Design Technology
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Inspiring students to work together, to be creative, solve problems communicate and understand electronics, design, structures and ICT is our mission.
The Design and Technology department’s mission statement reflects, in its essence, our commitment to helping all students to reach their full Design and Technological capability in an environment in which every individual is valued and where mutual respect, tolerance and good relationships are the norm.
We have a strong belief in traditional values whilst also demonstrating our determination to apply the latest technologies and methodologies in curriculum delivery and design in order to ensure that our students are equipped to not only function but succeed in a Technological Society.
Every student in Year 7 and Year 8 studies Design and Technology. In Year 9 two groups of students, one in Graphic Products and one in Product Design, will take GCSE in one year. The remaining Year 9 students’ will select an area of Design Technology as part of the school’s option scheme. The majority of students in Years 10 and 11 will study Design and Technology at KS4 or follow one of two Vocational Courses: Health and Social Care or Engineering. Members of the Design and Technology department teach both Vocational Courses. KS5 students who choose to study Design Technology will follow either Product Design Textiles or Product Design 3D.
Key Stage 3
Students in Years 7 and 8 follow the National Curriculum for Design and Technology. Every student will study six modules each year. The suite of modules consists of:
- Food Technology
- Graphics
- Resistant Materials
- Systems and Control
- Textiles
- Engineering
- CAD/CAM
Students are taught in their mixed-ability form-class groups. By the end of Year 8 the majority of students are expected to reach Level 5 or above.
Two classes of Year 9 students are entered for either GCSE Graphic Products or GCSE Product Design and will complete the course in one year. The remaining Year 9 students who choose to study Design Technology will sit the examination at the end of Year 10.
Key Stage 4
Students choose one of five GCSE AQA syllabuses:
- Design and Technology: Food Technology
- Design and Technology: Graphic Products
- Design and Technology: Resistant Materials
- Design and Technology: Systems and Control
- Design and Technology: Textiles
The schemes of assessment consist of:
- Written paper (40%) and
- Coursework (60%)
The written paper is set at two tiers of assessment: Higher and Foundation. The GCSE course will be certificated on the A*-G scale.
In each of the Design and Technology subjects students will be expected to organise and plan effectively aspects of a Design and Technology activity, and to combine their designing and making skills to produce quality products.
As a Technology College, we make full use of the most advanced computer technology. CAD/CAM (Computer Aided Design and Computer Aided Manufacture) features strongly in the entire suite of Design Technology subjects.
Key Stage 5
Students choose one of two GCSE AQA syllabuses:
- Product Design Textiles
- Product Design 3D
These subjects offer the student the opportunity to design the products of the future and take a broad view of Design and Technology. Students will have the opportunity to develop creativity and the ability to design and make products and to appreciate the complex relations between design, material, advertising, manufacturing processes and marketing. Students will also have the opportunity to work through a variety of projects, gaining a number of skills in Year 12 and design and make a product in Year 13. The practical problem solving process in this course will encourage independent learning, creativity and innovation.
Year 12
- Unit 1; written paper (Materials, Components and Application); 2 hour exam; 50% of AS (25% of A2)
- Unit 2; coursework (50 hours); internal assessment; 50% of AS (25% of A2).
Year 13
- Unit 3; written paper (Materials, Components and Application); 2 hour exam; 50% of AS (25% of A2)
- Unit 4; coursework (50 hours); internal assessment; 50% of AS (25% of A2)
Staff
- Mr A Bates, Subject Leader, Director of Technology
- Mrs L A Ashby, Assistant Subject Leader
- Mr T Brooks, Assistant Director of Learning (Year 9)
- Mrs M Doneghan, i/c Health & Social Care
- Miss D Gill, Advanced Skills Teacher
- Miss K Johansen, i/c DT Community Liaison
- Mrs L Venables, Gifted & Talented / Aim Higher Coordinator
- Mr P Wyness
- Mr W Bower
- Miss K Shone, GTP
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Product Design "Able, gifted and Talented Day"
The aim of the day was to increase the student’s knowledge, confidence and enjoyment of designing and manufacturing products for the real world. Following an introduction which involved looking at examples of similar products, processes and samples of available materials, students selected a type of base to develop design ideas for using 2D Design. Some chose to include imported images which they then edited. Materials were then cut out on a laser cutter and fitted to bases made from laminated pine and hardwood cut out on a Microrouter. Students also produced some impressive CAD presentation drawings using ‘Sketchup’. Congratulations to all the students who took part! Year 9 Technology Day
Very creative! Entertaining! Enjoyed working with other people in a team! These are some of our Year 9 student comments following a very successful 3 days. Aims: To develop creative thinking, problem-solving and team working skills. What did the students do?
