Design & Technology
Welcome to the Design & Technology Department
"British designers are celebrated all over the world for their creativity and innovation but the real strength of our industry has, and always will, lie in education." - Sir Terence Conran
Head of Department:
Mrs Kerai
e-mail: n.kerai@parkhighstanmore.org.uk
Design & Technology
The department’s aim is to inspire young people to be confident and successful learners in a practical setting. We teach students how to analyse design work, produce their own creative designs, plan and make products. Students explore different communications skills through sketching, 3D modelling and application of CAD (computer aided design) and CAM (computer aided manufacture). Students build understanding of construction from a broad range of materials. Students are taught to take safe risks and push their imagination beyond the taught curriculum by challenging themselves to produce innovative solutions.
We build our students’ character through the experiences we offer as they go through the key stages on our exciting curriculum, taught by experienced teachers in their respective fields. We allow our students to be the best version of themselves in every lesson they come to in Design and Technology.
Key Stage 3
Students follow the National Curriculum Programme of Study, which provides a broad background framework for all we study in Year 7, Year 8 and Year 9. It is taught as a three-year carousel programme. We have a creative and ambitious approach and develop students’ wider cultural knowledge.
Students are given the opportunity to focus on specific aspects of the subject such as Food Preparation and Nutrition, Engineering, and Textiles. At its core is creativity and imagination. To do this effectively, students will acquire a broad range of practical skills, build on material technology and enhance understanding of CAD/CAM and 3D printing from the KS3 curriculum and draw on additional disciplines from other subjects. Through a variety of creative and practical activities, students will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making in all specialisms of Design and Technology.
Year 7
Year 7 students spend 9 weeks in each rotation specialism area. Students will start their journey at any one of the following areas and experience the design and making process to gain understanding and practical skills.
| Food Preparation & Nutrition | Engineering | Textiles | Product Design |
|---|---|---|---|
|
Food and Health |
Moving Toy |
Pencil Case |
Polymers - Vac Form/Line bending CAD |
| Assessment | |||
|
Formative Assessment: Peer assessment – why we eat food (week 1 HL) in Week 3. Self-assessment – Health audit worksheet Teacher assessment – HL on farming methods. Summative Assessment: Written assessment |
Peer Assessment -Gallery Critique - Design Ideas Practical Assessment – Moving Toy – Focus on the Body Summative - End of Project KML
|
Gallery critique- Designing Peer assessment- Embroidery Practical Assessment- Pencil Case Written Assessment
|
Design Brief and Specification Designing Sketching Annotation Peer Assessment Practical Assessment of food mould and stationary holder Written Assessment
|
At the end of each rotation topic, each student will complete some form of assessment in class, which might be in the form of a written piece, presentation, or an end of topic test or assessment of a practical piece of work. These assessments provide a valuable insight into the progress made by each student over the topics taught. The assessments have been designed to consider all learning styles and to ensure all students can make progress, no matter what their strengths and talents are.
Home learning is allocated on a weekly basis and will inform the following lesson. It may be an isolated piece of work, a project, research, or an alternative task which challenges the students to solidify their knowledge and / or extend it.
Knowledge Organisers:
Year 8
Year 8 students spend 9 weeks in each rotation specialism area. Students will start their journey at any one of the following areas and experience the design and making process to build their understanding and practical skills they acquired in year 7.
| Food Preparation & Nutrition | Engineering | Textiles | Product Design |
|---|---|---|---|
|
Food and nutrition relating to health and lifestyle. |
Metal Key Fob |
Tote Bag |
Structures & Bridges |
| Assessment | |||
|
Formative Assessment: Peer assessment – Pasta HL lesson 3. Self-assessment – Chelsea buns HL week 7. Teacher assessment – HL on Food & Health lesson 3. Summative Assessment: Written exam at the end of the unit. Practical assessment - pizza |
Metal Theory Worksheet – Self Assessment Practical Skills – Quality of making & Finishing Summative - End of Project KMT
|
Design Ideas Peer Assessment Practical Sewing machine Control Test Practical Test Piece Assessment Written Assessment
|
Technical Drawing Assessment Model Practical Piece (Groupwork) to be tested Presentation Theory Exam
|
At the end of each rotation topic, each student will complete some form of assessment in class, which might be in the form of a written piece, presentation, or an end of topic test or assessment of a practical piece of work. These assessments provide a valuable insight into the progress made by each student over the topics taught. The assessments have been designed to consider all learning styles and to ensure all students can make progress, no matter what their strengths and talents are.
Home learning is allocated on a weekly basis and will inform the following lesson. It may be an isolated piece of work, a project, research, or an alternative task which challenges the students to solidify their knowledge and / or extend it.
