Subject Leader: Mrs N Creaven
Spiritual Developing deep thinking and questioning the way in which the world works promotes the spiritual growth of students. In technology lessons pupils are always encouraged to delve deeper into their understanding of design and technology and how it relates to the world around them.
Moral Pupils learn to develop a sense of purpose in technology by investigating issues in industry concerning fair trade and working conditions. Viewpoints of others and other potential ethical issues are discussed. Students will understand the implications of making decisions that affect different people, throughout the design process and consider the environment through their use of materials and processes.
Social In technology, group work is encouraged where pupils discuss, plan and share out responsibilities enabling them to develop team working skills. Students are encouraged to look at a wide range of social factors in technology. This starts in KS3 and becomes more detailed in KS$/5. Throughout the design and make rotations in KS3 there is a strong focus on designing for a particular group of people. Students have to consider the needs of their target market to ensure their product is to be successful. In KS4 the coursework is always catered around a particular need or problem which students then have to research who would benefit from their outcome.
Cultural Design and technology investigates into the diversity of differing cultures through exploration of cultural trends. Pupils learn traditions from a variety of different cultural backgrounds and are encouraged to apply them to a design situation. Cultural issues are further focused on throughout KS4 and 5 through looking at different religions/diets and products that would be suitable for specific cultural needs. Students are encouraged to accept different cultures and nationalities to deliver a balanced curriculum. There is a strong focus on different cultural methods of fabric decoration at KS4.
MORE ABLE STUDENTS Talented design and technology pupils are nurtured and challenged at BHA. There is no ceiling on attainment and right from year 7 students are encouraged to push their creative boundaries. Students used as teachers and role model to others to consolidate learning.
KEY STAGE 3: In key stage 3 technology works on a rotation basis where each student completes and 7-8 week project in each of the technology areas:
Year 7 Textiles: Students in year 7 are encouraged to develop key design and technology terminology and apply this in the classroom every lesson. The transition from year 6 to year 7 sees the development of sewing machine skills in which pupils design and manufacture a cushion using at least 3 different decorative techniques. During this rotation, students develop research and design skills and learn about the importance of considering ‘user’ views in design contexts. Students are able to learn and demonstrate at least 3 surface decoration techniques and apply them to their product. The final outcomes are monitored and checked for quality control by the students themselves in order to ensure the outcomes are of high quality.
Year 8 Textiles: In year 8, students in textiles technology develop on from the skills learnt in year 7. Additional surface decoration techniques are demonstrated and applied to a new design brief and context. The project is a Fashion project where students customise a T-Shirt. Students go onto develop evaluative and reasoning skills when justifying and deciding on their final product idea. This is a hands on, creative project that will allow pupils to make progress towards making skills in textiles.
Year 9 Textiles:
In year 9 students consolidate and extend their decorative skill further by designing and making a canvas. The theme for this brief is Hobbies and Interests for a chosen target group. They will be encouraged to experiment with a range of techniques and students then go onto develop evaluative and reasoning skills when justifying and deciding on their final product idea. This is a hands on, creative project that will allow pupils to make progress towards decorative techniques in textiles.
Year 10 GCSE Textiles: Autumn Term During the first half of term 1 students learn a wider range of decorative and construction techniques not learnt at KS3. For example: Silk screen printing, quilting, embellishing, fabric manipulation etc.
During the second half of term 1 students start the research section of their first Controlled Assessment Task – Unit A571. This is based on a recycling theme and students have to research into sustainability in detail. This involves researching a brief, analysing existing products in detail and formulating a detailed design brief and specification.
Topics in this term focus on environmental, moral, cultural and social issues as well as fabric finishes and exam style questions on making processes.
Spring and Summer term During these two terms students complete a wide range of design ideas and experimental techniques. We encourage students to develop skills in pattern drafting. They then complete making a prototype of their chosen design idea. The stages of making are evaluated in detail.
Year 11 GCSE Textiles:
Autumn and Spring term
Students start the research for their next Controlled Assessment Task; Unit A573. This is a basic introduction into a chosen theme resulting in a detailed design brief and specification.. There is a strong focus on design and creativity for this task where students have to evaluate their design ideas against the specification. Although the purchase of commercial patterns is acceptable for this exam board, we would like to challenge our students in gaining key skills of fashion design through the creation of a pattern. This allows pupils to take ownership and responsibility of their outcome. During the idea generation section, pupils will continue to upskill in theoretical knowledge for their examination in at least one lesson a week. Topics in this term focus on smart and modern technologies, pattern terminology/symbols as well as health and safety in the workshop. A mock examination paper will be completed to assess pupils emerging needs and progress.
Students will continue to manufacture their final outcome implementing quality control checks at every stage. Following on from the manufacture of their product, students should evaluate their processes and procedures in thorough detail, referencing any changes that they could make. Shortly after this, students should have completed the coursework section equating to 60% of the qualification.