Design Technology

The core experience in Design and Technology is essentially about providing opportunities for students to develop their capability, through combining their designing and making skills with knowledge and understanding in order to create quality products. Settle College places emphasis on “quality” products as there is great benefit in students experiencing success, and seeing and handling products that are well made. In addition we see the preparation of young people for citizenship in a technological society as a central activity within the subject.
Our Staff are well versed in the use of Technology and the specialism is having significant impact across the curriculum.

Key Stage 3

Students complete the following activities

Year 7: “Acrylic Clock”
You have been approached by a clock manufacturer to produce a range of designs and a prototype for a new free-standing clock for a teenager’s bedroom that can be mass produced. The clock must be functional in use and powered by a quartz mechanism.
The company has requested that the clock be: manufactured from Acrylic and it must be: eye-catching, attractive and have a suitable theme.
Students will be introduced to a design process and gain an understanding of safe workshop practice through traditional manufacturing and finishing skills using tools and machinery in the school workshop.

All pupils in Years 7 and 8 have Food and Nutrition lessons, giving them the opportunity to gain experience both theoretically and practically in food related skills. The projects cover practical skills that link to theoretical topics within the new GCSE curriculum, helping to provide an important general understanding for all, but also providing a base that can be built on for any pupils wishing to take the subject further.

Year 7: Fruit and Vegetables
Year 7 Food Students begin with knife skills and the use of basic equipment to prepare a range of dishes using fruit and vegetables .They are also introduced to ‘The Eatwell Guide’ and the importance of fruit and vegetables in our diet. The students also study the provenance of fruit and vegetables and the impact of food miles on the environment.

     

Year 8: Healthy Eating (Food)

In this project pupils learn the importance of safety and hygiene in the kitchen, as well as how to plan and cook a number of healthy and nutritious snacks and meals through a series of practical sessions. The practical sessions increase in complexity and pupils are encouraged to be responsible for choosing and shopping for their own ingredients.

As part of the project students also study 5 theory areas:
Food commodities
Nutrition
Diet and Good Health
Science of Food
Food Provenance

Year 8: “Engineered Phone holder”
Electronic gadgets are becoming difficult to live without.  The mobile phone has become one of the most popular electronic gadgets with people of all ages. Most people who own phones often need to plug their phone into a charging point several times a day.  If the phone is placed on a shelf, tabletop or floor while charging it can become scratched and susceptible to damage.
You have been approached to design and make a phone holder. The phone must be secure in the holder and ensure that it will not scratch the case and allow the phone to be used/watched while in being held. The phone holder must be made with a high degree of accuracy to ensure the end product is of high quality allowing a long working life. The design must allow easy removal of the phone and be stable so when in use it cannot be knocked over. All the manufacturing must use tools and machinery in the school workshop.

Year 8: “Systems and Control”
A series of STEM challenges to test your knowledge, starting with designing and building a tower to support a load. The 2nd project is looking at robotics and how cars of the future will function, and we finish off with some 3D printing.

Year 9: “Engineered Lamp”
You have been approached to design and make a mood lamp, to offer an ambient light to a room.  The lamp must be made with a high degree of accuracy and finish to ensure the end product is of high-quality, allowing for saleability and a long working life. The design must house the electronics and have easy access to the switch. The lamp should use Acrylic to diffuse the light. All the manufacturing must use tools and machinery in the school workshop.

Year 9 “Pandemic Board games”

2020 has taught us a lot about working together as a family and maintaining fun during a period of lockdown. Board game companies have noticed an increase in sales, as they prove a great way of socialising and passing the time. Can you as a designer of the future create the next must have board game? You will use CAD to manufacture parts and create amazing graphics, then use CAM skills to produce parts via the laser cutter, 3d printer and vinyl cutter.

   

Key Stage 4

Design and Technology – Product Design

Product Design is concerned not only with how objects are designed, but also with improving the way in which they operate. It is a subject that has multiple and varied everyday applications, covering the design of anything from a butter-knife to a game’s controller.

Initially, students will look at the theory of Product Design via a variety of modelling projects, for example designing and producing a Storage system. Within this, they will use CAD/CAM technology in the form of “Onshape” software. They then continue to build upon their skills in developing 2D designs that can be realised in three dimensions on the “Boxford Router”.

