Design and Technology

KS3 Design & Technology

Visual Arts 4

Intent

Studying Design and Technology prepares students to participate confidently and successfully in an increasingly technological world.

National curriculum links  

Our curriculum has been designed to embody the national curriculum values, but also allow for specific skills to be thoroughly explored through our mastery approach to Technology & Design Practice.

Purpose of study

Our main aims at key stage 3 are:

  • To design and make a product that fulfils a specific need.
  • To work with wood and timber and understand the properties, possibilities and limitations of this material.
  • To understand what iterative design means and why it’s important.
  • To gain an understanding of specialist techniques and processes.

Meeting the needs of SEND and Pupil Premium students 

We simply don’t allow any student to fall short of their rights to design, think and make. Technology offers a necessary opportunity to engage pupils with special educational needs or disability through multisensory and multi-model enquiry. We use dialogue and meaningful interactions to reach every learner in our care. We nurture freedom of idea and expression from all and reflective learning is modelled by the teacher so that all students can think and plan their next steps effectively.

Homework

Homework for year 7 & 8 is typically ‘flipped learning’ meaning that research prior to the consecutive lesson provides insight for students and the opportunity to share their new knowledge with peers.

Assessment 

Assessment happens through the management of hand tools and machine skills, and an ability to work on mini-make projects.

We have developed a feedforward style of assessment, meaning that all advice is timely and focused on the next steps. We use group discussion ensure a collaborative approach to ‘success’; it’s important that students know how success feels as well as how it looks!

 

GCSE Design & Technology

GCSE

Course Outline

This course centres on the understanding and application of iterative design. You will use your creativity and imagination to design and make prototypes that solve real and relevant problems whilst considering your own and others’ needs, wants and values. You will investigate a range of materials including, wood, polymer, metals, paper and boards and learn how to use them and develop your design ideas into a functional product.

You will also learn the theory behind design, sustainability, industry and the impact design has had on society, as well as how to manufacture a product using the workshop equipment and machinery. We delve deeply into core technical and specialist principles, covering topics from new and emerging technologies to Systems approach to designing.

Each year will consist of practical projects and theory lessons. During this time, you will build your own revision folder which you can personalise and make your own.

During year 9 you will conduct a practice NEA (coursework) where you will identify a problem from a given context and you will design and make a solution using your own choice of materials and machines. You will also design and make a product with an electrical component as well as using computer aided design to make part of the product using the laser cutter.

In year 10 you extend your Theory knowledge and build on your practical skills, mainly working with timber, where the skills can be transferred onto other materials. You will also conduct an NEA style project where you deconstruct an old disused product and reconstruct into something unsalable again.

Year 11 is when you take all your theory and practical knowledge and put it into good use by starting and completing your NEA which is 50% of your GCSE (remaining 50% is exam). Years 9 and 10 prepare you for this very independent year where you get to become a professional designer and maker of your own original product.

 

 

Assessment and Progression

Examination Board:  

AQA

Grading system:

1-9 (9 is highest)

Assessment:

An NEA (non-examination assessment) (50%).

Written exam (50%).

Progression to Post-16:

A-Level DT.

Future career links:

Some career pathways include, engineer, interior designer, set designer, architect, animator, carpenter, lighting technician, plumber, theatre set carpenter, service technician, civil engineering technician, design and draughting technician, engineering model maker, aerospace engineer…

Once you understand the language of design, how designers think and what the technical terms mean, the whole creative world is there for you to explore. GCE, Degree, apprenticeship…or simply a better appreciation of everything you buy and use.

Contact:

Mrs Rudman

erudman@didcotgirls.oxon.sch.uk

KS3 Textiles

Visual Arts 3

Intent

Studying Textiles in KS3 is an integrated experience of elements drawn from both the Visual Arts Curriculum and the Design Technology Curriculum; designed to prepare students for expectations of the KS4 courses in these subject areas.

National curriculum links  

Our curriculum has been designed to embody the national curriculum values, but also allow for specific skills to be thoroughly explored through our mastery approach to Art & Design Practice.

Purpose of study

The three main areas of study are:

  • Sewing Machine skills and knowledge
  • Design & Construction of practical skills
  • 'Mini make' projects to contextualise learning

Year 7 centres on practical skills and becoming familiar with the sewing machine.

Year 8 focuses on sustainability by using recycled pieces of fabric to create a pencil case to work towards a zero-waste classroom. The intent is to show how, as designers, they can be change makers!

