Design & Technology

Statement of intent summary 

Design and Technology is an inspiring, rigorous, and practical subject. Using creativity and imagination, students design and make prototypes that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants, and values. 

They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Students learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of our students. 

Our aim is to provide our students with a technical and creative education that will teach them a wide range of industry relevant knowledge and skills.  They will use this to help them to solve real-life problems.  To support this, students will work through the principles of: 

• Exploring – research into their project contexts (PROBLEM, BRIEF, RESEARCH, ANALYSIS, DESIGN) 

• Knowledge – to apply the knowledge learnt to a range of contexts and be able to transfer that knowledge across the subject and other areas of their education. (RESEARCH, ANALYSIS) 

• Communication – to be able to communicate their ideas through a range of media where they can justify their thinking through verbalisation and graphical communication. (SPECIFICATION, DESIGN) 

• Developing – work through the iterative process to create effective products. (DESIGN, DEVELOPMENT, SPECIFICATION) 

• Realising – using a range of making processes to create challenging practical outcomes (DEVELOP) 

• Evaluating – critically evaluate both their own work and the work of others (ANALYSIS, EVALUATE) 

• Maths & Science – use key Maths and Science knowledge and skills in project work. 

 

IMPLEMENTATION    

As outlined above the implementation of the subject varies as individual Academies decide on how to deliver the curriculum. Below is a guideline of the Federations expectations for Academies at Key Stage 3, the seven core principles must be adhered to, the knowledge principle is tested through an end of school year assessment.    

D&T	Exploration	Development	Realisation	Evaluation	Knowledge	Communication	Maths & Science
Year 7	Research into the context  Identifying client/user needs and wants     Writing a design specification	Producing design ideas through a range of techniques     Testing / iteration	Creating quality products using a range of practical methods	Analysis and evaluation of the final outcome	Tools and equipment     Properties and applications of materials	Graphical communication     Computer aided design     Subject/context specific key words	Measuring      Shapes and areas     Materials costing     Properties of materials
D&T	Exploring	Developing	Realising	Evaluating	Knowledge	Communication	Maths & Science
Year 8	Research into the context  Identifying client/user needs and wants  Writing a justified design specification	Producing feasible design ideas through a range of techniques  Testing / iteration	Creating high quality products using a range of practical methods	Analysis and evaluation of the final outcome with testing and client/user feedback	Mechanical systems  Levers and linkages	Graphical communication  Computer aided design  Subject/context specific key words / terms	Forces  Movement
D&T	Exploring	Developing	Realising	Evaluating	Knowledge	Communication	Maths & Science
Year 9	Research into the context  Identifying client/user needs and wants  Writing a fully justified design specification linked to research topics	Producing feasible design ideas avoiding design fixation through a range of strategies and techniques  Testing / iteration	Creating high quality products using a range of practical methods	Analysis and evaluation of the final outcome with testing and client/user feedback	Mechanical systems     Levers and linkages	Graphical communication  Computer aided design  Subject/context specific key words / terms	Forces  Movement

 

 Design and Technology 

At Key Stage 4 the Design and Technology specifications are single subject specifications that have been developed to allow the delivery of Design and Technology through the medium of timbers, polymers, metals, textiles, paper and board or electronics. 

Throughout Year 10 students will be taught a predominantly knowledge-based course where they will cover the theory element of the exam board specifications.  This will be taught through a range of traditional theory teaching methods together with practical based tasks that will be used to help to embed the knowledge and aid understanding.    

In June of Year 10 students will begin their non examined assessment (NEA).  The NEA is based around one of three contextual challenges that are set by the exam boards each year.  Students will explore the chosen context and will develop their own focus for this work.  This will be self-driven to produce a high-quality outcome.  An A3 design folder will be produced to tell the story of the design process that they follow.    

IMPACT 

At Harris Academy Chafford Hundred, we aim to make a positive impact to develop innovative, creative and inquisitive students who ask question of the made world surrounding them.  By offering a wealth of opportunities at all Key Stages, we aim to develop independent learners who can create high quality prototypes and dishes in their Design & Technology lessons. 

Within the Academy the curriculum will make a profound and positive impact to the outcomes of every child.  We will know the impact of the curriculum we have planned through the delivery of a high-quality education, quality assured through qualitative and quantitative measures such as: 

Attainment and Achievement outcomes 

The final measurable outcomes achieved by the students that we teach will be a clear indication of the quality of our Design and Technology curriculum as a whole.  This can also be used as a measure of the standard of teaching and learning within the subject throughout the Harris Academy Chafford Hundred.  

Observing lessons and scrutinising planning 

Through lesson observations it will be evident how successful the curriculum is.  This will be measured through the quality of teaching and learning as well as the engagement of the students in their Design and Technology lessons. 

Standards of learning in books 

Student books will also be used as a measure of the overall quality of the curriculum.  The books will be where students will record their journey through the design and development process and will be used to document their progress.  

Student voice 

In a subject such as Design and Technology, student voice is highly important.  Students within the Harris Federation will be able to provide us as educators with the best form of feedback.  This will be used as part of a host of measures to evaluate the overall success of the Design & Technology curriculum. 

  

Destination data 

A large percentage of students at both GCSE and A Level choose their options based on their potential career aspirations.  This is particularly evident at A Level where the majority of students will often study a Design & Technology based course at Higher and Further Education.   

Attendance data 

Attendance data can be used to measure a student’s engagement in their education.  If students feel fulfilled and challenged and they enjoy their Design and Technology lessons, then they are more likely to maintain good attendance. 

Behaviour data 

Students that are engaged and challenged in their learning are more likely to behave in their lessons.  Behaviour data in Design and Technology lessons can be used as an indicator as to the overall quality of and engagement in the curriculum.