Design and Technology

Key Stage 3 Design and Technology

Curriculum Overview

Year 7

Students receive one lesson per week; and rotate in 12 week blocks; to the following different Design and Technology areas. They will follow a ‘Cyclical Design Process’, to solve problems and produce a prototype or finished product; by exploring the following projects:

• Textile Soft Toy
• Metal and Timber Windchime
• Electronic Alarm
• Food

Students will use industry standard tools and machines therefore health and safety are of paramount importance and form a large part of year 7.

Drawing skills are essential, and therefore basic drawing techniques are introduced within each area of study.

Students will also learn about tools and correct tool usage, Computer Aided Design (CAD) and Computer Aided Manufacture (CAM).

Year 8

Students receive one lesson per week; and rotate in 12 week blocks; to the following different Design and Technology areas. They will follow a ‘Cyclical Design Process’, to solve problems and produce a prototype or finished product; by exploring the following projects:

• Textile Pencil Case
• Food
• Mechanisms
• Onshape CAD – Mobile Phone Holders

Students will build on their year 7 experiences with a more complex range of problems to solve.

Year 9

Students receive one lesson per week; and rotate in 12 week blocks; to the following different Design and Technology areas. They will follow a ‘Cyclical Design Process’, to solve problems and produce a prototype or finished product; by exploring the following projects:

• Design Skills – Drawing Techniques
• Timber Lantern Project
• Textiles Upcycle Project

Students carry out mini contextual challenges, to prepare them for the GCSE coursework NEA (Non-Examined Assessment), if they choose to take the subject.

Assessment

Design and Technology is a practical subject and, alongside the school assessment guidelines assessments will be made of the pupils’ practical and theoretical skills as we move through the year. Frequent constructive verbal feedback will be given to pupils throughout lessons from the teacher and through peer assessment.

The practical and evaluative skills learnt throughout KS3 are used within the KS4 curriculum and beyond.

Further Reading/Resources

• Technology Student Website: http://www.technologystudent.com/
• Although aimed at GCSE students, the BBC Bitesize website details some of the theory aimed at Key Stage 3: https://www.bbc.co.uk/bitesize/subjects/zvg4d2p

Key Stage 5 Product Design A Level

Curriculum Overview

Component 1:

Principles of Design and Technology - Written examination 

Subject areas: 

• Topic 1: Materials – including; Wood, Metal, Polymer, Composite, Textile, Paper/Board, Smart and Modern materials. 
• Topic 2: Performance characteristics of materials – focusing on working properties of materials 
• Topic 3: Processes and techniques – developing practical skills including; marking out, cutting, use of specialist equipment, joinery, finishing and drawing. 
• Topic 4: Digital techniques – including the use of Computer Aided Design (CAD) and Computer Aided Manufacture (CAM) 
• Topic 5: Factors influencing the development of products – including; influence of the intended user, key design movements, ergonomics, anthropometrics and form vis function. 
• Topic 6: Effects of technological developments – including; production techniques that have effects on designers and, social, moral and ethical impacts. 
• Topic 7: Potential hazards and risk assessment – focusing on adopting a safe working practice and reacting to potential hazards. 
• Topic 8: Features of manufacturing industries – including; production methods, monitoring systems, characteristics, advantages and disadvantages 
• Topic 9: Designing for maintenance and the cleaner environment – including clean technologies and the product life cycle 
• Topic 10: Current legislation – including; consumer rights, health and safety laws and regulations 
• Topic 11: Information handling, modelling and forward planning – including; the collection of data, costing, intellectual property and standards organisations. 
• Topic 12: Further processes and techniques – Including; project management strategies, exploring and evaluating design ideas and market implications. 

Component 2:

Independent Design and Make Project – Non-examined assessment (NEA) 

Key areas: 

• Students individually and/or in consultation with a client/end user identify a problem and design context. 
• Students will develop a range of potential solutions which include the use of computer aided design and evidence of modelling. 
• Students will be expected to make decisions about the designing and development of the prototype in conjunction with the opinions of the client/end user. 
• Students will realise one potential solution through practical making activities with evidence of project management and plan for production. 
• Students will incorporate issues related to sustainability and the impact their prototype may have on the environment. 
• Students are expected to analyse and evaluate design decisions and outcomes for prototypes/products made by themselves and others 
• Students are expected to analyse and evaluate of wider issues in design technology, including social, moral, ethical and environmental impacts. 

Assessment at A Level

Written examination 50% and Non-examined Assessment (Coursework) 50% 

Complementary Subjects:

British Values in Design and Technology

Democracy: Students democratically work together, in lower school KS3 classes, they demonstrate a great deal of group work and sharing of decision making.

Rule of law: We research and look at International and European Law, in the use of trademarks, patents, copyright……. We also study safety standards e.g. BSI (British Standards Institute) / Kitemark and EU Certification.

Individual Liberty: We encourages students to have a great deal of ‘Self Responsibility’, in the safe use of machines and tools. Students have to respect each other and their working environment.

Mutual respect: Design Technology students, are encouraged to have mutual respect of each others work and designs, through peer assessment and group analysis of work. This also links to the next statement, thinking about different beliefs and cultures, which is part of our GCSE syllabus.

Tolerance of those of different faiths and beliefs: Awareness of other cultural beliefs and styles can be incorporated into the design of products. Students are asked to research other cultures as part of their GCSE CORE theory, where students need to consider social, ethical and cultural issues, within designing and making.