The Design and Technology curriculum enables students to understand and apply iterative design processes through which they develop their skills of enquiry, creativity and evaluation of a range of outcomes. The subject enables students to use critical thinking and imagination that solve real and relevant problems, considering their own and others’ needs, wants and values. This builds their ability to express themselves fluently and grammatically in speech and in their written and visual responses. It gives students opportunities to apply knowledge from other disciplines, including mathematics, science, art and design, computing and the humanities.
At Key Stage 3 Students will acquire subject knowledge and an understanding of different materials and manufacturing processes to design and make, with confidence and build resilience to embrace new design challenges.
As a department we use the shortened summary line of “Acquire, Develop, Innovate”.
Year
Group
DT Rotation Project End points
Reusable Chocolate mould
Year7
Year 8
For the project the students will develop graphic design skills to produce a reusable chocolate mould while studying Pixar as a source of inspiration. They will discover how paper is made and affects materials that have on the environment. While using a range of different processes they will produce a high-quality product that links to the area from Pixar that they have investigated.
The students will be able to:
● Use communication techniques to present a range of 2D and 3D drawing
● Critically reviewed own and work of others
● Use basic functions on 2D design
● Understand use of CAD and CAM
● Understand vacuum forming as a manufacturing process
● Understand the process of making paper
● Assemble a 2D net into a 3D package
Test tube holders
For the project the students will explore both timbers and polymers to design and make a test tube holder. They will demonstrate safe working practice while using equipment in the workshop to create the wooden test tube holder with a quality finish. Development of design will be explored with the acrylic test tube holder taking an iterative approach while evaluating ideas using the laser cutter
Year 9 Light
For the project the students will produce a light while exploring design movements to inspire a design. Creating a design brief will direct the design and project forward and give an improved evaluation of the product at the end. The development of skills will progress to new areas to include elements of electrics and further progression of workshop (timbers) and CAD/CAM (polymers) skills.
The students will be able to:
● Demonstrate safe working practices
● Understand the need for tolerances in work
● Develop design ideas with an iterative approach
● Classify different timbers
● Describe different jointing techniques
● Mark out and cut basic wood joints
● Describe a range of wood surface finishes
● Explain different polymers
The students will be able to:
● Demonstrate safe working practices
● Formulate a design specification
● Identify disadvantages and advantages of using polymers
● Draw using the principles of perspective techniques
● Achieve an accurate and high-quality finish
Assessments
Assessment taken throughout rotation based on communication techniques, investigation, development and manufacture as per the school policy
Assessments taken during assessment windows as per the school schedule.
● Solder safely
● Design with influences from others
● Evaluate work of self and others
At key Stage 4 students develop the knowledge of how to take design risks, helping them to become resourceful, innovative, open minded, reflective and enterprising citizens. They should develop an awareness of practices from the creative, engineering and manufacturing industries. Students will develop a good working knowledge of health and safety procedures. They will also develop a knowledge of the use of ICT and systems and control, including modern manufacturing processes and systems. Through the critique of the outcomes, including cultural, historic and present day, students should develop an understanding of its impact on society, daily life and the wider world and understand that high-quality design and technology is important to the creativity, cultural, sustainability, wealth and wellbeing of the nation and the global community.
As a department we use the shortened summary line of “Acquire, Develop, Innovate”.
