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Brooklands School

Design Technology

Curriculum
The Brooklands School DT curriculum has been developed to spark enthusiasm and curiosity about the made and mechanical world around us. The projects have been created to build on existing knowledge.

Year 5 Autumn Term
Graphics baseline
This is an introduction to 3D drawing and will teach the basics of one-point and two-point perspective, and isometric and orthographic projection.

Door sign
This project will introduce pupils to typography and demonstrate how the colours and shapes of lettering can change the look and feel of a piece of graphics work. 

Milkshake mix up pantomime
Pupils will build on knowledge of British cultural experiences and values as pupils explore the world of pantomime. Students will experience designing, planning and making to a client’s specification.

Year 5 Spring term
Harry Potter wands
Students are introduced to electronics in DT and use new and prior knowledge in a design application. They are shown the basic circuit diagram used for a light circuit that uses an LED and they will design and produce a wand that incorporates a switch using basic electronic components. Students use learning from their English lessons to revisit texts describing the wands to design and complete their make. They will use learning from the door sign and milkshake mix up pantomime project to create a wand they can control and make their Expelliarmus spells!

Year 5 Summer term
Dyson Project 
We are lucky to have a project box from Dyson this term. Working with real Dyson parts, students will learn about being a designer and how designers and engineers work together. They will become familiar with how a real company develops and makes its products.

Buggies 
Who will make the fastest and furthest-travelling buggy? Students will make and test an elastic band buggy using the hand tools to produce the vehicle. Students enjoy this skills-based project with a hint of competition.

Food Technology
Brilliant Basics
Students learn where food is grown, sourced and how this food works in their bodies. Students will produce three healthy eating dishes and learn how the food they made fits into the Eat-Well plate. 

Year 6 Autumn Term
Graphics baseline
Building on year 5 work, students learn to develop and remember the 3D drawing basics of one-point and two-point perspective, isometric projection, including crating, and orthographic projection.

Aquariums
Students explore different materials used in the project and how it can harm the environment, in particular the Oceans. Students are challenged to respond with two expressions of art; one a piece of poetry and the other a sculpture.

Food Technology
Best of British 
Students learn about the connection between food miles, seasonality and the ecological effect of out of season supermarket buying.  Students produce dishes that celebrate three regions of Britain including a very local delicacy.

Year 6 Spring term
Planes
Chocks away with this project! Students use their ingenuity to design and make their own paper plane design.

Year 6 Summer term
QR coding
Students explore the world of architecture and product design focusing on a company in Italy known for their amusing and playfully designed products. They are then introduced to QR codes and asked to use them to enhance their graphics work. 

Year 7 Autumn Term
Graphics baseline
Continuing to build on the year 6 work, students continue to develop 3D drawing skills, including one-point and two-point perspective to produce more intricate images. We use isometric projection to draw 3D objects through crating and learn how orthographic projection is used in industry.

Shelters 
Students are made aware of the human impact of recent ecological disasters.  They are challenged to work in teams to design and make a model that will fulfil the brief and withstand a simulated tornado or tsunami.          

Food Technology
Burgers disassembled 
Students learn how bodies work and how our bodies use carbohydrates, protein and vitamins and minerals in our diets.  Students produce dishes that stretch the skills learnt in Year 6, and allow them to prepare a main meal for tasting and eating at home.   

Year 7 Spring term 
Robots
Using several found materials, students design and make their Boxtroll-type robots. They will experiment and explore different joining methods.

Year 7 Summer term 
Chocolate Packaging
Students will learn how to produce a net, packaging and moulds for chocolate that they will be making. 

Year 8 Autumn Term
Graphics baseline
Students continue to develop 3D drawing skills using one-point and two-point perspective and learn how to read orthographic projection for other lessons later in the year.

Jewellery
Students research Gothic based jewellery in tandem with the English department and design their own piece of jewellery after completing a range of making tasks. 

