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Design and Technology

Through Design and Technology, students use their creativity and imagination to design and make products that solve real and relevant problems within a variePicture3ty of contexts which must consider both their own and others’ needs and values. By doing this, they acquire a broad range of subject knowledge and draw upon other subject disciplines such as Maths, Science and Art. Students learn how to take risks, becoming resourceful, innovative, cooperative, curious, creative and capable. They are asked to evaluate both past and present design and learn how to develop a critical understanding of the impact that design has on daily life and the wider world. We believe that these are key skills which students can take with them later in life and which they can apply to other contexts and settings.  

Key Stage 3 

Year 7’s begin their learning journey with a baseline task, and 5 week intSlide 1roductory modules in all areas; Food, Electronic Products, Graphic Products, Textiles Technology and Resistant Materials. Students learn through theory and practical to manufacture a quality product to take home in each area.

Later, students move on to study for 12 weeks in each area. Guided Learning through further experimentation with materials deepens understanding and knowledge.

In Year 9 Term 2 taster projects help to inform GCSE choices. We offer taster projects in Graphic Products, Product Design, Resistant Materials, Food Preparation and Nutrition and Textiles Technology. The students can opt for these just before the end of the Autumn term. There are opportunities to work with real life briefs and to collaborate across subjects, as well as with working with industry

1  2  3  4

Key Stage 4 

At Key Stage 4 we offer two qualifications; Design and Technology and Food Preparation and Nutrition, both with AQA.

Design and Technology

GCSE students are taught examination content by specialist teachers in 7 units:

Graphics with paper & boards, Designers & Environment, Drawing skills, Timbers & Polymers, Textiles based materials, Metals with Electronics and Industrial processes.

In Year 11 students produce their NEA: GCSE Design and Technology (AQA)

Our course follows the AQA specification and should encourage students to:

  • demonstrate their understanding that all design and technological activity takes place within contexts that influence the outcomes of design practice
  • develop realistic design proposals as a result of the exploration of design opportunities and users’ needs, wants and values
  • use imagination, experimentation and combine ideas when designing
  • develop the skills to critique and refine their own ideas whilst designing and making
  • communicate their design ideas and decisions using different media and techniques, as appropriate for different audiences at key points in their designing
  • develop decision making skills, including the planning and organisation of time and resources when managing their own project work
  • develop a broad knowledge of materials, components and technologies and practical skills to develop high quality, imaginative and functional prototypes
  • be ambitious and open to explore and take design risks in order to stretch the development of design proposals, avoiding clichéd or stereotypical responses
  • consider the costs, commercial viability and marketing of products
  • demonstrate safe working practices in design and technology
  • use key design and technology terminology including those related to: designing, innovation and communication; materials and technologies; making, manufacture and production; critiquing, values and ethics.

Assessment of Design and Technology

Paper 1 – 2 hour written examination, accounting for 50% of the GCSE, assessing:

  • Core technical principles
  • Specialist technical principles
  • Designing and making principles

Non – Examination Assessment - accounting for 50% of the GCSE

This involves Students producing a prototype and a portfolio of evidence in their selected specialist area. Students may choose from: Product Design Graphic Products, Resistant Materials or Textiles Technology. 30-35 hours are allocated to the assessment accounting for 50% total marks

The curriculum journey from KS3 to KS4 in Design and Technology

Slide 3  Slide 4  Slide 5

 

Food Preparation and Nutrition 

The Food Preparation and Nutrition GCSE focuses on practical cooking skills and will develop students’ understanding of nutrition, food provenance and the working characteristics of food. Students will learn about British and international culinary traditions, food security and food safety. At the heart of this course liDSC 0006es a focus on developing high quality practical cookery skills, a strong understanding of nutrition, diet and health and a knowledge of the chemical and sensory properties of foods. Ingredients will need to be provided from home and the food prepared in lessons used as part of family meals.

