020 8590 2245

Ms J L Hamill (Headteacher)
45-65 Oaks Lane, Newbury Park
Ilford, IG2 7PQ

Design Technology

MAIN-DT

What will students learn? (Overview)
Years 7-8

In Key Stage 3 we offer the delivery of three main Design and Technology areas of study; these are Food Technology, Product Design and Textiles Technology. Students will gain experience in the use of a wide range of materials including wood, plastics, fabrics, food and graphic materials as well as developing many practical skills. To enhance the theory knowledge and allow students to access further information to support their learning, the department sets HSPs (Home Study Projects). These give the students the chance to carry out the independent research needed to reinforce the practical tasks undertaken in school. This is a model for home learning that has been adopted by other departments in the school and at other schools in the borough.

How will they be assessed?

Students will be assessed throughout the year in each Design Technology area studied. This will cover their understanding of theory tasks, design skills and application of practical tasks. The structure of learning in each DT subject will allow the students to achieve in different focus areas such as planning, design and evaluation. There will always be an assessment of the students’ practical work which looks at the quality of the finished product, the skills that have been used to achieve the desired outcome and how well these have been utilised and mastered.

How can parents support?

Parents can assist with research tasks on HSPs and ensure that the deadlines that have been set by the staff are adhered to. HSP’s will occasionally require students to visit places of interest that are related to the research task. It would be very helpful if parents can help their child to undertake these trips.

Take an active role in understanding the topics that are being covered in lessons. The HSPs are a great way to gain this crucial insight and as a result, different perspectives can be included in the work that is completed.

Parents can encourage their children to visit some of the fantastic museums and exhibitions available to us living in London. Places such as The Victoria & Albert Museum, Design Museum and Fashion & Textile Museum are all well worth a trip.

Parents can encourage their children to get involved with practical tasks around the house such as cooking meals, any sewing tasks or even helping to put up flat-packed furniture!

Support the department in sharing the staffs’ enthusiasm for the subject and all the products that we all come into contact with every day of our lives.

Exam Board: OCR
What will students learn? (Overview)
Years 9-11

A qualification in design and technology will prepare you to become creative and critical thinkers, developing skills to design and deliver prototypes that solve real and relevant problems.

During the two year course you will study a wide range of materials including papers and boards, timber, metals, polymers and textile fibres and fabrics, you will also develop an understanding of systems, programmable components and mechanisms to support any potential design solutions you may develop later on. You will also learn about wider design principles and the effect of design on users and the world we live in.

You will then develop a deeper knowledge and understanding of specific materials and related techniques and processes, in order to construct working prototypes and achieve functioning design solutions; through the study of existing design solutions.

You will complete an iterative design challenge where you will ‘explore’ real needs and contexts, ‘create’ solutions and ‘evaluate’ how well the needs have been met and the problem solved. “Explore, create, evaluate” is a process that occurs repeatedly as design iterations are developed to continually improve the outcome, building clearer needs and better solutions, meaning ideas and prototypes can be developed into successful products in the future.

The OCR content requires you to apply mathematical and scientific knowledge, understanding and skills. This content reflects the importance of Design & Technology as a pivotal STEM subject.

Key Features:

The content of OCR’s new GCSE (9-1) Design and Technology qualification has been set out in sections to offer clarity and allow for progression.

These are:

  • identifying requirements
  • learning from existing products and practice
  • implications of wider issues
  • design thinking and communication
  • material considerations
  • technical understanding
  • manufacturing processes and techniques
How will they be assessed?

The Iterative Design Challenge is a single task that is worth 50% of the qualification. OCR will release contextual challenges. There will be three open and real-world contexts for learners to interpret and explore, creating iterations when designing and making through the processes of ‘explore, create and evaluate’.

The other 50% of the qualification covers the principles of design and technology in an examination. This is a single examination component with questions covering both ‘core’ and ‘in-depth’ content. This examination is 2 hours and questions offer full access to all learners regardless of their practical experiences in the subject. When in-depth knowledge is tested, optionality is offered to ensure each of main material categories and design engineering can all be accessed.

