Design Technology

Vision Statement 

Design is all around us and we interact with it every second of every day.  The Design and Technology Department at Chislehurst and Sidcup Grammar School are committed to delivering a curriculum accessible to all which provides the broadest possible range of opportunities for students. One which will allow students to become self-motivated and confident learners, who can work independently and as part of a team. We aim to ensure that learners develop technical and practical skills alongside a knowledge and understanding of the world around them and how and why things are designed the way they are.

Our main priority is for students to be problem solvers who are not afraid of making mistakes. We hope our students will become responsible citizens who make a positive contribution to society.

Mission Statement 

The department firmly believes that students learn best by ‘doing’ and by allowing them to experiment and take risks, in a safe and positive learning environment. This is achieved through imaginative teaching that embraces new technologies and resembles modern industrial processes, whilst retaining the best of traditional practices. At the heart of this, is the desire to deliver a curriculum in which students produce high quality outcomes. Students must learn about the social and ethical responsibilities of designers and engineers and the importance of managing finite resources with care.

Please see the Learning Journey for each strand of DT: Food Technology, Product Design and Textiles.

Key Stage 3

Through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making.

They work in a range of domestic and local contexts [for example, the home, health, leisure and culture], and industrial contexts [for example, engineering, manufacturing, construction, food, energy, agriculture (including horticulture) and fashion].

When designing and making, pupils are taught to:

DESIGN

• use research and exploration, such as the study of different cultures, to identify and understand user needs
• identify and solve their own design problems and understand how to reformulate problems given to them
• develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
• use a variety of approaches [for example, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses
• develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools

Make

• select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture
• select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties

Evaluate

• analyse the work of past and present professionals and others to develop and broaden their understanding
• investigate new and emerging technologies
• test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups
• understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists

Technical knowledge

• understand and use the properties of materials and the performance of structural elements to achieve functioning solutions
• understand how more advanced mechanical systems used in their products enable changes in movement and force
• understand how more advanced electrical and electronic systems can be powered and used in their products [for example, circuits with heat, light, sound and movement as inputs and outputs]
• apply computing and use electronics to embed intelligence in products that respond to inputs [for example, sensors], and control outputs [for example, actuators], using programmable components [for example, microcontrollers]. Cooking and nutrition As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

FOOD TECHNOLOGY

• understand and apply the principles of nutrition and health
• cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
• become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
• understand the source, seasonality and characteristics of a broad range of ingredients.

Key Stage 4

GCSE AQA PRODUCT DESIGN

GCSE Design and Technology Specification Specification for first teaching in 2017 (aqa.org.uk)

Our GCSE Design and Technology specification sets out the knowledge, understanding and skills required to undertake the iterative design process of exploring, creating and evaluating. The majority of the specification is delivered through the practical application of this knowledge and understanding.

Topics and themes have been grouped and split into three sections as follows:

• Core technical principles
• Specialist technical principles
• Designing and making principles

Core technical principles covers core technical principles

Specialist technical principles covers specialist technical principles where students will go into greater depth. Each principle is taught through at least one material category or system. 

Designing and making principles covers design and making principles and

The maths and science skills and knowledge as required.

GCSE FOOD AND NUTRITION

WJEC GCSE in Food and Nutrition

CSE Specification Template (wjec.co.uk)

• Unit 1: Principles of Food and Nutrition Written examination: 1 hour 30 minutes 40% of qualification This unit will consist of two sections both containing compulsory questions.
• Section A: questions based on stimulus materials. Section B: a range of question types to assess all content related to food and nutrition.
• Unit 2: Food and Nutrition in Action Non-examination assessment: internally assessed, externally moderated Assessment 1: 10 hours
• Assessment 2: 15 hours 60% of qualification 120 marks
• Assessment 1: The Food Investigation Assessment: 20% of the total marks available will be allocated to a scientific food investigation which will assess the learner's knowledge, skills and understanding in relation to the scientific principles underlying the preparation and cooking of food.
• Assessment 2: The Food Preparation Assessment 40% of the total marks available will be allocated to a task which assesses the learner’s knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of dishes to form a menu. These assessments will be based on a choice of tasks released by WJEC annually.

Key Stage 5

A LEVEL AQA PRODUCT DESIGN

A-level Design and Technology: Product Design Specification teaching from 2017 (aqa.org.uk)

A-level Design and Technology: Product Design requires students to engage in both practical and theoretical study. Students are required to cover design and technology skills and knowledge.  These have been separated into:

• technical principles
• designing and making principles.

Students will develop the ability to draw on and apply a range of skills and knowledge from other subject areas to inform their decisions in design and the application or development of technology. There are clear links between aspects of the specification content and other subject areas such as Computer Science (section ‘The use of computer systems’ and section ‘Digital design and manufacture’); Business Studies (section ‘Enterprise and marketing in the development of products; Art and Design (section ‘Design communication’) and History (section ‘Design Theory’). This is not an exhaustive list, and there are other opportunities within the specification for students to integrate and apply their wider learning and understanding from other subject areas studied during Key Stage 4, as well as those subjects that they are studying alongside A-level Design and Technology.