Areas of study will include:

  • Food Preparation Skills
  • Food, Nutrition and Health
  • Food Safety
  • Food Science
  • Food Provenance
  • Food Choice

Assessment of Food Preparation and Nutrition

  • Single written examination paper, 1hr 45 minutes duration accounting for 50% total marks. The course is linear and all assessments take place in Year 11.
  • Two Non-Examination Assessment accounting for 50% of the course:
  • A practical investigation and the 2000 word write up of the investigation – approximately. 10 hours accounting for 15% total marks
  • A written portfolio which is based on a set theme and details the planning of dishes for a 3 hour practical during which 3 high quality dishes have to be prepared. In addition to subject knowledge this assessment tests organisation, planning and technical cooking skills. Approximately. 20 hours are allocated to the assessment accounting for 35% total marks.

The curriculum journey from KS3 Food Technology to KS4 in Food Preparation and Nutrition.

Food journey

Key Stage 5 

AQA Product Design

Year 12 is all about skill building. Students will be exploring a variety of material areas whilst developing their theory knowledge and practical skills. These include: polymers, woods, papers and boards, metals, smart and composite materials, electronics, upcycling and many more. Students will be assessed on both their theory and practical skills each half term through both written and design brief led tasks, showcasing the skills that they have learnt.

5  5b  5C

Year 13 is when the students will create a design brief and a client to work with for the duration of their Non Exam Assessment. They will apply their skills and theory from Year 12 into real life problems and contexts. The students will still be developing their theory knowledge each week through practice questions and Maths is also taught through these sessions.

 Extra Curriculum 

Picture1

A fully immersive subject, D&T has a calendar of extra curricular opportunities to enrich a student's school experience:  After school clubs, holiday 'make it and bake it' workshops, primary transition and Active Learning week sessions.  Our exhibition evening showcases GCSE, A Level and outstanding KS3 work in the 'Technical Challenge' competition. 

Industry Links Picture2

D&T have embedded the Gatsby Benchmark whole school plan to enhance learning in the following ways: 

  • Transferable skills understood by each student 
  • Working with real clients to industrial specifications Picture3
  • Exhibiting talent through competitions and presentations 
  • Access to visits when appropriate to enhance learning 
  • Knowledge of inspiring industry leaders displayed in our classrooms 
  • Studies into local and global companies 

 

Reading List 

Series of three programmes shown on BBC FOUR called How to Make: Trainers Zoe Laughlin, designer, maker and materials engineer, is fascinated by the science and technology hidden within the everyday objects we take for granted. In this series, she dismantles and dissects three classic items to understand the wonders of form, function and material that go into making them, before building her own truly bespoke versions, step by step.

Video clips on designers you should have knowledge of:

Video clips on Companies you should have knowledge of:

 

  • BBC Alexander McQueen documentary 30mins

https://www.youtube.com/watch?v=542vMeyma4g

  • Chanel 7 Days out: Karl Largerfeld 45mins

https://www.youtube.com/watch?v=GDOHR_XsTaI

  • BBC British Style Genius REBEL 60mins

https://www.youtube.com/watch?v=srljd9vUpzc

  • Fashion’s Dirty secrets BBC Stacey Dooley 3mins

https://www.youtube.com/watch?v=zOe_M3GutdY&list=PLzflWp2Dq6fp7wr7hocWT_Liylyz4XIBi

  • Oceans Parley Adidas production 7mins

https://www.youtube.com/watch?v=8XEanu0zJnY

  • How Zara took over the industry 4mins

https://www.youtube.com/watch?v=I8_gmYNCQ1g

  • History of the mini 25mins

https://www.youtube.com/watch?v=NUKnd0QcuJU

  • Studio visit Norman Foster and Partners 5mins

https://www.youtube.com/watch?v=qbrVA4KiR54

FOOD AND NUTRITION READING LIST

Visit the Digital Illuminate book     (Contact your teacher for login details)

GCSE Bitesize for Food Technologywww.bbc.co.uk/schools/gcsebitesize/design/foodtech

British Nutrition Foundation www.nutrition.org.uk

http://www.foodafactoflife.org.uk/

 

Key Stage 3 Learning Objectives

YEAR 7 DESIGN AND TECHNOLOGY 

Year 7's journey begins begins with a baseline task and introductory module in all areas: Food, Electronic product, Graphic products, Textiles Technology and Resistant Materials.  Students learn through making a quality product to take home. 

