Design & Technology

 

Curriculum intent
  • To have uncompromising aspirations for every individual and for our school to be an exceptional and inspirational community of lifelong learners.
  • To ensure all students have the knowledge to critically engage with the conversation of humankind.
  • In a world based on design, humanity is a force beyond nature. It is the destiny of the younger generation to solve the problems that humankind has created. On a planet with finite resources, every product has an impact. The inquisitive minds of Hayes students are encouraged to take risks, become resourceful, innovative, independent problem solvers. Learning from these influences in the past & present for a better future.
  • To encourage imaginative students that learn to design and make products that solve genuine, relevant problems within different contexts.
  • To understand and appreciate how we interact with all subjects within the school.

 

Purpose

Our curriculum reflects our vision in that it intends our pupils to become aware of the world around them and the direct link, power and influence Design and Technology has and the opportunities it provides pupils.

Our curriculum at KS3 is structured to ensure our students learn about the fundamentals elements of the GCSE specification requirements -including a strong understanding of the initiative design process and the core technical principles of product design. Lessons include developing their knowledge and understanding of materials; manufacturing process; new and emerging technologies; environmental, economic and social impact; presentation and evaluative work.

At GCSE we strive to produce independent, forward thinking designers, who become passionate about their creations and strive for innovation on multiple levels, equipping them for universities, jobs or their next personal steps.

 

Key concepts that underpin the Design and Technology Curriculum

Design and the World

  1. Environmental impact & Sustainability
  2. Social and cultural impact
  3. Economic impact & Enterprise
  4. New and emerging technologies & Industry
  5. Historical design
  6. Designers and companies
  7. Target Audience and users

Design Process

  1. Research
  2. Analysis
  3. Design development
  4. Planning
  5. Evaluation
  6. Specification

Materials and Manufacture

  1. Properties/Characteristics of materials
  2. CAD / CAM
  3. Hand tools
  4. Machine tools
  5. Sources and origins
  6. Categories of materials
  7. Material enhancement

End points for Academic Years – Design and Technology

Year 13

 By the end of year 13, students would have completed their non-exam assessment (NEA) approximately 35, A3 sized pages. With photographic and video evidencing and a final working prototype. Students will use knowledge and skills from other subject areas inform decisions in design and the application or development of technology. Including Computer Science, CAD / CAM, Marketing on a global scale, design communication, Business and Enterprise. Students will also demonstrate maths and science skills in both theoretical and practical ways.
Using maths and science to support decisions made in the processes of designing and making within their portfolio.
Students will be open to taking design risks, showing innovation and enterprise whilst considering their role as responsible designers and citizens. They will have developed an intellectual curiosity about the design and manufacture of products and systems, and their impact on daily life and the wider world. They will have gained an insight into the creative, engineering, and/or manufacturing industries Whilst developing 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. They can apply in-depth knowledge and understanding of materials, components and processes associated with the creation of products that can be tested and evaluated.

Year 12

 By the end of year 12, students will have covered the content of the AQA course. Core technical principles, Specialist technical principles, mathematics equations, designing and making principles. Students will understand how to apply this knowledge to multiple choice questions and extended response questions, interlinking the knowledge from different units as well as from different subjects.
Students will be able to apply this knowledge to real circumstances, via mini projects and practical disciplines.
Students will have a critical understanding of the wider influences on design and technology, including cultural, economic, environmental, historical and social factors. They will be aware of and be able to discuss the work and influences from a range of key historic design styles, design movements, products and designers. Including, socio economic and historic events that have had a major impact on designs and products.
Students will start investigating the NEA 1 tasks, analysing, planning and setting targets for the completion in year 12, producing viable design brief and specific client and market with appropriate level of complexity and no obvious solution or outcome.

Year 11

  By the end of year 11,students would have completed their non-exam assessment (NEA) which will take them approx. 30–35 hours, producing a range of models using different media’s, a final working prototype and portfolio of evidence.
Students will have used a realistic design proposal as a result of taking risks, producing a variety of possible final outcomes, being resilient with these ideas and interlinking research and clients’ view point.
Students will explore different design opportunities and users’ needs, wants and values. They can apply decision making skills, including the planning and organisation of time and resources when managing their own project work. Further investigated materials, components and technologies and practical skills to develop high quality, imaginative and functional prototypes. They can use key design and technology terminology, including those related to: designing, innovation and communication; materials and technologies; making, manufacture and production; critiquing, values and ethic, with use of their analytical, evaluation and decision-making skills.

