CURRICULUM OVERVIEW Subject: Design and Technology
KINGS’ SCHOOL AL BARSHA
CURRICULUM OVERVIEW
Subject: Design and Technology
Purpose of Study
A high quality Design and Technology education is an inspiring, rigorous and practical. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They 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. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
Aims
The national curriculum for design and technology aims to ensure that all pupils:
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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 a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users Critique, evaluate and test their ideas and products and the work of others Understand and apply the principles of nutrition and learn how to cook.
Programme of Study
YEAR 7
Autumn 1 & 2
Spring 1 & 2
Summer 1 & 2
Sketching and presentation skills, and Design and Manufacture project
Cooking and Nutrition Unit – The Great Kings menu
Technical knowledge through Design and Manufacture
Students will be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in our pupils opens a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that will enable out pupils to feed themselves and others affordably and well, now and in later life. The Great Kings Menu will see students cook and apply
Students will build knowledge around electrical components and circuits within a design and make project. Students will be challenged to design around these components. This will allow our young designers to appreciate the problematic balance of design issues as they strive to achieve aesthetically pleasing and technically functioning products for the end user. Building the skills within all component
Students start the course with a block of sketching and presentation techniques building confidence in our young designers to express themselves in a creative and technical manner supporting the progress of design from idea to concept. We then apply these newly developed skills to a design scenario allowing students to explore the design process
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developing an understanding of materials, design issues and manufacturing techniques. Students will use a range of industry standard equipment with a focus on CAD/CAM using the laser cutter in their first project.
nutrition and healthy eating through both theory tasks and practical application. Students will be introduced to the characteristics of a broad range of ingredients producing a range of predominantly savoury dishes. Students will progress with a range of cooking techniques e.g. selecting and preparing ingredients, using utensils and electrical equipment applying heat in different ways. They will develop an awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting their own recipes.
elements of Design and Technology, including basic electronics, develops designers with the broad range of knowledge required to solve the futures design problems. Students will also be introduced to wood as a resistant material, the types available, their uses and the sustainability issues around design.
www.technologystudent.com
www.greatbritishchefs.com
www.technologystudent.com
www.bbcbitesize.co.uk
http://www.jamieoliver.com/
www.bbcbitesize.co.uk
https://vimeo.com/idsketching
http://www.eatingwell.com/
https://www.youtube.com/watch? v=luE5Aeqjf1Q
www.nutrition.org.uk
https://www.ellenmacarthurfound ation.org/circulareconomy/overview/concept
Further Reading
Google:
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YEAR 8
Industrial sketching techniques Plastipedia
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Healthy Eating
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Ashburton School of Cookery
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Sustainable design Analogue Electronics beginners
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Intermediate Sketching and Robotics
Cooking and Nutrition Unit – Sustainability in Food
Research and development within Design
Students continue to build confidence in presenting design concepts with a focus on building more technical communication skills. Through exploration into Orthographic/Exploded and sectional drawings students build the appropriate skills to communicate with both the client and Manufacturing specialists. Our robotics project will introduce students to the relationship between control/mechanics and design. Typical mechanisms will be explored providing students with
Students consider the importance of understanding the source, seasonality and characteristics of a broad range of ingredients. To be able to understand the effect of “Farm to Fork” on sustainability and the environmental impact of food production will allow our students to make intelligent and informed decisions on their continued relationship with food. Students will develop their knowledge of the functions of ingredients and
Students will examine the importance of understanding a design situation and the structuring of relevant research to support design decisions. The cultural influences of a target market will be explored within the design scenario of body adornment. Students will work mainly with metal (pewter) and build knowledge around this material group. Our aim is to equip our young designers with a broad material knowledge (woods/metals and plastics in KS3) allowing their correct selection and appropriate justification within design concepts.
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the skills to build movement into their design solutions if required. The project will also support and develop key skills in programming, mathematics and science.
how the impact of a range of preparation and cooking methods affect the outcome. Students will continue to progress with a range of cooking techniques e.g. selecting and preparing ingredients, using utensils and electrical equipment applying heat in different ways. They will develop a heightened awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting their own recipes.
