Mathematics - Year 7

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Below you will find more specific information about the curriculum in Design and Technology for students who have chosen this subject for GCSE, explaining to you what students will learn, when, why and how. There is also information about how parents/carers are able to support students in their learning, extra-curricular opportunities in this subject and how it links to other subjects and the wider world.

Subject Key Concepts

#1 Creativity #2 Planning #3 Materials

#4 Analysis #5 Sustainable Futures

Please click here for Subject Key Concepts.

Curriculum Overview for the year

Design and Technology Year 10

Design and Technology Year 11

Autumn Term

Topics and specific knowledge

Famous designers

· Harry Beck

· Issigonis

Cacti Holder Project

· Iterative design

· Modelling

· Laser cutter

· 2D Design

· Brief and specification

· Sketching ideas

Polymer processes

· Strip heater

· Vacuum former

· Blow moulding

· Injection moulding

· Types of polymer

· Vinyl cutter

· Polymer stock forms

· Maths: costings and area

· Prototypes

· Polymer finishes

· Company: Apple

· User-centred design

Scales of manufacture

· One off

· Batch

Evaluate existing products (use ACCESS_FM)

Metal Man Project

· Metal stock forms

· Types of metal

· Working with metals inc. marking out

· Joining metals inc. brazing and threading

· Adding finishes to metals (esp. powder dip coating)

· Jigs

Product Analysis: Brompton Bike

· Batch production

· User centred design

· Metal manufacturing

Key concepts

Analysis- Analyse the work of others.

Creativity- Presentation and graphical skills.

Sustainable futures- Awareness and understanding of the 6’rs, understanding of sustainability

Planning- Awareness and application of health and safety, knowledge of materials, tools and processes, time management of tasks,

Ability to work independently

Materials- Application of health and safety, ability to choose and use appropriate materials, work within tolerances, satisfaction of making products.

Specific skills

- Practical skills

- Communication skills (a mixture of verbal, paper, and computer-based skills)

- Health and safety awareness

- Teamwork

- Problem solving

Autumn term

Start NEA

· Analysis of contextual challenges and identifying a problem or opportunity.

· Writing a Design Brief and Specification

· Carrying out primary and secondary research

· Drawing creative ideas that meet the brief

· Making simple models to experiment with solutions

Other knowledge

· Mechanical systems (cams, gears, levers...)

Key concepts

Creativity- Developing and presenting engineering designs

Analysis- Analyse and suggest improvements to own work. Resilience.

Specific skills

- Drawing skills

- Analytical and evaluative skills

- Communication skills (a mixture of verbal, paper, and computer-based skills)

- Problem solving

Spring term

Graphics Topic

2D formal drawings

· orthographic

3D formal drawings

· oblique

· isometric

· perspective (1 and 2 point)

Freehand sketching of ideas in 2D and 3D.

Using Techsoft 2D Design CAD

Exploded diagrams

3D CAD – Lego USB

· 3D CAD (Autodesk Inventor

· Injection moulding (recap)

· Tolerance, accuracy and QA/QC

· Modern mass production

· Maths – cost and volume of material per block

Product Analysis: Dyson vacuum cleaner

· ergonomics

· standard components

· iterative design etc.

Key concepts

Creativity- Developing and presenting engineering designs

Analysis- Analyse and suggest improvements to own work. Resilience.

Specific skills

- Drawing skills

- Analytical and evaluative skills

- Communication skills (a mixture of verbal, paper, and computer-based skills)

- Problem solving

Spring term

Continue and finish NEA

· Choose best idea to develop through evaluation of first concepts

· Make more detailed and refined models to develop ideas

· Create detailed drawings to aid in manufacturing the final outcome

· Select appropriate materials and components

· Manufacture final design using workshop tools and CAD/CAM

· Apply quality control checks to ensure a high-quality outcome.

· Evaluate progress throughout the development of the design and at the end of the project

Other knowledge

· General properties of materials such as toughness, strength…

Key concepts

Creativity- Developing and presenting engineering designs

Analysis- Analyse and suggest improvements to own work. Resilience.

Materials- Application of health and safety, ability to choose and use appropriate materials, work within tolerances, satisfaction of making products.

Specific skills

- Drawing skills

- Analytical and evaluative skills

- Practical skills

- Communication skills (a mixture of verbal, paper, and computer-based skills)

- Problem solving

Summer term

Spatula and Bird Feeder

· Wood types and knowledge

· Working with woods

· Wood joints

· Finishes for wood

· Evaluation of existing spatulas (IKEA and wooden)

· Templates and tessellation

· Wood stock forms

Product Analysis: IKEA flat pack furniture

· KD joints

· Exploded diagrams

· Manufactured boards

Other knowledge

· Eco issues and Fairtrade

If time allows NEA Practice task: Educational toy

Key concepts

Planning- Awareness and application of health and safety, knowledge of materials, tools and processes, time management of tasks,

Ability to work independently

Materials- Application of health and safety, ability to choose and use appropriate materials, work within tolerances, satisfaction of making products.

Specific skills

- Practical skills

- Communication skills (a mixture of verbal, paper, and computer-based skills)

- Health and safety awareness

- Teamwork

- Problem solving

Summer term

The following topics might have been briefly covered earlier in Y10/11 but will be covered in more depth during this term:

· Energy generation and storage

· Electronics and systems

· Papers and boards

· Textiles – inc. fire retardants

· New materials

· New technologies and impact on industry, society and environment

Exam Preparation

· Revision of all topics – use Collins revision guide as a structure

· Practice papers

· Exam technique – keywords and strategies

· Online quizzes

Key concepts

Planning- Awareness and application of health and safety, ability to choose and use appropriate materials.

