TECHNOLOGY
At Glenwood Design and Technology is taught to all pupils in KS3 years 7 to 9, and is offered as an option in KS4 years 10 and 11 as a GCSE or Entry level qualification. The school follows National Curriculum guidelines subject and focus on two core learning aims, firstly understanding and using the Design Process and secondly development of practical manufacturing skills.
The Design Process is a useful problem-solving approach which can be applied across all subject areas and provides a skill that pupils can use outside the classroom and beyond their time in secondary education. It involves identifying a practical issue designing a solution, manufacturing an artifact and testing the effectiveness of outcome.
Practical manufacturing skills are developed through the shaping and finishing of a range of materials over the course of KS3. During this time pupils not only gain an understanding of how to use tools and equipment to form objects but insight into the properties and application of specific materials.
Alongside these two main themes pupils are encouraged to recognize the context in which objects are designed and manufactured today; Understanding the concepts of mass production, ethical issues effecting the production of goods on our society and the long-term financial and environmental impact of these practices.
Design and Technology is taught across a series of projects which build on pupils growing understanding across KS3. At the start of year 10 pupils following this subject start a personal project developing their ideas in a personal portfolio of work illustrating their understanding of design and manufacture. Sitting a formal two-hour exam if following the GCSE curriculum.
Header | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|
Year 7 | Badges: Introduction to Design. | Desk tidy: Developing making skills. | Jigsaw: Extending confidence shaping and forming. | Dynamic card: Paper engineering. | Bridge building: Collaborative problem solving. | Super Bugs: Reinterpret design process. |
Year 8 | Clocks: Design and manufacture of a working artifact. | Continued: | Storage: Design to meet a specific need. | Continued: | Bridge building: Develop understanding of materials. | Fan cars: Experimental design. |
Year 9 | Jewellery: Design and manufacture of a range of artifacts. | Continued: | Five styles: Graphic design. | Continued: | Entry Level: Research & initial ideas. | Entry Level: Development of ideas. |
Year 10 | Entry Level: Complete design work/start construction. | Entry Level: Complete design work/start construction. | Entry Level: Complete design work/start construction. | Entry Level: Complete design work/start construction. | Entry Level: Complete design work/start construction. | Entry Level: Complete design work/start construction. |
Cell | Cell | Cell | Cell | Cell | Cell | Cell |
Glenwood School
Technology
This subject allows pupils to develop skills that support their ability to find solutions to problems. While this is taught through a series of practical projects the Design Process is a one that can be used through the curriculum and beyond secondary education. It draws on learning from all subject areas as well as developing unique thinking and practical skills. Fundamentally pupils are encouraged become confident in their own thinking and develop creative answers to a range of problems.
| Communication and Advocacy Pupils are encouraged to express their ideas clearly and enter into discussion with others to explore issues that affect the purpose, use and manufacture of artefacts. Pupils are supported in becoming confident in expressing their thing through drawing, modelling, CAD and writing. Alongside this, pupils are helped to develop acceptance of others ideas and recognise the legitimacy of alternative solutions to a particular issue. |
| Independence and Preparing for Adulthood Working in this subject area is focused on developing pupils confidence in their own ability and potential. Becoming more self-reliant both in their design work and within the workshop, through an ongoing program of developing awareness of personal and shared Health and Safety issues. Tasks are linked to notion that pupils will need such skills beyond secondary education and in preparation for their greater autonomy and responsibility beyond Key Stage 4. |
| Physical, Social and Emotional Good Health Practical learning is intended to lead to the development of individuals fine motor skills and increased confidence. A key aspect of this subject is the opportunity for pupils to take ownership and celebrate their success. The study of the effect innovation has had on our society leads to a recognition individual pupils contribution can make to the wider community. |