Overview

Students learn how to design for a client with specification to produce a Maori inspired necklace. Students will design and cast their necklaces in Pewter, learning about finishing metal to a high standard. Wood working is introduced through the production of a jewellery box teaching skills in hand tools and some machines.

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KS3 Intent Statement

Art, Design and Technology subjects sit in the curriculum to develop students’ visual and oral literacy. One, which develops students’ as lifelong learners through their exposure to new subjects, themes, materials, skills and techniques in the early KS3 years. Our broad subject areas drive learning to enhancing and embracing students, creativity, imagination through exploration of media and processes. Where student thrive on new experiences and aspire to achieve the extraordinary.
Visual stimulation through displays and exhibitions of work, drive learning and sets high expectations to inspire and challenge throughout early foundation years. Celebration of work through competitions, clubs, trips and students exhibits captivate and drive passion for future progression, enhancing aspirations and embracing person goals. Design is the common thread across Art, Design and Technology, where students develop the skills to be independent and creative, such as developing: products, artwork, sculptures, food, garments and packaging are some examples of purposeful and individual outcomes developed at KS3.
Our Curriculum is built to develop students’ knowledge of both technical and life skills. With an emphasis on learning the importance of take risks, whilst developing an understanding of aesthetic qualities of their own work and the wider world of Art, Design and Technology. Students develop technical skills and knowledge across the subjects and key stages. Our curriculum journeys are designed specifically to extend and expand on learning whilst consolidating previous knowledge and skills to prepare for future development. Working away from preconceptions and embracing diversity making our curriculum accessible for all.
In the early years, students develop the skills around routines and best practice when working in practical subjects and curriculum areas. Learning Life skills: tidying up, presentation, organisation, classroom routines, managing resources and materials whilst working as a team are fundamental to success and enjoyment of KS3. To be ready for the independence offered at GCSE and A level. The board curriculum offers a breath of knowledge built on experiences, discussions, whilst developing life skills, ideas and values. Students learn to respect their environment and equipment, with some consideration for ecological issues and being resourceful with materials. Students learn through project based learning. Students develop their written skills investigation the work of others, evaluating outcomes, whilst conversational confidence is a key to assessment and understanding in our subject areas.
Year 8 and 9 years are built to extend on that knowledge and independence learnt in Year 7, but to encourage more personalise learning and outcomes with less modelling to enhance prior learnt behaviours and routines. Key stage 3 fuels the passion for emotionally strong lifelong learners who aspire to be the best the possibly can.

Year 7

Students learn to work with resistant materials and hand tools to create accurate joints in timber along with how to shape and form material using industrial machinery. Students also experience mass manufacture of components, batch and job production using our own Large CNC machinery.

Year 8

Students learn to work with resistant materials and hand tools to create accurate joints in timber, along with how to shape and form material using industrial machinery to form a desk tidy for a client of their choosing. Students also learn how to work with electronics to make a light, as well as thermoplastics to form a tray for their product.

Year 9

In year 9, students take part in a product design project and a robotics project.

In product design, students perform an investigation project into the styles and products of the company Alessi, where they develop a desk fan for a client of their choice. Students learn to work with plastics, using hand tools and CAD skills to shape their material, as well as, develop their electronic skills to create a circuit to operate their fan.

In robotics, students explore two Lego Mindstorm packages to develop programming skills while using a verity of sensors and motors. Students will also develop knowledge and understanding of electronic/robotic terms and topics throughout the rotation.

Overview

GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise.

