SMSC in Design and Technology

Students’ Social Moral Spiritual & Cultural is developed in design & technology in a number of ways. We believe that in educating our students to think about the impact of their designing and making on the environment and people. Sustainability and the clear understanding of how this is applied to designing new products are paramount if we are to protect the world’s natural resources. Students are also expected to grow and develop a sense of social responsibility, mutual respect and care for each other through our teaching of behaviour self-regulation. We expect students to influence the behaviour of others around them by encouraging a confidence to challenge each other when standards fall below our collective expectations.

Mutual respect is engendered through the process of peer evaluation of each other’s work and standards. We empower students to take criticism positively and to articulate their views in a respectful and sensitive way. We support this through the celebration of human fallibility as a motivator to learn and succeed.

We support students search for Meaning and Purpose through encouraging creativity in projects and challenge them with the fundamental question, How will my designing benefit humanity? Students draw upon a variety of sources for inspiration. Many of these are natural but true creativity comes from the freedom to explore within more open ended projects

Equal Opportunities: Is Taught through collaborative and team learning. Valuing contributions and celebrating these as well as outcomes. We try to instil in students that the journey is more important than the outcome because that is where true understanding is gained.

Spiritual Development in Design and Technology

Spiritual development is of a very high importance in design & technology. The process of creative thinking and innovation inspires students to bring out undiscovered talents, which in turn breeds a self-confidence and belief in their abilities. It also challenges and appeals to the creative instincts that have driven humanity to discover, adapt and overcome. Within our schemes of work we seek to develop these.

Year 9

Students get a great sense of enjoyment from creating products in the areas of resistant materials, graphics, food & textiles. The fun element of making, testing and evaluating using new skills gives students opportunities to challenge themselves and discover talents they were unaware of.

Year 10 –Resistant Materials

Working with a diversity of materials to create products through cutting shaping & forming them. Creating products using a variety of machinery and equipment creates an excitement and a sense of real achievement.

Year 11 – Resistant materials

The major design & make project engages students. Students learn to be resilliant and have to manage a range of emotions throughout the project. Students learn a lot about their own character and develop key attributes needed to see a long project through. The sense of pride in the journey they have taken at the end of the project is evident.

Year12&13- Product Design

Students gain a great deal of spiritual development through working with Royal Designers for Industry on enrichment projects. This sets real life experiences and challenges the students to ‘dig deep’ within themselves to solve real problems with a significant outcome

Moral Development in Design and Technology

In design & technology we seek to develop a sense of ‘moral conscience’ in our students, through focusing upon the moral dilemmas raised in designing and making new products. We teach students to understand the wider impacts on the environment when designing and making new products and expect them to consider carefully the materials & components they will use when designing and making. We encourage sustainable thinking through the active application of the ‘6 R’s’ and to highlight the impact on environmentally sensitive areas of the world.

Year 9 Sustainability

Students are taught about the moral choices facing designers & manufacturers when deciding on materials. Students use the six ‘Rs’ of sustainability to understand and apply ways of conserving the earth’s resources. Focus on recycling in food and how to manage portion sizes to minimise waste helps students to connect with the dilemas of those who do not have an abundance of food.

Year10 – Resistant Materials

Students are taught about the moral dilemas created by technological activities. Through discussion students look at the wider implications of using materials from non-renewable sources. Students do at least one project using recycled materials for example; a decorative book end made from recycled mahogany science bench tops. They also have to justify the selection & use of materials in projects

Year 11

During the major project students have to consider the use of CAD/CAM in designing and making products and the benefits and impact of CAD/CAM on skills and traditional craftsmen can they co-exist?

In the lighting project students debate and justify the selection of light sources chosen and the ecological benefits of using low energy solutions.

Year12&13- Product Design

Students complete a whole unit on sustainable design and inclusive design. This challenges the students to understand that when designers design products they must take into account all potential users including disabled users.

Social Development in Design and Technology

Social development is a key feature of all design & technology lessons. We teach the concept of self-regulation to ensure that students accept responsibility for their behaviour and the safety of others. We encourage students to give each other reminders when standards fall short of the collective expectation. This establishes and maintains a safe, secure, learning environment . We place an emphasis on developing the ability to work with other and to accept each other’s unique personality. We encourage effective conversations about the work we do through self & peer evaluation, and to give and accept constructive criticism as a vehicle to improve students learning outcomes.

Year 9

Within the areas of resistant materials, graphics, food & textiles students are given opportunities to work in small teams and pairs to solve design problems. By peer assessing work they learn from each other and are taught to articulate their ideas through combining drawing, discussion and writing.

Students are taught the social skills around behaviour self-regulation to ensure collective responsibility for a safe and efficient working environment. They are taught to challenge each other’s behaviour or practices if they fall short of the collective expectations of the group

Year 10 – Resistant Materials

Throughout the design & make activities students are taught the skills of critical evaluation of each other’s work. Students are taught to give and accept constructive criticism as a basis of improving their learning outcomes. This takes the form of evaluating techniques & skills as well as design work and prototype modelling.

Year 11- Resistant Materials

As part of the major project students are required to actively comment upon initial design work. Students are taught how to justify improvements they are suggesting to other’s designing and to communicate this effectively in a formal session

Softer social skills around working in a socially dynamic learning environment with the finite resources and equipment. Students are taught the importance of negotiating an order of usage for machines and equipment and to take into account priorities of each other to establish a workable ‘pecking order’ to access tools & equipment. Regular anfd informal discussion and debate between students about design work is encouraged as this

Year12&13- Product Design

Students work increasingly in teams to debate assignments. They are taught the social skills to enable them to be able to interact effectively with design experts. Students will take roles of responsibility when experts visit and are given opportunities to communicate with experts through forums. The RDI projects are a great example of this in action.

Cultural Development in Design and Technology

We develop wider cultural awareness in design 7 technology through projects that have a connection with our past heritage and how our industrial routes have shaped our nation. We seek to expand student’s knowledge of other cultures influences on design and manufacture including an increasing awareness of the influences digital manufacturing developments from other countries is having on the designing and making of products that we use.

Year 9

Resistant materials

Students study iconic bridges and connect with the work and influence of Ismbard Kingdom Brunel

Food

Students look at cultural influences on the food we cook and the diversity of ingredients available for us to cook with. They also learn about staple foods of other countries.

Textiles

Investigate and use shape form and images from other cultures to influence their designing. And learn a range of techniques to create pattern & texture for example tie dying

Year 10- Resistant Materials

Students are taught about the culture of designers and their impact on consumers and their influence on other designers. Students study the work and influence of Phillipe Starck and Ross Lovegrove. They are asked to understand their design philosophies and in the case of Phillipe Starck asked to reflect his style and philosophy in the lighting design project in Year 11

Year 11- Resistant Materials

Students are expected to apply their knowledge of Phillipe Starck to their lighting design.

Students look at the role of digital manufacturing and its influence on society. This leads them to understand countries who are at the forefront of digital manufacturing and the influence they are having on products bought across the world.

Year 12&13- Product Design

Students are taught to understand how products have developed over time with the influence of technological advances. They ‘timeline’ the developments of a product such as the mobile phone, motor car or ipod and look at the key advances in manufacturing, materials and/or electronic technologies that have developed the product over time. They are also taught to look at the influence these products over time on user’s lives and how they have transformed some cultures.

Design is the process of making things better for people. - Richard Seymour

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