Design and Technology
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Design and technology shapes the world around us. Through study of the subject young people have the opportunity to develop an unrivalled set of transferable skills, thus empowering them to solve the problems of our society and improve quality of life.
At Bishop Challoner, our aim is to provide pupils with a diverse, engaging curriculum which fosters creative thinking and innovation in Food, Textiles, and Product Design. Design and Technology is excellently placed to allow development of personal, learning and thinking skills such as enquiry, time management, active participation, team working and reflective practice. These skills transfer across the school curriculum and into life outside school. Links with learning in other subjects, particularly Art and Design, Maths and Science, are encouraged and there is a good balance between academic learning and the development of practical skills. Located at the heart of the school, the department comprises 5 newly refurbished teaching rooms each resourced with cutting edge facilities to ensure pupils are well equipped to succeed.
At Key stage 3, provision is through a corousel approach whereby students move through the specialisms in 12 week rotations. This structure ensures a rich and varied educational experience is had by all pupils with knowledge, understanding and practical skill developed across the subjects. A "holistic" approach to assessment enables strength to be identified and support provided where it is needed most.
Year 7
With pupil access to design and technology at KS2 being significantly mixed, projects offered at year 7 have been specifically tailored to ease them through the transition period and narrow the attainment gap. Pupil's are introduced to the design process and develop their understanding of the link between design and manufacture. They are encouraged to investigate and explore by collecting research before generating design proposals and communicating them in a variety of ways. Pupils develop a range of practical skills, using tools, materials and equipment effectively and safely.
Food
During year 7 pupils learn about basic principles of food hygiene when cooking and storing food. They work mainly with store cupboard ingredients and learn to cook economically and to avoid food wastage.
Textiles
The first project encountered in textiles is the 'Landscape wall hanging'. Through this pupils become familiar with the work of artists and designers such as Alice Kettle, Lisa Mair Jones and Jo Gallent, taking influence form their work. They explore and experiment with appliqué, hand embroidery, couching and gathering as well as becoming safe and competent users of the sewing machine.
Product Design
Here, pupils are asked to design and manufacture an 'identity box'. This project introduces the idea of designing for a 'client' which in this case is themselves. Pupils explore their own personalities in order to design a small personalized storage product. They become familiar with the working characteristics of wood and plastic and the appropriate tools for manipulating these materials.
In an alternative project, pupils design and manufacture a promotional keying with packaging for a children's charity. This scheme of work looks at the use of branding within design, in particular logos. It requires pupils to develop skills in Computer aided design and makes them aware of the possibilities offered by laser cutting, an example of computer aided manufacture.
In an alternative project, pupils design and manufacture a promotional keying with packaging for a children's charity. This scheme of work looks at the use of branding within design, in particular logos. It requires pupils to develop skills in Computer aided design and makes them aware of the possibilities offered by laser cutting, an example of computer aided manufacture.
Year 8
With the foundations in place, year 8 is a chance for individuals to build upon prior knowledge and become more confident designers and makers. Pupils are required to clarify problems through collecting a range of sources of research and develop skills in analysis. When generating ideas, pupils are encouraged to communicate them in greater detail using appropriate media and techniques. They are given access to a wider range of materials and learn how to achieve a quality finish when manufacturing.
Food
During year 8 pupils work with high risk foods particularly meat. They learn about temperature control, safe food storage, cooking and reheating of food, cooking economically, nutrition and use of leftovers.
Textiles
The project studied this year is 'felt pods'. In preparation for designing pupils investigate and analyse the work of Michelle Lougee and Jenny Pepper. The making component of the project includes the use of Flat Felting, Nuno Felting and Resist Felting.
Product Design
The first project looks at work by twentieth century Scottish artist and designer Charles Rennie Mackintosh. Students explore geometric and natural forms and design and make a pendant made out of copper and brass. They work on texture and pattern and practice the techniques involved in silver soldering. This project introduces the students to working with metal and working on a small scale.
The second project offered to year 8 is 'Pop Up Atlas'. With a greater graphics orientation, this projects develops sound cross curricular skills as pupils are required to research an international country before designing a pop up double page spread aimed at primary school pupils. Pupils learn about the properties of paper/card, the relationship between 2D and 3D and develop skills in desktop publishing.
Year 9
In a year when pupils take greater ownership of their education through deciding which GCSE options to pursue, projects are tailored to reflect this increasing independence. Self initiated research is encouraged and pupils are required to investigate and select their own target market for products. Alternative manufacturing processes are explored and pupils take greater autonomy when deciding the most appropriate way forward.
