Design Technology
Design, combined with the appropriate technologies, changes society: how we access information; how we adapt our environment; how we communicate; how we live. It is human-centered and focuses on the needs, wants, and limitations of the end user, rather than what has been designed before. Design is multidisciplinary and draws from many areas including the natural and social sciences, mathematics and arts, which means anyone is capable of competent design. It enables students to develop critical-thinking and creative design skills, which they can then apply in a practical context, all of which will be useful throughout their life. At Hockerill we develop these through the iterative design process, which encourages students to design, test and repeat, learning from weaknesses to improve outcomes.
Inspiring
Through teaching classic design, displaying exemplar work and sharing the experiences of our alumni we hope to inspire students to pursue a career in the creative fields and to have a positive influence on the planet. Every member of the department leads by example, whether it is designing logos for the College, designing and building our own homes or posting our own culinary creations on Instagram. We encourage 6th form students to work alongside younger students in their study periods and we invite past students and professionals to share their experiences. Visits to industry have included Audi in Munich, Nokia in Helsinki, Vitra in Weil am Rhein and Ercol, Land Rover, and Coca Cola in the UK.
Knowledgeable
From early in Key Stage 3 an appreciation of materials and ingredients and their properties allows students to appreciate the limitations and possibilities when using them. As they move through the College, other topics are introduced and links to other subjects are made. Throughout the seven-year course the design cycle is used consistently.
Enquiring and caring global citizens
The beauty of teaching design is that there are examples everywhere you look, and we encourage our students to observe what is around them and ask themselves why it has been designed so. Real life target audiences can be classmates, friends or families. The contexts of our projects start with real world issues and the choices they make for their projects should also be used later in life. They should know that buying Fairtrade is the ethical choice, but that buying local is also important. They should know how to balance their diet to live well and long. They should know to empathise with those less able or not to waste material.
Excellence in education
The department evaluate all projects at the end of the year and decide whether to change things up. It is rare we have a suite of projects that don't change in some way from one year to the next. We look at contemporary design and designers, what the students enjoy and evolve our curriculum accordingly, not rejecting the core traditional skills that are still fundamental to the creative process. We exude design and our love of it and our consistently excellent results reflect this.
Lifelong Learning
Many of the skills learnt in Design Technology are for life, whether it is preparing a nutritious meal, justifying your decisions to a group of peers, or cutting a piece of material with the correct tool safely and accurately. As stated above, contexts and concepts for projects force students to consider issues they will come across later in life, when hopefully they will make more learned choices.
Concept-Based Student-led Inquiry
Whilst heavily constrained by time and materials, the design challenges at KS3 allow each student to use the design cycle to develop their own outcomes based on the client / target audience’s needs. For the first years of KS4 and 5 this is also the case, where we develop previous skills learnt (or introduce them completely if the student has just joined us) with a higher level of complexity and a greater degree of personalisation.
However, Year 11 students are simply given very broad contexts from the exam board. After choosing one, students will explore possible avenues through research before settling on one specific design problem to solve. This will soon be the case in Year 13 but for now students can choose to solve any design problem at all providing they design and create a 3-dimensional outcome to test.
Approaches to Learning
|
Skill |
Example indicators in DT |
|
Thinking |
Analysing research; evaluating outcomes against the specifications |
|
Social |
Designing in a team; empathising with target users |
|
Communication |
Sketching; technical drawing; modelling; presenting |
|
Self-management |
Prioritising research; planning to make; meeting interim deadlines |
|
Research |
Evaluating existing products; client needs; material testing |
Approaches to Teaching
Interdisciplinary Connection
|
Subject |
Examples |
|
Art |
freehand sketching; rendering; 2-point perspective, food presentation |
|
Geography |
sustainability; material sourcing; Fairtrade; food miles |
|
Wellbeing |
balanced diet; packaging; mental health |
|
Business |
cooperatives; crowdfunding; commercial production; branding; product life cycle; CSR |
|
Maths |
linear measurements; area; volume; weight; ratio; scale; trigonometry; geometry; costing |
|
Chemistry |
composition of materials; conversion of materials; material properties, reactions in food |
|
Biology |
anthropometrics; physiology, food allergies |
|
Physics |
material properties; manufacturing processes |
|
History |
classic design; inventions; longitude problem; production systems |
|
English |
briefs; specifications; classic novels and films |
|
Soc. Anth. |
global cuisine; symbology; inclusive design, empathising |
Literacy
Every assessment sheet at KS3 includes a list of subject-specific terminology for that project. This allows students to use this in folder work but also supports weaker candidates’ spelling.