Knowledge Organisers:
Year 9
Year 9 students will spend 9 weeks in each rotation for a specialism area. Students will start their journey at any one of the following areas and experience the design and making process to build their understanding and practical skills to become independent, creative, and skilled individuals.
| Food, Preparation & Nutrition | Engineering | Textiles | Product Design |
|---|---|---|---|
|
The wider issues of food |
Wacky Racer
|
Cushion Cover
|
Mood Lighting Project Vac formed casing, Electronics kit |
| Assessment | |||
|
Formative Assessment: Peer assessment – Fairtrade HL (week2) in lesson 3. Self-assessment – 5-a-day HL (week 4) in week 5 Teacher assessment – HL on Food & Health lesson 3. Summative Assessment: Practical piece (lasagne) is marked with a score out of 20. Written assessment at the end of the unit. |
Peer assessment of design ideas Development through Modelling Evaluation – Self Assessment Practical skills Assessment – Character Virtue Team work Summative -End of Project Theory KMT
|
Peer assessment of design ideas Fabric Print techniques. Sewing Machine Control Test Practice Piece- Mark the test decorative techniques, hems and seams Finished piece Written Exam
|
Peer assess design specification and design ideas Practical Piece- Mark the soldering of the resistors Finished piece with casing and door backing Written Exam
|
KS3 Assessment:
At the end of each rotation topic, each student will complete some form of assessment in class, which might be in the form of a written piece, presentation, or an end of topic test or assessment of a practical piece of work. Students are encouraged to assess their own work in
order to help them become more aware of the progress they are making. These assessments provide a valuable insight into the progress made by each student over the topics taught. The assessments have been designed to consider all learning styles and to ensure all students can make progress, no matter what their strengths and talents are.
Home learning is allocated on a weekly basis and will inform the following lesson. It may be an isolated piece of work, a project, research, or an alternative task which challenges the students to solidify their knowledge and / or extend it.
In the Summer Term, the End of Year Assessment will be based on the content studied throughout Year 9 and the format of tests will replicate the GCSE course layout. Appropriate preparation in the form of revision should be taken seriously with sufficient planning and organisation to ensure each student fulfils their potential. To further support the transition, the scheme of work in year 9 begins to use more GCSE language and GCSE style questions to ensure students get used to this from an early stage.
Key Stage 4
Design and Technology at Key Stage 4 is an option – we offer GCSE courses in Engineering, Product Design and Food Preparation and Nutrition. Students’ learning involves further development and refining of analysing, planning, making and evaluating skills. Students are challenged with real life problems to solve and encouraged to consider sustainability and mass production methods in their work.
GCSE Design & Technology
Students who opt for the GCSE D&T course follow a programme of study throughout Year 10 which builds on prior learning and more, to prepare them for controlled assessment and the 2-hour exam at the end of Year 11. Helping to reinforce this is a range of small mini-projects that change regularly to keep our students enthused. These include projects that support the theory but also allow for an opportunity to get in the workshop and explore manufacturing techniques, tools and processes alongside some design development to build an understanding of the iterative design process. As they come to the end of year 10 they start their final major project which compromises of a controlled, internally assessed portfolio which shows the development of a product fitting to a theme released by the exam board. Students must show that they can explore and carry out suitable research, design their products, model them and justify changes and iterations before manufacturing them independently and safely. They must show evidence of testing and an ability to critically evaluate their final prototype outcome.
The AQA Design & Technology course is split into these areas
• Core technical principles
• Specialist technical principles
• Designing and making principles
In addition:
at least 15% of the exam will assess maths
at least 10% of the exam will assess science.
Year 10
Exam knowledge and skills are developed throughout year 10 and 11. Students study for a GCSE in Design & Technology with a Non-Examined Assessment (coursework) project accounting for 50% of the marks.
