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Design & Technology

 

Design and Technology at Deira International School

Our DIS Design and Technology curriculum aims to provide pupils with the skill set to:

  • Identify and solve their own design problems and understand how to reformulate problems given to them.
  • Develop and communicate design ideas using annotated sketches, detailed plans, 3-D modelling.
  • Select from and use specialist tools, techniques, processes, equipment and machinery precisely.
  • Select from and use a wider, more complex range of materials, taking into account their properties.
  • Test, evaluate and refine their ideas and products against a specification.
  • Understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists.
  • Understand the common physical and working properties of materials.
  • Understand that materials and components can be classified according to their properties and working characteristics.

Please click on the arrow for a detailed breakdown:

Curriculum Intention

Students will learn through a variety of creative and practical activities, pupils will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. The primary focus in Year 7 will center around plastics and it is through this core topic that all other sub strands will be implemented.

The aim of this process is to develop students who are:

Inquirers. They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning.

Knowledgeable. They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers. They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators. They understand and express ideas and information confidently and creatively.

Risk-takers. They approach unfamiliar situations and uncertainty with courage and have the independence of spirit to explore new roles, ideas and strategies.

Reflective. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations.

Curriculum Implementation

In Year 7 we teach the UK National Curriculum, supported by clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children.

All teaching of DT follows the design, make and evaluate cycle. Each stage is rooted in technical knowledge. The design process is rooted in real life, relevant contexts to give meaning to learning. While making, students are given choice and a range of tools to choose freely from. To evaluate, students will be able to evaluate their own products against a design criteria. Each of these steps is rooted in technical knowledge and vocabulary. DT is always taught to a high standard, where each of the stages is given equal weight.

Assessment

Assessments is both practical and theory based in line with the expectations of GCSE/IB.

Theory 50%

Practical 50%

Theory: Students are asked to complete knowledge based Socrative assessments to assess understanding of theory knowledge as well as complete manufacturing diaries to demonstrate knowledge and understanding of the manufacturing process.

Practical: Students are assessed practically each term through the design and making of their own solution to a given design brief. In year 7 the skill set is based on the cutting, shaping, joining and finishing of plastic. 

Project 1 – Pencil Holder

Project 2 – Mobile Phone Display

Wider Curriculum

  • English – each year group is given subject specific key words for their particular projects
  • History/Social Studies/Geography – History of design and the impact it has had on society/ Social implications of design and our ethical choices as consumers/ How geographical location can impact the design requirements of a product.
  • Art– communication of both 2D and 3D sketching techniques
  • Mathematics – Use of different metrics and the understanding of measurements in the design process
  • Students will be able to participate in a range of CCA activities including: IKEA maker day, Upcycling Scheme, KS3 CAD Club

Curriculum Impact

By the end of Year 7 pupils will be able to:

  • Design purposeful, functional, appealing products for themselves and other users based on design criteria.
  • Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  • Explore and evaluate a range of existing products

 

Curriculum Intention

Students will learn through a variety of creative and practical activities, pupils will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. The primary focus in Year 8 will focus around woods and it is through this core topic that all other sub strands will be implemented.

The aim of this process is to develop students who are:

Inquirers. They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning.

Knowledgeable. They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers. They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators. They understand and express ideas and information confidently and creatively.

Risk-takers. They approach unfamiliar situations and uncertainty with courage and have the independence of spirit to explore new roles, ideas and strategies.

Reflective. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations.

Curriculum Implementation

In Year 8 we continue to teach based on the UK National Curriculum and build on skills and knowledge gained from the previous scheme of work in Year 7. This time we take our focus to the material area of woods. Skills and knowledge are built on from the previous year and sequenced appropriately to allow a natural progression of both skills and independence.

In Year 8 follow the design cycle of design, make and evaluate. Each stage is rooted in technical knowledge. The real life, relevant context for Year 8 is based on local culture and well as modern technologies.

While making, students are given choice and a range of tools to choose freely from. To evaluate, students will be able to evaluate their own products against a design criteria. Each of these steps will be rooted in technical knowledge and vocabulary specific to Year 8 projects, materials and processes.

Assessment

Assessments is both practical and theory based in line with the expectations of GCSE/IB.

Theory 50%

Practical 50%

Theory: Students are asked to complete knowledge based Socrative assessments to assess understanding of theory knowledge as well as complete manufacturing diaries to demonstrate knowledge and understanding of the manufacturing process.

Practical: Students are assessed practically each term through the design and making of their own solution to a given design brief. In year 8 the skill set is based on the cutting, shaping, joining and finishing of wood/plastic. 