Learning Objectives

Students will be able to:

Pen/ Fruit 
  • Generate innovative ideas that reflect your chosen fruit/ vegetable 
  • Work Confidently with others
  • Evaluate their own and the work of others
  • Identify opportunities for design development 
  • Cut out a net neatly and independently 

 

Food and Nutrition unit 1
  • Handle food safely to prevent cross-contamination and understand the basics of food hygiene 
  • Use a knife safely to peel, slice and dice a range of ingredients
  • Independently choose and use a range of equipment to prepare ingredients
  • select and combine ingredients to make different products
  • Make a variety of savoury and sweet dishes
  • Combine ingredients to produce balanced dishes reflecting eatwell guide
  • Understand why SR flour is used in many recipes 
  • Use the hob to create simple recipes 
  • Understand key cooking terms
  • Be aware of how preparation and cooking changes the appearance, colour, flavour and texture of food 
  • Use sensory analysis to test foods and suggest improvements 

 

Electronics 
  • Draw a simple circuit diagram by hand 
  • Recognise and use circuit symbols 
  • Work to a good level of accuracy when cutting a set of neoprene spacers
  • Understand how the Laser Cutter can be used to manufacture products
  • Use draw tools to create and modify shapes to be laser cut
  • Assemble a number of components in the correct sequence to make a working mini light 

Resistant Materials unit 1
  • Follow Health and Safety requirements 
  • Use equipment carefully and appropriately 
  • Use cross sectional diagrams to draw three dimensional design ideas
  • Generate a range of accurately drawn ideas
  • Use a steel rule and try square to accurately mark out 
  • Use a coping saw or tenon saw to cut each component 
  • Produce a smooth finish on components using the belt sander / glass paper 
  • use the dry fit method to assemble components and check the accuracy of fit for the final product 

Graphics Products unit 1

 
  • Use grids and guidelines to help create a selection of accurate lettering
  • Create a design idea, which demonstrates accurate use of grids and guidelines
  • Work to a good level of accuracy when tracing/cutting a set of card letters
  • Understand how the Vacuum Former and Laser Cutter can be used to manufacture products
  • Use draw tools to create & modify shapes, colour & line detail
  • Group, scale and duplicate to create a repeat pattern

Textiles unit 1
  • Set up and thread a sewing machine
  • Switch between straight stitch and zig zag stitch
  • Turn corners on a sewing machine
  • Identify what applique and reverse applique is
  • Create a sample of reverse applique
  • Explain the steps of batik and create a sample
  • Construct a product using 2 or more pieces of fabric
  • Sew on a button and/or bead
  • Create some simple hand stitching

Controlled Assessment 
  • Create an image board that provides detailed stimulus
  • Analyse existing logos, making detailed comments in order to inform future design work
  • Use existing images and other sources of information to develop their own ideas
  • Communicate an effective range of design ideas using words and labelled sketches
  • Create an appropriate and creative final net design for their chosen charity
  • Demonstrate a high level of drawing and shading skill

 

YEAR 8 DESIGN AND TECHNOLOGY

Students move on to study for 12 weeks in each area. Guided learning through further experimentation with materials gives the students a deeper understanding and knowledge.  Taster projects help to inform GCSE choices. Graphics and food students work together on a sustainable festival food project, in conjunction with company Flava People. 

