Technology

It is the Design & Technology Departments aim to:

  • Help pupils to develop knowledge, skills and understanding in Design and Technology
  • Develop their communication skills, including verbal, graphical and modelling skills, to help their thinking and ability to take action in the process of designing.
  • Encourage pupils to identify opportunities for technological activities and to apply their abilities to achieve a quality outcome in a safe and effective manner.
  • Develop pupil awareness of the effects and implications of technological processes, products and their manufacture, to individuals, society and the environment.
  • Develop knowledge and understanding of materials and components; systems and control; and structures
  • Develop pupils’ confidence to design, make, modify and improve artefacts, structures and systems for specific purposes.
  • Develop students ability to disassemble and evaluative products and their applications
  • Explore values about and attitudes to the made world and how we live, work and interact within it
  • Nurture creativity and innovation through designing and making
  • Develop ICT and Key skills through Design Technology
  • Develop an ability to choose and manage resources.
  • Develop an ability to critically analyse their work and that of others.
  • Develop pupil progression in Design Technology
  • Develop an ability to work individually and in a group.
  • Encourage pupils to draw on knowledge and experiences from across the curriculum and from their own life in general.
  • Prepare for making a contribution to life and work in a technological society

Technology aims to provide pupils with a broad range of experiences, working in a variety of media.  We hope to enable pupils to develop to their full potential and aim to educate the whole person; intellectual, social emotional, spiritual, physical and moral.

Food Technology

Year 7 Recipes

Year 8 Recipes

KS3

All students have the opportunity to study Food Technology at Key Stage 3.  Throughout their time in the Food Technology department, students will study healthier cooking, dietary goals, adapting recipes and developing an awareness of food labels to make healthy food choices. We introduce students to a wide range of cooking skills and as much practical work as possible to increase their confidence whilst working with food.

At Key stage 3 all students are given the recipe list for their ingredients at the start of the module. These are also on the school website for students and parents to access.

KS4

WHY CHOOSE A FOOD TECHNOLOGY GCSE?

At Key stage 4 we offer the OCR GCSE course in Food Technology with examinations in Years 10 and 11.

The full GCSE comprises of 2 pieces of Controlled Assessment completed in the classroom and 2 examination papers.

  • Sustainability – a written examination worth 20% of the overall marks.
  • Technical Aspects of Designing & Making – a written examination worth 20% of the overall marks.

The course is broken down into 4 parts.

YEAR 10

  • Foods from around the world Controlled Assessment
  • Sustainability written examination.

IN YEAR 11

Students choose their own controlled assessment topic

  • Desserts
  • Baked Goods
  • A Celebration Product
  • Packed Lunches.

They design a creative and innovative product, choosing their own recipe ideas and adapting and designing their products themselves.

The final exam, Aspects of Designing and Making, is taken in June of Year 11.

All students can access  the student shared area on the computer where there are folders for all the work we do at GCSE. There are helpsheets as well as practise exam papers, revision topics and power point presentations for the controlled assessment work step-by step, useful websites and recipes.

Students are encouraged to provide a memory stick which they can use to download the information they need to complete their GCSE work.

Resistant Materials

KS3

In Key  Stage 3 all Patcham High pupils study Resistant Materials through a range of modules taught mainly through design and make projects.

YEAR 7

Moving Puppet project

Brief: To design and make a moving puppet. You will learn how to research your designs, build and test mechanisms, draw your chosen design accurately onto plywood and finally cut, finish and assemble your design. You will learn about and practice; accurate marking and cutting, hand tools (coping saw, pin hammer, mallet), machine tools (scroll saw, pillar drill, disk sander).

Wooden Vehicle

Brief: Design and make a wooden vehicle from a given length of prepared wood. The design should include a housing joint.

YEAR 8

Balancing Toy

Brief: Design and make a balancing figure in a presentation box. You will work with different materials, use marking out tools, hand tools and machine tools to produce your final product.

YEAR 9

Desk Organiser

Brief: To design and make an organiser to be used on the desk of a specified client. The product should use materials efficiently and be innovative in it’s design and the manner in which it holds or stores the required items.

KS4

WHY CHOOSE A RESISTANT MATERIALS GCSE?

This specification has been designed to encourage candidates to be able to design and make products with creativity and originality, using a range of materials and techniques. Candidates will be enthused and challenged by the range of practical activities possible.

A working knowledge of woods, metals, plastics and composite materials will be required, but other materials may be used in addition. The use of new technologies is encouraged in this specification. The new specification is designed to foster awareness amongst candidates, of the need to consider sustainability and environmental impact of their designing.

The specification retains much of the content of the very successful previous GCSE specification and continues to provide the candidates with the opportunity to design and make a product using a range of materials.

Changes have been made to the controlled assessment criteria; they now reflect the style of the GCSE D&T courses where mark ranges are defined for each component of the controlled assessment, but continue to allow full credit to be given to candidates who undertake innovative work, including projects with a very high CAD/CAM content.

