Design Technology

Design Technology

Aims of the subject

We provide a high-quality design and technology education that should give students opportunities to create, innovate, design, make and evaluate a variety of well-crafted products that are fit for purpose. Students will be taught the technical skills and craftsmanship to execute practical tasks, thereby developing confidence to increase their skills, knowledge and competence in using materials, machinery, techniques and processes. Students should develop valuable practical skills and use these safely with a range of resistant and non-resistant materials, drawing media tools and equipment, in both 2D and 3D. They will be shown how to communicate their ideas and designs skilfully and accurately in 2D and 3D, using a variety of techniques, including digital technology. They will develop an understanding of good design, everyday products and use correct technical terminology with Design & Technology literacy. They will be allowed to investigate and analyse the rich history of design and technological innovation and the work of others, including iconic designs, to inform their own work. They will be shown developments in design and technology and the responsibilities of designers, including environmental responsibilities. Students will investigate how robotics are used in industry and be given the chance to programme their own robot. Students should clearly enjoy the subject, whilst developing a mastery of the specialist area. They will be guided by a teacher who themselves demonstrates a passion for Design & Technology.

Styles of Teaching

Staff will adopt appropriate teaching and learning styles. These may include:

Group work / discussion and feedback

Class discussion and questioning

Individual pupil tasks

Information technology (including – ICT where appropriate)

Worksheets

Written and practical tasks

Utilisation of the problem solving process, and differentiation

Progression routes

The subject allows for a number of progression routes:

Design and Technology: enables students to develop both a broad understanding of design and manufacturing principles and an insight into the infrastructure which underpins design and manufacturing enterprises, such as finance, marketing and environmental issues.  In addition, the qualification covers a mixture of units from the theoretical through to those with a clear practical emphasis.  As such it will provide a firm basis for progression to either employment or higher education. Higher education: The units provide a sound basis for progression to a range of higher education courses, e.g. Product Design, Graphic Design, Industrial 3D Design, CAD/CAM, Engineering, Architecture, Interior Design, Manufacturing, but also courses linked to the Environment, Business, Advertising, Creative Arts, Multi Media Technology and Marketing.

Employment:  Examples of career opportunities are in Product Design, Graphic Design, Marketing, Technical Sales, Buying, Interior/Exhibition Design, Quality Control, Production Planning, Finance and Costing of the Manufacturing Process, use of CAD in Manufacturing etc.

Year 7

Unit 1 – Key Skills

Sketching Skills & techniques, Research Skills, Designing, Developing, Modelling

Focus areas: Research and Developing ideas

Sketching & Presentation skills, Initial Design Ideas, Researching a design style Development, Final Design

Unit 2 – Night light

Sketching Skills & techniques, Designing, Developing, Evaluating Products, Modelling / Testing, Subtractive

Manufacture (Sawing, Filing, Drilling) Vacuum Forming, Electronics.

Focus areas: Making and Evaluating

Manufacture and evaluate an electronic circuit, vacuum form a casing.

Formative & Summative assessment

Unit 3 – A Balanced Diet

Eat well plate, How different foods work in the body. Healthy choices. Understanding their own diet and how to improve.

Portion sizes, composite foods, roux sauce, rubbing in method, meat handling

Focus areas: Making and Evaluation

Plan and make an individual pizza that will be assessed.

Evaluate their pizza design and making to recognise improvements.

Formative and summative

Unit 4 – Flower Holder

Theoretical understanding of how plastics are classified and why we use them.  Designing, Developing, CAD, Subtractive manufacture (Sawing, filing, drilling, sanding), Finishing.

Focus areas: Generating ideas and Developing ideas

Generating initial ideas, Development of ideas,

Manufacture a quality finished product.

Formative & Summative assessment

Year 8

Unit 1: Mood Lamp

Designing for User Groups, User group & Client interviews, Product Analysis,

Electronic circuits, sketching techniques, presentation techniques, Sawing & cutting skills, shaping techniques, Soldering

Sawing & cutting skills, shaping techniques, CAD, 3D Printing.

Manufacturing skills

Focus areas: Developing ideas and Evaluation

Analyse existing products, Create an Inspiration board, Soldering, Sketching,

Design Ideas, Develop ideas, CAD, 3D

Printing, Planning for manufacture, manufacture using a range of hand skills

Alongside 3D Printing, Evaluation

Unit 2: De Stijl Clock

Design styles

Designing, Developing, modelling, CAD, Subtractive manufacture (Sawing, filing,drilling), Finishing, Evaluation

Focus areas: Generating ideas and developing ideas

Initial ideas, Development, CAD of final design, manufacture of final idea.

Summative assessment, Testing and Evaluations,

Manufacture & Quality of Finish

Unit 3: Bridges and Systems

Structures, forces, modeling

Focus areas: Research and Make

Analysis of existing bridges, theoretical theory behind bridge construction. Designing and making their bridge to scale, testing to destruction.

Unit 4: Food and Nutrition

The different nutritional groups how the different nutrients work together and in the body.

Understanding food production and the environment.

Pastry making, meat and fish handling. Vegetarian dishes and a combination of traditional savoury and sweet dishes.

