Wilson's School

Design Technology: Curriculum

Key Stage 3
Students will explore a range of elements within the Design & Technology Specification. Students will be engaged and challenged by the range of practical activities the curriculum has to offer, ranging from traditional resistant materials through to e-textiles and CAD. Students will develop a range of skills to design and make quality products and will be encouraged to foster an awareness of the wider issues affecting sustainability and the environmental impact of their designing.
KS3 Core Concepts
1
MANUFACTURE
EXCEEDING: Solution displays a high level of making and accuracy. Makes accurate use of tools and manufacture processes. Works independently to produce a rigorous and demanding outcome. Outcome is of a high standard with few or no inaccuracies.

SECURE: Solution displays a good level of making and accuracy. Makes good use of tools and manufacture processes. Shows good understanding of material properties and design is appropriate. Outcome is of a good standard with few or no inaccuracies.

DEVELOPING: Solution displays some inaccuracies in manufacture of finish. Fair use of tools and manufacture processes. Fair understanding of material properties & design is appropriate.
2
MATERIAL THEORY
EXCEEDING: Demonstrates creativity, flair and originality in presentation with accurate and rigorous notes. Displays a high level of independent research around topics. Considers scale, layout and aesthetics when designing theory pages.

SECURE: Demonstrates some creativity, flair and originality in presentation. Accurate and rigorous notes. Displays a good level of
independent research around topics. Considers scale, layout and aesthetics when designing theory pages

DEVELOPING: Demonstrates minimal creativity, flair and originality in presentation. Notes have minimal development and no evidence of further independent research. Some consideration of scale, layout and aesthetics when designing theory pages

3
DESIGN
EXCEEDING: Imaginative and innovative idea demonstrating creativity, flair and originality. Accurate use of CAD tools. Works independently to produce a rigorous and demanding outcome. Considers scale, layout and aesthetics when designing.

SECURE: Imaginative and innovative idea demonstrating a degree of creativity, flair and originality. Accurate use of CAD tools. Considers some aspects of scale, layout, composition and aesthetics when designing.

DEVELOPING: Idea demonstrates a degree of creativity, flair and originality, but still requires development. Some use of CAD tools. Considers one aspect of scale, layout, composition and aesthetics when designing.
4
RESEARCH
EXCEEDING: Shows discrimination when selecting and acquiring relevant research. Excellent understanding of design task. High level of presentation skills. Comprehensive and relevant research undertaken.

SECURE: Shows some discrimination when selecting and acquiring relevant research. Excellent understanding of design task. High level of presentation skills. Comprehensive and relevant research undertaken.

DEVELOPING: Shows limited discrimination when selecting and acquiring relevant research. Good understanding of design task. Fair level of presentation skills. Not all research is relevant or research is not comprehensive.
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Key Stage 4
The aim of the GCSE specification is to prepare students to succeed in an increasingly technological world. With an objective to prepare students to work creatively when designing and making, while raising awareness of the wider influences that affect design and technology.

Students who are in Year 10 and 11 in September 2016 will be completing a Resistant Materials GCSE course awarded by AQA. The breakdown of this GCSE is 60% controlled assessment and 40% theory examination that takes place at the end of Year 11.

Following the release of the new draft specifications by the Awarding Organisations, we have decided that OCR will offer the broadest learning opportunities and provide the best chances for our students to achieving the highest grades. The assessment will consist of two modules; the Iterative Design Challenge (a Non Examined Assessment) and a 2 hour examination, each of these will contribute 50% to the final GCSE grade. OCR will provide contextual challenges that will be released on the 1st June of the year prior to examination. We will start teaching the new OCR course to Year 9 from September 2016.

The new specification will place a greater emphasis on the inclusion of Maths and Science in an attempt to prepare pupils for careers in creative and engineering sectors. This should better reflect industry practice and make the GCSE more academically rigorous.
Key Stage 5

OCR GCE Design and Technology – Product Design

The aim of the specification is to encourage students to be creative when applying iterative design processes, to develop and modify designs that solve 'real world' problems. The course consists of four units:

  • F521 — Advanced Innovation Challenge (AS) A design challenge, that rewards creativity, where students are assessed on their ability to design and model a product.
  • F522 — Product Study (AS) In this coursework unit, students explore the strengths and weaknesses of an existing product with an aim to improve it using an iterative design process.
  • F523 — Design, Make and Evaluate (A2) The aim of this coursework unit is to produce a portfolio that and new product that highlights their strengths designing, making and evaluating using creativity and innovation.
  • F524 — Product Design Students will be assessed on their theoretical understanding of design and technology, as well as their experience and knowledge in designing and making.