Faculty Leader

Mrs J Preston – Head of Faculty Technology & Enterprise

Teaching Staff

Miss A Hirst – Teacher of Design Technology

Miss A Parkin – Teacher of Design Technology

Support Staff

Design Technology is a very practical and dynamic subject in which students will work individually and in groups to develop a range of skills. Through a variety of creative and practical activities, students will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They will be encouraged to work in a range of domestic, local and industrial contexts. They will learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens.

Our Aim is to enable all students to achieve their best no matter what their ability.

We aim to do this by developing their capabilities in a series of ever increasing challenges to ensure that:

• All students develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
• All students use creativity and imagination when designing and making products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
• All students acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.
• All students are given the opportunity to build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
• All students can critique, evaluate and test their ideas and products and the work of others.

Attainment targets

Our aim is to enable all students to achieve their potential. By the end of key stage 3, students are expected to know, apply and understand the matters, skills and processes specified in the programme of study as outlined below.

When Designing and Making

Students will be taught to:

• Design

Use research and exploration, such as the study of different cultures, to identify and understand user needs.

Identify and solve their own design problems and understand how to reformulate problems given to them.

Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations.

Use a variety of approaches to generate creative ideas and avoid stereotypical responses.

Develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools.

• Make

Select from and use a wider, more complex range of materials and components, taking into account their properties.

Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture.

• Evaluate

Analyse the work of past and present professionals and others to develop and broaden their understanding.

Investigate new and emerging technologies.

Test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups.

Understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists.

• Technical Knowledge

Understand and use the properties of materials and the performance of structural elements to achieve functioning solutions.

Understand how more advanced mechanical systems used in their products enable changes in movement and force.

Understand how more advanced electrical and electronic systems can be powered and used in their products.

Apply computing and use electronics to embed intelligence in products that respond to inputs and control outputs, using programmable components.

We hope to achieve this in Design and Technology by providing a range of exciting, engaging and innovative projects for students to begin to see how they can apply their knowledge to make real world solutions to problems

Key Stage 3

In years 7 and 8, time is split equally between Food and Nutrition and Design Technology, equipping students with the relevant skills and experience to choose an option subject at the end of year 8.

Throughout the key stage we aim to provide students with the skills and knowledge highlighted below;

• 3D product drawing using isometric and orthographic techniques
• Pro desktop computer modelling software
• Laser CAM machinery
• Developing construction techniques in Textiles Technology, Resistant Materials and Graphic Products.
• Developing an understanding of Sustainability.
• Developing an understanding of nutritional requirements and sources of nutrients
• Researching key dietary issues and adapting foods to suit specific needs

Year 7

In year 7, time is split equally between Food and Nutrition and Design Technology. In their time in Technology, greater emphasis is placed on helping students to develop their practical skills and feel confident about working with a range of equipment and in a fast paced environment.

Food and Nutrition :  Healthy Eating and balanced diets.

In Food and Nutrition, students will study the importance of a healthy balanced diet and the Eatwell Guide. They will cover aspects of hygiene and safety, use a range of equipment and investigate methods of cooking and heat transfer. At the same time they will develop their practical skills producing a range of the following; Moroccan style cous cous, Layered pasta salad, Mini Pizzas, Shaped animal breads, Apple cakes, Marble cakes and Vegetarian curry.

Design Technology

In Design Technology, students will work through projects that encompass a range of materials including Graphic Products and Resistant Materials where they will learn essential making skills and apply the study of Art movements to the making of Alessi Style flatpacks. We aim to help students develop their skills and knowledge to work with CAD/ CAM. Students will produce a desk tidy, which will introduce them to the following skills: Measure, cut, drill and finish acrylic and wood. They will experience laser etching, and fine finishing of their work. Students will focus on the identification and safe use of all the equipment, the work shop and the people around them. They will learn about the properties and characteristics of the materials they are working with and develop their design and annotation skills and evaluate their progress.  Homework will appear on Class Charts and will reinforce the practical work carried out in class

Year 8

In year 8, time is split equally between Food and Nutrition and Design Technology.

Food and Nutrition Foods from around the World.