Assessment Coursework
  100 marks

 

Approx. 40 hours

 

Non-exam assessment

(Coursework)

The Iterative Design Challenge

·       Contextual challenges will be released on 1 June each year.

OCR will release contextual challenges. There will be three open and real-world contexts for learners to interpret and explore, creating iterations when designing and making through the processes of ‘explore, create and evaluate’.

 

As an outcome of their challenge, learners will produce a chronological portfolio and one final prototype(s).

50%
  100 marks

 

2 hours

 

written Examination

The principles of design and technology (01)

 

·       A minimum of 15% of the paper will assess learners’ mathematical skills as applied within a design and technology context.

This is a single examination component with questions covering both ‘core’ and ‘in-depth’ content. This examination is 2 hours and questions offer full access to all learners regardless of their practical experiences in the subject. When in-depth knowledge is tested, optionality is offered to ensure each of main material categories and design engineering can all be accessed 50%
What are the benefits?
  • you will gain skills useful in a wide range of jobs, in further study of design or engineering and in your personal life develop decision-making skills, including the planning and organisation of time and resources when managing a project
  • you will become an independent and critical thinker who can adapt your technical knowledge and understanding to different design situations
  • you will learn to be ambitious and open to explore and take design risks in order to stretch the development of design proposals
  • You will develop an awareness of implications of the costs, commercial viability and marketing of products.
Where can the qualification take me?

The study of design and technology can lead to future careers in product design, engineering, architecture, fashion and graphic design; it will develop your design and thinking skills that open up a world of possibility, providing the tools to create the future.

You will build and develop your broad knowledge and understanding from KS3, whilst also having the freedom to focus in more depth on areas of design and technology that most interest you. A variety of materials are studied and your skills will be developed through working with the appropriate materials and technologies for the task. This mirrors the world of real design and leads to further specialism at AS and A level through one of the endorsed titles on offer; Product Design, Fashion and Textiles or Design Engineering.

How can parents support? 
  • Encourage students to watch design based T.V shows, i.e. ‘How it’s made’, Grand designs etc.
  • Visit the design museum and any other design exhibitions, for example, the Ideal home exhibition. This information can be found online or somewhere like ‘Time Out’
  • Encourage them to research new products and materials, keeping them up-to-date with new technology.
  • Talk to their children about their coursework and be aware of deadlines and support them in meeting them.

Subject Leader Mrs J Gjoni

Email Address jgjoni@oakspark.redbridge


Exam Board: WJEC

The WJEC Level 1/2 Award in Constructing the Built Environment is designed to support learners to develop an awareness about the construction industry from the build perspective. It provides learners with a broad introduction to the different trades involved in the sector and the types of career opportunities available. It is mainly suitable as a foundation for further study. This further study could provide learners with the awareness of the work of different types of job roles in the sector such as plumbers, carpenters and bricklayers or pursue other careers in the planning and design sectors within construction. As a result, they may wish to start an apprenticeship or continue with their studies in order to pursue the job roles and careers that they have an interest in.

The successful completion of this qualification, together with other equivalent qualifications, such as in mathematics and the sciences, could provide the learner with opportunities to access a range of qualifications including GCE, apprenticeships, vocationally related and occupational qualifications. These include:

  • Level 3 Extended Project
  • Level 3 qualifications in construction, such as Diplomas in Construction and the Built Environment
  • Level 2 qualifications in specialist areas such as plumbing, bricklaying and carpentry
  • Apprenticeships in construction.

This structure has been designed to allow learners to develop the understanding and skills related to a range of job roles in construction. The units provide an overview of technical roles such as bricklayers, carpenters and electricians as well as professional roles such as site inspectors, project managers, surveyors and architects and how they work together to complete construction projects. For this reason, the students are not confined to the career options in the building trades, but also the management and engineering careers that are open.