KS4 Intent Statement

Art, Design and Technology subjects at GCSE sit in the curriculum to extend our visual and oral literacy. At GCSE these begin to encompass the importance of person choice, further independence, self-discovery, and individualisation as the driving force of our broad curriculum areas. The diversity of our curriculum is wide and broad, allowing all students of all abilities to make personal informed choices for subject selection at GCSE in ADT. Careful support and guidance during the progression stage from KS3 to 4, are built into our ADT plan. Developing students and parents knowledge and understanding of what our subjects offer across ADT. Encompassing an outlet avenue to all students of all abilities ensuring they feel confident to perform successfully in one or more areas in ADT.
GCSE offers a new layer of self-awareness, social, cultural and moral diversity across ADT. In some of the Art and Design subjects, this is an outlet for personal projects and investigations that unpin the deeper conceptual thoughts, which can act as a layer of support to some of our more vulnerable students. Our curriculum is one that offers something for all, where diversity is celebrated and personal outlet is encouraged and embraced. ADT seeks to raise aspirations for students of all abilities, regardless of academic achievement. Independent skills learnt at KS3 are develop upon; time management and personal choice drive students’ independence and the smooth transition from learning at KS3 to GCSE. Written and visual language, use of subject terminology are key to success and understanding of the Assessment Objectives from KS3 to 4.
Refining skills and understanding the wider knowledge of a broader variety of ingredients, materials, styles and processes inform students’ choices whilst influenced by the wider world of Art, Design and Technology. Enhancing students’ opportunities to extend on basic use and understanding of techniques from KS3. E.g. Pencil use to graphite stick, watercolours to oil paints in Fine Art. Cooking pasta to making pasta in Food Preparation and Nutrition. Developing digital skills with subject specific software (adobe) in Graphics to designing functional products. Product Design casting to vacuum forming. Making fabric samples to garments in Textile Design. All subject areas Develop and extend on technical skills and knowledge taught at Key stage 3 to 4 , this is an integral part of students learning journey, which is embedded in our curriculum planning
Developmental work on personalisation of presentation skills in workbooks/ folders portfolios/sketchbooks, scale, size and time management are all-important learning focuses at KS4. Developing students own style in ADT subjects, drawing on personal interests, strengths and in some cases self-expression. Students have an opportunity to develop and share their interests through coursework-based work and sustained projects. Which lead to more opportunities for peer discussion and sharing of group ideas. There are opportunities to take personal experiences and apply them to real life world problems. Individual and holistic development is embraced and encouraged through celebration of all work from all students - in our end of year in our GCSE and A level exhibition. Celebration of work within the local community from invites to exhibitions, Residents’ afternoon tea, embeds our strengths in ADT.
Future aspirations in careers and educational experience and routes are enhanced at KS4, lead by subject assemblies with our ADT KS5 Ambassadors as role models. Outside agencies support our career pathways for example: Guest chef, Royal Navy chefs, workshops with Arts University, Elite Art group, clubs, gallery visits, trips, and our residential in Conway working with artist, all extended learning opportunities fuelling passions to the wider world of ADT. Key stage 4 supports the technical processes and life skills learnt at KS3, whilst extending on their visual, critical, emotional and personal development.

Qualification Details

Exam Board: AQA
Qualification Title: Product Design
Qualification Specification Code: 8205
Qualification Webpage: Click here to visit the AQA webpage for the specification.

Why should I study this course?

If you have a genuine passion for working with processes such as: model making, constructing, surface treatment, assembling whilst enjoy being creative and using your imagination, the 3D Product Design course is very versatile and extremely enjoyable.

What knowledge and/or skills will I need?

Students must demonstrate they have a genuine passion for Design with an inquisitive, creative mind and the desire to further their knowledge and understanding within the subject. It is essential that they enjoy working in a wide variety of materials with the ability to take risks and work independently.

What will I study in this qualification?

Our Product Design Course runs across Years 10 to 11 and consists of workshop style introductory projects - learning about different materials, techniques and processes. Investigating the work of other artist and designers is an integral part of the course, students work must be influenced by the work of other artist, designers or cultures. A sustained ‘Lighting’ themed project, a rehearsal exam and the Externally Set Assignment are set in years 10 and 11.

How will I be assessed?

The exams and non-exam assessment will be measured on how students have achieved the following Assessment Objectives:
AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
AO3: Record ideas, observations and insights relevant to intentions as work progresses.
AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Marks for both Portfolio and Externally Set Assignment are marked out of 96 marks.

Possible Career Paths

A level in Design and Technology
Foundation careers