KS3 Design & Technology

“Our vision is to provide students with the powerful knowledge base required to become effective critical thinkers who are able to construct Design solutions to existing problems. Students will follow the iterative nature of effective Design processes, continually refining and improving their work through theoretical and practical application to help prepare them to become effective problem solvers.

Modules 1 & 2 - Healthy Eating

General Principle (Statement of Inquiry)

The Health Survey for England 2019 estimates that 28.0% of adults in England are obese and a further 36.2% are overweight but not obese. What can we do to help overcome this?

Links to prior learning

Students may not have worked in a kitchen environment beforehand, however health and safety will be paramount during lessons.

Link to assessment

A, B, C and D

Common misconceptions or errors following assessment?

Students need to understand how to read food labels correctly as well as recommended daily intake of all food groups.

Core declarative knowledge: What should students know?

  • What are some possible reasons for the current obesity epidemic?
  • What are the major food groups?
  • What is protein?
  • What is fat?
  • What are carbohydrates?
  • How does the body use elements in our food for different purposes?
  • What do food labels tell us and why is this information important?
  • What are common food allergies and intolerances?
  • What is the eatwell guide?
  • What is a bacteria?
  • What is contamination?
  • What are the different taste buds on a tongue?
  • Students should understand basic nutritional information. They should understand how to interpret basic food labelling.

Core procedural knowledge: What should students be able to do?

  • Identify how much food and fluid is sufficient for different ages and body types;
  • Identify common examples of each of the major food groups;
  • Be able to create and evaluate your own food diary;
  • Design, create and evaluate a range of meals in response to a brief;
  • Design, create and evaluate a range of healthy meals in response to a budget;
  • Identify appropriate substitutes for some food allergies and intolerances.
Modules 3 & 4 - Graphics and Textiles

General Principle (Statement of Inquiry)

Marketing can influence thinking through communication

Links to prior learning

KS2 learning would have encompassed design drawing, labelling and some understanding of materials, and colour when creating. Dependant on when the student accesses the Textiles and Graphics Unit in the DT carousel will determine whether they have worked within the Design Cycle and experienced development of ideas.

Link to assessment

A, B, C and D

Common misconceptions or errors following assessment?

Students may not have adequate understanding of design cycle and drawing techniques

Core declarative knowledge: What should students know?

  • What is secondary research?
  • What is an existing product?
  • What is ACCESS FM?
  • What are the design features of a bag?
  • What is design development?
  • What is communication in design?
  • What is a manufacturing plan?
  • What is safe use of a sewing machine?
  • What stitches can be used to secure fabric together?
  • What is surface decoration?
  • What is an evaluation?
  • What is customer feedback?
  • What is testing in Research & Development?

Core procedural knowledge: What should students be able to do?

  • Be able to use the internet to find images and comic art and make a mood board,
  • Be able to use ACCESSFM when analysing existing products,
  • Be able to draw at least 3 ideas for a superhero inspired bag.
  • Be able to create a working drawing of a bag idea with measurements, stitching and surface decoration.
  • Be able to write a time plan that includes stages of production,
  • Be able to thread the sewing machine and use it.
  • Be able to cut and iron a drawn shape onto fabric and use fabric paint.
  • Be able to reflect on a solutions successes and failures and spot improvements needed.
  • Be able to use the criteria for success and gather feedback from a client.
  • Be able to test the bag against the criteria for success.
Modules 5 & 6 - Product Design

General Principle (Statement of Inquiry)

Form and function work together to develop scientific and technical innovations

Links to prior learning

Understanding of basic health and safety rules will be applied and developed in a workshop setting.

Link to assessment

A, B, C and D

Common misconceptions or errors following assessment?

Students will not have had much workshop experience using hand tools.

Core declarative knowledge: What should students know?

  • What is aerodynamics?
  • What is drag?
  • What is thrust?
  • What is lift?
  • What is downforce?
  • What is biomimicry?
  • What is ACCESS FM?
  • What are examples of manufactured board?
  • What is MDF?
  • What are the advantages of Manufactured boards over natural timbers?
  • Students will understand the design process.
  • Use of ACCESS FM.
  • Gain an understanding of aerodynamics.
  • Basic understanding timbers.

Core procedural knowledge: What should students be able to do?

