- Home
- Curriculum
- Curriculum Overview
- Design & Technology
Design & Technology
Design and Technology, gives students the opportunity to work with wood, metal, plastics and textiles. We aim to offer our students a range of experiences delivered though an exciting curriculum.
At Key Stage 3 students have two lessons every fortnight. Design and Technology enables all students to experience three different subject strands per year, gaining practical experience of working with a variety of materials and equipment. Each term students will experience a textile project, 3D Design project and a Graphics design project. Lessons are largely practical and students are encouraged to work independently to develop both their practical and literacy skills in this subject.
At Key Stage 4 students can choose from 3D Design and Graphics Communication. All subjects are an excellent choice for students who are creative and enjoy practical work. Students can choose from a range of different projects for their actual GCSE coursework: Projects can include; Sculpture, ceramics, product design, jewelry and body adornment and in Graphics communication, interior design, design for print, advertising and branding, illustration, package design, typography and interactive design
Both 3D Design and Graphic communication have a coursework work unit worth 60% of the total GCSE grade and an exam unit, which is 40% of the overall GCSE grade. The exam is practical and requires students to interpret and develop ideas from an externally set theme prior to the exam and produce an outcome within the 10 hours of the actual exam. All courses are over a 2-year period.
Design Technology Curriculum Overview
Year 7 | Autumn 1/AUTUMN 2 | sPRING 1/ sPRING 2 | Summer 1/ Summer 2 |
---|---|---|---|
Topic | Pewter Keyring | Natural Form | Paper Engineer |
Assessment |
|
|
|
Extended Learning |
1. Health & Safety Poster 2. Tools & Equipment 3. Research Materials 4. Themes & Ideas 5. Finishing Techniques |
1. Research project theme-Mood board 2. Natural form observational drawings 3. Collage 4. Pattern & Print 5. Artist Research Page |
1. Robert Sabuda research & Pop up example 2. Tools & Equipment 3. Character drawing/illustrations 4. Creative lettering 5. Children's book cover |
Year 8 | Autumn 1 /Autumn 2 | Winter 1 / Winter 2 | Summer 1 / Summer 2 |
---|---|---|---|
Topic | Clock | Day of the Dead | Graphics |
Assessment |
|
|
|
Extended Learning |
|
|
1. 1 Point Perspective drawing 2. 2 Point Perspective drawing 3. Research Artists. Do Ho Suh & Leandro E 4. 1 point perspective 5. Artist research-Banksy |
Year 9 | Autumn 1/ Autumn 2 | Winter 1/ Winter 2 | Summer 1/Summer 2 |
---|---|---|---|
Topic | Ball Bearing | Art Deco | I am Acrylic |
Assessment |
|
|
|
Extended Learning |
1. Health & Safety 2. Tools & Equipment 3. Artist research 4. Materials-Plastics 5. Packaging design |
1. Design Movement timeline 2. Design Movement-personal choice 3. Artist/Design research Page 4. Mood board 5. Isometric drawing task |
1. Company research-Brand & existing products 2. Client, Target audience 3. Drawing task-simplify & sketch 4. Materials-Card & Plastic 5. Poster-Advertise final product |
Year 10 3D Projects options (TEACHER'S choice) |
Autumn 1 | Autumn 2 | Winter 1 | Winter 2 | Summer 1 | Summer 2 |
---|---|---|---|---|---|---|
Topic | Lion King | Lion King | Architecture | Architecture | ||
Assessment | A range of different observational drawing of African animals featured in the production of the Lion King. Students need to use a range of different materials to show recordings. | Students produce their own individual 3D mask inspired by different artist/designers. | Students have used a range of materials, experimented with different medias in response to their research. Students use this foundation of work to create a personal final | Drawing and designs of buildings using a range of different materials/medias. | Create a 3D card Marquette that looks like the building or architects' work. This can be hand made or cut out on the laser. | Independent personal response based on research. To create a 3D building/outcome |
Year 10 3D-Project Options (teachTEACHER'Sce) |
Autumn 1 | Autumn 2 | Winter 1 | Winter 2 | Summer 1 | Summer 2 |
---|---|---|---|---|---|---|
Topic | Food & Drink |
Food & Drink Identity/All about Me |
Identity/All about Me | |||
Assessment |
|
|
|
|
|
|
Extended Learning |
Mood boards 20+ Quality photos linked to project theme Observational, tonal drawings Artist/ designer research linked to theme 2nd Artist research linked to theme Development of ideas Reflection & Annotations |
Development and explore ideas Refine ideas Artist research to support development Write up of a school trip Musuem visit double page Annotation and evaluation of book work. |
Develop & refine ideas Document process and write up Annotation and evaluation of book work. |
Mind map Imagery/photos-face, key features Refine tonal drawings-Key features Facial tonal drawings Gary Hume research page Craig Redman research Page Personal photos-self, family & friends Artist research personal choice Development of ideas Reflection & Annotations |
Imagery/photos-hobbies/interests Imagery/photos of human figure & silhouette Observation drawings Refined Drawings Development of ideas Reflection & Annotations |
My environment photos Observational drawings Yoni Alter artist research Personal choice artist Write up of a school trip, Museum visit Annotation and evaluation of book work. |
Year 11 | Autumn 1/Autumn 2 | Winter 1/ Winter 2 | Summer 1/ Summer 2 |
---|---|---|---|
Topic | Enhance and finalise coursework projects from Y10 | Exam-Set by the exam board | |
Assessment |
Final coursework sketchbooks. 2x completed projects (Design, Practical & Evaluation) |
GCSE Exam:
10hrs to produce a 3D outcome in response to exam project research and developed ideas (Practical) |
|
Extended Learning |
1. Develop & refine 2. Annotate and evaluation |
1. Develop & refine 2. Annotate and evaluation |