Project 1 – G-Wagon

Project 2 – Desk Tidy

Wider Curriculum

  • English – each year group is given subject specific key words for their particular projects
  • History/Social Studies/Geography – History of design and the impact it has had on society/ Social implications of design and our ethical choices as consumers/ How geographical location can impact the design requirements of a product.
  • Art– communication of both 2D and 3D sketching techniques
  • Mathematics – Use of different metrics and the understanding of measurements in the design process
  • Students will be able to participate in a range of CCA activities including: IKEA maker day, Upcycling Scheme, KS3 CAD Club

Curriculum Impact

By the end of Year 8 pupils will be able to:

  • Identify and solve their own design problems and understand how to reformulate problems given to them
  • Select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties
  • Investigate new and emerging technologies

Curriculum Intention

Students will learn through a variety of creative and practical activities, pupils will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making.

The primary focus in Year 9 will revolve around Resistant Materials and it is through this core topic that all other sub strands will be implemented. It will be in Year 9 that we bring together all the skills and knowledge learned from the previous two years of study and combine them in one project.

The aim of this process is to develop students who are:

Inquirers. They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning.

Knowledgeable. They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers. They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators. They understand and express ideas and information confidently and creatively.

Risk-takers. They approach unfamiliar situations and uncertainty with courage and have the independence of spirit to explore new roles, ideas and strategies.

Reflective. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations.

Curriculum Implementation

In Year 9 we build on skills and knowledge gained from the previous two years. The previous focus off plastics (Year 7) and woods (Year 8) is combined in Year 9 where students undertake a project that requires all of these to create a successful outcome made from both resistant materials wood and plastic,

It will be these skills and knowledge built on from previous years and sequenced appropriately that allows a natural progression which is tested and concluded in this final scheme of work.

Students will follow the now familiar design cycle of design, make and evaluate. Presented with a real life, relevant context for which they are to independently provide a solution for.

While making, students will be given choice and a range of tools to choose freely from. To evaluate, students are be able to evaluate their own products against a design criteria. Each of these steps will be rooted in technical knowledge and vocabulary.

Each of the stages will be given equal weight. In year 9 more emphasis is placed on communicating ideas in a range of both 2D and 3D rendered sketching techniques.

Assessment

Assessments is both practical and theory based in line with the expectations of GCSE/IB.

Theory 50%

Practical 50%

Theory: Students are asked to complete knowledge based Socrative assessment on:

Properties

Plastics

Woods

ACCESS FM

Students will complete an electronic manufacturing diary with images and specific health and safety steps

Practical: Students are assessed practically through one final KS3 project which requires the combination of skills, tools and processes of all previous projects.

Project – Stationary Solution

Wider Curriculum

  • English – each year group is given subject specific key words for their particular projects
  • History/Social Studies/Geography – History of design and the impact it has had on society/ Social implications of design and our ethical choices as consumers/ How geographical location can impact the design requirements of a product.
  • Art– communication of both 2D and 3D sketching techniques
  • Mathematics – Use of different metrics and the understanding of measurements in the design process
  • Students will be able to participate in a range of CCA activities including: IKEA maker day, Upcycling Scheme, KS3 CAD Club

Curriculum Impact

By the end of Year 9 pupils will be able to:

  • Use research and exploration, such as the study of different cultures, to identify and understand user needs
  • Select from and use specialist tools, techniques, processes, equipment and machinery precisely.
  • Analyse the work of past and present professionals and others to develop and broaden their understanding
  • Understand and use the properties of materials and the performance of structural elements to achieve functioning solutions
THE LEARNING JOURNEY FOR DESIGN AND TECHNOLOGY  
     
Unit / Block of workKey Episodes / QuestionsAdditional DetailLength of time.Learner Attribute(s)
     
Pencil holderDevelop your understanding of Health and SafetyEssential students are following the DATA health and safety procedures throughout DIS journey1 term 
 To identify the two main groups of plastic.IB Topic 4 content and IGCSE materials exam content  
 Analyse the impact of plastics on the environment IB Topic 2 SL and Topic 9 HL is heavily focused on sustainable and green design Risk Taking
 Be able to write a manufacturing plan based on knowledge of tool and machinery   
 To apply your practical skills safely and effectively in manufacturing a final prototypeAT IGCSE Criterion 4 – students must develop prototypes and final idea using a range of workshop skills and Criterion 6 – students must reflect and log their making journey  
 To log and demonstrate that all practical work is your own through a making diary  
     
 Apply finishing processes for Acrylic   
     
Graphics packaging and Casting keyringAnalyse a range of packaging.At IGCSE and IB level students are expected to demonstrate perceptive analysis in Criterion 1 or A1 term 
 To demonstrate an understanding of 1point perspective drawingIGCSE Design paper Q3, student must demonstrate a range of drawing techniques Communicator
 Be able to draw in 2point perspective accurate and be able to present your design in 3D using rendering and shading technique.   
 How to use client opinion in establishing success of a design?Client feedback is a valuable part of iterative design, students must demonstrate iterative thinking in their IA  
 How to successfully annotate work throughout the folioStudents are expected to annotate design ideas throughout the Criterion 3 and 4 section of the coursework, this also expected in IA for IB in the  development stage  
 understand the characterisitics of pewter and casting   
 understand the characterisitics of pewter and castingIGCSE Exam questions – section B of paper 3 – students must know a range of finishing processes  
     