This also happens at KS4, when we also supply a copy of all examination command terms and their definitions. During exam preparation sessions we work on composition of answers as well as the content. For the Non-Examined Assessment (NEA), it is expected that students write extended pieces of writing, such as design briefs, summarising interviews, and justifying specifications with research findings.
At KS5 we provide the IB design term glossary, which is particularly useful for students for whom English is not their first language. When marking first drafts, it is expected that teachers use the College’s marking policy codes.
Year 7
Fairtrade – students research how buying Fairtrade products aids the growers around the world and then design a juice carton that promotes this, as well as universal quality assurance systems such as bar codes, traffic light system and expiry dates.
CO2 Dragster – using a global design platform students have the opportunity to virtually race against students from around the world.
EatWell – students design traditional British dishes and others from around the world using the EatWell guide.
Year 8
Future Brands – students choose a scientific problem based on the Horizon Program’s £10 Million Challenge to tackle and design a conceptual solution, complete with branding and advertising.
AnimaLamp – students study the IUCN’s Red List and WWF website and choose an endangered species. They then design a low-energy light that links via a QR code to a factsheet that informs the user of their plight and how to help.
Food Miles – students learn about the provenance of the food they eat and design meals with minimum impact on the planet using local, in-season ingredients.
Year 9
Movie Snacks – students choose an iconic international film and design cinema food packaging with visuals that represent it.
Mp3 Amp – students study a genre of music and using its culture’s aesthetics design and make a low-energy mp3 amp.
Free From – students research how ethics, age and dietary requirements affect people’s food choices
Year 10
DT students model chairs from famous designers Marcel Brueur and Gerrit Rietveld; test and analyse products from UK brand Oxo Grips; redesign a household object in the style of Italian brand Alessi; make a wooden toy based on the Dutch brand Arche Toys; design a T-shirt for the Cambridge Folk Festival, and enter London Design Museum’s annual competition for schools, Design Ventura. Food students will study UK and International standards, cook diverse international dishes and how these have influenced contemporary British cuisine.
Year 11
Students design solutions for real world problems. Recent examples include a device that aids woman who are being trafficked across borders and a pamphlet that educates traditional African men about the female menstrual cycle.
Year 12
As well as studying classic designs from around the world, there is a trip to a European city to look at manufacturing, design and architecture.
Year 13
As in Year 11. Recent examples include how to reduce single-use plastic bag consumption in Hong Kong’s wet food markets and a device and system that allows young girls to transport and dispense clean handwashing water in African villages to reduce disease.
|
|
Year 7 |
Year 8 |
Year 9 |
|
Unit 1 Title |
CO2 Dragsters |
AnimaLamps |
Mp3 Amps |
|
|
Key Concept Development Global Context Scientific & Technical Innovation
Statement of Inquiry Designers have a responsibility to design products that will improve people’s lives in some way, whether that is practically or emotionally. They must therefore consider both form and function when designing. Depending on the context, either form will take priority over function or vice versa. However, in every designed product one will always affect the other. No more so than in a dragster.