Students will build on the practical skills from year 7 and make a range of savoury meals inspired from other Countries. They will undertake research into a chosen cuisine. More emphasis is placed on tailoring their learning towards a more GCSE style curriculum. They will produce Chicken Korma, Spaghetti Bolognaise, Mexican Fajitas, Italian style Pizzas and American Pancakes. They will also design and make a range of children’s party foods and develop their own unique product.

Design Technology

Students will have the opportunity to develop their Graphic Design Skills and their Workshop based skills by taking inspiration from ‘Natural things’ and making a USB powered light and a Clock. They will further develop their CAD/CAM skills and develop knowledge of materials, properties and characteristics of plastics and papers. Following the iterative style of designing and making, students will assess and evaluate their work and have the opportunity to make changes to their final ideas.

Year 9:

WJEC Hospitality and Catering Level 1/2

The hospitality sector is a big and varied one, with plenty of opportunity for work and a diverse range of career possibilities. Studying Hospitality and Catering will give students the training needed to be involved in the running of a fast-paced and exciting industry. Following this course is quite vocational in nature (with practical experience being an essential part of it), students will also have the opportunity to move on to level 3 qualifications in Food Science and Nutrition in a post 16 environment.

Term one on the course will cover a variety of practical skills giving students more confidence in their making ability.

Term two and three – students will cover topics including nutrition, health and safety, and other issues that commonly arise in the industry

Designing the Built Environment Level 1/2

Course overview:

The quality of the built environment around us has a significant impact on our lives. It can transform people’s quality of life, stimulate the economy and enhance the environment. Good design plays a vital role in creating better places that enrich the local community.

Designing the Built Environment gives students the opportunity to learn about the construction industry from the design perspective. It provides learners with a broad introduction to the design sector of the construction industry and types of career opportunities available.

The award is made up of three units, each having an applied purpose which acts as a focus, encouraging learners to consider how the use and application of their knowledge, understanding and skills impacts on individuals, employers, society and the environment.

Term one: students will develop technical drawing skills that will give them the confidence to design their own building.

Term two : students will study the roles and responsibilities of professionals such as architects, surveyors and builders.

Term three : students will focus on planning requirements for construction projects

BTEC Level 1/2 Construction and the Built Environment

Course overview:

This course is designed to support learners in developing an awareness of certain key considerations. It is designed for students who want to learn about the construction industry from the build perspective. It provides students with a broad introduction to the different trades involved in the sector and the types of career opportunities available. BTEC Firsts in Construction and the Built Environment will help students take their first steps towards a career in the construction industry. They will learn essential skills from bricklaying, carpentry and joinery to plumbing, painting and decorating.

Term one: working in the workshop environment, students will develop their practical skills using a range of materials and industrial machinery.

Term two and three : students will begin to explore how buildings are constructed and will develop a detailed understanding of how walls, floors and roofs are constructed. Through a range of practical based activities, students will be able to name each component part, along with its functions.

Assessment:

Pupils are assessed in 4 areas in D&T.

• Designing
• Making
• Evaluating
• Technical Knowledge

Each half term students will be assessed on specific work within one of these areas using our whole school STAR marking policy. Teachers will then report on student progress using these assessments as a guide.

Key Stage 4

Subject Specifications:

AQA GCSE Design Technology. For further information please click here AQA GCSE Design Technology

AQA GCSE Food Preparation and Nutrition – For further information please click here AQA GCSE Food Preparation and Nutrition

Under the new specification, students specialise in the subject area of their choice. Much of year 10 is spent learning key practical skills and core theory work. Students complete their controlled assessment project in year 11 which counts for 50% of their final GCSE grade.

The department currently offers 3 different GCSE courses and students can choose one of them to study in Years 10 and 11. The GCSE’s are:

• Food and Nutrition
• Design Technology

Assessment:

Students are assessed in 5 areas in D&T.

• Researching
• Generating ideas
• Planning/Modelling
• Making
• Evaluating

In year 10 students undertake a mini-design project to familiarise them with a range of skills and knowledge for their coursework and exam. They will have 5 sections of work that will be marked in line with the coursework criteria. Teachers will then report on student progress half termly using these assessments as a guide.

In Year 11 students embark on their coursework and exam preparation. The marks are weighted 50% for coursework and 50% for the exam.