Learning Objectives Students will be able to:
Food and Nutrition unit 2
  • Demonstrate a range of food preparation skills
  • Independently follow step by step stages for making
  • Effectively organise a work area and understand the importance of food hygiene when preparing food
  • Independently choose and use a range of equipment to prepare ingredients
  • Select and combine ingredients to make different products
    effectively plan practical methods
  • Understand the functions of key ingredients within shortening, coagulation, gelatinisation and dextrinisation
  • Understand key cooking terms
  • Explain how preparation and cooking changes the appearance, colour, flavour and texture of food
  • Evaluate products and explain how they can be improved
  • Understand the provenance of foods
  • Understand the 5 main nutrients and their functions in the body
  • Understand that people may have specific dietary needs and that recipes can be modified to cater for them
  • Know which foods are good sources of the main nutrients
Electronic Products unit 2
  • Draw a circuit diagram using CAD software
  • Identify major components eg. Resistors
  • Use specialist hand tools eg. Wire Cutters
  • Use a Soldering Iron safely and accurately
  • Assemble several components into a working product

Programming Skills:

  • Turn outputs on and off
  • Use delays/waits/pauses
  • Use decisions to determine if inputs have been activated
  • Programme a complex sequence
  • Create loops or feedback loops in programmes
  • Use 'count' functions within a programme
  • Use 'sub-routines' to improve programmes
  • Control Motors and/or Sounds within a programme

 
Textiles Technology unit 2
  • Independently set up and thread a sewing machine
  • Identify 3 types of fabric construction
  • Switch between straight stitch and zig zag stitch
  • Identify what applique is and create a sample
  • Recall, define and apply knowledge of the 6Rs to design ideas
  • Research companies that are sustainable
  • Recall several smart technologies
  • Explain in detail one smart technology
  • Explain the advantages and disadvantages for 4 methods of decoration 
  • Construct a product using 2 or more pieces of fabric

 

Resistant Materials unit 2
  • Follow Health and Safety requirements
  • Listen to and positively respond to practical feedback
  • Communicate component cutting list using accurate measurement and dimensioning techniques
  • Use Cams and Linkages to develop ideas
  • Use Isometric to draw three dimensional design ideas
  • Generate a range of creative ideas and components to customise ideas to include mechanisms
  • Use a Steel Rule and Try Square to accurately mark out
  • Use Coping Saw, Tenon Saw or Jigsaw to accurately cut each component
  • Produce a smooth finish on components using the disk sander etc.
  • Organise practical tasks to work efficiently to avoid queues at machinery and ensure all work meets deadlines
  • Sequence a plan of making, to effect a logical construction and efficient assembly of my product
  • Use the dry fit method to assemble components and check the accuracy of fit for the final product
  • Adapt an original design during the making process to problem solve or increase creatively.
  • Produce a complete creative product with a smooth working mechanism and an excellent quality finish

 
Graphic Products unit 2
  • Use tables to support the layout and presentation of research
  • Gather, evaluate and use a range of research material to develop a product specification
  • Design using guidelines and grids to create an accurate net
  • Create a hand drawn design from which production can take place
  • Use a range of appropriate software to create and modify shapes, colour & line detail, and crop images
  • Produce a high quality, professionally finished, final product that includes the correct legal information 
  • Explain how graphic products are industrially manufactured, including Lithography, Vacuum Forming, Laser Cutting and Die Cutting

YEAR 9 DESIGN AND TECHNOLOGY

Learning Objectives Students will be able to: 
Food Nutrition unit 2
  • Demonstrate a range of food preparation skills
  • Independently follow step by step stages for making
  • Effectively organise a work area and understand the importance of food hygiene when preparing food
  • Independently choose and use a range of equipment to prepare ingredients
  • Select and combine ingredients to make different products
  • effectively plan practical methods
  • Understand the functions of key ingredients within shortening, coagulation, gelatinisation and dextrinisation
  • Understand key cooking terms
  • Explain how preparation and cooking changes the appearance, colour, flavour and texture of food
  • Evaluate products and explain how they can be improved
  • Understand the provenance of foods
  • Understand the 5 main nutrients and their functions in the body
  • Understand that people may have specific dietary needs and that recipes can be modified to cater for them
  • Know which foods are good sources of the main nutrients

