The core experience in D&T is essentially about providing opportunities for students to develop their capability. They combine their designing and making skills with knowledge and understanding in order to create quality products. This involves investigating, disassembling and evaluating products already available which enables students to make informed judgements on the quality of design and become responsible consumers. Practical tasks develop skills and an understanding of materials, tools, equipment and health and safety. Developing making skills is essential for building confidence self-esteem and unlocking the mystery of how the world we live is made and has developed.
Design Technology News
In Year 8 students are given a design brief; they design for themselves, family members, friends and similar user groups, domestic, and local contexts. They are asked to research given topics with opportunities to expand, research includes materials, processes and techniques, facts and figures.
Students will use a given specification. Specifications are informed and can be expanded through looking into the wants and needs of an imagined client; focusing on designing looking at a limited range of products but with an increasing number of solutions; focus is also on aesthetics, purpose and functionality, modelling ideas to test form, size and proportion. The desired aim is to learn how to develop design ideas, working towards a final design with increasing accuracy, including dimensions and colour.
Students build on skills from Year 7 by making more complex small scale products that comply with health and safety rules, working through tasks demonstrated by the teacher and independently on specific tasks. Testing products against their specification whilst learning how to evaluate products, give their opinions and suggest improvements all add to their design process.
In Year 9 students are given a design context and/or task to write their own design brief. They design for clients and end users, familiar groups e.g. the elderly, people from other cultures, domestic, local and industrial contexts. Research is crucial with these given topics research development includes materials, processes and techniques, facts and figures and market research/data collection. Informed by their research students write their own specification, to design a range of products and an increasing number of solutions; focus is on aesthetics, purpose, functionality and innovation.
Developing and modelling ideas to test form, size, proportion and materials, is a key skill to inform further development of ideas. Through students using research modelling and specification ideas to inform design decisions, they can work towards a final design with increasing accuracy, including dimensions, rendering skills, parts list, materials and joining methods
Students make more complex, detailed products, using a range of materials, processes, equipment, machinery and finishing techniques demonstrated by the teacher always following health and safety rules and working independently on specific tasks by testing their products against their specification with the aim of proving functionality, as well as aesthetics and quality of finish. Evaluation of the finished products against their specification is an important part of the design process so that students can explain modifications and suggest further developments informed by peer feedback.