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Design & Technology
Design, Create, Review
Design Technology Faculty Intent:
In D&T, we strive to equip our students with transferable skills including independence, resilience and organisation to prepare them for future careers. In all aspects of the faculty, students work as 21st century digital learners to record and document their progress and plans. All students develop their skills to design and create, solving genuine, relevant problems within different contexts and subjects. Whilst reviewing their creations, they consider their own and others’ needs, wants and values relating to everyday living and real world problems.
To enable students to develop the skills they need for designing and making through a range of creative and practical activities. To provide opportunities for children to work in a range of relevant contexts, reflecting the real world. To develop children’s ability to investigate, analyse, review and evaluate a range of products, applying their understanding and technical knowledge across a range of products and materials. Through evaluation of past and present Design and Technology, they develop a critical understanding of its impact on daily life and the wider world.
|Mr M. Roberts||Head of Design Technology|
|Mr G. Fowler||Teacher of Design Technology|
|Mr J. Siciliano||Teacher of Design Technology|
|Mr A. Bull||Technician|
With a subject as diverse as this it would take up too much space to list every piece of equipment we have!
We have a dedicated CAD/CAM teaching room that includes an A1 laser cutter, three 3D printers and 22 computers with access to the full network range of specialist software packages.
We have two dedicated workshops with all the tools and items of equipment you would expect to find for working with woods, metals and plastics. Machine & CAM tools include wood and metal lathes, pedestal drills, vacuum forming, sanding discs, line bending machines, polishing wheels, and another two laser cutters.
The department also has access to another computer room with high end computers which allow more students access to our growing CAD/CAM facilities.
Key Stage 3
In year 7, students will explore new working environments and become familiar with a variety of workshop practices across a variety of projects. Initially when students join us in September they undertake a manufacturing project, this teaches them the basic health & safety regulations and practices.
Students will complete 3 additional projects over the course of half the year before rotating to food technology. Within the flying toy project students will learn how to use a variety of hand tools within the workshop environment.
The dream house project teaches students how to use 3D CAD software to communicate design ideas.
The tea light holder makes use of 2D CAD software leading to the production of a laser cut tea light candle holder.
During year 8 students will build upon prior knowledge of Design and Technology practices they will have explored and been introduced to at year 7. Students will complete half a year producing outcomes for two projects before rotating onto Food Technology.
For the Calendar Block project students will focus on the manufacturing of a product using previously learnt health and safety and workshop practices. Further enhancing accuracy and overall quality, helping to develop students practical skills to a high standard.
The second project at year 8 will see students produce a 2D CAD / CAM based earphone wrap product. Where students will design, test, make and review their concepts using various materials
In year 9, students use prior knowledge developed throughout year 7 & 8 as a foundation to further build upon. This year, combined with prior knowledge, will set all students up for success in years 10 & 11.
Over the course of the full year students will complete 4 major projects. Initially students develop engineering & manufacturing skills within the valet stand project. Developing 3D CAD design skills will be completed in the mid-century modern credenza project. In January students work on the swatch project which is made of 4 micro manufacturing projects to boost a variety of practical skills. Students will create swatches from leather, timber, polymer & metal.
Finally the year is finished with a demonstration of all skills built up within the clock project, where students will design and manufacture a working desk clock.
Key Stage 4
In year 9, students will have the option to chose 2 pathways at key stage 4.
‘OCR Design Technology GCSE 9-1’ is a more traditional GCSE route and it comprises a 2hr exam (50%) with a significant maths focus and a piece of non-exam assessment / coursework (50%). The qualification offers flexibility in the approaches students use to apply knowledge and understanding of these practices and principles when designing and making prototypes that solve real and relevant problems.
For more information: https://www.ocr.org.uk/qualifications/gcse/design-and-technology-j310-from-2017/
‘OCR Cambridge National in Engineering Design Level 1/2’ is a very practical based course that comprises a 1hr exam (25%) and 3 centre-assessed units (75%). This qualification helps students understand the processes of engineering design and how market requirements inform client briefs. Through practical activities they develop skills in computer modelling and model making and how to communicate design ideas effectively.
For more information: https://www.ocr.org.uk/qualifications/cambridge-nationals/engineering-design-level-1-2-award-certificate-j831-j841/
Both of these options will allow students to move on to level 3 courses, whether this be A-levels at sixth form or BTEC college courses.
As a department we will take an holistic approach by looking at prior attainment and the strengths each student has shown in the subject, to determine which course would be most appropriate.
Key Stage 5
For those that wish to study Design & Technology further, the faculty offers the following course:
AQA Design & Technology: Product Design.
This creative and thought-provoking qualification gives students the practical skills, theoretical knowledge and confidence to succeed in a number of careers. Especially those in the creative industries.
They will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning in to practice by producing prototypes of their choice.
Students will gain a real understanding of what it means to be a designer, alongside the knowledge and skills sought by higher education and employers.
This is a linear course and comprises of
1 NEA coursework project (50%) created over both years
2 exams (50%) that are sat at the end of Year 13.
Year 12 (Sept - Jan)
At the beginning of year 12 we focus on skill enhancement from KS4, learning & acquisition of knowledge. This will comprise of two primary projects with supplementary skills-projects focusing on:
- Independent on computer software
- Skilful in the workshop
- Responsible to use the band saw & program the laser cutters
- Aware of the quality expected in ePortfolios.
In the January of year 12 students must undertake a small-scale design and make task.
With reference to the context, students will develop a specific brief that meets the needs of a user, client or market.
The brief must be of an appropriate level of complexity and contain a degree of uncertainty of the outcome so that students can engage in an iterative process of designing, making, testing and evaluating.
Students must produce a final prototype based on the design brief they have developed, along with a written or digital design folder or portfolio.
Students must produce a written or digital design folder clearly evidencing how the assessment criteria have been met together with photographic evidence of the final manufactured prototype outcome.
Over the two year course, 15 exam units will be taught encouraging students to:
- develop the capacity to think creatively, innovatively and critically through focused research and the exploration of design opportunities arising from the needs, wants and values of users and clients
- develop knowledge and experience of real world contexts for design and technological activity
- develop 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
- have a critical understanding of the wider influences on design and technology, including cultural, economic, environmental, historical and social factors
- develop the ability to draw on and apply a range of skills and knowledge from other subject areas, including the use of maths and science for analysis and informing decisions in design.