Focus areas: Research and Make

Researching the different types of nutrients. Production types, environmental issues. Writing a design specification and making product.

Year 9

Unit 1: Wooden Container

Theoretical underpinning of Woods, Design of a Traditional wooden container

Sketching (2D / 3D – boxes / isometric drawing), communication & presentation skills, research, hardwoods, CAD, industrial manufacture, cutting / sawing wood joints, sanding, finishing, detailing

Testing & Evaluation

Focus areas: Generating ideas, Developing ideas and Make

Design Ideas, Development, Final Design, Wood

Joints, Sawing, Cutting, Joining, Detailing,

Finishing, Assembling, testing & evaluation

Research, Sketching & Presentation skills, Initial

Design Ideas, Development, Final Design Solution

Unit 2: Staple Foods

Detailed understanding of nutrition and chemistry of food.

Provenance of food and key presentation skills.

Cooking International cuisine, high level preparation skills and healthy menus.

Focus areas: Research, Make and Evaluate

Nutritional evaluation, understanding and tracing provenance of different food.

Project including detailed research, production of a dish and evaluation of project.

Unit 3: Mobile Phone Holder

Theoretical underpinning of Plastics, Design of a mobile phone holder/stand

Sketching (2D / 3D – isometric drawing, card modelling), communication & presentation skills, research, thermoplastics and thermosetting plastics, CAD, cutting / sawing plastics, joining plastics, sanding, finishing, detailing.

Testing & Evaluation

Focus areas: Generating ideas, Developing ideas and Make

Analysis of existing products, Sketching & Presentation skills, Initial Design Ideas, Development, Final Design, CAD skills, Assembly,

Testing and Evaluation, Manufacture & Quality of Finish – Formative & Summative assessment,

Research, Design Ideas, 3D Sketching,

Development, Final Design Solution.

Unit 4: Creative Candle Holder

Theoretical underpinning of wood and sustainability, Design of a Tea Light candle holder.

Sketching (2D / 3D – isometric drawing) card modelling of 3d patterns with light, communication & presentation skills, research, hardwood and softwoods, cutting / sawing woods, wood joints, sanding, finishing, detailing, Testing & Evaluation.

Focus areas: Generating ideas, Developing ideas and Make

Analysis of existing lighting solutions, Sketching & Presentation skills, Initial Design Ideas based on individual research, Development completed through modelling, Final Design on CAD

Manufacture & Quality of Finish – Formative & Summative assessment.

Key Stage 4

At Key Stage 4 we offer AQA Food Preparation and Nutrition, Design and Technology. The students undertake a series of projects which extend their knowledge and understanding whilst at the same time develop their practical skills further. The GCSE courses involve a substantial amount of coursework, a controlled assessment, and students complete this during the second year of study. At KS4 the take up of the subject is good with large numbers opting for both Food Preparation and Nutrition   & Design and Technology. Students are successful in all areas of Design & Technology and it is often their best overall result.

 

GCSE Food Preparation and Nutrition

Exam board: AQA

Paper 1: Food preparation and nutrition (Exam)

Students will be tested on their Theoretical knowledge of food preparation and nutrition in the areas of food nutrition and health, food science, food safety, food choice and food provenance

How it is assessed:

  • Written exam: 1 hour 45 minutes
  • 100 marks
  • 50% of GCSE

Questions

  • Multiple choice questions (20 marks)
  • Five questions each with a number of sub questions (80 marks)

Non-exam assessment (NEA)

 Task 1: Food investigation

Students’ will be tested on their understanding of the working characteristics, functional and chemical properties of ingredients through practical investigations.

 Task 2: Food preparation assessment

Students’ knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task.

Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved.

How it is assessed:

  • Task 1: Written or electronic report (1,500–2,000 words) including photographic evidence of the practical investigation.
  • Task 2: Written or electronic portfolio including photographic evidence. Photographic evidence of the three final dishes must be included.

Upon completion of this course, students will be qualified to go on to further study, or embark on an apprenticeship or full time career in the catering or food industries.

Year 10

Students focus on a number of small design and make activities / projects. Each project will focus on a number of key skills / techniques to allow students to work with different ingredients and methods of cooking, leading to a strong base of cheffing level skills. They will also focus on detailed nutrition and chemistry of food, how the chemistry affects the function and outcome.  This year focuses on developing student’s skills and knowledge of the subject area. Lessons are divided into practical and theory based sessions, with homework being set on a regular basis.

Year 11

A single design-and-make activity selected from a choice of set tasks, consisting of the development of a made outcome and a concise design folder. These tasks are reviewed every two years. The design folder should consist of approximately 20 pages of A3 paper.

It is expected that students should spend approximately 45 hours on this activity. As part of the evidence submitted, students should include photographs of the finished products as well as photographs at various stages of the process.

Design and Technology

Exam Board: AQA

GCSE Design and Technology covers a wide range of activities based on designing and making products that are manufactured using materials such as wood, metal and plastics in many forms. As well as learning hand skills, pupils use a range of industrial processes to shape and form materials into functioning products.

