Headteacher - Mr Andy English
All Saints Catholic High School 6-16 Amhurst Park London N16 5AFIn Design and Technology students develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. They will develop the knowledge and skills in order to design and make high-quality prototypes and products for a wide range of users, and then evaluate and test their ideas and products. They will also understand and apply the principles of nutrition and learn how to cook.
Students are introduced to the concept of design for a purpose in Y7. They explore the use of a range of different materials from fabric, to using wood, metal and plastic. Students develop their ideas to a design brief and plan to make their own exciting products.
| Term 1 | Term 2 | |
| Autumn |
Keepsake box project Introduction to RM, Workshop Health and Safety Design Process |
Horrible Monster Project Introduction to Health and Safety in the textiles workroom Responding to a design brief |
|
Spring |
The role of the designer History of Design (design movements) |
Introduction to a and developing hand sewing skills Designing a suitable product Applique and embroidery sampling |
|
Summer |
Practical skill (making) Wood as a resistant material |
Introduction to pattern cutting Making a prototype Woven and non-woven materials Practical skills (making) |
|
Resistant Materials |
Tatty Devine Jewellery project Client research Consumer Profiling, Writing a design Specification Designing for a client CAD/CAM & emergent technologies Plastic as a resistant material. Plastic and recycling Eco – Friendly design Heat Press as a Artist Research as inspiration - Coral Reef Creativity & originality in designing |
|---|---|
|
Textiles |
Self Portrait Cushion Textiles artist research Responding to art using textiles Free motion embroidery Applique Reverse applique Fabric paint Making a seam Realising design ideas |
|
Food |
Cultural Eating Project Nutrients and healthy eating Food around the world Plan an design a cultural dish Make a cultural dish |
| Resistant Materials |
Notting Hill Carnival Headdress project Client research Writing a Success Criteria Quality control Plastic and metal as resistant materials. Independent sampling and practical skills Creativity & originality in designing Planning Manufacture |
|---|---|
|
Textiles |
Soft Sculpture Decorative Techniques workshops including adding colour to fabric Complex embroidery Designer research Pattern development Creating a personal and meaningful response |
|
Food |
Cultural Eating Project Nutrients and healthy eating Food around the world Plan an design a cultural dish Make a cultural dish |
| Qualification Gained | GCSE |
|---|---|
| Board | Edexcel 1TE0/1TD0 |
| Potential Tiers of Entry | One Common Tier |
Students will experience how to use different sources to inspire the development of ideas relevant to 3D Design while considering historical, contemporary, cultural, social, environmental and creative factors. Students will explore, through a variety of short projects, different areas of 3D Design such as model making, constructing, surface treatment, assembling and modelling.
Workshops will enable students to further develop and acquire new skills using drawing materials, clay, wood, metal, plaster, plastic and found materials to produce outcomes that are relevant to their intentions and make use of different processes including the use of traditional and new technologies.
The Textile Design unit provides students with the opportunity to creatively design and make products for woven, knitted, stitched, printed or decorative textiles that have a functional purpose. The unit is very experimental in nature; students will be taught how to record, explore, experiment, develop, and refine their ideas by using a variety of different media, materials, techniques, tools and equipment.
Students will experience how to use different sources to inspire the development of ideas relevant to Textile Design while considering cultural, social, historical, contemporary, environmental and creative factors. Students will explore, through a variety of short projects, different areas of Textile Design such as fashion design and illustration, costume design, constructed textiles, printed and dyed textiles, surface pattern, stitched and/or embellished textiles, soft furnishings and/or textiles for interiors and digital textiles.
Workshops will enable students to further develop and acquire new skills in weaving, felting, stitching, appliqué, construction methods and printing to produce outcomes that are relevant to their intentions and make use of different processes including the use of traditional and new technologies.
In Year 10, students will study a mixture of two of the available Design endorsements in order to develop a broad base to allow them to respond creatively to any given brief. Half way through the year they will start their final project. The final piece will be completed under exam conditions to prepare them for the Y11 practical exam.
In Year 11, students will study one or more of the available Design endorsements. They will complete their final project and start their externally set assignment which will lead to a 10 hour practical exam.
What is assessed?
A portfolio that in total shows explicit coverage of the four assessment objectives. It must include a sustained project evidencing the journey from initial engagement to the realisation of intentions and a selection of further work undertaken during the student’s course of study.
How it is assessed - No time limit - 60% of GCSE
What is assessed?
Students respond to their chosen starting point from an externally set assignment paper relating to their subject title, evidencing coverage of all four assessment objectives.
How it is assessed?
Preparatory period followed by 10 hours of supervised time - 40% of GCSE.
Students are encouraged to be innovative, independent, creative and inspired in their working while having access to well-equipped workshops and specialist teaching staff.
What skills are needed to be good at Design:
Creative and experimental.
Good drawing and making skills.
Good literacy skills.
Independent thinkers.
Good at meeting deadlines.
| Subject Leader | Ms S Sowden |