Design & Technology

The Design & Technology department aims to foster a stimulating learning environment where students can use creativity and imagination whilst gaining knowledge about materials, processes and creative design thinking. Students will be encouraged to develop a critical understanding of design whilst implementing an iterative design process which encourages originality.

The Design and Technology Department sees itself as an outlet for many of the ideas and topics and knowledge covered in other subjects around the school be it environmental concerns, mathematical skills, materials and properties, using IT and Computing, reflecting on the reasons for past designs and decisions or writing up and critically evaluating existing items.

Students will study a broad range of Design & Technology subject areas at KS3, this course is planned to provide knowledge which allows them to be resourceful, innovative and enterprising and builds the foundations for pupils to study for GCSE Design and Technology and GCSE Food Preparation and Nutrition at KS4.

The Department is extremely well resourced, and students are able to experience many materials and manufacturing techniques.

Students in Year 7 undertake a carousel of 4 Design and Technology subjects (Resistant Materials, Food Technology, Textiles and Graphics) plus a rotation to Computing. In Year 8 Textiles is substituted for Systems and Control. In each area they will follow an overarching theme to design and manufacture products which have an application in everyday life.

During Year 8 Pupils can select one of two GCSE subject options, GCSE Design and Technology or GCSE Food Preparation and Nutrition.

 

Resistant Materials

In KS3 students develop a range of practical and Design skills which enables them to manufacture products from Timbers, Metals and Plastics safely and with a range of tools and equipment. Students learn to followthe design process from design brief, Investigating the need, existing products and end user to designing and developing them through to manufacture and product evaluation.

Projects vary from year to year and the skills developed by the pupils increasing in complexity and quality of outcome. Some of the previous and current projects undertaken at Key Stage 3 include;

  • Wooden Spinning Tops
  • Phone and Tablet Stands
  • Ball bearing Maze Games
  • Metal Garden Trowels
  • Small Wooden Storage Items

Food Technology

In KS3 students develop a range of practical skills which enables them to make and prepare a range of food products safely. Students learn about nutrition and we focus on the Eatwell Plate, the 5 a day guideline and specific nutrients e.g. starchy carbohydrates, proteins and vitamins and minerals. In year 7 and 8 students will learn how to use the cooker safely by producing a range of food products such as fruit salads, pasta bake, risotto, chicken in sweet and sour sauce and pastry products

Graphics

In KS3 students develop an understanding of how to communicate ideas we also currently look at the development of logos and how branding of product and businesses can play an important part in the world around us. We cover a range of graphic techniques including sketching, isometric drawing, colour rendering, modelling and net design. 

We use a variety of different graphic product materials mainly paper, card, photo paper, foam board, light plastic and a number of different fixtures/ fastening systems.

Projects vary from year to year and the skills developed by the pupils increasing in complexity and quality of outcome. Some of the previous and current projects undertaken at Key Stage 3 include;

  • Flat Pack Creatures
  • Travel Board Games
  • Pop up Books/Cards
  • T-Shirts for an event
  • Logo design for a Transport Company

Systems and Control

Systems and Control involves learning about basic electronic components and circuits.  These are used in a range of design and make projects that also involve CAD/CAM.

Systems and Control also includes the use of mechanisms using Gears, Cams and Pullies.

Projects vary from year to year and the subject is only covered once either in year 7 or year 8. Some of the previous and current projects undertaken at Key Stage 3 include;

  • Nightlights
  • Mechanical Toys
  • Steady Hand Games

Textiles

In Textiles students learn to work safely and confidently with a sewing machine and small equipment (scissors, pins etc.) and how to manipulate a variety of fabrics and components, mixing colour and texture.

Students are encouraged to work together and independently, developing their own design ideas into a successful product, they learn a wide variety of construction and decorative skills

Projects vary from year to year and the subject is only covered once either in year 7 or year 8. Some of the previous and current projects undertaken at Key Stage 3 include;

  • Headphone Pouches
  • Bags

GCSE Food Preparation and Nutrition

For Students choosing to study GCSE Food Preparation and Nutrition the GCSE is 50% Non-Examined Assessment (NEA) and 50% written exam. All coursework is completed in year 11.

In year 9 and 10 the students develop their food preparation skills by producing a range of dishes. They also develop their understanding of nutrition and food functions by looking at individual ingredients and nutrients.

The first Non-Examined Assessment is completed in September of year 11. Students are given a brief where they have to look at how different conditions affect how a particular ingredient works e.g. looking at how different flours, liquids and preparation techniques affecting the formation of gluten in bread dough. Their second Non-Examined Assessment is started in November and they have to plan, prepare and evaluate a two-course meal for a specific theme e.g. a two-course meal suitable for a picnic. As part of this task students have a three-hour practical exam.

GCSE Design and Technology

In 2017 GCSE Design and Technology was formed from the amalgamation of the existing technology subjects. The GCSE covers all main topics as part of a module of Core Theory. This includes Timbers, Paper and Boards, Metals, Polymers, Textiles, Systems and Control.