Following on from this, the students concentrate on the Non-Examined Assessment element – “Designing and Making a Product”. The product concerned may be chosen from several set themes.

GCSE Product Design is assessed through 50% Non-Examined Assessment and 50% Written Examination.

Pearson Edexcel GCSE Design and Technology

Students can progress onto the A-Level Product Design courses in the Sixth Form or use this GCSE as a first step towards a career in Architecture, Product Design or Engineering.

KS4 Engineering

The WJEC Level 1 / 2 Vocational Award in Engineering provides an engaging, robust, broad-based introduction to engineering. It provides underpinning knowledge, understanding and practical skills that reflect the needs of employers and higher and further education professionals. It presents knowledge, skills and understanding in a meaningful work-related context, to allow learners to understand theory and application.

There are three Units that students take to strengthen the knowledge and skills valued in the engineering sector. One unit focuses on essential knowledge, and the other two unit focuses on applying essential vocational skills.

Unit 1 Engineering Design (25%)– Analysing and redesigning an existing product (Internally assessed, externally moderated).

Unit 2 Producing Engineering Products (50%)- Plan and manufacture a set product to specific tolerances (Internally assessed, externally moderated).

Unit 3 Solving Engineering Problems (25%)- Exam (Externally assessed)

WJEC Engineering Level 1 / 2 Vocational Award

KS4 EDUQAS Food Preparation and Nutrition at GCSE.

The GCSE course covers the following topics:

Principles of Nutrition, Diet and Good Health, The Science of Cooking Food, Food Spoilage, Food Provenance and Food Waste, Cultures and Cuisines, Technological Developments, Factors Affecting Food Choice

The course is 50% examination and 50% NEA (non-examined assessment).

Pupils will undertake two NEA tasks, one in December which is a Food based investigation (15%) set by the exam board at the beginning of the year and one in March.

The second NEA (35%) is a practical assessment, again based on an exam board task set during the Autumn term, this will involve the students in research, trialling, planning, preparing and cooking dishes and evaluating their work. The final examination is sat in the Summer Term. Studying this subject provides essential life skills and knowledge but also opens pathways for many career opportunities.

Food is a subject for life. We teach the underlying principles and skills to live a healthy life. We embrace current nutritional thinking and up-to-date practices. We utilise a lot of practical sessions and our pupils develop high-level culinary skills. We incorporate as many learning experiences as possible, delivered in a variety of styles including the frequent use of sensory testing.

The course specification can be found here  

Hospitality & Catering WJEC Level 1 /2 Award

Unit 1 – The Hospitality and Catering Industry (40%)

You will need to gain knowledge of all parts of the industry and be able to propose new hospitality and catering provision for a particular location.  You should be able to identify different types of establishments and job roles to determine the best option.

Unit 2 – The Food Preparation Assessment (60%)

This unit is based around a given brief in which you will need to complete all the Assessment Criteria: this will form your coursework, along with a practical assessment.  You will use your knowledge gained over the course to carry out preparation, cooking and present nutritional dishes.

How you will be graded?

L1 Pass, L2 Pass, L2 Merit, L2 Distinction, L2 Distinction*

Progression  – This course offers progression to Level 3 qualifications and is an excellent starting point for students interested in further study or a career in the catering industry.

For more details, click here

KS5

BTEC Engineering

Awarding Body Pearson Edexcel

Useful Websites 
www.technologystudent.com
https://qualifications.pearson.com/en/qualifications/btec-international-level-3/engineering.html

Subject Staff   
Mr M Greenep
Mr G Scott (Subject Leader)

Student Comments 
“Once a new technology rolls over you, you are either part of the steamroller or part of the road.”
“It brings the real world to life, Science, Technology, Engineering and Maths.”
“It’s great, you get to make things and be creative.”

Course requirements
5 GCSEs at grade 5 or above, which must include GCSE Design & Technology Grade 5 or Art and Design Grade 6
The nature of Level 3 work is quite different from GCSE.  Students need a flair for the subject and the ability to sketch ideas quickly.  The pace of work is significantly greater than at GCSE and the depth and range of theory is much more comprehensive and demanding.

Description
This qualification is made up of 3 mandatory units and one optional unit.  All units must be completed to achieve the full qualification.

