Depending on each individual child's desired career path and ability, KS4 students are taught either Gateway Qualifications Construction Skills or Design and Technology GCSE. These skills offer students the opportunity to gain qualifications and experience that provide each pupil with the chance of a career within the construction industry. Vocational courses allow students to focus on practical subjects and less theory. Students discover what different jobs are in construction by visiting a construction site, they get to speak to industry expert carpenters, plumbers, managers, engineers from a range of onsite and offsite professions.
Design and Technology offers students the opportunity to experience a variety of creative and practical activities where they express their creative skills and imagination. Students develop their understanding of materials, properties and different processes. As their confidence and communication develops, this enables them to lead groups and projects. Independence and decision making allow students to develop their critical thinking, analysing and evaluation skills. Students are then able to confidently complete qualifications in construction and express their internalised knowledge. Off-site visits and work experience provide students with vital real-life experiences and opportunities. Through the attainment of these skills and experiences, students are provided with the opportunity to pursue a career in the construction industry.
Students enhance their confidence as they experience working with new materials, techniques and processes. They develop key skills from wider influences including social, cultural, economic and environmental factors. Leadership and teamwork opportunities enhance social skills and improve their ability to work as an integral member of a group. Their understanding of health and safety procedures are also developed with workshop tools and machinery.
Authentic Inclusive Approach
The Design Technology curriculum offers the chance for students to learn a diverse qualification that challenges their practical and theoretical knowledge. We provide students with the opportunity to enhance their practical skills as well as delivering the chance to investigate historical, social, cultural, environmental and economic influences on design.
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Sequencing of Content
LTP/MTP/STP
Cycles of
Introduction and exploration
Questioning
Research
Analysis
Manufacturing
Evaluation
Reflection
Core threads
Manufacture
Materials
Aesthetics
Analysis
Evaluation
Numeracy, literacy and communication:
Subject specific vocabulary
Word problems
Key words
Missing word task
Measuring challenges
Spokesperson of group
Definitions tasks
Retrieval Practice
- Repetition – The same task in a different scenario/context
- Revisit/Starter/Main/Plenary
- Brainstorming
- Feedback
- AFL - High/low order questioning
Click to view Design & Technology Statement
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Design and Technology Statement
The specialist nature of the subject curriculum Secondary Design and Technology aims to develop and build upon skills that children have learnt throughout their childhood. Pupils are encouraged to develop and enhance their creative side by expressing themselves with the aid of design. The purpose of Design and Technology is for students to participate and contribute to an ever-changing technological world. Imaginative, innovative, inclusive lessons allow pupils to explore and express themselves. They are provided with the opportunity to develop their design and manufacturing skills, enabling them to be the next generation of designers. Clear expectations, sequenced learning, repetition and feedback allow pupils to progress and enhance their skills, improving their confidence, ability and critical thinking. Planning across the Key Stages Design and manufacturing ability is different for all our pupils. Some have had no D&T lessons at all, and some pupils may have been taught previously. With that in mind we have different starting points for every pupil and planning is differentiated based on their starting points. KS3 D&T lessons are planned for pupils to be introduced to materials, manufacturing and theoretical knowledge. KS2 and KS3 Design and Technology teaches critical thinking, communication, confidence, critical thinking, patience, resilience, analysis and decision-making skills. Pupils complete end of cycle test. These tests are based on what was taught during the cycle. Pupils in KS2 and KS3 complete a range of topics that include materials, mechanisms, electrical devices, manufacturing equipment, structures, design and cooking. The rationale behind the sequencing of teaching is for pupils to build upon prior learning. They are provided with the chance to improve their understanding and knowledge by revisiting tasks in different context and or scenarios. Tasks are interlinked and are a progression from the initial introduction. The D&T curriculum is adapted to offer inclusion by allowing assessment to be flexible. A pupil may not have the ability to draw but can produce outstanding models. Assessment materials and strategy KS3 D&&T is assessed against designing, making, evaluation and technical knowledge. KS4 Product Design is assessed against 50% coursework and 50% examination results. Pupils take tests at the end of each cycle. KS4 pupils take mock exams and receive a grade from their classwork throughout progression of KS4. Formative assessment is used to gain an understanding of a pupils attainment so that a current grade and predicted grade can be identified. Targets, strengths and weaknesses are also acknowledged. Throughout the KS2 and KS3 curriculum, pupils are offered the opportunity to revisit previous teaching. They are provided with the chance to enhance and develop their knowledge. During the KS4 stage, the curriculum builds on existing subject knowledge and develops the design process.
Click to view Design & Technology Drivers
Click to go back to subjects
Sequencing of Content
LTP/MTP/STP
Cycles of
Introduction and exploration
Questioning
Research
Analysis
Manufacturing
Evaluation
Reflection
Core threads
Manufacture
Materials
Aesthetics
Analysis
Evaluation
Numeracy, literacy and communication:
Subject specific vocabulary
Word problems
Key words
Missing word task
Measuring challenges
Spokesperson of group
Definitions tasks
Retrieval Practice
- Repetition – The same task in a different scenario/context
- Revisit/Starter/Main/Plenary
- Brainstorming
- Feedback
- AFL - High/low order questioning
Click to view Design & Technology Statement
Click to go back to subjects
Design and Technology Statement
The specialist nature of the subject curriculum Secondary Design and Technology aims to develop and build upon skills that children have learnt throughout their childhood. Pupils are encouraged to develop and enhance their creative side by expressing themselves with the aid of design. The purpose of Design and Technology is for students to participate and contribute to an ever-changing technological world. Imaginative, innovative, inclusive lessons allow pupils to explore and express themselves. They are provided with the opportunity to develop their design and manufacturing skills, enabling them to be the next generation of designers. Clear expectations, sequenced learning, repetition and feedback allow pupils to progress and enhance their skills, improving their confidence, ability and critical thinking. Planning across the Key Stages Design and manufacturing ability is different for all our pupils. Some have had no D&T lessons at all, and some pupils may have been taught previously. With that in mind we have different starting points for every pupil and planning is differentiated based on their starting points. KS3 D&T lessons are planned for pupils to be introduced to materials, manufacturing and theoretical knowledge. KS2 and KS3 Design and Technology teaches critical thinking, communication, confidence, critical thinking, patience, resilience, analysis and decision-making skills. Pupils complete end of cycle test. These tests are based on what was taught during the cycle. Pupils in KS2 and KS3 complete a range of topics that include materials, mechanisms, electrical devices, manufacturing equipment, structures, design and cooking. The rationale behind the sequencing of teaching is for pupils to build upon prior learning. They are provided with the chance to improve their understanding and knowledge by revisiting tasks in different context and or scenarios. Tasks are interlinked and are a progression from the initial introduction. The D&T curriculum is adapted to offer inclusion by allowing assessment to be flexible. A pupil may not have the ability to draw but can produce outstanding models. Assessment materials and strategy KS3 D&&T is assessed against designing, making, evaluation and technical knowledge. KS4 Product Design is assessed against 50% coursework and 50% examination results. Pupils take tests at the end of each cycle. KS4 pupils take mock exams and receive a grade from their classwork throughout progression of KS4. Formative assessment is used to gain an understanding of a pupils attainment so that a current grade and predicted grade can be identified. Targets, strengths and weaknesses are also acknowledged. Throughout the KS2 and KS3 curriculum, pupils are offered the opportunity to revisit previous teaching. They are provided with the chance to enhance and develop their knowledge. During the KS4 stage, the curriculum builds on existing subject knowledge and develops the design process.