Design and Technology

Ethos and Aims

Design and technology is 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. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

“For the things we have to learn before we can do them, we learn by doing them”

Aristotle.

Staffing

Mr P Phillips – Link Leadership Team member and Assistant Headteacher

Mr T Hancock – Head of subject design & technology

Mr D O’Malley – Design and technology teacher

Mrs D Ransom – Food & nutrition teacher

Mr R Berry – Design & technology technician

Mrs L Abel – Food & nutrition technician

Intention

The students at the Bewdley School follow the National Curriculum for DT at KS3, AQA DT for KS4 and AQA Product Design at KS5. The design & technology department’s intent is to make the National Curriculum relevant and meaningful to pupils, ensuring they are provided with subject specific vocabulary, knowledge and skills that allows them to fulfil the aims of the curriculum as above and to prepare them for the step up to Key Stage 4 and GCSE. (See implementation)

The curriculum is designed to make sure all pupils develop their DT knowledge and conceptual understanding through the specific discipline of timber as a specialised material. Students will develop their understanding of the nature, processes and methods of technology through different types of DT work that help them to answer questions about the world around them and are equipped with the knowledge required to understand the uses and implications of DT, today and for the future.

At KS3 To ensure that all students:

develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world

build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users

critique, evaluate and test their ideas and products and the work of others

are prepared as best we can, for the rigours of KS4 as below.

At KS4, to ensure all students:

demonstrate their understanding that all design and technological activity takes place within contexts that influence the outcomes of design practice

develop realistic design proposals as a result of the exploration of design opportunities and users’ needs, wants and values

use imagination, experimentation and combine ideas when designing

develop the skills to critique and refine their own ideas whilst designing and making

communicate their design ideas and decisions using different media and techniques, as appropriate for different audiences at key points in their designing

develop decision making skills, including the planning and organisation of time and resources when managing their own project work

develop a broad knowledge of materials, components and technologies and practical skills to develop high quality, imaginative and functional prototypes

be ambitious and open to explore and take design risks in order to stretch the development of design proposals, avoiding clichéd or stereotypical responses

consider the costs, commercial viability and marketing of products

demonstrate safe working practices in design and technology

use key design and technology terminology including those related to: designing, innovation and communication; materials and technologies; making, manufacture and production; critiquing, values and ethics.

At KS5, to ensure all students:

be open to taking design risks, showing innovation and enterprise whilst considering their role as responsible designers and citizens

develop intellectual curiosity about the design and manufacture of products and systems, and their impact on daily life and the wider world

work collaboratively to develop and refine their ideas, responding to feedback from users, peers and expert practitioners

gain an insight into the creative, engineering and/or manufacturing industries

develop the capacity to think creatively, innovatively and critically through focused research and the exploration of design opportunities arising from the needs, wants and values of users and clients

develop knowledge and experience of real world contexts for design and technological activity

develop an in-depth knowledge and understanding of materials, components and processes associated with the creation of products that can be tested and evaluated in use

be able to make informed design decisions through an in-depth understanding of the management and development of taking a design through to a prototype/product

be able to create and analyse a design concept and use a range of skills and knowledge from other subject areas, including maths and science, to inform decisions in design and the application or development of technology

be able to work safely and skilfully to produce high-quality prototypes/products

have a critical understanding of the wider influences on design and technology, including cultural, economic, environmental, historical and social factors.

Implementation

KS3

We deliver a motivating and exciting series of projects that work as part of a rotation system.

Year 7

Students rotate in a 4 group cycle with DT in 2 of the 4 groups. All students get to completed 8 X 1 hour 40 minutes sessions on each of the following. It is worth noting however that whilst the primary intent of food and nutrition is to deliver the kS3 curriculum, it is also relevant to prepare these students for KS4 food and nutrition which is not DT.

Also note that students will only complete 1 of the two below:

DT group 1 focuses on graphic products and the use of CAD CAM (see sow on bookmark and door signs)

DT group 2 focuses on making products from wood and metal (see sow on pine rack)

& Food…

DT group 3 focuses on Food and Nutrition (see food scheme).

Year 8

Year 8 is similar with 2 of the 4 groups completing any DT.

DT group 1 focuses on graphics and the use of CAD/CAM (see sow on clock and packaging)

DT group 2 focuses on food and nutrition (see sow for food).

KS4

In year 9

We currently have several projects that clearly follow the intent of our curriculum for AQA DT. Alongside each project is a series of homework’s and theory work that complement each task. For example, in year 9, term 2, jewellery project, student look at the work of Tiffany and co which is part of the AQA specification (see individual sow for details).

Term 1 Pine container with pewter handle design and make task

Term 1 Seasonal project

Term 3 Drawing skills and Pencil case practical

In year 10

Term 1,2 & 3 Mock NEA Bird Feeder for all double lessons.

Term 1, 2 & 3 Theory during single lessons and mock exams as per schedule.

Term 3 Mock exams

Term 3 Start of AQA NEA. June 1st or as soon as term starts thereafter.

In year 11

Term 1 NEA

Term 1 Mock exams

Term 2 Complete NEA

Term 2 General revision

Term 3 General revision

KS5

Through the delivery of the AQA Product Design course, the Department’s intent is to fully prepare its students for their chosen path to higher education or employment.

We only have 6 lessons currently in year 12 and 7 in year 13, so we split this into 1 theory lesson and 4/5 NEA sessions. Although the content carries equal weighting of 50%, the NEA inherently takes much longer to complete so our time is reflected as such. It is also the intention of the department to teach theory work through as practical approach as meaningly possible.

Year 12

Term 1 Introduction to the NEA. Complete all research, design brief & specification and initial design ideas

Term 2 Complete design ideas and work to complete a final design idea as a concept.

Term 3 Develop final idea, orthographic, cutting lists and costings.

Year 13

Term 1 Making

Term 2 Making

Term 3 Evaluation and revision.

Impact

Clearly, all the above in under constant review, taking into account curriculum changes, feedback from lessons and importantly, the impact that we have had, as measured.

We must look for first-hand evidence of how students are performing. We must draw together evidence from student dialogue, scrutinise work, make observations and review curriculum quality through students’ exercise books, folders and though practical work.

Monitoring and measuring outcomes

The impact in DT can be constantly monitored through both formative and summative assessment opportunities. Each SOW includes opportunities assessing pupils against the assessment criteria.

The SIMs Internal tracker helps to see progression across KS3. This will also be implemented across KS4 as in Department plan 2023

Assessment sheets for formative/summative assessment as outlined in the above doc.

Interventions when required by subject teachers then HOD (see whole school policy)

Testing at relevant points across the year – not just whole school exams but mini tests implemented in each SOW where relevant

Exam analysis by group/gender, PP, SEND must lead to improvement and be worked into new department planning. These particular groups will also be monitored by each subject teacher and by the HOD in the SIM’s tracker throughout the years. If appropriate, intervention strategies based on whole school policy will take place.

After the implementation of the DT curriculum, pupils should leave school equipped with a range of skills to enable them to succeed in their further education or world of work and be innovative and resourceful members of society. The impact in DT should show that our aims are being met. Students should therefor: