Purpose of study
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products 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. Pupils 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 the nation.
The curriculum for design and technology ensures that all pupils:
· Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
· Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
· Critique, evaluate and test their ideas and products and the work of others
· Understand and apply the principles of nutrition and learn how to cook.
By the end of key stage 3, pupils are expected to know, apply and understand the matters, skills and processes specified in the programme of study.
Design and Technology – Key Stage 3
Through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They work in 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].
When designing and making, pupils are taught to:
· Use research and exploration, such as the study of different cultures, to identify and understand user needs
· Identify and solve their own design problems and understand how to reformulate problems given to them
· Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
· Use a variety of approaches [for example, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses
· Develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools
· Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture
· Select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties
· Analyse the work of past and present professionals and others to develop and broaden their understanding
· Investigate new and emerging technologies
· Test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups
· Understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists
· Understand and use the properties of materials and the performance of structural elements to achieve functioning solutions
· Understand how more advanced mechanical systems used in their products enable changes in movement and force
· Understand how more advanced electrical and electronic systems can be powered and used in their products [for example, circuits with heat, light, sound and movement as inputs and outputs]
· 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].
Cooking and nutrition
As part of their work with food, pupils are taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
Pupils are taught to:
· 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.
Design and Technology: Construction and the Built Environment – Key Stage 4
Pearson BTEC Level 1/Level 2 First Award in Construction and the Built Environment
The BTEC in Construction and the Built Environment gives pupils the opportunity to gain a broad knowledge and understanding of the industry, one of the most important sectors of the UK economy. Pupils develop skills such as interpreting and analysing information, identifying the infrastructure required for safe and efficient work and in understanding how client needs can shape building design.
Pupils are taught learn the fundamental knowledge, skills and understanding across:
· Structural performance required for low-rise construction (performance requirements and common structural forms)
· How sub-structures are constructed (preconstruction work, sub-structure groundworks)
· How superstructures are constructed (walls, floors, roofs)
Scientific and mathematical application for construction
· The effects of forces and temperature changes on materials used in construction
· Use of mathematical techniques to solve problems (algebraic and graphical methods, mensuration, trigonometry)
Construction and design
· The work of the construction industry (and the built environment)
· Understanding a client’s needs to develop a design brief for a low-rise building (understanding a client’s needs, understanding constraints on design, production of a brief)
· Production of initial sketch ideas to meet the requirements of a client brief for a low-rise building
Construction drawing techniques
· The requirements to produce construction drawings (purpose, materials and equipment, C.A.D.)
· The production of construction drawings (drawing conventions and production of drawings (floor plans, elevations, sections, foundation and roof detail)