We will also be looking at commercial marketing, branding and intellectual property rights within design. Graphic design will also feature within the area of packaging and logo design.
www.technologystudent.com
www.greatbritishchefs.com
www.technologystudent.com
http://www.bbc.co.uk/schools/g csebitesize/design/systemscontr ol/
http://www.jamieoliver.com/
https://www.gov.uk/topic/intellectu al-property/designs
http://www.eatingwell.com/ www.nutrition.org.uk www.bbcgoodfood.com
https://www.lynda.com/Designtutorials/Aaron-Draplin-Takes-LogoDesign-Challenge/186959-2.html
www.simplebites.net Further Reading
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Digital electronics
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YEAR 9
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Mechanisms
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Robotics and impact on society
Advanced sketching and presentation + Design and Make project
Students continue to develop previous skills in the area of sketching and concept presentation. Progressing further with technical presentation and client communication is our focus for the start of this year. This will lead into our first fully student lead design challenge allowing for multi-material manufacturing and design. Students will be expected to use knowledge of structures/forces and functional design to provide working prototypes. Our previous knowledge of CAD/CAM and various materials is applied within this design scenario. Our young designers will explore
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Sustainability and food BBC good food Ingredient functions
Cooking and Nutrition Unit – Wild fitness
Students will explore the relationship between fitness and food. Using research and exploration including cultures to identify and understand user needs. Students will look at what we know of our evolutionary origins and what we observe in nature today and the impact that has on issues such as food allergies, diseases of affluence and current food trends. Students will cook and apply nutrition and healthy eating while developing their knowledge of the functions of ingredients and how the impact of a range of preparation and cooking
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Intellectual property rights Logo design Metals and their properties
Advanced technical design project
Students will bring all their developing skills together in the design of a speaker system. Students will demonstrate their abilities to apply skills across all areas of the design process from analysis, research, idea creativity, development, manufacture and concept proposal to produce a complex and commercially viable solution to suit the portable speaker market. All workshop equipment and technology will be available within this design project opening up new skill development opportunities. Our young designers will be expected to lead the project and explore model making as they develop their most comprehensive design folio to date. At the end of
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more complex manufacturing processes and joining techniques within each material grouping of woods, metals and plastics. There will be opportunities to build 3D CAD design skills resulting in 3D printed components/solutions within student’s final design prototypes.
methods affect the outcome. Students will continue to progress with a range of preparation and cooking techniques allowing them to select from and use wider more complex range of materials, components, ingredients taking into account their properties. Students will continue to progress with a wide range of cooking techniques e.g. selecting and preparing ingredients, using utensils and electrical equipment applying heat in different ways. They will develop a heightened awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting their own recipes. Students will use a variety of approaches to generate creative ideas and avoid stereotypical responses.
KS3 students will have the necessary array of skills to confidently undertake the challenges awaiting them in GCSE Design and Technology.
www.technologystudent.com
www.greatbritishchefs.com
www.technologystudent.com
http://3dmadeeasy.com
http://www.jamieoliver.com/
http://www.bbc.co.uk/schools/gcse bitesize/design/
http://www.eatingwell.com/ www.nutrition.org.uk www.fitness.gov www.wildfitness.com
Further Reading
Google:
Google:
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3D printing in design
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Industrial Plastic processes
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Industrial Metal processes
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Year 10
Google:
Erwan Le Corre Evolutionary food and fitness. Diseases of affluence
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Design movements Speaker design and amplification
Product Design enables students to design and make products with creativity and originality, using a range of materials and manufacturing techniques. Students will develop specific knowledge of:
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Being creative and innovative when designing and developing a product;
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Understanding the role that designers and product developers have and their impact to society;
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Selecting and using tools/equipment and processes to produce quality products;
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Computer-Aided Manufacture (CAM) and use this within design solutions
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Manufacturing products applying quality control procedures;
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Considering environmental and sustainability issues in designing products;
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Analysing and evaluating existing products, including those from professional designers;
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Considering the demands that moral, cultural, economic and social values can make in the planning and designing of products;
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Considering health and safety in all its aspects;
Students will design a range of prototypes to a selection of design scenarios throughout the year preparing them for the final controlled assessment in Year 11. The design projects will allow students to develop their skills in the following assessable areas:
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Investigating the design context (Research)
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Development of design proposal, including modelling (Designing)
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Making
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Testing and Evaluation
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Communication
Students will be encouraged to explore design in all its facets to produce quality commercially viable prototypes in Y10. The projects can be selected/directed by the students to nurture a design interest or solve a real life identified problem that they see needing solved or improved.
