Design & Technology

Introduction

Design and Technology (D&T) prepares students to take part in tomorrow’s rapidly changing technologies. Students will learn to use current technologies and practical techniques and consider the impact of future technological developments. We encourage students to think creatively and challenge themselves to design products that meet human needs. Pupils follow the National Curriculum programmes of study and the course is delivered through a vast array of different projects which involve Research, Design, Making and Evaluation. Through design and technology pupils will gain valuable skills and build their confidence in a variety of practical situations that can be used throughout their lives.

The department has a team of specialist teachers who deliver at Key Stage 3: Food Technology, Resistant Materials, Textiles Technology and Graphics; at Key Stage 4: GCSE Resistant Materials, BTEC Construction and GCSE Food Preparation and Nutrition. Lessons are taught in well-equipped workshops with improved computer access for all students.
All teachers teach across the range of Key Stage 3 and 4 in a mixed ability setting. During Key Stage 3 students use a range of materials to design and make a variety of different products. At Key Stage 4 students follow the AQA syllabus of their chosen Design and Technology subject.

Studying Design and Technology can lead to a number of different careers.

Key Contacts

Head of Faculty: Mr Satari - f.satari@kenstimpson.org.uk

Key Stage 3

Technology Year 7

Topic	Half term	Assessment
Food	Autumn term 1	Skill based on-going assessment.
Marionette Puppets	Autumn term 2	Project assessed at the end of each term.
Sketchup	Spring term 1	Skill based on-going assessment.
Microbit	Spring term 2
Game covers	Summer term 1
Magazine project	Summer term 2

Technology Year 8

Topic	Half term	Assessment
Food	Autumn term 1	Skill based on-going assessment.
Wooden air planes	Autumn term 2	Project assessed at the end of each term.
Photoshop	Spring term 1	Skill based on-going assessment.
Game Maker	Spring term 2
Web design	Summer term 1
Food / Photoshop / Wooden boats	Summer term 2

Key Stage 4

We offer the following courses in this area at KS4:

See more information and courses on our KS4 Pathways process here

Post 16

We offer the following courses in this area at Post 16:

See our full range of Post 16 courses here

Life After Levels

KS3 Scheme of Learning and Assessment

In 2014 the government abolished National Curriculum Levels for KS3. Therefore, students in Key Stage 3 at Ken Stimpson Academy are assessed using a transitional model that allows students to progress from Key Stage 2 (Primary school) to Key Stage 4 (GCSE).

Each student has a target grade for the academic year in each subject which is derived from KS2 prior attainment. This target grade translates to one of the following descriptors:

Beginning - I can demonstrate understanding by identifying, reducing and transforming key information
Developing - I can demonstrate understanding by describing, deconstructing and deriving key information
Securing - I can demonstrate understanding by explaining and categorising key information. I can practice recognising trends and patterns in data.
Advancing - I can demonstrate understanding by analysing, prioritising, criticising and connecting key information.
Excelling - I can demonstrate understanding by evaluating and extending key information. I can use this to create new information.

Each subject has a specific scheme of learning and reflection every half term designed to allow students to be introduced to and practice the skills required for GCSE. Therefore, making progress at KS3 will allow students to significantly enhance their performance at KS4.

Students’ homework and assessments throughout the year will be assessed using the descriptors above. Additional subject specific comments will also be made to show students how to progress to the next level.

Phase One Assessment: Life After Levels – competency descriptors

Descriptor

Teaching and Learning:

Blooms / Thinking hard

Assessment:

Subject specific statements

Beginning

(1 – 2)

I can demonstrate understanding by identifying, reducing and transforming key information

I am beginning to identify health and safety risks and ways to reduce these risks.

I am beginning to transform key information into a plan or design for a project.

I am able to state what I like about my finished product.

Developing

(3 – 4)

I can demonstrate understanding by describing, deconstructing and deriving key information

I am developing my ability to describe the aims of a project to meet a brief, working safely within the environment.

I am developing my ability to source key information from a scenario to plan a successful project.

I am able to describe what has worked well within my finished product.

Securing

(5 – 6)

I can demonstrate understanding by explaining and categorising key information. I can practice recognising trends and patterns in data.

I am able to demonstrate an understanding of key information relating to key measurements within my project.

I am able to work safely within the environment, avoiding health and safety risks, to produce a finished product.

I am able to explain the positive and negative features of my finished product.

Advancing

(7 – 8)

I can demonstrate understanding by analysing, prioritising, criticising and connecting key information.

I am able to connect key information from a project together in order to produce a finished product, working confidently and safely in the environment.

I am able to critique information from a project plan in order to produce a finished product.

I am able to analyse the features of my finished product and critique the success of these features.

Excelling

(9 – 10)

I can demonstrate understanding by evaluating and extending key information. I can use this to create new information.

I am able to make high level choices when producing a finished product, working safely and confidently in the environment.

I am able to extend my plans and techniques to produce a high standard of product suited to the scenario.

I am able to assess my outcomes against my project aims in order to evaluate the success of my finished product.