The assessment criteria continue to allow strengths in one area to compensate for weaknesses in another and reflect the holistic approach to assessment characterised by AQA.

Textiles Technology

KS3

In Key  Stage 3 all Patcham High pupils study Textiles through a range of modules taught mainly through design and make projects.

 

YEAR 7

Brief: Journal pouch. Using applique techniques, hand embroidery and the sewing machine.

 

YEAR 8

Brief: Pull string bag. Generating a printed design using hand cut stencils embellished with buttons, sequins and beads.

 

YEAR 9

Brief: Ugly doll. Having fun with textiles learning a range of techniques that will set you up for life.

KS4

WHY CHOOSE A TEXTILES TECHNOLOGY GCSE?

The specification has been developed to enable candidates to demonstrate their creativity, with making of textile products a vital feature of the candidate’s experience of taking this specification.

The specification is clear, realistic and straightforward and designed for actual classroom practice, both in terms of assessment and the activities that candidates will undertake. This specification builds on the previous specification, moving smoothly forward allowing teachers to develop their candidate work in line with creativity – new ideas and new materials.

The specification has been designed directly to enable candidates to move forward from Key Stage 3 Design and Technology and onto GCSE Design and Technology: Textiles Technology, or the Manufacturing and Product Design Diploma. The assessment criteria have changed to become more up to date with the current requirement of QCA and yet reflecting candidate performance and a simple assessment for all Design and Technology specifications. Design and making are encouraged so as to prepare candidates for taking higher level courses or for entering the world of work.

Aims

AIMS OF THE SUBJECT:

“Design and Technology prepares pupils to participate in tomorrow’s rapidly changing technologies. They learn to think and intervene creatively to improve quality of life. The subject calls for pupils to become autonomous and creative problem solvers, as individuals and members of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design technology, its uses and effects. Through design and technology, all pupils can become discriminating and informed users of products, and become innovators.”

IT IS THE DESIGN & TECHNOLOGY DEPARTMENT’S AIM TO:

  • Help pupils to develop knowledge, skills and understanding in Design and Technology
  • Develop their communication skills, including verbal, graphical and modelling skills, to help their thinking and ability to take action in the process of designing.
  • Encourage pupils to identify opportunities for technological activities and to apply their abilities to achieve a quality outcome in a safe and effective manner.
  • Develop pupil awareness of the effects and implications of technological processes, products and their manufacture, to individuals, society and the environment.
  • Develop knowledge and understanding of materials and components; systems and control; and structures
  • Develop pupils’ confidence to design, make, modify and improve artefacts, structures and systems for specific purposes.
  • Develop students ability to disassemble and evaluative products and their applications
  • Explore values about and attitudes to the made world and how we live, work and interact within it
  • Nurture creativity and innovation through designing and making
  • Develop ICT and Key skills through Design Technology
  • Develop an ability to choose and manage resources.
  • Develop an ability to critically analyse their work and that of others.
  • Develop pupil progression in Design Technology
  • Develop an ability to work individually and in a group.
  • Encourage pupils to draw on knowledge and experiences from across the curriculum and from their own life in general.
  • Prepare for making a contribution to life and work in a technological society

Technology aims to provide pupils with a broad range of experiences, working in a variety of media.  We hope to enable pupils to develop to their full potential and aim to educate the whole person; intellectual, social emotional, spiritual, physical and moral.

The main aims of the Design and Technology department are to:

  • Inspire students to become independent, creative problem solvers through developing transferable practical life skills by providing enjoyable, challenging and motivating opportunities.
  • Students will be encouraged to think for themselves while clearly expressing their ideas in a creative manner, enabling them to have the confidence to further explore their interests.

National Curriculum Statement

In design and technology pupils combine practical and technological skills with creative thinking to design and make products and systems that meet human needs. They learn to use current technologies and consider the impact of future technological developments. They learn to think creatively and intervene to improve the quality of life, solving problems as individuals and members of a team.

LEVEL DESCRIPTIONS FOR DESIGN AND TECHNOLOGY

Following the government’s decision not to proceed with the revisions to level descriptions consulted on in 2009, schools should use the level descriptions contained in the secondary curriculum handbook for end of key stage 3 statutory assessment at the end of Year 9 from 2011 until further notice (from 2010 for schools which have a compressed, two-year key stage 3).

A consolidated set of the level descriptions which should be used are set out below. These are drawn from the primary curriculum handbook (1999) for levels 1-3, and from the secondary curriculum handbook (2007) for levels 4 – 8 and exceptional performance.

LEVEL 1

Pupils generate ideas and recognise characteristics of familiar products. Their plans show that, with help, they can put their ideas into practice. They
use pictures and words to describe what they want to do. They explain what they are making and which tools they are using. They use tools and materials with help, where needed. They talk about their own and other people’s work in simple terms and describe how a product works.

