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Design Technology

Design Technology

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Vision

At MEA Central, Design Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering the needs of a range of different users. Our knowledge-rich curriculum encourages risk-taking, innovation, and enterprise, preparing students to be capable individuals and “meet every citizen as an equal”.

We emphasise nutrition and life skills, empowering students to become resourceful, independent, and capable citizens. We empower students to become confident communicators, capable of articulating their ideas, justifying their design decisions, and engaging in meaningful dialogue. Students understand and reason, organise and structure ideas, analyse and evaluate through turn and talks, talking points, structured talk. Students rotate between three Design Technology disciplines; Textiles, Food and Nutrition and Product Design (which includes Resistent Materials and Electronics). Within each discipline they build both the knowledge and skills needed to investigate, design, develop, test and make products by exploring a range of materials, ingredients, and techniques.

Key Stage 3 Overview

Students study three Design Technology disciplines: Fashion and Textiles, Design and Technology, and Food and Nutrition. They build knowledge and skills to investigate, design, develop, test, and make products using various materials, ingredients, and techniques. Key Stage 3 units allow students to explore and deepen their understanding of the key concepts of designing, making, and evaluation. Working to a brief, students will solve problems, think innovatively, and experiment with materials and technical principles. They develop and communicate design ideas, create prototypes, and learn to evaluate and improve their work based on feedback.

Our Design & Technology curriculum gives students an opportunity to:

Research and Design

  • Engage in an iterative process of design and making.
  • Undergo primary and secondary research techniques into a range of user’s needs, wants and values, analysis of existing products, ergonomics and anthropometrics and the work of others.
  • Identify and solve their own problems and the problems of specific clients and target market groups.
  • Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations.
  • Use a variety of design strategies when developing ideas using the iterative design process. For example; a range of 2d and 3d sketching techniques, rendering in different forms, modelling in traditional and CAD methods and the testing of materials and manufacturing techniques.
  • Develop and communicate their design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools
  • Make informed decisions about food and nutrition and allows them to acquire knowledge to be able to feed themselves and others affordably and nutritiously, now and later in life.

Make

  • Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture.
  • Select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties.

Evaluate

  • Analyse the work of past and present professionals and others to develop and broaden their understanding.
  • Investigate new and emerging technologies.
  • Personal project work, analysing how the product fulfils the requirements of the specification and the user’s needs, wants and values.
  • Recognise how their product can be modified for commercial manufacturing
  • Understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists

 

At Key Stage 3, our food technology curriculum is structured around five golden threads of learning: nutrition and health, source, seasonality, practical skills, and customer needs. This ensures a comprehensive and cohesive learning experience for all learners at every stage. The curriculum is designed to equip students with essential knowledge and skills to make informed choices about nutrition and health. With the aim for students to become independent and skilled home cooks who can make informed decisions about nutrition, flavour and technique.

Students learn to cook a variety of predominantly savoury dishes, enabling them to prepare healthy and varied meals for themselves and others. They become skilled and progress in a range of preparation and cooking techniques, knife skills and be able to appropriately choose, adapt and prepare ingredients. Students also develop an awareness of taste, texture, and smell to season dishes and combine ingredients effectively, including adapting and creating their own recipes to the needs of a customer brief. Additionally, they gain an understanding of the source and seasonality, they begin to link this knowledge to the impact the food system has on the environment. By the end of Key Stage 3, students are equipped with the life skills needed to cook safely and nutritiously for their futures.

Key Stage 4 Overview

We offer three course at Key Stage 4; Fashion and Textiles, Hospitality and Catering and Design Technology.

Fashion and Textiles

At GCSE students develop knowledge and understanding through a variety of learning experiences and approaches, including working to a brief, designers, and artists. Students have the independence, creativity and practical skills to thoughtfully explore, create and communicate their own ideas. The first aim is to fully understand and analyse creative practitioners; a skill that students have developed from Year 7. By looking at creative practitioners first, students can quickly form ideas for their own work. Using visual communication skills from Years 8 and 9 the students can explain and develop these ideas clearly in their portfolios. Students understand the way sources inspire the development of ideas, including the ways in which meanings, ideas and intentions can be communicated. To refine and develop outcomes the students will know how to collect primary and secondary sources such as photos, drawing, printing, weaving, embroidery, sublimation printing and mixed media experiments. Learning is implemented by exploring, experimenting, and developing skills in a variety of media to produce a wide range of outcomes and solve problems.

Hospitality and Catering

Hospitality and Catering at MEA Central encourages learners to be inspired, and challenge by following a broad, coherent and satisfying course of study which will give students an insight into a range of industry sectors. Students learn the structure and diversity of the industry, and its contribution to society and the economy. They gain an awareness and appreciation of commercial and industry issues. Students learn and use a range of transferable skills, such as sequencing, multitasking, communication, using resources, workplace systems, procedures and practices used in the industry. Units of the course are devised around the concept of a ‘plan, do, review' approach so that learners take part in practical activities in different contexts to learn the related theories. This approach mirrors many work-related activities in the Hospitality and Catering sector and provides for learning in a range of contexts. Therefore, the qualification is designed to provide learners with a broad appreciation of work in the hospitality and catering sector and wider opportunities for progression into further education, employment, or training.

Design Technology

GCSE Design and Technology prepares students to participate confidently and successfully in an increasingly technological world. Students gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students get the opportunity to work creatively when designing and making and apply technical and practical expertise. The GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They also have the opportunity to study specialist technical principles in greater depth. Design Technology skills are vital to drive the current and future economy, with research suggesting that 1.82 million vacancies will be created in the next ten years for jobs that don't even exist yet.

 

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