WHY IS DESIGN & TECHNOLOGY SO IMPORTANT?
- D&T alongside your (STEM subjects) Sciences, Maths and Engineering experiences D & T gives you the skills you need for employment in key growth sectors like advanced manufacturing, design, engineering and creative industries.
- It is the subject where you have to make decisions, plan and predict, evaluate and assess the consequences of your decisions.
- D&T stretches and challenges you and makes you think about many key issues which affect people’s lives.
- It will hopefully inspire you to follow a career in areas which are vital for the future of our country and perhaps to be an entrepreneur who designs and makes products that people want.
- It develops your skills in solving problems, finding solutions and then putting them into practice.
- It brings real world issues and industry issues into your classroom.
- It helps to prepare you for life in an advanced technological society.
This is why we recommend that all students continue with their Design and Technology education.
WHAT DOES DESIGN & TECHNOLOGY COVER?
All the related courses are exciting and will involve you in activities that develop innovation and flair when designing products. It encourages you as a designer to:
- Explore, develop, experience and express your design ideas in 2D and 3D.
- Show flair and imagination.
- Work collaboratively and independently.
- Use new technology and new materials.
Design and Technology at Harris Church of England Academy is taught in two distinctive disciplines; food technology and Product Design. Product Design encompasses many Design and Technology material areas such as wood, plastics, graphic design, systems and elements of architecture and construction.
Food Technology is taught to all students at Key Stage 3 with an emphasis on cooking skills. Students are asked to provide their own ingredients and students cook every other week throughout year 7 and 8.
In Year 7 students design and make under the umbrella of staple foods – they make a wrap, a pizza, they create a rice salad in a team, and they make pasta dishes to their own design and cook with potatoes and flour. Finally they make scones and work in teams to design and make a batch of scones, which they cost and evaluate. Students come to Food Technology with very varied skills so we like to appoint “Learning Leaders” who can use their expertise to support others.
In year 8 the main focus is on Healthy Eating and the Eatwell plate. Through this topic students are encouraged to design healthy dishes, again putting their own ideas into the design. They make dishes taken from sections of the Eatwell plate. E.g Fruit salad, soup, burgers, a scone based pizza and they investigate the use of ingredients to create their own designs in all the foods that are cooked.
Product Design at Key Stage 3 pupils combine practical and technological skills with creative thinking to design and make products that meet human needs.The students will learn how to use current technologies and consider the impact of future technological developments. They learn to think creatively solving problems as individuals and members of a team.
They will look at the design process, drawing and presentation skills, tools and materials (wood, metal, plastics, board, paper), sustainability, moral, social and cultural issues, anthropometrics and ergonomics, mechanisms, typography, colour, nets and packaging, CAD, CAM, manufacturing, health and safety, marketing, patents, copyrights and trademarks, and key designers.
In year 7 – the students will design and make products that will introduce them to the material properties of wood, metal, plastics and compliant materials such as card and textiles. This knowledge and understanding of how to cut, shape and combine materials is linked to a project base that identifies specific target market needs and preferences. The students will have 2 strands to their learning. The first being designing and making a range of gift items from acrylic, hard wood and pewter, which will also introduce them to skills using CAD and CAM. The students will also study basic mechanisms and the application of graphic technology.
The second strand is based on a ‘theme café’ and has an architectural …..
In year 8 – the students will develop their skills in designing and making products that will in wood, metal, plastics and compliant materials such as card and textiles. The student will further their understanding of CAD and CAM as well as hand based skills. In year 8 this knowledge and understanding of materials will be based around project design briefs that connect with business and industry in the community. The students will continue to enjoy the mix of disciplines and skills that Product Design offers.
In year 9 – The students have the opportunity to pursue either Product Design or DEC (Design, Engineering, Construction)
At KS4 students have the option of choosing one of the following choices for a qualification in Design & Technology.
FOOD REPARATION & NUTRITION
In Year 9, 10 and 11 we have chosen to offer Food Preparation & Nutrition GCSE. The students have double lessons and cook every week to build up their skills. We have an excellent record of many students achieving above their target grade.
They will carry out experimental work to investigate the functions of ingredients and use their results to carry out an Investigative task in Year 11 (15% of the grade) The second practical exam is worth 35% and is also completed in Year 11 to cook three dishes to a given theme. Throughout Year 9 and 10 the students will complete practice tasks so that they are prepared for the exam in Year 11
GCSE PRODUCT DESIGN
This is an exciting course which will involve you in activities that develop innovation and flair when designing and making products. Design influences such as sustainability in product design and companies such as Dyson and Apple are investigated.