Candle holders
Skills:
● to learn about a range of measuring, marking out and cutting tools
● to learn about a range of natural and manufactured timbers and boards including their sources and origins, their physical characteristics, working properties, social and ecological footprint
● to learn about setting up the pillar drilling machine to drill blind holes
● to learn about laminating solid timber and flexibly
● to learn about a range of surface finishes for timbers
Candle holders
Skills:
● to learn about a range of timber joining methods including a cross halving
● to learn about the wasting process with chisels
● to learn about the use of 2D and 3D CAD for modelling
● to learn about the use of producing sketch models
● to learn about different adhesives including PVA and contact adhesive
● to learn about bitmapping to create silhouette-based images for Christmas tree decorations
● to learn about the way in which natural and manufactured timbers are influenced
Materials - core
Skills:
● to learn about the working properties, advantages, disadvantages, characteristics and applications for the following groups of materials; metals, papers and boards, polymers, textiles and timbers
● to learn about a range of mechanical devices including; the types of movement, levers, linkages, cams, followers, pulleys and belts, cranks and sliders and the different types of gears
● to learn about electronic systems including; the use of sensors, control devices, outputs, how to make flowcharts, switch components on and off, how to process analogue inputs
Mini NEA Task
Skills:
● to learn about a identifying design opportunities
● to learn about the needs and wants of a range of potential different users
● to learn about the different types of research to be carried out when investigating potential design opportunities
● to learn about the need and purpose of a design specification
● to learn how to use different design strategies
● to learn about different design techniques and the need for modelling
● to learn about the impact of forces and stresses on natural and manufactured timber
Mini NEA Task
Skills:
● to learn about the need to produce manufacturing drawings
● to learn about a range of manufacturing techniques to enable to manufacture of a chosen design idea
● to learn about typical stock forms, types and sizes
● to learn about alternative processes that can be used to manufacture typical products
● to learn about specialist techniques, tools, equipment and processes that can be used
●
NEA task in response to the Contextual Challenge Skills:
● to learn about a identifying design opportunities
● to learn about the needs and wants of a range of potential different users
● to learn about the different types of research to be carried out when investigating potential design opportunities
● to learn about the need and purpose of a design specification
● to learn how to use different design strategies
● to learn about different design techniques and the need for modelling
● to learn about how energy is generated and stored including; fossil fuels, biofuels, tidal, wind, solar, hydroelectric, batteries and
Assessment Weekly homework and practical outcomes
and to make simple routines with delays, loops and counts cells, solar cells, mains electricity and wind power
homework and practical outcomes, progress test Assessment
End Points By the end of Year 10 students will have:
● demonstrated their understanding that all design and technological activity takes place in contexts that influence the outcomes of design practice
● developed realistic design proposals because of the exploration of design opportunities and users’ needs, wants and values
● used imagination, experimentation and combined ideas when designing
● develop the skills to critique and refine their own ideas while designing and making
● communicated their design ideas and decisions using different media and techniques, as appropriate for different audiences at key points in their designing
● developed decision-making skills, including the planning and organisation of time and resources when managing their own project work
● developed a broad knowledge of materials, components and technologies and practical skills to develop high-quality, imaginative, and functional prototypes
● been ambitious and open to explore and take design risks to stretch the development of design proposals, avoiding clichéd or stereotypical responses
● considered the costs, commercial viability, and marketing of products
● demonstrated safe working practices in design and technology
Assessment
● used key design and technology terminology, including those related to designing, innovation and communication; materials and technologies; making, manufacture and production; critiquing, values and ethics.
NEA task in response to the Contextual Challenge Skills:
● to learn about a identifying design opportunities
● to learn about the needs and wants of a range of potential different users
● to learn about the different types of research to be carried out when investigating potential design opportunities
● to learn about the need and purpose of a design specification
● to learn how to use different design strategies
● to learn about different design techniques and the need for modelling to learn about how energy is generated and stored including; fossil fuels, biofuels, tidal, wind, solar, hydroelectric, batteries and cells, solar cells, mains electricity and wind power
NEA task in response to the Contextual Challenge Skills:
● to learn about the need for producing a final design proposal
● to learn about the need to carry out a final review of the final design proposal
● to learn about the justification of materials, components and manufacturing processes in relation to a final design proposals
● to learn about the need to produce manufacturing drawings to enable 3rd party manufacture
● to learn about the developments in modern and smart materials, composites and technical textiles
NEA task in response to the Contextual Challenge Skills:
● to learn about the manufacture of a product, including the selection and justification of tools and processes
● to learn about the need for quality and accuracy
● to learn about the work of past and present designers and companies
NEA task in response to the Contextual Challenge Skills:
● to learn about the manufacture of a product, including the selection and justification of tools and processes
● to learn about the need for quality and accuracy
● to learn about the need to test and evaluate a product including the use of user testing and a LCA
● to learn about the use of different design strategies
● to learn about the use of a range of communication techniques
NSEA task in response to the Contextual Challenge Skills:
● to learn about identifying design opportunities
● to learn about the needs and wants of a range of potential different users
● to learn about the different types of research to be carried out when investigating potential design opportunities
● to learn about the need and purpose of a design specification
● to learn how to use different design strategies
● to learn about different design techniques and the need for modelling
● to learn about how energy is generated and stored including; fossil fuels, biofuels, tidal, wind, solar, hydroelectric, batteries and cells, solar cells, mains electricity and wind power
homework (Exam style questions and NEA task
homework and NEA task End Points By the end of Year 11 students will have completed:
1 – Investigation Investigated the needs and research, and a product specification
2 – Designing
This includes producing different design ideas, review of initial ideas, development of design ideas into a chosen design, communication of design ideas and review of the chosen design
3 – Making
This includes manufacture, and quality and accuracy
4
Evaluation
This includes testing and evaluation.