ATL Focus Information Literacy Critical Thinking
Content Focus Drag, aerodynamics, mass, centre of mass, friction, materials and their relevant properties
Specification, 3D CAD, iterative design development through virtual testing and modification
Templates and jigs, drilling, sawing, abrading, wood finishes, Health & Safety, testing and evaluating |
Key Concept Communities Global Context Globalisation and sustainability
Statement of Inquiry It is the responsibility of all designers to evaluate the impact their products have on the environment and to reduce this wherever possible.
ATL Focus Communication skills
Content Focus Presenting research findings in a graphical format, sketching, scaling up, card modelling, cutting, drilling and cleaning acrylic, line bending, assembling
|
Key Concept Systems Global Context Personal & Cultural Expression
Statement of Inquiry “People ignore design that ignores people” Frank Chimero For a product to be well designed it must take the potential users into full consideration, not only their aesthetic preferences, but also the more mundane functional requirements, such as cost, security and ergonomics. It is important to then prioritise these depending on the context in which the product will be used and the technology that is available.
ATL Focus Communication Creative Thinking Transfer Affective Skills Content Focus user needs, use of standard components, existing product analysis, sketching, soldering, CAD/CAM, box construction
|
|
Unit 2 Title - |
Fairtrade |
Future Brands |
Movie Snacks |
|
|
Key Concept Communities Global Context Fairness and Development Statement of Inquiry Many farmers, growers, and producers around the world are not paid a living wage. Fairtrade International aims to redress this problem by creating “partnerships between producers and traders, businesses and consumers.” There is a substantial market for Fairtrade food and drinks and, as designers, we can communicate a product’s credentials so that it appeals to our target market. ATL Focus Communication Organisation Reflection Content Focus Fairtrade, design for target market, drawing and Photoshop skills, nets, 2D Design.
|
Key Concept Development Global Context Scientific & Technical Innovation Statement of Inquiry The Longitude Prize was awarded to John Harrison in 1714 for solving the problem to keeping accurate time at sea so Longitude could be measured accurately. Our world is now very different, so BBC Horizon has offered £10 Million for anyone who can come up with a scientific solution to the world’s problems. The areas are: Flight, Paralysis, Food, Water, Anti-biotics, and Dementia. ATL Focus Information Literacy Creative Thinking Critical Thinking Content Focus Logos, typefaces, tag-line, 6 global problems with scientific solutions, Photoshop skills, nets
|
Key Concept Communication Global Context Personal & Cultural Expression Statement of Inquiry
ATL Focus Transfer Content Focus
|
|
Unit 3 Title - |
Eat Well |
Food Miles |
Free From |
|
|
Key Concept Systems Global Context Fairness and Development Statement of Inquiry In order to live well, we should adopt healthy eating habits. All meals have the potential to be adapted in ways that promote healthier lifestyles. It your task to understand what healthy eating means and produce a dish that reflects that knowledge. ATL Focus Collaboration, Transfer Skills, Reflecting, Organisation and Communication Content Focus Eatwell guide, health and safety, Food Hygiene, using equipment, presenting and evaluating.
|
Key Concept Development Global Context Globalisation and sustainability Statement of Inquiry Over 50% of all food consumed within the UK is imported. Many people are unaware of the implications of imported food such as its carbon footprint and how sustainable this method of consumption is. Your task is to research food provenance and design and produce a dish with the lowest food miles possible. ATL Focus Critical thinking, Collaboration, Transfer Skills, Reflecting, Organisation and Communication Content Focus Food provenance, carbon footprint, free range and organic farming, local produce, importation of food, Fair Trade, developing cooking skills.
|
Key Concept Communities Global Context Identities and relationships Statement of Inquiry Our food choices are influenced by a number of factors, ranging from fashion to faith. Your task is to understand the many different ways our diet is affected and to design and produce a dish suitable for a group of people with a specific dietary requirement. ATL Focus Reflecting, Collaboration, Transfer Skills, Organisation and Communication Content Focus Factors affecting food choice: Age; Faith; Ethics; Medical needs; Intolerances and Allergens, practising high level cooking skills in practical sessions.