Year 8 Spring term
Stephen Wiltshire houses coat peg
Stephen Wiltshire is a British architectural artist and autistic savant, known for his ability to draw a landscape from memory after seeing it just once. Students will use his drawings as inspiration for a 3D make.

Romeo and Juliet set design
Working with the Royal Opera House, this project works in tandem with the English department as we create a 3D response to the play. Students explore modelling to scale and working for a client and will learn how to link text to a creative outcome.

Dyson Project 
We are lucky to have a project box from Dyson this term. Working with real Dyson parts, students will learn about being an engineer and the many ways in which engineers change the world around us. Pupils will learn how to disassemble and, more importantly, assemble a real vacuum cleaner.

Food Technology
That’s the world wrapped up
Students look at foods and cultures around the world and take part in practicals that demonstrate how each culture has their own version of the heathy eating plate.      

What does Mastery Look like in Design Technology?

*Mastery in technical drawing.

Year 5 The student can draw a cube or simple object using 3 of 4  different drawing techniques; isometric projection, 1 point perspective, 2 point perspective and orthographic projection.
All lines are drawn with a ruler and all construction lines erased.  

Year 6 The student can draw a cube or simple object using 4  different drawing techniques without step by step instruction; isometric projection, 1 point perspective, 2 point perspective and orthographic projection.
All lines are drawn with a ruler and all construction lines erased.

Year 7 The student can draw a cube and a simple object unaided using  4  different drawing techniques; isometric projection, 1 point perspective, 2 point perspective and orthographic projection.
All lines are drawn with a ruler and all construction lines erased.
The simple object (for example a torch) should be constructed by using the crating method and is shaded to represent areas of light, medium and dark. 

Year 8  The student can draw a cube unaided and can use the crating method to plan and draw a simple object using  4  different drawing techniques; isometric projection, 1 point perspective, 2 point perspective and orthographic projection.
All lines are drawn with a ruler and all construction lines erased.
The simple object (for example a torch) is shaded to represent areas of light, medium and dark. The object has areas of different textures representing different materials.

*Mastery in Manufacturing.

Year 5 Students can follow instructions safely and with accuracy.
Marking out accurately on the material using the appropriate equipment.
Cutting or shaping within the tolerances expected.
The product completed is of a high quality.
The product is finished with an appropriate coating.  

Year 6 Students can follow instructions safely and with accuracy.
A student showing mastery would be able to, using prior learning, be able to anticipate the steps needed to complete a task.
Marking out accurately on the material using the appropriate equipment.
Cutting or shaping within the tolerances expected.
A student showing mastery would be expected to challenge themselves with learning a new technique after demonstrating their understanding of the material or process used.
The product completed is of a high quality.
The product is finished with an appropriate coating.  

Year 7 Students can follow instructions safely and with accuracy.
A student showing mastery would be able to, using prior learning, be able to anticipate the steps needed to complete a task and use this understanding to design their own version of the product.
Marking out accurately on the material using the appropriate equipment.
Cutting or shaping within the tolerances expected.
A student showing mastery would be expected to challenge themselves with learning a new technique after demonstrating their understanding of the material or process used.
The product completed is of a high quality.
The product is finished with an appropriate and aesthetic coating.

Year 8 Students can follow instructions safely and with accuracy. They can be trusted to demonstrate basic craftsmanship to other students.
A student showing mastery would be able to, using prior learning, be able to anticipate the steps needed to complete a task and use this understanding to design their own challenging or refined version of the product.
Marking out accurately on the material using the appropriate equipment.
Cutting or shaping within the tolerances expected.
A student showing mastery would be expected to challenge themselves with learning a new technique after demonstrating their understanding of the material or process used.
The product completed is consistently of a high quality and if not they can assess what process that is not working and be able to correct it. 
The student has chosen to finish the product with an appropriate coating chosen from experimentation or prior learning. 

Design Technology Curriculum Overview 2021_22