Year 10

  By the end of year 10, students will have covered the content of the AQA course: Core technical principles, Specialist technical principles, mathematics equations, designing and making principles. Students will understand how to apply this knowledge to multiple choice questions and extended response questions, interlinking the knowledge from different units as well as from different subjects by applying maths and science
Students will be able to apply this knowledge to real circumstances, via mini projects and practical disciplines.
Students will be introduced to fusion 360 and build on their precision whilst design on 2D design software and will gain a stronger understanding of the iterative design process as non-linear process.
Students will start investigating the NEA 1 tasks by analysing, planning and setting targets for the completion in year 11.

 

Year 9

  By the end of year 9, students will have built on their understanding of drawing techniques, focusing their understanding of how it is used within the industry, from department communication, communication for presentations with the client, and communication for the product to be produced. Students will be able to produce exploded drawing and orthographic drawings.
Students will gain an understanding of product placement and advertising, understanding how to use basic psychology to generate desired emotions and reactions to make choices on the use of their graphics, layout and colour choices.
Students will understand large scale production methods and the responsibility of companies and the effects they are having on the environment as well as the ethical changes being made to improve the life cycle of a product.

Year 8

  By the end of year 8, students will understand the different 3D drawing techniques (oblique, Isometric, 1-Point Perspective and 2-Point perspective) Gaining an understanding of when each is used to communicate ideas in business. They will be able to identify when a drawing is incorrect and produce shapes using all of these techniques.
Students will build on their confidence and understanding of 2D design and how this links to the laser cutter to produce final products. In readiness for design within NEA coursework at year 11 and 13. They will gain an understanding of both the benefits of using CAD and CAM to produce, develop and present ideas. As well as the constrictions and disadvantages this way of designing and manufacturing can exist.
Students will be introduced to working with a range of textiles materials. In addition, building on their previous knowledge of material properties, manufacturing techniques and use of equipment in the practical workshop. Focusing their comprehension of how to join and fix materials depending on their material properties or function.
Students will have learnt about the range of different influences used to produce dynamic designs. Including; Biomimicry, Design eras, designers, history, styles and trends. Understanding the strength and skill of using inspiration vs coping an idea and applying originality into their design ideas.

Year 7

  By the end of year 7, students will have a strong understanding of safety procedures in the workshop and an introduction to a range of different tools and equipment.
Students will understand the rules of Isometric drawing techniques, practice drawing design ideas in isometric. Using this skills to help communicate their ideas within each project.
They will gain confidence with the design process understanding the key features and how they interlink, using creativity and functional purpose to problem solve and produce detailed ideas.
Students will have gained knowledge of material properties and manufacturing techniques to help develop, produce and evaluate their ideas. Focusing on designing for others, considering how companies research, using primary and secondary forms and apply these research techniques into their creations.

 

Click here to visualise the Design & Technology learner journey from Year 7 to Year 11

Click here to visualise the Food Preparation & Nutrition learner journey from Year 7 to Year 11

Click here to visualise the Design & Engineering learner journey from Year 10 to Year 13

 

Key Features of learning

What will you see in Design and Technology Lessons?

  • Teamwork and collaboration
  • Challenge
  • Imagination
  • Problem solving
  • Safe working environment
  • Classroom routines
  • Differentiation tasks
  • Engagement
  • Pace
  • Repetition
  • Reflection

 

What will you see in Design and Technology booklets?

  • Learning objectives
  • Progression
  • Hayes Do Now activities
  • DIRT feedback
  • Peer feedback
  • Exam style questions
  • Think questions
  • Communication – written and visual
  • Analysis, Evaluation and reflection
  • Targets and challenge
  • Language for learning

 

What formative assessment will you see in Design and Technology?

  1. Verbal feedback from teachers
  2. Mini white boards
  3. Peer assessment
  4. Class discussions
  5. Recap activities
  6. Quizzes and test in class

 

What is the department currently reading and why?

  • Stuff Matters – Mark Miodownik
  • Hand made – Anna Ploszajski
  • Design for the real world – Victor Papanek
  • Bodyspace – Stephen Pheasant
  • What They Didn't Teach You in Design School: What you actually need to know to make a success in the industry – Phil Cleaver
  • Any design books from the V&A for inspiration and ideas.
  • The book of colour in design
  • Gallery of fashion
  • Patterns

To keep up with changing technology and materials and their uses.

Click here to view the Design and Technology curriculum map.