Overall – Curriculum spine and endpoint statement/s:
Design and Technology encompasses life skills, which allow pupils to consider the whole product life cycle and wider global issues. They will master skills which are transferable through focussed practical tasks and independent learning. Creative learning and risk taking is fostered throughout, as well as an appreciation of where products come from and how they are used. Pupil’s experience and appreciate the world outside the classroom and apply this within their learning.
Year Group Curriculum Spine
To foster an understanding of the subject, through the development of skills and processes. To produce artefacts which are creative, independent and with a basic appreciation of where they have come from. Pupils gain an appreciation of natural resources and issues of sustainability, with consideration of the wider world.
Through creative learning pupils design and produce outcomes, which they are proud of and challenge their existing abilities whilst fostering new. Pupils generate a deeper realisation of material selection and the ability to choose appropriate processes independently, to suit the intended purpose and goal for the task. Pupils gain a visual appreciation for the wider world and artefacts, which will inspire and be transferred into their outcomes.
To consolidate and combine their learning from year7 and 8, with enthusiasm and enjoyment for the subject, to make tailored outcomes which are appropriate for all learners to access. To foster inquisitive minds and realisation of time limitations, through selection of processes used to create the artefacts. Alongside consideration of transferring skills into future careers.
To further enhance and combine the core principles of the curriculum through practical learning, which inspires and allows pupils to express individuality and enjoyment in all tasks. To foster global issues through their work and create opportunities for purposeful experiences, which will be transferable into later life. To ensure all learners and abilities understand and apply the higher order thinking skills, which are required to access and apply knowledge when answering examination content.
Pupils master their independence in the selection of tasks, tools and processes within set perimeters of time and personal goals. Empower a philosophy of independence, goal setting and creative realisation of the design principles into fruition. To ensure all learners and abilities understand and apply the higher order thinking skills, which are required to access and apply knowledge when answering examination content. To consolidate transferable life skills which allow them to realise the influences of the wider world and global issues throughout all aspects of their work
Key Stage 3
Knowledge and skills
In year 7 we complete focussed practical tasks and a project based on an iterative design process. The pupil’s main project incorporates movements and mechanisms to produce a Cam toy.
Development of practical skills including hand and machine skills through working with timber and polymers.Knowledge and understanding of CAD/CAM – 2D design and laser cutting.Machine health and safety training and tests.Knowledge of key terms linking to movement and mechanisms.Knowledge of the design process including investigating, designing and evaluation.Learn how to draw in isometric 3D perspective when generating ideas. National curriculum links Design – Points 1,2,5. Make – Point 1 Evaluate – Point 3 Technical knowledge – Points 1, 2,
Project work – Cam toy. Book marking of class work. Practical outcomes – Letter, cam toy and CAD/CAM ruler. End of unit examination.
In year 8 students complete two project based practical outcomes using multi materials and CAD/CAM. These projects build on their knowledge and understanding from year 7. Currently they are making a clock and moving toy.
Development of practical skills including hand and machine skills through working with timber and polymers.Knowledge and understanding of CAD/CAM – 2D design and laser cutting.Machine health and safety training and tests.Knowledge of key terms linking to Movement and mechanisms.Knowledge of structures, loads and forces.Knowledge of the design process including investigating, designing and evaluation.Learn how to accurately mark out and cut card and boards to create a 3D product. National curriculum links Design – Points 1,2,5. Make – Points 1,2 Evaluate – Points 3,4 Technical knowledge – Points 1, 2,
Project work – Clock and moving toy. Practical outcomes – Clock, Moving toy and 3D animal/shape End of unit examination. Book marking of class work.
Skills based learning tasks are completed through producing a range of practical outcomes to develop practical skills using multi materials. Theoretical knowledge and understanding of Design and Technology concepts. Examples include designing, specifications, mechanisms, material properties, polymer manufacturing, modern materials.
Development of practical skills including hand and machine skills through working with card/boards, timer.Knowledge and understanding of CAD/CAM – 2D design and laser cutting.Knowledge and understanding of electrical components and soldering.Knowledge and understanding of manufacturing techniques and processes including developing through modelling.Knowledge of key terms linking to structures, systems, mechanisms, material properties, modern materials, forces.Knowledge and understanding of how design is influenced by others including biomimicry and human factors.Knowledge of the design process including investigating, designing and evaluation as an iterative process.Understand how to write a design brief for a client and how to write a justified and measurable specification.Develop their understanding of presentation and perspective drawing. National curriculum links Design – Points 1-5. Make – Points 1,2 Evaluate – Points 1-4 Technical knowledge – Points 1, 2,
Project work – Moving pictures using linkages and LED light up image using CAD and electronics. Practical outcomes Assessments throughout the end of unit exam.
This course follows an iterative design process of exploring, creating and evaluating. Throughout pupils will develop a solid understanding of core technical skills and specialist principles. This will cover a range of manufacturing processes and materials including timber, polymers and paper/board.
Year 10- (5 hrs per fortnight) Pupils will apply their knowledge and understanding to make a range of mini assessed projects for the first part of the course, along with learning the theoretical knowledge needed to complete the examination. Knowledge of key terms linking to the AQA GCSE specification. Development of practical skills including hand and machine skills through working with card/boards, timber and polymers.Knowledge and understanding of CAD/CAM – 2D design and laser cutting.Knowledge and understanding of manufacturing techniques and processes.Knowledge of the design process including investigating, designing and evaluation as an iterative process.Development of ideas through modelling and prototypes.Designing for a client including anthropometrical data. Develop their understanding of presentation and perspective drawing.Creative and imaginative design challenges are completed throughout to allow them to access the higher mark sections on the NEA. This includes using clients to design for, as well as other influences such as designers and environmental concerns. Year 11 (5 hrs per fortnight) Non-examination assessment (NEA) Pupils choose a contextual challenge to solve for their non-examination assessment from the examination board. (AQA) All projects undertaken will maximise the use of facilities within the Design and Technology department, including use of CAD/CAM and the workshop machinery. NEA is taught from September in lessons and will be stopped throughout the year to incorporate blocks of revision for the PPE exams. Theoretical knowledge and understanding of the Assessment objectives and subject content of the AQA GCSE specification. Focussing on Paper and boards, Timber based and polymer materials. Core technical principlesSpecialist technical principlesDesigning and making principles Exam questions Section A – Core technical principles (20 marks) A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding. Section B – Specialist technical principles (30 marks) Several short answer questions (2–5 marks) and one extended response to assess a more in-depth knowledge of technical principles. Section C – Designing and making principles (50 marks) A mixture of short answer and extended response questions
Year 10 Project work and Practical outcomes Assessments throughout the year T1 and T2. Year 11 PPE exam papers 1&2 GCSE examination 50% of overall grade. NEA portfolio and practical outcome. 50% of overall grade.
Websites for revision www.sencealearning,comwww.technologystudent.co.ukwww.gcsepod.co.uk Support your child to use the following revision guides. Collins GCSE 9-1 Revision – Grade 9-1 GCSE Design & Technology AQA All-in-One Complete Revision and Practice. ISBN: 978-0-00-822740-1 Grade 9-1 GCSE Design & Technology AQA Revision Guide (CGP GCSE D&T 9-1 Revision) ISBN: 978-1782947523 Grade 9-1 GCSE Design & Technology AQA Exam Practice Workbook (CGP GCSE D&T 9-1 Revision) ISBN: 978-1782947530 NEW BOOK PICTURE TO UPDATE BELOW