FoodDuring year 9 pupils focus on foods from around the world to include pizza, chicken curry, vegetable biriyani, chick pea curry and Dutch apple cake. Pupils will learn about how to make informed decisions when choosing and making products, nutritional qualities of them, sensory properties of various food products and how to avoid food wastage. They will also focus on vegetarian foods and factors that affect food choice.TextilesThe 'Sea Life Mobile' introduces the work of artists such as Paula Grasdal, Lidya Soloman and Robin Paris who amalgamate graphics and textiles techniques in their outcomes. Pupils develop skills in machine embroidery, transfer printing, Batik and smart materials such as dissolvable fabric and Angelina Fibre.Product DesignThe first Year 9 project centres around introducing students to manufacturing processes that are used for batch production. Students design and make a storage container made out of blown PVC. They first explore existing storage containers and unusual, modern designs before making a former to create their own chosen shape. They learn basic theory about thermoplastics and what factors influence the quality of their outcome. Students are encouraged to develop their problem-solving skills, both individually, with others and in groups.In an alternative project pupils are encouraged to immerse themselves in the culture of their own community. 'Birmingham Promotion' involves the design and manufacture of packaging for a DVD which will market Birmingham during the run up to London 2012. Pupils explore the 'POP ART' movement enabling them to draw on their knowledge from art and design. They develop skills in the CAD software "Adobe Photoshop" in order to manipulate as well as create imaginative surface graphics.
At Bishop Challoner, pupils can opt to study the GCSE Home Economics (Food and Nutrition) or Product Design courses. Each exist as extremely popular options with consistently high pass rates.
Food and Nutrition
During this course pupils will complete four pieces of coursework and one final examination. The coursework component comprises of three short tasks and a food study task.
The short tasks demonstrate different practical skills and knowledge, for example, planning and making meals for a special diet or an investigative task where for example pupils compare a traditional meal with a healthier version.
The short tasks demonstrate different practical skills and knowledge, for example, planning and making meals for a special diet or an investigative task where for example pupils compare a traditional meal with a healthier version.
The food study task title can be chosen from the following;
nutrition and health,
food commodities,
meal planning,
food preparation and cooking,
food safety and preservation
consumer education.
The food study assesses the following skills, research, selecting and justifying choices, planning, practical work and evaluation.
nutrition and health,
food commodities,
meal planning,
food preparation and cooking,
food safety and preservation
consumer education.
The food study assesses the following skills, research, selecting and justifying choices, planning, practical work and evaluation.
The course in general covers the following areas;
Nutrition and Health
function and role of nutrients
relationship between diet and health
energy and food
Food Commodities
nutritional value and role
Meal Planning
balanced diets
Nutritional needs of groups
Food preparation and cooking
Cooking methods
Effect of preparation and cooking/processes on foods and nutrients
The role of additives
Food safety and preservation
Preservation
Food safety
Food safety
Consumer Education
Consumer education
Product Design
Students will follow a brand new course, redesigned to mirror the revised AQA GCSE specification and take account of the controlled assessment approach to coursework. The course is split into two components, coursework which is worth 60% of the GCSE and a single exam which is worth 40%.
In term one, students are introduced to a large range of resistant, compliant and smart materials, building upon prior knowledge acquired in KS3 and developing new understanding. Theory regarding properties and manufacturing processes is delivered in an engaging and interactive way with practical investigation at the heart of teaching and learning.
With this foundation in place, pupils move on to a design and make assignment in term two, chosen from a wide range of design briefs provided by AQA. Through the project, pupils learn how to refine their research and investigation skills and are encouraged to take a more selective approach when collating information. More of the designing component is taught through the use of 3D hand and CAD modeling in line with designers own practice in industry. Through reflecting on their experiences in term one, students will be in a position to make informed choices regarding appropriate materials and processes to be used in the manufacture of the 3D product including the use of computer aided manufacture. They will learn how to test and evaluate their outcome against original intentions in order to discover if needs have been met successfully.
In term three, students will begin the controlled assessment component of the coursework where by work is completed in test conditions. They will be allowed the autonomy to choose their own design brief from the range provided by AQA and will continue working on the project into the first term of year 11. The focus in term two will be exam preparation during which there is time to reflect upon key material and revision strategies can be explored.
The AQA Product Design (3D Design) course is offered at AS and A Level. Though the majority of students opting for this pathway have already completed the GCSE course, it is possible to commence work on the specification without any previous experience of the subject. Students are encouraged to take a broad view of design and technology, to develop their capacity to design and make products of worth and to appreciate the relationship between design materials, manufacture and marketing.
At A/S there are two components, coursework which is worth 50% of the A/S grade and 25% of the A Level grade and a two hour exam which is worth 50% of the A/S Level grade and 25% of the A Level grade. The structure is repeated at A2.
In year 12 a portfolio approach is practiced, where by students complete 2-3 design and make projects which involve manipulation of plastics, metals, timber, man made board and smart materials. Students acquire the relevant knowledge and understanding relating to materials, components, processes, manufacture and design and market influences (which will be tested in the exam) through their design and make pratise and theory based lessons. In year 13, students are encouraged to reflect upon their experiences at A/S Level to negotiate their own project which will be entered as the assessed coursework for this year.