Mandatory Units
Unit 1: Engineering Principles
Unit 2: Delivery of Engineering processes Safely as a Team
Unit 3: Engineering Product Design and Manufacture

Optional Unit
Unit 10: Computer Aided Design in Engineering

The BTEC Extended Certificate in Engineering will allow students the opportunity to learn and understand the core principles and technologies that underpin modern engineering.  It will provide them with opportunities to develop sound practical engineering investigation, design, construction, and testing skills which are critical to being a good technician and/or incorporated engineer.  The qualification has been developed with reference to relevant National Occupational Standards to ensure it offers opportunities to demonstrate key industry relevant skills.

This qualification will provide the core technical knowledge required for preparing to work in the engineering industry and reflects the nature of modern engineering. This includes:

  • analytical and scientific methods for engineers.
  • mechanical, electrical, electronic, and digital principles and applications.
  • applications of pneumatics and hydraulics.
  • health, safety, and risk assessment in engineering.
  • plant and process principles and applications.

Progression
Students who achieve this qualification will have a range of options, as studying this qualification does not restrict future progression into one particular route.

The qualification can be taken alongside a Level 3 Maths qualification and an EPQ to fulfil the requirements of the Technical Baccalaureate.

This qualification could be taken alongside complementary subjects, such as A-Levels in Maths and/or Physics or other technical vocational qualifications to form part of the student’s basis for application to a Higher Education (HE) course (Degree, Foundation Degree, HNC/HND) in specific related Higher Education courses such as Electronic Engineering, Mechanical Engineering, Mechatronic Engineering or general engineering courses.

A-Level Product Design

Awarding Body Pearson Edexcel

Useful Websites
http://www.technologystudent.com
https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/design-technology-product-design-2017.html

Subject Staff 
Mr M Greenep
Mr G Scott (Subject Leader Design and Technology),

Student Comments 
“Once a new technology rolls over you, you are either part of the steamroller or part of the road.”
“It brings the real world to life, Science, Technology, Engineering and Maths.”
“It’s great, you get to make things and be creative.”

Course requirements 
5 GCSEs at grade 5 or above, which must include: GCSE Design & Technology Grade 5 or Art and Design Grade 6
It must be stressed that the nature of the work at A-Level is quite different from GCSE.  Students will need a flair for the subject and the ability to sketch ideas quickly.  The pace of work is significantly greater than at GCSE and the depth and range of theory is much more comprehensive and demanding.

Course Description
Two equally weighted units at A Level: One internal and one external unit

Coursework project is undertaken in year 13, this is a client based design and make project.  The Edexcel A-Level in Design and Technology has been designed to provide opportunities for students to develop their creativity, capability and entrepreneurial skills, to apply knowledge and understanding to a range of technological activities and to develop critical thinking and collaborative skills.  In particular, the aims of this qualification in Design and Technology allow students to:

  • Develop and sustain innovation, creativity and design and technology.
  • Develop the capability to recognise constraints and to produce high-quality products.
  • Develop critical understanding of the influences of the processes and products of design and technological activity, from a historical perspective, and in current practice.
  • Apply essential knowledge, understanding and skills of design production processes to arrange of technological activities, and develop an understanding of industrial practices.
  • Use Information and Communications Technology (ICT) to enhance their design and technological capability via the use of CAD/CAM.
  • Recognise the social, moral, spiritual and cultural values inherent in design and technological activity and develop critical evaluation skills in technical, aesthetic, ethical, economic, environmental, social and cultural contexts.
  • Develop as discerning consumers able to make informed choices.
  • Develop positive attitudes of co-operation including working collaboratively.

Progression
Many students progress through to Art College and onto a Design Degree; some use Product Design as a steppingstone into all areas of Engineering and Graphic Design.  This could include furniture, interior, product, graphic and theatre design.

ENRICHMENT

Rotary Competitions.

Every year we take an active part in the Rotary Technology and Master Chef Competition.

Staff Names and Roles
Mr G Scott – Subject Leader Technology and Director of Technology Specialism
Mrs E Partridge – Second in Technology
Mr M Greenep – Technology Teacher
Ms R Mason – Catering Teacher
Ms H Newbold – Catering Teacher