Design Technology
The vision for Design Technology is to establish a safe learning environment which is conducive to learning, is stimulating, imaginative and relaxed where pupils feel supported and secure. Design and Technology is an inspiring and practical subject where pupils have the opportunity to be creative in designing and making products that solve real and relevant problems within a variety of contexts; they have the chance to demonstrate regard of their own and others’ needs, wants and values. Pupils acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. The curriculum makes an essential contribution to the creativity, culture, wealth and well-being of our pupils.
The vision for Design Technology is to establish a safe learning environment which is conducive to learning, is stimulating, imaginative and relaxed where pupils feel supported and secure. Design and technology is an inspiring and practical subject where pupils have the opportunity to be creative in designing and making products that solve real and relevant problems within a variety of contexts; they have the chance to demonstrate regard of their own and others’ needs, wants and values. Pupils acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. The curriculum makes an essential contribution to the creativity, culture, wealth and well-being of our pupils.
In the SOW we aim to link many different curriculum areas in order to develop a set of transferable skills pupils can enjoy in school and use in their future working lives. There are opportunities to combine designing and making skills with knowledge and understanding, in order to design, make, analyse and evaluate products of high quality.
The whole-school curriculum operates at three levels and addresses pupils’ academic, personal and social development. The three individual elements of learning provide a different component to the education of every pupil. Intellectual, personal and social maturity will be the goal of these structured layers of learning at the school. There are three guiding elements which are brought to life in the Design and Technology curriculum:
- Educational excellence: Pupils strive for educational excellence and gain a repertoire of knowledge, understanding and skills to be able to design and make high-quality prototypes. The Design and technology curriculum helps pupils to benefit from and learn about electronics, computing, engineering, CAD, CAM, robotics, materials, textiles technology and food and nutrition permitting the acquisition of transferable skills.
- Character development: Through engagement and collaboration, pupils learn how to take risks by pioneering creative solutions for 21st Century problems. Pupils are equipped with entrepreneurial skills and have the capability to think critically in problem-solving tasks and the ability to work on innovative projects with appreciation of diversity, respect for others, tolerance and teamwork.
- Service to communities: The study of Design and Technology supports entrepreneurial skills empowering communities with modern technological solutions. Pupils become confident designers and have the knowledge of production and manufacturing techniques that consider the needs of the community, the environment and sustainability.
At TIBHS our pupils cover a wide range of career pathways which can allow them to discover their passion in the various industries such as Electrical, Mechanical, civil etc. Our pupils use a theory-based learning as well as practical for them to experience and tackle real life problems. We have given our pupils an insight on the software that the leading engineering companies use and allow them to build a prototype from the specification.
Pupils will learn to:
- develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
- build and apply breadth of knowledge, understanding and skills in order to design and make things
- critique, evaluate and test ideas and products and the work of others
- understand and apply the principles of nutrition and learn how to cook
- Explore design and problem-solving abilities through critical thinking and a variety of approaches
- Understand how to be safe in the working environment and follow safe working practices
- Build resilience when things go wrong and be able to analyse their own work in order to understand how to better themselves
- unlock curiosity, exploration, experimentation, and investigation
- through the iterative design process, pupils are challenged and stretched to work with creative minds, so they become innovative designers
- Exposure to Design and Technology related professions, some of which include engineering, product design, industrial design, architect, engineer, carpenter, and chef
- Help understand nutrition and health and become competent to safely cook a range of healthy savoury dishes
- uses a ‘develop, assess, plan, do, review’ approach, to enable adaptability to emerging problems, meticulous planning, time management and communication skills.
At Key Stage 3 pupils will demonstrate knowledge about the different types of engineering and robotics control, they will be designing engineering sketches and creating machines by using innovative thinking, creativity and imagination. Pupils will also gain an insight of the engineering software, that are being used across the world and will plan, design and print out a 3D model of their own choice. They will also cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
| Year 7 | Year 8 | Year 9 |
|
Design and 3d print a keyring
|
Autodesk Fusion 360 | Rocket design – Design engineering and technology futures |
| Robotics -VEX IQ | CAD design and 3D Print | Rocket Launch |
|
Basic circuits – Clock design
|
Electronics | Robotic Arm design |
| Resistant materials – Silicone mould |
CAD designed Lightbox – Acrylic and 3D printed
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Robotic arm electronics and code |
| Food and Nutrition | Food and Nutrition | Food and Nutrition |
| OCR |
At Key Stage 4 pupils can use an advanced Engineering software such as Fusion 360 that are being used by the leading engineering companies of our world. They can interact with the well renowned brands in the industry and gain an extensive knowledge on the industry standards and commercial processes. They will be researching, investigating and developing products that can have an impact to society. Throughout KS4 our curriculum offers our pupils an insight on all the industries within Engineering which allows them to keep up with the developments in the world of engineering.
| Unit code | M/O | Description |
|
R105: Design briefs, design specifications and user requirements
|
M | Pupils explore the requirements of design briefs and specifications for the development of new products and how consumer requirements and market opportunities inform these briefs. They develop their understanding of the design cycle, the requirements for a design brief and design specification, and the importance of research data in developing a design solution. |
|
R106: Product analysis and research
|
M | Pupils find out how to perform effective product analysis through both research and practical experience of product assembly and disassembly procedures. This helps them develop skills in critical analysis and an understanding and appreciation of manufacturing processes, design features, materials used and the principles behind good design |
|
R107: Developing and presenting engineering designs
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M | Pupils develop their knowledge and skills in communicating 2D and 3D design ideas, including effective annotation and labelling. They use detailed hand rendering as well as computer-based presentation techniques and computer-aided design (CAD) software |
|
R108: 3D design realisation
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M | Pupils produce a model prototype and test design ideas in a practical context. They evaluate the prototype against the product specification and consider potential improvements to features, function, materials, aesthetics and ergonomics in the final product |
New Curriculum – Year 9 & 10
You will study the key aspects of engineering design, and have the opportunity to apply what you learn through a number of practical experiences. This will involve you studying three mandatory units:
R038: Principles of engineering design This is assessed by an exam. In this unit you will learn about the design process, and all of the stages that are involved.
