to join one of the extracurricular activities ran within the department.

2

Encourage your child to enter school and national design competitions.

3

Look at objects to see what materials they are made from and how they might be manufactured.
4 Talk to them about their progress and attainment.

5

Provide basic art materials and equipment (set of art pencils, colouring pencils, fine liner)