This specification requires students to develop their knowledge of woods, metals, plastics and composite materials. Other materials may also be used and the use of new technologies is also encouraged.

Coursework folder: Controlled Assessment

  • 100 marks
  • 50% of the total marks

Exam: Written Paper

  • 2 hours
  • 100 marks
  • 50% of the total marks

Section A – Core technical principles

A mixture of multiple choice and short answer questions assessing a breadth of technical

Knowledge and understanding.

Section B – Specialist technical principles

Several short answer questions and one extended response to assess a more in depth knowledge of technical principles.

Section C – Designing and making principles

A mixture of short answer and extended response questions.

Year 10

Students focus on a number of small design and make activities / projects. Each project will focus on a number of skills / techniques and allow students to work with different materials including woods, metals, plastics, composite materials and SMART materials. This year focuses on developing student’s skills and knowledge of the subject area. Lessons are divided into folder work, practical and theory based sessions, with homework being set on a regular basis.

Year 11

A single design-and-make activity selected from a choice of set tasks, consisting of the development of a made outcome and a concise design folder. These tasks are reviewed every two years. The design folder should consist of approximately 20 pages of A3 paper.

Term 1 – Major Project Coursework

Research of the theme, Development of Design Ideas, Modelling & Testing, Final Design Solution, CAD, CAM, Planning for Manufacture, Costing

Term 2

Component manufacture, Realisation, Finishing, Assembling, Evaluation & testing

Term 3

Examination preparation (based on theme provided by examination board). Practise papers, tests, exam practise.

  • Subject content in terms of topics covered
  • Skills taught
  • Methods and timings of assessment

It is expected that students should spend approximately 30-35 hours on this activity. As part of the evidence submitted, students should include photographs of the finished products as well as photographs at various stages of the process.

Key Stage 5

A-Level Design and Technology: Product Design

Exam board: AQA

Students who wish to extend their interest in design or even seek a career related to design can study A Level Product Design at Key Stage 5. This is a broad based subject which extends students skills further from Key Stage 4 and can lead them into a variety of different careers including architecture, design & engineering. As part of the course trips are organised to local company’s which furthers students’ awareness and understanding of the subject by seeing at  first-hand the processes that they are learning about in the classroom.

The course is linear so students will sit all exams at the end of the two years.

The Advanced Level course has been designed to:

  • Encourage candidates to take a broad view of the world of Design.
  • Develop candidates’ capacity to design and make products and to appreciate the complex relations between design, materials, manufacture and marketing.

 

Students will use their creativity and imagination to design and make prototypes that solve real and relevant problems, considering their own and others’ needs, wants and values.  The practical problem solving processes in this specification will encourage independent learning, creativity and innovation.

Course Content:

The course will be assessed over 3 elements, consisting of 2 exam papers and 1 Non-Exam Assessment (NEA), which is a piece of coursework.

Paper What’s assessed? How it’s assessed Questions
Paper 1 Technical principles and core designing and making principles
  • Written exam: 2.5 hours
  • 120 marks
  • 30% of A level
Mixture of short answer, multiple choice and extended response
Paper 2 Designing and making principles
  • Written exam: 1.5 hours
  • 20% of A level
Section A:

·         A product analysis: 30 marks

·         Up to 6 short answer questions based on visual stimulus of products.

Section B:

·         Exploring commercial manufacture: 50 marks

Non-exam assessment (NEA) Practical application of:

·         Technical principles

·         Designing and making principles

·         Specialist knowledge

  • Single substantial design and make task
  • 100 marks
  • 50% of A level
  • Approximately 40 hours in duration
  • Assessment criteria will include
    • Exploration
    • Designing
    • Making
    • Analysis and evaluation.
Evidence

Design portfolio and final prototype

 

Progression and Careers:

Design and Technology: Product Design enables students to develop both a broad understanding of design and manufacturing principles and an insight into the infrastructure which underpins design and manufacturing enterprises, such as finance, marketing and environmental issues.  In addition, the qualification covers a mixture of units from the theoretical through to those with a clear practical emphasis.  As such it will provide a firm basis for progression to either employment or higher education.

The qualification allows for a number of progression routes:

  • Higher Education: The units provide a sound basis for progression to a range of higher education courses, e.g. Product Design, Graphic Design, Industrial 3D Design, CAD/CAM, Engineering, Architecture, Interior Design, Manufacturing, but also courses linked to the Environment, Business, Advertising, Creative Arts, Multi Media Technology and Marketing.
  • Employment: Examples of career opportunities are in Product Design, Graphic Design, Marketing, Technical Sales, Buying, Interior/exhibition Design, Quality Control, Production Planning, Finance and Costing of the Manufacturing Process, use of CAD in Manufacturing etc.

For further information please contact the Head of Department:
Gary Ball
gball@ilfracombeacademy.org.uk

Useful Links and Supporting Documents

https://www.aqa.org.uk/subjects/design-and-technology#bm-GCSE

https://www.aqa.org.uk/subjects/food-preparation-and-nutrition/gcse/food-preparation-and-nutrition-8585

https://www.technologystudent.com/

Extra-curricular opportunities:

Use of workshops with teacher supervision

 

Content updated September 2017