Design and technology integrates skills and knowledge developed through the four subject areas of Resistant Materials, Design Skills / Graphic Products, Food and Textiles. It also involves the use of information technology. Tasks are design based and are co-ordinated to improve students' understanding of the significance of Design and Technology in today's society.

Design and Technology is about understanding the process of problem solving in different situations. It describes the way a student must plan their own activity in response to a design task. This will include research, a wide variety of design proposals and justifying any decisions taken, leading to a final practical realisation. The end product is then tested and evaluated so that modifications for improvement can be proposed.

Students are taught the importance of being able to communicate their design ideas in the most effective way and are encouraged to use IT to present information when it is appropriate.

Key stage 3 

The design and technology department has five specialist rooms. These are: 

• Food
• Textiles
• Two Resistant Materials workshops
• Graphics Studio

Year 7

During Year 7 students will move around to work in different areas of Design and Technology. They will learn about the different materials, tools, equipment and processes used as well as designing and making products. They will be taught the importance of safety in these specialist rooms as well as time management and group working skills.

Food Technology

The module in Food Technology follows the first part of the Licence to Cook course, with additional design tasks in planning and research. Sensory analysis is introduced. The students will learn how to safely and hygienically use a range of basic kitchen equipment, and the safe use of all parts of the cooker independently. They will learn to accurately weigh and measure ingredients. They will be taught basic nutrition and healthy eating following the Eatwell Plate Model.

Textiles

During this rotation students will design and make a product from fabric. Students will learn how to thread sew and use a variety of stitches on a sewing machine; embellish using a CSM; cut and join fabric to make a high quality product (after having designed alternative ideas). Students will also learn about different fibres and fabrics.

Resistant Materials

The module in Resistant Materials uses Computer Aided Design (CAD) and Computer Aided Manufacture (CAM) to design and make a hand-held maze out of acrylic. The project focuses on the theme of the 2012 London Olympics.

Graphic Products

During this rotation students will research logos and packaging designs. Students will design packaging for the maze, made in Resistant Materials, following the theme of the 2012 London Olympics. All students will be introduced to the ‘Serif Draw’ graphics package to design their logo.

It is essential that students are equipped with drawing pencils, ruler, coloured pencils and a black fine liner for all technology lessons, they will be given plenty of notice about when to bring in ingredients for food lessons.

Students are encouraged to use ICT in their design folders and to complete homework tasks.

Year 8 

The Year 8 course starts with revision of information about safety in all practical areas before students continue to develop skills using acrylic, wood, metal, food, electronic components, modelling materials and fabric. The topics are:

Food – Continuing the ‘Licence to Cook’ food skills programme 

Graphics – Smart Sign

Resistant Materials – CAD/CAM

Textiles – Juggling Kit

The problem solving design tasks set in Year 8 are more complex than those in Year 7. These will involve different methods of research including both primary and secondary examples, followed by the development of a wide variety of ideas. These must be sketched in detail and show clear communication of the intended outcome. The making of the final design involves the development of new and existing practical skills and we encourage students to spend the time and effort needed to produce high quality results. Much of the research and the sketching of ideas are done as homework tasks.

The design task is presented as a design folder and the skills of graphical communication are an integral part of the course. It is essential that students are equipped with drawing pencils, rulers, coloured pencils and a black fine liner for all technology lessons. Students are encouraged to use ICT in any section of their design folders. The department provides a cardboard file to store and protect all work, to encourage all students to look after and have pride in the work they produce.

Year 9 

By Year 9, all students have experienced two projects of increasing complexity in each of the Design & Technology specialisms: Resistant Materials; Graphic Products; Food Technology and Textiles Technology.

With this in mind, students are given the opportunity to choose two out of the four to encounter again, but this time for six months. The topics covered are:

Food – Designing and making a two-course meal

Graphics – Modelling a Prototype Product – The Ergonomic “MP3 Player”

Resistant Materials – Clocks

Textiles – Cushion Covers

Students are encouraged to choose the specialisms that they enjoy the most, where they have experienced most success and which are most likely to be pursued at GCSE level.

