Design Technology
Subject Introduction
Our Design and Technology curriculum develops creative, confident and resourceful pupils who can respond to real-world problems through innovative and practical solutions. Building on prior learning, pupils develop increasingly sophisticated knowledge of materials, processes, tools and modern technologies, applying learning from mathematics, science, computing and art to design, make and evaluate high-quality products. Through practical challenge, pupils learn to think independently, take considered risks, solve problems and learn from failure, while considering the social, moral and environmental impact of their decisions. Ultimately, our curriculum equips all pupils with the creativity, technical knowledge, resilience and practical skills needed for further study, future employment and life in an increasingly technological and sustainable world.
Key Stage 3
Subject Intent
Purpose
Our KS3 Design and Technology curriculum develops creative, confident and resourceful pupils who can use design and practical skills to solve real and relevant problems. Building on KS2, pupils develop their understanding of materials, tools, processes and emerging technologies while learning to research, design, make, test and refine increasingly sophisticated products. Through practical challenges, pupils apply knowledge from mathematics, science, computing and art, developing resilience, independence and the confidence to learn from mistakes. Pupils also consider the needs of users and the social, moral and environmental impact of design, providing a strong foundation for further study and enabling them to become thoughtful, innovative and responsible designers.
KS3 Overview
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Year Group |
Project |
KS3 Curriculum Links |
KS4 Links |
Key Learning |
Keywords |
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Year 7 |
Systems and control / Forces |
3.2.1 |
Forces and stresses |
Movement, Mechanism, Levers |
Compression, bending, torsion, shear, rotary, input, process, output, linear, reciprocal, rotation, oscilation, scroll saw, pillar drill, lever, linkages, split pins, machine safety |
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Animal Pegs |
3.1.1 |
Prototype Development |
Biomimicry |
Endangered, sustainable, natural, man made, brief, specification, testing and evaluating, scroll saw, disk sander, pillar drill, needle file, sand paper |
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LED Keyring |
3 |
Prototype development |
Design Brief |
LED, CAD, CAM, Battery, Power Supply, Acrylic, Thermoplastic, positive, negative, pre-manufactured, binding screws, design movement, design movement |
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Year Group |
Project |
KS3 Curriculum Links |
KS4 Links |
Key Learning |
Keywords |
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Year 8 |
Pixar |
3.1.4 |
Materials and working properties |
Systems approach to designing |
Thermosetting, thermoforming, kevlar, graphene, polymer, environment, transistor, resistor, thermochromic, design brief, bioplastic, shape memory alloy |
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Designers and Architecture |
3 |
User centred design |
User Centred Design |
Ethics, SCAMPER, analysis, fasion designer, product designer, create, quality assurance, specification, iterative, client, access fm, aesthetic, Design brief, specification, architect, analysis, biomimicry, iterative, creative, evaluate, concept, peer assess, annotate, critical, scruffiti, jackstraw |
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Memory Box |
3 |
Sources and origins |
Sources and Origins |
Tenon saw, memory box, vice, try square, steel rule, marking guage, template, grain, disk sander, tolerance, deciduous, coniferous |
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Year Group |
Project |
KS3 Curriculum Links |
KS4 Links |
Key Learning |
Keywords |
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Year 9 |
Grand Designs |
3 |
The work of others |
Materials and Their Working Properties |
Architecture, area, perimeter, De Stijl, enterprise, crowd funding, CAD, social footprint, planned obsolescence, design ethics, sustainability, eco friendly |
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Memphis Clocks |
3 |
Material categories |
Material Categories |
Thermoplastic, thermosetting plastic, elastomer, line bending, aesthetics, design movement, mechanism, liquid solvent cement, tolerance, specification, gears, acrylic |
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Magical Dehumidifiers |
3 |
Electronic Systems |
Material Categories and Properties |
Humififier, Thermoplastic, Thermoset Plastic, Hardwood, Softwood, MDF, Plywood, Dovetail Joint, Mortice and Tenon, Epoxy, Stock Forms, Manufactured Boards |
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Key Stage 4
Subject Intent
Our KS4 Curriculum includes two subjects: Btec Construction and GCSE Design Technology; the curriculum builds on the practical, creative and technical foundations developed at KS3, enabling pupils to apply their knowledge and skills in increasingly specialised contexts. Through either Construction or Design Technology, pupils develop practical competence, technical understanding, problem-solving, independence and the ability to plan, produce and evaluate high-quality outcomes. Pupils consider areas such as materials, processes, sustainability, safety and the needs of users and industry, developing an understanding of how their learning connects to the wider world. Both pathways prepare pupils for further study, apprenticeships and employment while developing the resilience, creativity and practical skills needed to succeed beyond school.