     
Sustainable LampHow waste in landfill has a negative effect on the environmentIB Topic 2 SL and Topic 9 HL is heavily focused on sustainable and green design1 term 
 Be able to analyse a product and learn from its key featuresStudents are expected develop analytical commentary throughout DIS DT curriculum as it is expected in IB and IGCSE course Thinker
 To carry out primary research and establish the wants and needs of a client   
 To use basic sketching techniques to display design ideas   
 Be able to create a design specification based on the research you have carried outCrtieron 2 IGCSE – students are expected to develop a well-written specification  
  To know how to analyse the success of a design against set criteria   
 Be able to write a manufacturing plan based on knowledge of tool and machinery   
 To apply your practical skills safely and effectively in manufacturing a final prototypeAT IGCSE Criterion 4 – students must develop prototypes and final idea using a range of workshop skills and Criterion 6 – students must reflect and log their making journey  
 To log and demonstrate that all practical work is your own through a making diary  
THE LEARNING JOURNEY FOR DESIGN AND TECHNOLOGY   
     
Unit / Block of workKey Episodes / QuestionsAdditional DetailLength of time.Learner Attribute(s)
     
Desk OrganiserDevelop your understanding of Health and SafetyEssential students are following the DATA health and safety procedures throughout DIS journey1 term 
 I can follow the working drawing to mark out the given pieces.   Principled
 I am able to describe best practice for using a craft knife and rule   
 I will be able to describe how the desk organiser will be assembled.     
 I am able to generate ideas using SCAMPER   
 I will be able to recognise types of woods.  Investigate the primary source of wood and how they are made into stock forms  
 I am able measure and mark accurately IGCSE Spec: Analyse the characteristics of different types of woods  
 I am able to design and manufacure my desk organiserAt IGCSE Criterion 4 – students must develop prototypes and final idea using a range of workshop skills and Criterion 6 – students must reflect and log their making journey  
    
     
     
     
BirdhouseDevelop a understanding of iterative design  1 term 
 generate a range of ideas   
 Understand how to read orthographic drawings and be able draw orthographics drawingsCriterion 5 – IGCSE coursework and Criterion C and E for IA/IB Thinker
 measure and mark accuratley At IGCSE Criterion 4 – students must develop prototypes and final idea using a range of workshop skills and Criterion 6 – students must reflect and log their making journey  
 Make a range of wood joints   
 assessmble all the parts of the birdhouse  
 Apply finishings process on timber  
     
     
Drawing techniquesLearn the rules of 1-point and 2-point perspectiveIGCSE coursework – link to Criterion 3 – generating ideas and IGCSE Design paper  1- Q31 termCommunicator
 Develop your understanding of isometric drawings  
 Further develop your Crating skills   
 Attempt IGCSE Design questions Q3   

Year 9

Term

Overarching Topics

Assessment

Learning Resources

Term 1

 

 

 

Overarching Topic: Materials

 

Learning Objective

 

–          To understand the common physical and working properties of materials

–          To understand that materials and components can be classified according to their properties and working characteristics.

–          To understand the environmental impact of deforestation

–          To be able to identify different wood joints.

–          To be able to use isometric paper to sketch different wood joints.

–          To be able to identify common plastics.

–          To be able to generate design proposals that match the criteria.

–          To be able to use the correct tools and equipment to mark out wood.

 

 

Theory (50%). A student’s subject knowledge of materials and properties is to be assessed through a multiple choice Socrative.

 

Practical (50%). Marks are awarded through a student’s ability to communicate design proposals in relation to a specific design brief.

 

Term 2

 

 

 

 

Overarching Topic: Stationary Holder

 

Learning Objective

 

–          To Identify relevant sources of information, using a range of resources including ICT

–          To be able to select and use tools, equipment, and processes to shape and form materials safely and accurately and finish them appropriately.

–          To be able to discuss the working characteristics and applications of a range of modern materials, including wood and plastics.

–          To be able to use a range of techniques to join wood including; PVA, wood screws and wood joints.

–          To be able to work with both wood and plastic to manufacture one solution to a given problem.

 

 

Theory (50%). Students produce an electronic manufacturing diary to document all steps, tools, equipment and safety in the making of their final product.

 

Practical (50%). Marks are awarded for the students completed product (Stationery Holder). Students must independently demonstrate a wide range of workshop skills in both wood and plastic. These skills must be combined in one product.

 

 

Term 3

 

 

 

 

 

Overarching Topic: Stationary Holder

 

Learning Objective

 

–          To be able to use ACCESS FM to perform a detailed Product Analysis.

–          To be able to use a range of drawing techniques including isometric, 1 point and 2 point perspective.

–          To be able to render a presentation drawing using a range of techniques.

–          To produce a mind map displaying information across a range of materials and properties.

 

 

Theory (50%). A student’s subject knowledge of materials and properties across KS3 is to be assessed through Socrative.

 

Product Analysis (50%) Students must perform a PA to identify its strengths, weaknesses and recommend modifications for improvement.