Design and Technology - Isleworth & Syon School

Curriculum

Introduction
KS3
KS4
KS5
Extra-Curricular

Design and Technology is the inspiring, rigorous and practical subject which prepares all young people to live and work in the designed and made world.

Technology is all the things people make and do to their natural environment in order to get the things they want and need. Students learn about the breadth of technology including computers and how to apply them, but it is more than just computers. They also learn about engineering and how to apply mathematics and science to solve real-world problems. Students develop enduring ideas of design and technology, such as knowledge of materials, functionality, manufacturing, design and critique, and they explore the relationship between design and technology and the society in which they live.

View the staff team

Curriculum Leader
Mr M Scanlon
Deputy Curriculum Leader
Mr L Elliston
Teaching Staff
Mrs M Jheeta
Technician
Mr D Browell

Summary

The Key Stage 3 curriculum aims to develop students understanding of a number of key ideas, including:

Through D&T, people develop technologies and products to intervene in the natural and made worlds;
D&T uses knowledge, skill and understanding from a wide range of sources, especially (but not exclusively) science and mathematics;
There are always many possible and valid solutions to technological and product development challenges, some of which will meet these challenges better than others;
The worth of technologies and products developed by people is a matter of judgement;
Technologies and products always have unintended consequences beyond intended benefit which cannot be predicted by those who develop them.

Curriculum Content

Year 7

Curriculum

Touch Sensors
Pupils develop their understanding of manufacturing electronic products through the development of a touch sensitive electronic fan. They are introduced to a variety of electronic components, and they learn how to solder. They develop an understanding of electrical and electronic concepts, and an awareness of possible inputs and outputs that can be linked using a Darlington Pair. They design and make a system to solve a real world problem.

Hand-held Game
Pupils develop their understanding of manufacturing using CAD/CAM through the development of a hand-held game. They develop their ability to produce design ideas. They are introduced to computer-aided design (CAD) through 2D design, and they use the CNC router (CAM) to produce a product.

Art Deco Clock
Pupils further develop their ability to work with wood and plastic. They develop their awareness of how to combine materials through focused tasks, based on combining and interlocking. They study the local built environment of West London, with particular focus on the Art Deco mile, to help inspire them to design and make a creative wall clock.

Assessment

Touch Sensors
Pupils are assessed for their knowledge and understanding of the electronics involved in their product, and for the quality of their finished practical work.

Hand-held Game
Pupils are assessed for the quality of their design ideas and the quality of their product.

Art Deco Clock
Pupils are assessed for their ability to create a variety of well-drawn and annotated ideas, and for the quality of their product.

Progress & Preparation Activities (PPA)

PPA sheets will be uploaded in due course.

Further Resources

The school has a subscription to The Day, an online news service for schools. Click the button to the right, in order to view activities and discussion points for design and technology. You can log in with the following details:Please see below for a number of resources to maximise students’ progress during their Year 7 curriculum.

Technology Student – pupils can further their understanding of the electronics, mechanisms and CAD/CAM topics studied in Year 7.

Year 8

Curriculum

Musical Box
Pupils develop their understanding of the electronics of embedded intelligence. They are introduced to microcontroller integrated circuits via the Genie C08 microcontroller. They increase their familiarity with computer programming using flowcharts, and they use this knowledge to develop a program which they download onto a microcontroller circuit. They learn about pewter casting and copper enamelling, and they identify a suitable target market for their product. Finally, they design and make an attractive musical box into which they embed their circuit.

Lanterns
Pupils develop their understanding and awareness of the properties of a wide range of resistant materials. They learn how to develop a range of imaginative and well-drawn design ideas. They study the working properties of various sheet materials, such as copper, polypropylene, HIPS and plywood. They develop their model making techniques using a variety of joining processes (including pop rivetting), and they learn how to adapt their ideas to provide for a variety of light sources (tea lights and LEDs). They also learn how to use CAD/CAM and the laser cutter to ensure that their products are produced to a high quality standard.

Assessment

Musical Box
Pupils are assessed for their ability to write a coherent flowchart program, their knowledge and understanding of the electronics involved in their product, and for the quality of their finished practical work.

