Design Technology

Design Technology Curriculum Overview

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Aim

Here at Sandhill View Academy, we aim to securely equip all of our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success.  We want our students to enjoy the challenges that learning offers.

Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their very best.

Intent

The curriculum includes formal teaching through subject areas, assemblies and extracurricular activities. We regularly review content to ensure we continue to meet our curriculum aims. The DT curriculum is planned to enable all students to develop skills in the following areas:

• To develop an understanding of health and safety within a range of DT areas
• To gain a range of practical DT skills
• To understand the impact people and products have on the environment
• To gain a wider understanding of the world around us and the impact people and products can have on this

Throughout our programmes of study, every attempt is made to make explicit links to careers and the world of work. In addition to subject specific links, we aim to explicitly reinforce the skills and aptitudes which support employers say are important in the workplace;

• Aiming high, staying positive and resilience
• Communication skills (listening, speaking, presenting)
• Teamwork and problem solving,
• Creativity and thinking skills
• Self-management and leadership

The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates.

Implementation

We have a wide range of links with industry with a lot of providers on our doorstep. We work closely with companies such as Nissan and TDR who offer a range of external visits and activities to engage students in the world of work. Nissan and Sunderland College focus closely on getting women into engineering and we also collaborate with science on a range of STEM focused events. We have just established a wealth of new links with employers through our business breakfast for future activities. There are also a range of units dedicated to industry in the specification where students must learn about industrial processes and techniques, along with moral obligations of employers and environmental considerations of industrial processes.

Sequence and structure 

Our curriculum is split into Key Stage 3 (years 7, 8 and 9) and Key Stage 4 (years 10 and 11).

• Key Stage 3 Curriculum

  Our Key Stage 3 Curriculum includes the following areas of study:

  KS3	Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
  Year 7	Rotation 1 Introduction to design briefs, product analysis and design specifications. Students then develop design and annotation skills.	Rotation 1 Environmental theory relating to the impact of paper products on the environment. Intro to drawing skills – oblique and 1/2 point perspective.	Rotation 1 Develop knowledge of nets and accurate measuring marking out. Practical model making skills using paper/card and design skills. Evaluative skills at the end of the project.	Rotation 2 Introduction to design briefs, product analysis and design specifications. Students then develop design and annotation skills.	Rotation 2 Environmental theory relating to the impact of paper products on the environment. Intro to drawing skills – oblique and 1/2 point perspective.	Rotation 2 Develop knowledge of nets and accurate measuring marking out. Practical model making skills using paper/card and design skills. Evaluative skills at the end of the project.
  Year 8	Rotation 1 Introduction to colour theory, shading and tone. This links to typography and cultural influences. Introduction to drawing skills – 1 point perspective.	Rotation 1 Students look at environmental theory relating to the use of plastic. Intro to CAD skills using 2D design	Rotation 1 We then develop the CAD skills in isometric.	Rotation 2 Introduction to colour theory, shading and tone. This links to typography and cultural influences. Introduction to drawing skills – 1 point perspective.	Rotation 2 Students look at environmental theory relating to the use of plastic. Intro to CAD skills using 2D design	Rotation 2 We then develop the CAD skills in isometric.
  Year 9	Rotation 1 Students cover the introduction to the IDOV design cycle and then move on to hand drawing skills using 1-2 point perspective, oblique, isometric and orthographic drawing.	Rotation 1 We look at sustainability and the effects of different materials on the environment. We then move on the CAD skills.	Rotation 1 We develop the CAD skills in isometric and then progress to rendering.	Rotation 2 Students cover the introduction to the IDOV design cycle and then move on to hand drawing skills using 1-2 point perspective, oblique, isometric and orthographic drawing.	Rotation 2 We look at sustainability and the effects of different materials on the environment. We then move on the CAD skills.	Rotation 2 We develop the CAD skills in isometric and then progress to rendering.

  Content covered in a cross curricular approach in other subjects.

