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“Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.”

National Curriculum

The DT curriculum at Corpus Christi is designed to meet the broader aims of the National Curriculum whilst drawing in links to other subjects such as Science, Mathematics and Religious Education. It is our belief that the curriculum for DT at KS3 should be progressive through each year of study in the 30 teaching hours allocated to each pupil. As a result of this, pupils will be able to progressively build knowledge and understanding of key concepts and themes throughout the key stage; focusing on the social, moral and environmental impact of Design and Technology as well as building designing and making skills through practical work.

Pupils will become proficient not only in technical and practical expertise needed to perform everyday tasks confidently, but also in the making and evaluating elements of the iterative design process. Additionally, pupils will learn about the properties of a range of materials and their environmental impact and build technical skill throughout a range of practical projects. Across the key stage pupils will carry out 15 hours of practical work, developing skills working with natural and man-made wood, plastics, electronics, CAD and metal casting. 

At the centre of this is the ability of pupils to understand and communicate the wider effects of design and technology on the environment and improve the pupils’ sense of stewardship of the planet we have been given by God. Pupils will gain an understanding of the wider impact of the materials they work with each year on the environment.

Teaching staff will be required to constantly develop their individual subject knowledge and implement new and emerging technologies into the schemes of work (which are to be continually developed and refined) In the limited time available for teaching staff key concepts are to be delivered with clarity and focus and linked throughout the key stage in order to be retained in pupil’s long-term memory.

The curriculum also enables pupils to make informed decisions about a wide range of further learning opportunities and career pathways within the subject.

Aims

The national curriculum for design and technology aims to ensure that all pupils:

• Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
• build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
• Critique, evaluate and test their ideas and products and the work of others
• Understand and apply the principles of client centred design with regard to development of a prototype.

Subject content Key Stage 3

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of domestic and local contexts [for example, the home, health, leisure and culture], and industrial contexts for example, engineering, manufacturing, construction, food, energy, agriculture (including horticulture) and fashion]. Topics and themes are focused and whilst supports the syllabus rather than a route through to the GCSE specification. These have been broken down into the following assessment objectives.

Core principles: – Recall, select and communicate knowledge and understanding in design and technology including its wider effects.

Designing and Making principles: – Apply knowledge, understanding and skills in a variety of contexts and in designing and making products.

Specialist Technical principles:- Analyse and evaluate products, including their design and production in greater depth taught through one material category or system.

When designing and making, pupils should be taught to:

Design

• 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 [for example, biomimicry and user-centred design],
• 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 and computer-based tools.

Make

• 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

Evaluate

• 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

Technical knowledge

• 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 [for example, circuits with heat, light, sound and movement as inputs and outputs]
• apply computing and use electronics to embed intelligence in products that respond to inputs [for example, sensors], and control outputs [for example, actuators], using programmable components [for example, microcontrollers].