“I have come in order that you might have life - life in all it's fulness. John 10:10”
'In Design and Technology our objective is to develop creative, thoughtful designers who have the skills and understanding to produce relevant and necessary products that are fit for the 21st century. If you're not prepared to be wrong, you'll never come up with anything original.' - Ken Robinson
Mr R Fowler ~ Leader of Learning
Design & Technology Statement Of Intent
Our curriculum is built around developing practical and problem-based solutions. Students are in mixed ability groups in years 7 & 8 and taught to provide these solutions amicably and realistically.
Year 7: Focused practical tasks: Personalised products – user centred approach providing students with knowledge of processes in polymers, metals and methods of joining.
Year 8: Sustainable low power lighting: Focus on utilising wood, metal, polymers and
electronics in one product to cover knowledge of materials and how they interact with one another. Client based project and product geared to suit specific target audiences needs and wants. CAD CAM is used to meet the criteria. Utilise teacher video demonstrations to inform students and to enable them to be more independent in producing components and products.
Year 9: Focus on problems for others using wood, metal and polymers- Solution based project to cover understanding of iterative design and how to test and experiment ideas with different possible outcomes to a given product. They are encouraged to refine their ideas using 3D models and computer aided design.
Year 10: The focus is on the GCSE specification core knowledge, to enable the students to have sufficient capacity to retain and retrieve information to help them to access the
questions in their Y11 summer examination. The use of interleaving topic content via self quizzing, home works and knowledge organisers will build upon existing knowledge
ascertained from KS3. Memory recall tests form part of their connect activities along with practice mathematical questions which incrementally stretch and challenge the students over the academic year.
Year 11: The students embark on their NEA design challenge selecting one context from a list of 3, these are published on the 1st June each year. They identify a problem linked to the context and focus on a specific user’s needs and wants when developing and producing a solution.
Key Principle 1 - Gospel Values
Gospel values are embedded throughout our curriculum from Y7 to Y13. They are encouraged to develop positive attitudes to the challenges set to them and to build their skill set over the years as a means of benefiting themselves and the wider community in their adult life. They share best practice in lessons offering advice to one another and empathise with others when having difficulty with projects. They consider the social, moral and environmental issues surrounding design and product materials.
Students work independently and also in groups, they are taught to empathise with one another from the outset in Y7, they are encouraged to support their peers during difficult practical activities or where simply an extra hand would help in the workshop.
Health and safety is paramount and we aim to make all feel valued, supported and safe within the department. They are taught to keep themselves and others around them safe at all times and to consider that their actions could have a negative consequence to themselves and others.
Students are taught to be patient, resilient and to persevere in the knowledge that a design will not be perfect the first time around and that they must develop and home their skills and knowledge to make a product that is fit for human needs and desires.
Key Principle 2 - Powerful Knowledge
Powerful knowledge is the realisation that most of the items or products we interact with on a daily basis are designed by humans, for humans for a reason. Students should be made aware that Design and Invention provide solutions for human needs and desires. Students are to know that design is there to aid comfort, transport, physical needs, communication, and health and also for aesthetic reasons. Real world problems are used to develop the students’ understanding of the huge, lifechanging role and impact a designer can have.
Students should aim to have:
A knowledge of some important design movements and their origins from culture.
Knowledge of materials, their origins, strengths and weaknesses in subject specific areas to help develop outcomes that are more realistic and suited to a specific target audience or client.
A good understanding of how environmental considerations can impact design decisions and the importance of sustainable design and use of sustainable materials.
Understanding of ergonomics and anthropometrics. All students should be able to apply the iterative design process to provide solutions to given problems. Develop the ability to argue, justify and present research and ideas with confidence and clarity. Explore, create, experiment and evaluate concepts in order to refine their purpose and validity.
Key Principle 3 - Enrichment
We offer subject enrichment every lunchtime for years 7 – 9 and after school for years 11 – 13. In year 9 the students visit the Jaguar Land Rover factory. We also liaise with Nottingham University who run STEM activities with our KS3 students. Departmental Competitions take place each year in Design Technology linked to our Patron Saint Joseph.
Relevant real world contexts are used in KS4 and 5, we link perseverance, time and effort to strength of outcome. Transferable skills with Maths and Science accounting for 20% of the GCSE and A level courses in Design and Technology.
A strong emphasis on renewable power and sustainability linked to Geography.
Lunch Y7 and 8 and after school club for those in KS4 and 5 to enable them to ask questions or use the workshop to complete practical activities or written coursework.