Key Stage 3

Within Key Stage 3 Design and Technology we operate a rotation system that allows groups of students to move within the different areas of the department on a termly rotation. Students will complete work that covers all strands of Design and Technology including: Textiles, Resistant Materials, Systems and Control, Catering. The students move between staff in the department who have different skills and areas of expertise. This allows students to have the best possible teaching and learning experience in each distinct area of the department. Each student will leave Key Stage 3 Design and Technology with a broad range of knowledge and expertise. All students’ progress will be tracked over their various KS3 rotations. The results from which will be used to guide their choices when selecting their options at the end of KS3.

Key Stage 4

Design and Technology is a popular subject at GCSE, and students select a specific material area to focus their study. These are taught within specialist workshop environments that embrace traditional and modern tools, machines and processes. Students will work with a variety of materials/ingredients to design, manufacture, test and evaluate the products of tomorrow, allowing them to develop practical ability as well as their problem solving skills. Investigating, planning, preparing and manufacturing work will account for approximately 60% of the students’ time and will cover the social and environmental aspects of Design and Technology within society and the impact that materials/ingredients and manufacturing has upon their lives. Students will use ICT and Computer Aided Design and Manufacture to both develop and enhance their work within the subject.

Design and Technology allows students: 

·         To develop their creativity, which enables them to be inspired, moved and challenged by the pursuit of better design solutions.

·         To be independent learners, and develop higher order thinking skills such as analytical thinking which feed into many other subject areas as a       transferable skill.

·         To become discriminative users of products within a consumerist society

How this subject promotes British Values:

The opportunities for students to develop their self-esteem and self-confidence are richly embedded in the open ended projects given to students at all key stages. The projects allow students to discover themselves through encouraging creative and innovative solutions to design and make problems.

Students are taught about the moral choices facing designers & manufacturers when deciding on materials. Students use the six ‘Rs’ of sustainability to understand and apply ways of conserving the Earth’s resources.  Students have the ability to choose and have an input into the work they do both at KS3 and 4. They choose their coursework path and are encouraged to work independently along the whole of their course.  Each KS provides key skills for life and the ability to create a product they are proud of.

Students develop an awareness of Health & Safety for themselves and others within each work area. Students are taught the social skills around behaviour self-regulation to ensure collective responsibility for a safe and efficient working environment. They are taught to challenge each other’s behaviour or practices if they fall short of the collective expectations of the group.

Exploring how products contribute to lifestyle and consumer choices. Understanding how products evolve according to users’ and designers’ needs, beliefs, ethics and values. Resistant materials students study iconic British designer and Art & Design movements.

Technology students learn principles, application, advantages/disadvantages to society and the environment of minimising waste production throughout the product life cycle using the following 6 Rs:

· Rethink about using a product/materials that are not from a sustainable source

· Repair products that break down or stop functioning rather than replacing them

· Recycle materials and products or use recycled materials

· Reuse materials and products where applicable

· Reduce materials and energy

· Refuse a product if you do not need it or it is environmentally or socially unacceptable

We use evaluating through peer and self-assessment to build foundations of mutual respect. We focus on the learning habits to build self-confidence and allow students to not be scared to fail. We carry out product analysis in all areas and give students the opportunity to maturely critique each other’s work.