  Art Exploring other cultures Using a range of approaches to generate creative designs Analysing the work of professionals Science Understanding properties of materials i.e polymers, metals Understanding circuits, inputs, processes and outputs, sensors Forces and movement ICT Understanding circuits, inputs, processes and outputs, sensors

  Content not currently covered

  Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture (limited due to Covid-19) Select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties (limited due to Covid-19) Investigate new and emerging technologies 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]. Understand how more advanced mechanical systems used in their products enable changes in movement and force Understand and apply the principles of nutrition and health Cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet Become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes] Understand the source, seasonality and characteristics of a broad range of ingredients.

• Key Stage 4 Curriculum

  Our Key Stage 4 Curriculum

  At Key Stage 4 students follow the OCR Cambridge National Certificate in Engineering Design. We place particular emphasis on developing practical skills throughout the programme of study.

  KS4	Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
  Year 10	R106 – Product Analysis and Research This unit enables learners to perform effective product analysis through researching existing products.	R106 – Product Analysis and Research Commercial production methods and manufacturing processes, along with conformity to legislation.	R106 – Product Analysis and Research Considerations for the end of a products life and the impact products and production can have on the environment.	R106 – Product Analysis and Research Develop understanding of primary and secondary research and learn how to complete in-depth analysis through disassembly.	R107 – Developing and Presenting Engineering Designs This unit develops techniques in generation, concept and development of design proposals.	R107 – Developing and Presenting Engineering Designs Experimenting with a range of hand-drawing techniques including 2D and 3D engineering drawings.
  Year 11	R107 – Developing and Presenting Engineering Designs Learners develop their drawing style through the use of CAD to produce and communicate design proposals.	R108 – 3D Design Realisation This unit requires learners to apply practical skills to produce a prototype from an engineering drawing.	R108 – 3D Design Realisation Developing knowledge of safe working practices and use of specialist tools and equipment within the workshop.	R108 – 3D Design Realisation How to produce a risk assessment, understanding how to assess for hazards and take precautions within the workshop.	R108 – 3D Design Realisation Safely and independently produce a 3D prototype through their understanding of engineering drawings and safety within the workshop.	R105 – Design Briefs, Design Specifications and User Requirements Review the theory elements of the course taught through units R105, R106, R107 and R108 in preparation for their final exam.

How does our Curriculum cater for students with SEND?

Sandhill View is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)

Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress.

Specific approaches which are used within the curriculum areas include:

• 1:1 support with practical tasks through the use of the DT technician
• Resources adapted to accommodate a range of SEND needs
• Practical tasks demonstrated and more challenging stages recorded to be viewed by the learner as needed
• Seating plans to allow for peer/teacher support
• A range of learning styles embedded in all lessons

How does our curriculum cater for disadvantaged students and those from minority groups?

As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy. More specifically within the teaching of Design Technology, we;

• Targeted support for under-performing students
• Intervention available throughout the week
• Technician support with practical tasks
• Engagement through the use of practical learning

How do we make sure that our curriculum is implemented effectively?

The Design Technology curriculum leader is responsible for designing the Design Technology curriculum and monitoring implementation.

The subject leader’s monitoring is validated by senior leaders.

Staff have regular access to professional development/training to ensure that curriculum requirements are met.

Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum.

Curriculum resources are selected carefully and reviewed regularly.

Assessments are designed thoughtfully to assess student progress and also to shape future learning.

Assessments are checked for reliability within departments and across the Trust.

How do we make sure our curriculum is having the desired impact?

• Examination results analysis and evaluation, reported to the senior leaders and the local governing body to ensure challenge
• Termly assessments-analysis and evaluation meetings
• Lesson observations
• Learning walks
• Book scrutiny
• Regular feedback from Teaching Staff during department meetings
• Regular feedback from Middle Leaders during curriculum meetings
• Pupil surveys
• Parental feedback
• External reviews and evaluations