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Craft, Design & Technology (CDT)

CDT involves pupils working on a variety of practical projects which develop skills they will need in adulthood. We aim to encourage self-sufficiency and how they can increase choices at Post 16.

Many of our pupils enjoy working with their hands and thrive in a space where they can create objects made from resistant materials (wood, plastic, and metals). They are taught, and trusted to carry out, this work using a variety of tools and machinery. Within our vocational learning centre, we are able to make direct links to the world of work and encourage a sense of independence and resilience. 

Design tools: pencils, set square, rulers

At the end of a completed project, pupils are encouraged to take their work home in order that parents and carers can appreciate the kind of work being produced. Students show great pride and joy and a sense of achievement at the end of a completed project.

Qualification route - BTEC in construction Level 1

CDT and our six core values

Balance

The subject offers a host of projects and materials that allow pupils a variety of experiences. Pupils are taught the importance of balance when designing a product.

Communication

Discussions on ideas and designs are an integral part during lessons. This promotes communication not only verbally but also with their designing and drawing skills. Pupils need to communicate with their clients regarding product specifications.

Going beyond your borders

There are great opportunities where this is promoted during the lesson. Pupils are required to use tools and machinery for the first time in their lives.

Resilience

The work during lessons requires significant resilience as practical tasks do not always go to plan. Pupils are sometimes required to restart their task as the work they have done does not fit the design brief. This promotes resilience.

Reflection

The subject is dependent on reflection as each piece of work is evaluated and reflected upon to make improvements for the future. As pupils move up a grade, the tasks become more challenging and pupils can only be successful if they have reflected on previous experience.

Independence

The subject is based on independent work. Therefore, pupils are constantly equipped with the technical knowledge and skills to carry out tasks independently.

KS3 Long Term planning

Year 7

Terms 1 & 2

Games

1.1: Planning for a task.
1.2: Designing a holder for decoration.
1.3: Making a product from own design.
1.4: Evaluation of end product.

1.5: Understanding product design.
1.6: Comparison of commercially produced OX games.
1.7: Design and make an OX game.
1.8: Evaluate product.

Terms 3 & 4

Toys

2.1: Design for lifestyle and consumer choice.
2.2: Produce details and specifications.
2.3: Apply knowledge of materials to make a product.

2.4: Create a design with an aesthetic and ergonomic impact.
2.5: Apply knowledge of materials.
2.6: Plan and organise processes to make a product.
2.7: Evaluation.

Terms 5 & 6

Decorative Effects

3.1: Explore how products are designed.
3.2: Develop own design.
3.3: Make a product considering the most appropriate tool to use.
3.4: Evaluate and modify ideas.

3.5: Design for yourself.
3.6: Use CAD /STIKKA.
3.7: Realise own design and add a decorative finish.
3.8: Evaluate fit for purpose.

Year 8

Term 1

Storage

4.1: Examine commercial products.
4.2: Design your product.
4.3: Finish the product by using STIKKA as a decorative effect.

Terms 2 & 3

Decorative

4.4: Apply knowledge to design product.
4.5: Produce plans and processes for production.
4.6: Make a product and evaluate.

4.7: Design for a consumer market.
4.8: Make and decorate using CAD/ STIKKA.
4.9: Evaluate through market research.

Term 4

Toy

4.10: Investigate commercial products and markets.
4.11: Use knowledge and design your own toy.
4.12: Make a product and evaluate.

Term 5

Container

4.13: Apply knowledge and design for yourself.
4.14: Consider aesthetics and value.
4.15: Make product and evaluate as progress is made considering changes to improve the design.

Term 6

Storage

4.16: Analyse products used for storage.
4.17: Design and make a product for sustainability.
4.18: Evaluate product.

Year 9

Term 1

Electrical

5.1: Plan for a purpose and design to satisfy customer needs.
5.2: Use design and realise into product.
5.3: Test product and evaluate if needs have been satisfied.

Term 2

Storage

5.4: Design for a need.
5.5: Investigate commercial availability and types.
5.6: Design and make your own product and evaluate, during progress.

Term 3

Electrical

5.7: Design for pleasure: examining commercial products to inform your design.
5.8: Construct using components.
5.9: Test and Evaluate.

Term 4

Decorative

5.10: Research commercial product design to create your own decorative product.
5.11: Formulate a plan with step-by-step instructions.
5.12: Make a product.

Term 5

Storage

5.13: Examine media storage products.
5.14: Design and make your own product.
5.15: Analyse the steps and make an instruction plan for others to follow.

Term 6

Furniture

5.16: DM assignment: Produce a design brief and design.
5.17: Make a product and evaluate against design brief.

KS4 Long Term planning

Term 1

Demonstrate Creativity

  • Use appropriate recording and drawing techniques, including the use of ICT.
  • Identify complex associations linking principles of good design and technological knowledge.
  • Identify trends in existing products and fully evaluate them against the needs of the intended user.

Terms 2 & 3

Developing design skills

  • Produce an appropriate response to a design brief.
  • Produce a detailed specification.
  • Use notes and annotated drawings to record original ideas.
  • Use appropriate modelling techniques to aid product design ideas
  • Use CAD to support design

Terms 4, 5 & 6

Demonstrate good making skills

  • Plan and organise activities.
  • Make reasoned decisions about materials and components.
  • Select appropriate materials.
  • Select appropriate equipment.
  • Work skilfully and safely to shape, form and finish materials and assemble components.
  • Complete high-quality prototype.
  • Apply knowledge of systems and control, digital media and new technologies as appropriate.
  • Demonstrate practical and thorough understanding and ability to solve technical problems effectively and efficiently as they arise.
  • Record key stages in the making of the prototype.
  • Evaluate the processes involved in making the final prototype.
  • Suggest modifications to improve modeling and prototyping process.