Our Design and Technology (D&T) department aims to foster a culture of innovation, creativity, and resilience in students by embedding the philosophy of iterative design learning into every aspect of the curriculum. By embracing mistakes as opportunities for growth and development, we prepare students for the complexities of the modern world, nurturing a mindset of continuous improvement and adaptability - both in their personal lives and future careers.
At Key Stage 3, the Design and Technology curriculum is delivered through a structured rotation of three projects per year group. Each project follows a consistent framework, blending theoretical knowledge with practical application to ensure a comprehensive learning experience.
Project Framework:
Research: Students begin by investigating the project theme, exploring existing products, user needs, and relevant materials or technologies. This phase lays the groundwork for informed design decisions.
Designing: Using insights from their research, students create design proposals. They develop ideas through sketches, digital tools (e.g., CAD software), and iterative prototyping, incorporating peer and teacher feedback.
Making: In the practical phase, students bring their designs to life. They learn and apply a range of skills, from working with tools and machinery to using modern fabrication methods, such as 3D printing or laser cutting.
Evaluating: Finally, students critically assess their finished product against their initial brief and user needs. This includes reflection on what worked well, what could be improved, and lessons learnt for future projects.
Theory and Practical Split:
Theory Lessons: Focus on developing technical knowledge, such as understanding materials, mechanisms, sustainability, and design principles.
Practical Lessons: Provide hands-on experience, enabling students to apply theoretical knowledge in real-world contexts.
This balanced approach ensures students build a strong foundation of knowledge while fostering creativity, problem-solving, and practical skills.
At Key Stage 4, the curriculum is structured to prepare students comprehensively for their GCSE assessment by balancing theoretical learning with practical skill development and project work. The two-year approach is as follows:
Year 10:
Focus on Theory Content: Students study the theoretical knowledge that comprises 50% of the GCSE.
Topics include materials, processes, environmental considerations, and technological advancements.
Mini Practical Projects: These are designed to enhance specific skills and techniques.
Projects link theory to practical application, building confidence in using tools, equipment, and design software.
Year 11: Non-Exam Assessment (NEA):
Students complete the NEA, which follows the structured process of:
The NEA is completed by the spring term.
Exam Preparation: After the NEA, students focus on revising and consolidating theoretical knowledge for the written exam in the summer term.
This structure ensures students are well-prepared for both the coursework and the exam, while developing robust practical and theoretical skills.
Year 12:
Focus on Theory Content: Students study the theoretical knowledge that comprises 50% of the A-Level
Mini Practice NEA: These are designed to enhance specific skills and techniques.
Students are encouraged to go beyond the level of working at GCSE by seeking new design and creating opportunities including independence using CAD/CAM facilities.
Final NEA begins in the summer term with the introduction of 5-section coursework. The five sections include:
Year 13:
The format of Y13 begins by focusing on the NEA begun in Y12. By September, students should have progressed into Section C and completed transition work over the summer. The average week has a ratio of NEA 4:1 Theory to allow students time to go back over each topic across the year.
With NEA’s submitted for moderation by Spring 1, students then turn their focus to revising for their final assessments, broken down into 2 exams:
KS3 homework is delivered in booklets. These are to be completed fortnightly and follow the structure of either:
Many of the strategies are used to ensure students can enter the classroom prepared and ready to learn and progress in their projects, following on from the curriculum vision of embracing mistakes as opportunities for growth and development.
The KS4 homework structure is more focussed on extension of classroom learning. The ability for students to apply the knowledge taught in lessons is assessed through written tasks or skills-based activities (for example, designing skills). Many of the tasks set at KS4 are preparing students for either NEA or exam revision practice.
Literacy: We have a clear focus on literacy as a starter task in all lessons, providing students with keywords and definitions. Our plenary tasks are designed to extend the students' writing to enable them to apply the tier 2 and 3 vocabulary delivered in a typical lesson.
Numeracy: Built into the project schemes of work and homework booklets, we aim to upskill students by applying topics learnt in Maths with those expected to be performed in a DT GCSE and A-level exam (e.g. percentage linked to waste, volume linked to manufacturing).