| Autumn | Spring | Summer |
|---|---|---|
|
Mini NEA (coursework) Concept Games Controller User Needs Product Analysis Designers & Work of Others including biomimicry Design Movements Bauhaus, Art Deco & Memphis Ergonomics & Anthropometrics Designing in 2D or 3D with crating technique Create a design brief and specification based on research Developing your design ideas sing SCAMPER Isometric Projection Rendering Modelling CAD 2D design with laser cutter (engrave and cut) |
Theory and mock exam preparation (starting April- Summer 1) Theory Lessons: Smart, Modern, Composite Materials, Sustainability Issues Preparation: Long question topics: Aesthetic considerations for materials, mathematics, commercial processes, health and safety when using tools, scales of production, reasons for prototyping, product analysis including user needs and ergonomics, work of others, user centred design, orthographic and one point perspective projections, use of audio and visual recordings and the definitions of fair trade and global warming. Short question topics: composite materials, origins of oil, zinc carbon batteries, types of polymers, working properties of materials, types of motion, design for inclusion and society, renewable energy sources, smart materials, manufactured boards, planned obsolescence, crowd funding and gears. Wooden money box and theory of timbers Origins of timber, types, logging, conversion into stock forms and seasoning Setting out (face side face edge) and marking out timber Tenon saw cutting with bench hook and sanding to square Use of power tools & Specialist terms; pressure treatment, provenance, finishes and volatile organic compounds. |
Continue with wooden box making Drilling holes Draw sides on CAD, laser cut at attach with velcro or screws Coursework begins Research and sketching preparation until July 1st Theory lessons Forces and stresses Ecological Footprint The 6Rs of sustainability. |
| Assessment | ||
|
Self and peer assessment of home learning for example KMT: Research pages as detailed above. KMT: Quality freehand sketches with detailed annotations KMT: Client Needs & Work of Others Research Tasks KMT: Research the work of 2 designers and 2 design companies on the specification KMT: Create a design brief and specification KMT: Drawing Modelling and Designers Written Assessment- DIRT of marking scheme KMT Testing Evaluation of prototype v User Needs |
Do Now tasks in preparation for mock exams. KMT: Exam questions teacher marked and general feedback given. Automatic marking on Seneca learning; topics based on mock exam topic above. Design ideas for laser cut sides KMT: Exam question. From forest to chair- how is wood processed. Stock Forms Q. Making (using quality controls) and evaluated versus accepted tolerances |
KMT: Theory of woodwork and timbers assessment KMT: Marking and feedback for context, user needs, product analysis, work of others pages. KMT: Theory unit assessment |
At the end of each topic, students will complete some form of assessment in class, which might be in the form of a written piece, presentation, or an end of topic test or assessment of a practical piece of work. Students are encouraged to assess their own work in order to help them become more aware of the progress they are making. These assessments provide a valuable insight into the progress made by each student over the topics taught. The assessments have been designed to consider all learning styles and to ensure all students can make progress, no matter what their strengths and talents are. Exam style questions and exam practice is planned into the curriculum to ensure students are practising for their final exams.
Year 11
Students study for GCSE in Design and Technology, with a single controlled assessment project accounting for 50% of the marks. Exam knowledge and skills are developed throughout year 10 and 11.
| Autumn | Spring | Summer |
|---|---|---|
|
Coursework NEA Section A Research Questionnaire Further Research NEA Section B Design Brief and Specification Mock Exam Preparation Coursework Section C Initial design ideas Annotations Design developments and card models Mock Exam Preparation |
Coursework Developing models and getting client feedback Final design idea, orthographic drawing Cutting List Manufacturing Specification Model prototyping and making using soft and hard materials Coursework Evaluations Modifications Exam Preparation |
Exam Preparation Exam board NEA deadline 7th May (internal deadline 22nd March) Exam 18th June |
| Assessment | ||
|
KMT: General feedback on NEA as per AQA guidelines KMT: Marked Exam Questions KMT: Seneca learning Physical & working properties of materials. Seneca learning Systems & Mechanical devices KMT: General feedback on NEA as per AQA guidelines KMT: Exam Questions KMT: Seneca learning Shaping timber, Stock forms, Properties Tolerances and Specialist techniques.
|
KMT: General feedback on NEA as per AQA guidelines Making completed by 15th Feb (half term holidays) Write up hand in 22nd March KMT: Seneca learning Prototype development, selection of materials, tolerances, material management, specialist equipment, specialist techniques and processes. KMT: General feedback on NEA as per AQA guidelines KMT: Exam Questions- regular short Qs asked Seneca learning New and emerging technologies, energy generation and storage, developments in materials, systems approach to designing, mechanical devices, materials categories and properties. |
KMT: Exam Questions Smart, Modern and composite materials and technical textiles. Seneca learning
Selection, forces and stresses, ecological and social footprint, sources and origins, using the material, stock forms, types and sizes, scales of production, specialist techniques and processes, surface treatment and finishes. KMT: Exam Questions Product analysis Qs. Scales of production. Design strategies. Seneca learning Review previous units |
Students start the preparation for the Design & Technology examinations at the beginning of Year 10. The paper is not tiered, which allows all students full access to the whole range of grades 9-1. The examination papers will be completed during the summer term of Year 11.
Contextual challenges to be released annually by AQA on 1 June in the year prior to the submission of the NEA. Students will produce a prototype and a portfolio of evidence.
