Technology
| Staff | Mr Martyn Luckhurst | - Head of Department |
| Mr Julian Meek | - 2nd in Department |
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| Mrs Jill Flintham | - Devon Advanced Skills Teacher | |
| Miss Liz Dyer | - Catering | |
| Mrs Chris Carter | - Textiles |
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| Mrs Sam Simons | - Textiles & Resistant Materials |
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| Mrs Gill Townsley | - Department Technician – Textiles and Food | |
| Mr Peter Cook | - Department Technician – Resistant material and CAD/CAM |
Department mission statement
Our aim is to build on the work undertaken at our primary feeder schools to develop students’ Design and technology capability through a variety of activities:
| . | Design and making assignments, which provide the opportunity for pupils to use their capability to develop products which meet real needs and wants |
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| . | Focussed practical tasks which give students the opportunity to learn and practice particular skills and knowledge |
| . | Product Analysis tasks in which pupils investigate existing products and use what they find to improve their own repertoire of skills, knowledge and understanding. |
All students are entitled to a broad balanced and relevant technology experience. The Design and Technology curriculum makes a significant contribution to the development of students’ cognitive and manipulative skills. The tasks undertaken enable the students to synthesise knowledge and understanding developed across the whole college curriculum.
Coordinated experiences are planned in order to offer students the opportunity to identify transferable skills and information. At the same time, specialist teaching within Design Technology establishes rigour in courses and facilitates a high level of achievement.
Our course planning is founded on the belief that students learn most effectively by doing- producing practical solutions to design tasks.
Consequently, schemes of work particularly at KS3, have a bias towards realisation of quality practical work that students own and take home.
Curriculum
| Key Stage 3 Year 7-9 | |||
| Year 7 |  |
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| Catering |
The Basics – All in one buns, savoury scones, soup or fresh fruit salad | ||
| Textiles |
Cushions | ||
| Electronics |
Flashing light circuit housed in a vacuum formed casing | ||
| Mechanisms | An Introduction to how things work | ||
| Mirror | Design and make a personalised mirror | ||
| Year 8 |  |
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| Candle Stick | The batch production of an aluminium candle stick with a cast base |
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| CAD/CAM |
Computer Aided Design and Manufactured products | ||
| Food |
Use your loaf | ||
| Textiles | Henri Matisse influenced cushion cover | ||
| Year 9 |  |
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| Jewellery | The production of a silver ring and other pieced made from acrylic copper and pewter | ||
| Product Design – Box |
Designer influenced, batch produced storage | ||
| Graphic Products |
Gift items for the National Marine Aquarium | ||
| Catering |
Multi cultural food | ||
| Textiles | Design and make a fashionable bag | ||
| Key Stage 4 Year 10-11 | |||
| At key stage 4 students have the opportunity to specialise in the following areas: | |||
| Resistant Materials |
AQA | ||
| Product Design |
AQA | ||
| Graphic Products |
AQA | ||
| Textiles | AQA | ||
| Catering | WJEC | ||
| Key Stage 5 | |||
| Product Design (3d Design) is studied at As and A2 | |||
| This course provides a natural progressing from GCSE Resistant Materials, Graphic Products and Product Design and has been structured to: Develop the capacity of students to design and make quality products and to encourage students to make a broad view of design and technology. |
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| During year 12 students undertake a series of minor projects in order to develope a portfolio of work. At the end of the year the students are examined on the following areas: Materials and Components Design and market Influences Processes and Manufacture In year 13 students undertake a single design and make project and at the end of the year they are examined on: |
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Drawing by Henry Ireland Yr13 |
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| Extra Curricula |
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| Open workshops | |||
| Engineering Education Scheme | |||
| CAD Masterclasses | |||
| Marine Challenge | |||
Links to Courses
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(to follow) |
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