Design and Technology

Design Technology shapes our future.

At virtually any point of our lives we are interacting with designed products, often without even being aware. The future of the design and manufacturing industry is in the hands of our youngsters, and as such we feel it very important that students are given the opportunity to be creative and develop a strong knowledge of materials and practical processes.
We are very much a ‘hands on’ department and believe that exposure to practical tasks is vital in understanding the theory behind the subject, as well as making the Design Technology memorable and fun. We are fortunate in having four well-equipped multimedia workshops, two computer suites and modern CAD/CAM equipment, including laser cutting and 3D printing.
Design Technology is a marriage of problem-solving, creativity and practical skills.
Lessons comprise of a mixture of the learning of subject knowledge, creating ideas, and manufacturing the outcome. Products are evaluated during and after production to allow students to consider strengths/weaknesses and improvements.

In Years 7-9 all students experience two periods of Design Technology per fortnight alongside Food lessons.

A range of projects are carried out, with theoretical and design work produced in a printed booklet.
A good proportion of project time is devoted to practical work in a workshop environment.

Projects include a ‘Flashing Lights’ device, a key stand, a mobile phone holder, a ‘Chameleon’ electronic device, automata, a small cabinet, and a miniature amplifier.
The projects have been devised to include progressive and varied skills and knowledge, and prepare students for potentially studying the subject at GCSE level.

Two courses are offered in Years 10 and 11.

The Design Technology GCSE (AQA) is a natural progression from the Key Stage 3 phase and offers students the opportunity to study the subject in much greater depth.

During Year 10 students learn much of the theory required to perform effectively in the final written exam, which accounts for 50% of the final grade.
A range of smaller practical tasks are also executed, to aid learning and maintain contact with practical skills.

In Year 11 students produce a major project, consisting of a 20 page A3 design folio and a prototype product. This is intended to be a response to a context set by the exam board and should demonstrate effective research, problem-solving, analysis and evaluation, and manufacturing. The remaining 50% of the GCSE grade is derived from this task. The final phase of Year 11 returns to the studying of subject knowledge, to fully prepare students for the written exam.

As an alternative to the GCSE a course in construction skills is available. This is intended for students who are better suited to learning real world skills that could lead to a practical trade beyond school.
Students deemed appropriate for such a course are advised when considering options accordingly.

GCSE Specification

Post 16 opportunities and careers

Successful completion of this course will allow progress to post 16 Product Design or any other Level 3 Design course as well as provide students with the skills to consider a range of potential careers such as; graphic design, product / 3D design, engineering, interior design, furniture design, CAD, event and exhibition design, lighting design, automotive design, architecture, as well as practical based employment.

DESIGN TECHNOLOGY
Design Technology is a marriage of problem-solving, creativity and rich technical knowledge. In order to nurture the future generation of designers, engineers and practical trades it is regarded essential that students learn through practical interaction, alongside theoretical principles.

KNOWLEDGE RICH

JOINT PRODUCTIVE ACTIVITY

Instructional activities are designed to require student collaboration, such as working in teams to produce part of an activity.

The teacher participates in the joint productive activity with the students, sharing experiences and subject knowledge, whether this be with designing or making tasks.

Students are organised appropriately to the task, whether this be physical positioning within the workshop or through academic ability or interest to promote interaction.

The demands of the joint productive activity are matched to the time available/required for accomplishing them (focused DT tasks).

Implementation

Vacuum forming at KS3, CAM laser cutting work. Evaluating design work.
Sixth form design task

Modelling during practical activity on a group or individual basis.

Workshop space deployed through small groups appropriate to the task, e.g. PCB preparation.

Pre-manufacturing where students will not gain from making, such as laser cut cams.

CONTEXTUALISATION

Activities are designed to connect with knowledge already gained from home and prior learning at school.

Activities are varied to take into account student ideas and preferences, enhancing creativity and independent thought.

Real world scenarios are used where possible to reinforce the viability of a task and provide realism and relevance, this is particularly important where problem solving is concerned.

Implementation

Analysing and evaluating products. Designing for a genuine need within a context.

Generating and developing ideas for products.

Putting a problem into a real-world context when formulating a brief and generating ideas. Gaining feedback from real world potential users.

CHALLENGE

Large emphasis on problem solving through designing and making

Ensuring that students see the whole picture when working through an instructional topic. This provides a basis for understanding the parts.

Challenging standards presented for student performance. Solving problems through independent thought.

Assisting students in accomplishing more complex understanding by building from precious knowledge and success.

Tasks are often scaffolded and taught to the top, allowing varying levels of ability to access tasks through support and the breaking down of tasks.

Giving clear and direct feedback about how student performance compares with the challenging standards.

Implementation

Considering a context or situation to devise a design brief.

How the task in hand relates to the iterative design process. Making the overall outcome explicit from the outset.

Encouraging deep thinking and innovation. Thinking beyond a simple design solution.

Linking knowledge from past focused practical tasks and project work, e.g. applying materials studied in KS3 to a project in KS4.

Verbally responding and analysing attempts at quizzes/tests/exams to gauge knowledge.

KNOWLEDGE RETENTION
As DT curriculum experts we firmly believe that knowledge is gained and retained through ‘doing’ but recognise the importance of a knowledge rich approach to support practice. Tasks are intended to form part of a ‘bigger picture’ and are often chunked to allow absorption of knowledge and avoid cognitive overload. To gain an insight into knowledge retention students are regularly tested/quizzed and scores will give indication of gaps in knowledge, particularly at KS3. Knowledge retention is our aim, so reinforcement of taught material is key by revisiting topics, whether in the short or long term.

KNOWLEDGE ACCESS (VOCABULARY AND READING)
Vocabulary Exposition
All students at KS3 have knowledge organisers with tier 2 and 3 key words and questioning is widespread, from starter quizzes to verbally challenging students on concepts and processes. By listening to the students talking about familiar topics and experiences such as home and community the teacher is constantly monitoring use of the key terms and understanding. Key words and terms are included in the workbooks that students complete theory in and knowledge organisers

Reading Instruction
The teacher assists written and oral language development through modelling, clarifying, restating, questioning and praising through verbal and written responses. There is a clear expectation that subject specific vocabulary is used to express and confirm understanding. Students research materials, processes or components through the use of text books or online resources and use this to demonstrate their knowledge acquisition and reinforce practical activity in written form.

Reading is also be based around a particular parts of the core technical knowledge, such as environmental constraints when designing and manufacturing, to understand the responsibilities of manufacturers involved. Exam styles questions then follow to gauge knowledge acquisition.

Writing Instruction
Students complete theory tasks in scaffolded workbooks. There is a minimum expectation that these tasks are completed and time is given in class and during independent study to finish and use this core knowledge. In portfolio work students have much freer opportunities to combine the design process visually and in writing. Writing in portfolio work is modelled by the teacher and students are expected to provide quality responses to these writing opportunities.

Scaffolding in portfolio work is also provided to allow all students to succeed in writing challenges. For example in the evaluation of a product manufactured by the student we guide students to three possible tiers. Options include, though not exhaustive, structured questions heavily prompting and steering the student; a sheet with key headings/categories; or an open prose opportunity to evaluate the product.

STUDENT FOCUS
All students can achieve quality products in DT and be personally successful in writing about them. With the reading and scaffolding discussed, a close working relationship with students overcoming disadvantage, and teachers knowing their classes, all students DT thrive.