Design and Technology

DESIGN & TECHNOLOGY AT GREAT MARLOW SCHOOL

All students have to study design and technology until the end of KS3 in line with National Curriculum guidelines. All KS3 students have two lessons a fortnight, three hours in total: one double lesson and one single lesson.

A carousel system operates in Year 7 and Year 8 for Chiltern, Thames and Marlow Pathways. Students in all pathways have a number of weeks in each of the three areas of study: resistant materials, graphics and textiles. Students also study food nutrition.

Students are given the the opportunity to design and make products which solve problems for themselves and clients or target markets. The curriculum offers the chance to work with different materials and equipment and this widens their knowledge and experience, thus broadening their outlook.

Students complete two assessment tasks in each part of the carousel and students are given assessment grades in order to track their progress.

In Year 9, students narrow their subject choices in order to focus on the most appropriate subject area based on GCSE inclinations.

Students have an extended period in each of the subject areas they have opted for. Timetabling the pathways like this allows students to better understand the complexities of the subjects they have opted for because they have increased time with a specialist teacher.

In Year 10 students can opt for one Design and Technology GCSE

Students may choose one of the following:

• Resistant Materials
• Graphics Design
• Textiles
• Food Technology

All four subjects require students to show a design process based on specialist knowledge learnt in lessons. Greater knowledge and understanding of the subject is central to achieving a good grade at GCSE.

KEY STAGE 3 Food Nutrition

Year 7

Understanding basic food ingredients.

Year 7 students are taught how to use basic food equipment to make a range of food products. There is a focus on learning how to analyse a food product using the human senses. The course is designed to create awareness of how the human senses influence the food choices we make.

The students will focus on making and sampling both sweet and savoury scones for the sensory analysis task. This product introduces them to yeast products like bread and scones, which is a variant of the bread theme.

For the assessment students will undergo a blind taste testing exercise from a range of shop bought scones, before analysing and evaluating their findings.

Year 8

Through the Eye of a Tourist

Students begin the year undertaking a year-group wide product design, which includes an educational visit to London. Students study freedom of conceptual design coupled with key elements of the design process (research, development, prototyping models, final design presentation). They will collect evidence in photographic form. Students present their photographs; select one product from the photo challenge; analyse it before developing it further in their design and modelling task.

Key learning: appreciation of the freedom of choice (creativity, materials, user-led solutions) of product design approach, teamwork and responsibility, using model making for testing and development.

Students are introduced to and research British designed products to understand the history of the best of British products.

The Great British Menu

As part of the project on ‘Through the eyes of a tourist’, students learn, through investigating and trialing, a selection of traditional British food products. In addition, students learn about various staple foods from around the world and their increasing importance in our diet. The focus is on staple foods and the manufacturing skills required in making a range of main meals.

For the assessment, the students will plan and make a traditional British main meal in groups; complete a taste testing exercise; analyse and evaluate it individually. The challenge is called ‘The Great Menu Challenge’.

Multicultural Main Meal Diets

The focus of this unit is to investigate multicultural diets, including staple foods and the manufacturing skills required in making a range of main meals.

In Britain, people are often spoilt for choice when selecting a meal because it is a multicultural society. In cookery books, in restaurants and in fast food outlets all types of food can be found. Many families enjoy a multicultural meal at least once a week.

For the assessment, students plan, and make a traditional British main meal in groups. There will be a taste tasting exercise. Individuals have to analyse and evaluate the final product. The task is called ‘The Great Menu Challenge’.

Year 9

Meal Planning – Healthy Options and Nutrients – Teenagers / Young Adults

The focus for Year 9 is for students to become aware and confident about how to make healthy food choices. In addition, how to plan, prepare and cook a range of meals for themselves. Students learn the importance of a range of meals including breakfast, lunch and main evening meals.

Another aspect of this project is to investigate meals for people with various dietary needs.

The assessment requires students to show they can research, design, analyse and evaluate the properties of healthy food choices.

KEY STAGE 3 Textiles

Year 7

Fibre to Fabric: Puppets and Mats

The focus is on learning about sources of the fibres we wear and use, and how they have been constructed into fabrics.

In order to build manufacturing skills Marlow and Thames Pathways make a glove puppet; Chiltern make a finger puppet.

For the assessment, all students use their knowledge and understanding of fibres to produce an article that can be used as a floor mat or table mat. The assessment is set as homework tasks. Knowledge of the theory is assessed through an online test.

