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“Design is intelligence made visible.” – Alina Wheeler
The D&T department aims to encourage quality work and develop each student’s potential by providing an interesting, stimulating and enjoyable environment. As a department we have worked hard to produce a comprehensive, integrated and enjoyable set of modules which inspire the students.
Design Technology prepares students to participate in our rapidly changing world. The subject requires students to become independent thinkers who can solve problems for themselves. The combination of practical skills along with an understanding of aesthetics, social, environmental issues and how the manufacturing industry works, makes this a subject which will be used for life. By studying design and technology students can become innovators as well as informed users of products.
Design and technology enables students to:
During the foundation stage, Design Technology is taught as one subject covering many areas of design. In order to cover the breadth of study required, some areas are taught as discrete specialisms. At Birkdale we teach in a rotation of specialist areas such as food technology, product design and resistant materials. This allows students to experience Design Technology from a range of practical and design-based fields, before taking a more specialised approach in year 9.
At examination stage, GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making, and to apply technical and practical expertise. Our GCSE allows students to study core technical, designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth. Practical work is worth 10% of the course. Portfolio work is worth 40% of the course and an external examination is worth 50% of the course.
Design and Technology is about providing opportunities for students to develop their capability, combining their designing and making skills with knowledge and understanding in order to create quality products.
Design and Technology utilises increasingly sophisticated resources, including dedicated teaching environments, manufacturing equipment and specialist teaching. Students progress through opportunities to focus on specific aspects of the subject such as product design, food technology, engineering, systems and control, electronics, textiles and graphics. However, at its core is creativity and imagination.
Students learn to design and make products that solve genuine, relevant problems within different contexts whilst considering their own and others’ needs, wants and values. To do this effectively, they will acquire a broad range of subject knowledge and draw on additional disciplines such as mathematics, science, engineering, computing and art. Design and Technology is a practical and valuable subject. It enables children and young people to actively contribute to the creativity, culture, wealth and well-being of themselves, their community and their nation. It teaches how to take risks and so become more resourceful, innovative, enterprising and capable. Students develop a critical understanding of the impact of design and technology on daily life and the wider world. Additionally, it provides excellent opportunities for students to develop and apply value judgements of an aesthetic, economic, moral, social, and technical nature both in their own designing and when evaluating the work of others.
All Technology lessons utilise modelling strategies for our students to see exceptional performance and allows them to engage fully with what it required/expected, therefore scaffolding more challenging curriculum content so that it is accessible to all.
All classes are mixed ability to ensure that all get to see what ‘excellence’ looks and feels like. This also ensures that students adopt more of a growth mindset and allows for thorough focus on creativity, development and achieving progression as opposed to feeling labeled or restricted.
| Curriculum Structure | |
|---|---|
| Foundation Stage - Years 7 & 8 | Examination Stage - Years 10 & 11 |
| 3 hours per cycle (1 lesson in Food, 1 lesson in Product Design, 1 lesson in Resistant Materials mixed ability | 5 hours per cycle in chosen option subject (Design Technology, Construction and/or Hospitality and Catering) mixed ability option classes |
| Foundation Stage - Year 9 5 hours per cycle specialising in Design Technology, Construction and/or Hospitality and Catering mixed ability option classes |
| Staffing Structure |
|---|
| Curriculum Leader - Mr Milner |
| Teacher of Food - Mr Ascough Teacher of Construction - Mrs Johnson Teacher of D&T - Mr Ahmad Teacher of D&T - Mr Moss |
| Technician - Mr Davies Technician - Mrs Merchant |
In Year 7 and 8 classes have three modules in Design Technology over a rotation.
Resistant Materials, Food and product Design.
Below are the Curriculum Maps for each module and later on the Programmes of Studies.
| Year 7 | First Half term | Second Half Term |
|---|---|---|
| RM | Workshop safety. Safe working procedures. Know the primary sources of materials for producing natural and manufactured timbers. Be able to recognise and characterise different types of natural and manufactured timbers. Awareness of social moral cultural issues within design. Understand how the physical properties of a range of natural and manufactured timbers affect their performance. SMCE issues (focus on sustainability). Use of basic hand tools and machinery. | Intro. of the use of CAD/CAM to design and manufacture items for a high profile/topical event.
To develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations. Recognise and understand sources of a range of materials. Know the primary sources of materials for producing metals and alloys. Be able to recognise and characterise different types of metals and alloys. Understand how the physical and working properties of a range of metals and alloys affect their performance. Learn how materials are cut, shaped and formed to a tolerance Learn about the preparation and application of treatments and finishes to enhance functional and aesthetic properties |
| Food | Introduce nutrition. The 5 A Day message (linked to prior knowledge – KS2). Provenance of fruit and vegetables (and how seasonality affects price and availability). Sensory analysis on vegetables (introduce different sensory evaluation methods). Recap on the UK’s healthy eating model (the Eatwell Guide) and the 8 tips for healthy eating. Emphasis on: Food hygiene. Health and safety Washing up, drying and putting away. Importance of preparation before cooking (laying out ingredients on trays etc.) Composting vegetable waste. | Energy balance
(include reviewing energy content of popular foods, class discussion). Importance of chilled temperature control for storing foods. How can a recipe be adapted to make it healthier? Raising agents. Introduce the key raising agents. Conduct an experiment to demonstrate how different raising agents work in different conditions. Importance of fibre in the diet. Planning for a vegetarian diet (lacto ovo and vegan). The effect of heat on the nutrient content of vegetables. |
| Product Design | Problem Solving. Identifying user needs. Writing and developing product specifications. Personalised and inclusive design. Critical evaluation and testing of products. Learning through an iterative design process which allows students to; Identify a context. Model, test and evaluate current products. Prototype their own designs. Develop, test and evaluate their own products against a specification. Presenting prototype and investigative research to others. | Understand orthographic drawing and scale. The need to produce a scale working drawing. The interpretation of a working drawing. The safe and accurate use of wood working tools and equipment for natural and man-made boards. Pupils to evaluate their own work and how it meets the criteria set in the design brief and to review their own progress and learning. Pupils to evaluate work produced by other members of the group. |
| Year 8 | First Half Term | Second Half Term |
|---|---|---|
| RM | Understanding mechanisms and forces.
Marking out and cutting basic and medium complexity joints in pine. Generating unique designs to inform specific target groups.
Be able to recognise and identify a range of movements Understand the functions of mechanical devices to produce linear, rotary, reciprocating and oscillating movements. Understand how mechanisms can be used to change magnitude and direction of force, including levers, linkages and rotary systems | Machining steel using hand tools, industrial machinery and heat treatment processes.
Designing a promotional tool to sell a product to market using CAD/CAM techniques. Understand how materials may be enhanced to resist and work with forces and stresses to improve functionality. To develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools. 3D mathematical modelling using sketchup. Intro into crowdfunding Fair Trade and co-operatives |
| Food | Seasonality and food miles, link to cost of ingredients
Importance of washing foods before preparation (soil, pesticides etc.) Introduce the principles of fair testing & setting a hypothesis, to include formation of gluten (from glutenin and gliadin), dextrinization. The science underlying bread making (raising agents, gluten formation, gelatinisation, dextrinisation, (coagulation if using egg glaze) | Raising agents
Introduce the key raising agents Conduct an experiment to demonstrate how different raising agents work in different conditions. Suggestion includes: Ingredients: Yeast, bicarbonate of soda, baking Powder, self-raising flour, plain flour Add following to each raising agent: Cold water, warm water, boiling water, warm water with vinegar, warm water with sugar |
| Product Design | DESIGN STRATERGIES
Collaborative
User-centred
Systems approach
Iterative
DESIGN FIXATION Sketching Modelling Testing Evaluation Key skills, working with others, improving own learning and performance. PROBLEM SOLVING Investigation and research using Primary and Secondary research Product Analysis ACCESSFM FOCUS GROUPS Ergonomics and Anthropometrics Presenting data – graphs and charts | DESIGN PROCESS
Design brief
Design Specification
Manufacturing Specification
DESIGNERS AND THE WORK OF OTHERS Artists and Designers Design Companies Design Movements DESIGNERS AND THE WORK OF OTHERS Artists and Designers Design Companies Design Movements Biomimicry Case Studies 2D & 3D sketching Oblique projection Isometric projection One point perspective Two point perspective Exploded drawings Exploded drawings (Isometric) 2D & 3D sketching with annotation against criteria (ACCESSFM) 3rd Angle Orthographic drawing Working drawings System diagrams |
| Design & Technology | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|