Design Technology
KS4 Overview: GCSE AQA Design Technology
GCSE Design Technology is an exciting qualification which brings learning to life. You will develop a realistic understanding of the working world as well as a range of practical skills and detailed knowledge about manufacturing, product design, Isometric, 3D and orthographic drawing with a major focus on Computer Aided Design. This will enable you to have the ability to then use the laser cutter and the 3D printer to aid you in manufacturing your design.
Course Content
This course involves exploring design problems, generating, developing and communicating design proposals, planning the manufacture of high quality three dimensional products and testing them to evaluate their success. You will be actively encouraged to produce ‘live’ portfolio briefs, where a genuine need or situation has been identified, explored, and overcome within the boundaries of this course. Where possible you should include input from an outside source e.g. manufacturer, designer or any other relevant sector of sales / industry. Design Technology is a good option to choose for someone who would like to build on their design and make skills. If you have skills within graphical design and good presentation abilities, via free hand drawing and Google Sketch Up you will enjoy this course. It is an additional bonus if you are able to communicate your ideas using a variety of media skills.
Assessment
Your assessment for GCSE Design Technology will be split in to the following main areas, design / making and an external examination. Your design theme will be set by the exam board but you will be able to influence this brief to make a 3D practical product that will be useful for everyday life. Your portfolio will include different design ideas and when the portfolio is combined with the making it will make up 50% of your total GCSE mark. The other 50% of your grade will be made up from an external examination which lasts for 2 hours.
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Paper 1 |
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What's assessed
In addition:
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How it's assessed
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Non-exam assessment (NEA) |
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What's assessed Practical application of:
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How it's assessed
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Construction
The Tech Award gives learners the opportunity to develop sector-specific applied knowledge and skills through realistic vocational contexts. Learners will have the opportunity to develop applied knowledge and practical skills in the following areas:
- Construction technology
- Construction in practice
- Construction and design
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Pearson BTEC Level 1/Level 2 Tech Award in Construction and the Built Environment |
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Component number |
Component title |
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1 |
Construction Technology |
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2 |
Construction in Practice |
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3 |
Construction and Design |
Assessment
The three components in the qualification give learners the opportunity to develop broad knowledge and understanding of the construction and built environment sector, and specialist skills such as interpreting and designing a low-rise construction to a brief, construction of a practical outcome to specification and ensuring quality of outcome at Levels 1 and 2.
Internal assessment - Externally Moderated
Components 2 and 3 are assessed through non-exam internal assessment.
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Component |
Description of Pearson-set Assignment |
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Component 2: Construction in Practice |
Non-exam internal assessment set by Pearson, marked by the centre and moderated by Pearson. The Pearson-set Assignment will be completed in approximately 8 hours of supervised assessment. 60 marks. |
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Component 3: Construction and Design |
Non-exam internal assessment set by Pearson, marked by the centre and moderated by Pearson. The Pearson-set Assignment will be completed in approximately 2 hours of monitored preparation and 6 hours of supervised assessment. 60 marks |
External Assessment
There is one external assessment. Component 1: Construction Technology requires learners to understand the different areas of technology and the real-life application of these technologies in the UK and around the world. The design of this external assessment ensures that there is sufficient stretch and challenge. It is based on a key tasks that requires learners to demonstrate they can identify and use effectively an appropriate selection of skills, techniques, concepts, theories and knowledge.