Design and Technology
Intent
Career Opportunities in Design and Technology
The study of Design and Technology provides students with a versatile skill set that is highly valued across a range of industries. It nurtures creativity, problem-solving, critical thinking, and technical expertise, preparing students for careers in product design, engineering, architecture, interior design, manufacturing, construction, graphic design, set design, automotive design, and fashion and textiles. It also opens opportunities in areas such as project management, marketing, and education.
Design and Technology is highly regarded by employers and universities for its emphasis on innovation, practical application, and technical skills. Many universities and colleges offer specialised courses in engineering, industrial design, and creative technologies, allowing students to further develop their expertise and pursue rewarding careers in a dynamic and evolving sector.
Year 7 Curriculum Overview
Spring Term
What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
Bug Bots 1 | Knowledge: Renewable energies, infrastructure interpretation, solar panels and engineered movement, assembly of components and the transfer of energies, soldering, advertising and packaging/ marketing and symbols and branding to promote sustainability | The product will display quality of assembly and correct function, students will have a key understanding of sustainable energies and the impact on global issues. Solar panel function and other alternative methods within the production of energy. Packaging and symbols recognition. This should be displayed through the booklet. | Through marking and feedback, the booklet has intermittent assessments through the format design. Regular peer assessment and feedback .A final assessment is taken at the end of spring term 2 |
Bug Bots 2 | Knowledge: focus on the product and the sustainable issues marketing strategies/ global issues, product placement, construction of components to function as effective product. | Students will be able to recognise key sustainable symbols and define them, use net design and aesthetic imagery, comprehend social and moral focus in materials against the wider global impact. Produce a quality functioning product and evaluate this against the specification. | Peer marking and feedback through the product progress in the booklet; final knowledge assessment. |
Summer Term
What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
The design cycle for a perfume bottle and for its packaging, looking at graphic imagery and commercial Art. Packaging and different net designs, signs, symbols and information. Advertising and visual impact. |
We will learn about the design cycle, Sustainability, look at graphic art, learn how to design and assemble nets, and produce logos and imagery to attract customers. We will also look at social and moral responsibility in symbols and information for packaging, and design and make this product from the brief. |
Your child will produce packaging from a chosen brief, this will have a design that meets these requirements and will show good design skills. The bottle should show a connection to the brief and the packaging. You child will place and understand why, and where information and signs are shown on the product. The completed project should combine in line with the theme. |
Your child will peer and self asses the work in sections ,as they progress through the booklet.
Discussion and examples will be shown to compare ideas and develop designs.
The final product is Teacher and peer assessed as a group against the original brief and theme. |
Year 8 Curriculum Overview
Spring Term
What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
Desk tidy 1 | Navigating design process, research and communicating design ideas, understanding materials and properties, understanding product and development, some CAD development from the final idea, focus on dimension and 3d realisation. | Product that meets the brief and specification, tools and machinery used responsibly, understanding of Health and Safety, comprehension of sketching, rendering and CAD. | Teacher assessed through feedback assessments in the booklet, development of ideas using drawing techniques, quality of CAD within dimensions. |
Desk tidy 2 | Producing feasible design options, construction and assembly of final idea, understanding of materials, good finishing and surfacing, product evaluation, survey and feedback techniques. | Product meets dimensions, competent assembly skills, finishing and aesthetic focus, clear evaluation using specification. | Final assessment in booklet, product marked against specification criteria, survey results. |
Summer Term
What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
Your child will be learning how to draw in one and two point perspective, measure and use scale, and draw as isometric, and use orthographic projections, drawing objects from different angles, helping them to visually explain and create ideas. We will then apply this to a T shirt design, and skate board ramp. |
We will learn how to . Show a product in one and two point perspective .Be able to reduce or increase the size of a product using measured scale. . Show an orthographic view of an object. .Draw and explain an idea from different angles and apply this to product briefs |
Your child should be able to show a product in different angles and forms in scale. Draw in one point and two point perspective. Understand an orthographic view, and draw an object in these 3 projections. Draw accurately as an isometric on isometric paper. Understand projections and how to recognise them. |
