Design & Technology

In Key Stage 3 students attend a one-hour lesson every two weeks, so students have 19 lessons over an academic year.  Students are introduced to a range of materials and processes to expand their previous knowledge and skills.

Year 7

We are currently developing the year 7 schemes of work so projects may change over the year. The ‘Bling Box’ continues to be the first project by which students are introduced to the workshop and materials. The year group studies different types of woods, both deciduous and coniferous, manmade board, and their properties. Students are encouraged to develop skills to use accuracy and work independently to solve problems throughout the project. The advantages of using CAD are introduced. After the initial project, students will work on a second, smaller project to create a prototype product, which requires design techniques and iteration.

Term 1	Term 2	Term 3
Health and safety Workshop introduction Marking up their projects accurately Using a range hand tools	Understanding the properties of wood and manmade boards Introduction to using machines in the workshop Research the artist Piet Mondrian.  Design technique	Introduction to Computer Aided Design (CAD)  Design iteration The importance of ‘finishing’ wood and techniques used  Creating a prototype and the importance of developing designs in this format

 

Year 8 

In year 8 the department builds on the students’ prior skills. Students now work using a polymer for the first project, and learn about sustainability and plastics. They use their research skills to evaluate the issues and understand the alternatives offered. Students investigate three art movements: Pop Art, Bauhaus, and Art Deco. They then design, evaluate and iterate a range of ideas to create a Thermo-plastic clock. A 3D model is used as a template to create their final piece. A range of CAD programmes are introduced.  Each term, students will be introduced to the following skills and projects:-

Term 1	Term 2	Term 3
Research art movements Learn the skill of creating a ‘creative mind map’   Design presentation skills Design development and evaluation  Design iteration Rendering techniques Modelling skills	Revisit health and safety in a workshop  Introduction to new  machines and techniques in the workshop Using tools and equipment to create an acrylic clock to the students design Finishing acrylic to a high standard	Computer Aided Design (CAD)  Technical drawing skills Architectural modelling

 

Year 9

We are pleased to participate in the Victoria & Albert Museum’s Innovate national schools competition during the first term. https://www.vam.ac.uk/info/innovate Students are given a live design brief and collaborate to investigate and innovate a design to solve the brief. Following this project student’s work in wood and acrylic to make an angle-poise lamp.

Each term, students will be introduced to the following skills and projects:-

Term 1	Term 2	Term 3
Investigate the V & A design  brief. Collaborate ideas to create a range of design ideas. Research materials and properties. Test materials and evaluate solutions.    Present finished design sheets of a final product and the journey to solve a design brief.	Development of workshop skills and instruction to new machines  Cad 2D design  Creating a wooden base, measuring and marking up 4 dowel joints Reading technical drawings Electronics	Stakeholder research  Design techniques using a range of materials to render design projects.  Design iteration Materials research

 

Skill progression

Students gain confidence to work independently in the workshop with the freedom to use a range of processes such a metal work lathes, wood lathes. They can choose approximate materials and learn how to communicate design ideas, be that through modelling a prototype, design sketches or CAD work.

 

Design and Technology OCR

 https://www.ocr.org.uk/qualifications/gcse/design-and-technology-j310-from-2017/

Year 10

Throughout Year 10 they will cover a range of theory and work on sample non-examined assessment (NEA) projects such as bottle opener, bench design prototypes etc. In June of Year 10 they will start their NEA, choosing 1 of the 3 contexts set by the exam board; this is worth 50% of the GCSE and will be completed by February of Year 11. The exam is also worth 50% and will be taken at the end of Year 11.

Students are taught new skills and then asking them to apply these skills to a design problem. Students are encouraged to develop their drawing, CAD and CAM skills independently so as to enhance their design work.

Term 1	Term 2	Term 3
Theory Materials and their Working Properties Material Categories Material Properties Project based learning:  Design prototyping task using a range of models to communicate design ideas.	Theory Designing and communication skills.  Technical drawings.  CAD – 2D design Workshop skills.  Project based learning:  Design communication skills, researching materials to design a small product. Use of mixed materials and joining methods in the workshop environments to create a design.	Theory Ecological and Social Footprint Sources and Origins Using and Working with Materials Stock Forms, Types and Sizes Specialist Techniques and Processes  Project based learning:  Cad skills and machine processes to look at batch product of a product.
Term 4	Term 5	Term 6
Theory  Surface Treatments and Finishes CNC machines – advantages and disadvantages Rendering technics.  CAD –Fusion360 & solid works.  Project based learning: Mini NEA using design iteration, modelling, research and the workshop to create a design that fits a set design brief.	Theory Investigation, Primary and Secondary Data The Work of Others Design Strategies Communication of Design Ideas Prototype Development Project based learning: Completion of mini NEA using design iteration, modelling, research and the workshop to create a design that fits a set design brief.	Theory Selection of Materials and Components Material Management Introduction to the non-assessment Exam ( NEA)  Product analysis Market research Project based learning: Start exam OCR  NEA June 1st

 