LEVEL 2

Pupils generate ideas and plan what to do next, based on their experience of working with materials and components. They use models, pictures and words to describe their designs. They select appropriate tools, techniques and materials, explaining their choices. They use tools and assemble, join and combine materials and components in a variety of ways. They recognise what they have done well as their work progresses, and suggest things they could do better in the future.

LEVEL 3

Pupils generate ideas and recognise that their designs have to meet a range of different needs. They make realistic plans for achieving their aims. They clarify ideas when asked and use words, labelled sketches and models to communicate the details of their designs. They think ahead about the order of their work, choosing appropriate tools, equipment, materials, components and techniques. They use tools and equipment with some accuracy to cut and shape materials and to put together components. They identify where evaluation of the design and make process and their products has led to improvements.

LEVEL 4

Pupils generate ideas by collecting and using information. They take users’ views about aesthetic and technical issues into account as they respond to briefs. They communicate alternative ideas using words, labelled sketches and models, showing that they are aware of constraints. They apply their knowledge and understanding of materials, ingredients and components, and work with them with some accuracy, paying attention to quality of finish and to function. They use some ideas from others’ designing to inform their own work. They produce step-by-step plans and then select and work with a range of tools and equipment. They identify what is working well and what could be improved to overcome technical problems. They reflect on their designs as they develop, recognising the significance of knowledge and previous experience.

LEVEL 5

Pupils develop ideas by drawing on and using various sources of information. They clarify their ideas through discussion, drawing and modelling, showing understanding of aesthetic and economic dimensions. They respond to briefs showing understanding of how culture and society are reflected in familiar products when developing and communicating their own ideas. They show that they are aware of constraints as they apply knowledge and understanding of materials, ingredients and techniques. They use understanding of others’ designing as they develop their work. They work from their own detailed plans, modifying them where appropriate. They work with a range of tools, materials, ingredients, equipment, components and processes with some precision. They check their work as it develops, solve technical problems and show some evidence of creativity as they modify their approach in the light of progress. They test and evaluate their products, showing that they understand the situations in which the products will function.

LEVEL 6

Pupils draw on and use a range of sources of information, and show that they understand the form and function of familiar products as they develop and model ideas. They respond creatively to briefs, exploring and testing their design thinking. They develop detailed criteria for their products and use these to explore proposals. They apply their knowledge and understanding by responding to several aspects of the problem. They recognise the significance of others’ designing and modify their approaches accordingly. They produce plans that outline alternative methods of making progress. They work with a range of tools, materials, ingredients, equipment, components and processes, showing that they understand their characteristics. They check their work as it develops and solve technical problems by modifying their approach in the light of progress. They evaluate how effectively they have used information sources, using the results of their research to inform their judgements when developing products. They evaluate their products as they are being used, and identify ways of improving them.

LEVEL 7

Pupils use a wide range of appropriate sources of information when developing and modelling ideas. They investigate form, function and production processes as they respond creatively to briefs. They apply their knowledge and understanding, recognising the different needs of a range of users, and search for trends and patterns in existing solutions as they develop fully realistic products. They use their understanding of others’ designing to inform their own as they communicate creative ideas. They produce plans that predict the time needed to carry out the main stages of making products. They work with a range of tools, materials, ingredients, equipment, components and processes, taking full account of their characteristics. They adapt their methods of manufacture to changing circumstances as they solve technical problems, providing a sound explanation for any change from the design proposal. They select appropriate techniques to evaluate how their products would perform when used and modify their products in the light of this evaluation to improve their performance.

LEVEL 8

Pupils use a range of strategies to fully develop and model appropriate ideas, responding to information they have identified. They identify conflicting demands on a product and respond creatively to briefs, suggesting ways forward and explaining how their ideas address these demands. When applying knowledge they make decisions on materials, ingredients and techniques based on their understanding of physical properties and working characteristics. They use their understanding of others’ designing by reinterpreting and applying learning in new contexts. They organise their work so that they can carry out processes accurately and consistently, and use tools, equipment, materials, ingredients and components with precision. They use accurate testing to inform their judgements when solving technical problems. They identify a broad range of criteria for evaluating their products, clearly relating their findings to environmental, ethical, and social and cultural dimensions.

EXCEPTIONAL PERFORMANCE

Pupils seek out information to help their design thinking. They recognise how products contribute to lifestyle and choices of a variety of client groups as they develop and model ideas in an innovative way. Responding creatively to briefs, they are discriminating in their selection and use of information sources to support their work. They interpret and apply knowledge and understanding creatively in new design contexts and communicate ideas in new or unexpected ways. They use understanding of others’ designing in innovative ways. They work with tools, equipment, materials, ingredients and components to a high degree of precision. They make products that are reliable and robust and that fully meet the quality requirements given in the design proposal. They reflect critically and effectively throughout designing and making processes.


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