 
Electronic Products unit 2
  • Draw a circuit diagram using CAD software
  • Identify major components eg. Resistors
  • Use specialist hand tools eg. Wire Cutters
  • Use a Soldering Iron safely and accurately
  • Assemble several components into a working product

Programming Skills:

  • Turn outputs on and off
  • Use delays/waits/pauses
  • Use decisions to determine if inputs have been activated
  • Create loops or feedback loops in programmes
  • Programme a complex sequence
  • Use 'count' functions within a programme
  • Use 'sub-routines' to improve programmes
  • Control Motors and/or Sounds within a programme

 
Graphic Products unit 2
  • Use tables to support the layout and presentation of research
  • Gather, evaluate and use a range of research material to develop a product specification
  • Design using guidelines and grids to create an accurate net
  • Create a hand drawn design from which production can take place
  • Use a range of appropriate software to create and modify shapes, colour & line detail, and crop images
  • Produce a high quality, professionally finished, final product that includes the correct legal information
  • Explain how graphic products are industrially manufactured, including Lithography, Vacuum Forming, Laser Cutting and Die Cutting

 
Textiles Technology unit 2
  • Independently set up and thread a sewing machine
  • Identify 3 types of fabric construction
  • Switch between straight stitch and zig zag stitch
  • Identify what applique is and create a sample
  • Recall, define and apply knowledge of the 6Rs to design ideas
  • Research companies that are sustainable
  • Recall several smart technologies
  • Explain in detail one smart technology
  • Explain the advantages and disadvantages for 4 methods of decoration
  • Construct a product using 2 or more pieces of fabric

 
Resistance Materials unit 2
  • Follow Health and Safety requirements
  • Listen to and positively respond to practical feedback
  • Communicate component cutting list using accurate measurement and dimensioning techniques
  • Use Cams and Linkages to develop ideas
  • Use Isometric to draw three dimensional design ideas
  • Generate a range of creative ideas and components to customise ideas to include mechanisms
  • Use a Steel Rule and Try Square to accurately mark out
  • Use Coping Saw, Tenon Saw or Jigsaw to accurately cut each component
  • Produce a smooth finish on components using the disk sander etc.
  • Organise practical tasks to work efficiently to avoid queues at machinery and ensure all work meets deadlines
  • Sequence a plan of making, to effect a logical construction and efficient assembly of my product
  • Use the dry fit method to assemble components and check the accuracy of fit for the final product
  • Adopt an original design during the making process to problem solve or increase creatively 
  • Produce a complete creative product with a smooth working mechanism and an excellent quality finish

 
Food and Nutrition unit 3
  • Be able to select recipes, which meet the requirements of a specific task independently
  • Know how recipes can be modified to improve sensory characteristics
  • Understand how local geography and climate influence the production of food
  • Understand different cuisines, styles of cooking and eating, characteristic of a particular country or religion
  • Be able to use a range of herbs and spices to enhance the sensory characteristics of recipes
  • Understand the scientific principles of bread making 
  • Be able to make sweet and savoury bread products, paying attention to shape and finish
  • Make effective use of self and peer assessment to identify strengths and weaknesses of food products
  • Understand the term ‘staple ingredient’
  • Be aware of the importance of staple ingredients to specific countries / cultures
  • Be able to incorporate staple ingredients into recipes

 
Food and Nutrition unit 4
  • Understand the importance of Sensory Analysis and Product Testing
  • Know the main methods of Sensory Analysis and Product Testing
  • Be able to carry out and make effective use of Sensory Analysis and Product Testing
  • Know the different Life Stages and understand how nutritional needs change over time
  • Understand the properties of key ingredients (eggs, fats, sugars and starches)
  • Be able to select and follow a recipe and method independently
  • Be able to demonstrate high- level food preparation skills, including knife skills, preparation of pastry and bread doughs, setting mixtures, sauces, tests for readiness
  • Be able to use the grill, hob, oven and electrical appliances independently
  • Understand and be able to apply the principles of food hygiene

