Taverham High School

GCSE Design & Technology/ENGINEERING

• The UK needs 31,000 new graduate engineers and designers every year for the next five years to meet industry demand
• 1.82 million people needed to fill creative jobs by 2030
• The design and engineering industry is worth £76.9billion a year

• D&T Electronic Products
• D&T Graphic Products
• D&T Resistant Materials
• Engineering

Examination Board: OCR

Introduction and Structure

This qualification emphasises two key factors — creativity and sustainability. We want students to explore ideas of originality and value, to question and challenge, to envisage what could be, but equally we need them to achieve the results that will progress their careers. This qualification structure allows students to develop a range of skills and outcomes which demonstrates their creativity and apply these to a design and make project.

All modern designers have to consider sustainable issues when designing new products. A sign of the modern technological age in which we live is that human actions have had a negative impact on our environment. New products provide solutions rather than add to the existing problems of extractions and use of natural resources, pollution from manufacturing and disposal of large amounts of waste products.

Good design is vital to our world and economy and this course seeks to develop students’ knowledge, understanding, skills and application for designing products. Product design encompasses a wide range of design disciplines but is firmly rooted in the skills required to design and make high quality products that are fit for purpose, satisfy wants and needs, enhance our day-today lives and, most importantly, give students the opportunity to demonstrate their design and technology capability.

Unit 1: Portfolio of Creative Skills

In this unit students are given the opportunity to develop their creative, technical and practical skills through a series of product investigation, design and manufacturing activities. Students will produce one portfolio with three distinct sections which will demonstrate their creativity and flair when investigating, designing and making product(s).

This unit has been designed to be as flexible as possible, offering students a wide range of valid approaches in producing their portfolio of creative skills. Students are encouraged to be as creative as possible and there are no barriers to choices of product investigation, product design or product manufacture, as long as the work submitted by students targets assessment criteria effectively and at the correct level of response for their abilities.

Unit 2: Design and Technology in Practice

In this unit students will develop their knowledge and understanding of a wide range of materials and processes used in the field of Design and Technology. It is important for students, as designers, to learn about materials and processes so that they can develop a greater understanding of how products can be designed and manufactured. Students will also learn about industrial and commercial practices, and the importance of quality checks and the health and safety issues that have to be considered at all times.

Unit 3: Designing for the Future

In this unit students will develop their knowledge and understanding of a range of modern design and manufacturing practices and contemporary design issues. The modern designer must have a good working knowledge of the use of ICT and systems and control technology in the design and manufacture of products. They must also be aware of the important contributions of designers from the past which may provide inspiration for future design. It is increasingly important that students develop an awareness of the impact of design and technological activities on the environment. Sustainable product design is a key feature of modern design practices.

Unit 4: Commercial Design

In this unit students are given the opportunity to apply the skills they have acquired and developed throughout this course of study, to design and make a product of their choice that comply with the requirements. In order to reach high attainment levels, students must adopt a commercial design approach to their work, reflecting how a professional designer might deal with a design problem and its resolution. A key feature of this unit is that students consider issues related to sustainability and the impact their product may have on the environment. Sustainable issues include materials production and selection, manufacturing processes, use of the product and its disposal/recycling.

Assessment

Unit 1 – Portfolio of Creative Skills

30% of A-level

This unit is internally set and marked by the centre and externally moderated.

Unit 2 – Design and Technology in Practice

20% of A-level

1 hour 30 minute examination externally set and marked.

The paper will be a question and answer booklet, consisting of short-answer and extended-writing type questions, all of which are compulsory.

Unit 3 – Designing for the Future

20% A-level

2-hour examination paper externally set and marked.

The paper will be a question and answer booklet, consisting of short-answer and extended-writing type questions, all of which are compulsory.

Unit 4 – Commercial Design

30% of A-level

This unit is internally set and marked by the centre and externally moderated.

Students are given the opportunity to design and make a product of their choice. This unit results in the development of an appropriate product supported by a design folder.