Students will also demonstrate maths and science skills.

• be open to taking design risks, showing innovation and enterprise whilst considering their role as responsible designers and citizens
• develop intellectual curiosity about the design and manufacture of products and systems, and their impact on daily life and the wider world
• work collaboratively to develop and refine their ideas, responding to feedback from users, peers and expert practitioners
• gain an insight into the creative, engineering and/or manufacturing industries
• develop the capacity to think creatively, innovatively and critically through focused research and the exploration of design opportunities arising from the needs, wants and values of users and clients
• develop knowledge and experience of real world contexts for design and technological activity
• develop an in-depth knowledge and understanding of materials, components and processes associated with the creation of products that can be tested and evaluated in use
• be able to make informed design decisions through an in-depth understanding of the management and development of taking a design through to a prototype/product
• be able to create and analyse a design concept and use a range of skills and knowledge from other subject areas, including maths and science, to inform decisions in design and the application or development of technology
• be able to work safely and skilfully to produce high-quality prototypes/products
• have a critical understanding of the wider influences on design and technology, including cultural, economic, environmental, historical and social factors
• develop the ability to draw on and apply a range of skills and knowledge from other subject areas, including the use of maths and science for analysis and informing decisions in design.

Lego Club

Jewellery club

Sewing Bee

Crochet Club

Cooking Club

Key Stage 3

STEM strips and competitions

Key Stage 4

Trips to the VA, Design museum, New designers’ exhibition

Key Stage 5

Trips to the VA, Design museum, New designers’ exhibition

Key Stage 3

End of rotation in each core are Product Design resistant materials, Product Design Textiles and Food Technology design and manufacture.

End of Year KS3 Summer examination on all theory taught and design ability.

Key Stage 4

AQA GCSE in Product Design

Key Stage 4

WJEC GCSE in Food and Nutrition

 Key Stage 5

 AQA A Level in Product Design

Key Stage 3

The Little Inventors Handbook,  A guide to becoming and ingenious inventor by Dominic Mengardon & Katherine WilcoxAbe Books: The Little Inventors Handbook

How things are made, Ruzicka Oldrich

How to draw cool stuff: A drawing guide to teachers and students

The Elements of pop up, A pop up book for aspiring paper engineers. By James Diaz, David A Carter KS3 Design and Technology Dictionary. By Peter Bull

Building with Second hand stuff; How to reclaim, revamp, repurpose, and reuse salvaged and leftover building materials. By Chris Peterson

The design of every day things by Donald A Norman

Fashion by Caryn Franklin

Key Stage 4

• Design Museum: Contemporary Design. By Catherine McDermott
• Process: 50 Product Designs from Concept to Manufacture. By Jennifer Hudson
• The Eco-Design Handbook. By Alastair Faud –Luke
• Designs of the Times. By Lakshmi Bhaskaran
• AQA Design and Technology: Product Design (3D Design). By Nelson Thornes
• Making IT Manufacturing Techniques For Product Design. By Chris Lefteri
• Product Design. By Hodder
• Advanced Manufacturing D&T . By Hodder

Key Stage 5

• The design of everyday things. By Don Norman
• From A to Eames. By Lauren Whybrow
• Making IT Manufacturing Techniques For Product Design. By Chris Lefteri
• Product Design. By Hodder
• Advanced Manufacturing D&T . By Hodder

Key Stage 3

​School technology knowledge organiser

www.technologystudent.com

www.studysmarter.co.ukwww.senecalearning.com/en-GB/

Key Stage 4

GCSE Design and Technology - AQA - BBC BitesizeFree GCSE Design and Technology AQA Revision Content — Study Rocketwww.studysmarter.co.ukwww.senecalearning.com/en-GB/

Key Stage 5

AQA AS/A-Level Design and Technology Text book: Product Design Paperback by Will Potts (Author), Julia Morrison (Author), & 2 more

AQA PRODUCT DESIGN AS FULL REVISION Flashcards | Quizlet

www.studysmarter.co.ukww.senecalearning.com/en-GB/

Key Stage 3

Full pencil case of equipment, colouring in pencils and a black fine liner.

Key Stage 4

Full pencil case of equipment, colouring in pencils and a black fine liner.

Key Stage 5

Full pencil case of equipment, colouring in pencils and a black fine liner.

AQA AS/A-Level Design and Technology Text book: Product Design

Key Stage 3

• Encouraging intellectual curiosity about how things are made.
• Trip to design related museums.
• Opening their eyes to the world of design around them through looking at architecture and products they use every day.
• Cooking with them
• Encouraging them to make and repair.

Key Stage 4

• Encouraging intellectual curiosity about how things are made.
• Trip to design related museums.
• Opening their eyes to the world of design around them through looking at architecture and products they use every day.
• Proof reading their written work

Key Stage 5

• Encouraging intellectual curiosity about how things are made.
• Trip to design related museums.
• Opening their eyes to the world of design around them through looking at architecture and products they use every day.
• Proof reading their written work