Topics include:
- Designing processes
- Designing requirements
- Communicating design outcomes
- Evaluating design ideas
R039: Communicating designs This is assessed by a set assignment. In this unit you will learn how to use sketching and engineering drawings to communicate your ideas.
Topics include:
- Manual production of freehand sketches
- Manual production of engineering drawings
- Use of computer aided design (CAD)
R040: Design, evaluation and modelling This is assessed by a set assignment. In this unit you will learn how to create and test models of your design.
Topics include:
- Product evaluation
- Modelling design ideas
Overview of qualification:
| Unit no. | Unit title | Unit ref. no. (URN) | How are they assessed? | Mandatory or optional |
| R038 | Principles of engineering design | R/618/5829 | External Assessment | M |
| R039 | Communicating designs | J/618/5830 | NEA | M |
| R040 | Design evaluation and modelling | L/618/5831 | NEA | M |
The subject offers many enrichment opportunities. Pupils take part in BAE challenges, Race for the Line, and coding workshops each year which further allow for the mastery of learning and develop pupils to experience the `application` of their computer science learning. Pupils also take part in LEGO Mindstorms as part of the STEM learning whereby pupils acquire skills directly applicable to real-world Python programming. We also offer after school enrichment for the ‘Geek Club’ where pupils create project for ‘Crest ‘learning. This allows pupils to learn and evolve with the new challenges the technology world faces currently.
Our curriculum provides an insight into the following careers: 3D Design Engineering, Civil Engineering, Electrical Engineering and Mechanical Engineering. Each type of career allows our pupils to work towards achieving professional success by building skills such as logical thinking, problem solving and critical analysis.
Pupils with SEND are offered a wide, aspirational and ambitious curriculum across all subject areas through the All Stars Succeed strategy which emphasises the importance of Quality First Teaching. Every teacher has been trained on the understanding of pupil needs and implementation of high-impact adaptive strategies to enable pupils with SEND to make excellent progress, such as the use of High 5 strategies (informed by research conducted by the EEF) to create an inclusive environment in their teaching spaces. Moreover, the subject-specific All Stars Succeed charters allow for the implementation of subject-specific support in the classroom to help pupils overcome their barriers.
Collaboration between Learning Support Assistants (LSAs) and classroom practitioners on MS Teams before, during and after a lesson is a pivotal mechanism to ensure there is a coordinated approach towards support for pupils with SEND. This is evidenced with a purple pen in pupil books.
Star Maps are created in collaboration with the SENCO, class teachers, pupils and parents advising on strategies to help break down any barriers to learning. Strategies include adaptive teaching methods that are specific to a particular need as well as subject-specific adaptive teaching methods for subjects in which a pupil may find additional challenge due to his need. Star Maps are reviewed on a termly basis strategies by teachers, parents and pupils. These meetings are led by members of the senior leadership team. Star Maps support pupils with a variety of needs including, visual impairment, cognition and learning difficulties, physical disabilities, speech, language and communication difficulties, autistic spectrum disorder, dyslexia, and social, emotional and mental health difficulties.
Ancillary aids and assistive technologies are also utilised to enhance provision and ensure access. Learning aids are deployed to specific pupils with SEN, particularly those with visual impairments and difficulties with writing. Pupils are provided with a mobile learning device to aid research, independent working and innovative approaches to learning. Pupils are also given access to a Virtual Learning Environment through Microsoft Teams and Microsoft
OneNote to access resources and complete learning at school and at home with a device.
Specialist careers advice is provided by New Directions to prepare pupils with SEND for further education and transition to adult life.
This subject offers ample leadership opportunities, allowing new leaders to emerge and allow pupils to bring real life experiences to come to life allowing new leaders to emerge. Pupils take part in competitions such as Race for the Line (Performance – Goal orientated), LEGO league (Civic – Working Together), BAE challenge (Performance – Self-belief and awareness) and VEX IQ (Performance – Reflective and resilient). Pupils are offered enrichment clubs where pupils enter their projects to Crest and upon completion receive certification. This variety of inspiring, challenging and valued projects impact positively on learning, teaching and well-being and this empowers them to be able to interact with the broader community and inspire them to excellence.
Engineering Design Learning Journey 2023-24 – Years 7-9
Engineering Design Learning Journey 2023-24 – Years 9-11
In your son’s exercise book, you will find a number of key documentation:
Visual Learning Journeys – An overview of the key knowledge he will study from Y7-11 (vertical) and in your son’s specific year for each subject (horizontal).
Lesson specific Learning Journey – You will also be able to access a learning journey in your son’s exercise book which will allow him to articulate the bigger picture and make links between topics and lessons. This document includes the lesson outcome/s and key knowledge components for each lesson in the half term. This will serve as the reference point for all key learning and revision topics for the given half term whilst helping him to know more and remember more over time.