Design Technology

Curriculum intent

At Gable Hall School we want to create a diverse curriculum which is intrinsically linked to and fully embodies our learning ethos: Ambition, Integrity and Respect. 

Our intention is to inspire our students with a love for all things D&T to allow them to become confident individuals with inquisitive minds who will have the courage, skills and knowledge to thrive in the 21st century. 

D&T encourages children to become independent, creative problem-solvers and thinkers as individuals and as part of a team - making positive changes to their quality of life. It enables them to identify needs and opportunities and to respond to them by developing a range of ideas and by making products and systems.

We wish to instil a curiosity within our students which means they will ask questions and seek answers when creating new ideas, acquiring new skills and draw on disciplines such as mathematics, science, engineering, computing and art. We challenge students with engaging design briefs and instil a sense of curiosity within the students by enabling them to create work of their own inspired by well know designers, architects or engineers such as Philippe Starck, Charlotte Perriand, Zaha Hadid to name a few.

Finally, developing our students’ sense of appreciation for the design/creative industry supports them in finding their own identity as young designers, enabling them to develop a greater sense of self- awareness and affirming their own ideologies or perception of what design really is. Design and technology offer children a chance to use creative thinking and activity within a defined purpose and tangible outcome. It can be found in many of the object’s children use each day and is a part of children’s immediate experiences.

For further details of the Design & Technology curriculum please see the documents at the bottom of the page or contact Mr Botha.

Key Stage 4: At Key Stage 4 we also have a varied offer for our examined options ensuring that we are inclusive for all students who wish to follow a design technology or hospitality-based route.

The GCSE course in year 10 and year 11 is taught by subject specialists to enable students to look at the design problems we can solve. And in doing this we will look at learning outcomes not projects. We want students to be able to define design problems for themselves and address the solutions to them. The designing activities undertaken will enable our students to consider the needs of individuals and society within both our own community and the wider world.

We give our students opportunities to use a wide range of materials and processes and to work both independently and as part of a team.

Implementation:

• Plan and deliver a technology curriculum that cultivates students’ creative, technical, and practical skills for confident performance in daily tasks and success in a technologically advancing world.
• Tailor planning to emphasise the implementation of the design and manufacturing process. Progress students through increasingly intricate projects to enhance their skills as they advance in school.
• Ensure students acquire project management skills, from planning to execution, promoting their ability to see a project through from start to finish.
• ​Emphasise the importance of working safely and instil the ability to follow both written and verbal instructions for a secure and productive learning environment.
• Integrate theoretical knowledge into practical applications, utilising expert modelling to enhance students' understanding and skill acquisition.
• Engineer opportunities for students to work collaboratively in teams while fostering independence to develop a well-rounded skill set.
• Inculcate an appreciation for quality craftsmanship, design, and functionality, often within cultural and historical contexts.
• Provide platforms for students to enhance communication skills, encouraging the use of technical language to critique, evaluate, and test design ideas and products, promoting effective expression and evaluation

Impact: We will know the impact of the curriculum we have planned through the delivery of a high-quality education, quality assured through qualitative and quantitative measures such as:

• Demonstrate a Lifelong Passion for the Subject: Show unwavering enthusiasm and commitment to the chosen subject, reflecting a genuine passion for continuous learning and exploration.
• Proven Ability in Practical DIY Tasks: Provide evidence of planning and successfully completing practical DIY tasks at home. Showcase hands-on skills, problem-solving ability, and attention to detail.
• Cultivate a Sense of Wonder and Technological Curiosity: Display a genuine curiosity about the technological world. Showcase experiences or projects that highlight a sense of wonder and a keen enquiry into technological advancements.
• Possess Skills and Qualities for Design Realisation: Exhibit a well-rounded set of skills, knowledge, understanding, and personal qualities that align with the ability to fully realise a design brief. Provide examples or experiences that demonstrate competence in design thinking and execution.
• Demonstrate Global Awareness and Environmental Consciousness: Showcase a broader understanding of global issues, emphasising awareness of environmental challenges faced by humanity. Connect personal values to a commitment to addressing environmental concerns within the context of design and technology.
• Attainment and Achievement outcomes. The final measurable outcomes achieved by the students that we teach will be a clear indication of the quality of our Design and Technology curriculum.  This can also be used as a measure of the standard of teaching and learning within the subject.
• Assessments. Assessment of children's learning in Design Technology is an ongoing monitoring of children's understanding, knowledge and skills by the class teacher, throughout lessons. This assessment is then used to inform differentiation, support and challenge required by the children. Summative assessment is conducted termly to inform the teacher of progress or skills and knowledge still to be embedded.

KS4 Curriculum Map

Learning Journey