Meeting the needs of SEND and Pupil Premium students 

We simply don’t allow any student to fall short of their creative rights. Textiles offers a valuable opportunity to engage pupils with special educational needs or disability through multisensory and multi-model enquiry. We use dialogue and meaningful interactions to reach every learner in our care. We have a department mantra of ‘every child is an artist’ and through this we nurture freedom of idea and expression from all. Reflective learning is modelled by the teacher so that all students can think and plan their next steps effectively.

Homework

Homework for year 7 & 8 is typically ‘flipped learning’ meaning that research prior to the consecutive lesson provides insight for students and the opportunity to share their new knowledge with peers.

Assessment 

Assessment happens through the practising of sewing machine skills and mini-make projects.

We have developed a feedforward style of assessment, meaning that all advice is timely and focused on the next steps. We use group discussion ensure a collaborative approach to ‘success’; it’s important that students know how success feels as well as how it looks!

GCSE Textiles

GCSE

Course Outline

Students will explore a rich and diverse range of ideas and techniques through the use of fabric as medium on the Textile Design course. The intention of this course is to support the student as designer by giving them the ability to master technical skills whilst formulating expressive ideas; and through teaching skills in research and idea development, we can realise designs within the context of the design world. We seek to connect traditional textile methods with innovative and current contemporary topics that are both relevant and meaningful to students.

Year 9 is a foundational year where students will build a strong library of skills to guide them towards greater independence during the sustained study period in year 10. We focus on the necessary skills associated with project work to appreciate how it feels to work in this way; as well as how a project could and look across the assessment objectives. Student will experiment and explore sewing, printing, stitching, dying, and using other decorative techniques to create a range of functional, decorative, and expressive projects.

In year 10 and 11 we typically generate two projects through sustained investigations (component 1) and in the January of year 11 students begin responding to a theme set by the exam board. This is the exam unit (component 2) which concludes in a 10-hour period where students produce their final outcome. This takes place around Easter time. Each component is marked holistically by us and is externally moderated by AQA. This course is 100% Non-Examination Assessment, meaning that there is no written paper.

Assessment and Progression

Examination Board:  

AQA

Grading system:

Projects are marked holistically across four assessment objectives.

1-9 (9 is highest)

Assessment:

A portfolio of work and a sustained investigation (component 1) (60%).

Externally-set exam unit (component 2) (40%).

Progression to Post-16:

A-Level Art and Design.

Future career links:

Fashion Designer/Fashion industry

Textile Designer/Textile Industry

Fine Artist

Product designer

Contact:

Mrs Rudman

erudman@didcotgirls.oxon.sch.uk

@DidcotGirls07:19 AM - 21st July, 2021 Wishing everyone a happy and safe summer holiday. We look foreword to seeing you in September, but for now: enjoy! ☀️
@DidcotGirls10:28 PM - 20th July, 2021 Look what opened in time for the last day of school with Y7 The sunflowers 🌻 have grown and thrived just like the students with a lot of care and both give us a lot of enjoyment! ☀️❤️🌻 Read more
@DidcotGirls10:28 PM - 20th July, 2021 We wish everyone at a wonderful summer holiday! Stay active and tag us in any photos of you taking part in physical activity
@DidcotGirls12:26 PM - 20th July, 2021 Well done to Ennis House, with a very proud Head of House collecting the House Cup bedecked in orange! Thank you to everyone for your commitment this year and have a great summer! Read more
@DidcotGirls08:29 AM - 20th July, 2021 Huge congratulations to all of Year 9 for their work on this year. Despite very challenging circumstances, they supported 9 wonderful charities and the Helen and Douglas House group managed to win £1000 for them too. Amazing. Read more
@DidcotGirls01:09 AM - 14th July, 2021 Fantastic morning celebrating these wonderful future leaders successes! How lucky am I! 🏆💪#ThisGirlCan Read more
@DidcotGirls01:09 AM - 14th July, 2021 Great morning working with SLT on leadership behaviours and teamship principles. Brilliant team, great school.
@DidcotGirls02:47 PM - 12th July, 2021 We learn much about people when they win and even more about them when they lose. Yesterday we saw dignity, grace, warmth, compasison and above all the willingness to be vulnerable. It felt wholesome. I would see the trophy as a welcome bonus to these other victories. Read more
Back to Top