Art Deco Clock
Pupils are assessed for their design ideas and for the development of their design, as well as for the quality of their finished practical work.

Lanterns
Pupils are assessed for their ability to draw and develop a range of imaginative ideas.

Progress & Preparation Activities (PPA)

PPA sheets will be uploaded in due course.

Further Resources

Picaxe – an alternative microcontroller system for pupils wishing to make independent progress.

Year 9

Curriculum

MP3 Amplifier
Pupils further develop their ability to work with the resistant materials of woods, metals and plastics. They develop a deeper understanding of the properties of these materials, and the ability to confidently choose appropriate materials for particular functions. They develop their ability to creatively develop a range of design ideas for an MP3 amplifier, and they learn how to choose an idea and develop both its aesthetics and its functionality.

Stylish Electronic Lighting
Pupils further develop their understanding of the electronics of embedded intelligence and their understanding of materials and processes. They are introduced to the Genie C14 microcontroller. They further increase their familiarity with computer programming using flowcharts, and they use this knowledge to develop a program which they download onto a microcontroller circuit. They develop their circuit into a creative design solution for a stylish light to be mass/batch produced by studying the example of IKEA. They are taught about a range of smart materials which they are expected to incorporate into a range of imaginative design solutions.

Educational Toy
In this project, pupils develop their understanding of the how to investigate a given design scenario. They use product analysis and client profiles to identify a need and target market, and then apply their knowledge of resistant materials to produce an imaginative design solution.

Assessment

MP3 Amplifier
Pupils are assessed for their ability to write a coherent flowchart program, their knowledge and understanding of the electronics involved in their product, and for the quality of their finished practical work.

Educational Toy
Pupils are assessed for their research and design development.

Progress & Preparation Activities (PPA)

PPA sheets will be uploaded in due course.

Further Resources

IKEA – pupils can use this source when developing their research in Year 9.
Technology Student – pupils can further their understanding of the electronics and material properties topics studied in Year 9.

Summary

Boys can take Design and Technology qualification at Key Stage 4, through the study of either Electronic Products, Resistant Materials, or Food Technology. Each option follows the AQA syllabus.

Pupils undertake a major project in each discipline, and their subject knowledge is externally-tested at the end of the two-year course with a two-hour written examination. The coursework project constitutes 60% of the GCSE, and the examination 40%.

GCSE Design and Technology: Electronic Products

Specification Code: 4540
Level: GCSE
Examination Board: AQA

Year 10

Curriculum

Pupils investigate a variety of electronic devices and circuitry through a systems approach. They then use this knowledge to design and make a suitable electronic circuit to solve a given problem. In Year 10, students will study the following topics:

Electronic Components
Electronic System Blocks
Materials
Processes and Manufacture
Designing Skills
Use of ICT
Evaluation Techniques

Assessment

Unit 1
Written paper – End of year mock examination to assess their progress with their theory knowledge (does not count towards their final GCSE)

Unit 2
Controlled assessment – Coursework portfolio up to and including their design ideas is assessed – approximately 25% of GCSE

Further Resources

Technology Student – excellent revision resources for Year 10 students.
AQA – examination board website, offering specifications, mark schemes and past papers.
D&T Association – fantastic learning resources for students.

Year 11

Curriculum

Electronic Components
Electronic System Blocks
Materials
Processes and Manufacture
Designing Skills
Use of ICT
Evaluation Techniques
Microcontrollers
Programming using flowcharts

Assessment

Unit 1
Written examination – 2 hours – 40% of GCSE.

Unit 2
Controlled Assessment – Coursework portfolio and practical assessment – 60% of GCSE.

Further Resources

Technology Student – excellent revision resources for Year 10 students.
AQA – examination board website, offering specifications, mark schemes and past papers.
D&T Association – fantastic learning resources for students.

