We believe real success will be when students consider themselves the designers, engineers and food professionals of the future. We look to drive enthusiasm, confidence and fluency in each discipline we teach. Students will understand the challenges of tomorrow and will be equipped to adapt to develop the skills necessary to face them. Students will be socially conscious consumers and professionals who consider the world around them, as well as the effects of their own actions upon themselves.
The purpose of our three-year KS3 course is to create an inspiring, rigorous and practical subject, using creativity and imagination, allowing pupils to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
Whilst in Design and Technology, pupils acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering and CAD/CAM. Pupils are encouraged to be resourceful and innovative, whilst also being able to evaluate past and present design & technology and they develop a critical understanding of its impact on daily life and the wider world.
Oracy is developed through active listening, with discussion led by the teacher, asking for students to respond to questions and encouraging students to ‘speak like a specialist.’ Most theoretical based lesson will include this oracy skill. Students will also be provided with opportunities for debate, including issues that relate to Alessi products (Mr Suicide plug) and environmental related issues (use of packaging) to name a few. Students will be encouraged to share their answers and read aloud, allow further discussion with whiteboards to probe understanding depth.
Service – Following health and safety procedures to ensure everybody is safe, wearing an apron when undertaking practical, using PPE when using machinery, ensuring that others follow the rules to ensure we are all safe
Health and happiness – Physically active in lessons, sharing ideas and evaluating other peer’s work
Ambition – Exercise intellectual curiosity, and work independently, creatively and inventively – having the desire to produce work to the best of their ability, use the exemplars provided to help you lift and improve your own work
Resilience – Working to achieve design ideas, working with resilience when undertaking practical, understanding that good practical outcomes take hard work
Equity – Sharing ideas, sharing tools and equipment, working in harmony with others during practical work, helping others when someone is struggling on a particular task
Dignity – Keeping your working area tidy, looking after the tools we use, listen to others’ responses and answers, listen when health and safety points are being shared, working positively if you are working in pairs/groups
Students will be assessed through peer, self and teacher assessment throughout each project.
A-Zone tasks are incorporated in projects that allow students to show their knowledge and understanding. Each project includes an end of project assessment, followed by a combined end of year assessment. A student’s grade is then reached using a combination of project work, practical outcomes, student progress and in-class assessments.
High-quality design and technology education make an essential contribution to the creativity, culture, wealth and well-being of the nation. Pupils can express themselves through designing, prototyping and provides them with an opportunity to produce a series of tangible outcomes which they can be proud of.
The key stage 4 Engineering Design course offers students the opportunity to undertake design-based tasks and prototype modelling. Students analyse commercial products and learn why and how products are manufactured and assembled. Computer Aided Design plays a large role in the course and students are expected to learn how to use it and apply it to exam board coursework units.
Students should select Engineering Design as it can be a platform for students to move onto many destinations post Lightcliffe Academy. These can include careers within engineering and design sectors, or areas that cover vocational style careers such as joinery, electrical and plumbing routes.
At key stage 4, student will follow the OCR Cambridge National Engineering Design specification. The course is split into 40% externally examined written theory exam, and two internally assessed (externally moderated) coursework units worth 30% each. Coursework units tasks are set be OCR and can not be adapted or changed.
During Year 10, students will work through various tasks which will build designing, analysing, researching, modelling skills. Students will also develop their skill on 2D engineering drawing and 3D virtual modelling software. Students study a number of engineering related principles which will support them in their year 10 exam. During Y10, students will complete their 30% coursework first unit for submission in May.
Pupils’ disciplinary reading and talk will continue to be developed through acquiring subject specific terminology and reading for instruction as part of complex design briefs.
Service – Following health and safety procedures to ensure everybody is safe, wearing an apron when undertaking practical, using PPE when using machinery, ensuring that others follow the rules to ensure we are all safe
Health and happiness – Physically active in lessons, sharing ideas and evaluating other peer’s work. Discuss post LA plans and routes to achieve that goal – linking happiness of achieving goals.
Ambition – Exercise intellectual curiosity, and work independently, creatively and inventively – having the desire to produce work to the best of their ability, use the exemplars provided to help you lift and improve your own work. Link the need to meet 6th form/college/apprenticeship entry requirements with unit coursework.
Resilience – Working to achieve design ideas, working with resilience when undertaking practical, understanding that good practical outcomes take hard work. Using intervention sessions (after school/holidays) to support unit coursework.
Equity – Sharing ideas, sharing tools and equipment, working in harmony with others during practical work, helping others when someone is struggling on a particular task
Dignity – Keeping your working area tidy, looking after the tools we use, listen to others responses and answers, listen when health and safety points are being shared, working positively if you are working in pairs/groups
Y10 students will be assessed using teacher assessment – this is related to non-OCR related work and trial exams, whilst OCR R040 unit (30%) work will be teacher assessed and externally moderated.
During Y11, students will be assessed externally on their external written theory unit R038 exam (40%). They will also be internally assessed on their OCR unit R039 (30%) and R040 (new submission, OCR taking the higher score from Y10 and Y11 - 30%), then externally moderated for accuracy.
Where studying this subject can take you (Link to A-levels/ university/ careers)
Students who study Engineering Design can use it as a platform progress onto many destinations post Lightcliffe Academy. These can include careers within engineering and design sectors, or areas that cover vocational style careers such as joinery, electrical and plumbing routes.
Student’s progress on to 6th form colleges to study either A-Levels or T-Levels design-based courses, or attend further education colleges to study a vocational pathways related to Engineering, joinery or other trades, whilst some students enter into an apprenticeship.
