Design and Technology Curriculum

Bauhaus Project

Introduction to core skills:

Design analysis and design communication. 

Spring 1 – Bauhaus Project continued

Responding to a brief (passive speaker project) and developing practical workshop skills.

Spring 2 – 10 Principles of Good Design

Responding to a brief (desk organiser project) developing more complex workshop skills and working mechanisms.

10 Principles of Good Design continued

Responding to a brief (desk organiser project) developing more complex workshop skills and working mechanisms.

Art Nouveau Casting

Introduction to design movement, responding to a brief, design communication leading to the process of casting, including use of pewter and resin.

Spring 1 - Art Nouveau and Casting continued

Developing practical outcomes and learning manufacturing techniques of pewter and resin casting. 

Spring 2 - Lighting Project

Introduction to plastics, movement and motion inspire design communication.

Lighting Project Design continued

Development and manufacture of lighting outcomes.

Biomimicry - Contemporary Furniture

Students explore the ideas of using nature as a source of inspiration to design a chair.

Spring 1 – Biomimicry - Contemporary Furniture continued

Students explore the ideas of using nature as a source of inspiration to design a chair. 

Spring 2 – Architecture – Micro Housing

Students explore architecture by creating a micro housing unit by using a shipping container as the basis for a home. 

Architecture- Micro Housing continued

Students explore architecture by creating a micro housing unit by using a shipping container as the basis for a home. 

Mock NEA

Students will create a reduced NEA portfolio that will prepare them for their Year 11 GCSE NEA. 

Developing skills in Investigation and design communication.  

Theory Unit 6 – Design Principles 

Mock NEA

Students will create a reduced NEA portfolio that will prepare them for their Year 11 GCSE NEA. 

Design development and workshop skills in use of machines, CAD/CAM, cutting, shaping, joining, and finishing. 

Theory Unit 7 – Making Principles 

Summer 1 - Theory Units 3 and 5 – Materials

Summer 2 - NEA  
Beginning responses to externally set contextual challenges.  Completing Investigation and research section of NEA.

GCSE NEA

Students create their design portfolio. Researching and exploring their chosen design context.

Theory Unit 1- New and emerging tech  

GCSE NEA

Students create their design portfolio. Designing and making based on their chosen design context.

Theory Unit 2 – Energy, systems, and devices

GCSE NEA

Students complete their design portfolio. Making and evaluating based on their chosen design context.

Theory Unit 4 – Common and specialist materials 

Form vs Function - Improving Urban Spaces

Students have a foundation project to embed skills on the main aspects of researching, designing, making and evaluating.

Mock ESA (Externally Set Assignment) 
 
Students respond to legacy ESA titles to give them a feel for what the Year 13 Component 2 will be like.  

Personal Investigation

Exploration and research for Component 1 of Year 13.

Personal Study

Students generate their own design brief and focus on a project that builds on their designing and making skills.

Personal Study

Students complete sustained focus and finish their final designs and evaluate their projects.

Externally Set Assignment

Students are given a brief by the exam board and respond with quicker deadlines in place.

Year 7

Foundation of subject knowledge and embedding key skills and concepts.

Year 9

Refining and exploring use of wood, plastics and metals – Intro GCSE content

Year 11

GCSE NEA portfolio with GCSE content completed

Year 13

Analysing

Designing

Making

Reflecting

Presenting

Analysing - Teachers embed these habits by creating learning activities that ensure students can NOTICE details and use REASONING to work out what those details tell us about a product.

Designing - Teachers ensure students have the chance to be CREATIVE, expressing themselves by using their IMAGINATION to come with original and innovative ideas to meet a need.

Making - Teachers provide opportunities for students to use the tools, machines and equipment safely to CREATE and REALISE their ideas.

Reflecting - Teachers give students time to EVALUATE and REFLECT on the ideas that they create and consider how they could drive and iterate further improvements in their ideas.

Presenting - Teachers direct students to present and display their sketchbook learning in a CLEAR and COHERENT manner that show attention to detail.

A Curricular and Pastoral commitment to Micah 6v8: Do justice, love kindness and walk humbly with your God.

High Expectations of students’ behaviour for learning, learning progress and respect for our community.

A commitment to make learning enjoyable, engaging, relevant and challenging.

A commitment to develop knowledge, skills and character.

Consistency and fairness in approach and routines.

Excellent and developing subject knowledge which inspires confidence in students.

Effective collaboration across all parts of the Academy.

Highly skilled teaching which deepens understanding and stimulates curiosity.

A willingness to embrace research and innovation in order to enhance the learning potential of our students.

Design and Technology students need to imagine their product would suit the needs of a user other than themselves.  To do this they must consider using just, kind humble characteristic.

Justice - Can students design a product that is just?  Is it worthy of a price?  Is it honest?  Does the production of the product consider fair trade?  Or the environment?

Kindness - Can students design with another user in mind?  How can the consideration of others needs be a important factor in design ideas?  Why is empathy and kindness important when designing?

Humility - How can students consider being humble about their design ideas?  How can evaluating their ideas mean that you may improve the outcome?

Excellence - Using designing and evaluation tools products and ideas can become more successful.  Share examples of excellence in design from a range of designers and architects.

Collaboration - Designers need to work by themselves and form part of a design team or company.  What collaboration skills are important in design when collaborating?

Curiosity - Designers must be curious about the world around them.  They must consider reason why?  Why is that material used for that product?  Why is that product designed in the way that it is?

Innovation - What is innovation and why is innovation important in designing?  List innovative product.  What makes them innovative?

Recognition - Teachers will award praise through 9s, praise post cards and through sharing examples of student’s outcomes that are excellent.  Public praise to encourage students in their designing.

Curriculum Content Opportunities

Curriculum Delivery Opportunities

1. Collaboration with peers and building on relational learning habits. 
2. To be creative is to be vulnerable, therefore when students are regularly asked to peer review/comment on practical work, they develop skills in being honest whilst also being mindful of others feelings. 
3. Using practical materials and a range of different media. 

1. Develop students abilities to work together cohesively.  
2. Plenaries in each lesson/group discussions to reflect on the learning taking place.
3. Trust built with students to use equipment respectfully and to take responsibility to clear the classroom and to help one another in practical lesson.