GCSE Design and Technology: Resistant Materials

Specification Code: 4560
Level: GCSE
Examination Board: AQA

Year 10

Curriculum

In Year 10, students will study the following topics:

Components Adhesives and Applied finishes
Processes and Manufacture
Systems and Control
Industrial Practices
Design and Market Influences
Task analysis
Research and analysis
Sustainability of design
Product specification
Designing
Creativity
Evaluation of ideas

Assessment

Unit 1
Written paper – End of year mock examination to assess their progress with their theory knowledge (does not count towards their final GCSE)

Unit 2
Controlled assessment – Coursework portfolio up to and including their design ideas is assessed – approximately 25% of GCSE

Further Resources

Technology Student – excellent revision resources for Year 10 students.
AQA – examination board website, offering specifications, mark schemes and past papers.
BBC Bitesize: GCSE Resistant Materials – excellent revision resources from the BBC.

Year 11

Curriculum

PIn Year 11, students will study the following topics:

Electronic Components
Electronic System Blocks
Materials
Processes and Manufacture
Designing Skills
Use of ICT
Evaluation Techniques
Microcontrollers
Programming using flowcharts

Assessment

Unit 1
Written examination – 2 hours – 40% of GCSE.

Unit 2
Controlled Assessment – Coursework portfolio and practical assessment – 60% of GCSE.

Further Resources

- Technology Student – excellent revision resources for Year 10 students.
- AQA – examination board website, offering specifications, mark schemes and past papers.
- BBC Bitesize: GCSE Resistant Materials – excellent revision resources from the BBC.

GCSE Design and Technology: Food Technology

Specification Code: 4545
Level: GCSE
Examination Board: AQA

Year 10

Curriculum

In Year 10, students will study the following topics:

Understand the functional properties of food
Understand the nutritional properties of food
The effects of combining different ingredients and the interaction of foods during preparation and cooking
The importance of appropriate proportions on the structure, shape and volume of mixtures
The effects of acids and alkalis
Understand the use of standard components in food processing
Demonstrate competence in a range of practical food skills/methods/processes to produce quality outcomes
Investigate the design opportunities
Identify and use stages in the development of a food product prototype

Assessment

Unit 1
Written paper – End of year mock examination to assess their progress with their theory knowledge (does not count towards their final GCSE)

Unit 2
Controlled assessment – Coursework portfolio up to and including their design ideas is assessed – approximately 25% of GCSE

Further Resources

Food: A Fact of Life – some useful revision material for GCSE Food Technology.
Technology Student – excellent revision resources for Year 10 students.
S-Cool – revision website for food technology.
BBC – useful videos for lots of different techniques we will use in GCSE.
Jamie Oliver – information about how bad sugar is for our diet.
BBC Good Food – useful for finding recipes.

Year 11

Curriculum

In Year 11, students will study the following topics:

Product prototype development
Labelling, packaging, product information and codes of practice
Social, economic, cultural and environmental considerations
The use, need and effect of additives
The impact and effect of using a range of different equipment to produce food items of quality and consistency
Storage of Food and Food Products
Manufacturing/Large Scale Production Requirements
Technological Developments

Assessment

Unit 1
Written examination – 2 hours – 40% of GCSE.

Unit 2
Controlled Assessment – Coursework portfolio and practical assessment – 60% of GCSE.

Further Resources

- Food: A Fact of Life – some useful revision material for GCSE Food Technology.
- Technology Student – excellent revision resources for Year 10 students.
- S-Cool – revision website for food technology.
- BBC – useful videos for lots of different techniques we will use in GCSE.
- Jamie Oliver – information about how bad sugar is for our diet.
- BBC Good Food – useful for finding recipes.

Summary

At Key Stage 5, we offer the opportunity to study both A-Level Design and Technology: Systems and Control, and A-Level Electronics.

In systems and control, boys undertake a major project in each year, and their subject knowledge is externally-tested in a single examination at the end of both Year 12 and Year 13. The coursework component accounts for 50% of the final grade, with the written examinations accounting for the remaining 50%. For this qualification, please note that only the Year 13 curriculum is listed below; a new specification launches in September 2016.

In electronics, boys undertake one project in each year, and their subject knowledge is externally-tested in two separate written examinations at the end of both Year 12 and Year 13.

