Year 7 Technology

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.

Unit A

Wacky Races 

Grammar

Students will learn about forces and how they affect speed.

Explore how nets are used to make 3D shapes and folding techniques.

Students will learn how to safely use cutting equipment

Dialectic

Students are tasked with designing and modelling a cardboard racing car.

Students will explore the subject by developing an understanding of forces.

They will model a variety of nets to design a body for their car.

Rhetoric

Students will be assessed on their design and testing work. Students will also be awarded marks for their performance in the race. Marks are awarded for aesthetics, speed and distance travelled.

In school...
How can I support this unit at home...

Developing understanding of how forces impact on how objects move. How to make 3d shapes using nets.

In this module we want students to investigate forces and movement on objects. Demonstrate how these forces are applied and analyse ways to improve their work through iteration. To do this students have been set a challenge of designing and modelling a cardboard racing car. The car must be created to a given specification to ensure it fits within the lanes of a racing track, but the design of the car should be entirely their own. The design of this module encourages experimentation, application of maths and science, along with teamwork and collaboration.

How can I support my child’s development and understanding of forces and prototyping?

Get your child involved in STEM challenges and activities at home, visit the websites below for inspiration

https://hands-on-science.co.uk/ks3-ks4-stem-challenges
https://www.stem.org.uk/system/files/elibrary-resources/2020/09/50%2B%20STEM%20activities%20for%20any%20classroom%20-%20Secondary.pdf
https://www.sciencebuddies.org/stem-activities

Visit the Science and Design Museums, Big Bang Fair.

More ideas for STEM days out can be found on https://www.theschoolrun.com/best-science-days-out-families

Unit B

Keys to the Classroom Project

Grammar

Students apply their understanding of hard and soft materials to produce a range of handmade and machined 3D forms. They will produce samples made from wood types, aluminium, plastics and fabrics that, combined show evidence of student progression. Students learn to work safely following DT health and safety rules in a practical based training environment and will develop a greater understanding of technical vocabulary and terms.

Dialectic

Students will discuss materials, tools and processes with growing confidence. They will communicate their knowledge and understanding of material types, tools and processes with their peers and teaching staff.

Rhetoric

Students’ will be assessed based upon their theoretical knowledge of multiple material types, in an end of unit test. Throughout the module students are encouraged to self assess, to further improve, develop and enhance their practical skills.

In school...
How can I support this unit at home...

Developing making skills and an appreciation of safe working practice, whilst gaining confidence in a practical workshop environment.

Students will be trained in DT safe working practices and will undertake a number of making challenges, using a range of common workshop materials. Students will appreciate the physical working properties of materials, handle a range of cutting, drilling, forming, shaping and finishing tools and be introduced to a variety of manufacturing processes.

How can I support my child’s development and understanding of manufacturing processes beyond the classroom?

Look at examples of simple manufactured products in the home. Consider the materials, tools and processed that have been used to make them. What processes learnt in school can be applied to items found in your home? For further inspiration and a better understanding of traditional and modern manufacturing processes, try watching TV programmes such as ‘The Repair Shop’ or ‘The Great British Sewing Bee’ on BBC1.

Unit C

Timbers and boards, Telephone stand project

Grammar

Students will be introduced to the basic SKILLS, KNOWLEDGE and UNDERSTANDING of woodworking craft. Students will be given the opportunity to explore the use of hand tools and materials they could use to construct a simple wooden phone holder.

Dialectic

Students will learn to read a technical drawing and manufacture a wooden product by following a set of clear written and diagrammatic instructions. Learnt skills of forming and finishing timber are applied to produce a satisfactory outcome.

Rhetoric

Students’ will be assessed based upon their theoretical knowledge of wood types, in an end of unit test. Throughout the module students are encouraged to self assess, to further develop and enhance their practical skills.

In school...
How can I support this unit at home...

Developing an understanding of different wood types and material selection.

We want students to gain an appreciation of wood types as a versatile, natural alternative to man made synthetics. Students will learn how wood, as a natural material can be cut, reduced, formed and assembled, to make useful and durable products. Students will be encouraged to appreciate the natural aesthetics of different wood types. Students will learn where wood comes from and the differences between hard and soft woods.

To encourage an appreciation of natural timbers and to identify their place in the construction industry and as a versatile material for making beautiful products.

Natural timber in the home – Look at all the different examples where wood / timber has been used in the home. Take photos of furniture, doors, picture frames, kitchen utensils etc.
Using the hand out sheet provided, identify what type of wood was used to make them and why?

Technical drawings – Look through any assembly instructions you might have in the home (such as IKEA) or maintenance manuals (for electrical products) that you might have in the home. Using the information sheet provided, try and identify what type of drawings have been included. Alternatively, find examples on the internet.

Unit D

Textiles techniques and upcycling

Grammar

Students learn the fundamentals of applying construction and using joinery methods when exploring a range of decorative techniques that embed their understanding of cultural influence on textiles.

Dialectic

Students will learn to develop and communicate design ideas using annotated sketches, digital presentations and computer-based tools. These skills are applied and analysed into producing a range of samples that influence their final design.

Rhetoric

Students’ will be assessed based upon their theoretical knowledge in an end of unit test. Throughout the module students are consistently gaining self and peer assessments to further develop and enhance their practical skills.

In school...
How can I support this unit at home...

Developing an understanding of Upcycling and how we can turn unwanted items into useful products. They will also develop a range of decorative techniques to enhance the aesthetics of a product. They will discover a better understanding of how culture can influence design.

During this module students will be encouraged to explore how repeat pattern and other decorative techniques can enhance the aesthetics of a product. They will be introduced how to use a sewing machine safely and confidently in order to upcycle a T shirt into a bag. They will learn basic joining techniques and will use Computer Aided Design (CAD) to produce their own repeat patterns to decorate their product. They will develop these skills through demonstrations and hands on experience.

 

How can I support my child’s development and understanding of upcycling and decorative techniques?

Encouraging your child to research how artists use recycled materials to influence their designs. This website is a good starting point – https://causeartist.com/incredible-artivists-using-recycled-materials-in-their-creations/

Whenever possible encourage your child to recycle or reuse item around the house instead of buying new items.

Unit E

Food Technology – Health Living

Grammar

Students learn the fundamentals of Healthy Eating and nutrition through application of the Eat Well Guide. Health and safety practice is applied during each practical. They will develop subject specific vocabulary when analysing food products.

Dialectic

This module introduces basic cooking skills and an awareness of diet and disease. Students will develop their sensory analysis skills so they can effectively evaluate the each dish they cook against a set criteria and suggest improvements.

Rhetoric

Students will be assessed based upon their theoretical knowledge and demonstration of practical cooking skills. Throughout the module there are opportunities for self assessment as well as peer assessment to encourage feedback and sharing of ideas.

In school...
How can I support this unit at home...

Healthy eating and developing confidence in practical cooking.

During Year 7 we want the students to be more aware of nutrition and how the different food groups support our health and well being. We feel it is really important that our students become confident cooks and we encourage and support this through detailed demonstrations on how to prepare a range of ingredients safely and hygienically. They will develop their knife skills and how to use cooking equipment safely and hygienically.

How can I encourage Healthy eating and nutrition and practical cooking skills?

Healthy Eating and Nutrition – When shopping and preparing meals at home discuss the food groups and encourage your child to tell you what foods belong in each category. Make a point of looking at food labels and considering the meaning of the nutrition labels.

Practical Cooking skills – Whenever possible allow your child to prepare vegetables and cook a meal together to enable them to master the techniques they have learned in school.

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