Design
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Powerful Knowledge |
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Powerful knowledge is the realisation that most of the products we interact with are designed by humans, for humans for a reason. Students are made aware that design (problem solving) provides solutions for human needs and sometimes desires. Students are to know that design is there to aid comfort, transport, physical need, mental and health needs, communication and for aesthetic reasons. Real world problems are used to develop the students' understanding of the huge, life-changing role and impact a designer can have. The starting point in Year 7 is a generic ‘expectations’ unit which is 5/6 lessons and sets a standard of what is expected for presentation and quality of work expected in DT at Stowupland High School. Then students are put onto the carousel. The carousel delivers the opportunity to introduce the ‘design process’ with all its elements including; Situation, context, brief, analysis, research, generation of ideas, development of ideas, prototyping and making in a range of disciplines including Food, Product Design, Graphics and Resistant Materials. The ‘thread’ of the Design Process runs through the whole year, with constant reference to it throughout, but each 7 week module will focus on a specific element e.g ‘Ergonomics module’ will focus on research and generation of ideas, whereas Food will focus on making skills. Alongside the ‘design process’ elements, students are introduced to techniques, skills, materials and processes within the context of school, but also the wider world (including local, national and worldwide). In Years 8 & 9 Students build on the skills that were started in Yr7. The carousel delivers the opportunity to reinforce the importance of the ‘design process’ with all its elements including; Situation, context, brief, analysis, research, generation of ideas, development of ideas, prototyping and making in a range of disciplines including Food, Product Design, Graphics and Resistant Materials. The ‘thread’ of the Design Process runs through the whole year, as in Yr7, with constant reference to it throughout, but each module will focus on a specific element in more detail than in Year7 e.g ‘RM module’ will focus on making skills, but it will also build on sustainability and material choice introduced in Year 7, whereas Food will focus on food provence and seasonality as well as building confidence with cooking skills. More emphasis on designing in the wider world and the implication of this. |
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Literacy |
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Brief Situation Ideas perspective isometric prototype model CAD CAM Softwood Hardwood Manufactured Boards Ferrous Non Ferrous Alloy Thermoplastic Thermoset plastic Chop Dice Shred Blanch Saute Boil Starch Vitamins Carbohydrates Anthropometrics Sustainability Providence |
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School Context |
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Explore local Designers and British/ European/ Worldwide Designers. Past and present. Teachers promote student’s knowledge of Designers through critique sessions. Students are encouraged to explore local galleries, workshops and hospitality and catering establishments online and in person. Students are made aware of current events. |
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Assessment |
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Informal assessment is ongoing with Formal assessment taking place at end of each rotation. |
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Careers |
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Information on further education options and career advice within the Design Technology displays within the department. Advice and knowledge passed down from the teacher. Visual examples of work by older students at GCSE and A Level. Various jobs within the Design Technology/Hospitality and Catering sector discussed when looking at various Designers and types of design work within projects.
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