BGE Design & Technology Courses
In S1 and S2 the Design & Technology curriculum is split into two subject areas, Design and Manufacture and Graphic Communication. Pupils have one period of each in both years.
Pupils are challenged to work individually, with a partner and as part of a team. They learn about design and how design and manufacturing choices impact on the environment. Pupils are encouraged to research each task they encounter and reflect upon their work and their new learning, drawing conclusions and lessons for the future.
In graphics our students will discover the basics of Graphic Communication through both manual and computer based media. Pupils will learn how to use the technical drawing equipment while producing 2 and 3 dimensional drawings. They will also be introduced to 3D computer modeling using Autodesk Inventor, as well as investigating the use of colour while using a desktop publishing package.
During their Design & Manufacture lessons pupils get the chance to design and create using a variety of materials. They are encouraged to design creatively while being made aware of the importance of sustainability. They will make products using timber, metal and plastics.
Pupils are challenged to work individually, with a partner and as part of a team. They learn about design and how design and manufacturing choices impact on the environment. Pupils are encouraged to research each task they encounter and reflect upon their work and their new learning, drawing conclusions and lessons for the future.
In graphics our students will discover the basics of Graphic Communication through both manual and computer based media. Pupils will learn how to use the technical drawing equipment while producing 2 and 3 dimensional drawings. They will also be introduced to 3D computer modeling using Autodesk Inventor, as well as investigating the use of colour while using a desktop publishing package.
During their Design & Manufacture lessons pupils get the chance to design and create using a variety of materials. They are encouraged to design creatively while being made aware of the importance of sustainability. They will make products using timber, metal and plastics.
National 4 Graphic Communication
What skills will students develop?
• Skills in 2D and 3D graphic communication techniques, including the use of equipment, materials and software, in straightforward and familiar contexts
• Knowledge and understanding of graphic communication standards, protocols and conventions
• Develop an understanding of the impact of graphic communication technologies on our environment and society
• An awareness of graphic communication as an international language
• The ability to read, interpret and create graphic communication
• Design skills and creativity to develop solutions to simple graphics tasks
• Planning, organising, critical thinking, evaluating and decision-making
• Basic knowledge of computer-aided graphics techniques and practice
• Knowledge of colour, illustration and presentation techniques in straightforward and familiar contexts
What will students experience throughout the course?
• Active and independent learning through ownership of practical tasks, self and peer evaluations, reflecting on learning, setting targets, evaluating progress, making independent decisions
• A blend of classroom approaches including practical, exploratory and experiential learning; using ICT
• Collaborative learning: learners can work independently and with others
• Space for personalisation and choice is embedded throughout the course
• Applying learning
• Embedding literacy and numeracy skills: researching and presenting information; evaluating; communicating.
Assessment
• To gain National 4, learners must pass all Units
• Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards)
• Unit assessment (or ‘evidence of learning’) could be written evidence, tests, oral evidence, computer-generated class work. A portfolio may be prepared
• The Added Value Unit (Assignment) will involve learners being given a brief to which they will respond, applying skills and knowledge gained from the Units.
• Skills in 2D and 3D graphic communication techniques, including the use of equipment, materials and software, in straightforward and familiar contexts
• Knowledge and understanding of graphic communication standards, protocols and conventions
• Develop an understanding of the impact of graphic communication technologies on our environment and society
• An awareness of graphic communication as an international language
• The ability to read, interpret and create graphic communication
• Design skills and creativity to develop solutions to simple graphics tasks
• Planning, organising, critical thinking, evaluating and decision-making
• Basic knowledge of computer-aided graphics techniques and practice
• Knowledge of colour, illustration and presentation techniques in straightforward and familiar contexts
What will students experience throughout the course?
• Active and independent learning through ownership of practical tasks, self and peer evaluations, reflecting on learning, setting targets, evaluating progress, making independent decisions
• A blend of classroom approaches including practical, exploratory and experiential learning; using ICT
• Collaborative learning: learners can work independently and with others
• Space for personalisation and choice is embedded throughout the course
• Applying learning
• Embedding literacy and numeracy skills: researching and presenting information; evaluating; communicating.
Assessment
• To gain National 4, learners must pass all Units
• Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards)
• Unit assessment (or ‘evidence of learning’) could be written evidence, tests, oral evidence, computer-generated class work. A portfolio may be prepared
• The Added Value Unit (Assignment) will involve learners being given a brief to which they will respond, applying skills and knowledge gained from the Units.
National 5 Graphic Communication
What skills will students develop?
• Broader and deeper skills in 2D and 3D graphic communication techniques, including the use of equipment, materials and software in familiar and in unfamiliar contexts
• Knowledge and understanding of graphic communication standards, protocols and conventions in unfamiliar contexts
• An understanding of the impact of graphic communication technologies on our environment and society
• An awareness of graphic communication as an international language
• The ability to read, interpret and create graphic communication
• To develop solutions to graphics tasks with some complex features
• Planning, organising, critical thinking, evaluating and decision-making
• Basic knowledge of computer-aided graphics techniques and practice
• Knowledge of colour, illustration and presentation techniques
• Describe, respond to and analyse the work of others
What will students experience throughout the course?
• Active and independent learning through ownership of practical tasks, self and peer evaluations, setting agreed learning intentions and success criteria and using feedback
• A blend of classroom approaches including practical, exploratory and experiential learning; using ICT
• Collaborative learning: learners can work independently and with others on group enterprise tasks
• Space for personalisation and choice is embedded throughout the course
• Applying learning
• Embedding literacy and numeracy skills: researching and presenting information; evaluating; communicating; discussion.