The Electronic Textiles group in the Chiltern Pathway make and present a puppet based on their favourite childhood storybook. The students are given the following scenario: ‘The Swan Theatre, in High Wycombe, have asked participants for an exciting glove puppet design for their new puppet show being prepared for teenagers. The show is retelling a favourite children’s story of your choosing. The final product should be accompanied by a written piece naming the children’s story, the character being presented and the making process.’

Year 8

Through the Eye of a Tourist

Students begin the year undertaking a year-group wide product design, stimulated by an educational visit to London. Students will research the iconic British design of products to understand the reasons for the continued success of these items.

The visit to London and the photographic evidence collected will be presented by every student. One product from the photographic selection will be analysed. The product is developed further in the design and modelling task, which will be assessed. The students’ chosen theme is used throughout the year in their food and textiles projects.

Key learning: appreciation of the freedom of choice (creativity, materials, user-led solutions) of product design approach, teamwork and responsibility, using model making for testing and development.

Students are introduced to and research British designed products to understand the history of the best of British products.

Decorative Printed Cushions: the focus of the Year 8 textiles task is to design and make a decorative printed cushion that can be used in a home or car. The theme for the design is London and the outcome must be include computer aided design (CAD) and computer aided manufacture (CAM).

The assessment focuses on the design and core skills used in making the cushion.

The students are given the following scenario: ‘As part of the Queens 90th birthday celebration, you have been invited to present an idea for a soft furnishing product that can be sold at various tourist centres in the UK to promote all things London.’

Year 9

A Sustainable Shopping Bag

The focus of the Year 9 textiles task is to design and make a sustainable shopping bag for a client. Students are given a brief. The bag must have a handle and a compartment.The bag must be decorated and the theme for the design on the bag should encourage Britain to be sustainable.

The fabrics for the bag must incorporate recycled fabrics from old products, and it must be a sustainable shopping bag that can be used for decorative purposes.

The assessment focuses for this project are: research, design, analyse, evaluate and core skills.

A Functional Gilet: Marlow and Thames Pathways

Thames and Marlow Pathways were given the opportunity to opt for one of the three DT areas at the end of Year 8. So these groups have an additional project to complete in Year 9. Students who opted for textiles have the challenge to design and make a functional gilet that can be worn on the catwalk at the annual Cascouture fashion show 2017.

The gilet must have: a fastening; be of a smart material; have a pocket; and be decorated. The fabrics to be used in the production for the gilet is student choice.

The assessment assesses the research, design, making skills and how the student analyses and evaluates their product.

KEY STAGE 3 Resistant Materials

Year 7

Activities Trophy

Students work through a simplified design process in order to appreciate the importance of design within technology. Alongside designing, students gain a foundation understanding of the workings of a school workshop whilst building the skills involved in cutting, shaping, joining, and finishing metals. A small experience of woodwork is also included.

Key learning: design process (analysis, research, concept design through model making, dimensioning final designs, planning for manufacture, manufacture, evaluation)

Key processes: metalworking hand tools, brazing, plastic dip coating (+pillar drill and band facer for wood)

Year 7 Graphic Products

Chocolate Bar Point of Sale Display

Students use their creativity to design and make point of sale displays to actively present a number of chocolate bars. This encompasses the design process and focuses on higher level computer aided design (CAD) and computer aided manufacture (CAM), work using processes such as vacuum forming and the laser cutting.

Key learning: design process (analysis, research, concept design through model making, designing to key restraints, manufacture, evaluation).

Key processes: CAD/CAD in design and technology, laser cutting, vacuum forming.

Year 8 Product Design

Through the Eye of a Tourist

Students begin the year undertaking a year-group wide product design, which includes an educational visit to London. Students study freedom of conceptual design coupled with key elements of the design process (research, development, prototyping models, final design presentation)

Key learning: appreciation of the freedom of choice(creativity, materials, user-led solutions) of product design approach, teamwork and responsibility, using model making for testing/development

Year 8 Resistant Materials

Tangram Puzzle with Display Box

Students begin to learn more about working with different materials, tools, and machines as they develop their practical skills, particularly in woodwork. Tools and machines are justified as students move towards working with plastics before designing and making a tangram puzzle and display box.

Key learning: wood joints, development of practical skills, appreciation of extended machinery for different materials, extended CAD design, layout design.

Key Processes: woodworking hand tools, band facer, gluing timber, basic plastics tools, CAD/CAM designing, laser cutter.