This GCSE is designed to encourage candidates to be able to design and make products with creativity and originality, using a range of materials and techniques. Students are encouraged to actively engage in the processes of design and technology to develop as effective and independent learners. Students will continue to develop a wide range of practical skills within Year10 in preparation for their Controlled Assessment. A high percentage of the work is taught through practical experiences and small projects, which develop your level of technical skills and materials knowledge. Core to the course content is knowledge of a variety of materials; including Paper and Board, other materials areas also taught include; Woods, Plastics, Metals and Electronic Components.
In Year 11 this will consist of a single design and make activity selected from a range of exam board set tasks. Students will be expected to submit a practical outcome as well as a design folio. Possible products that could fulfil the design brief include; Mood lighting, Furniture, Packaging and Interactive Point of Sale, Jewellery, Cosmetics display, Small storage solutions, Interior design, Docking stations and Interactive games.
The course consists of two units:
Unit 1 (40%) is a written paper where students will gain a working knowledge of the following topics: materials and components, design and market Influences, social, cultural, moral, environmental, sustainability and economic issues associated with design, health and safety issues, processes and manufacture.
Unit 2 (60%) is Design and Making Practice where students will develop designing and making skills. This is a design folio and a prototype relating to one design brief.
Child Development explores how a child develops from birth to age five from all perspectives: physical/motor, intellectual, social, emotional, and language. Here, you’ll focus on how development occurs within the context of family, community, culture, and relationships. You’ll gain deep knowledge of your own chosen area when you study a child in year 11.
Whether you just want to experience a class in child development or devote your entire educational career to studying the topic, there are plenty of great reasons to learn more about human development. If you choose to go on and study within psychology, education or medical field, some background knowledge of how children grow throughout life is essential. In addition to gaining a better understanding of other children, studying child development can also provide a greater personal insight.
You will also better your understanding on how to interact with children. Once you learn and gain experience of the stages of development and what makes children tick, you will feel more comfortable talking, playing and working with them.
The course consists of 60% coursework and 40% examination. Students sit one paper of 1 hour 30 minutes which covers the following areas: family and parenting, preparation for pregnancy and birth, physical development, nutrition and health, intellectual, social and emotional development and finally community support.
There are four pieces of coursework: The child study task (30%) and three short tasks (10% each)
SMSC IN DESIGN AND TECHNOLOGY
Students’ Social Moral Spiritual & Cultural is developed in Design & Technology in a number of ways. We believe in educating our students to think about the impact of their designing and making on the environment and people. Sustainability and the clear understanding of how this is applied to designing new products are paramount if we are to protect the world’s natural resources. Students are also expected to grow and develop a sense of social responsibility, mutual respect and care for each other through our teaching of behaviour self-regulation. We expect students to influence the behaviour of others around them by encouraging a confidence to challenge each other when standards fall below our collective expectations
SPIRITUAL DEVELOPMENT IN DESIGN AND TECHNOLOGY
Spiritual development is of a very high importance in Design and Technology. The process of creative thinking and innovation inspires students to bring out undiscovered talents, which in turn breeds a self-confidence and belief in their abilities. It also challenges and appeals to the creative instincts that have driven humanity to discover, adapt and overcome. Within our schemes of work we seek to develop these.
MORAL DEVELOPMENT IN DESIGN AND TECHNOLOGY
In Design and Technology we seek to develop a sense of ‘moral conscience’ in our students, through focusing upon the moral dilemmas raised in designing and making new products. We teach students to understand the wider impacts on the environment when designing and making new products and expect them to consider carefully the materials & components they will use and include sustainability as a major focus in all areas.
SOCIAL DEVELOPMENT IN DESIGN AND TECHNOLOGY
Social development is a key feature of all Design and Technology lessons. We teach the concept of self-regulation to ensure that students accept responsibility for their behaviour and the safety of others. We encourage students to give each other reminders when standards fall short of the collective expectation. This establishes and maintains a safe, secure, learning environment. We place an emphasis on developing the ability to work with other and to accept each other’s unique personality. We encourage effective conversations about the work we do through self & peer evaluation, and to give and accept constructive criticism as a vehicle to improve students learning outcomes. Many of our lessons include team work to develop a collaborative outcome.
CULTURAL DEVELOPMENT IN DESIGN AND TECHNOLOGY
We seek to expand student’s knowledge of other culture’s influences on design and manufacture including an increasing awareness of the influences digital manufacturing developments from other countries is having on the designing and making of products that we use.