| Year 9 | Robotics, automation and production in industry. Production techniques and systems – automation· Computer Aided Design (CAD) Computer Aided Manufacture (CAM) Flexible Manufacturing (FMS)· Just in time (JIT) Lean Manufacturing. Enterprise Market pull and technology push Fairtrade Crowdfunding Mini practice NEA task around traditional and modern manufacturing methods | People, society and culture. Social, moral and ethical issues in design. Identifying needs and specific user groups. Sustainability and the environment including finite and non-finite resources Critical evaluation of new and emerging technologies including continuous improvement, design for maintenance, planned obsolescence and design for maintenance. Impact of life cycle assessment on design. Ethical issues in design including the use of labour, sourcing raw materials with specific links to international companies and strategies. Energy generation and storage (Nuclear energy, Energy storage, Kinetic pumped storage systems, Alkaline and rechargeable batteries | Systems approach to designing · input, process and output in a system. Mechanical devices & Types of motion Developments in new materials including Modern & Smart composite and technical textile materials. Materials and their working properties (strength, toughness, hardness etc) for a range of materials ie paper, board, hardwood, softwood, manufactured board , ferrous, non-ferrous, alloys, thermoforming, thermosetting polymers FPT around material selection (finite vs renewable) and sustainability issues | Functionality Aesthetics Environmental factors Availability Cost Social factors Ethical factors Designing using an iterative approach : · sketching · modelling · testing evaluation of work. Design Strategies Communication of ideas Manufacture of prototype. Understand how treatments and finishes can enhance the functional and aesthetic properties of materials. Using a selection of common materials in the projects students are completing, demonstrate a range of treatments and finishes. | Ecological and social footprint The six Rs Ecological issues in design and manufacture Products having a carbon footprint, understanding what adds to this footprint – case study of the mobile phone to demonstrate a real-life application. Basic tools, equipment and processes used for Quality control Material management FPT around SMCE issues | Investigation, primary and secondary data Manufacturing specification/working drawings Specialist techniques and processes for tools, equipment and processes for Quality control Manufacture of prototype with use of production aids where appropriate How materials are cut, shaped and formed to a tolerance. Manufacture of prototype.CAD Understand how treatments and finishes can enhance the functional and aesthetic properties of materials. Using a selection of common materials in the projects students are completing, demonstrate a range of treatments and finishes. |
| Year 10 | Specialist techniques and processes Tolerances quantity production Application and use of quality control (QC) to include measurable and quantitative systems Application and use of quality checks. Recording of evidence. Surface treatments and finishes including preparation and application of surface treatments and finishes Forces and stresses Identification of products being designed to withstand/resist certain forces (bridges, cars, textiles) FPT focusing on QA & QC | Types of forces and reinforcing materials Selection of materials or components. Testing materials to understand how they can resist/withstand forces applied to them. Manufacture of prototype with use of production aids where appropriate How materials are cut, shaped and formed to a tolerance. Manufacture of prototype. Understand how treatments and finishes can enhance the functional and aesthetic properties of materials. Using a selection of common materials in the projects students are completing, demonstrate a range of treatments and finishes. | The work of others Investigate, analyse and evaluate the work of past and present designers/ companies. · Independent research into a designer or company. A range of sources to strengthen research skills and deepen understanding of chosen focus. Understanding the design style, philosophy and products of the chosen designer/company. Design strategies Communication of design ideas Generating imaginative and creative designs Freehand sketching, 2D and 3D drawings used to communicate, system and schematic drawings, annotated drawings that fully explain detailed conceptual stages. Practice NEA task using modelling, sketching skills | Investigation, primary and secondary data. Using primary and secondary data to understand client and/or user needs. Market research, interviews, human factors Environmental, social and economic challenge Constraints that are presented to designers. How to write a design brief Reflect and re-visit investigation work – analyse and evaluate findings. Produce a design brief based upon market research and designer/company findings. Students should consider their own needs, wants and interests and those of others. Students consider why a designer considers alterations to a brief and modifies the brief as required. Peer assessment activities used to finalise the brief. | How to write a design specification. Manufacture of prototype with use of production aids where appropriate How materials are cut, shaped and formed to a tolerance. Manufacture of prototype. Understand how treatments and finishes can enhance the functional and aesthetic properties of materials. Using a selection of common materials in the projects students are completing, demonstrate a range of treatments and finishes. Isometric and perspective designs Exploded diagrams Working drawings Computer-based tools Audio and visual recordings Modelling | Scales of production - · different scales of production including examples. Commercial processes. Students consider what volume different products are made and how this changes their design, materials and manufacture. Students look at a range of products and discuss the features of the designs that make them suitable for mass production. What tools and equipment have been used to manufacture these products? Why have they chosen these tools and equipment? What are the issues relating to these processes? How will the manufacturer ensure good quality control? |
| Year 11 | NEA It’s intended to be an iterative process so the learning activities will be directed by the student and will depend on their project. Revision for mock exams | NEA - the iterative process demands that the learning activities will be directed by the student and will depend on their project. Revision for mock exams | NEA - the iterative process demands that the learning activities will be directed by the student and will depend on their project. Revision for actual exams | Revision for actual exams | Revision for actual exams |
| Hospitality & Catering | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|