Year 8 Graphic Products

The Apple Pack

Students build on skills developed throughout technology as they work to solve the problem of how to transport/carry a single apple to work/school. Students work through research and development whilst learning about packaging and the use of nets in graphic design. Final designs are presented as card prototypes.

Key learning: working with card, development of packaging nets, further CAD design skills, drawing to scale, development of accuracy within practical elements.

Key Processes: card/paper practical working tools, CAD/CAM designing, the design process.

Year 9 Resistant Materials

Acrylic Clock Representing a Design Movement To provide an insight and experience students work in a way that is more in line with standards and expectations of GCSE work. Students explore designing with a theme as they focus on key design movements from history, and design and make an acrylic clock which represents one of these.

Key learning: full design process (analysis, concept design through model making; giving dimensions final designs, planning for manufacture, manufacture, evaluation); the influence of history on design; working with plastics.

Key processes: plastics hand tools, pillar drill, line bender, buffing wheel, CAD/CAM, laser cutter

Year 9 Graphic Products

Branding and Corporate Identity

To provide an insight and experience, students work in a way that is more in line with standards and expectations of GCSE work. Students look at the world of branding and corporate identity, they study all of the key areas of study to look deeply into the reasons and strategies used by graphic design companies when building a brand.

Key learning: full design process (analysis, research, concept design through testing, dimensional final designs, planning for manufacture, manufacture, evaluation), colour theory, typeface, logo design, marketing, and advertising.

Key Processes: CAD/CAM, laser cutter, CAMM1 vinyl/card cutter, desktop publishing.

GCSE Design Technology

At Key Stage 4 the Technology Department offers the following two year courses:

• AQA Design and Food Technology – 4545
• AQA Design and Technology Textiles- 4570
• Edexcel Design and Technology Resistant Materials – 2RM01
• Edexcel Design and Technology Graphic Products
• OCR Food Preparation and Nutrition (for 2018 cohort)

The courses are given the following timetabling hours: Year 11 have three lessons a fortnight- 5 hours are allocated in a single and two double lessons. Year 10 have 3 lessons a fortnight- 6 hours are allocated across the timetable.

The GCSE Design and Technology examinations consist of a written exam which requires candidates to answer long and short answer questions on the background knowledge for the subject area. The examination also involves an element where students have to design to a specification under controlled conditions.

Coursework makes up the majority of marks for all of the GCSE Design and Technology subjects. Candidates have to present a high quality coursework folder that shows every part of the process including the design brief, stages of each design stage to the final design. Photographs of all aspects of the practical work, with written explanations will record the project development and be submitted at the end of the course with the final product, prototype or solution.

GCSE controlled assessment coursework for all design and technology will show evidence of:

• analysing the task
• planning and conducting research
• analysing the results
• designing and generating ideas
• experimentation with materials and techniques
• planning for manufacture
• making the product
• evaluation of the product

Edexcel DT Resistant Materials (2RM01)

Year 10

During the first two terms of Year 10, students are expected to develop a wide range of practical workshop based skills. Activities are designed to develop a high level of accuracy and precision in marking out and cutting materials with hand tools as well as machine tools. Students will work in single material areas or combinations of wood, metal and plastic.

Activities are project based and involve geometry, three dimensional techniques using colour and shade, model making, advertising and packaging, and engineering drawing. ICT skills, specific to DT, will be taught through CAD and CAM.

Unit 2 – Design and Make Tasks for Resistant Materials: Controlled Assessment Task

Students conduct an investigation into a problem. The outcome is presented as a three dimensional graphic product or model. It is accompanied by a supporting portfolio showing high quality presentational skills.

Edexcel DT Resistant Materials

Year 11

The skills and knowledge acquired in Year 10 are applied to a higher level in Year 11; students are expected to solve real problems for the major coursework project. The final submitted portfolio will present ideas, the proposed methods of manufacture and the construction of a quality product.

Assessment

Controlled assessment final product and supporting portfolio is worth 60% of the total GCSE mark.

The written examination is worth 40% of the total marks.

Examination: Resistant Materials has one written exam, which requires candidates to answer long and short answer questions on the background knowledge of Resistant Materials.

The examination also involves a section that challenges students to design to a specification under controlled conditions.

AQA GCSE Food Nutrition and Preparation –

Year 10

The first term in Year 10 consolidates students’ prior knowledge and understanding from KS3.

Students are taught the relevant skills required to complete the GCSE controlled assessment tasks.

