Alderman Peel

High School

Wells-Next-The-Sea   Norfolk

Design and technology

Key stage 3 

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of domestic and local contexts [for example, the home, health, leisure and culture], and industrial contexts [for example, engineering, manufacturing, construction, food, energy, agriculture (including horticulture) and fashion].

 

When designing and making, pupils should learn to:

 

Design 

    §    use research and exploration, such as the study of different cultures, to identify and understand user needs

    §    identify and solve their own design problems and understand how to reformulate problems given to them

    §    develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations

    §    use a variety of approaches [for example, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses

    §    develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools

 

Make 

    §    select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture

    §    select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties

 

Evaluate 

    §    analyse the work of past and present professionals and others to develop and broaden their understanding

    §    investigate new and emerging technologies

    §    test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups

    §    understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists

 

Technical knowledge 

    §    understand and use the properties of materials and the performance of structural elements to achieve functioning solutions

 

    §    understand how more advanced mechanical systems used in their products enable changes in movement and force

    §    understand how more advanced electrical and electronic systems can be powered and used in their products [for example, circuits with heat, light, sound and movement as inputs and outputs]

    §    apply computing and use electronics to embed intelligence in products that respond to inputs [for example, sensors], and control outputs [for example, actuators], using programmable components [for example, microcontrollers]