A-Level Design and Technology: Systems and Control

Specification Code: 2555
Level: A-Level
Examination Board: AQA

Year 13

Curriculum

In Year 13, students will study the following topics:

Unit 3 – SYST3 Design and Manufacture

Pneumatic Processing Systems
Electronic Processing Systems
Development of Technologies and Design
Design in Practice
Design in the Human Context
Energy
Systems and Control

Unit 4 – SYST4 Design and Making Practice

Context and Objectives
Plan of action and Clarification of Problem
Development of Design Proposal
Manufacture / Modelling
Conclusions, Evaluations and Recommendations
Communication and Presentation

Assessment

Unit 3 – SYST3 Design and Manufacture
Written examination – 2 hours (84 marks) – 25% of A-Level

Unit 4 – SYST4 Design and Making Practice
Coursework assignment – approximately 60 hours of work (85 marks) – 25% of A-Level.

Further Resources

Software for Education – electronics tutorials.

A-Level Electronics

Specification Code: H065/H465
Level: A-Level
Examination Board: OCR

Year 12

Curriculum

In Year 12, students will study the following topics:

F611 – Simple Systems

Simple Digital Systems
Digital from Analogue
Pulses
Logic Systems

F612 – Signal Processors

Storing signals
Negative feedback
Counting pulses
Amplifying audio
Microcontrollers

F613 – Build and Investigate Electronic Circuits
Students complete three short tasks:

a digital circuit
an analogue circuit that uses an op-amp
a microcontroller circuit in which the microcontroller has been programmed using a flowchart technique.

Assessment

F611 – Simple Systems
Written examination – 1 hour 30 minutes – 36.5% of AS

Candidates answer all questions. This paper consists of short answer questions, calculations and extended written answers. Quality of written communication will be assessed in this paper.

F612 – Signal Processors
Written examination – 1 hour 30 minutes – 36.5% of AS

Candidates answer all questions. This paper consists of short answer questions, calculations and extended written answers. Quality of written communication will be assessed in this paper.

F613 – Build and Investigate Electronic Circuits
Investigation – recommended 5 hours lab time per task plus teaching time (80 marks) – 27% of AS

The investigation consists of three short tasks. The three areas of work are set by OCR, but the actual tasks based on these areas of work are chosen by the candidate in conjunction with the teacher. The work is internally-marked with reference to an OCR mark scheme. Each task is marked individually, but only one set of marks is submitted. Quality of written communication is marked at specific points throughout the assessment criteria unit.

Further Resources

Software for Education – electronics tutorials.
OCR – examination board website, offering specifications, mark schemes and past papers.
IKES – useful materials for study of AS/A2 Electronics.

Year 13

Curriculum

In Year 13, students will study the following topics:

F614 – Electronic Control Systems

MOSFET Circuits
Digital Processing
Servo
Microcontroller Systems

F615 – Communication Systems

Video Displays
Modulating Carriers
Frequency Division Multiplexing
Time Division Multiplexing

F616 – Design, Build and Investigate Electronic Circuits
Students complete three short tasks:

A single project in which candidates design, build, test and analyse a circuit that serves a useful purpose.

Assessment

F614 – Electronic Control Systems
Written examination – 1 hour 40 minutes (110 marks) – 18.25% of A-Level

Candidates answer all questions. This paper consists of short answer questions, calculations and extended written answers. Quality of written communication will be assessed in this paper. The questions draw on the knowledge gained in unit F614 and the AS units. This unit is synoptic.

F615 – Communication Systems
Written examination – 1 hour 40 minutes (110 marks) – 18.25% of A-Level

F616 – Design, Build and Investigate Electronic Circuits
Coursework project – 15 hours (60 marks) – 13.5% of A-Level

The investigation consists of a single electronics project. The electronics project is chosen by the candidate and centre. The work is internally-marked with reference to an OCR mark scheme and moderated by OCR. Quality of written communication is marked at specific points throughout the assessment criteria of this unit. This unit is synoptic.

Further Resources

Software for Education – electronics tutorials.
OCR – examination board website, offering specifications, mark schemes and past papers.
IKES – useful materials for study of AS/A2 Electronics.

We organise a number of activities for our students. These include:

STEM Engineering Club
Electronics Club