Why do we learn Design Technology?
Through studying Design and Technology pupils will experience 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 others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.
Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world, particularly in sustainability and the environment.
Where could Design Technology take me in the future?
Studying Design Technology can lead to a range of careers in areas such as Engineering, Robotics, Architecture, Fashion, Product Design, Film, Gaming, Energy and more.
All of which can be accessed through studying at University, Vocational Courses or Apprenticeships.
Design Technology
Diarmuid Brennan
Assessment Details
Students will receive regular feedback based on diagnostic assessment on a variety of topics. Multiple choice questioning, short answer written questions and design work during KS3 will prepare students for the rigor of KS4 Design & Technology.
During KS4, pupils will complete an exam and a NEA (Non-examined assessment / coursework) that will be assessed as part of their GCSE.
50% of the overall subject grade comes from the NEA, practical work completed in school and based of real-life problem solving, similar to a coursework.
50% of the grade comes from an exam on content such as new technologies, energy generation, approaches to design, mechanical devices, materials and their working properties. These grades are then combined.
Exam Board: AQA
Year 7 - Design Technology
| Autumn 1 | Autumn 2 |
|---|---|
| Can we design to protect? | How can we reduce and rethink design to save materials and energy? |
| Identifying design opportunities. Designing to a brief and specification. Responding to client feedback. Iterative design. |
Identifying sustainable materials. Material properties and characteristics. Drawing and modelling techniques. |
| Spring 1 | Spring 2 |
|---|---|
| Can we play in the past? | Is packaging always a good idea? |
| Understanding properties of materials. Measuring and marking out onto timber and boards. Developing skills with hand tools and basic machinery. Finishing methods for timber and boards. |
Products that last and planned obsolescence. Making quality products. Pattern design. Image making in textile. Machine sewing and embellishments. |
| Summer 1 | Summer 2 |
|---|---|
| What is renewable travel? | How can the elements change travel? |
| Types of energy. Computer aided design. 3D modelling. Iterative design. Forces. |
Computer aided design. |
Year 8 - Design Technology
| Autumn 1 | Autumn 2 |
|---|---|
| How can we harness the winds power? | How can we harness the winds power? |
| Types of energy. Types of mechanism. Sketching. Orthographic projection. |
Biomorphic design and biomimicry. Design thinking. Modelling and prototyping. Modelling materials. Joining methods. |
| Spring 1 | Spring 2 |
|---|---|
| How have computers changed the way we think? | Can biomorphic design make us feel more connected to our environment? |
| CAD and CAM. 3D modelling and manipulation. Using mathematics to design within constrictions. |
Biomorphic design and biomimicry. Design thinking. Rapid prototyping techniques. |
| Summer 1 | Summer 2 |
|---|---|
| Can we manufacture moderation? | Can we manufacture moderation? |
| Means of tackling food waste. Reading and understanding engineering drawing. Marking out and measuring. Hand tools and machinery. Working with timber. |
The impact of plastics on products and society. |
Year 9 - Design Technology
| Autumn 1 | Autumn 2 |
|---|---|
| Can we organise problems? | |
| Analysing design problems. Working with a client. Generating ideas. Collaborative design. |
Iterative design. Modelling and prototyping. Batch manufacture. |
| Spring 1 | Spring 2 |
|---|---|
| How can design include everyone? | |
| Inclusive design. Analysing a design problem. Writing design briefs and specifications. Generating ideas. Iterative design. |
Modelling and prototyping. Iterative design. Presenting ideas. Manufacture. |
| Summer 1 | Summer 2 |
|---|---|
| How do metals behave? | Does the climate have an impact of jewellery? |
| Jewellery design. Casting processes. The work of others, Raymond Templier and Wolf and Moon. Hand tools. CAD / CAM. |
Jewellery design. |
Year 10 - Design Technology
Students will develop drawing, modelling and practical skills in a variety of directed and self-led projects. They will collaborate, problem solve and learn manufacturing processes to work with wood, paper, metal, plastic, smart materials and textiles. Students will be creative, apply maths and science in a practical setting, visit real businesses and have lots of fun.
| Autumn 1 | Autumn 2 |
|---|---|
| Why should we work in teams? | How can we help others through design? |
| How to work collaboratively to a brief How to conduct research How to generate ideas How to model and prototype |
How to design iteratively How to manufacture to a budget How to brand and package How to pitch and present a product |
| Spring 1 | Spring 2 |
|---|---|
| What are the properties of materials? | How are we influenced by the design of others? |
| To experience working with textiles To experience working with paper To experience working with metal To experience working with plastic |
To learn about the work of a range of product designers To learn about the work of a range of fashion designers To learn about the work of a range of architects To analyse influential design and deliver presentations |
| Summer 1 | Summer 2 |
|---|---|
| What are the properties of materials (specialism)? | How do designers work? |
| How timber behaves How trees become products To experience working with wood |
How designers explore problems and generate ideas |
Year 11
| Autumn 1 | Autumn 2 |
|---|---|
|
Nea |
Nea |
|
Identifying & investigating design possibilities (A) Producing a design brief & specification (B) Generating design ideas (C) |
Developing design ideas (D) Realising design ideas (E) Analysing & evaluating (F) |
| Spring 1 | Spring 2 |
|---|---|
|
Materials and properties |
Ethical, social and moral issues |
|
Choice of suitable materials for given applications What processes are suitable based on the type of material and its properties? Finishing techniques and their importance in design |
How does labour, logistics and scale of production affect design The environment and the life cycle analysis of a product What key information is needed in the design of a product? |
| Summer 1 | Summer 2 |
|---|---|
| Revision Focus | |
| Revision tailored to specific outcomes in Mock 2 & to individual pupil needs |
|