Careers and Progression

This qualification supports progression into further education, training or employment, such as any appropriate design-related or engineering course. Design based occupations include graphic design, product design, architecture, industrial design, art and interior design with excellent opportunities at degree level. Design and engineering professionals are highly respected and careers in these fields can be highly paid, creative, interesting and rewarding. Designers and engineers are the best placed people to make a difference to society by developing innovative new products, communications, infrastructure and systems.

Entrance Requirements

Minimum requirement: 6 GCSEs Grades 9-4 (or equivalent), including Grade 4 or above in English and maths

Strongly recommended: Grade 5 in maths

Recommended: Grade 5 in D&T product design and/or engineering

KS3

The framework for assessment uses progress and target statements derived from assessment criteria used for marking GCSE controlled assessment tasks. The reasoning behind this is to aid progression from KS3 to KS4 with the use of familiar assessment criteria. The statements have been developed to be used to assess progress in the areas of design & technology as stated in the National Curriculum for KS3.  There are five areas in which students are assessed:

Design: writing specifications, including the analysis and application of research

Design: producing ideas, which assesses a students’ ability to produce creative ideas that match design criteria identified in the specification

Design: communication, which assesses a student’s ability to use a variety of techniques to effectively communicate their ideas through drawing, text, discussion and CAD

Making, which assesses a student’s ability to independently select and use tools appropriate to the material and task being undertaken, and to plan and complete a practical outcome to a high standard

Testing and evaluating, which assesses a student’s ability to analyse their own work and that of others, commenting on how well products or designs meet a set of given criteria and are fit for purpose.

Through a range of projects undertaken in Years 7, 8 and 9 students will have the opportunity to develop their skills and demonstrate their level of competence. Different projects may have a different focus and therefore progress may not appear to be linear as different skills are developed, demonstrated and assessed at different times throughout each year. The curriculum is designed to enable students to revisit different skills and address their targets in order to make progress.

Each student will have a record of their attainment, progress and next-step targets.

Feedback is provided during, and upon completion of tasks, with clear improvement targets being given. Assessment is carried out against a set of criteria, with a project ‘score’ being given. The score is then used to track progress against a flight path that projects expected outcome at KS4 based on KS2 results. By tracking a student’s outcome and achievement across a range of projects and tasks it can be determined whether or not the student’s progress is as expected, above expected or whether they are working towards making expected progress.

KS4

Students are given regular written and verbal feedback to aid their progress and development throughout the course. When work is assessed it is done so subjectively using controlled assessment criteria published in the course specification from the examination board. When controlled assessment tasks are undertaken and completed they are assessed using the same criteria, listed below:

• investigating the design context
• development of design proposals
• making
• testing and evaluating
• communication

KS5

Students are given regular written and verbal feedback to aid their progress and development throughout the course. When work is assessed it is done so subjectively using criteria published in the course specification from the examination board. When coursework tasks are undertaken and completed they are assessed using the same criteria, listed below:

Unit 1: Product Investigation

• performance analysis
• materials and components
• manufacture
• quality

Unit 2: Product design

• design and development
• communicate

Unit 3: Product manufacture

• production plan
• making
• testing

Unit 4

• research and analysis
• product specification
• design and development
• planning
• making
• testing and evaluating

Graphics trip

Each year the Design & Technology Department takes Year 10 and 12 students to visit the Science Museum and the Victoria and Albert Museum during the summer term.  The trip is designed to engage students with their project work and with the way they approach their GCSE or A Level projects.  

Norwich University of the Arts

Y10, 12 and 13 students visit Norwich University of the Arts.  This gives them an insight into different areas of Art and Design that they could aspire to.

Engineering Club and STEM activities

A weekly engineering club for years 7 to 9 gives pupils opportunities to develop their problem solving skills as well as use equipment to complete practical projects.

There are also competitions which we enter, such as the Smallpeice glider design challenge, which our pupils won in 2016.

Rotary competition

The Rotary Club holds an annual technology tournament, in which our students regularly do very well.