Year 9 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.

Students will cover all the topics listed but the order will vary between groups.

Why

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 continue to reflect and review our curriculum model on a regular basis to ensure that our students are prepared for future studies and careers. We celebrate and embrace failure, using this to develop and enhance design thinking and making, while developing resilience in learners.

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 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 promote a climate for learning that offers high challenge, low risk and is inclusive for all students.

Unit K

Trinket Box

Grammar

Students apply their understanding of timbers to produce a range of handmade forms. They will produce samples made from multiple wood types to produce a range of joinery techniques to show evidence of student progression.

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 L

Graphic Communications, Designing Album Cover

Grammar

Students explore the fundamentals of design, specifically: colour, tone, line, composition, typography, use of imagery. Students will investigate music genres and create unique and interesting design ideas inspired by their chosen genre.

Dialectic

Students will be able to develop unique and personal design ideas from a range of sources. The terminology will be introduced and explored through the design process. This will allow them to develop a greater understanding of the topics

Rhetoric

Students’ will be assessed based upon their theoretical knowledge of multiple design 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 ability to create solutions to a unique design brief. Showing a various range of skills and processes.

Students will be shown how to develop good working practices in design and will undertake a number of design challenges, using a range of common design skills.

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

Visit the following website for inspiration – https://design.voxmedia.com/

Unit M

Design, Engineer, Construct Project

Grammar

Students explore a design brief and links to Engineering and Construction industries. They will apply mathematical knowledge in producing design ideas to scale that meet the client requirements. Hand drawn and CAD techniques will be used.

Dialectic

Students will be able to contextualise the design brief into real life situations. A range of key words and terms will be introduced and they will be given opportunities to discuss these to gain a deeper understanding at the end of the module.

Rhetoric

Students’ will be completing set tasks as required for entry into the nationally recognised and industry supported Design, Engineer, Construct Award. Assessment of student understanding will also be undertaken at various stages.

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

Developing ability to create solutions to a problem in an engineering and construction context.

Students will explore a range of engineered construction materials, job roles of people that work within the construction industry and develop and apply their problem solving and creative skills to produce a solution to a design brief with a real life context. Mathematical skills are also important in the understanding and application of dimensions with drawing and modelling to scale. Students will also develop model making skills and the safe use of model making tools, processes and materials

How can I support my child’s understanding of key concepts in this module?

Become familiar with the ‘Design Student Accommodation’ design brief, as created by DEC (Design, Engineer, Construct) via this link: https://designengineerconstruct.com/dec-awards/ 

There are a number of online resources available that will help your child understand scale drawings, these include: https://www.bbc.co.uk/bitesize/guides/z2k9xfr/revision/3 

https://technologystudent.com/designpro/wkingd1.htm

https://www.firstinarchitecture.co.uk/

Unit N

Food

Grammar

Students apply their knowledge of nutrition and science of food in a non examined assessment task. They are given a context with which they design and make a dish to meet the nutritional needs of a client at a certain stage of life.

Dialectic

Students will research suitable dishes appropriate to the context and will develop their skills with cooking techniques and ingredients. By using their knowledge and understanding of the links between diet and disease they will be able to apply this.

Rhetoric

Students will be assessed upon their ability to apply their research findings when developing appropriate recipes. They will also be tested upon their technical skills as well as presentation of their dishes and good time management.

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

What are the nutritional needs at different life stages. How does culture influence the foods that we eat and the techniques we use in cooking?

Student are given a range of research materials to develop their understanding of the nutritional needs of teenagers. They can then apply this when developing dishes that are not only nutritional but also appealing to the target audience.

How can I develop my child’s knowledge of local and seasonal ingredients? How can I encourage independence when cooking?

There are many good programmes on BBC iplayer of chef’s travelling the world discovering different cultures and the way they cook their food, the different ingredients and flavours used as well as different cooking styles. Rick Stein is a good one to watch. Allowing your child to cook once a week at home would develop their confidence in the kitchen as well as supporting good time management. With regards to nutrition at the different life stages, the British Nutrition Foundation is a good source of information their website is here https://www.nutrition.org.uk/

Skip to content