 
Food and Nutrition unit 2
  • Demonstrate a range of food preparation skills
  • Independently follow step by step stages for making
  • Effectively organise a work area and understand the importance of food hygiene when preparing food
  • Independently choose and use a range of equipment to prepare ingredients
  • Select and combine ingredients to make different products
  • effectively plan practical methods
  • Understand the functions of key ingredients within shortening, coagulation, gelatinisation and dextrinisation
  • Understand key cooking terms
  • Explain how preparation and cooking changes the appearance, colour, flavour and texture of food
  • Evaluate products and explain how they can be improved
  • Understand the provenance of foods
  • Understand the 5 main nutrients and their functions in the body
  • Understand that people may have specific dietary needs and that recipes can be modified to cater for them
  • Know which foods are good sources of the main nutrients

 
Electronic Products unit 2
  • Draw a circuit diagram using CAD software
  • Identify major components eg. Resistors
  • Use specialist hand tools eg. Wire Cutters
  • Use a Soldering Iron safely and accurately
  • Assemble several components into a working product

Programming Skills:

  • Turn outputs on and off
  • Use delays/waits/pauses
  • Use decisions to determine if inputs have been activated
  • Create loops or feedback loops in programmes
  • Programme a complex sequence
  • Use 'count' functions within a programme
  • Use 'sub-routines' to improve programmes
  • Control Motors and/or Sounds within a programme

 
Graphic Products unit 2
  • Use tables to support the layout and presentation of research
  • Gather, evaluate and use a range of research material to develop a product specification
  • Design using guidelines and grids to create an accurate net
  • Create a hand drawn design from which production can take place
  • Use a range of appropriate software to create and modify shapes, colour & line detail, and crop images
  • Produce a high quality, professionally finished, final product that includes the correct legal information
  • Explain how graphic products are industrially manufactured, including Lithography, Vacuum Forming, Laser Cutting and Die Cutting

 
Textiles Technology unit 2
  • Independently set up and thread a sewing machine
  • Identify 3 types of fabric construction
  • Switch between straight stitch and zig zag stitch
  • Identify what applique is and create a sample
  • Recall, define and apply knowledge of the 6Rs to design ideas
  • Research companies that are sustainable
  • Recall several smart technologies
  • Explain in detail one smart technology
  • Explain the advantages and disadvantages for 4 methods of decoration
  • Construct a product using 2 or more pieces of fabric

 
Resistant Materials unit 2
  • Follow Health and Safety requirements
  • Listen to and positively respond to practical feedback
  • Communicate component cutting list using accurate measurement and dimensioning techniques
  • Use Cams and Linkages to develop ideas
  • Use Isometric to draw three dimensional design ideas
  • Generate a range of creative ideas and components to customise ideas to include mechanisms
  • Use a Steel Rule and Try Square to accurately mark out
  • Use Coping Saw, Tenon Saw or Jigsaw to accurately cut each component
  • Produce a smooth finish on components using the disk sander etc.
  • Organise practical tasks to work efficiently to avoid queues at machinery and ensure all work meets deadlines
  • Sequence a plan of making, to effect a logical construction and efficient assembly of my product
  • Use the dry fit method to assemble components and check the accuracy of fit for the final product
  • Adapt an original design during the making process to problem solve or increase creatively.
  • Produce a complete creative product with a smooth working mechanism and an excellent quality finish

