Here’s to the crazy ones, the misfits, the rebels, the troublemakers, the round pegs in the square holes… the ones who see things differently — they’re not fond of rules… You can quote them, disagree with them, glorify or vilify them, but the only thing you can’t do is ignore them because they change things… they push the human race forward, and while some may see them as the crazy ones, we see genius, because the ones who are crazy enough to think that they can change the world, are the ones who do.
Steve Jobs

 

Curriculum Vision:

Department Policy Statement

Design and technology is a subject of application. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, while their own and others’ needs, wants and values are taken into consideration. They acquire and apply a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Students learn that you sometimes have to take risks in order to enable a project to be realised, Students also learn the importance of becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of products, both past and present, they develop a critical understanding of their impact on daily life and the wider world. High-quality design and technology education is essential because it is the creative, culturally/environmentally aware, innovative and resourceful people who will guide our way along the often challenging path to our future. 

Our intent is to develop students to:

KEY STAGE 1 & 2

  • 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.

KS3  

  • 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.

KS4

  • demonstrate their understanding that all design and technological activity takes place within contexts that influence the outcomes of design practice 
  • develop realistic design proposals as a result of the exploration of design opportunities and users’ needs, wants and values
  •  use imagination, experimentation and combine ideas when designing
  • develop the skills to critique and refine their own ideas whilst designing and making • communicate their design ideas and decisions using different media and techniques, as appropriate for different audiences at key points in their designing 
  • develop decision making skills, including the planning and organisation of time and resources when managing their own project work 
  • develop a broad knowledge of materials, components and technologies and practical skills to develop high quality, imaginative and functional prototypes 
  • be ambitious and open to explore and take design risks in order to stretch the development of design proposals, avoiding clichéd or stereotypical responses
  • consider the costs, commercial viability and marketing of products 
  • demonstrate safe working practices in design and technology 
  • use key design and technology terminology including those related to: designing, innovation and communication; materials and technologies; making, manufacture and production; critiquing, values and ethics

 

Key Stage 1

Pupils should be taught:  

Design 

Design purposeful, functional, appealing products for themselves and other users based on design criteria  generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology 

Make  Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]  select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics 

Evaluate  Explore and evaluate a range of existing products  evaluate their ideas and products against design criteria 

Technical knowledge  build structures, exploring how they can be made stronger, stiffer and more stable  explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products

Food Use the basic principles of a healthy and varied diet to prepare dishes  understand where food comes from.

 

Key Stage 2

Pupils should be taught:  

Design  Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups  generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design 

Make Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately  select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities 

Evaluate  Investigate and analyse a range of existing products  evaluate their ideas and products against their own design criteria and consider the views of others to improve their work  understand how key events and individuals in design and technology have helped shape the world 

Technical knowledge  Apply their understanding of how to strengthen, stiffen and reinforce more complex structures  understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]  understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]  apply their understanding of computing to program, monitor and control their products.

Food understand and apply the principles of a healthy and varied diet  prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques  understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

 

Key Stage 3

Design  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 

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 

Evaluate.  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. 

Technical knowledge 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]. 

Food  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.

 

Key Stage 4

The study of design and technology seeks to prepare students 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. GCSE design and technology specifications must enable students to work creatively when designing and making and apply technical and practical expertise, in order to: 

  • demonstrate their understanding that all design and technological activity takes place within contexts that influence the outcomes of design practice 
  • develop realistic design proposals as a result of the exploration of design opportunities and users’ needs, wants and values • use imagination, experimentation and combine ideas when designing 
  • develop the skills to critique and refine their own ideas whilst designing and making 
  • communicate their design ideas and decisions using different media and techniques, as appropriate for different audiences at key points in their designing 
  • develop decision making skills, including the planning and organisation of time and resources when managing their own project work 
  • develop a broad knowledge of materials, components and technologies and practical skills to develop high quality, imaginative and functional prototypes 
  • be ambitious and open to explore and take design risks in order to stretch the development of design proposals, avoiding clichéd or stereotypical responses 
  • consider the costs, commercial viability and marketing of products 
  • demonstrate safe working practices in design and technology 
  •  use key design and technology terminology including those related to: designing, innovation and communication; materials and technologies; making, manufacture and production; critiquing, values and ethics. 

The Design Technology Team

  • Ms Board- Head of Orange Faculty & teacher of Design Technologies
  • Mrs Winsborough – Food Technology Teacher
  • Mr Blanthorn- Primary Design Technology lead 
  • Ms French- Design Technology technician 
Where next

About Us

Our Academy Atlantic Academy Portland opened on 1st September 2017. Our aim is to provide an outstanding all-through provision for all children in the isle…

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