Subject Vision

In Product Design students use creativity and imagination to engage in an iterative process of designing and making. Students design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Students learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world.

Curriculum Plan

Key Stage 3

Students will experience Product Design units during KS3 rotations for Design and Technology. During the rotation students will rotate on a termly basis between Product Design, Textiles, Food and Art.

Year 7

In Product Design students begin with a health and safety module to ensure they fully understand the need for safe working practices. Practical work begins with a range of short, focused, mainly making tasks that give students the opportunity to develop some fundamental knowledge and skills before they are required to work with more independence later in school. Students experience using a range of both hand tools and machines during this introductory stage, including an introduction to 2D CAD and CAM processes.

Students complete a short design and make unit based on a theme of British culture. They work to a brief, exploring and evaluating the work of others to inform their own designing and manufacturing. They are introduced to relevant design skills to support with the communication of design ideas and use a specification to design original ideas. Students use 2D CAD to develop ideas and produce models by hand or using CAM to test their ideas. By exploiting the use of CAM students can produce very high-quality outcomes. Students evaluate against their original specification to recognise their successes and identify improvements.

Students identify and solve their own design problems during an extended contextual homework design challenge. This encourages students to develop an understanding of the needs of a range of different users that can be found within different contexts. Homework is also used for pre-learning or to cover a range of technical knowledge and understanding that originates from learning in the classroom.

Year 8

Students complete a mainly making unit followed by a mainly designing unit. They experience using a broader range of tools, materials and processes to make a product to a given manufacturing specification and will learn to test and evaluate their work against criteria from this specification.

Students build on previous designing and evaluating skills before engaging in an iterative process of modelling, testing and developing an existing product. Students do this by changing and improving its form, function, materials and user appeal using modelling materials and 3D CAD software.

Students identify and solve their own design problems during an extended contextual homework design challenge. This encourages students to develop an understanding of the needs of a range of different users that can be found within different contexts. Homework is also used for pre-learning or to cover a range of technical knowledge and understanding that originates from learning in the classroom.

Year 9

The work in year 9 builds on pupil’s previous experiences and allows them work with a higher level of independence when selecting and using tools, equipment and materials, including the use of CAD CAM.

Students complete a designing and making unit in which they use a variety of approaches that focus on avoiding stereotypical design responses. Students consider the work of past or present designers as a source of inspiration and to inform their own innovative design ideas. Students use knowledge and understanding from previous learning to select tools, equipment and materials to realise their final design proposal. Part of their final product can be manufactured using some form of CAD CAM.

Students identify and solve their own design problems during an extended contextual homework design challenge. This encourages students to develop an understanding of the needs of a range of different users that can be found within different contexts. Homework is also used for pre-learning or to cover a range of technical knowledge and understanding that originates from learning in the classroom.

Assessment

Students self and peer assess or observe during lessons and use success criteria against lesson objectives to assess understanding of some tasks.

Most FPT have assessment criteria in workbooks that are graded against criteria by both student and/or teacher.

Verbal feedback during designing and making tasks that are assessed by student and teacher in the form of an end of unit assessment using graded criteria.

Outcomes

Students have the option of choosing GCSE Design and Technology or GCSE Three-Dimensional Design.

We currently have a GCSE Three-Dimensional Design group running for the first time from September 2020 that will enable students to put into practice the knowledge and skills they have acquired during KS3 Product Design.

What next

We currently offer GCSE Design and Technology or GCSE Three-Dimensional Design as a natural progression from KS3 Design and Technology.

See GCSE Three-Dimensional Design curriculum page for further information and careers.

COVID: DUE TO THE SCHOOL CLOSURES BETWEEN MARCH 2020 – JULY 2020 AND ONGOING GOVERNMENT GUIDANCE, THERE HAVE BEEN SOME SMALL, TEMPORARY ADAPTIONS TO THE SCHOOL CURRICULUM. WE WILL ENDEAVOUR TO RETURN TO A NORMAL CURRICULUM AS SOON AS POSSIBLE. WE THANK YOU FOR YOUR PATIENCE AND SUPPORT DURING THIS TIME.