 
Food and Nutrition unit 3 
  • Be able to select recipes, which meet the requirements of a specific task independently
  • Know how recipes can be modified to improve sensory characteristics
  • Understand how local geography and climate influence the production of food
  • Understand different cuisines, styles of cooking and eating, characteristic of a particular country or religion
  • Be able to use a range of herbs and spices to enhance the sensory characteristics of recipes
  • Understand the scientific principles of bread making 
  • Be able to make sweet and savoury bread products, paying attention to shape and finish
  • Make effective use of self and peer assessment to identify strengths and weaknesses of food products
  • Understand the term ‘staple ingredient’
  • Be aware of the importance of staple ingredients to specific countries / cultures
  • Be able to incorporate staple ingredients into recipes

 
Food and Nutrition unit 4
  • Understand the importance of Sensory Analysis and Product Testing
  • Know the main methods of Sensory Analysis and Product Testing
  • Be able to carry out and make effective use of Sensory Analysis and Product Testing
  • Know the different Life Stages and understand how nutritional needs change over time
  • Understand the properties of key ingredients (eggs, fats, sugars and starches)
  • Be able to select and follow a recipe and method independently
  • Be able to demonstrate high- level food preparation skills, including knife skills, preparation of pastry and bread doughs, setting mixtures, sauces, tests for readiness
  • Be able to use the grill, hob, oven and electrical appliances independently
  • Understand and be able to apply the principles of food hygiene

 
Textiles Technology unit 3
  • Research into existing products to inform my ideas
  • Understand fibres and fabrics: Natural fibres cotton, wool & silk and Synthetics fibres Nylon, Acrylic & Polyester
  • Experiment with Techniques to gain an understanding of design possibilities
  • Carry out a case study into local retail clients & the Cambridge Satchel Company
  • Write a design Brief
  • Write a detailed specification
  • Produce a range of creative accessory design ideas
  • Develop a design idea into a final design
  • Understand material efficiency to calculate waste materials
  • Assemble a textile product independently
  • Make a record of my making to show my independent decisions
  • Produce a textile product which is of a high quality
  • Evaluate my work throughout the project
  • Write an evaluation which tests against the specification
Electronic Products unit 3
  • Know the main features of an MP3 Player
  • Hot to use circuit Wizard to draw a circuit diagram
  • How a loudspeaker works
  • How to identify the different resistors and capacitors used in my project
  • Know if a component is ‘Polarised’ or needs to be connected in a specific orientation
  • How to solder Neatly / Tidily / Accurately
  • How to correct soldering mistakes if I make one, or help someone else who has
  • How to test a power supply is supplying the correct voltage and current
  • How capacitors are used in electronic circuits
  • How to use Illustrator to create a Laser engraving
  • How to use simple hand tools to measure mark and cut resistant materials
Resistance Materials unit 3
  • Follow Health and Safety requirements
  • Listen to and positively respond to practical feedback
  • Communicate component cutting list using accurate measurement and dimensioning techniques
  • Use Isometric to draw three dimensional design ideas
  • Generate a range of creative ideas and components to customise ideas to a clients needs and wants
  • Use a Steel Rule and Try Square to accurately mark out
  • Use Coping Saw, Tenon Saw or Jigsaw to accurately cut each component
  • To know about hard woods, soft woods and manufactured boards
  • Produce a smooth finish on components using the disk sander etc.
  • Organise practical tasks to work efficiently to avoid queues at machinery and ensure all work meets deadlines
  • Sequence a plan of making, to effect a logical construction and efficient assembly of my product
  • Use the dry fit method to assemble components and check the accuracy of fit for the final product
  • Adapt an original design during the making process to problem solve or increase creatively.
  • Produce a complete creative product which meets the needs and wants of the client
Graphic Products unit 3
  • Be able to identify a suitable client
  • Make samples of sustainable materials e.g. corn starch plastic and recycled paper/card
  • Understand sustainable issues surrounding packaging
  • Work closely with the client to create Food packaging which meets the needs and wants of the client
  • Use tables to support the layout and presentation of research
  • Gather, evaluate and use a range of research material to develop a product specification
  • Design using guidelines and grids to create an accurate net
  • Create a hand drawn design from which production can take place
  • Use a range of appropriate software to create and modify shapes, colour & line detail, and crop images
  • Produce a high quality, professionally finished, final product that includes the correct legal information
  • Explain how graphic products are industrially manufactured, including Lithography, Vacuum Forming, Laser Cutting and Die Cutting

