Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and other’s’ needs, wants and values.
PLATFORM TO SUCCESS
Working in a stimulating state of the art areas and provided with innovative design tasks, students respond with ideas, products and systems, challenging expectations where appropriate. They develop confidence in using practical skills and apply creative thinking to learn and to innovate. They are confident users of new technologies throughout the faculty.
In Year 7 and 8, units of learning are designed for delivering across the year group. Students complete a range of tasks that focus on design, design and making and technical knowledge within Textiles, Product Design and Electronics.
Learning to Look – Students generate and communicate design ideas, considering Biomimicry as a means of solving design.
Understanding Fibres and Fabrics – What are the properties of fabrics used today and why is it important to understand this? How do we add print and stitch to our fabrics to make them more interesting? How do practising designers achieve this?
The Wider use of Textiles in our society- How are textiles used in today’s society? How has conductive thread and fabric, use of composite textiles in the automotive industry and the use of textiles in medicine had an impact on our world? Using this, students should understand the wider role of textiles in everyday lives, beyond fashion and furnishing.
Core Skills – Learning to develop basic design communication skills including sketching, drawing controlled lines, 3D sketching, annotation, emphasising key points and knowing which points to highlight to get the design ideas across.
Jewellery Design – Students design and make pewter cast jewellery to a given theme. In this project students research and develop a brief, develop a specification and from this generate ideas for designs. Using CAD software they model and test their designs, and produce a mould before casting and finishing their designed product.
Eco Design – This introduces the concept of designing with the environment in mind, using examples from a range of familiar products, re-thought in keeping with the Six Rs principles. It discusses a product’s life cycle and the ‘cradle to the grave’ concept. Using waste materials students are asked to design and make a new product prototype reusing waste items.
Analyse That – Analysis of famous or household products to help learn about products and inspire for own design work. Students consider a number of products and use the analysis to help them develop their own design specification for a new product.
Signs– A large local store has asked students to manufacture their signage. Use a digital image to then laser cut the existing sign. Improve on this using a specification developed with the client and make a prototype to send to company. Includes understanding of signage and logos to develop brands and convey visual messages
Music Players – During the last 40 years the way we store and listen to music has changed beyond recognition, from vinyl to chip. What is the science behind how we stored music on vinyl discs, tape, compact discs, DVDs and chips? In this project students will learn and understand that electronics play a massive part in our everyday lives as demonstrated the development of music players. They will learn how the development of electronics has contributed to the development of the music players and other related products and s be able to show how knowledge of the scientific principles that underpin the way music is stored and replayed – vinyl, tape, disc, and chip
Lanterns– Students will design and manufacture a small batch of identical lanterns based around a theme. Students work in groups to design and manufacture lanterns to help them understand manufacturing processes including batch and scales of production.
Textile Entrepreneurs – Students will design and make small quantities to sell in an independent gift shop. Students are asked to design and make a textile product that could be made in small quantities to be sold in a gift shop. They must research the customers and products and choose appropriate equipment, techniques and materials for their product. Working in teams they will devise production plans and look at cost considerations before manufacturing and testing their products.
Salad Servers – Students develop an understanding for a basic product: salad servers and explore how design can improve the product. They investigate a range of options before producing a specification, making examples and considering finishing techniques.
The true cost of textiles Technology – Students will learn about the positive and negative impacts that technology has had within textiles? In this unit students look at how technology and cost considerations have affected the production of textiles, the emergence of ‘eco fashion’ and what consumers can do to promote eco friendly fashion.
Year 9, 10 and 11
Students who choose Design and Technology at GCSE, will study for the AQA examination board. The new Design and Technology GCSE 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. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise.
Students will study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment in all material areas . Students will respond to a range of design briefs to prepare them for their final project. One hour a week is allocated to a theory to prepare them for the exam in year 11. The exam counts towards 50% of their final grade
Year 10 and 11
Students will have the opportunity to study specialist technical principles in greater depth in their chosen material area. In year 11 they choose from a range of context provided to us by AQA. They then devise their own brief and respond in their chosen material area. They will produce a design folder, a final product and sit a written exam. The coursework and exam have equal weighting.
Level 1 and 2 in Catering
The year 11 course involves pupils working on one project which forms their controlled assignment. They have to produce a folder of work which involves research and planning on a given topic. The final stages of the exam is a 4 hour practical exam and an evaluation. Coursework is checked regularly to ensure pupils are up to date. The deadline for the project is February. The rest of the year is spent revising. The final GCSE is awarded from 60% coursework and 40% written exam.
Lead Teacher: Suzy Reid
Product Design : Paula Arkinstal, Julie Stringer and John Paul Riley.
Catering: Clare Rowley