Curriculum Statement: Design technology 

Core Values

Our curriculum is underpinned by our core values;

Respect
Integrity
Trust
Diligence
Fearless
Driven

Curriculum intent

Resistant Materials is a subject that encourages students to develop their own ideas within a guided framework during Key Stage 3. Students learn the importance of gathering research material to help them develop ideas for products that take account of the needs and interests of prospective users.

Through theory and practical application, students are able to improve their skills in hand drawing and 3D modelling ideas both in card and using a laser cutting machine. To be able to appreciate the benefits of both techniques. They are encouraged to be able to verbally articulate their ideas and make suggestions for improvement.

In practical students are able to ‘bring to life’ their designs using a range of techniques such as sawing, drilling, filing, sanding, machining and finishing which includes painting, waxing and varnishing.

The purpose of this is to help students become independent, confident individuals and give them skills that can last a lifetime. To enable them to solve problems and see alternative ways forward.

KS3 & KS4 Curriculum Map

Curriculum implementation 

Through transition

As a department, we support several transition days for Year 5 and Year 6 students as well as supporting practical experiences in RM on Open Evening. During these events, students are able to access and use materials in a fun and accessible way. 

Through nurture provision (Individual needs)

We support those with individual needs in a variety of ways. For all students we provide materials so they are able to succeed in lessons. We provide revision books and materials for GSCE students. We encourage all learners to take risks and experiment. In Key Stage Four, we support free choice with practical work within exam board guidelines and experimentation; for example, bringing in additional resources to improve their ideas.

Through enrichment

There are opportunities for workshop time after school to develop an idea of their own. Students can also use this time to catch-up with any practical work they may have missed due to illness.

Year 11 students are encouraged to use this time to enhance their project work.

Through teaching, learning & assessment

The curriculum is taught by a wide range of teaching styles and methods to meet the learning styles of the students. It is the intention to give meaning full experiences and values that will go beyond learning in lessons. The majority of the curriculum will be delivered by practical making activities. The key skills and knowledge will be demonstrated to show correct methods and practice; for example, marking out materials and correct use of the saw for cutting. This is supported with written instructions and guides. Students will need to apply the theory to their method and practice so will have time for reflective and collaborative learning individually and with peers. Home learning tasks are designed for students to research and present work on tasks that inspire and motivate their interest in Resistant materials. At Key Stage Four, students learn theory by a variety of opportunities; both teacher-led and short interactive tasks. These are designed to extend previous knowledge and understanding.  

Through promoting literacy

Key words are used throughout the teaching of Resistant Materials and are shared visually in lessons. We use a literacy mat that supports Tier 2 and 3 language that is specific to Resistant Materials in theory lessons. Spellings are marked and students are asked to improve them during DIRT lessons.

Each subject has a copy of the school’s literacy strategy this is used to support the accurate use of subject specific spelling and correct use of grammar and punctuation. The subject specific word listed on each document are Tier 2 and Tier 3 language. The aim of this document is to provide learners with a format that is familiar, but developed for the lesson they are in at the time. Classrooms display Tier 2 and Tier 3 language for the specific topics being taught. Spellings of key words are corrected when work is deep marked. A literacy target is given. Both are addressed during DIRT sessions where learners are asked to improve their work in a dedicated section of any given lesson.

Through homework

Key Stage Three students have home learning projects which allow students to develop larger multimedia work, based on the theme they are they are given. Project work is set over a long period of time for students to embed their learning over an extended period of time, options are given to allow students choice in the work they produce.

Home learning projects are assessed, marked and students are given feedback which allows them to review, develop and improve their work going forward.

Curriculum Impact

The impact of the school’s curriculum is measured through several means:

• Outcomes for students at GCSE in Y11
• Progress and attainment data for current year groups
• uptake to GCSE options 
• Engagement in enrichment activities
• Student voice