We believe that students deserve a design & technology curriculum which prepares them to be STEM professionals for future global markets.
Design and technology gives young people a range of transferable skills and abilities to engage positively with the designed and made world, and to promote and develop resilient and independent learners with the capabilities to solve problems. Students learn how products and systems are designed and manufactured, how to be innovative and to make creative use of a variety of resources including traditional and digital technologies; to improve the world around them.
At the centre of the subject is creativity and imagination. Design & technology is a subject which draws, develops and implements a range of different disciplines including mathematics, science, engineering, computing, geography, business studies and art.
Students will be encouraged to challenge expectations where appropriate, and to work in an iterative fashion. Issues including diversity and inclusion, and the environment should be considered and factored into the design and manufacture of products.
We thrive on providing opportunities which allow students to develop a knowledge of a range of technology areas in KS3 including; product design, engineering, graphics and food preparation & nutrition. Students should grow in confidence through dedicated teaching environments, manufacturing equipment and specialist teaching.
Implementation
Our Design & Technology curriculum will give the students an opportunity to:
Research and Design
Engage in an iterative process of design and making.
Undergo primary and secondary research techniques into a range of user’s needs, wants and values, analysis of existing products, ergonomics and anthropometrics and the work of others.
Identify and solve their own problems and the problems of specific clients and target market groups.
Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations.
Use a variety of design strategies when developing ideas using the iterative design process. For example; a range of 2d and 3d sketching techniques, rendering in different forms, modelling in traditional and CAD methods and the testing of materials and manufacturing techniques.
Develop and communicate their design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools
Make informed decisions about food and nutrition and allow them to acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and later in life.
Develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks.
Understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health.
Make
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.
Demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food.
Explore a range of ingredients and processes from different culinary traditions (traditional British and international) to inspire new ideas or modify existing recipes
Evaluate
Analyse the work of past and present professionals and others to develop and broaden their understanding.
Studying Design and Technology at the Leigh UTC offers a unique opportunity in the curriculum for learners to identify and solve real problems by designing and making products or systems. Through studying GCSE Design and Technology, learners will be prepared to participate confidently and successfully in an increasingly technological world; and be aware of, and learn from, wider influences on design and technology, including historical, social/cultural, environmental and economic factors.
By the end of year 11, students will have built on their previous knowledge and skills. They will have developed core knowledge and understanding presented in ten clear and distinct topic areas:
understanding design and technology practice
understanding user needs
writing a design brief and specifications
investigating challenges
developing ideas
investigating the work of others
using design strategies
communicating ideas
developing a prototype
making decisions
Students are required to cover all of the content in these ten areas, to ensure they are able to apply a broad knowledge and understanding of design and technology principles within design and make activities.
In-depth knowledge and understanding is presented in five clear topic areas:
selecting and working with materials and components
By the end of year 10, students will have built on their KS3 knowledge and skills. They will have developed core knowledge and understanding presented in five clear and distinct topic areas:
design and technology and our world
smart materials
electronic systems and programmable components
mechanical components and devices
materials
Students are required to study all of the content in these five areas, to ensure they have a broad knowledge and understanding of design and technology and that they are able to make effective choices in relation to which materials, components and systems to utilise within design and make activities.
By the end of year 9, students will have built on their understanding of drawing techniques, focusing their understanding of how it is used within the industry, from department communication, communication for presentations with the client, and communication for the product to be produced. Students will be able to produce exploded drawing and orthographic drawings.
Students will gain an understanding of product placement and advertising, understanding how to use basic psychology to generate desired emotions and reactions to make choices on the use of their graphics, layout and colour choices.
Students will understand large scale production methods and the responsibility of companies and the effects they are having on the environment as well as the ethical changes being made to improve the life cycle of a product.
Curriculum Overview
Students are on a carousel so will experience each of the below specialisms across the academic year. Each specialism will have a cycle of 12 weeks consisting of 2 lessons a week.
Manufacturing and testing the solution for their specific function. Testing the function and making improvements to the solution
Global Context & Exploration
Personal and Cultural Expression
Approach to learning 1
Critical Thinking
Approach to learning 2
Communication Skills
Key Learner Profile Attribute
Inquirers
Assessment Criteria
A & C
Upcycle Project
Statement of Inquiry
Much of what we throw away can be reused. What upcycled products can be made from old products that would otherwise be used for landfill and what benefit will this bring to the environment?
All restaurants have a responsibility to understand how food reacts to external factors such as heat and also how they can benefit the body.
Global Context & Exploration
Globalisation and sustainability
Approach to learning 1
Creative thinking
Approach to learning 2
Critical Thinking
Key Learner Profile Attribute
Open-minded and Caring
Assessment Criteria
C & D
By the end of year 8, students will understand the different 3D drawing techniques (oblique, Isometric, 1-Point Perspective and 2-Point perspective) Gaining an understanding of when each is used to communicate ideas in business. They will be able to identify when a drawing is incorrect and produce shapes using all of these techniques.
Students will build on their confidence and understanding of 2D design and how this links to the laser cutter to produce final products.
In addition, building on their previous knowledge of material properties, manufacturing techniques and use of equipment in the practical workshop. Focusing their comprehension of how to join and fix materials depending on their material properties or function.
Students will have learnt about the range of different influences used to produce dynamic designs. Including; Biomimicry, Design eras, designers, history, styles and trends. Understanding the strength and skill of using inspiration vs coping an idea and applying originality into their design ideas.
Curriculum Overview
Students are on a carousel so will experience each of the below specialisms across the academic year. Each specialism will have a cycle of 12 weeks consisting of 2 lessons a week.
Students explore celebrating successes and appreciating others within their local communities by designing and manufacturing trophies to celebrate others.
Global Context & Exploration
Identities and Relationships
Approach to learning 1
Creative thinking
Approach to learning 2
Research Skills
Key Learner Profile Attribute
Knowledgeable
Assessment Criteria
A & C
Nature Box
Statement of Inquiry
How can product design have a positive impact on the built environment?
Does having knowledge of a wide range of cultural foods allow people to broaden their culinary experiences and help people experience different flavours?
Global Context & Exploration
Globalisation and sustainability
Approach to learning 1
Creative thinking
Approach to learning 2
Critical Thinking
Key Learner Profile Attribute
Open-minded and Caring
Assessment Criteria
C & D
By the end of year 7, students will have a strong understanding of safety procedures in the workshop and an introduction to a range of different tools and equipment.
Students will understand the rules of Isometric drawing techniques, practice drawing design ideas in isometric. Using these skills to help communicate their ideas within each project.
They will gain confidence with the design process understanding the key features and how they interlink, using creativity and functional purpose to problem solve and produce detailed ideas.
Students will have gained knowledge of material properties and manufacturing techniques to help develop, produce and evaluate their ideas. Focusing on designing for others, considering how companies research, using primary and secondary forms and apply these research techniques into their creations.
Curriculum Overview
Students are on a carousel so will experience each of the below specialisms across the academic year. Each specialism will have a cycle of 12 weeks consisting of 2 lessons a week.
Giving purpose to products to ensure they have value.
Global Context & Exploration
Personal and Cultural Expression
Approach to learning 1
Make unexpected/unusual connections (Thinking)
Approach to learning 2
Apply skills in unfamiliar situations (Thinking)
Key Learner Profile Attribute
Thinkers
Assessment Criteria
A & C
Bloodhound Project
Statement of Inquiry
The demand for one the use plastic fast cars is strong as ever, however due to devastating costs to the environment, the demand for Affordable and Clean Energy is ever more important
Global Context & Exploration
Globalisation and sustainability
Approach to learning 1
Communication- structure information on summaries and report
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