The problem solving design tasks are set in all areas and these are more complex than in previous years. They will involve many different methods of research including primary and secondary examples, and the presentation of this information followed by the development of a wide variety of ideas. These must be sketched in detail and show clear communication of the intended outcome. Students must then plan the making of the final design using new and existing practical skills. We encourage students to spend the time and effort needed to produce high quality results. Much of the research and the sketching of ideas are done as homework tasks.

The design task is presented as a design folder and the skills of graphical communication are an integral part of the course. It is essential that students are equipped with drawing pencils, rulers, coloured pencils and a black fine liner for all technology lessons. Students are encouraged to use ICT in any section of their design folders.

The department provides a cardboard file to store and protect all work. We hope in doing this, we will encourage all students to look after and have pride in the work they produce while they are with us.

In March/April students will be asked to select one of the four subject areas, or Child Development, that they have studied as a GCSE option.

Key stage 4

Year 10

Year 10 students start the AQA GCSE syllabus in Design and Technology in one of the following areas:

Design and Technology Graphic Products

Design and Technology Resistant Materials

Design and Technology Food Technology, or

Home Economics - Child Development

All Design and Technology courses are two years in length, starting with design based tasks. Work is presented on A3 paper which builds into a folder showing the decision making process which has produced the proposal for the final design. It is essential for every student to have an A3 plastic holder for these design sheets so that they are not damaged in transit. These are obtainable from school. Every student must have basic drawing equipment and coloured pencils, together with a black fine liner.

Design and Technology Graphic Products

Students develop their application of knowledge, skills and understanding of graphic products with an overall design and make approach.

Topics covered throughout the year include corporate identity, display, promotional design, corporate identity, and packaging. Students are encouraged to use ICT whenever possible to extend their drawing and designing skills.

Design and Technology Resistant Materials

This course requires that students study wood, metal and plastic, and design tasks revolve around what they are and what you can do with them. Practical projects form a major part of the course together with associated theory. Students’ design folders should show the process which has been followed. Students are encouraged to use ICT whenever possible, particularly the CAD and CAM facilities in the faculty.

Design and Technology Food

Throughout the year students explore food as a material in terms of its nutritional content, properties and structure. Students will be taught the importance of hygiene and safety. They will be set focussed practical tasks to develop a range of skills and safe use of equipment. 

Homework tasks will develop designing skills in preparation for the examination paper.

Year 11

The Design and Technology subjects in Year 11 are:

Design and Technology – Graphic Products

Design and Technology – Resistant Materials

Design and Technology – Food Technology

Design and Technology – Textiles Technology

Home Economics – Child Development 

The GCSE exam for the Design & Technology subjects consists of a design and make coursework task, which counts for 60% of the final mark, and a written exam which is 40%.

The major part of work completed in Year 11 is associated with the coursework element. This is the same in Graphic Products, Resistant Materials, Food and Textiles. It is started in September and continues throughout the year. Students work on individually identified design tasks. It is important for them to spend at least one hour per week at home and consistent effort in class to ensure work is completed to the highest standard. Work is marked as it progresses and written feedback is given to students about the grade being achieved. Staff also make suggestions about how grades can be improved.

The final coursework should consist of a folder of approximately twenty A3 sheets. This sets out the design brief and has sections showing research, specification, ideas, development of ideas, final design in detail and evaluation, together with the completed product. Students are given written information about what each section should include and deadlines for when it should be completed. All work in the design folder and the practical product must be completed and handed in for marking by Tuesday 11 March 2010.

If parents have any concerns about this piece of work, Technology staff will be happy to discuss them with you.

GCSE Home Economics: Child Development (OCR Specification)

This is a two-year course covering the study of children up to the age of five years. It covers the five main areas of The Family and The Community; Parenthood and Pregnancy; Physical, Intellectual, Emotional and Social Development; Nutrition and Health.

The assessed coursework (50%) comprises two short Resource Tasks in Year 10 and an Individual Task completed in Year 11. Work experience in a child care setting is encouraged.

The course textbook is: GCSE Home Economics for OCR, and Child Development by Jean Marshall and Sue Stuart (Heinemann). ISBN 0-4354-20526.

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