Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils 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. Pupils 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. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.  

Design and technology aims to ensure that all pupils:

• develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
• build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
• critique, evaluate and test their ideas and products and the work of others
• understand and apply the principles of nutrition and learn how to cook

 

Students are assessed throughout each termly rotation at Key Stage Three using a combination of design, make, and evaluation and knowledge assessments. They are assessed against the Key Stage Three DT & Food Level Grids.

GCSE Product Design

The WJEC Eduqas GCSE in Design and Technology offers a unique opportunity in the curriculum for learners to identify and solve real problems by designing and making products or systems. Through studying GCSE Design and Technology, learners will be prepared to participate confidently and successfully in an increasingly technological world; and be aware of, and learn from, wider influences on design and technology, including historical, social/cultural, environmental and economic factors.

The specification enables learners to work creatively when designing and making and apply technical and practical expertise, in order to:

•  demonstrate their understanding that all design and technological activity takes place within contexts that influence the outcomes of design practice
• develop realistic design proposals as a result of the exploration of design opportunities and users’ needs, wants and values
• use imagination, experimentation and combine ideas when designing
• develop the skills to critique and refine their own ideas whilst designing and making
•  communicate their design ideas and decisions using different media and techniques, as appropriate for different audiences at key points in their designing
• develop decision making skills, including the planning and organisation of time and resources when managing their own project work
• develop a broad knowledge of materials, components and technologies and practical skills to develop high quality, imaginative and functional prototypes
• be ambitious and open to explore and take design risks in order to stretch the development of design proposals, avoiding clichéd or stereotypical responses
• consider the costs, commercial viability and marketing of products
• demonstrate safe working practices in design and technology
• use key design and technology terminology including those related to: designing, innovation and communication; materials and technologies; making, manufacture and production; critiquing, values and ethics.

Students have the opportunity to work with a range of different materials, choosing and specialising in one for their final project. These material areas include Timbers, Metal, Plastics & Textiles.

Students are assessed using the Assessment Objectives provided by the exam board.

Resources

Textbook: WJEC Eduqas GCSE (9-1) Design and Technology. ISBN 151045134X. Publisher: Hodder Education.

Website: https://www.bbc.co.uk/bitesize/examspecs/z4nfwty

GCSE Food & Nutrition

The WJEC Eduqas GCSE in Food Preparation and Nutrition equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages learners to cook, enables them to make informed decisions about food and nutrition and allows them to acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and later in life.

The specification enables learners to:

• be able to demonstrate effective and safe cooking skills by planning, preparing and cooking a variety of food commodities whilst using different cooking techniques and equipment
• develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks
• understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health
• understand the economic, environmental, ethical and socio-cultural influences on food availability, production processes, diet and health choices
• demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food
• understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international) to inspire new ideas or modify existing recipes.

Students are assessed using the Assessment Objectives provided by the exam board.

Resources

Textbook: Eduqas GCSE Food Preparation & Nutrition: Student Book. ISBN 190868285X. Publisher: Illuminate Publishing.

Website: https://www.foodafactoflife.org.uk/

Three Dimensional Design (Art) A-level

The WJEC Eduqas A level in Art and Design has been designed to provide engaging and innovative creative learning experiences, where art, craft and design practice is meaningfully integrated with theoretical knowledge and understanding.

This specification provides learners with opportunities to develop a broad foundation of critical, practical and theoretical skills that offers learners a holistic understanding of a range of practices and contexts in the visual arts, crafts and design fields, culminating in greater specialism and achievement.

Whichever title or combination of endorsed titles is followed, the specification encourages creativity, sustained investigation and analysis, experimentation, and design and making as a means of developing technical and expressive skills. It gives learners the opportunity to follow a programme of study which extends experience and personal response as well as developing imagination and critical and reflective thinking. The ability to innovate, adapt and work independently, which underlies all aspects of the specification, is valued by higher education and employers alike.

Three-Dimension Design covers a particularly wide range of activities;

• Furniture design
• Prototyping with mixed materials
• Metal fabrication
• Computer aided design and manufacture
• Product design
• Environmental design
• Architectural design

Students are assessed using the Assessment Objectives provided by the exam board.

Textile Design (Art) A-level

The WJEC Eduqas A level in Art and Design has been designed to provide engaging and innovative creative learning experiences, where art, craft and design practice is meaningfully integrated with theoretical knowledge and understanding.

This specification provides learners with opportunities to develop a broad foundation of critical, practical and theoretical skills that offers learners a holistic understanding of a range of practices and contexts in the visual arts, crafts and design fields, culminating in greater specialism and achievement.

Whichever title or combination of endorsed titles is followed, the specification encourages creativity, sustained investigation and analysis, experimentation, and design and making as a means of developing technical and expressive skills. It gives learners the opportunity to follow a programme of study which extends experience and personal response as well as developing imagination and critical and reflective thinking. The ability to innovate, adapt and work independently, which underlies all aspects of the specification, is valued by higher education and employers alike.

Possible areas of study within Textile Design include;

• Fashion
• Costume
• Digitally or traditionally printed and/or dyed fabrics, garments and materials
• Interior design
• Constructed textiles (knitted, woven, embellished or combined with other materials)
• Textile installation
• Accessories

Students are assessed using the Assessment Objectives provided by the exam board.