Year 11

Term 1	Term 2	Term 3
Theory  New and Emerging Technologies Developments in New Materials Systems Approach to Designing NEA coursework portfolio Research, design , design iteration , initial ideas, stakeholder research, CAD drawings,	Theory  Mechanical Devices Forces and Stresses Scales of Production NEA Coursework portfolio Design iteration, Modelling, Prototype development. Primary user and materials research, CAD drawings,	Theory  Smart materials  Sustainability Energy NEA Coursework portfolio Final prototype development. Technical specification. CAD drawings.
Term 4	Term 5	Term 6
Theory  Environmental, Social and Economic Challenge Selection of Materials and Components NEA Coursework portfolio Final prototype, evaluation, modification and primary user feedback.	Theory  Tolerances Specialist Tools and Equipment Specialist Techniques and Processes Revision techniques.	Consolidate learning and revision tasks for GCSE exam in June

 

Skill progression

Over the 18 months of the course student’s gain and deeper understanding of how to design and deliver a set brief. Students learn to think as a designer and develop critical thinking and analysis skills.

At KS5 OCR Product Design is offered as a natural progression from OCR Design and Technology GCSE. Product Design is focused on consumer products. Students analyse existing product in respect of materials, components, and marketability to understand their selection and uses in industrial and commercial practices of product development. Students design and investigate areas of design and manufacture developing a portfolio for their final exam presentation. Students work towards two exam papers in year 12 & 13 covering related design and manufacturing theory. Product Design (H006) focuses on consumer products and applications and their analysis in respect of:

• Materials, components, process and their selection and uses in products and/or systems
• The selection and use of the above in industrial commercially viable products and practices.

https://www.ocr.org.uk/qualifications/as-and-a-level/design-and-technology-h004-h006-h404-h406-from-2017/

Year 12

Term 1	Term 2	Term 3
Theory Manufacturing scales Compression Rotation ICT digital Technologies Injection & blow Moulding Project based learning: Product deconstruction, manufacturing technique, investigation of construction methods.	Theory Health & Safety Legislation CAD skills – Solidworks & 2D design  Project based learning: Design, model and communicate a range of designs based on a subject area.	Theory Surface Finishes Quality Assurance & Quality control.  Sketching skills  Project based learning: Investigate materials. Different modes of communication methods. Photoshop.   Materials investigation. Solidworks construction.
Term 4	Term 5	Term 6
Theory Laser and plasma cutting Steam bending Rendering skills Project based learning: Quality assurance. Quality assurance. Methods of manufacturing. Design interaction. Modelling concept ideas.	Theory Line bending  Ferrous/nonferrous/metal alloys Modelling skills  Project based learning: Stakeholder research. Primary user needs. Modelling before sketching. Rendering techniques. Construction systems.	Theory Natural woods Manmade boards Polymers Textiles fabrics and Fibres NEA: investigate need in the product or architectural field. Research existing products/building. Investigate designers, art movements and architects.

 

Year 13

Term 1	Term 2	Term 3
Theory Sheet metal forming.  Veneering NEA:  continue to investigate need in the product or architectural field. Research, evaluate existing products/building related to the problem. Primary user and stakeholder identified in depth.	Theory Die casting/sand casting Standards ISO BSI Steam bending NEA: Design iteration. Materials and process investigation. Design progression. Primary user feedback	Theory Composite materials  Smart materials  NEA: Design prototypes, materials testing. CAD design. Design development. Technical specification and time line. Final prototype
Term 4	Term 5	Term 6
Theory Modern materials  Structural Integrity NEA: Testing of final prototype, evaluation, and modification and primary user final feedback. Submission	Revision and consolidation of subject knowledge.

 

Students build over both GCSE and A level to think as a designer investigating product design in depth. Students will be able to demonstrate an understanding of aspects of the design process by applying the core knowledge, investigative skills, product analysis and iterative design to develop a deeper understanding of the subject area. They will be encouraged to make mistakes and re-design ideas for a better outcome.

Qualification pathways 

The Design Technology department has responded to student requirements by broadening the offer at KS5 to include Level 3 BTEC in Engineering as well as ‘A’ level Product Design.

GCSE OCR Design and Technology progresses naturally to ‘A’ level OCR Product Design where a number of students go on to study a range of courses including Architecture, Interior Architecture, Product Design and Product Engineering.

Example of successful progressions

Three students progressed from our sixth form to reading design related degrees at university in 2019.

Examples of links to Gatsby benchmark 4 (Linking curriculum to careers) 

• There is a strong emphasis with the Design and Technology programme linking the subject areas to careers by introducing case studies of designers and manufacturers.
• The department enter national competitions such as ‘Innovate’ enabling the students to investigate current trends, social issues and designs.

Examples of link to Gatsby benchmark 5 (encounters with employers)

• Opportunities to meet local businesses such as Weetabix and Tata Steel to enable the students to hear about business models and apprenticeships.
• Visits to are organised for all year groups within the Art, Design and Technology department that include Amazon, Victoria and Albert Museum, Big Bang Fair, Riverford Organic Farm, Henry Moore Foundation.
• We are lucky enough to have a strong links with Oundle school where students  are involved building a Green  Powered Car to race, Life drawing classes and have the opportunity to use the CAD/CAM facilities to complete design projects.

Employability skills

Collaboration, communication, creativity, resilience, presentation skills, analysis and evaluation.