|
|
Unit 4 Title - |
BlockHeads |
|
|
|
|
Key Concept Systems Global Context Personal and Cultural Expression
Statement of Inquiry Mass customisation means consumers can purchase a mass-produced object and choose from several options to feel like they are receiving a unique piece, when in reality many others will choose the same combination. ATL Focus Self-management skills Communication skills Content Focus Health and Safety, Orthographic, Isometric, 3D CAD, woodworking, customising
|
|
|
In Year 10 students currently complete seven different projects alongside weekly theory lessons, where all exam content is taught. The projects are of different length and outcome and are undertaken either individually, in pairs or in small groups. Some are external live briefs. One of these is through the Design Museum in London, where we take the group to initiate the project. The project outcomes are designed to include most of the work that will be expected of their NEA in Year 11, including modelling and prototyping. Although all the theory content is taught, it is expected students make their own notes and read around each topic independently.
We begin the NEA in the last half of the summer term, when the first draft of the research, design brief and specification is expected to be completed. On their return in September students develop their ideas through sketching, CAD and physical modelling before completing, testing and evaluating a working prototype in the Lent term. Theory lessons in Year 11 focus more on examination techniques, rather than content.
Outline
Year 12 begins with a generic look into what design is about and what examples of good design are based on Dieter Rams’ ten principles. We then spend the rest of the year covering all but one of the topics through discussion, class work and prep; alongside mini projects where students design and make their own outcomes within teacher-directed parameters to ensure good timekeeping. Students are expected to contribute verbally to all lessons, as well as giving presentations to the whole class about their work, in order to prepare them for higher education and the world of work. In the summer term the students begin their IA, where they select a problem or opportunity to design for and research it thoroughly.
In Year 13 they develop their ideas for a solution through sketching, modelling, CAD, prototyping, testing and evaluating alongside weekly theory lessons that cover any outstanding topics and focus more on examination technique and the study of past papers and mark schemes.
The difference between the Standard Level and Higher Level courses is one of depth of topics and a better understanding of designing and manufacturing on a commercial scale.
Purpose: How does the curriculum support a holistic approach to education that goes beyond academic development?
Our students are from a range of backgrounds, so we encourage them to share their life experiences, languages and culture in their work (particularly their IA), and in discussions. We visit a European city to experience the local culture as well as its design, architecture and manufacturing. We also invite ex-students to talk about their paths into the creative industries and to advise on portfolio and interviews for university.
Environment: How is the curriculum adjusted to ensure all students can succeed?
We begin Year 12 focusing on simple design and make skills, which they can then develop throughout the course independently as they carry out the mini design projects alongside theory-based lessons. These are designed for beginners to DT as well as a recap for experienced students. Quite often we will ask the latter to lead the sessions for us, which is quite nice for all involved.
Learning: How is feedback written into the curriculum to ensure that all students are set challenging goals?
Every 2 weeks the students submit the latest version of their folder via Teams as a pdf. Written feedback is given via Teams as often as possible. Verbal feedback is given more frequently in lessons. After every topic, students sit a test via Forms. The scores are posted, as is the grade it would achieve, before a lesson is dedicated to going through the mark scheme so students can identify where to improve.
When we have taught CAS recently, we focus on introducing everyday practical skills to 6th form students who may not have done anything like it before but will find them useful in later life. These include putting up shelves and making garden furniture and products from reclaimed pallets.
Every year we participate in the local Rotary Club’s DT tournament with 6 other local schools.
We also make batch-produced products for the regional Young Enterprise fair, where we have been previous winners of Best Product.
On a recent cross-curricular day we have run a giant Towers of Hanoi competition, which tests the students’ fitness, logical thinking, coordination and communication skills.
Trips play a big part in our KS4 and 5 curriculum. Every year we take Year 10 to the Design Museum for the launch of our participation in Design Ventura. Year 10 Food visit Gu factory up the road. And Year 12 have the aforementioned trip to Europe.