Unit 2 – Design and Make Tasks for Food Technology: Controlled Assessment Tasks

• Culture Themed Products
• Great British Bake-off
• Food for a Sports Cafe
• Food Produce for a Music Festival

The controlled assessment tasks involve practical work, supported by written and photographic evidence of planning, of execution and of the finished product.

The course demands that students make two products in Year 10.

Unit 2: Time allocated is 20 hours. The controlled assessment tasks are worth 60% of the total mark.

Unit 1: Mock examinations take place in the summer term of Year 10 in preparation for the Unit 1 theory paper taken in May or June of Year 11. The theory paper is worth 40% of the total mark.

AQA GCSE Food Technology

Year 11

Unit 2 – Design and Make Tasks for Food Technology: Controlled Assessment Tasks

• Culture Themed Products
• Great British Bake-off
• Food for a Sports Cafe
• Food Produce for a Music Festival

Students chose the two controlled assessment tasks not undertaken in Year 10. The controlled assessment tasks involve practical work, supported by written and photographic evidence of planning, of execution and of the finished product.

The course demands that students make two products in Year 11.

Unit 2: Time allocated is 20 hours. The four controlled assessment tasks taken over the two years are worth 60% of the total mark. Therefore, the two tasks undertaken in Year 10 are worth 30%.

Unit 1: Theory examination takes place in May or June of the summer term of Year 1. The theory paper is worth 40% of the total mark. Preparation for the theory examination is embedded in the practical tasks. Revision for the theory examination intensifies once the controlled assessments are completed and submitted.

GCSE Hospitality and Catering: Single Award in Catering

Year 10

The first term in Year 10 consolidates students’ prior knowledge and understanding from KS3.

Students are taught the relevant skills required to complete the GCSE controlled assessment tasks.

Hospitality and Catering, Single Award, requires students to make four food products using a range of dairy ingredients.

The products have to be wide ranging and made to a standard acceptable to industry.

15 hours are allocated to planning, execution and delivering the final product. Every stage of production has to be supported by written and photographic material. All the products are prepared, cooked and completed in controlled conditions. Unit 2: Assessment A controlled assessment takes place in the spring term and is 2 hours long. It is worth 60% of the final mark. Unit 1: Mock examinations take place in the summer term of Year 10 in preparation for the Unit 1 theory paper taken in June of Year 11. The theory paper is worth 40% of the total mark. Preparation for the theory examination is embedded in the practical tasks.

GCSE Hospitality and Catering – Single Award in Catering

Year 11

Hospitality and Catering, Single Award in Catering requires students to:

• • make a two course meal based on the theme of international cuisine

or

• • take inspiration from a celebrity chef

The work of candidates has to be wide ranging and made to a standard acceptable to industry.

30 hours are allocated to planning, execution and delivering of the final product. Every stage of production has to be supported by written and photographic material. All the products are prepared, cooked and completed in controlled conditions. Unit 2: Assessment A controlled assessment takes place in the autumn term and is 4 hours long. It is worth 60% of the final mark.

Unit 1: the theory examination takes place in the summer term of Year 11. The theory paper is worth 40% of the total mark. Preparation for the theory examination is embedded in the practical tasks. Revision for the theory examination intensifies once the controlled assessments are completed and submitted.

AQA GCSE Textiles

Year 10

Introduction

The first term in Year 10 consolidates students’ prior knowledge and understanding from KS3. This is done through a mini project entitled ” little black dress”. All students modify a version of Chanel’s iconic little black dress by adding their own interpretation through embellishments.

Students are taught the relevant skills required to complete the GCSE controlled assessment tasks.

Unit 2 – Design and Make Tasks for Textiles Technology: Controlled Assessment Tasks

• • Educational Toys
  • Fashion Accessories
  • Soft Furnishing
  • Children’s Clothes

The course demands that students make one or two products in Year 10. Unit 2: Time allocated is 20 hours. The controlled assessment tasks taken over the two years are worth 60% of the total mark.

Unit 1: A mock theory examination takes place in the summer term of Year 10 in preparation for the Unit 1 theory paper taken in May or June of Year 11. The theory paper is worth 40% of the total mark. Preparation for the theory examination is embedded in the practical tasks. Revision for the theory examination intensifies once the controlled assessments are completed and submitted.

AQA GCSE Textiles

Year 11

Unit 2 – Design and Make Tasks for Textiles Technology: Controlled Assessment Tasks

• • Educational Toys
  • Fashion Accessories
  • Soft Furnishing
  • Children’s Clothes

The course demands that students chose a product to make different to the ones made in Year 10.

