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.