KS4 Curriculum Guide - Year 11 Design Technology
Term 1Identifying and Investigating Design Possibilities  
Students start their NEA by analysing the contextual challenge. Students will identify design possibilities, investigate client needs and wants and factors including economic and social challenges. Students should also use the work of others (past and/or present) to help them form ideas. Research should be concise and relate to their contextual challenge. Students are also advised to use a range of research techniques (primary/secondary) in order to draw accurate conclusions. Students should be encouraged to investigate throughout their project to help inform decisions. Based on conclusions from their investigations students will outline design possibilities by producing a design brief and design specification. Students should review both throughout the project. Students should explore a range of possible ideas linking to the contextual challenge selected. These design ideas should demonstrate flair and originality and students are encouraged to take risks with their designs.
Assessment: A clear introduction to the page explaining what you are intending to analyse and find out. Design possibilities identified and thoroughly explored, directly linked to a contextual challenge demonstrating excellent understanding of the problems/opportunities. Extensive evidence that investigation of design possibilities has taken place throughout the project with excellent justification and understanding of possibilities identified. Key Words and Terms
 
Term 2Design Brief and Justified Specification and intial solutions 
Students will develop and refine design ideas. This may include, formal and informal 2D/3D drawing including CAD, systems and schematic diagrams, models and schedules. Students will develop at least one model, however marks will be awarded for the suitability of the model(s) and not the quantity produced. Students will also select suitable materials and components communicating their decisions throughout the development process. Students are encouraged to reflect on their developed ideas by looking at their requirements; including how their designs meet the design specification. Part of this work will then feed into the development of a manufacturing specification providing sufficient accurate information for third party manufacture, using a range of appropriate methods, such as measured drawings, control programs, circuit diagrams, patterns, cutting or parts lists.
Assessment: November Mock examination and deadline for section A-C for NEAKey Words and Terms
 
Term 3Developing and Realising Design Ideas  
Students will work with a range of appropriate materials/components to produce prototypes that are accurate and within close tolerances. This will involve using specialist tools and equipment, which may include hand tools, machines or CAM/CNC. The prototypes will be constructed through a range of techniques, which may involve shaping, fabrication, construction and assembly. The prototypes will have suitable finish with functional and aesthetic qualities, where appropriate. Students will be awarded marks for the quality of their prototype(s) and how it addresses the design brief and design specification based on a contextual challenge. Within this iterative design process students are expected to continuously analyse and evaluate their work, using their decisions to improve outcomes. This should include defining requirements, analysing the design brief and specifications along with the testing and evaluating of ideas produced during the generation and development stages. Their final prototype(s) will also un
Assessment: Development work is, a wide range of 2D/3D techniques (including CAD where appropriate) in order to develop a prototype Modelling, variety of methods to test their design ideas, fully meeting all requirements. Key Words and Terms
 
Term 4Realising ideas and ongoing testing with final evaluation
Students use a wide range of 2D/3D techniques (including CAD where appropriate) in order to develop a prototype. Students model, using a wide variety of methods to test their design ideas, fully meeting all requirements. Appropriate materials/components selected with extensive research into their working properties and availability. Iterative design.
Assessment: Section D-F of the NEAKey Words and Terms
 
Term 5Revision and consolidation of content  
Responding to formative data taken from the mock exam. Weak areas in students’ knowledge will be identified and personalised lessons utilised for students to strengthen their knowledge in those weak areas. Past papers and style of exam questions will be studied. Areas of student knowledge assessed, weak areas identified and topics and lesson plans derive from this. Students must be prepared for the exam format and be well practised in exam techniques and the range of practical skills that can be employed.
Assessment: Past paper exam questionsKey Words and Terms
 

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