Students will have undertaken a project as part of their non-examination assessment. The project will have tested students’ skills in investigation, designing, making and evaluation of a prototype of a product that has allowed them to apply the skills they have acquired and developed throughout their study The exam board provided three themes, each with two contextual challenges. Students were required to choose one of these challenges and analyse it on an individual basis. Having selected a contextual challenge to work within, students have developed a range of potential ideas and then realised one through practical making activities. The project has allowed students to apply knowledge and understanding in a product development process to investigate, design, make and evaluate their prototype.
The project required students to follow an iterative design process rather than a linear process requiring them to continually test, evaluate and refine ideas.
KS5 Vision
At key Stage 5 students develop the knowledge of how to take design risks, helping them to become resourceful, innovative, open minded, reflective and enterprising citizens. They should develop an awareness of practices from the creative, engineering and manufacturing industries. Students will develop a good working knowledge of health and safety procedures. They will also develop a knowledge of the use of ICT and systems and control, including modern manufacturing processes and systems. Through the critique of the outcomes, including cultural, historic and present day, students should develop an understanding of its impact on society, daily life and the wider world and understand that high-quality design and technology is important to the creativity, cultural, sustainability, wealth and wellbeing of the nation and the global community.
As a department we use the shortened summary line of “Acquire, Develop, Innovate”.
Project 1: Lamp
Project 2: Passive
Speakers
Skills:
● to learn about a range of measuring, marking out and cutting tools
● to learn about a range of natural and manufactured timbers and boards including their sources and origins, their physical characteristics, working properties, social and ecological footprint
● to learn about setting up the pillar drilling machine to drill blind holes
● to learn about aluminium rolling and acrylic bending
● to learn about threading using taps and dies
● to learn about laminating solid timber and flexibly
● to learn about a range of surface finishes for timbers
Project 2: Passive Speakers
Skills:
● to learn to apply knowledge and understanding of working properties, characteristics, applications, advantages, disadvantages of the following types of material:
● 1.1 Woods
● 1.2 Metals
● 1.3 Polymers
● 1.4 Composites
● 1.5 Papers and boards
● 1.6 Textiles.
1.7 – Smart and modern materials
2.1 Performance characteristics of materials.
3.1-3.2 Processes, techniques and specialist tools.
3.3 Use of media to convey design decisions, to record to recognised standards, explain and communicate information and ideas.
3.4 Uses, characteristics, advantages and disadvantages of the following permanent and semi-permanent joining techniques in order to discriminate between them, select appropriately
Component 2: Independent Design and Make Project (Paper code: 9DT0/02)
● to learn about the manufacture of a product, including the selection and justification of tools and processes
● to learn about the need for quality and accuracy
● to learn about the work of past and present designers and companies.
3.5 Application, advantages and disadvantages of finishing techniques and methods of preservation including for the prevention of degradation:
4 Digital Technologies
4.1 Set up, safe and accurate operation, advantages and disadvantages of the following digital technologies:
5 - Factors influencing the development of products
5.1 The importance and influence of user centred design in ensuring products are fit-for-purpose and meet the criteria of specifications when designing, making and evaluating
to learn about the manufacture of a product, including the selection and justification of tools and processes.