Paper 1 Exam:
• Written exam: 2 hours
• 100 marks
• 50% of GCSE
Non-Exam Assessment (NEA):
• Non-exam assessment (NEA): 30–35 hours approx
• 100 marks
• 50% of GCSE
Examination Board:
Course Specification:
AQA Design and Technology (8552)
Qualification obtained:
GCSE Design & Technology
Useful Websites:
Technology Student - http://www.technologystudent.com
Seneca - https://www.senecalearning.com/
BBC Bitesize - http://www.bbc.co.uk/schools/gcsebitesize/design/
Blood Hound SSC - http://www.bloodhoundssc.com/
Design and technology Association - https://www.data.org.uk/
Design Technology Department - http://www.design-technology.org/
Design Technology on the Web - http://www.design-technology.info/home.htm
Innovators in Mathematics Education - http://www.mei.org.uk/
James Dyson Foundation - http://www.jamesdysonfoundation.co.uk/
Lego Education - http://education.lego.com/en-gb
Sketch Up Online - https://www.sketchup.com/products/sketchup-for-web
Useful Reading Material:
Revision books are available from the D&T office
Hodder Education AQA GCSE 9-1 Design & Technology ‘All Material Categories and Systems’
Collins AQA GCSE Revision All in One Practice book
PG Online AQA Design & Technology 9-1 by MJ Ross
Hodder Education AQA GCSE 9-1 Design & Technology ‘Textiles Based Materials’ Bryan Atwood et al (textiles focused)
GCSE Food, Preparation & Nutrition
Students who opt for the Food, Preparation and Nutrition GCSE course follow a programme of study throughout Year 10 which builds on prior learning and more, to prepare them for controlled assessment and the 2-hour exam at the end of Year 11. Helping to reinforce this is a range of small mini-projects that change regularly to keep our students enthused. These include projects that support the theory but also allow for an opportunity to get in the food rooms and explore and learn a range of practical skills and techniques. At the beginning of Year 11 students start their final major projects which compromises of a controlled, internally assessed portfolio which shows the development of a product fitting to a theme released by the exam board. Students must show that they can explore and carry out suitable food preparation skills, detailed research and investigation. Students should show evidence of applying their knowledge and understanding of food in their written work and selection of dishes made.
There are 2 Non-Examined Assessments (NEA) - a Food Investigation Task and a Food Preparation Task. The Food Preparation task involves a formal practical exam showcasing three dishes. At the end of Year 11there is a formal written exam.
All students who follow this course will be given home learning weekly. Wider reading is always useful either from the websites offered, the textbook or as directed by their classroom teacher.
Year 10
Exam knowledge and skills are developed throughout year 10 and 11.
| Autumn | Spring | Summer |
|---|---|---|
|
Introduction to GCSE FP&N: H&S Nutrition – function and source of the nutrients. Developing practical skills Finish Nutrition – function and source of the nutrients. Continue developing practical skills. *FC&P of Food Cooking methods and Heat transfer |
Mock NEA2 Factors affecting food choice |
Food safety: Food spoilage and contamination Principles of food safety British and international cuisines (3 weeks). Processing and production |
| Assessment | ||
|
Macro nutrient Assessment Practical assessment – Fruit crumble Macronutrients questions – peer assessed MCQ – self assessed Micro- nutrients investigation. |
Practical Exam Assessment of folder Past paper questions - Assessment |
Mock Examination Past paper questions - Assessment Practical Assessment Research project |
At the end of each topic, students will complete some form of assessment in class, which might be in the form of a written piece, presentation, or an end of topic test or assessment of a practical piece of work. Students are encouraged to assess their own work in order to help them become more aware of the progress they are making. These assessments provide a valuable insight into the progress made by each student over the topics taught. The assessments have been designed to consider all learning styles and to ensure all students can make progress, no matter what their strengths and talents are. Exam style questions and exam practice is planned into the curriculum to ensure students are practicing for their final exams throughout this course.
In the Summer Term, each student will sit a formal, internal exam which will consist of all elements taught throughout the course. Appropriate preparation in the form of revision should be taken seriously with sufficient planning and organisation to ensure each student fulfils their potential.
Year 11
Exam knowledge and skills are developed throughout year 10 and 11.
| Autumn | Spring | Summer |
|---|---|---|
|
NEA1 Investigation Sections A and B Sections B and C |
NEA2 Food Preparation Task Sections A and B Sections B, C, D and E |
Revision |
| Assessment | ||
|
Progress made with NEA1. Evaluate research and plans for Section B. Mock Examinations NEA Final mark 3 Section B practical Investigations assessment and feedback Assessment of Section C Analyse and Evaluate |
Progress made with NEA2. Evaluate research and plans for Section B practical work. Section B practical assessed against assessment criteria. Peer evaluation of dishes made. Completed NEA2 Section C Planning assessment and feedback. Section D practical examination. |
Past paper questions Exam |
Students will start the preparation for the examinations at the beginning of Year 10. The paper is not tiered which allows all students full access to the whole range of grades 9-1. The examination papers will be completed during the summer term of Year 11.
The NEAs are split into 2: Food Investigation which consists of a written report and pictorial evidence of practical work, this is worth 30% of the NEA mark: Food Preparation which consists of written and pictorial evidence of planning, making and presenting 3 dishes.
Context to be released annually by AQA on 1 June in the year prior to the submission of the NEA
Written exam:
1 hour 45 minutes
100 marks
50% of GCSE
Questions Multiple choice questions (20 marks)
Five questions each with a number of sub questions (80 marks)
Non-exam assessment (NEA)
Task 1: Food investigation (30 marks)
Students' understanding of the working characteristics, functional and chemical properties of ingredients.