Key Stage 4 Learning Objectives

Overview

Our course follows the AQA specification and should encourage students to:

  • Demonstrate their understanding that all design and technological activity takes place within contexts that influence the outcomes of design practice
  • Develop realistic design proposals as a result of the exploration of design opportunities and users’ needs, wants and values
  • Use imagination, experimentation and combine ideas when designing
  • Develop the skills to critique and refine their own ideas whilst designing and making
  • Communicate their design ideas and decisions using different media and techniques, as appropriate for different audiences at key points in their designing
  • Develop decision making skills, including the planning and organisation of time and resources when managing their own project work
  • Develop a broad knowledge of materials, components and technologies and practical skills to develop high quality, imaginative and functional prototypes
  • Be ambitious and open to explore and take design risks in order to stretch the development of design proposals, avoiding clichéd or stereotypical responses
  • Consider the costs, commercial viability and marketing of products
  • Demonstrate safe working practices in design and technology
  • Use key design and technology terminology including those related to: designing, innovation and communication; materials and technologies; making, manufacture and production; critiquing, values and ethics.

GCSE students are taught examination content by specialist teachers in 7 units: 

  • Graphics with paper and boards
  • Designers and environment 
  • Drawing skills 
  • Timbers and polymers
  • Textiles based materials
  • Electronics with metals
  • Industrial processes 
  • In year 11 students produce their NEA 

Food preparation and Nutrition GCSE students study: 

  • Food science
  • Food safety
  • Food choice
  • Food provenance
  • Food, nutrition and health 
  • in year 11 students produce their 2 NEA

Assessment of Design and Technology

Paper 1 – 2 hour written examination, accounting for 50% of the GCSE, assessing:

  • Core technical principles
  • Specialist technical principles
  • Designing and making principles

Non – Examination Assessment - accounting for 50% of the GCSE

This involves Students producing a prototype and a portfolio of evidence in their selected specialist area. Students may choose from: Electronic Products, Graphic Products, Resistant Materials or Textiles Technology. 30-35 hours are allocated to the assessment accounting for 50% total marks

Key Stage 5 Learning Objectives

Product Design

Our A Level course is based on the AQA specification, and will encourage students to:

  • Be open to taking design risks, showing innovation and enterprise whilst considering their role as responsible designers and citizens
  • Develop intellectual curiosity about the design and manufacture of products and systems, and their impact on daily life and the wider world
  • Work collaboratively to develop and refine their ideas, responding to Feedback from users, peers and expert practitioners 
  • Gain an insight into the creative, engineering and / or manufacturing industries 
  • 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 are in-depth knowledge and understanding of materials, components and processes associated with the creation of products that can be tested and evaluated in use 
  • Be able to create and analyse a design concept and use a range of skills and knowledge from other subject areas, including Maths and Science, to inform decisions in design and the application or development of technology 
  • Be able to work safely and skilfully to produce high quality protypes/ products
  • Have 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. 

A Level Assessment 

Paper 1

Core technical principles

Mixture of short answer, multiple choice and extended response

Written exam: 2 ½ hours 120 marks 30% of A-Level 

Paper 2

Designing and making principles

Mixture of short answer, multiple choice and extended response questions

Section A: Product analysis. up to 6 short answer questions based on visual stimulus of products 

Section B: Commercial manufacture. Mixture of short and extended response questions.  Written exam 1½ hours 80 marks 20% of A Level 

Non Examination Assessment (NEA)

Practical application of technical principles, designing and making principles and specialist knowledge. 

Written or digital design portfolio and photographic evidence of final prototype.

Substantial design and make task.

45 hours 100 marks 50% of A Level