Pupils are able to pick a Specialism for further theoretical study and can use this as the basis of their Non-Examined Assessment. The course is divided so 50% of the Mark is gained from the Non-Examined Assessment and 50% from the GCSE Exam paper.

In Year 9 and 10 Pupils will undertake a range of practical and theory based tasked to develop their skills in the core theory and specialist subject areas. This builds towards both the Exam and the Non-Examined Assessment.

As one of the projects in Year 9 Pupils undertake the Design Ventura project an external Design Challenge set by the Design Museum in London.

In Year 10 Pupils will undertake a practice piece of Non-Examined Assessment to build their confidence ahead of starting their final project in the summer term. This final project will take them through Year 11 until the end of the Spring term when attention returns to the theory knowledge and the final exams.


Frequently Asked Questions

How do the rotations work at Noadswood in KS3 Design and Technology?

Pupils move between different disciplines of Design and Technology every 6/7 weeks in year 7 and then again in year 8. They will get to experience each of the different areas with a subject specialist in an appropriate room.

What are the different disciplines of Design and Technology?

We offer Resistant Materials, Graphics, Food Technology, Textiles and Systems and Control at Noadswood

Are there any enrichment opportunities in Design and Technology?

We have many extra-curricular clubs running and participate in a national design competition called Design Ventura. We are always looking for other opportunities to extend pupils learning beyond the classroom and encourage pupils to solve realistic design problems.

What is the IT equipment on offer?

We have lots of laptops and some PCs available for pupils to use where necessary. We also have a laser cutter, sublimation printer, 3D printer and CNC milling machines.

What IT packages do you use?

We have Adobe Creative Suite (Photoshop, Illustrator etc.), and also use Techsoft 2D Design to programme the laser cutter.


Synopsis of Study

 

Year 7 – Technology

In technology students rotate across the year learning about materials, computing, graphic design, textiles and food technology. In materials students learn about basic woodworking sills alongside a design process. In computing students are introduced to basic computer coding and website design. In graphic design students manufacture a board game, developing a product from an idea. In textiles students learn about basic sewing techniques alongside the design process. Finally, in the food technology rotation students learn about basic food hygiene, kitchen safety and making some basic dishes. Students experience the five rotations across the year.

 

 

Year 8 – Technology

In technology students rotate across the year learning about materials, computing, graphic design, systems and food technology. In materials students learn about basic metal working alongside explanations of the processes when manufacturing. In computing students are introduced to Python coding and Photoshop skills and techniques. In graphic design students build on the Year 7 work with a pop-out card. In systems students are introduced to electronic skills alongside the design process to manufacture a USB powered cube lamp. Finally, in the food technology rotation students build on their previous skills making more complex dishes and learning about nutritional values. Students experience the five rotations across the year.

 

 

Year 9 – GCSE Design & Technology

Autumn

Pupils have begun the GCSE course by undertaking the Design Museums Design Ventura Project to work in groups and design and manufacture a product which could be sold in the Design Museum’s shop in London. From this we have moved on to the Design and Manufacture of an USB powered LED Desk Lamp. This has involved practicing woodworking skills, the use of the Laser Cutter and Soldering the electronic circuit. We have started to investigate the design process in more detail to gain an understanding of user requirements and also begun looking into the Core Theory Topics for the GCSE Exam

 

Spring

Pupils have continued to expand their knowledge of working with a rage of materials from Timbers Metals and Polymers We have undertaken some more advanced wood working skills in the manufacture of some small wooden boxes using different types of timber and worked with plastics to look at folding and bending parts to create some different shapes using the strip heaters. The theory has been expanded to look at the different types of materials and their properties. We have also begun exploring different designers and their influences.

 

Summer

Pupils have looked at card modelling to show prototypes this term and also expanded their drawing skills to help build towards being able to show ideas and developments of product designs. Practical skills have been build on and have begun completing one of two projects either Pewter Casting Project or the Headphone Wrap projects. These both involve the pupils designing and manufacturing using CAD design to produce either an Acrylic product and complete packaging for this or a Mould for the casting of a Pewter Key ring. Each class has attempted one of the projects with the second project to be completed in the beginning of year 10.

 

 

Technology

Year 10 – GCSE Design & Technology

Autumn

Pupils have begun completing one of two projects either Pewter Casting Project or the Headphone Wrap projects. These both involve the pupils designing and manufacturing using CAD design to produce either an Acrylic product and complete packaging for this or a Mould for the casting of a Pewter Key ring. We moved on to practicing taking a simple design brief and producing a product which meet this. Pupils were set the brief to design a small wooden box with a limited size that must fulfil a specific purpose and include the use of a selection of wooden joints which we had previously practiced manufacturing.  Work has continued to expand the understanding of the theory of the subject specific materials and the core theory topics.