For coursework, students will be expected to design and create their own product based around a set brief. Their coursework will have 5 sections of work that will be marked in line with the coursework criteria. In addition they will have mock exams used to assess their knowledge of the topic.

Teachers will report on student’s progress half termly using these assessments as a guide.

Year 10

GCSE Food and Nutrition

Course overview:

The Food GCSE focuses on practical cooking skills to ensure that students develop greater understanding of nutrition, food provenance and the working characteristics of food materials. Students will learn about food from around the world, through the study of British and International cuisines as well as developing an understanding of where food comes from (food provenance) and the challenges surrounding food security. Students will master culinary skills and appreciate the science behind food and cooking. This is an exciting and creative course which will allow students to demonstrate their practical skills and make connections between theory and practice. The course will encourage Students to cook and enable them to make informed decisions about a wide range of further learning opportunities and career pathways as well as develop vital life skills that enable them to feed themselves and others affordably and nutritiously, now and later in life.

In year 10, students will cover the 5 mandatory units including  Nutrition and Health, Food Science, Food Providence, Food Safety and Food Choice. Each unit will be accompanied by a range of practical tasks that will underpin their knowledge and understanding.

Awarding Body: AQA

GCSE Design Technology

Course overview:

Students will explore Design and Technology in the 21st Century and investigate the work of other Famous Designers such as Dyson and Alessi. Students will develop an understanding of all material areas (Paper and Boards, Textiles, Timbers, Metals and Alloys, Polymers) and study one area in depth. They will continue to develop skills in CAD/CAM and work through a range of practical tasks.

The final exam will be a mix of short answer, structured and extended writing questions assessing candidates’ knowledge and understanding of: Technology, Design and Make principles, analysis and evaluation of design decisions and wider issues in design and technology.

Students will prepare for the 2 hour written paper by completing a range of design and make projects using wood, plastic, paper and board. All the practical skills developed in year 9 and year 10 will enable the students to select the most appropriate product for production. Based on a contextual challenge set by the exam board, students will: identify, investigate and outline design possibilities, design and make prototypes, analyse and evaluate design decisions and wider, issues in design and technology.

Awarding Body: AQA

BTEC Construction and the Built Environment

This course is designed to support learners in developing an awareness of certain key considerations. It is designed for students who want to learn about the construction industry from the build perspective. It provides students with a broad introduction to the different trades involved in the sector and the types of career opportunities available. BTEC Firsts in Construction and the Built Environment will help students take their first steps towards a career in the construction industry. They will learn essential skills from bricklaying, carpentry and joinery to plumbing, painting and decorating.

There are three mandatory units

1. Construction Technology
2. Scientific and Mathematical Applications for Construction
3. Construction and Design

Term one : students will begin to explore how buildings are constructed and will develop a detailed understanding of how walls, floors and roofs are constructed. Through a range of practical based activities, students will be able to name each component part, along with its functions.

Term two and three : students will develop their understanding of the science and mathematics used in construction projects. It will students to develop the mathematical and scientific skills needed to solve a variety of construction problems.

Year 11

GCSE Food and Nutrition

Assessment:

Exam – 50% of final Food GCSE. 1 hour 45 minutes.

Non-examination assessment – 50% of final Food GCSE. Task 1 and Task 2.

Task 1: Students will carry out an investigation into the scientific principles that underpin the preparation and cooking of food. 15%.

Task 2: Students will plan, prepare, cook and present 3 meals in exam conditions. 35%.

On completion of Task 1 and Task 2, students will begin their revision in preparation for the exam in the summer.

GCSE Design Technology

Students will embark on their NEA – A 35 hour Design & Make Project. For this element of the GCSE, students will be expected to design and create their own product based around a set brief. Their coursework will have 5 sections of work that will be marked in line with the coursework criteria.

On completion of this task, students will begin their revision in preparation for the exam in the summer

Assessment:

Exam – 50 % of the Design Technology GCSE. 2 hour exam.

NEA – 50%  of the GCSE.

In addition they will have mock exams used to assess their knowledge of the topic.

Awarding Body: AQA

Extra Curricular Events:

• Dine with Corpus

Useful links:

www.technologystudent.com
www.data.org.uk
www.stemnet.org.uk
www.practicalaction.org
www.patagonia.com
www.junkystyling.com
www.tate.org.uk
www.mechanical-toys.com