| Year 9 | Describe the structure of the hospitality and catering industry. Understand the importance of nutrition when planning menus | explain factors affecting the success of hospitality and catering providers | describe working conditions of different job roles across the hospitality and catering industry | analyse job requirements within the hospitality and catering industry | explain how dishes on a menu address environmental issues | understand menu planning. explain factors to consider when proposing dishes for menus. explain how dishes on a menu address environmental issues |
| Year 10 | describe the operation of the kitchen. Describe food related causes of ill health | explain how menu dishes meet customer needs. Describe common types of food poisoning describe the symptoms of food induced ill health | explain how hospitality and catering provision meet customer requirements | plan production of dishes for a menu. Describe the role and responsibilities of the Environmental Health Officer (EHO) | describe personal safety responsibilities in the workplace. Describe food safety legislation | identify risks to personal safety in hospitality and catering |
| Year 11 | review options for hospitality and catering provision recommend options for hospitality provision | Practice for practical exam | Practice for practical exam | Revision |
| Construction | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|
| Year 9 | Safety and security in construction. LO1 Know health and safety legal requirements for working in the construction industry. LO2 Understand risks to health and safety in different situations LO3 Understand how to minimise risks to health and safety LO4 Know how risks to security are minimised in construction FPTs involved in joinery, decorating and tiling to address LOs in practice. | Practical work experience within typical joinery workplace environments. This would allow learners to work with measures that are in place to minimise risks to health and safety Visits to workplaces in different locations where learners can observe practices and identify possible hazards. Discuss with company representatives how they minimise risk to health and safety Talks by visiting speakers, such as health and safety officers or health and safety inspectors Carry out activities based around a work-based scenario. | Developing construction projects LO1 Know job roles involved in realising construction and built environment projects LO2 Understand how built environment development projects are realised LO3 Be able to plan built environment development projects FPTs and D&M tasks involved in joinery, decorating and tiling to address LOs in practice. | Practical assessment tasks in joinery, decorating and tiling which allow for: AC1.1 Interpret technical sources of information to plan a refurbishment of a building AC1.2 Plan sequence of work to meet requirements of sources of information AC2.1 Identify resources required to complete construction tasks AC2.2 Calculate materials required to complete construction tasks AC2.3 Set success criteria for completion of construction tasks AC2.4 Prepare for construction tasks | Planning construction projects LO1 Know job roles involved in realising construction and built environment projects LO2 Understand how built environment development projects are realised LO3 Be able to plan built environment development projects D&M tasks involved in joinery, decorating and tiling to address LOs in practice. | AC1.1 Describe activities of those involved in construction projects AC1.2 Describe responsibilities of those involved in construction projects AC1.3 Describe outputs of those involved in realising construction projects AC2.1 Describe processes used in built environment development projects AC2.2 Calculate resources to meet requirements for built environment development projects AC2.3 Assess potential effect of factors on project success AC2.4 Interpret sources of information |
| Year 10 | Specialist techniques and processes Tolerances quantity production Application and use of quality control (QC) to include measurable and quantitative systems Application and use of quality checks. Recording of evidence. Surface treatments and finishes including preparation and application of surface treatments and finishes Forces and stresses Identification of products being designed to withstand/resist certain forces (bridges, cars, textiles) FPT focusing on QA & QC D&M tasks involved in joinery, decorating and tiling to address LOs in practice | Types of forces and reinforcing materials Selection of materials or components. Testing materials to understand how they can resist/withstand forces applied to them. Manufacture of prototypes with use of production aids where appropriate How materials are cut, shaped and formed to a tolerance. Manufacture of prototype for final assessment piece (stud wall, painting, wall papering and tiling). Understand how treatments and finishes can enhance the functional and aesthetic properties of materials. Using a selection of common materials in the projects students are completing, demonstrate a range of treatments and finishes involved in joinery, decorating and tiling to address LOs in practice. | Independent/group based construction tasks in joinery, decorating and tiling. A range of sources to strengthen research skills and deepen understanding of chosen foci. Making teaching vocationally relevant (eg A representative of the Health and Safety Executive could present learners with photographs or video clips of their operation and investigations. This coupled with a joint visit of a Construction Contractor could highlight the location of key areas of potential hazards and how both parties work to the same end to create a safe working environment. The representatives could work with learners to discuss possible risks associated with each hazard and ways in which risk could be minimised looking at the legislation and practical measures undertaken to ensure compliance. Learners could produce posters, campaign literature and information leaflets related to how the