This is the qualification structure:
WJEC Level 1/2 Awards in Constructing the Built Environment
Unit
Unit title
Assessment Method
What is involved:
1 Safety and security in construction External This follows a tighter range of knowledge needed for success. The students get a free re-sit (and the highest mark from each paper is the one that is awarded as the final grade).
2 Practical Internal The students will thrive at this! They will tackle the following: Carpentry and Joinery, Bricklaying, Painting and Decorating. The students will all be taught the correct ways of working and the skills needed prior to the controlled assessment tasks that are set by the exam board. The final assessment will consist of an 11-hour practical that looks at the students’ practical skills.
3 Planning construction projects Internal This looks at the Mathematics required for specific jobs and puts Mathematics into the correct practical contexts within the scenario being studied. This also covers project planning, timescales and schedules.

Each unit has been designed so that knowledge, skills and understanding are developed through tasks that have many of the characteristics of real work in construction. Each unit has an applied purpose which acts as a focus for the learning in the unit. This approach is called applied learning and enables learners to learn in such a way that they develop:

  • skills required for independent learning and development
  • a range of generic and transferable skills
  • the ability to solve problems
  • the skills of project-based research, development and presentation
  • the fundamental ability to work alongside other professionals in a professional environment.
How can parents support?

The Independent Learning Tasks (ILTs) are set in the same format as HSPs and are completed so that the students can apply the knowledge on theoretical topics to case studies that they have researched. The successful completion of these is based on the notes made in class and parents are urged to assist with the learning of key vocabulary that must be used and applied. There are numerous television programmes regarding the construction industry and the varied types of work that are undertaken. Taking the time to look at the processes involved from planning and design through to the construction itself, will provide excellent case studies for the theory knowledge as well as gaining an insight into the different careers and the skills required for these careers. Other useful websites are:

CAREERS

http://www.citb.co.uk/
https://www.goconstruct.org/
HEALTH AND SAFETY

http://www.hse.gov.uk/

 

Exam Board: OCR
What will students learn? (overview)
Years 10-11

This GCSE specification involves candidates in activities that develop innovation and flair when designing products. Candidates will develop their skills through work in a range of designing media, modeling and production materials and the use of ICT.

Key Features:
  • Exposing candidates to creative, design-based activities
  • Encouraging candidates to explore and develop, experience and express their design ideas
  • Providing a learning experience which is participatory and experimental in nature
  • Valuing flair and imagination
  • No material bias
  • Encouraging the use of new technology and new materials.
Unit A551: Developing and Applying Design Skills
  • Developing and writing a design brief
  • Drawing up a specification
  • Generating design proposals.
Unit A552: Designing and Making Innovation Challenge
  • Design and Making – a practical examination that encourages flair, innovation and working with a range of modelling materials.
Unit A553: Making, Testing and Marketing Products
  • Prototype manufacture
  • Testing, evaluating and marketing.
Unit A554: Designing Influences
  • Examination testing knowledge and understanding of the factors that influence designing, iconic products, trendsetters, design eras and design movements.
How will they be assessed?
A551 Year 10 Developing and Applying Design Skills 20 hours 30%
A552 Year 10 Designing and Making Innovation Challenge 6 hours plus 30 minutes reflection time 20%
A553 Year 11 Making, Testing and Marketing Products 20 hours 30%
A554 Year 11 Designing Influences 1 hour 30 minutes 20%
How can parents support?
  • Encourage students to watch design based T.V shows, i.e. ‘How it’s made’, Grand designs etc.
  • Visit the design museum and any other design exhibitions, for example the Ideal home exhibition. This information can be found online or somewhere like ‘Time Out’
  • Encourage them to research new products and materials, keeping them up-to-date with new technology.
  • Talk to their children about their coursework and be aware of deadlines and support them in meeting them.

Subject Leader Mrs J Gjoni

Email Address jgjoni@oakspark.redbridge

Mr D Oliver – Team Leader
doliver@oakspark.redbridge.sch.uk

Ms L Douglas – Subject Leader
ldouglas@oakspark.redbridge.sch.uk

DT-4 DT-3 DT-2

 

 

 

 

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