Unit Summary: As part of GCSE Design and Technology learners complete a range of skills projects under the categories of; mainly designing and mainly making alongside designing and making. As part of the skills based projects learners increase their confidence in using a range of materials, tools and processes. Learners are also exposed to a range of activities that help to begin to prepare them for their non-examined assessment based project. As a result of completing a range of skills projects, learners also develop their academic knowledge in preparation for the examination at the end of the GCSE course. Learners will be able to explore a range of big ideas such as; exploring famous worldwide architecture, responding to a design context linking to the WWF and there should be the possibility of attending school trips. Future you opportunities are also explored during the skills projects such as architects, upholsterers, museum curators and shop fitters!

Knowledge

(Curriculum content)

There is a great range of skills projects that learners complete as part of their GCSE D&T lessons. Some of the skills include; marking out and cutting materials, joining techniques, finishing techniques, computer aided design/manufacturing skills and modelling techniques. Alongside the many making skills thats are developed learners also develop their designing capabilities by further developing a range of techniques such as: isometric, oblique and perspective drawing techniques.

As part of the skills projects there is a real emphasis on the iterative design process where learners are able to develop and refine their ideas throughout each project in order to finally reach a finished outcome.

Academic Literacy

During each GCSE D&T skills project learners are able to use a wide range of resources to develop their academic literacy, this includes: knowledge organisers, key vocabulary lists and a range of starter/plenary activities used in lessons to reinforce a wide array of academic literacy that is required for each project.

What should learning look like at the end of a unit?

Generally during a skill project learners will finish the project with a final outcome, whether that be a practical physical outcome or a piece of design work. Learners will have an emphasis on ensuring each of their projects are finished to a high quality and showcase the skills that they have learnt appropriately. Alongside each practical process being developed during each skills project learners will produce work that evidences their learning and effectively communicates what they have learnt, this may be through the use of a sketchbook, producing a portfolio, presentation or a piece of academic writing.

Assessment Activity

The main emphasis during each skills project is on instant verbal formative assessment to highlight where learners can improve their work. This may be through one-to-one feedback or whole class feedback during lessons. This will often allow learners to ensure that their work is being improved throughout each project. Each class will also receive a whole class feedback opportunity once every two weeks to summarise any learning misconceptions and to focus on any excellence that has been demonstrated in the class and celebrating this achievement.

Unit Summary: As part of GCSE Design and Technology learners complete a NEA (non-examined assessment) at the end of year 10 and throughout year 11. The NEA contributes to 50% of each learners overall GCSE and is an excellent opportunity for learners to excel and to apply all of the skills that they have previously learnt. The NEA is assessed out of 100 marks and it is split into four key sections: investigate, design, make, evaluate. The NEA process allows for learners to follow the iterative design process to successfully respond to a given design context and theme.

Knowledge

(Curriculum content)

During the NEA learners are guided to use the knowledge and skills that they have previously learnt in order to be successful with their NEA project. This includes their prior experience of investigation in the form of: mind maps, mood boards, user profiles, existing product analysis’, case studies and specification writing. Learners will also use their design skills to successfully produce a range of relevant design ideas which will then be developed into a final chosen design idea. Learners will then apply their making skills in order to successfully manufacture the product that they have deigned, they will use a range of materials that they have had prior experience of working with. Finally learners will use their prior evaluation skills to successfully evaluate their product and to produce a life cycle assessment of their work.

Academic Literacy

Learners will predominantly be using a range of academic literacy from their prior learning, this will include key vocabulary learnt from a range of GCSE D&T theory and skills project lessons. Learners will be supported with their academic literacy by being able to access and use a NEA learner support booklet (which will be available digitally for learners to read at home) and examples of prior GCSE D&T NEA work completed by past learners. This will allow learners to aim for the highest possible outcome.

What should learning look like at the end of a unit?

The GCSE D&T NEA is a portfolio based project which is produced online and on paper. Learners will produce roughly 20 A3 pages of work for their portfolio which incorporates all four elements of the NEA: investigate, design, make and evaluate. Alongside the portfolio produced a successful learner will produce a final physical outcome made from a range of materials alongside a wide range of models of design ideas. Learners who are successful will be able to meet deadlines set and will aim to meet the top mark band for each criteria point.

Learners are proud of the work that they produce and often wish to take their work home and to use it within post 16 applications.

Assessment Activity

There are four key assessment areas: investigate - 16 marks, design - 42 marks, make - 36 mark and evaluate - 6 marks. Within each key assessment criteria there is a wide range of subsections which learners are able to explore and keep track off. Learners are encouraged to keep regular track of their assessment progress by using a learner assessment tracker booklet which details each section of the mark scheme alongside deadlines for each element.

During the NEA, teachers are not able to provide one to one feedback due to exam board regulations. General feedback to the whole class can be offered within the regulations of the exam board.

Unit Summary: As part of GCSE Design and Technology learners complete an end of course written examination which is worth 50% of their final grade. The examination is split into two sections: core content and specialist content - timbers. Learners explore a range of different topics throughout their GCSE D&T lessons that link to the examination in preparation for completing the exam at the end of year 11. Learners are also taught as part of the unit a range of exam techniques that are then applied within the examination. There are a great range of big ideas opportunities within each unit of work, for example learners will explore miniaturization, soft electronics, micro-bits and memory techniques. Learners will also explore a range of future you possibilities such as exploring production workers and graphic designers.

Knowledge

(Curriculum content)

The exam content for GCSE D&T is split into six topics that are explored throughout GCE D&T lessons, these are: topic 1 - new and emerging technologies, topic 2 - informing design decision, topic 3 - energy, materials, devices and systems, topic 4 - materials types, topic 5 - design principles and topic 6 - timbers. For each topic taught learners will experience a range of relevant exam style questions and will be set revision and review work linking to the lesson topic. Learners will produce knowledge organisers for each topic taught to aid the consolidation of knowledge taught.

Academic Literacy

Learners will be using a vast range of academic literacy within the lessons taught. This will be in the form of note making from teacher led presentations, developing use of academic literacy within exam style questions and by using additional resources such as textbooks and online learning website to support academic literacy comprehension. Learners will regularly be encountering unfamiliar academic language throughout each topic and they will explore key language definition in order to support learning.

What should learning look like at the end of a unit?

At the end of each topic taught learners will complete and assess an end of unit assessment. This end of unit assessment will be either self/peer or teacher assessed to allow for learners to act on feedback given in a timely manner. Learners who are successful at the end of each unit should have the ability to answer a range of exam style questions and should be able to challenge themselves to complete additional revision within their own time.

Assessment Activity

There will be six topic assessments that will be completed by learners at the end of each topic taught. These assessments will effectively prepare each learner for the final end of GCSE D&T examination at the end of year 11. End of topic assessment marks will be collected and reported on within learner reports at the end of each term to monitor progress that is being made, this will be in the form of summative assessment. Formative assessment will be used within lessons whilst learners are practising their examination style questions in order to guide and support learners with their technique.