Design Technology KS3

KS3 Design & Technology The National Curriculum framework provides the focus areas to develop at KS3 in Design and Technology. These are: Design, Make, Evaluate and Technical knowledge with an iterative approach to designing and problem solving at its core. This enables our students to prepare for the demands of the KS4 syllabus and equally the development of their creative and independent problem solving skills.

There is an underpinning drive to encourage the iterative design process whereby the solution to a problem is derived from trial and testing and feedback based upon a specific target market. A broad approach to the subject is required where students demonstrate their understanding of the impact of design and products on society, the economy and the environment. Based on this, Design and Technology at KS3 at our school is increasingly a design solution focus based on solving a contextual real world issue.

Students are encouraged as much as possible, to use new and emerging technologies, as a way to problem solve.

In each year of KS3 pupils study one module of food, one module of product design and one module of textiles until Year 9 when students have a double rotation of Food and Nutrition. This is done by rotating teaching sets into specialist rooms approximately every 15 weeks during the year. The teaching modules are designed to develop knowledge, design skills and making skills year on year until the end of KS3 at the end of year 9.

In order to undertake the work, your child will need the following equipment:  A calculator Basic drawing equipment, including:  a ruler  drawing pencil and drawing pens (biros will do)  a pencil sharpener  eraser  fine black outlining pens  colouring pencils  pencil case Product Design Throughout KS3 pupils are challenged to solve real life design problems by designing and making realistic solutions which they can create in imaginative ways. Within the work pupils will design to a variety of contexts, considering their own and others’ needs, wants and values. Their design and making outcomes will consider health and the environment.

They will acquire a broad range of subject knowledge and draw upon disciplines such as mathematics, science, engineering, computing and art. The wide range of topic areas will provide opportunities for varied approaches to their making and provide them with experiences of different making processes including CAD and CAM. Product Design in year 7: Pupils will begin by experiencing 3D computer modelling using CREO PARAMETRIC 2. This program is a complete professional engineering modelling program. Pupils will quickly learn the basic steps beyond which they will enjoy the unlimited world of 3D computer modelling. In project 2, pupils will research Pop-up card technology and develop skills in card engineering along with graphic design to enable them to produce a carefully considered designed outcome in either a card or a leaflet format.

Textiles At BRGS Textiles is taught on the Technology rotation for approximately 18 lessons in both years 7 and 8.

Aims Our aim is to introduce students to a range of practical skills that are underpinned with theoretical concepts, whilst contextualising it to the Textiles industry.

Textiles is a growth industry. The market is estimated to be worth over £1.4 trillion for clothing alone, and is forecast to be almost £2 trillion by 2020. The UK fashion and textiles manufacturing (technical textiles, homewares, clothing, and leather accessories), according to the Office of National Statistics (ONS), have a total production value of £9.1 billion (in 2016). ONS estimate that the industry directly employs 90-100,000, rising to 127,500 when including the self-employed. The wider value of the British fashion industry, which includes the value added by UK textiles and clothing manufacturing, takes the total to £28.1 billion – representing 4.7% of the UK’s economy; and 880,000 jobs across industry sub-sectors which include: designer fashion, under and outerwear, sportswear, work wear, retail and wholesaling, creative media, and fashion manufacturing. The research also confirms that it is becoming increasingly desirable to procure fashion and textiles product from UK manufacturers.

However, this estimated growth is against a backdrop of skill shortages across fashion and textiles industry and the government in recent years is being asked to address these shortages through education. We also have the backdrop of the textiles industry engaging in practises that are harmful to the environment and the need to educate in skills to allow for recycling, upcycling and repair.

Consequently, the Textiles course introduces students to the wider industry, some key roles within that industry and the responsibilities of the industry, whilst at the same time introducing them to key skills and techniques related to Textiles.

KUS overview/Sequencing and structure In Year 7 – students are introduced to the role of designers by researching specific designers – here they consider the entertainment industry and look at the designers who created the scenery to the Disney ride – It’s a small world. This is used as inspiration for the students to design and create a hand sewn phone case.

This introduces the following skills, knowledge and understanding: Pattern/net creating Awareness of construction – the need for seam allowances Introduction to the creation of fabric from fibres – non woven Introduction to pining and cutting non-woven fabrics Introduction to seam creation – and the different ways seams can be created.

Introduction to decorative techniques in Textiles (based on student design)  Raw edge applique  Beads &/buttons  Hand embroidery Introduction to the importance of planning, sequencing and evaluation The second project in Year 7 – introduces students to the sewing machines and higher level techniques, with the students creating a lined, zippered container.

This introduces the following skills, knowledge and understanding:  Further pattern/net creating  Further awareness of construction – inserting lining

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Introduction to the creation of fabric from fibres –woven including grainlines/crossgrain and bias Introduction to seam neatening methods.

Further reference to the importance of planning, sequencing and evaluation Basic mechanics of the sewing machine How to wind a bobbin How to thread a machine Appreciation of the similarities and differences between sewing machines Introduction to the different stitches – straight/zigzag/anchoring stitches Further hand sewing stitches – including basting Pining and cutting woven fabrics

In Year 8 – students are introduced to the use of mixture media to create either a gift card or a busy book page. This gives students design choices when considering their target markets but within a resources brief designed to reduce waste and recycle, hence giving students a practical insight into these concepts. These project are also designed to re-introduce students to the skills and concepts learnt in Year 7.

This introduces the following skills, knowledge and understanding:  Re-cap of skills, knowledge and understanding from Year 7  Design skills for a student dictated target market  Further pattern/net creating  Further use of decorative techniques in Textiles (based on student design)  Raw edge applique  Topstitching  Use of fabric dye  Beads  Buttons  Hand embroidery  Reverse applique  Introduction to the combined use of media which can include a range of haberdashery (buttons, ribbons, beads, sequins) wood, plastics, etc.  Combine use of woven and non-woven fabrics  Further reference to the importance of planning, sequencing and evaluation For the final project in Year 8, the students’ target market is their own choice. Design or design additions are the students’ own choice. They can follow commercial patterns, alter and amend them. Students also further investigate the sources of fibres, fabric making and the properties of different fabrics. The project culminates all skills and techniques acquired so far whilst including high level sewing skills/skills not yet attempted.

This includes but is not limited to:  The use of French seams  Extensive beads and applique to create pictures and images  Topstitching to create pictures and images  Zigzag/satin stitch applique  Elastic sewn to fabric  Patchwork  Free machine embroidery  Use of eyelets/drawstring/casing  Use of bondaweb or similar to assist applique How equipping for next steps This knowledge and skills addresses the KS3 curriculum buts equips students with underpinning skills and knowledge for further work in KS3 and KS4.