identified hazards can be communicated to the workforce and risks are minimised. These could be compared with notices and information leaflets produced by the HSE and Construction Contractors. | Making teaching vocationally relevant (eg Representatives of a professional company could give learners simple real life risk assessments to complete on their behalf. The risk assessment could be completed on a live site with the company setting up a web-cam showing the site where the assessment will take place. Learners could work in groups to discuss possible hazards and risks, based on their observations of the site. Learners could then contribute to the completion of a risk assessment for an off-site visit. Learners could email their risk assessment to representatives of the company who could provide feedback on any hazards not identified. Learners could complete the assessment on-site and review their own risk assessments as a result of their experience. A local supplier/workshop (joinery, upholsterer, builders merchant) could provide learners with weekly blogs of their assessments whether manual handling, risk assessments, COSHH etc. highlighting potential hazards and risk. Learners could add comments to the blog explaining measures that could be taken to minimise risk. Reflect and re-visit investigation work – analyse and evaluate findings. Produce a design brief based upon market research and designer/company findings. | Making teaching vocationally relevant (eg A local supplier/workshop (joinery, upholsterer, builders merchant) could provide learners with weekly blogs of their assessments whether manual handling, risk assessments, COSHH etc. highlighting potential hazards and risk. Learners could add comments to the blog explaining measures that could be taken to minimise risk. How materials are cut, shaped and formed to a tolerance. Manufacture of 1st assessed piece (stud wall, painting, wall papering and tiling). Understand how treatments and finishes can enhance the functional and aesthetic properties of materials. Using a selection of common materials in the projects students are completing, demonstrate a range of treatments and finishes. Isometric and perspective designs Exploded diagrams Working drawings Computer-based tools Audio and visual recordings Modelling | Scales of production - · different scales of production including examples. Commercial processes. Students consider what volume different products are made and how this changes their design, materials and manufacture. Students look at a range of products and discuss the features of the designs that make them suitable for mass production. What tools and equipment have been used to manufacture these products? Why have they chosen these tools and equipment? What are the issues relating to these processes? How will the manufacturer ensure good quality control? Practice Mock papers and Exam prep for external assessment Number Unit Title Unit Entry Codes 1 Safety and Security in Construction – Onscreen Assessment 5909UA Safety and Security in Construction – Paper-based Assessment 5909UB 2 Developing Construction Projects 5909U2 3 Planning Construction Projects – Onscreen Assessment 5909UC Planning Construction Projects – Paper-based Assessment 5909UD |
| Year 11 | It is important that learners recognise the knowledge and understanding they develop are vocationally relevant. There are a number of ways in which this can be achieved: • master classes from apprentices working with local employers would allow learners to work with young people, able to share their experiences of working in construction as well as develop skills from those employed within the sector and alerting them to the potential of apprenticeships as a career option | Working on projects set by exam board/industry partners, using technical information that they use on-site. This could include completing requisition orders or similar documentation • visits to local builders merchants to inspect different types of materials, selecting the appropriate materials to meet technical requirements. This will allow learners to see and touch materials that may be expensive or fragile to work with in a learning environment. Manufacture of final assessed piece (stud wall, painting, wallpapering and tiling). Using a selection of common materials in the projects students are completing, demonstrate a range of treatments and finishes. | Working on projects set by exam board/industry partners, using technical information that they use on-site. This could include completing requisition orders or similar documentation • visits to local builders merchants to inspect different types of materials, selecting the appropriate materials to meet technical requirements. This will allow learners to see and touch materials that may be expensive or fragile to work with in a learning environment. Manufacture of final assessed piece (stud wall, painting, wallpapering and tiling). Using a selection of common materials in the projects students are completing, demonstrate a range of treatments and finishes. | Working on projects set by exam board/industry partners, using technical information that they use on-site. This could include completing requisition orders or similar documentation • visits to local builders merchants to inspect different types of materials, selecting the appropriate materials to meet technical requirements. This will allow learners to see and touch materials that may be expensive or fragile to work with in a learning environment. Manufacture of final assessed piece (stud wall, painting, wallpapering and tiling). Using a selection of common materials in the projects students are completing, demonstrate a range of treatments and finishes. | External assessment Number Unit Title Unit Entry Codes 1 Safety and Security in Construction – Onscreen Assessment 5909UA Safety and Security in Construction – Paper-based Assessment 5909UB 2 Developing Construction Projects 5909U2 3 Planning Construction Projects – Onscreen Assessment 5909UC Planning Construction Projects – Paper-based Assessment 5909UD |
(Currently we do not have a Year 11 Construction Course)