  • Students will develop sketching techniques through developing their own design ideas.
  • Students will develop practical skills by using a variety of hand tools such as coping saws, a variety of files, 2D Design, the laser cutter and sandpaper.
Modules 1 & 2 - Food: Seasonal Food

General Principle (Statement of Inquiry)

Does global development utilize its resources to create fair and sustainable systems?

Links to prior learning

Students should have a developed understanding of ACCESS FM. Students will have now had some experience cooking in the kitchen. Students should be able to evaluate their work effectively.

Link to assessment

A and B

Common misconceptions or errors following assessment?

Misconceptions surrounding the small changes we can make from home to help animals around the world (recycling plastic etc)

Core declarative knowledge: What should students know?

  • What is mastication?
  • What is peristalsis?
  • Which foods belong to which seasons?
  • What are the environmental implications of obtaining seasonal foods all year round?
  • How are foods certified as fit for market consumption?

Core procedural knowledge: What should students be able to do?

  • How can a meal be adapted to the current season?
  • To identify seasonal foods correctly.
  • To develop cooking skills and extend repertoire by making a savoury dish
Modules 3 & 4 - Graphics and Textiles: 3D Puzzle Project

General Principle (Statement of Inquiry)

Many animals living on Earth today are endangered, which means they are at risk of becoming extinct (dying out) on Earth.

Links to prior learning

Students will focus on the ‘design cycle’ ; Selecting and identifying appropriate materials and their uses – recapping material properties and characteristics at every opportunity.

Link to assessment

A, B and C

Common misconceptions or errors following assessment?

Misconceptions surrounding the small changes we can make from home to help animals around the world (recycling plastic etc)

Core declarative knowledge: What should students know?

  • What does endangered mean?
  • Can you name an endangered animal/species?
  • Can you suggest reasons why an animal/species is endangered?
  • What is currently being done to help endangered animals?
  • Can you use basic Techsoft 2D Design tools to create basic shapes?
  • Students will understand the causes of endangering animals; habitat loss, poaching, over-fishing, climate change.
  • Students will also understand what is currently being done to help combat this issue.

Core procedural knowledge: What should students be able to do?

  • Students will learn how to use 2D design, which will enable them to use the laser cutter to manufacture a product to help raise awareness of endangering animals.
Modules 5 & 6 - Product Design: UN Global Goals

General Principle (Statement of Inquiry)

“We need to make changes to become more sustainable”

Links to prior learning

When teaching this unit students can use research skills developed in Y7 and will be able to experience how to complete primary research also. They will work within the design cycle and complete detailed analysis of their own design ideas using others feedback. This experience will enable a better understanding of ethics in regards to customer use and global needs.

Procedural: Students will understand the design process.Use of ACCESS FM. Gain an understanding of aerodynamics. Basic understanding timbers. Declarative: Students will develop sketching techniques through developing their own design ideas. Students will develop practical skills by using a variety of hand tools such as coping saws, a variety of files, 2D Design, the laser cutter and sandpaper.

Link to assessment

A, B, C and D

Common misconceptions or errors following assessment?

Misconceptions surrounding the small changes we can make from home to help animals around the world (recycling plastic etc).

Core declarative knowledge: What should students know?

Students understand user centered design and use the UN sustainability development goals to initiate this. They understand the responsibilities of designers, engineers and technologists through the creation of a working prototype. They develop an understanding of the importance in using a design specification to create an effective solution.

  • What is user centred design?
  • What are the UN Global goals?
  • What is designer responsibility?
  • What is a prototype?
  • What is conceptual designing?
  • What is a craft knife?
  • What are safe cutting techniques when using a craft knife?
  • What is a net?
  • What is three dimensional modelling?
  • What is iterative design development?
  • What is the design cycle?
  • What is customer feedback?
  • What is self reflection and evaluation?

Core procedural knowledge: What should students be able to do?

How to research the needs of others. What impact can designers have on the UN sustainable development goals. How to develop an idea using a range of creative methods. The materials used when modelling prototypes. Be able to complete secondary research that considers the needs of others. Be able to develop a design from research. Be able to choose a design for a specific need.

Be able to select their own tools and equipment to complete a solution. Be able to cut, score and fold card and or create an application / website for a solution. Be able to join card and one other material using adhesive. Be able to present a final design concept. Be able to refine an idea through evaluative feedback. Be able to conduct research in the form of a survey to inform design and evaluation.