We will assess this with teacher feedback on 4 levels of colour coded marking, from Emerging to mastery, these describe current position and how to progress. Some peer assessment is also carried out as the project progresses. |
Year 9 Curriculum Overview
Spring Term
What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
Cam Toy and Mechanisms 1 |
Comprehension of cams and followers, movement and motion. Design Cycle & Method: Mechanical process and implementation. Annotation focus. Initial ideas and development of concept. |
Student comprehension of mechanism and movement through set assessment. Ability to show comprehension of function, competent production of the design cycle. | Teacher assessed through marking and assessment. Feedback and guidance from development and practical study. |
Cam Toy and Mechanisms 2 |
Structure Assembly, comprehension of mechanical placement, Cams and movement, Design adaptation. Evaluation and research. Presentation and finishing. |
Functioning product, quality aesthetics and accurate implementation of concept, understanding of evaluation production and survey. | Teacher and peer assessed, evaluated against specification, survey, testing, final assessment graded. |
Summer Term
What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
Your child will learn what is graphic design. How to use drawing techniques, crating, rendering, annotation, and how to create logos using these methods. Then apply this to the brief, look at product application, how to design the packaging to contain a child’s toothbrush. |
We will learn how to shade and render objects, how to use crating to create a 3d drawing and manipulate this. Your child will comprehend typography, and the design of letters draw and apply them in a graphic image. We will use these skills to create a design that follows the brief on a child’s toothbrush. |
Your child will be marked on the ability to create complex or good crating, demonstrate good rendering skills using the technique shown, choose appropriate materials, provide descriptive annotation, and have a creative graphic design. This will be marked out of 6 specific bullet points in each area. |
You child will be teacher assessed, and peer assessed as the project progresses at each stage of learning in each skill, and to the application of these to the brief i.e. The child’s toothbrush project. |
Year 10 Curriculum Overview
Spring Term
What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
Summer Term
What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
Year 11 Curriculum Overview
Spring Term
What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
Coursework folder Completion and product Design and make. Theory and method. | Design cycle, wider global impact, social and moral relevance, materials and properties, structures and forces, sketching and rendering, CAD and CAM, product assembly, prototypes and method theory and process, feedback and response. | Iterative design and methodical process, showing good comprehension of concept and the wider impact, quality construction and finishing, clear connection of challenge. | Through teacher assessed regular guidance and marking templates and comment. |
CAD, Modelling and Testing | CAD and engineering of product, modification technique and process, evaluation and feedback analysis, technical and manual skills. | Product will demonstrate development through modelling, clear path of concept, final product should be realised using competent assembly method and finishing, in line with folder support and evaluation. | Internally marked and assessed, external sample assessed. |
Summer Term
What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will these be assessed? |
All students will have given in the practical and the folder to be marked , deadline 31st of march. Students are revising for the theory written examination 2 hours. All areas of the theory using revision booklet and examination hard copies.
Technique on approaching questions, how to interpret these will be given in lessons. Identification of materials properties , sustainability , machinery operation, social and moral focus. Design cycle, manufacturing, CAD,CAM, ETC. all these focus points are in the text book and revision book /cards. Every student has been given these.
Maths and how these questions are approached will be given as whole class delivery . |
Your child should focus on All areas in a crib sheet prepared by me for students, the page numbers for the knowledge on these areas will be provided.
Technique and focus on all areas is important, look at the exam provided in the back of the revision book, and all the exam questions in that book, this will help you gain the knowledge you need. |
We should be regularly revising and testing, using exam questions to develop exam approach skills.
Key words are ,describe, give examples, explain, use diagrams. Making sure you do this will be excellence. excellence will be making sure you give the right amount of information the question needs to make sure the examiner knows you know the answer, excellence |
Tests: Teacher assessed but peer assessed as well and checking your own answers,
The final theory 2 hour exam your child will revise for, will be marked by the exam board, The mark is combined with the folder and practical model 50/50%, this is then equated for the final grade 1---9 |