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 – Health and Safety in the Workshops

Students undergo a rigorous set of activities to equip them with the knowledge and understanding for working within the workshop environment.

Focus areas: Health and safety within the workshop, use of hand tools, use of machines.

Unit 2 – 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 3 – Pewter Cast Jewellery

Overview

Design and make pewter cast jewellery to a given theme. In this students research and develop a brief, develop a specification and from this generate ideas for designs. Using CAD software they model and test their designs, and produce a mould before casting and finishing their designed product.

Key Learning:

  • Learn to develop a base of research
  • Develop a brief and specification
  • Factors that affect design

Skills:

  • Sketch out designs and select appropriate proposal
  • Transfer design onto CAD programme
  • Cut out moulds using CAM available
  • Cast and finish jewellery

 Unit 4 – A Balanced Diet

Overview

Producing a healthier meal aimed at teenagers.

Students investigate factors affecting food choices before designing and making a meal suitable for a teenager. They consider factors such as the importance of a balanced diet, cost, availability, cultural and religious practices and health concerns. Practical lessons include making a stir fry, a curry and kofta before working independently on their final choice of meal.

Key Learning:

  • Identifying needs of the consumer
  • Factors effecting individual consumer choice
  • Variety of cooking methods
  • Basic nutritional analysis

Skills:

  • Following existing recipes
  • Use of a variety of ingredients and equipment
  • Applying knowledge of safe working practice

Unit 5 – Signage

Overview

Students will be asked to design and manufacture signage for a local manufacturer. They will use a digital image to then laser cut the sign after they have produced a specification to direct their thinking.  Includes understanding of signage and logos to develop brands and convey visual messages.

Key Learning:

  • Use of CAD/CAM in design
  • Design of logos and typography
  • Making models to communicate ideas

Skills:

  • Understand how to develop design on CAD package
  • Use of basic CAD/CAM tools
  • How to set up and use a laser

Unit 6: Eco Design

Overview

This introduces the concept of designing with the environment in mind, using examples from a range of familiar products, re-thought in keeping with the Six Rs principles. It discusses a product’s life cycle and the ‘cradle to the grave’ concept. Using waste materials students are asked to design and make a new product prototype reusing waste items.

Key Learning:

  • Understanding implications of designing product in the real world
  • Environmental issues affecting every product being produced

Year 8

Unit 1 – Analyse That

Overview

Analysis of famous or household products to help learn about products and inspire for own design work. Students consider a number of products and use the analysis to help them develop their own design specification for a new product.

Key Learning:

  • Learn how to analyse products
  • How existing product can be a rich source of information

Skills

  • Develop designs based around the product as inspiration and new specification
  • Use of drawing rendering and modelling to communicate designs

Unit 2 – Salad Servers

Overview

Students develop an understanding for a basic product: salad servers and explore how design can improve the product. They investigate a range of options before producing a specification, making examples and considering finishing techniques.

Key learning

  • Understand the different needs to the client using the product
  • Develop design that show understanding through making

Skills

  • Manufacture using appropriate tools and equipment
  • Develop a successful product that relates to the client’s needs

 Unit 3 – Moody Lights

Overview

Students manufacture a mood light using an RGB LED or one or more Red, Green, Blue LEDs that will respond to the environment where it’s located, using such sensors as heat, light, movement/ vibration. Following an introduction to ‘softwired’ microcontroller circuits and different the sensors and outputs, students go on to create a circuit diagram and programme from a range of options before planning the production and testing of the boards.

Key Learning:

  • Know what components are needed for a sensing circuit to operate
  • Make use of sensor systems to affect the operation of a system
  • LED series resistor calculations
  • Create suitable controlling software to operate the mood light in an appropriate manner
  • Know how to power a circuit using a number of power supply options

Skills:

  • Use circuit simulator software to investigate/test circuit ideas
  • Creation of a PCB from a circuit diagram
  • Develop a program that solves a particular problem
  • Develop a program that uses a sensor as an analogue input.
  • Relevant testing of prototypes

Unit 4: Design and make your school lunch’

Overview

Working within national constraints of the School Food Standards students will design an appropriate main meal for school lunches. They will know how to plan, prepare, adapt and cook a suitable meal for a given need, understanding the requirements for it to be nutritious and healthy. Practical sessions include adapting, preparing and evaluating their dishes against set criteria. They will also understand the benefits of a balanced school lunch and suggest further recipe ideas compared to the Eatwell Guide group of foods.

Key Learning:

  • Understanding the constraints associated with production of school meals
  • Understanding of a wider range of ingredients and cookery methods
  • Costing and nutritional analysis of recipes

Skills:

  • Preparation and cooking of a variety of ingredients
  • Application of good food safety practices
  • Use of a wider range of equipment
  • Research and trialling of suitable dishes
  • Handling high risk food


Year 9 – Evolution and the future

Overview

Through evaluating products that have changed e.g. can openers, mobile phones, irons, vacuum cleaners etc. students gain an understanding of evolution and what factors make products change. Using the concept of biomimicry they design the next generation of their chosen product for the future.

Key learning:

  • Understand how and why product change
  • Know about biomimicry in the design of the future

Unit 2 – Learning to Learn

Overview

Students design and make and educational product for a child, identifying a ‘client’ (child between 0-5) and understanding her needs, wants and interests; conducting product analysis, generating ideas and a specification, prototyping and planning production, manufacturing and evaluating the product.

Key learning:

  • Developing a brief and planning out a project
  • Researching needs of a client
  • Use of appropriate tools and materials
  • Evaluation as a tool to progress in design

Skills

  • Applying skills learnt throughout projects of planning design and manufacture
  • Selecting tools and equipment appropriately to manufacture a successful prototype
  • Evaluating and testing product and suggesting improvements in relation to developed criteria

Unit 3: Event food

Overview

Investigating the breadth and variety of food served at festivals and events. Students determine what needs to be considered when considering food provision, including preparing suitable dishes and considering environmental issues.

Key learning:

  • Determining what the consumer wants and needs from food at a festival/ event
  • Working out costs and profitability
  • Environmental considerations of serving food and minimising waste at a festival

Skills:

  • Adapting existing recipes to meet a need
  • Application of safe working practices
  • Analysis of nutritional content of a dish
  • Use of a wider range of equipment and ingredients to independently produce a savoury main dish with accompaniments

 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.

BTEC Level 3 National Extended Certificate in Art and Design

Extended Certificate  360 GLH

Same size as 1 A level Applied General

Total units: 4 3 Mandatory Units  PLUS 1 Optional Unit*

Purpose: Provides a broad basis for studying the art and design sector.

Supports progression to:

  • Higher education  or training
  • Employment

Assignments (internally assessed) Set and marked by: Centre Verified by: Pearson

Assignments are practical tasks set in work-related scenarios that can be tailored to local industry needs for your learners. Learners demonstrate how they apply knowledge and skills to complete a practical project over a period of time, working individually or in groups.

Tasks (externally assessed) Set and marked by: Pearson Tasks are practical work-related scenarios completed in realistic, time-based situations. They are completed in controlled conditions and some tasks have pre-release information. Learners demonstrate how to apply learning to common workplace or HE scenarios. Tasks provide evidence of a consistent standard of assessment for all BTEC learners.

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 2018