Recommended sites
http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-product-design4555/past-papers-and-mark-schemes
www.technologystudent.com http://www.bbc.co.uk/education/subjects/zybc87h
Further Reading
Google:
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Materials and their properties AQA GCSE Design and Technology: Product Design (text book) Manufacturing techniques GCSE Design and Technology: Product Design Specification
In Year 11 students will undertake a single design and make activity. This will be selected from a range of set tasks directed from the examination board. Students will submit a design folio (approx. 20 pages) with a supporting 3D prototype of their design solution to be assessed internally and then externally verified by AQA.
Assessment
Product Design comprises of two components assessing students design ability and associated knowledge and understanding alongside the skills to produce accurate and justified prototypes.
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The Controlled Assessment accounts for 60% of the final GCSE grade.
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The exam accounts for 40% of the final GCSE grade.
Recommended sites
http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-product-design4555/past-papers-and-mark-schemes www.technologystudent.com http://www.bbc.co.uk/education/subjects/zybc87h
Further Reading
Google:
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GCSE product design notes AQA product Design Course theory areas from the specification to develop understanding of identified areas of development A level product design notes
http://filestore.aqa.org.uk/subjects/AQA-4555-W-SP-14.PDF
Food Preparation and Nutrition Year 10 This new GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on
practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students' practical cookery skills to give them a strong understanding of nutrition. Food preparation skills are integrated into five core topics: • Food, nutrition and health • Food science • Food safety • Food choice • Food provenance.
In Year 10 students will study a range of food and ingredients that reflect the recommended guidelines for a healthy diet based on the main food commodity groups.
Recommended sites
http://www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585/introduction
Further Reading
Google:
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Materials and their properties AQA GCSE Design and Technology: Product Design (text book) Manufacturing techniques GCSE Design and Technology: Product Design Specification
Year 11
In Year 11 students will undertake a Scientific Food Investigation and Food Preparation Assessment as directed by AQA.
The Scientific Food Investigation requires students to undertake a 10 hour study with a focus on the working characteristics, function and chemical properties of ingredients. E.g. Investigate what type of flour is best for bread making. Students will be required to produce a 1500-2000 word report.
Within the Food Preparation Assessment students will be required to undertake a design task which will involve preparing, cooking and presenting ideas to meet the requirements of a design brief. Students will investigate the task, the skills required, plan and execute a final menu of 3 dishes. Students will develop their ability to analyses and evaluate food made and food from others. They will develop their ability to time plan and develop a working knowledge of HACCP.
Assessment
Food Preparation and Nutrition consists of three components assessing student’s Theoretical knowledge of food preparation and nutrition, Food Investigation and a Food preparation assessment.
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The Theoretical Knowledge and Food Preparation and Nutrition exam accounts for 50% of the final GCSE grade.
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The Food Investigation Controlled assessment which is a written or electronic report (1,500–2,000 words) including photographic evidence accounts for 15% of the final GCSE Grade. The Food Preparation Controlled Assessment which is a written or electronic portfolio including photographic evidence accounts for 35% of the final GCSE Grade.
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Recommended sites
http://www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585
Further Reading
Google:
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BBC Good food – To develop practical skills AQA Food Preparation and Nutrition
Books:
AQA GCSE Food Preparation and Nutrition - Authors: Anita Tull, Garry Littlewood AQA GCSE Food Preparation and Nutrition - Authors: Alexis Rickus, Bev Saunder, Yvonne Mackey GCSE Specification
http://www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585/introduction