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Technology

Aims and Philosophy:
It is the Department’s aim to provide a very safe, friendly, happy working environment, where every student can achieve his/her full potential. Design and Technology equips students with ‘real life’ skills and knowledge, which will enable them to contribute to an increasingly technological society. 

At KS3 there are 5 specialist areas: Food, Textiles, Resistant Materials, Graphics and Computing.
Students are levelled for skills shown in communicating their design ideas and the quality of the products they manufacture. They cover five project strands of Research, Design ideas, planning of Making, Making and Evaluation. Pupils work to set design briefs and also carry out focussed practical tasks and learn a wide range of technical and creative skills.

At KS4, students build on the skills they have developed and choose one of the following specialist subject areas: Resistant Materials or Graphic Products.

 

Resistant Materials and Graphics: Year 7-9 Mr Costigan

Textiles Year 7 and Food Year 8 and 9:   Mrs Crooks-Wiggan

Food Year 7: Mr Cullen

Textiles Year 8 and 9 : Mrs Haines

Computing Year 7-9 : Mr Aristides

Computing Year 8 and 9 : Mr Khostwal

Food technicians: Mrs Togher and Mrs M Cooney

 

 KEY STAGE 3 OVERVIEW

Design & Technology

KS3 Curriculum

Key stage 3 students will study Graphics, Resistant Materials, Textiles, Computing and Food within the Design and Technology department. The subjects run on a rotation so every student undertakes a minimum of 9 weeks in each area (depending on term timings). Students are taught in mixed ability groups, mixed gender.

Progress

KS3 students are to make one whole level of progress (at least 3 sub levels) during one year.  We know this is an aspirational goal; however we want to ensure students have challenging and inspiring targets.  Also, as teachers, this ensures we are planning exciting, active but appropriately pitched lessons and schemes of work that engage and motivate students to further become independent learners.

Assessment

We use a range of assessment strategies to mark, assess, feedback and track our students:

  • LEVEL CLIMBERS – Each class room has the Designing and Making level climber display on their walls – this is used as an interactive way for students to check their progress and current working level throughout a lesson or project
  • STUDENT FOLDERS – within the folder is an A3 version of the level climbers that students use to peer and self-assess and track own progress as well as setting own targets
  • STICKERS – After each rotation students get a sticker stating their Designing and Making levels. These are collected and allow each student to track their progress across all subject areas.
  • MARKING -  folder work/practical is marked every two weeks and moderated every month at DMT
  • ROTATION TRACKING SHEET – we have a tracking sheet set up on SIMS specifically for our department to track the progress of students across each subject area.  It also assesses QWC and IL (Independent Learning aka homework).  This sheet means we can take a register and immediately see on the same screen what these students have previously achieved in other DT subjects.
  • PROGRAMMES OF STUDY TRACKING SHEETS on SIMS linked to the national curriculum are now used in year 7 and to be introduced in year 8 from Sept 2017 and year 9 the following year.

Assessment for Learning

Students are required to peer and self-assess their work in every TVA lesson.  They use green pens to do this and it can be tracked through their folder work.

Often we use post-it notes to give feedback and display them near or next to the level climbers we have on display.  The same level climbers are in each student’s folder and they use this to mark their own work, set their own targets for each lesson or a set of lessons, or the whole project.  It also allows them to move forward independently and challenge themselves.

We are aiming to implement a no-hands policy in DT and use techniques like randomisers and lolly sticks whilst still planning appropriate questions for each child’s ability.  We aim to use a range of questioning techniques within all of our lessons, structuring our questions through Blooms Taxonomy.

YEAR 7 

Year 7 Resistant Materials

In Resistant Materials, we aim to explore as many materials and manufacturing processes as possible, whilst holding design and creativity central to all learning. In year 7, students undertake a desk tidy project.

Students work with acrylic, mdf and wood and use processes such as line bending and drilling to create their products. Their work is then assessed using a range of criteria based on their design and making skills.

Desk Tidy

Year 7 project 2

 

Year 7 Food Technology

 

Students are introduced to the subject with two lessons per week looking at Basic Food Skills. This includes Food Hygiene and Safety as well as introduction to basic tools and equipment. The course follows a theme of learning new skills in order to prepare foods that are interesting and delicious. Practical lessons vary between weekly and every two weeks depending on the planning and preparations needed for students to fully understand a topic. Food items produced in this lesson includes: Healthy Milkshakes, Pasta and Sauces, Pizza and Cookies.

Year 7 food technology

 

Year 7 Textiles Technology

 

Students are introduced to the basic textiles skills needed to complete a design and make project and learn the basic equipment used in textiles as well as safety measures to follow in the workshop. Students are informed of the different ways to add colour and design to fabrics in order to design and make face mask that can be used by a child to be worn to a party for children or for a costume show while showing creativity and flare.

 

Year 8 Textiles

 

Year 7 Computing

We aim that by the end of Key Stage 3 we ensure that all pupils can use a variety of ICT skills confidently, securely, creatively and independently.  Pupils at St Gregory’s will have their own user area on the network. The school’s network allows internet access that has a filter, which helps to safeguard unwanted materials being accessed either knowingly or accidentally. At Entry level we decided to shape the students understanding of IT covering a wide range of topics which includes the following subject areas:

 

1. E-Safety - (PowerPoint)

Pupils learn the risks of online threats that could take place via several mediums (emails, websites, smartphones, applications and desktop computers). In addition, pupils learn to use MS PowerPoint.

