Curriculum Intent
Design Technology at Holcombe is focused on equipping students with a rounded experience of being a designer and maker. This experience is underpinned by traditional techniques but embraces the modern world of new technologies, innovative processes and materials.
Students are empowered to question the design world they live in and to find the problems of tomorrow. This iterative process demands originality, creativity and innovation. The department is passionate about design and producing designers equipped to excel in further education and in industry.
Key Stage 3
The department has gone through a re-design of all Key Stage 3 projects. This process had the goal of embracing the new departments team ethos and the new design technology specification of using design history to inform an iterative exploration of design ideas. Projects at Year 7 and 8 are based around fixed real life design scenarios. This program of study includes E-textiles, CAD and CAM design as well as graphic skills to creatively communicate design ideas. Year 9 students work with open briefs focusing on original outcomes and real world design scenario’s. This includes the design Ventura design museum competition, SMART materials and a preparing for university food project.
Year 7
| Subject | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
| DT-Projects to be run on a rotation of 12 week projects so all projects will be active throughout the year. | STEM project | STEM project | Resistant Materials Arts and Crafts Tablet stand | Resistant Materials Arts and Craft Tablet stand | Graphics- Hand Held Design Museum pocket money game | Graphics- Hand Held Design Museum pocket money game | |
Year 8
| Subject | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
| DT-Projects to be run on a rotation of 12 week projects so all projects will be active throughout the year. | Textiles-Ted Baker pop up shop personalised pencil case. | Textiles-Ted Baker pop up shop personalised pencil case. | Resistant Materials-Alessi Metal key fob with vac-formed packaging. | Resistant Materials-Alessi Metal key fob with vac-formed packaging. | Graphics-Grand Designs CAD Architecture project. | Graphics-Grand Designs CAD Architecture project. | |
Year 9
| Subject | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
| DT-Projects to be run on a rotation of 12 week projects so all projects will be active throughout the year. | Food- Preparing for university a survival guide for student living. | Food- Preparing for university a survival guide for student living. | Electronic Systems-Lighting project | Electronic Systems-Lighting project | Graphics- Frank Gehry rapid prototyping corrugated cardboard slot toy. | Graphics- Frank Gehry rapid prototyping corrugated cardboard slot toy. |
Key Stage 4
Year 10
Students are taken on a truly creative journey where they develop their own design style. This includes entering the design museum competition to learning how to use the laser cutter, industry standard CAD/CAM programs and 3D printer. Students build a tool kit of workshop knowledge working in the traditional material groups and making processes. They also explore the latest SMART materials and manufacturing processes through completing a range of creative projects that leads to the non-examination assessment practice.
Year 11
Students are offered a range of design contexts to explore leading to a personalised design brief. The design brief allows students to take their own creative journey to solve identified problems. It promotes a truly creative path of CAD modelling, rapid prototyping and iterative mix media designing. This leads to a unique outcome that is project managed to a fully operational prototype stage and is supported by precise technical drawings and a progressive evaluation leading to suitable improvements possibilities.
Design and Technology offers a unique opportunity in the curriculum for learners to identify and solve real problems by designing and making products or systems. Through studying GCSE Design and Technology, learners will be prepared to participate confidently and successfully in an increasingly technological world; and be aware of, and learn from, wider influences on design and technology, including historical, social/cultural, environmental and economic factors.
The subject content is presented under two headings: technical principles and designing and making principles. Within each area, the content is further divided into core knowledge and understanding and in-depth knowledge and understanding.
Learners will complete two components outlined below:
Component 1: Design and Technology in the 21st Century – Written examination: 2 hours – 50% of qualification
A mix of short answer, structured and extended writing questions assessing candidates’ knowledge and understanding of:
- technical principles
- designing and making principles
along with their ability to
- analyse and evaluate design decisions and wider issues in design and technology.
Component 2: Design and make task – Non-exam assessment: approximately 35 hours – 50% of qualification
A sustained design and make task, based on a contextual challenge set by the exam board, assessing candidates’ ability to:
- identify, investigate and outline design possibilities
- design and make prototypes
- analyse and evaluate design decisions and wider issues in design and technology.
Year 10
| Subject | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
| DT | Toolbox (Specialist Woodworking Knowledge) | Toolbox (Specialist Woodworking Knowledge) | Smart, Modern, Composite Materials | Additional Materials (Metal Spanner Project) | NEA Practice – Prototyping/Contexts | NEA Context Map – Design Brief |
Year 11
| Subject | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
| DT | NEA – Sketchbook | NEA – Portfolio & Making | NEA – Making | NEA Testing, Evaluation, Modifications | Exam Revision | GCSE Exams |
Years 12 and 13
The Product Design A-level is a course designed to develop an interest into a passion. Students have the unique opportunity to develop their own design style and to experience a course tailored to preparing for the next step into University or into industry. The course teaches students how to be an all-round designer with them learning a tool kit of practical process, machinery, materials, CAD software and CAM processes. This allows the students to tailor their creative journey by being able to identify the correct processes and materials to solve the problems they set out in their own design briefs. The specification encourages learners to use creativity and to be confident to explore their own imagination.
Year 12
| Subject | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
| DT | NEA – Intro to product design. EXAM – 1 – Innovation | NEA – Context exploration. EXAM – 2 – Materials & Components | NEA – Modelling & Testing. EXAM – 4 – Industrial & Commercial Practice | NEA – Modelling & Testing. EXAM – 5 – Product Analysis & Systems | NEA – One Context. EXAM – 5&7 – Public Interaction & Marketing | NEA – CAD Initial Design EXAM – Exam practice & review. |
Year 13
| Subject | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
| DT | NEA – Final Design. EXAM – 7 – Public Interaction & Marketing | NEA – Making. EXAM – 6 – Sustainability | NEA – Making. EXAM – 3 – Processes | NEA – Making | Exam Practice |
Online Learning Support
Careers
Design and technology GCSE, Food preparation and nutrition and Product Design A level are gateway qualifications into a wide range of creative career paths. The courses provide students with the experiences to start to specialise in the area of the creative world they excel in. The courses also allow the learner to become a holistic designer with a wide range technical skills to allow for a widening of career possibilities.
| A glimpse at the careers available from the design sector
Apprenticeships
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British Values
Design Technology at Holcombe grammar school is focused on producing original designers, great makers but more importantly good citizens and cultivating future leaders. This starts by the department embracing open debate, team work and individualism. This iterative design journey is guided by proud and passionate staff that empower students to blossom in an environment of mutual respect and tolerance, with an ethos of originality over a path most trodden.
‘It’s better to fail in originality then to succeed in imitation’