‘Studying Design and Technology includes the use of a broad range of knowledge, skills, and understanding, and prompts engagement in a wide variety of activities. Pupils design and make products that solve real and relevant problems within a variety of contexts.’
- Students should be able to link their studies to a range of domestic and local contexts [for example, the home, health, leisure and culture], and industrial contexts [for example, engineering, manufacturing, construction, food, energy, agriculture (including horticulture) and fashion].
- A variety of creative and practical activities, will be taught the knowledge, understanding and the skills needed to engage in an iterative process of designing and making.
- To give students an insight into the different technologies avaliable in technology
- To encourage students to question the application of technologies within technology and question there application.
- To build confident learners who have the technical ability to apply skill, knowledge and application to skills learnt within technology lessons.
- Develop students to be creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
- Promoting literacy and numeracy across all teaching, where applicable. The department will link to careers and contribute to whole school initiatives and promote staff well-being.
- To meet the demands of the Key Stage Three Design technology national curriculum and develop the skills necessary to study and succeed at Key Stage Four.
Implementation of the Technology Curriculum:
Y7 (6-week rotation)
- Construction – Accessories holder
Y8 (6-week rotation)
- Construction – Upcycled product
Y9 (5 week rotation)
- Construction – House concept drawings
- Teachers of Technology will be confident in their delivery of knowledge of the subject and allay any Misconceptions that will be corrected at the earliest opportunities to help students to progress.
- Teachers will discuss technologies outside of those being studied in lessons in order to engage students and broaden their understanding of the digital world.
- Through projects across Key Stages Three and Four, students will become comfortable in transferring their skills in designing, making and evaluation in increasing depth and complexity.
- Students will be assessed on their knowledge and understanding through both the assessment of practical projects and their performance in examinations.
- Students will regularly practice a variety of skills such as literacy, making, designing and evaluative skills that they learn in their lessons and perform meaningful homework to build upon these.
- Teachers will adapt their teaching where necessary based on assessment for learning activities and the observation of learners in action.
- Teachers and leaders must use assessment well, for example to help learners embed and knowledge fluently, or check understanding and inform teaching.
Impact of the Technology curriculum
- Students will be sufficiently prepared for the requirements of assessment at Key Stage Four. They will be aspirational in their efforts to achieve.
- Students will have developed and practiced skills which will enable them to be able to live in the modern world of manufacture and production. They will be able to use these skills in other areas of their education from Key Stage Three to Higher Education.
- The skills in Technology that students develop will be valuable to employers in a range of sectors, and more specialist skills will lead to careers in the technology sector.
- Students will gain many transferable skills such as communication (both verbally and written) and will be able demonstrate teamwork, leadership and organisational skills.