Practical investigations are a compulsory element of this NEA task. Written or electronic report (1,500–2,000 words) including photographic evidence of the practical investigation.
Task 2: Food preparation assessment (70 marks)
Students' knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task.
Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved. Written or electronic portfolio including photographic evidence. Photographic evidence of the three final dishes must be included.
Examination Board:
Course Specification:
AQA 8585 GCSE D&T: Food Preparation & Nutrition
Qualification obtained:
GCSE D&T: Food Preparation and Nutrition
Useful Websites:
https://www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585
www.illuminate.digital/aqafood
https://www.jamieoliver.com/recipes/category/healthy-recipes/
https://www.foodafactoflife.org.uk/
https://www.nhs.uk/live-well/eat-well/eight-tips-for-healthy-eating/
Useful Reading Material:
Revision books are available from the D&T office
AQA Food Preparation and Nutrition by Anita Tull and Garry Littlewood
AQA GCSE Revision Food Preparation and Nutrition
GCSE Engineering
Engineering is an increasingly innovative and exciting area to work in. It affects every aspect of modern life – from skyscrapers to smart phones, cars to carrier bags. Engineering introduces students to a host of new technologies, helping them to gain practical skills and understanding to inspire a lifelong interest in engineering.
It will particularly appeal to those who enjoy being creative, with an affinity for drawing, design, maths and problem-solving. Students who opt for the GCSE Engineering course follow a programme of study throughout Year 10 which builds on prior learning and more, to prepare them for controlled assessment and the 2-hour exam at the end of Year 11. Helping to reinforce this is a range of small mini-projects that change regularly to keep our students enthused. These include projects that support the theory but also allow for an opportunity to get in the workshop and explore manufacturing techniques, tools and processes alongside some design development to build an understanding of circuits in electronic systems.
As students come to the end of year 10 they start their final major project which compromises of a controlled, internally assessed portfolio which shows the development of a product fitting to a theme released by the exam board. Students must show that they can explore and carry out suitable research, design their products, model them and justify changes and iterations before manufacturing them independently and safely. They must show evidence of testing and an ability to critically evaluate their final prototype outcome.
The AQA Engineering course is split into these areas
- Engineering materials
- Engineering manufacturing processes
- Systems
- Testing and investigation
- The impact of modern technologies
- Practical engineering skills
The course is split in two elements
- Non Examined Assessment (coursework) project accounting for 40% of the marks.
- 2 hour end of course exam accounting for 60%
In addition:
at least 30% of this course will assess Maths
at least 10% of the course will assess Electronics Systems
Year 10
Exam knowledge and skills are developed throughout year 10 and 11. Students study for a GCSE Engineering with a Non-Examined Assessment (coursework) project accounting for 40% of the marks.
| Autumn | Spring | Summer |
|---|---|---|
|
Linkage Project Analysis of the Brief ,Design Criteria and Product Constraints Experiment with types of levers and linkages Development of Model – Problem Solving Mathematical Understanding – Area, Volume, Percentages & Ratios Technical -Engineering Drawing Introduction to different types of technical drawing and Drawing Equipments Isometric, Orthographic, Section , Exploded Drawing CAD Skills- Using 2D Design for Isometric |
Coat Hook Project Recap types of metals and its working properties Use of Ferrous metals to design and make a Coat hook by forming through wastage Use of Heat treatment and joining methods of Metal through Brazing Lamp Project Develop practical skills using both hand and machine tools & equipment building on the previous practical skills acquired in Year 9 To independently interpret the main information from Engineering Drawings and circuit diagrams To use materials, parts and components safely and independently with skill and accuracy. Mathematical Understanding – Electronics – Ohms Law/ Resistors |
Lamp Project Continued Theory – CAD / CAM Practical- CAD / CAM – Laser Cutter using Plastic. Theory- Electronic Components Practical- Accurate Soldering of Components Final Assembly & Fault Finding Theory- Multimeter Testing Focussed Practical Tasks Introduction to NEA Brief set by AQA Exam Board FPT- Pop Riveting Circuit Simulation – Yenka Picaxe Microcontroller Programming Mathematical Understanding – Youngs Modulus |
| Assessment | ||
|
Peer Assessment – Gallery Critique of Linkage design ideas KMT - Practical Assessment – Linkage Toy KMT- Hand Drawn Orthographic Drawings – CAD Skills – Isometric Drawing of shapes |
KMT - Metal Theory – Summative Assessment Practical Assessment – Quality of Finished product Self Assessment - Product Analysis of Relevant Products Peer Assessment – Component Assembly & Working of Electronic Circuit |
KMT -Practical Assessment- Quality of Soldering components and final assembly Self Assessment – Research on Design Brief set by the AQA Exam Board KMT- Practical Assessment – Pop Riveting |
At the end of each topic, students will complete some form of assessment in class, which might be in the form of a written piece, presentation, or an end of topic test or assessment of a practical piece of work. Students are encouraged to assess their own work in order to help them become more aware of the progress they are making. These assessments provide a valuable insight into the progress made by each student over the topics taught. The assessments have been designed to consider all learning styles and to ensure all students can make progress, no matter what their strengths and talents are. Exam style questions and exam practice is planned into the curriculum to ensure students are practicing for their final exams throughout this course.