● to learn about the need for quality and accuracy
● to learn about the need to test and evaluate a product including the use of user testing and a LCA
● to learn about the use of different design strategies
● to learn about the use of a range of communication techniques
● to learn about identifying design opportunities
● to learn about the needs and wants of a range of potential different users
● to learn about the different types of research to be carried out when investigating potential design opportunities
● to learn about the need and purpose of a design specification
● to learn how to use different design strategies
● to learn about different design techniques and the need for modelling
● to learn about how energy is generated and stored including; fossil fuels, biofuels, tidal, wind, solar, hydroelectric, batteries and cells, solar cells, mains electricity and wind power
End Points
Assessment
Weekly homework and practical outcomes
outcomes
By the end of Year 12 students will have:
● used creativity and imagination when applying iterative design processes to develop and modify designs, and to design and make prototypes that solve real world problems, considering their own and others’ needs, wants, aspirations and values
● identified market needs and opportunities for new products, initiate and develop design solutions, and make and test prototypes
● acquired subject knowledge in design and technology, including how a product can be developed through the stages of prototyping, realisation, and commercial manufacture
● been open to taking design risks, showing innovation and enterprise while considering their role as responsible designers and citizens
● developed intellectual curiosity about the design and manufacture of products and systems, and their impact on daily life and the wider world
● worked collaboratively to develop and refine their ideas, responding to feedback from users, peers, and expert practitioners
● gained an insight into the creative, engineering and/or manufacturing industries
● developed the capacity to think creatively, innovatively, and critically through focused research and exploration of design opportunities arising from the needs, wants and values of clients/end users
● developed an in-depth knowledge and understanding of materials, components and processes associated with the creation of products that can be tested and evaluated in use
● been able to make informed design decisions through an in-depth understanding of the management and development of taking a design through to a prototype
● been able to create and analyse a design concept and use a range of skills and knowledge from other subject areas, including mathematics and science, to inform decisions in design and the application or development of technology
● been able to work safely and skilfully to produce high-quality prototypes
● a critical understanding of the wider influences on design and technology, including cultural, economic, environmental, historical and social factors
● developed the ability to draw on and apply a range of skills and knowledge from other subject areas, including the use of mathematics and science for analysis and informing decisions in design.
NEA task in response to the Contextual Challenge Skills:
● to learn about the need to review design ideas against a specification
● to learn about developing a design idea through modelling and iterations
● to learn about the impact of new and emerging technologies including; industry, enterprise, sustainability, people, culture, society, the environment and
NEA task in response to the Contextual Challenge Skills:
● to learn about the need for producing a final design proposal
● to learn about the need to carry out a final review of the final design proposal
● to learn about the justification of materials, components and manufacturing processes in relation to a final design proposals
● to learn about the need to produce manufacturing
NEA task in response to the Contextual Challenge Skills:
● to learn about the manufacture of a product, including the selection and justification of tools and processes
● to learn about the need for quality and accuracy
● to learn about the work of past and present designers and companies
NEA task in response to the Contextual Challenge Skills:
● to learn about the manufacture of a product, including the selection and justification of tools and processes
● to learn about the need for quality and accuracy
● to learn about the need to test and evaluate a product including the use of user testing and a LCA
● to learn about the use of different design strategies
Revision
Assessment
Weekly homework and exams questions
production techniques and systems drawings to enable 3rd party manufacture
● to learn about the developments in modern and smart materials, composites and technical textiles
Assessment Weekly homework and NEA task
Assessment Weekly homework, NEA task and mock exam
Assessment Weekly homework and NEA task
● to learn about the use of a range of communication techniques
End Points By the end of Year 13 students will have:
● individually and/or in consultation with a client/end user identified a problem and design context.
Assessment Weekly homework and NEA task
● developed a range of potential solutions which include the use of computer aided design and evidence of modelling.
● made decisions about the designing and development of the prototype in conjunction with the opinions of the client/end user.
● realised one potential solution through practical making activities with evidence of project management and plan for production.
● incorporated issues related to sustainability and the impact their prototype may have on the environment
● analysed and evaluated design decisions and outcomes for prototypes/products made by themselves and others
● analysed and evaluated the wider issues in design technology, including social, moral, ethical, and environmental impacts.
● revised subject knowledge in design and technology, including how a product can be developed through the stages of prototyping, realisation, and commercial manufacture
● developed an in-depth knowledge and understanding of materials, components and processes associated with the creation of products that can be tested and evaluated in use