During the afternoon session students worked in their chosen DT option areas in preparation for the start of their G.C.S.E courses:
Resistant Materials/Product Design: Designed and made a photo frame or mirror using the laser cutter and strip heater Graphics: Designed and made a torch using the laser cutter Engineering: Designed and made a model ‘Hovercraft’   
Systems and Control: Designed and made ‘Football robots’ and ‘Micro bugs’. “Product Design” Able, Gifted and Talented Day The aim of the day was to increase the student’s knowledge, confidence and enjoyment of designing and manufacturing products for the real world. What did the students do? Congratulations to all the students who took part! Smallpeice Trust STEM Day Intriguing! Surprising! Fun! These are some of our Years 8 and Year 9 student comments following a very successful and enjoyable day of problem solving, designing, testing, refining and manufacturing a propelled glider. What is a Smallpeice STEM day? How are the students selected? What are the benefits?
What did the students do? Propelled Glider
Subjects covered include: Shapes, Sizes, Wing load calculations. Trimming, Aero Dynamics, Weight distribution, Incidence. Are there any other benefits to the day? The winning team, aptly calling themselves the ‘Wright Sisters’, consisted of Rebecca, Hannah, Rachel, Abbie and Danielle all received a small Smallpeice Trust prize. The top student of the day was Hanna. Congratulations to all the students invited to take part but a well deserved well done to the ‘Wright Sisters’ and Hanna. The best way to experience the power of engineering is to see how it solves real life problems. This day certainly did that. Participating students |
“Designer in Residence” Able, Gifted and Talented Day In June, a group of talented Year 8 students took part in a gifted and talented design workshop. ‘Designers in Residence’ is an exciting new initiative that places young professional designers, who work in some of the most creative industries in the UK, into schools. The aim of the day was to connect real designers (who led the activities) with our own talented students to increase their knowledge, confidence and enjoyment of designing products for the real world. The students learnt how to think more creatively in a variety of different ways and how to produce professional looking folio sheets using different techniques. They then used these skills to work in teams to produce innovative design proposals that solved the needs of real people and pitched them in the ‘Designer’s Den’.
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Food: Cake decorating which involved a range of techniques.
Textiles: Designed and made an ‘Eye mask’- Graphic Products
- Resistant Materials
- Product Design
GCSE Graphic Products 2011
Design Task
Board games are a popular pastime with both children and adults and are often bought as presents. An international Board Game Manufacturer needs you to design and make a new prototype board game using the “Race and Chase format”. It is important that the game is presented ready for sale.
Materials and processes used
Students used 2d Design to draw the box nets, produce counter designs and game designs. Photo shop was used to produce the designs for the box fronts. Grey board with a textured paper finish applied was used for the game board and acyrlic.
2011
G.C.S.E Resistant Materials Coursework Projects
Context:
Popular tourist attractions such as wild life sanctuaries, art galleries, animal farms, zoos, theme parks and museums often have their own shops attached. Themed products are always a popular feature.
Design Task 8
Design and make a small storage unit influenced by any design era of the last 100 years.
Design task 9
A major tourist attraction wishes to include themed, quality children’s toys aimed at the 3-5 age range. Design and make a themed toy that incorporates moving parts or removable parts to add interest.
Materials and processes used:
Most of the timber used were off-cuts kindly donated by a local timber merchant. Many students decided to laminate combinations of pine, teak, oak and mahogany lengths to create different effects and to produce wide enough sections to work with. Students used 2D design, and then a Denford Microrouter and/or a laser cutter to machine their designs out. Some small components were produced using a 3D printer. The vacuum former and strip heater were used to form shapes in acrylic and polystyrene. Some students included recycled or reclaimed materials to add creativity.
2011
Context:
Toys or learning activity centres are always popular with young children. Those that are more effective usually have some type of action or moving parts built in. A manufacturer of this type of product has asked you to design and make a small range of toys, one of which has an action feature and a storage system in which to store these toys.
Materials and processes used:
Mainly pine was used with plywood for bases. Some students used hardwood as edging for aesthetic appeal as well as strength. Students used 2D design, importing images from clipart, and then engraving these using a Denford Microrouter. Some students used the ‘contour tool’ to produce hardboard ‘inlays’. Clear acrylic with designs sandblasted onto it proved very affective. Wheels and axels were bought components.