In the Summer Term, each student will sit a formal, internal exam which will consist of all elements taught throughout the course. Appropriate preparation in the form of revision should be taken seriously with sufficient planning and organisation to ensure each student fulfils their potential.
Year 11
Exam knowledge and skills are developed throughout year 10 and 11. Students study for a GCSE Engineering with a Non-Examined Assessment (coursework) project accounting for 40% of the marks.
| Autumn | Spring | Summer |
|---|---|---|
|
Research & Task Analysis Criteria 1 Research & Analysis of the Design Brief Task Analysis – 5Ws & How Product analysis- Primary & Secondary Research Analysis through Disassembly Research on Mechanisms & Electronics systems Specification – A list of at least 10 specification points with justification & Testing Methods. Development of ideas Design Ideas and Development through drawings Physical & CAD Modelling Technical Drawing – Criteria 2 Technical Drawing of Students product Isometric Views Orthographic Views Section Views Exploded View |
Production Plan Criteria 3 Mechanisms & Processes to be used. Production of Components List Parts Lists and Materials List Liaising with Technician for Availability of Materials & Stock forms ractical – Manufacturing Criteria 4 Focussed Practical Task Revisit and Recap – Metal processes Metal Bending, Centre Lathe Turning, Brazing, Casting Practical – Making PCB & Soldering Components Practical – Making Mechanisms/Case / Handle etc Practical – Making Finishing & Assembly |
Theory Revision Material and its properties Manufacturing processes Theory Revision Systems – Structural Theory Revision Testing & Investigation Aerodynamics Theory Revision Impact of Modern Technologies Energy Theory Revision Mathematical formulas & Questions Revision Practise Past Papers Link on Teams & Pupil Share |
| Assessment | ||
|
KMT – Teacher Assessment Criteria 1 – Research & Specification Self-assessment & Peer Assessment Physical Models – Gallery Critique PC1 Mock Exam – Teacher Summative |
DIRT – Based on Mock Exam Results Feedback Teacher assessment – Production Plan PC2 Peer Assessment & Feedback for development Practical assessment – Range of Skills & Practical Techniques |
Teacher Summative Assessments Assessment Material Test Papers – on the following Focussed Topics Materials Manufacturing Process Testing & Technology Systems Past Paper practice & Assessment Assessment through Interventions |
At the end of each topic, students will complete some form of assessment in class, which might be in the form of a written piece, presentation, or an end of topic test or assessment of a practical piece of work. Students are encouraged to assess their own work in order to help them become more aware of the progress they are making. These assessments provide a valuable insight into the progress made by each student over the topics taught. The assessments have been designed to consider all learning styles and to ensure all students can make progress, no matter what their strengths and talents are. Exam style questions and exam practice is planned into the curriculum to ensure students are practicing for their final exams.
GCSE assessment
Paper 1 Exam:
• Written exam: 2 hours
• 120 marks
• 60% of GCSE
Non-Exam Assessment (NEA):
• Non-exam assessment (NEA): 30 hours approx
• 80 marks
• 40% of GCSE
Students will start the preparation for the Engineering examinations at the beginning of Year 10. The paper is not tiered which allows all students full access to the whole range of grades 9-1. The examination papers will be completed during the summer term of Year 11.
A brief is set annually by AQA on 1 June in the year prior to the submission of the NEA. Students will produce engineering drawings or schematics to communicate a solution to the brief. and an engineering product that solves a problem.
The portfolio will consist of an investigation into a context; analysis of the problem; relevant research to formulate a range of methods of solving the problem (including modelling); systems diagrams and sector-specific drawings; a final prototype that is fit for purpose, a test plan and a final evaluation.