2. Hardware and Software

Pupils identify hardware components and software applications.

3. Spreadsheet Modelling

Pupils create a model that calculates the cost of a computer.

4. History of Computers

Pupils learn about several key parts in the history of computers from the Abacus, Charles Babbage to Bletchley Park and Alan Turing with a focus on British history. Ending the unit by examining the future of computers.

5. Introduction to programming – LOGO    programing

Pupils develop their problem solving skills using LOGO programing. They understand what Algorithm has to do with computers.

6. Computer game design – Scratch

Using Scratch to program a game that pupils will create.

 

Useful Links:

http://teach-ict.com/

http://www.bbc.co.uk/education/subjects/zqmtsbk

http://scratch.mit.edu/

 

 YEAR 8

Year 8 Resistant Materials

In year 8 we introduce students to 2D design, which is a CAD (computer aided design) piece of software. Students are encouraged to develop their CAD skills at a young age, as these skills give students the ability to explore more creative ideas and open up pathways to otherwise unavailable manufacturing possibilities.

http://t2.gstatic.com/images?q=tbn:ANd9GcQdC6JMcsp4WgUm0yW2GNzRDz58mIqWHuMof3AE0wMYGXvrzZSnXg:www.teraimpex.ro/imagini-materiale-didactice/masina-cnc-pentru-taiere-cu-laser-model-techsoft-lasercam-a2-30-w-808613431.jpg,http://www.techsoft.co.uk/products/software/img_Software/2D_Screenshots/PhotoFrameBuddies_Screenshot.jpgWe are lucky enough to have a laser cutter in the department and through this Photo frame and door name project, students learn how to set their work up and use the machinery available to them.

Here are some examples of Year 8 work:

 

Year 8 resistant materials

 

Year 8 Food Technology

 

Students are introduced to the idea of designing new foods. They learn about function of ingredients and food presentation as well as reiterate food hygiene and safety in the kitchen. Practical lessons are bi-weekly. Students will work on a diner style menu which includes shepherds pie, beef patties, sticky toffee pudding and fruit crumble.

 

 

Year 8 Textiles Technology

 

In year 8 students will design and produce a 2 layer repeat print based on Celtic designs. 
Students will learn about Celtic designs, the tie-dye process, the different types of repeated designs and how to create a reduction print block, and will create their own printed textile.

 

 YEAR 9

Year 9 Resistant Materials

In year 9, we expect students to be able to combine a range of traditional manufacturing skills with new CAD / CAM processes. Using a range of manufacturing processes, students are challenged to design, package and market a bottle opener and are given a choice of client to design for, be it children, teenagers or adults.

 Bottle Opener and packaging

Year 9 bottle opener

 

Year 9 Food Technology

 

In year 9 we will be concentrating on cafe food and treats.

The dishes we will be working on are omelettes, quiche, waffles, pineapple upside down cake and crumble pie.

 

 

 

Year 9 Textiles Technology

 

In year 9 students will design and produce a collaged and hand embroidered window hanging. Students will learn about Zentangle and Mandala designs, will  make their own collaged textile, and will embroider it with a range of stitches and colours based on their designs. 

 

 

 KEY STAGE 4 OVERVIEW

VCerts (level 2) have been introduced from September 2017 in Food and Cookery and Graphics. These are two year courses that prepare the students for either further education or training in particular specialities. See below

YEAR 10 AND YEAR 11

VCert Food and Cookery & Graphics GCSE (AQA)

In food and cookery & Graphics we provide students with the opportunity to design and make a range of products using a variety of materials and ingredients. Design and Technology is a practical subject area which requires creativity and the ability to analyse and evaluate design ideas. Students will be expected to show flair and originality when developing ideas, planning, producing products and dishes and then evaluating them.

This specification has been designed by NCFE to challenge students thinking skills and encourage candidates to design and make products which are creative and original.

 KEY STAGE 5 OVERVIEW

A-Level Product Design (AQA)

There is a break this year for product design and there is no students for September 2017 but we aim to offer this again to next years GCSE graphic students to start in September 2018

Below is a summary of the subject :

At A level we look at real products and inventions and understand how they have impacted on the way we do things. Working closely with the design museum, students research a range of designers, Materials and Products. This research is then used to stimulate creativity and design a product that can be used to solve a problem.  A visit to the design museum and a workshop help students understand how to think like a designer and create real solutions to real problems.

What skills students will need to succeed:

  • Good design skills and understanding of materials and manufacture.
  • You MUST demonstrate a commitment to the subject by being self-motivated and not be constantly dependent on help by the teacher. It is recommended that you attend the weekly GCSE workshop after school each week.
  • Be organised - You MUST meet all the necessary deadlines for the 50% course work.
  • You are expected to assess and evaluate your own work and that of others.
  • You will produce a portfolio of research, design work and evidence of practical tasks.
  • You will manufacture a working product or a prototype model.
  • Your research MUST show evidence of specialist vocabulary.

 YEAR 13

A2 - Product Design (AQA)

Assessment criteria

Design Brief: As a product designer, working for Habitat, you are to design a piece of multi-purpose, space saving furniture. Your designs must match Habitats modern and minimalistic approach to design. You should also aim your products at first time buyers, considering low cost materials and methods of batch production to reduce manufacturing costs. 

Year 13 Product Design coursework