Sustainable futures- Awareness and understanding of the 6’rs, awareness of energy sources, understanding of sustainability, cultural issues surrounding materials and processes.

Specific skills

- Analytical and evaluative skills

- Communication skills

- Problem solving

- Exam resilience

Useful documents:

Please click here for a PDF of curriculum overview.

While this information covers a broad range of areas, please do get in touch with the Subject Leader Mrs Ellis if you have any questions.

Please click on the questions below to find out more.

Which exam board will students be examined by?

AQA

How are groups organised?

We organise our classes by mixed ability. The students have five one-hour lessons per fortnight.

What characteristics does a successful student have in this subject?

The most successful students in this subject will enjoy working practically, but also able to produce high quality folder work. There will be a significant Maths content in the exam paper (15%) and links with Science too.

How will students learn at this level?

Watching practical demonstrations
Practising different skills
Using the internet to support your learning
Recording your progression through Google Slides
Trial and error when experimenting with different materials
Observing your peers
Text book based work
YouTube videos of processes

How will students’ learning be assessed at this level?

In year 10 feedback will be given on the tasks you undertake. This will vary from verbal feedback for focused practical tasks to more detailed written feedback on longer project activities. Whilst very important, these year 10 tasks do not count towards the final GCSE grade.

In year 11 much of the time will be spent on a final coursework task. There is also a final 2 hour exam. Breakdown of marks:

50% exam paper
50% NEA project (coursework)

When do key assessments take place?

The coursework element will start at the very end of year 10. It needs to be complete for final assessment by mid-March in year 11 (Exact dates will be announced via lessons and school calendar)

How can parents/carers support students’ learning?

Encourage students to look at everyday products and try to think about the design choices that have been made (materials, safety, ergonomics, manufacturing…). For example, ‘why is cutlery made from stainless steel?’ or ‘What properties would this lunch box need?’

Research manufacturing processes via YouTube (or similar)

Use TechnologyStudent.com for general subject research.

What equipment do students need for this subject?

Essential school equipment
Apron

How does this subject link to other subjects?

Maths: General maths skills are used throughout the course and assessed as part of the exam.

Science: Energy and material properties

Art: Presenting design ideas

Geography: Environmental issues

What websites or resources may be helpful to support students’ learning?

Technologystudent.com

https://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-8552

What extra-curricular or enrichment opportunities are available for students in this subject at this level?

We open our workshops to KS4 students at lunch and after school to work on projects.

What sort of careers can this subject lead to?

Too many to list here but they include:

Product Designer
All branches of engineering
Architect
Materials scientist
Aerospace
Car design
Mechanic
Carpenter

What does student work look like in this subject at this level?

https://ktemplarhertssch-my.sharepoint.com/:b:/g/personal/mbull_kts_school/EZfasZJw-JVFhJMJtQpRxWABwJXUzuo75s3blTG4HNEabw?e=sAFP33

How does this subject support a broad and balanced curriculum, meeting the needs of all students, and developing traditional core skills?

Broad and balanced

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 apply technical and practical expertise.

Meeting the needs of all students

Lessons are taught in mixed ability groups. Every lesson is differentiated to ensure students of all abilities are stretched and challenged. A combination of theoretical and practical lessons give students the opportunity to excel in different areas according to their own strengths. TAs are used effectively in lessons to support students according to their needs.

Traditional core skills

Science - investigations, electronics, materials and processes. Selection and use of materials considering end of life disposal. Energy sources. Changing the magnitude and direction of forces.

Maths – Measuring, tolerances, scales, ratios, calculations of areas, dimensioning, calculation of material quantities and sizes. Calculate surface area and volume e.g. material requirements for a specific use. Efficient material use, pattern spacing, nesting and minimising waste.

Analysing responses to user questionnaires. Frequency tables and information on design decisions. Presentation of client survey responses. Percentiles ranges used in anthropometrics and/or ergonomics.

English – reading, writing exam answers and high quality folder work, communication.

How does this subject promote creativity, critical thinking, practice, perseverance and resilience, and making links?

Creativity

Students are encouraged to think creatively and iteratively when experimenting, designing and making. A broad range of processes and techniques are used to enthuse students during lessons.

Critical thinking

Students will develop the skills to critique and refine their own ideas whilst designing and making whilst communicating their design ideas and decisions using different media and techniques.

Practice, perseverance and resilience

Students are encouraged not to view the course as a linear process to be followed in a step by step manner, rather, students should be encouraged to follow the iterative design process. students will learn that it is ok for experiments to go wrong as long as we learn from this!

Making links

The NEA (non-exam assessment) expects students to investigate a contextual challenge which defines the needs and wants of the user. Themes such as ‘working towards a sustainable future’ links D & T to science.

How does this subject encourage enrichment and the development of cultural capital, deep learning, and inclusivity?

Enrichment/cultural capital

Students are encouraged to consider how products are designed and made when taking into account aspects such as design for disabled users, the elderly, different religious groups. They also need to show awareness of environmental issues.

Substance/deep learning

Students will have the opportunity to study specialist technical principles in great depth. They will learn how designs and prototypes must satisfy the wants or needs of the user and be fit for their intended use.

Open and inclusive

Every topic within the course is fully accessible to all students through differentiation in lessons and a variation of teaching strategies when delivering lessons depending on the needs of individual students.