 

Spring

Pupils have started to undertake a Mock piece of Non-Examined Assessment. The NEA is worth 50% of the overall GCSE grade and puts in to practice all of the design and manufacturing skills the pupils have learnt during the past three years. The pupils have been set an example of a design brief as used by the exam board and challenged to undertake the process they will need to follow later this year to Investigate, Design, Manufacture and Evaluate a product. This process has been teacher led with detailed example pages provided on Frog, once pupils begin the NEA final piece next term the teacher will only be able to offer general guidance to the pupils to this term has provided them with some hands on guided experience of the exam boards expectations.

 

Summer

The pupils have completed their mock Non- examined assessment. From June onwards the exam board have provided the final design Contexts for the NEA and pupils have started to investigate these to start their Final NEA piece to be submitted for marking next spring. By the end of the summer term pupils will have completed their research in to existing products and created user profiles they should also have narrowed their context to create a design brief and specification for their product.

 

 

Year 11 – GCSE Design & Technology

Autumn

Pupils have continued to work on the Non-Examined assessment element of their course. This counts for the first 50% of the marks available towards their GCSE. The Aim for pupils this terms has been to arrive at a point before the new year where they have completed initial ideas and started prototyping their design ready to start the manufacture of the their final design early next year. We have also paused to look at the style and types of questions which is likely feature in the exam paper. Pupils have been provided with details of places to look for revision topics such as GCSE bitesize. This has cumulated in pupils taking their mock exam paper during November.

 

Spring

Work has continued on the NEA during this term the deadline for the completion of the Non-Examined Assessment being the last day of this Spring Term. From this point the work will be marked and assessed before moderation. Pupils have work on the manufacture of the products as well as writing up how they have undertaken this. The final element of the NEA has been the evaluation of their work.

 

Summer

For the summer term we have undertaken revision of the topics covered over the last three years as part of the core theory and Subject Specific materials knowledge. This has been completed though a mixture of teacher led discussions, pupil investigation and practical demonstration of different tools and processes. Pupils will sit their exam before the May half term.

 

 

Year 9 – GCSE Food Preparation and Nutrition

Autumn

Pupils have started their GCSE course by working on recapping prior knowledge and expanding this to a GCSE level. This term we have covered proteins and fats as our main areas of study. This has involved understanding the theory behind these areas and undertaking practical work which supports this learning. Including learning how to denature proteins and portioning a whole chicken.

 

Spring

This term pupils have looked at carbohydrates focusing of breads, pasta and rice. We have undertaking several practical tasks including producing different sweet and savoury rice dishes and producing fresh pasta from scratch and then using this in their practical work. They will have an understanding the role gluten plays in these.

 

Summer

Pupils will have worked with fish and sugars during this term. This will have helped to provided them with a further range of elements that can be considered when making meals for their non-examined assessment in Year 11. They will have looked at the different types of pasty and producing sweet and savoury dishes with these.

 

 

Year 10 – GCSE Food Preparation and Nutrition

Autumn

Pupils have covered some of the topics which we were unable to cover in Year 9 due to the pandemic and have revisited some skills and knowledge to ensure they have a good understanding of the theory and practical work required as they build towards undertaking the Non-Examined Assessment tasks in year 11. The pupils have undertaken task from fish cakes to pasty. Pupils have also investigated and worked on food from differing cultures to understand food choices.

 

Spring

Pupil will have had a chance to produce a mock example of the scenario based Non-Examined assessment. Pupils are set a task to research, design develop and produce a two or three course meal for a specific event. Learning how to research around a set topic and how to conduct detailed sensory analysis. This work will have seen them complete a whole piece of the NEA from start to finish including practicing and making final dishes of their choosing.

 

Summer

During the summer term pupils have begun to look at the investigation based element of the Non-Examined Assessment. This involves the pupils undertaking a range of substitutions of an ingredient to a product and testing the outcome to observe changes. Pupils have continued to work on practical and theory topics and we have had a particular focus on the presentation of completed dishes.

 

 

Year 11 – GCSE Food Preparation and Nutrition

Autumn

At the beginning of September the exam board set the scenario from the Non-Examined Assessment for the year. Since then pupils have been working hard to conduct the research and design of their dishes. They will have undertaken some Trial dishes to prepare and practice the cooking skills required to meet the requirements of the NEA. Pupils have also undertaken some revision of the theory topics ahead of the Mock exams and completed these in November.

 

Spring

The key element of the Non-Examined Assessment undertaken during the Spring term has been the final practical. Pupils spent the day cooking and presenting their dishes for assessment. This was completed following the final write up of time plans and write up of the work undertaken last term. Following their practical element pupils have evaluated their food and completed the NEA. We have now switched towards revision of key topics for the final exam.

 

Summer

For the summer term we have undertaken revision of the topics covered over the last three years as part of the preparation for the exam. This has been completed though a mixture of teacher led discussions, pupil investigation and practical demonstration of different processes and techniques.