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Rosewood School

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Design Technology

Description of school
Rosewood is an urban special school for boys of secondary age who have Social, Emotion and Mental Health difficulties. Pupils are drawn from all over the borough and reflect a wide social mix and very varied family backgrounds.

Nature of Subject
The core experience in design and technology is essentially about providing opportunities for pupils to develop their capability, through combining their designing and making skills with knowledge and understanding in order to create quality products.
In addition the department sees the preparation of young people for citizenship in a technological society as a central activity within the subject.

Knowledge, Skills and Understanding
The core activity of design and technology involves investigative, disassembly and evaluative activities related to products and their applications; focused practical tasks to develop skills in the fields of knowledge; materials and components; control and systems, structures; quality and health and safety.

Teaching and Learning approaches
Teaching and learning approaches will be in line with the Teaching and Learning Policy.

Assessment and Reporting
Assessment and reporting is in concert with the whole school Marking and Assessment Policy. Work is differentiated by input and output.

Cross Curricular Links
The scheme of work for this subject will include opportunities for Literacy across the Curriculum, Numeracy across the Curriculum and ICT. It will also include opportunities for social, moral, spiritual and cultural issues to be addressed. These will be highlighted in the scheme of work.

Monitoring and Evaluation
The subject curriculum is to be reviewed each year and subject advisors (where available) are to be consulted in this process. The curriculum delivered should be monitored by the subject teacher and a senior member of staff charged with that responsibility. An annual audit of the curriculum is undertaken to evaluate each year’s curriculum delivery and to aid future planning.

Management of the subject
The Subject Co-ordinator has a job specification giving detailed areas of responsibility. The overview of the school’s curriculum is the time management responsibility of the Deputy Head Teacher.

Special Needs
Subject will follow the guidelines laid out in the Special Educational Needs Policy.

Health and Safety
All activities, whether in school or off site, will be guided by the school's Health and Safety Policy.


Risk assessments are completed for all off site activities on each occasion and each pupil's participation is considered on the basis of the individual, the group and the activity. Risk assessments are held centrally by the Health and Safety Co-ordinator.

The Health and Safety Policy Risk Assessment Procedure should be seen as a positive process to enable as many students access to activities as possible.

Equal Opportunities
Rosewood School is committed to working towards equality of opportunity in all aspects of school life and aims to provide access to the curriculum for all its pupils.

Subject Guidelines 2020 - 2021
Key stage 2

Through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making.
Understanding materials
Design and make for yourself
Investigate and analyse a range of existing products

Key stage 3
QCA Design and Technology.
The Design and Technology course is exciting, varied and challenging. It involves designing and making, using a wide range of materials that include wood, metal and plastic. During Key Stage 3 pupils will carry out a number of mini-projects.

The Key Stage 3 projects will develop their understanding of materials, tools/equipment, processes, computer-aided design and Health and Safety issues.
Adapted units are based upon the following QCA Units:

Year 7
Understanding materials
Design and make for yourself
Design and make for markets
Design and make for a client

Year 8
Exploring materials
Design and make for a client
The world of a professional designer

Year 9
Exploring materials
Design for markets
Investigating moral, social and ethical design

Key Stage 4
The new OCR GCSE places greater emphasis on understanding and applying iterative design processes. Students will use their creativity and imagination to design and make prototypes that solve real and relevant problems, considering their own and other's needs, wants and values.

Core technological principles taught include: New and emerging technologies • Energy storage and generation • Modern and smart materials • Systems approach to designing • Mechanical devices • Materials and their working properties.

In addition to the core, the following specialist technical principles will each be studied through at least one of the D&T material areas (timber, metals, polymers, composites, textiles or paper and board): • selection of materials or components • forces and stresses • ecological and social footprint • scales of production • sources and origins • using and working with materials • stock forms, types and sizes • specialist techniques • surface treatments and finishes.

Students will learn key design and making principles: Students should know and understand that all design and technology activities take place within a wide range of contexts. They should also understand how the prototypes they develop must satisfy wants or needs and be fit for their intended use. They will need to demonstrate and apply knowledge and understanding of designing and making principles in relation to the following areas: • investigation, primary and secondary data • environmental, social and economic challenge • the work of others • design strategies • communication of design ideas • prototype development • selection of materials and components • tolerances • material management • tools and equipment • techniques and processes.

The above content will be examined through a 2 hour OCR written exam paper, constituting 50% of the GCSE outcome.

In addition to the examination, students will undertake a substantial Non Examined OCR Assessment Task (NEA): a project in which they will respond to a contextual statement released by the examination board in the June of year 10, requiring candidates to:
· identify, investigate and outline design possibilities to address needs and wants.
· design and make prototypes that are fit for purpose.
· analyse and evaluate design decisions and outcomes, as well as wider issues in design and technology.

The OCR NEA task is assessed by the school, and assessments are moderated by the exam board. It constitutes the remaining 50% of the GCSE outcome.


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