In KS3 the Technology curriculum is delivered in four, 10-week blocks where pupils will study Technology/Textiles/Catering

Technology – Two 10 week projects

Year 7

Students design and make two projects in Year 7, a puzzle game and a bookend. Students first learn about workshop safety and workshop routines. A wide variety of hand tools are used in these projects with an emphasis on accuracy and supported through the design process.

Puzzle Game – The puzzle game introduces students to the design process as a way of generating ideas for products. Students will learn about the properties of the materials being used and are introduced to the vacuum forming process. Designs are presented using a range of graphic styles including isometric drawing and exploded diagrams. A template is made and used to construct the game, combining a range of tools.

Book End – The bookend shows pupils how to mark out accurately using the correct tools and to use jigs to help cut a Lap Joint in pine. Sketching ideas and developing how to draw in isometric to present ideas and thoughts, to an audience. Emphasis is placed on innovative designs that consider function and client using clear and detailed annotation.

Year 8

Students design and make two projects in Year 8, jewellery inspired by Art Nouveau and Art Deco and a Technical drawing project. Students develop a deeper understanding of the design process. A wide variety of hand tools are used in these projects with an emphasis on technical drawing developing key skills in preparation for Key Stage 4.

Jewellery – demonstrates how metals can be cast into different shapes. Pupils make a study of Art deco & Art Nouveau design styles and use them to generate design ideas. Pupils will work using an iterative process developing ideas through a cycle of design and evaluation focusing on client and function.

 Technical Drawing – is a project where pupils will develop a range of technical drawing skills including oblique, isometric, orthographic, single point perspective and two-point perspective. Pupils will learn these drawing styles and combine them together to create their own unique fantasy city. All of these technical drawing skills are integral in the KS4 Design and Technology exam.

Year 9

Students design and make two projects in Year 9, a pop-up illustration and a memory game. Students develop a deeper understanding of the design process in preparation for Key Stage 4. Greater emphasis is placed on developing design, research and investigation skills; an understanding of a variety of materials and their properties and an appreciation of the manufacture of commercial products.

 

Pop-up illustration – focuses closely on designing for a specific client and producing prototypes of various pop-up mechanisms.   Looking closely at the work of Robert Sabuda pupils must generate a range of design possibilities and use a variety of linkages and levels to create their final pop-up illustration.

 

Memory game – electronics project PCB assembly developing skills and knowledge in electronics, this project focuses on KS4 required knowledge to provide pupils with a greater awareness of Design and Technology as a GCSE subject.

Key Stage 4 Our GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth.  The course has been designed to encourage pupils to be able to design and make products with creativity and originality, using a range of materials and techniques.  They will acquire and apply knowledge and understanding through: Short focused tasks to develop making techniques, analysing and evaluating products and processes, developing ideas, planning and producing products, considering how past and present design and technology affects society, recognising moral, cultural and environmental issues that form part of design and technology. They will learn how their ideas could be manufactured, both individually and commercially, including the use of CAD/CAM. The necessary graphic techniques will be developed to enhance the design folder work. During the course the emphasis is placed on combining skills with knowledge and understanding in order to design and manufacture quality products in quantity. Students acquire and apply knowledge, skill and understanding through; ·         Developing design, research and investigation skills ·         An understanding of a variety of materials and their properties ·         An appreciation of the manufacture of commercial products ·         An understanding of the link between the designer, the manufacturer and the user ·         Market research, costing and the evaluation of products ·         Developing practical skills ·         Recognising the moral, cultural and environmental issues inherent in design technology

AQA  GCSE DESIGN AND TECHNOLOGY  8552        This is a new specification being taught from September 2017. Design and Technology = 50% NEA, 50% exam The NEA (non-exam assessment) in Design and Technology consists of a single project selected from one of three potential contexts set by the exam board. The end result relies on an array of innovative prototypes that genuinely solve a design problem for an intended user or group. The prototypes are supported by a clear and concise portfolio to show the entire design journey and in total, the submitted NEA folder is worth 50% of the overall GCSE grade. The design and technology exam is worth the remaining 50% of the overall grade and will test pupils knowledge on the three following areas: Core technical principles Specialist technical principles Designing and making principles GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Year 10 will focus on these core skills, learning the theoretical knowledge required in the three core areas.  These skills and knowledge will prepare students to begin Year 11 with confidence, preparing pupils for the examination and the NEA coursework project. Year 11 will be the Practical application of the core skills which will be approximately 30–35 hours of design and make task consisting of: ·         Assessment criteria: ·         Identifying and investigating design possibilities ·         Producing a design brief and specification ·         Generating design ideas ·         Developing design ideas ·         Realising design ideas ·         Analysing & evaluating ·         The design challenges to be released annually by AQA on 1 June in the year prior to the submission of the coursework ·         Students will produce a prototype and a portfolio of evidence