Unit 2: Time allocated is 20 hours. The controlled assessment tasks taken over the two years are worth 60% of the total mark.

Unit 1: The theory examination takes place in May or June of the summer term of Year 11. The theory paper is worth 40% of the total mark. Preparation for the theory examination is embedded in the practical tasks. Revision for the theory examination intensifies once the controlled assessments are completed and submitted.

Product Design Textiles A-level: AQA 2560

Year 12

AS Unit 2: Coursework Assessment – Design and Make

In the first term of Year 12, the focus is on the coursework task, which is finished by February half-term.

The task involves proving knowledge and understanding of a wide range of practical skills. The product made has to be supported by a detailed written commentary in a portfolio showing designs, modification of designs and reasons for choice of material.

Students are taught and acquire an extensive range of skills.

The designed product and the supporting portfolio is worth 50% of the total AS mark and 25% of the full A-level.

AS Unit 1: Theory Examination – Materials, Components and Application

In the second term the focus is on completing the product by February half-term and preparing for the theory written examination taken in June of Year 13.

The written examination is 2 hours long. Maximum marks available is 80. The examination is worth 50% of the total AS mark, and 25% of the full A-level.

Product Design Textiles A2 AQA 2560

Year 13

A2 Unit 4: Coursework Assessment – Design and Make

In the first term of Year 13, the focus is on the coursework task, which is finished by February half-term.

The task involves proving knowledge and understanding of a wide range of practical skills. The product made has to be supported by a detailed written commentary in a portfolio showing designs, modification of designs and reasons for choice of material.

Students are taught and acquire an extensive range of skills.

The designed product and the supporting portfolio is worth 50% of the total A2 mark and 25% of the full A-level.

A2 Unit 3: Theory Examination – Design and Manufacture

In the second term the focus is on completing the product by February half-term and preparing for the theory written examination taken in June of Year 13.

The written examination is 2 hours long. Maximum marks available is 84. The examination is worth 50% of the total A2 mark, and 25% of the full A-level.

GRAPHIC PRODUCTS (Edexcel)

Year 12 – AS-level Unit 1 – Product Design Coursework

Portfolio of Creative Skills, which is worth 60% of the AS-level grade.

Graphic Products encompasses a wide range of design disciplines but is firmly rooted in the skills required to design and make high quality products. This qualification emphasises two key factors: creativity and sustainability. The examination challenges students to develop a range of skills and outcomes that demonstrate their creativity. In Year 13 the design project is realised when the candidate applies the design phase to the making stage.

In Year 12, students produce one portfolio, comprising of three units. The units work as separate projects and candidates must show understanding and knowledge of all aspects of design and making. Evidence of progress is recorded through modelling and photographs. Students are rewarded for the quality of their work, the advanced skills used, and the technical content.

The portfolio coursework, is an internally assessed, and externally moderated, unit. The designed product and supporting portfolio is worth 60% of the total AS mark and 25% of the full A-level.

Year 12 – AS-level Unit 2 – Design and Technology in Practice Examination

The examination, Design and Technology in Practice, is worth 40% of the total AS-level grade.

Students are tested on their knowledge and application of a large range of materials, components, manufacture, sustainability and health and safety.

The written examination is 1½ hours long. It requires short answers and extended-writing type responses. The examination takes place in June of Year 12.

Subject at A2

Year 13 – A-level Unit 3 – Designing for the Future Examination

The examination, Designing for the Future, is worth 40% of the total A-level grade.

Students are assessed on their knowledge and application of industrial and commercial practice, systems, and the influence of history and technology on design and sustainability.

The written examination is 2 hours long. The examination requires candidates to give short answers and longer extended-writing type responses.

The examination takes place in the June of Year 13.

Year 13 – A-level Unit 4 – Commercial Design

Students will produce one portfolio covering all aspects of design and making in a ‘real world’ design situation. Students must work with an external client as they must demonstrate advanced skills and a high level of technical complexity to gain higher marks and produce a product (or prototype) that meets the needs of the design brief. Subject choice will depend on student interest. The portfolio must include a range of presentation techniques including photographic evidence, where appropriate.

Unit 4 is assessed internally, and externally moderated. This unit is worth 60% of the total A-level mark.

The career opportunities for those who have studied this subject are wide and varied, but the following give an insight into jobs that are more subject related: advertising, architecture, aviation, building and construction, design industries engineering, environmental management, interior design, local authority planning, manufacturing, medical science, landscape design, theatrical set/prop design, professional model maker, car design.