CHRISTOPHER WHITEHEAD
LANGUAGE COLLEGE AND SIXTH FORM
Welcome to Design & Technology
Miss E Hubbard
Teacher of A-Level Graphic Communication
Teacher of GCSE Design & Technology
Teacher of KS3 Design & Technology
- e.hubbard@cwlc.email
Mr C Stansbury
Teacher of GCSE Design & Technology Teacher of KS3 Design & Technology
- c.stansbury@cwlc.email
Mrs E Beasley
Teacher of GCSE Graphic Communication
Teacher of KS3 Design & Technology
- e.beasley@cwlc.email
Mr M Bullock
- m.bullock@cwlc.email
Mr J Glendenning
- J.glendenning@cwlc.email
The Design and Technology department strive to see students aspire to and achieve success at Key Stage 3, GCSE level and onwards into A-Level Graphic Communication.
In Key Stage 3, students experience a wide range of materials, equipment, and CAD (Computer Aided Design) CAM (Computer Aided Manufacture) technology. The department aims to inspire and fire the student’s imagination and sense of creativity through various design and make projects. Basic skills are taught through focused practical tasks and these lead to greater freedom with designing and creating products in later years. As well as traditional methods, students are also introduced to CAD (Computer Aided Design) and CAM (Computer Aided Manufacture) and use this in several projects. They develop skills in using Adobe software and 3D modelling software.
In Key Stage 4 students can opt for GCSE Design & Technology, which is a product design course. Students can opt to focus on timbers or textiles. We also offer GCSE Graphic Communication. The most able students will be aiming for a grade 8 or 9 in both exam and coursework. They will learn and develop key skills in the workshop and design studios, they can enhance their skills in using CADCAM, design software and through traditional techniques. Students will be able to design and make personal and challenging products that they feel proud of.
In Key Stage 5 students can choose to study A-Level Graphic Communication. They can fully explore a wide range of techniques, processes, and skills, drawing from the work of influential designers and developing their own style as a designer. Students will write their own brief for coursework and follow their choice of interpretation for their exam piece to create a personal, creative response. They will develop the skills required to take them further as designers at university or higher education.
The Design and Technology department strive for excellence as standard; in the teaching, in the classroom and in results at key stages 3, 4 and 5.
Design and technology is delivered by a carousel system so students will spend part of the year studying each element of the subject. Students will experience all of the KS3 projects below but not necessarily in this order.
Year 7 – Introduce and Inspire
CAD CAM – students learn about computer aided design and manufacture. They are trained to use specialist, industry level software to design small products. Students are introduced to the department lasercutter and 3D printers.
Mechanical Toy – movement, forces and mechanical systems are explored. Students apply this knowledge to a series of mini makes before producing a mechanical toy.
Cultural Phone Cushion – students question what textiles is and research cultural textiles (Shibori and Adinkra). All students print their own fabric and use sewing machine skills to make a 3D phone cushion.
Acrylic Key Fob – An introduction to the workshop. Students use hand skills and machinery to manufacture a high quality key fob. New technologies and opportunities are explored.
Year 8 – Develop and Embed
Structures – students explore structural design elements as well as ergonomics and anthropometrics. They are taught to apply this understanding to be able to solve real world problems.
Steel Hook – Developing workshop skills taught in year 7, students work with a resistant material (mild steel) to produce a functioning product. Students are challenged to work precisely with tools and processes independently.
E-textiles – In this project students explore electronics, programmable components, smart and modern materials as well as developing their textiles skills from year 7. They design and make a product to assist users and keep them safe.
Acrylic Stand – This project is all about the design process, problem solving and developing ideas through creative trial and error. Students design, model and finalise an acrylic stand or storage product for a small device of personal item.
Year 9 – Refine, Challenge and Contextualise
Design Museum Challenge – A true mini design challenge. Students research, develop and model a solution to a problem. This project is purposely more ‘open ended’, allowing students the opportunity to apply and consolidate what they have learnt in year 7 and 8. A degree of flexibility allows students to think about their own strengths and interests whilst they are challenged to work within the limitations of a brief for a client.
Fruitilicious – An introduction to graphic communication. As above, students experience the whole design process, exploring ideas through sketching, mark making and creative risk taking. They are taught to use Adobe PhotoShop and Illustrator and use this as a tool to develop ideas for a piece of graphic design work.
Subject: Graphic Communication GCSE
Teachers: Mrs E. Beasley and Miss E. Hubbard
Examining body: OCR
Overview: Graphic Communication is an exciting, broad, and flexible course giving students freedom to explore their own ideas and interests within one or several areas of graphic design (typography, communication graphics, design for print, advertising, multi-media, illustration, interactive web, app and game design, package design and signage).
Students begin year 10 with mini projects. Students are supported and taught how to convey information, ideas and emotions using graphic elements such as colour, icons, images, typography, and photographs. Their work is supported and inspired by relevant critical and contextual research into the work of historical and contemporary graphic designers.
In year 11, students submit a portfolio of work in response to a personal investigation into a theme of their own choosing. This forms 60% of their final grade.
The remaining 40% is an externally set task set by the exam board. Students are given titles to choose from, they complete preparatory work and this culminates in a 10-hour practical exam.
Subject: Design and Technology GCSE
Examining body: Edexcel
Teachers: Mr C. Stansbury, Mrs E. Beasley and Miss E. Hubbard
Overview:
This is a product design course with students either specialising in textiles or timbers. 80% of the student’s assessment will focus on their specialism, the remaining on core design and technology knowledge. The course is assessed by 50% exam and 50% coursework NEA (Non-Examined Assessment). Theory is taught through focused practical tasks and taught sessions which are supported by quizzing, practice exam questions and homework tasks.
During year 10 students undertake mini projects which embed theory and develop their range and depth of practical skills. A lighting or pyjama shorts project is taught where students undertake the entire design process, researching, designing, developing, making, testing, and evaluating their own product. Aspirations are high and students are supported to present this project professionally.
The coursework element is a challenge set by the exam board. Students apply all they have learnt and experienced to respond to and solve contextual challenges creatively. A portfolio of work supports the process and is submitted alongside the product they choose to make.