Examination Board:
Course Specification:
Qualification obtained:
GCSE Engineering
Useful Websites:
Technology Student - http://www.technologystudent.com
Sketch Up Online - https://www.sketchup.com/products/sketchup-for-web
Seneca - https://www.senecalearning.com/
BBC Bitesize - http://www.bbc.co.uk/schools/gcsebitesize/design/
Blood Hound SSC - http://www.bloodhoundssc.com/
Design and technology Association - https://www.data.org.uk/
Design Technology Department - http://www.design-technology.org/
Design Technology on the Web - http://www.design-technology.info/home.htm
IET Faraday - http://faraday.theiet.org/
Institution of Civil Engineers - http://www.ice.org.uk/
Institution of Engineering and Technology - http://www.theiet.org/
Institution of Mechanical Engineers - http://www.imeche.org/
Institution of Structural Engineers - http://www.istructe.org/
James Dyson Foundation - http://www.jamesdysonfoundation.co.uk/
Lego Education - http://education.lego.com/en-gb
National STEM Centre - http://www.nationalstemcentre.org.uk/
Royal Academy of Engineering - http://www.raeng.org.uk/education/
Useful Reading Material:
Revision books are available from the D&T office
Text Book - Engineering AQA 9-1 by Paul Anderson and David Hills-Taylor Hodder Education ISBN : 9781510425712
Revision Book - My Revision Notes AQA GCSE (9-1) Engineering (MRN) by Paul Anderson- Hodder Education ISBN: 9781510425729
Level 1/2 Vocational Award in Engineering (Technical Award)
The UK is regarded as a world leader in engineering, which covers a wide range of exciting and rapidly developing areas such as renewable energy, space, low carbon, aerospace, creative industries, automotive, agri-food and bioscience. People with engineering skills are always in demand.
The Pearson BTEC Level 1/2 First Award in Engineering provides an engaging, robust, broad-based introduction to engineering. It provides underpinning knowledge, understanding and practical skills that reflect the needs of employers and higher and further education. It presents knowledge, skills and understanding in a meaningful work-related context, to allow learners to understand theory and application.
The Pearson BTEC Level 1/2 Tech Award in Engineering is for learners who wish to acquire technical skills through vocational contexts by studying mechanical, electrical/electronic and engineering design as part of their Key Stage 4 learning. The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. The qualification will broaden the learner’s experience and understanding of the varied progression options available to them.
What can the qualification lead to?
Study of the qualification as part of Key Stage 4 learning will help learners to make more informed choices for further learning either generally or in this sector. The choices that a learner can make post-16 will depend on their overall level of attainment and their performance in the qualification.
Learners who generally achieve at Level 2 across their Key Stage 4 learning might consider progression to:
- A Levels as preparation for entry into higher education in a range of subjects
- study of a vocational qualification at Level 3, such as a BTEC National in Engineering, which prepares learners to enter employment or apprenticeships, or to move on to higher education by studying a degree in an engineering area.
Learners who generally achieve at Level 1 across their Key Stage 4 learning might consider progression to:
- study at Level 2 post-16 in a range of technical routes designed to lead to work, to progression to employment, apprenticeships or to further study at Level 3. For these learners, the attitudes and the reflective and communication skills covered in the qualification will help them achieve
- study of engineering post-16 through the study of a technical certificate. Learners who perform strongly in this qualification compared to their overall performance should strongly consider this progression route that can lead ultimately to employment in engineering sector
On this course, students will:
- Learn about the key engineering sectors – mechanics, electrical/electronic and engineering design and how they contribute to industry.
- Develop key engineering practical and technical skills, such as research, observation, measurement, planning, making, using CAD and disassembly.
- Develop key skills for employment in engineering sectors, such as problem solving, design, creativity, communication and collaboration.
IMPORTANT NOTE – Student must pass 5 out 5 coursework elements and succeed in the final exam to gain a qualification on this course.
Year 10
WJEC Level 1/2 Vocational Award in Engineering has been designed for students who want to learn about this vocational sector and the potential it can offer them for their careers in Engineering. Knowledge and skills are developed throughout year 10 and 11. Students will begin their coursework after an introduction to the course.
Topics taught in year 10 & year 11
Unit 1. Manufacturing Engineering Products (Controlled Assessment Internally Assessed and accounts for 40% of the total qualification )
This Unit provides year 10 students with the opportunity to interpret different types of engineering information in order to plan how to manufacture engineering products. Students will develop knowledge, understanding and skills in using a range of engineering tools and equipment in order to manufacture and test an end product
An assignment brief will be provided by WJEC.
Unit 2.: Designing Engineering Products (Controlled Assessment Internally Assessed and accounts for 20% of the total qualification )
Unit 2 allows Year 11 students to explore how an engineered product is adapted and improved over time, and it offers learners the opportunity to apply their knowledge and understanding to adapt an existing component, element or part of the engineering outcome that they manufactured for Unit 1
An assignment brief will be provided by WJEC.
Unit 3: Solving Engineering Problems (External Examination and accounts for 40% of the total qualification )
This unit introduces students to a range of considerations that impact on engineering design and how modern engineering has had an impact on modern day life at home, work and in society in general.
There is a written examination that is 1 hour 30 minutes long
The external examination will be set and marked by WJEC . The examination will assess content from each topic in the unit each series . It will include a balance of short and extended answer questions, based on stimulus material and applied contexts . It will be graded as Level 1 Pass, Level 1 Merit, Level 1 Distinction, Level 1 Distinction*, Level 2 Pass, Level 2 Merit, Level 2 Distinction, Level 2 Distinction*.
