Key stage 3 covers Years 7-9. During this time our students experience a rotation approach to Design & Technology where they spend approximately 9 weeks in each specialism area.
These areas are: Design Engineering, Fashion & Textiles, Food & Nutrition and Product Design.
Design and Technology
Design Engineering, Fashion & Textiles and Product Design
Design and Technology at KS3 incorporates a series of designing and making challenges covering core skills and knowledge across a broad range of materials and processes. Our aim is to provide a wide range of opportunities that enable all pupils to have fun exploring, discovering and enjoying their innate creativity through a series of projects which will help to establish a firm foundation of both practical and problem-solving skills. In our high-tech world there’s an increasing blur between materials and their uses, therefore students explore the role of a designer and manufacturer using a range of materials including wood, metal, plastic, electronics, textiles and SMART technology, with opportunities to use traditional and more modern techniques such as computer aided design, 3D printing and exploring electronics and microcontrollers.
At Hayesfield, students also experience projects designed with the James Dyson Foundation and have the opportunity of working with visiting Design Engineers, solving challenges through an iterative approach to investigating, evaluating and developing.
Food & Nutrition
Over the 3 years students develop their cooking skills through producing a variety of mouth-watering, predominantly savoury dishes that teach them about healthy lifestyles and the importance of balanced nutrition. Students are able to participate in enrichment activities where they can further develop their culinary skills and have fun being creative with food.
Subject Specific Skills
In Lower School lessons, students are expected to demonstrate a range of skills including planning, researching, designing, evaluating, problem solving and practical skills using the state of art equipment we have access to. These are further developed through our curriculum and enrichment opportunities.
Assessment in Lower School Design & Technology
How we assess and when we assess?
Key Stage 3:
Students will be assessed throughout the projects with a formal grade given at the end of each rotation. Rotation happens every 9 weeks
The first rotation assessment provides the baseline assessment for all students and will be used in conjunction with their Key Stage 2 data to decide whether the student is on the Emerging, Rising or Mastering Flight Path. For further guidance on the flight paths please see Whole School Assessment and Reporting Policy
The grades given follow a 0-9 grading aligning with the new GCSE 1-9 system and shows a trajectory for the student based on their continued progress over time
- In year 7 grading is between GCSE grades 1-4
- In Year 8 this will be 1-6
- In Year 9 it will be 1-9
|Old GCSE System||New GCSE System|
Students work will be assessed using the Emerging, Rising and Mastering grade descriptors attached at Annex A is an example for Product Design. Students are not bound by their flight paths and will be encouraged to move beyond them
Students can track their progress using their project booklets as each assessed piece of work will be given an E,R or M grade. There is a sub grade system of +, = or – indicating the level of security they have at that grade
- + working in the upper band of the flight path
- = working at the mid range of the flight path
- – working in the lower band
These assessments will be used to inform the report home to parents. Two consecutive reporting periods of above target will trigger a discussion with the student about moving to the next flight path
As with Year 7 and 8, all Year 9 students are formally assessed by their teacher at the end of each rotation. Students are assessed in accordance with the Whole School approach. This uses the traditional levels approach. All students in Years 9 are expected to be in the following range:
- Year 9 current levels 4c to 8a
Marking of Students Work and Feedback
Students’ work is expected to be marked by the teacher once every 6 lessons in line with the school marking policy. Assessment feedforward sheets are used as part of the assessment marking process during and at the end of each rotation. Staff comments provide guidance on how students can improve their level of understanding. Staff are expected to review all peer assessed and self-assessed work and provide guidance when necessary. Students are encouraged to self – and peer-assess their work through the use of our Green and Purple pens.
- Homework will be set to enhance and consolidate learning that happens in the classroom. This could be for consolidation purposes or could be set work in preparation for a forthcoming lesson
- Maximum intended length of homework is in line with the whole school policy and should not exceed 30 minutes
Supporting Your Daughter in Lower School Design & Technology
There are a number of ways you can support your daughter in Design & Technology:
- Ensure your daughter completes any homework within the deadline so she does not fall behind and can access the topics/themes studied in class time
- Encourage attendance to the Period 6 LEAP activities we offer in Design & Technology