Modules 1 & 2 - Food: Savoury Dishes

General Principle (Statement of Inquiry)

Community identity and local cultures influence market trends

Links to prior learning

Declarative: Which foods belong to which seasons? What are the environmental implications of obtaining seasonal foods all year round? How are foods certified as fit for market consumption?

Procedural:How can a meal be adapted to the current season? To identify seasonal foods correctly. To develop cooking skills and extend repertoire by making a savoury dish. How to complete a sensory analysis.

Link to assessment

A, B, C and D

Common misconceptions or errors following assessment?

That students think they have the skills and need to practice simple techniques also.

Core declarative knowledge: What should students know?

  • What is food Hygiene and Safety?
  • What is food provenance?
  • What are the staple foods for a healthy diet?
  • What role do cereals, wheat, pasta, rice offer a healthy diet?
  • What is organic & free range food?
  • What is food processing?
  • What is food waste?
  • What does a budget look like for a food dish?
  • What to consider when feeding others?
  • Varied diets – Dietary needs (Obese, Celiac, CHD, Diabetics, Sportsmen, Teenagers, children, teenagers)
  • What is healthy eating?
  • What are macronutrients, protein complementation. What is taste?
  • What are british dishes and international cuisines.

Core procedural knowledge: What should students be able to do?

  • Be able to select own ingredients for an adapted recipe.
  • Be able to season dishes accordingly.
  • Be able to create a time plan for cooking a dish.
  • Create a menu inspired by cultural savoury dishes.
  • Make a savoury pinwheel. Make a vegetable stir-fry that has been adapted for your choice.
  • Make one other savoury dish that has been adapted and designed.
  • Design and Make a developed dish for the cultural menu.
  • Use all necessary Food Hygiene Standards while in the food room; safe preparation of foods and safe use of heat transfer methods.
Modules 3 & 4 - Graphics and Textiles: Pop Art

General Principle (Statement of Inquiry)

Designers use design movements to influence their ideas and challenge their designs.

Links to prior learning

Basic hand sewing techniques will be built upon through machine sewing. Cross curricular links with Art with be drawn upon for prior knowledge of the movement pop art.

Link to assessment

A, B, C and D

Common misconceptions or errors following assessment?

Some students will never have used a sewing machine before.

Core declarative knowledge: What should students know?

  • What is pop art?
  • Students will develop an understanding of the design movement pop art and how to apply this theme and it’s design criteria to their own ideas.

 

Core procedural knowledge: What should students be able to do?

  • Students will develop skills in using a sewing machine to produce a Chromebook cover.
  • They will learn how to apply their pop art designs in a variety of ways
Modules 5 & 6 - Product Design: Upcycling Project

General Principle (Statement of Inquiry)

Every day approximately 8 million pieces of plastic pollution find their way into our oceans. 12 million tonnes of plastic are poured into the ocean every year. Scientists have recently discovered microplastics embedded deep in the Arctic ice. Plastics consistently make up 80% of all marine debris studied.

Links to prior learning

When teaching this unit, we should emphasise, at every teaching opportunity: H&S Reference the ‘design cycle’ ; Students revisiting learning in Y8 on sustainability and 6 Rs, Selecting and identifying appropriate materials and their uses – recapping material properties and characteristics at EVERY opportunity. Identifying material groups such as Wood (Softwoods/ hardwoods/ manufactured board), Plastics (Thermoplastics/ Thermosetting plastics) Metals (Ferrous/ Non Ferrous/ Alloys) Smart materials and composites.

Link to assessment

A, B, and C

Common misconceptions or errors following assessment?

Students should practice making skills before making final outcome. Introduction of Masterclasses to help support rapid improvements in practical application. Misconceptions regarding identifying common plastics/ woods/ metals.

Core declarative knowledge: What should students know?

  • What is the difference between a softwood and a hardwood?
  • Name a softwood
  • Name a hardwood
  • Name a manufactured board
  • What does “MDF” stand for?
  • What is Upcycling?
  • What is the purpose of it?
  • What are the 6 R’s of sustainability?
  • What does ACCESS FM stand for?
  • Can you name at least 3 careers that can stem from DT?
  • What is an apprenticeship?

 

Core procedural knowledge: What should students be able to do?

  • Be able to explain what upcycling is and research examples of upcycling.
  • To be able to source their own items or materials to be upcycled.
  • Communicate a wide range of ideas to solve a chosen brief and need.
  • Students will be able to develop and create prototype a final solution applying appropriate materials, tools, equipment and processes.