KS4 Assessment:
At the end of each topic, students will complete assessments in class. Students are encouraged to assess their own work in order to help them become more aware of the progress they are making. The assessments have been designed to consider all learning styles and to ensure all students can make progress, no matter what their strengths and talents are. Exam style questions and exam practice is planned into the curriculum to ensure students are practicing for their final exams.
Vocational Award assessment
In the Summer Term of year 10, each student will sit a formal, internal exam which will consist of all elements taught throughout the course. Appropriate preparation in the form of revision should be taken seriously with sufficient planning and organisation to ensure each student fulfils their potential.
Examination Board:
Course Specification:
Level 1/2 Vocational Award in Engineering (Technical Award)
Qualification obtained:
Level 1/Level 2 Vocational Tech Award in Engineering
Useful Websites:
Technology Student - http://www.technologystudent.com
Sketch Up Online - https://www.sketchup.com/products/sketchup-for-web
Seneca - https://www.senecalearning.com/
BBC Bitesize - http://www.bbc.co.uk/schools/gcsebitesize/design/
Design and technology Association - https://www.data.org.uk/
Design Technology Department - http://www.design-technology.org/
Design Technology on the Web - http://www.design-technology.info/home.htm
IET Faraday - https://education.theiet.org/secondary/
Institution of Civil Engineers - http://www.ice.org.uk/
Institution of Engineering and Technology - http://www.theiet.org/
Institution of Mechanical Engineers - http://www.imeche.org/
Institution of Structural Engineers - http://www.istructe.org/
James Dyson Foundation - http://www.jamesdysonfoundation.co.uk/
Lego Education - http://education.lego.com/en-gb
National STEM Centre - http://www.nationalstemcentre.org.uk/
Royal Academy of Engineering - http://www.raeng.org.uk/education/
Useful Reading Material:
Revision books are available from the D&T office
BTEC Tech Award Engineering Student Book by Simon Goulden
BTEC First in Engineering Student Book by Simon Clarke and Alan Darbyshire
Year 11
Students continue to study for BTEC Engineering coursework. Exam knowledge and skills are developed throughout year 10 and 11.
In year 11 we continue with the rest of the specification
Topics taught:
3. Responding to an Engineering brief ( Synoptic External Exam which accounts for 40% of the total qualification )
(Two part exam)
Part 1 = 2 hour practical based on testing an engineering principles.
Part 2 = 90 minute written exam linked to Part 1.
Students will be taught to explore and how to record, collect and interpret data in an engineering context. They will develop an understanding of how to interpret a brief and explore design ideas, including their viability as a final solution.
KS4 Assessment:
At the end of each topic, students will complete some form of assessment in class, which might be in the form of a written piece, presentation, or an end of topic test or assessment of a practical piece of work. Students are encouraged to assess their own work in order to help them become more aware of the progress they are making. These assessments provide a valuable insight into the progress made by each student over the topics taught. The assessments have been designed to consider all learning styles and to ensure all students can make progress, no matter what their strengths and talents are. Exam style questions and exam practice is planned into the curriculum to ensure students are practicing for their final exams.
BTEC assessment
In the Spring Term of year 11/Summer Term of year 11, each student will sit an external exam which will consist of all elements taught throughout the course. Appropriate preparation in the form of revision should be taken seriously with sufficient planning and organisation to ensure each student fulfils their potential.
Examination Board:
Course Specification:
BTEC Level 1/Level 2 Tech Award in Engineering
Qualification obtained:
BTEC Level 1/Level 2 Tech Award in Engineering
Useful Websites:
Technology Student - http://www.technologystudent.com
Sketch Up Online - https://www.sketchup.com/products/sketchup-for-web
Seneca - https://www.senecalearning.com/
BBC Bitesize - http://www.bbc.co.uk/schools/gcsebitesize/design/
Blood Hound SSC - http://www.bloodhoundssc.com/
Design and technology Association - https://www.data.org.uk/
Design Technology Department - http://www.design-technology.org/
Design Technology on the Web - http://www.design-technology.info/home.htm
IET Faraday - http://faraday.theiet.org/
Institution of Civil Engineers - http://www.ice.org.uk/
Institution of Engineering and Technology - http://www.theiet.org/
Institution of Mechanical Engineers - http://www.imeche.org/
Institution of Structural Engineers - http://www.istructe.org/
James Dyson Foundation - http://www.jamesdysonfoundation.co.uk/
Lego Education - http://education.lego.com/en-gb
National STEM Centre - http://www.nationalstemcentre.org.uk/
Royal Academy of Engineering - http://www.raeng.org.uk/education/
Useful Reading Material:
Revision books are available from the D&T office
BTEC Tech Award Engineering Student Book by Simon Goulden
REVISE BTEC TECH AWARD Engineering Revision Guide by Andrew Buckenham ( Pearson)
BTEC First in Engineering Student Book by Simon Clarke and Alan Darbyshire
Hodder Education Engineering AQA 9-1 by Paul Anderson and David Hills- Taylor
Additional Information
Useful Websites
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