Engineering
Our intent is comprised of the following 3 sections:
- Our vision for the subject/faculty and the purpose it serves for our pupils
- Defining what the key concepts and core domains of knowledge are, that pupils will learn about
- The end points our curriculum is working towards
1-Vision:
The primary goal is to inspire young minds to become critical thinkers, problem solvers, and creative designers, preparing them for the challenges of the ever-evolving technological landscape.
This department aims to provide a comprehensive and multidisciplinary curriculum that covers various branches of engineering, including civil, and software engineering with the ambition of covering mechanical, electrical in the near future. It strives to deliver hands-on, project-based learning experiences that encourage students to apply theoretical concepts to real-world situations. Practical labs will be integral to this vision with the ambition of offering extracurricular activities.
Furthermore, the engineering department is committed to instilling ethical values in students and emphasising the importance of sustainability, ethics, and social responsibility in engineering practice. Students will be encouraged to consider the environmental and societal impact of their work, aligning with the global shift towards sustainable engineering practices.
In line with industry trends, the department seeks to integrate emerging technologies such as renewable energy systems into the curriculum, ensuring students remain at the forefront of technological advancements. Additionally, fostering a culture of diversity and inclusion is a priority, as diverse perspectives are essential for innovative problem-solving in engineering.
Ultimately, the engineering department's vision is to produce students who are not only well-versed in engineering principles but are also adaptable, ethical, and socially conscious individuals, ready to make a positive impact on the world through their engineering expertise.
Key domains of knowledge:
At Key Stage 3, learners will experience a broad a rich curriculum comprising:
The curriculum is currently being developed to create a learning journey through KS3 and beyond. Currently all three-year groups are shown the broad and environmental impact of product design following the national curriculum. Students follow a series of practical session in a rotation with other personal development area i.e. first aid, finance, textiles, food and here will develop an understanding on how to apply the principles of product design following a plan, create and evaluate process inspired by British architects. Students will understand how human structures surround and impact their lives. Learning product design at Key Stage 3 not only equips students with practical design skills but also nurtures their creativity, problem-solving abilities, and a holistic understanding of the world around them. It provides a foundation for future studies and careers while fostering important life skills.
Learning product design at Key Stage 3 can have a significant impact on students in several ways:
- Creativity and Innovation: Product design encourages students to think creatively and develop innovative solutions to real-world problems. It promotes brainstorming, idea generation, and thinking "outside the box."
- Problem-Solving Skills: Designing products involves identifying problems, setting objectives, and finding solutions. Students learn how to break down complex issues into manageable steps, fostering critical thinking and problem-solving skills.
- Technical Proficiency: Students gain practical skills, such as using design software, tools, and materials. This hands-on experience helps build technical proficiency, which can be valuable in various STEM-related fields.
- Cross Curricular: Product design integrates concepts from various subjects like science, mathematics, art, and engineering. This cross-disciplinary approach helps students see the interconnectedness of knowledge and the relevance of what they learn in different subjects.
- Communication Skills: Students need to communicate their design ideas clearly, whether through sketches, models, or presentations. This enhances their verbal and visual communication skills, which are valuable in many contexts.
- Project Management: Design projects often have timelines and deadlines. Students learn project management skills, including time management, organisation, and goal setting.
- User-Centered Design: An important aspect of product design is considering the end-users' needs and preferences. This fosters empathy and an understanding of user-centred design principles.
- Sustainability Awareness: Teaching product design at this stage is an opportunity to introduce students to the importance of sustainable design. They can learn about eco-friendly materials, energy efficiency, and the environmental impact of products.
- Career Awareness: Introducing product design can also expose students to potential career paths in design, engineering, architecture, and related fields. It can inspire them to consider these professions in the future.
- Confidence and Self-Esteem: Successfully creating a product design can boost students' confidence and self-esteem. It shows them that they can conceive of, plan, and create something tangible.
- Cultural and Historical Context: Students may also explore the historical and cultural aspects of design, understanding how products reflect society's values and needs.
- END points
The end point of learning product design at Key Stage 3 should ideally equip students with a foundation of knowledge and skills that can serve as a springboard for more advanced studies or practical applications in the field of design. By the end of this stage, students should have achieved the following:
- Design Competence: Students should be able to independently conceive, plan, and create simple product designs, demonstrating a practical understanding of the design process from problem identification to ideation, prototyping, and evaluation.
- Technical Skills: They should possess basic technical skills, such as using design software, tools, and materials relevant to product design. This may include skills in sketching, model making, and computer-aided design (CAD).
- Problem-Solving Proficiency: Students should be adept at identifying problems and proposing creative solutions. They should have honed their critical thinking and problem-solving abilities through practical design projects.
- Communication Skills: They should be able to effectively communicate their design ideas through sketches, diagrams, presentations, and simple prototypes. This includes both verbal and visual communication.
- User-Centered Design Understanding: Students should grasp the importance of designing products with consideration for end-users, including factors like usability, ergonomics, and aesthetics.
- Sustainability Awareness: An end point should include an understanding of the basics of sustainable design, including knowledge about eco-friendly materials and principles of environmentally responsible design.
- Historical and Cultural Context: Students should appreciate the historical and cultural aspects of design, understanding how design is influenced by societal values and needs.
- Self-Confidence and Initiative: They should have gained self-confidence in their ability to create and design, and be motivated to explore design projects independently or as part of a team.
- Awareness of Further Study and Career Paths: By the end of Key Stage 3, students should have an awareness of potential further studies in design or related fields, and have an idea of potential career paths in design, engineering, or related professions.
Of course, not all students will pursue advanced studies or careers in product design. However, the skills and knowledge acquired during this stage can be valuable in many aspects of life and provide a strong base for those who do choose to further their studies or careers in the field. The ultimate goal is to foster creativity, problem-solving, and a deep appreciation for design's role in society.
Assessment
KS3: Students are assessed in a summative way following the CNAT marking criteria, this has been adapted to meet the needs of the curriculum however this supports student development if they choose a CNAT qualification for KS4 they are aware of the requirements and this allows for a seamless transition.
Homework
KS3: Homework is given at the end of the rotation, providing students with assess to the CAD system that they can use and play on at home.
Our Domains of knowledge are 1. Planning/choreography/designing 2. Performing/creating/competing SUBJECT ENGINEERING
Key concepts knowledge or skill |
KS3 |
Identify and solve own design problems and understand how to reformulate problems given to them |
Whilst creating their bus shelter models, students are coming up against problems with modelling and creating freestanding structures with a curve. |
Develop specifications to inform the design of innovative, functional and appealing products that respond to needs in a variety of situations |
Students will design a products that meets a given specification |
Use a variety of approaches to generate creative ideas and avoid stereotypical responses |
Students will generate design ideas using inspiration of others work. |
Develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools |
Students will learn about 2-point perspective and making 3D card models. |
Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture |
Students will use scalpels, safety rules and a strong adhesive |
Analyse the work of past and present professionals and others to develop and broaden their understanding |
Students will complete analysis of Norman Foster’s designs |
Investigate new and emerging technologies |
Students will use CAD software to design 3D houses |
Test, evaluate and refine ideas and products against a specification, taking into account the views of intended users and other interested groups |
Students will design and evaluate against a given specification, modelling ideas and carrying out a final evaluation |
Understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists |
Students will understand the responsibilities of designers. |
Understand and use the properties of materials and the performance of structural elements to achieve functioning solutions |
Students will model free standing bus shelters including a curve element. |