Year 10 Technology – Engineering Technical Award

Curriculum Intents

Design and Technology at Philip Morant School allows students of all abilities to develop and demonstrate their creative flair, their ability to problem solve and build a range of practical skills within a range of subject disciplines. We create a climate where students are enthusiastic and have pride in their work. They will build on previous experiences and acquire new knowledge, skills and attributes applying these across a range of contexts. The subject will equip them with the necessary skills to meet their own and the needs of others in an ever changing and unpredictable world. They will be given the opportunity to consider how they design for tomorrow through new, emerging and digital technologies.

Why

Students will acquire and apply their knowledge and skills in a variety of contexts. We will provide opportunities to inquire, investigate, analyse, design, model and test; manufacture, review and evaluate. We will expose students to problems that need to be solved independently, allowing for a range of responses. We will continue to reflect and review our curriculum model on a regular basis to ensure that our students are prepared for future studies and careers.

Everything around us is designed, without the creative world we would never improve the way we live or interact with products. Design and Technology gives you the transferable skill set to be that designer with the potential to change and improve lives.

How

Students will develop empathy and understanding of people’s needs, wants and difficulties. They will experience a range of materials, components, systems, ingredients, tools and processes, including new and emerging technologies.

We will promote a climate for learning that offers high challenge, low risk and is inclusive for all students. We celebrate and embrace failure, using this to develop and enhance design thinking and making, while developing resilience in learners.

Autumn Term 1

Introduction to Engineering

Grammar

Students learn to work safely following DT health and safety rules and will develop a greater understanding of technical vocabulary and terms.

Dialectic

Students will discuss materials, tools and processes linking this growing awareness with the manufacture of a range of engineered products. Students will also develop their abilities to communicate their ideas through technical drawing.

Rhetoric

Students’ will be assessed based upon their theoretical knowledge, ability to draw using standard conventions. Assessments will follow the procedures and be marked according to documentation as provided by the examination board.

In school...
How to support this unit at home...

Students will be introduced to the varied job sectors and further routes of training and study. Students will be introduced to a broad range of Engineering disciplines. This includes how to interpret engineering drawings, applying that to the safe manufacture of products. Students will learn about the physical properties of materials with a practical approach, they will be introduced to a range of cutting, drilling, forming, shaping and finishing tools, techniques and processes.

Students can refer to websites such as: https://www.technologystudent.com/

Careers in Engineering: https://www.bbc.co.uk/bitesize/articles/z7n4bdm

Design and Technology on BBC Bitesize: https://www.bbc.co.uk/bitesize/examspecs/z4nfwty

Autumn Term 2

Unit 1: Manufacturing Engineered Products.

Grammar

Students learn about different workshop processes, developing ability to link these processes to manufacture a given engineered product.

Dialectic

Students will be introduced to methodology required for their NEA and will begin to demonstrate their understanding of interpreting engineered drawings by planning and manufacturing a product as described in the assessment.

Rhetoric

Students will be formally assessed across a range of areas, as described in exam board mark scheme. These areas cover the breadth expected to plan, manufacture and evaluate the production of a product.

In school...
How to support this unit at home...

Students will continue to be trained in safe working practices and experience new tools, techniques and processes in order for them to be successful with the externally set assessment.

Students can refer to websites such as: https://www.technologystudent.com/

Careers in Engineering: https://www.bbc.co.uk/bitesize/articles/z7n4bdm

Design and Technology on BBC Bitesize: https://www.bbc.co.uk/bitesize/examspecs/z4nfwty

Spring 1

Unit 1: Manufacturing Engineered Products.

Grammar

Students learn techniques to analyse existing products and evaluate and critically self reflect upon their own performance alongside developing an awareness of quality control measures.

Dialectic

Students will be able to discuss the success of their work by incorporating appropriate quality control measures. They will also be able use provided criteria to analyse engineered products.

Rhetoric

Students will be formally assessed across a range of areas, as described in exam board mark scheme. Students’ will be assessed based upon their theoretical knowledge and their application of analysis criteria.

In school...
How to support this unit at home...

Students will continue to be trained in safe working practices and experience new tools, techniques and processes in order for them to be successful with the externally set assessment.

Students can refer to websites such as: https://www.technologystudent.com/

Careers in Engineering: https://www.bbc.co.uk/bitesize/articles/z7n4bdm

Design and Technology on BBC Bitesize: https://www.bbc.co.uk/bitesize/examspecs/z4nfwty

Spring 2

Mechanisms and Materials

Grammar

Student to learn about structural design. Focus: bicycles: identifying key component parts and the range of typical bikes available. How are the different types of bike different / are the differences linked to their shape. material choices, shape and structure.

Dialectic

Students will be able to describe different parts of a bike being able to justify why different materials and manufacturing processes are used.

Rhetoric

Students will be presented with a range of investigative tasks and will be assessed through their application of this research into the provided tasks.

In school...
How to support this unit at home...

In this unit students will be learning about the terminology used to describe movement and motion in order to articulate the movement of a variety of different mechanisms. Focused on a common examined area of bicycle design. Students will also develop practical skills using a wider variety of tools and workshop machinery.

Students can refer to websites such as: https://www.technologystudent.com/

Careers in Engineering: https://www.bbc.co.uk/bitesize/articles/z7n4bdm

Design and Technology on BBC Bitesize: https://www.bbc.co.uk/bitesize/examspecs/z4nfwty

Summer 1 

Structural Design

Grammar

Students to explore Mechanical Design investigating a range of commonly found mechanisms. Developing knowledge about bikes students will broaden their understanding within the context of theme park design. Students will also learn about Electronic Design in relation to Mobile phone & smart technology.

Dialectic

Students will be able to able to identify different structural mechanics within given structures. They will also be able to discuss smart technologies and its impact in the home and within society.

Rhetoric

Students will be required to complete an extended answer, similar to that seen in exam papers, based upon what they have learnt around mobile and smart technologies.

In school...
How to support this unit at home...

In this unit students will be learning about the terminology used to describe structures and how to identify the features of good structural design. Focused on a common examined area of Theme Park ride design. Students will also develop practical skills using a wider variety of tools and workshop machinery.

Students can refer to websites such as: https://www.technologystudent.com/

Careers in Engineering: https://www.bbc.co.uk/bitesize/articles/z7n4bdm

Design and Technology on BBC Bitesize: https://www.bbc.co.uk/bitesize/examspecs/z4nfwty

Summer 2

Consolidation of learning. Unit 3. ‘Solving Engineering Problems’

Grammar

Students will consolidate their knowledge learnt across the academic year via a series of recall activities.

Dialectic

Students will be able to demonstrate an understanding of these key topic areas: Understanding properties of engineering materials, Understanding manufacturing methods, and Solving engineering problems.

Rhetoric

Students’ will be assessed based upon their theoretical knowledge of topic areas covered during the academic year. A past paper, and associated mark scheme, will be used to collect data to identify and correct common misconceptions or gaps in knowledge.

In school...
How to support this unit at home...

In this unit students will review their learning across this academic year. To prepare them for the end of year tests.

Students can refer to websites such as: https://www.technologystudent.com/ 

Careers in Engineering: https://www.bbc.co.uk/bitesize/articles/z7n4bdm

Design and Technology on BBC Bitesize: https://www.bbc.co.uk/bitesize/examspecs/z4nfwty

Skip to content