7th Nov 2017
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15th Sep 2017
KS3 Design & Technology
A high-quality Design & Technology education should inspire in students a curiosity and fascination about the developing new technologies and the impact that new technological developments have on people’s lives and the social, moral and spiritual implications these may have. Teaching should equip students with knowledge about diverse technologies, smart materials, renewable and non-renewable resources, together with a deep understanding of all tools and machinery in each specific technological area. As students progress, their growing knowledge about different technologies should help them to deepen their understanding of the subject. Technological knowledge, understanding and skills provide the frameworks and approaches that help students to develop their practical and theoretical base that they will then develop further into KS4.
The National Curriculum for technology aims to ensure that all students:
- use research and exploration, such as the study of different cultures, to identify and understand user needs;
- identify and solve their own design problems and understand how to reformulate problems given to them;
- develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations;
- use a variety of approaches to generate creative ideas and avoid stereotypical responses
- develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations.
- select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture;
- select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties.
- analyse the work of past and present professionals and others to develop and broaden their understanding;
- investigate new and emerging technologies;
- test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups;
- understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists.
- understand and use the properties of materials and the performance of structural elements to achieve functioning solutions;
- understand how more advanced mechanical systems used in their products enable changes in movement and force;
- understand how more advanced electrical and electronic systems can be powered and used in their products.
Extra-Curricular at KS3
In Technology we hold a variety of competitions for KS3. We have a variety of extra-curricular activities depending on the time of year and we organise a range of trips from visiting The Good Food Show, Clothes Show Live, Cadburys World, Universities visits.
Year 7, 8 and 9 students take part in the Technology Tournament pitting their skills against other schools in Kirklees and completing a product to solve a given problem. We have also had teams of students participating in the Kirklees STEM Challenge – being the title holders in 2013.
We also have after school additional projects targeted at pushing student’s attainment and skill base, these include the scooter project for Resistant Materials, the Textiles club, Bake Off challenges and the Photoshop club with Graphics.
STEM Club is available to all KS3 students. It is a weekly club run on a Thursday evening. This year's club will commence after October half term. A letter regarding the weekly activities will be sent home prior to this.
KS4 Design & Technology
The four courses we offer are GCSE Food Technology, Graphic Products,, Resistant Materials and Textiles Technology. These courses are created by AQA and cover a stimulating blend of traditional and cutting edge technology to suit our wide range of students. It will inspire students to become sustainable and global citizens by exploring their place in the world, the impact of products they consume and responsibilities to other people and to the environment. In Year 10 students are assessed internally with milestone pieces taking place throughout the year. In Year 11 students undertake a 40 hour controlled assessment task that is set by the examination board that equates to 60% of the final grade. The other 40% is taken from external examination.
Food and Nutrition
This curriculum area is currently under review. However, the exam board is AQA.
Year 10 Chocolate Bar Project – Students will respond to a brief set by a chocolate company to create a new chocolate bar including packaging. Students will learn about designing and creating complex packaging nets and also about the required information for food packaging. Students will also learn how to create a mould and the processes of layering a design on a laser cutter to create a 3 dimensional product.
Swatch Watch Project – Students will be given a brief to design and make a concept watch for a limited edition Swatch watch. Students will learn how to present ideas to a professional standard through using presentation techniques such as rendering markers. The outcome will include a final prototype and completed packaging.
Phone Sock Project – Students will need to complete a neoprene phone sock and blister packaging for a public attraction of their choice. Students will learn about sublimation printing and how to create an accurate blister packaging for their own product.
Year 11 GCSE project – Students have the choice of 8 different design briefs to complete for their final project ranging from creating board games to promotional standee’s for film premieres. Students will need to use the range of skills they have learnt in Year 10 to complete the project. Students will be required to complete research and preparation in their own time both in and out of school.
In Year 10 students prepare through practical and theory work to meet the demands of the Controlled Assessment and Examination element of the course. The projects in Year 10 include garment construction. This allows students to develop their accuracy in making and gain understanding of commercial production systems used in industry. They also have a practical project of other types of textile products such as wall hangings or children's fabric toys. This allows students to practise the surface decoration skills and progress these through combining and independent experimentation. Students also plan their own construction gaining the confidence in their knowledge.
The majority of Year 11 is devoted to Controlled Assessment. Students choose from a range of briefs so that they can work to their particular strengths. The knowledge and skills developed in Year 10 and earlier help students to work in a supportive environment through the demands of the controlled assessment.
Students who have enjoyed and been successful at KS4 can go on to study Fashion and Clothing at The MFG Sixth Form.
In Year 10 students complete a series of mini projects which allows students to build on further knowledge of materials, processes and techniques that could be used in the manufacture of their Year 11 Controlled Assessment. The mini projects consist of a ‘Small Decorative Box’, ‘Children's Coat Hook, ‘Alessi Phone Caddy’ and ‘Pewter Key Ring’. The 'Small Decorative Box' project allows students to learn about a variety of woods and their categories, wood joints and appropriate wood finishes. Students work with MDF to produce the box structure of their work. The students then use acrylic paint to finish the product and learn the importance of finish. CAD and CAM is used to produce a marquetry pattern on the top of the box with a variety of veneers to create very aesthetically pleasing products. The 'Children's Coat Hook' Project allows students to develop their knowledge on metals, working with metals and finish metals. They cut and shape sheet mild steel and steel bars. Students then learn how to dip coat their work to produce a very effective finish on metal. Students also learn an understanding of how to use other finishes such as sublimation printing and laser etching to improve their work. The 'Alessi Phone Caddy' project reconfirms students’ knowledge in 2D Design and how this can be used within their work. The project allows students to build on their knowledge of plastics and how plastics can be shaped and moulded. The 'Pewter Key Ring' project allows students to experience the process of casting and how effective this can be in producing creative and innovative outcomes through the use of CAD (2D Design) to create the design and CAM (Laser Cutter) to cut out the mould.
In Year 11 students begin their controlled assessment for AQA. Students are given a range of 7 briefs to choose from. Students choose from a range of briefs so that they can work to their particular strengths. The knowledge and skills developed in Year 10 and earlier help students to work in a supportive environment through the demands of the controlled assessment.
Course will be assessed in the following ways:
Unit 1: Written Paper – 2 hours – 120 marks –40%
Unit 2: Coursework and Making – 90 marks – 60%