Design and Technology - Key Stage 3
Design and Technology, at Glyn School, should equip students with the skills to design and make products that meet the particular needs of context and user group. It should encourage all students to be better problem solvers and understand that good design can help solve problems for future generations. Students will be equipped to consider the wider needs of society through responsible, ethical and sustainable design. It should foster a love of learning around how things are made and the changing factors that continue to influence the design process.
|Head of Design Technology||Mr M Toye||M.Toye@glynschool.org|
Year 7 sequence of lessons
Our Year 7 Projects are used as introductions to key areas of design and technology and basic workshop skills providing a foundation from which to build in future years. These provide a taster into all the areas of technology so students have a more informed decision on the subject when it comes to choosing their GCSE options.
Projects are designed to give students knowledge of some of the most important aspects of the subject. Skills that are, arguably, transferable to real life and help develop the student irrespective of whether to study the subject at KS4 or not.
These units also introduce students to the essential design and communication skills required to think about producing simple products that solve a need and developing such projects to meet the wants of a particular user group.
Projects are designed to reinforce the basic tenets of designing for the wants and needs of the user and using language to describe the physical properties of materials and attempt to relate material properties to desired function of a product. Such concepts are the foundation of good design - without a knowledge of how to design to a user's wants and needs and an understanding of the properties of materials, it is difficult for students to design meaningfully.
Induction Graphics Project
Students learn some of the basics of good design communication and start to develop 3 dimensional drawing skills. The pop-up card project introduces the Papers & Boards (Graphics) area of Design & Technology and allows the students to meet the needs of their chosen user to produce a working pop-up card for a celebration event of their choice. This unit covers the design process so students know the main stages in design strategy which is essential to being able to design and make successfully in future projects.
Pewter introduces materials properties and key language around alloys and metal. It also introduces students to batch and mass production. This project also provides basic hand working skills, some simple design theory and an introduction to the most commonly used workshop tools without the need to work with too much precision.
This unit delivers some of key aspects of the subject: the ability to describe material properties and an understanding of how common materials work with the ability to relate physical properties to intended purpose.
This unit revisits the design process, reinforcing the students' knowledge of the main stages in design strategy. This unit either reinforces the skills of identifying user wants and needs and introduces some strategies to help with this. As well as writing strong specifications to clarify design thinking (and also a bedrock of designing), students will also have the opportunity to develop designs (another critical strand that runs through the subject) to produce artefacts that should meet the needs of the user.
Students move on to designing packaging for their keyfob using a graphical design software which introduces the concept of CAD and CAM with simple CAD skills to produce the promotional material for their keyfob and manufacture them with simple printing techniques. The students also start to understand polymers and their use in packaging. The unit looks at the importance of understanding the environmental impact of this material and how their sustainable credentials.
Textiles introduces students to textiles working processes and the physical properties of these materials. This project covers the requirements of the knowledge required for KS3 and provides sufficient practical knowledge to allow students to develop this at KS4 through the required theory.
This project also reinforces or introduces the main design concepts of specification and designing for users wants and needs (a vital aspect of the subject - without an understanding of this process, it is difficult for students to access the subject at KS4.
This project also reinforces the language of describing correctly the physical properties of materials relating to textiles and gives students an understanding of the materials that comprise the clothing they wear.
Recycling existing materials and using them in products is one strategy being widely used across the world to help secure finite resources for future generations. This project introduces this concept through the use of recycled milk bottles and tops to produce a useful product. The students experience the reprocessing of these materials and the manufacture of the product through heat processes and manipulation by hand. This deepens concepts of sustainability introduced in earlier projects and the value of recycling as one of the responses to the environmental impact of plastics.
Year 8 sequence of lessons
Rooms mean that we have to carousel, projects are used as introductions to key areas of design and technology and basic workshop skills providing a foundation from which to build in future years and a providing a taster into all the areas of technology so students have a more informed decision on the subject when it comes to options evening.
This year develops some of the skills in year 7 (materials properties and where they come from) but also has more of a focus on making skills, precision and working from working drawings.
This year is about developing student’s ability to build and understand the workshop tools and associated health and safety so they are more able to build the products they design. It is also very difficult to design products if you do not have knowledge of how they can be built. This year is also about teaching students to be able to read working drawings so they are able to interpret these correctly. This skill is then developed at KS4 when students have to produce such working drawings. This is a cornerstone of most manufacturing industries as drawings convey all important information in these sectors.
The Wind Turbine
The wind turbine project covers core GCSE theory areas of knowledge in structures and electronic systems as well as introducing the concept of design and technology and our world. It allows students to explore a wide range of global issues around energy production and the environment as well as adding a practical element to make task. Working drawing need to interpreted and structural design is also covered in basic form so students understand the main concepts behind making things stand up.
The Rattle Project
Rattle project is the only task in year 7 and 8 that really looks at practical skills, covering marking out, the wood lathe and all the workshop hand tools. It also provides an opportunity to look at drawing skills and how to read technical drawings which is a requirement for KS4.
This area also looks at timber, how it is produced, sustainability and working properties. This topic looks in more detail at one of the most common workshop materials and which students will almost certianly use if they study the subject at KS4, but also an increasing common material in everyday life due the “green” credentials this material tends to have over all others. TImber will become increasingly important as a designer’s material.
Music Technology is a brand new course added this year to the year 8 carousel. Throughout the course students learn how to become sound engineers, producers and digital musicians. Students will learn how to set up microphones, cables and speaker systems. They will apply their gained knowledge to many scenarios including sound effects for movies and recording musicians in a studio. This allows student to discover how music is created in a professional setting and how the audio is manipulated for different roles.