Since the purchase of several laser cutters in 2009, we have been able to significantly improve the quality of acrylic components and the range of ideas.
2010
2009
2008
2007
GCSE Product Design 2011
Context: Designer Influences
The work of a specific artist/chef or Art/Design Movement could be the source of ideas for a new range of products aimed at a design conscious consumer market. It will be important that the designs developed into prototypes are not copies of existing work but reflect the general influence of the chosen source and might be viewed as “in the style of . .“
Design Task 3
A mail order company wishes to offer a range of products based upon 20th century design movements. You are required to choose one such movement and to design and make a product or range of products which reflect the essential features of the movement. It is anticipated that the target market would be middle age adults who wish to create themed rooms in their homes.
Materials and processes used:
Most of the timber used were off-cuts kindly donated by a local timber merchant. Many students decided to laminate combinations of pine, teak, oak and mahogany lengths to create different effects and to produce wide enough sections to work with. Students used 2D design, and then a Denford Microrouter and/or a laser cutter to machine their designs out. Some small components were produced using a 3D printer. The vacuum former and strip heater were used to form shapes in acrylic and polystyrene. Some students included recycled or reclaimed materials to add creativity.
2011
Within AS Product Design 3D we follow a portfolio approach which involves selecting the best work from the following three projects:
- Project 1
Design and make a scale model chair in the style of the Bauhaus. - Project 2
Pewter casting is an excellent way of producing detailed 3D forms ideal for small jewellery and decorative objects. You have been set the task of identifying a suitable situation, designing and manufacturing a small item using this process. - Project 3
Design and make a surround or shade for a standard low voltage table lamp.
Enterprise Project December 2009
This year students from the Year 10 Product Design group set up 5 ‘mini companies’ in order to design and manufacture a range of acrylic Xmas table and tree decorations. Designs were produced using Techsoft 2D design software and cut out on the laser cutter. Each company then designed logos and packaging in order for the products to be as commercially viable as possible. Teams competed to see who could make the most profit! Prices ranged from 50p - £2.
The products were sold at a small ‘Enterprise Xmas Fayre’. The total amount sold was £81-50, once costs were deducted profit came to £31-95. Congratulations to ‘The Little Donkey’ company who made the most individual profit!
Enterprise Project December 2008
This year form group 9VE planned, organised and manufactured glassware with a range of designs sandblasted on to it. Their main aim was to try and double the profit of the previous year. They decided that a smaller range of carefully chosen products made in larger numbers would be more successful. The tankards were the most popular product of 2007 but they changed the design to make it simpler and quicker to manufacture and increased the number they made. They also chose a scented candle in a glass container to sandblast onto, asking their target market what design they would prefer and who they would buy it for. They kept the same logo and company name from last year so that people would recognise it.
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 The products were sold at a small ‘Enterprise Xmas Fayre’. The total amount sold was £116-00, once costs were deducted profit came to £59-00 (almost exactly twice the profit made last year so we reached our target!). |
‘Christmas Gems’ Enterprise Team - December 2007
Year 9 students Jenny Elgar, Elisabeth Rowe and Rebecca Pringle. Business Plan – We planned to make a range of glass ware with etched designs and logos. We felt this type of product was usually expensive to buy in the shops and had a limited choice of designs which is why we thought there would a market for it. Gifts for Christmas! Look out for future products! |
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Northumbria University School of Design
On July 1st our Year 12 students visited 'Reveal' - Northumbria University School of Design's undergraduate and postgraduate design showcase. It features over 300 graduating design students work from a range courses including Fashion and 3D Design. We also visited the 'Biscuit Factory' Art Gallery which is close by. The aim of the trip was to help inspire our students who were able to gather vital research materials for their A2 Coursework Project. Following a tour of the Design department and a very inspirational presentation about the curriculum by the course leaders many students were keen to apply!!
Resistant Materials - Website Links
Here are some useful websites that are used by students and staff for research and revision.
www.design-technology.info www.designandtech.com www.bbc.co.uk www.dfes.gov.uk www.spartacus.schoolnet.co.uk |
www5.toysrus.com www.btha.co.uk www.holtz-toys.co.uk www.mulberrybush.co.uk www.elc.co.uk www.designmuseum.org |
www.cat.org.uk www.foe.org.uk www.labourbehindthelabel.org www.traidcraft.co.uk |
