Project Description
Design & Technology
The Design and Technology department aims to create a stimulating learning environment where students learn about materials, processes and creative designing and thinking. We utilise different design strategies including iterative and user centred design to develop confidence when investigating design problems or opportunities. Students must learn about the social and ethical responsibilities of designers and engineers and the importance of managing finite resources with care.
Designing
- Annotate design ideas using the acronym ACCESS FM.
- Represent design ideas using a range of techniques including modelling and CAD.
- Use relevant research to inform and develop creative design ideas.
Making
- Work safely and independently using a range of tools and equipment to produce high quality products.
- Being confident cutting, bending, shaping and joining different types of materials
Evaluating
- Reflecting on their progress and ability.
- Analysing and evaluating the work of others to influence their own work.
Technical Knowledge
- Understand the main categories and properties of common DT materials.
- To be able to identify the impact D&T has on wider social, environmental and moral issues.
The curriculum is continually reviewed and updated each year to improve progress. At KS3, pupils undertake a variety of different projects in different material disciplines on a mixed ability carousel. Each unit of work lasts 8 weeks and the KS3 course last three years. The KS3 course is designed to prepare students for the necessary skills required for KS4 Design and Technology and beyond.
SoW across KS3 have been designed with GSCE specification points in mind. Each project is geared to build upon prior learning, with a focus on the following areas; Designing, Making, Evaluating, Technical Knowledge.
Students work across the 3 main resistant material areas using wood, metal and plastics to develop their design ideas and make products, from concept to completion. A product can be anything from a docking station for an MP3 player to a piece of jewellery.
Use of technology is an important part of the course and students are encouraged to use technology both for design and manufacturing of their products.
In Year 10 students focus on improving their practical and creative skills through a series of ‘design and make projects’. The emphasis in Year 10 is very much on developing practical and creative skills in preparation for the NEA in Year 11.
About the Assessment which takes place in year 11:
- A Controlled Assessment Task taking 35, hours’ worth 50% of the marks.
Students design, develop, test and evaluate a prototype of their own creation in response to a design brief.
- A single tiered exam of 2 hours’ worth 50% of the marks.
The development and progression of skills is a major focus throughout both KS3 and 4. Key GCSE terms and vocabulary are often referenced and investigated at KS3 to build the foundations for GCSE. Pupils at KS3 will often undertake example GCSE tasks. KS4 pupils have a tracking sheet that is used to identify their current performance against GCSE NEA marking criteria. Each unit of work builds on the previous work in the lead-up to the final NEA.
A combination of formative and summative assessment is used throughout KS3 to determine current progress. Verbal feedback, along with peer/self-assessment is used to predominantly at the mid-point. For GCSE pupils (particularly those in Yr11) a 1-1 tutorial is used with the student to review current work and progress. Exemplar GCSE work is used to model and scaffold key pupils.
Adaption and development of SoW happens throughout the academic year. Short- and medium-term planning of lessons works well to adapt and cater for key pupil groups. Additional resources, of differentiated materials are produced and added to the resource area. Major changes to assessment strategies, work booklets, and SoW are made at the end of the school year.
The sequence of lessons and units of work at KS3 has worked well in building knowledge, particularly with GSCE concepts and terminology. This helped to bridge the “gap” when pupils study the course at GCSE.
Schemes of Learning: Projects are updated and improved to accommodate the learners on reflection of short- and medium- planning. The linking of GCSE theory and vocabulary to KS3 SoW has worked well, as evidenced by GCSE progress of at all least at or above national averages.
Assessment design: Pupils can actively reflect and improve on work with mid-point assessments.
