The lower school syllabus is designed to introduce the students to the subject.
The lessons include a variety of creative and practical activities, all aimed at giving students the knowledge, understanding and skills needed to engage in the designing and making the process. Their projects will be based on a range of contexts (which reflect the work completed at GCSE level, and industrial contexts (engineering, manufacturing, construction, energy and graphic design).
There are four key elements to the KS3 DT curriculum:
- The design includes identifying user needs, solving design problems, developing specifications that help them design innovative, functional and appealing products, and communicating their ideas through methods such as sketches, plans, 3D and mathematical modelling, oral and digital presentations and computer-based skills.
- Make selecting from a range of materials, tools, techniques, processes and manufacture, including computer-aided design.
- Evaluate involves analysing the work of past and present design professionals, investigating new and emerging technologies, testing, evaluating and refining their own ideas, and understanding how design and technology impacts on people, and the responsibilities of designers and engineers.
- Technical knowledge includes understanding and using the properties of materials, understanding and using more advanced electrical and electronic systems, and using computing to make intelligent products using programmable components.
Since 2017, F1 in schools, entry class has formed a compulsory part of the DT curriculum.
The scheme of work for each year group can be accessed through the following link:
The Edexcel GCSE Design & Technology is designed as a two-year course. As students progress through the course they are introduced to new ideas and concepts while continuing to use and reinforce previously learned concepts and skills. The course is designed to give students a sound understanding of Economics, and the ability to use knowledge, skills and understanding appropriately in the context of individual countries and the global economy. The overall aim is to help students comprehend the complexities of the real world, especially now when a significant part of the global economy is in turmoil.
A general outline of the course follows:
|Assessment:||Unit 1 – 50%of GCSE
This involves the students producing a design folder and a 2D and 3D practical outcome on their suggested design solution. This is completed during the 5th year. It is produced under supervised sessions.
Unit 2 – 50% of GCSE
A terminal examination based on the knowledge acquired throughout the two-year course. 1 hour & 45 minutes.
|About the course:||The Key Skills and Concepts of studying Design & Technology
There are a number of key concepts that underpin the study of design and technology. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.
Mathematics and Science
Design and Technology has a new requirement to include mathematics and science knowledge, skills and understanding.
For the mathematics component, students are expected to: a) Recognize and use expressions in decimal and standard form b) Use ratios, fractions and percentages c) Calculate the surface area and volume D) Presentation of data, diagrams, bar charts and histograms. e) The plot, draw and interpret appropriate graphs f) Translate information between graphical and numeric form.
For the science component, students are expected: a) quantities, units and symbols b) SI units, prefixes and powers of ten for orders of magnitude c) metals and non-metals and the differences between them d)the basic principles in carrying out a life-cycle assessment e) corrosion and oxidization. f) The composition of alloys g) the physical properties of materials h) the main energy sources available for use on Earth, the ways in which they are used and the distinction between renewable and non-renewable sources. i) The action of forces; levers and gears
This is the holistic activity that is at the heart of all design and technology courses and is in evidence at every stage of the design process. Students who identify a need, analyse the problem, collect research, develop a specification, generate a range of alternative solutions, develop a chosen solution, produce a production plan and evaluate the outcome of their designing will generate appropriate evidence for this key skill.
Designing and making
Understanding that designing and making has aesthetic, environmental, technical, economic, ethical and social dimensions and impacts on the world. Applying knowledge of materials and production processes to design products and produce practical solutions that are relevant and fit for purpose. Understanding that products and systems have an impact on the quality of life. Exploring how products have been designed and made in the past, how they are currently designed and made, and how they may develop in the future.
Understanding how products evolve according to users’ and designers’ needs, beliefs, ethics and values and how they are influenced by local customs and traditions and available materials. Exploring how products contribute to the lifestyle and consumer choices.
Making links between principles of good design, existing solutions and technological knowledge to develop innovative products and processes. Reinterpreting and applying to learn in new design contexts and communicating ideas in new or unexpected ways. Exploring and experimenting with ideas, materials, technologies and techniques.
It involves skills which underpin all design and technology work and activities such as brainstorming ideas and group discussion at the outset of a project, provide appropriate evidence in this area. When researching design problems, students will read extensively around a topic in order to collect relevant information that they will summarise. They may also use product analysis in their work and this will involve the use of images, providing further portfolio evidence.
Analysing existing products and solutions to provide information on designing and making of new products. Evaluating the needs of users and the context in which products are used to inform designing and making. Exploring the impact of ideas, design decisions and technological advances and how these provide opportunities for new design solutions. Environmental concerns include opportunities to explore issues relating to sustainability. Economical concerns which include understanding the patenting process. Production processes which include seeing possibilities, problems and challenges, and visualizing alternatives.
For further information:
The scheme of work for each year group can be accessed through the following link;
GCE A level
|Examination Board:||Edexcel 9DT0|
|Assessment:||Unit 1 – 50% of A Level
This involves the students producing a design folder and a 2D and 3D practical outcome on their suggested design solution. This is completed during the 7th year. It is produced under supervised sessions.
Unit 2 – 50% of A level
A terminal examination based on the knowledge acquired throughout the two-year course
Breakdown of Assessment Objectives Component Assessment Objectives:
Component 1: Principles of Design and Technology – – 1st year-15%, 2nd year- 35% = 50%
Component 2: Independent Design and Make Project 1ST Term- 15%, 2nd Term- 25%, 3rd Term- 10% – 50%
|About the course:||Component 1: Principles of Design and Technology (Paper code: 9DT0/01)
Written examination: 2 hours 30 minutes 50% of the qualification 120 marks
The paper includes calculations, short-open and open-response questions. as well as extended-writing questions focused on: o Analysis and evaluation of design decisions and outcomes, against a technical principle, for prototypes made by others o Analysis and evaluation of wider issues in design technology, including social, moral, ethical and environmental impacts. • Students must answer all questions. • Students must have calculators and rulers in the examination.
Component 2: Independent Design and Make Project (Paper code: 9DT0/02) Non-examined assessment 50% of the qualification 120 marks
• Students individually and/or in consultation with a client identify a problem and design context.
• Students will develop a range of potential solutions which include the use of computer-aided design and evidence of modelling.
• Students will be expected to make decisions about the designing and development of the prototype in conjunction with the opinions of the user group or client.
• Students will realise one potential solution through practical making activities with evidence of project management and plan for production.
• Students will incorporate issues related to sustainability and the impact their prototype may have on the environment
• Students are expected to analyse and evaluate design decisions and outcomes for prototypes/products made by themselves and others
• Students are expected to analyse and evaluate of wider issues in design technology, including social, moral, ethical and environmental impacts.
• The investigation report is internally assessed and externally moderated
• Students will produce a substantial design, make and evaluate project which consists of a portfolio and a prototype
• The portfolio will contain approximately 40 sides of A3 paper (or electronic equivalent)
For further information;
The scheme of work for each year group can be accessed through the following link;