Assessment
• To gain National 5, learners must pass all Units and the Course Assessment (Assignment and Question Paper)
• Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards)
• Unit assessment (or ‘evidence of learning’) will demonstrate learners’ responses to graphic communication tasks. This could be written evidence, printed material, CAD drawings, notes, group discussions, presentations, reviews of sketches. A portfolio of evidence may be prepared
• The Course Assessment consists of an Assignment (a brief to develop into a final solution, marked internally using SQA guidelines) and a Question Paper (exam marked by the SQA) of 1 hour and 45 minutes. Grades of A to D will be awarded.
• Broader and deeper skills in 2D and 3D graphic communication techniques, including the use of equipment, materials and software in familiar and in unfamiliar contexts
• Knowledge and understanding of graphic communication standards, protocols and conventions in unfamiliar contexts
• An understanding of the impact of graphic communication technologies on our environment and society
• An awareness of graphic communication as an international language
• The ability to read, interpret and create graphic communication
• To develop solutions to graphics tasks with some complex features
• Planning, organising, critical thinking, evaluating and decision-making
• Basic knowledge of computer-aided graphics techniques and practice
• Knowledge of colour, illustration and presentation techniques
• Describe, respond to and analyse the work of others
What will students experience throughout the course?
• Active and independent learning through ownership of practical tasks, self and peer evaluations, setting agreed learning intentions and success criteria and using feedback
• A blend of classroom approaches including practical, exploratory and experiential learning; using ICT
• Collaborative learning: learners can work independently and with others on group enterprise tasks
• Space for personalisation and choice is embedded throughout the course
• Applying learning
• Embedding literacy and numeracy skills: researching and presenting information; evaluating; communicating; discussion.
Assessment
• To gain National 5, learners must pass all Units and the Course Assessment (Assignment and Question Paper)
• Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards)
• Unit assessment (or ‘evidence of learning’) will demonstrate learners’ responses to graphic communication tasks. This could be written evidence, printed material, CAD drawings, notes, group discussions, presentations, reviews of sketches. A portfolio of evidence may be prepared
• The Course Assessment consists of an Assignment (a brief to develop into a final solution, marked internally using SQA guidelines) and a Question Paper (exam marked by the SQA) of 1 hour and 45 minutes. Grades of A to D will be awarded.
National 4/5 Practical Woodwork
What skills will students develop?
• Skills in woodworking techniques for tasks with some complex features
• Using a range of woodworking tools, equipment and materials safely and correctly
• Reading and interpreting drawings and diagrams
• Measuring and marking out timber sections and sheet materials
• Cutting and shaping tasks with some complex features
• Practical creativity in the context of woodworking tasks with some complex features
• Following given stages to take a practical problem-solving approach to woodworking tasks
• Awareness of safe working practices in a workshop environment
• Knowledge and understanding of the properties and uses of a range of woodworking materials
• Knowledge and understanding of sustainability issues in a practical woodworking context
What will students experience during the course?
• Active and independent learning through self and peer evaluations, group feedback, reflecting on learning, making independent decisions
• A blend of classroom approaches including practical and experiential learning in real-life contexts; whole class learning; team working; visits
• Collaborative learning: working in pairs, small groups or larger groups; working with partners in other Technologies subjects, Maths, Sciences
• Space for personalisation and choice: learners can choose how they develop their Practical Activity
• Applying learning
• Embedding literacy and numeracy skills: interpreting
Assessment
• To gain National 5, learners must pass all Units and the Course Assessment
• Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards)
• Unit assessment (or ‘evidence of learning’) could be presented in a variety of ways such as completed tasks, records of the task development (blogs, logs, diaries). A portfolio of work (including a learner checklist) may be prepared
• The Course Assessment consists of a Practical Activity which requires learners to produce a finished product in wood, with working drawings, a record of progress and an evaluation of the project. This will be marked by the centre in accordance with SQA guidelines and will be graded A to D.
• Skills in woodworking techniques for tasks with some complex features
• Using a range of woodworking tools, equipment and materials safely and correctly
• Reading and interpreting drawings and diagrams
• Measuring and marking out timber sections and sheet materials
• Cutting and shaping tasks with some complex features
• Practical creativity in the context of woodworking tasks with some complex features
• Following given stages to take a practical problem-solving approach to woodworking tasks
• Awareness of safe working practices in a workshop environment
• Knowledge and understanding of the properties and uses of a range of woodworking materials
• Knowledge and understanding of sustainability issues in a practical woodworking context
What will students experience during the course?
• Active and independent learning through self and peer evaluations, group feedback, reflecting on learning, making independent decisions
• A blend of classroom approaches including practical and experiential learning in real-life contexts; whole class learning; team working; visits
• Collaborative learning: working in pairs, small groups or larger groups; working with partners in other Technologies subjects, Maths, Sciences
• Space for personalisation and choice: learners can choose how they develop their Practical Activity
• Applying learning
• Embedding literacy and numeracy skills: interpreting
Assessment
• To gain National 5, learners must pass all Units and the Course Assessment
• Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards)
• Unit assessment (or ‘evidence of learning’) could be presented in a variety of ways such as completed tasks, records of the task development (blogs, logs, diaries). A portfolio of work (including a learner checklist) may be prepared
• The Course Assessment consists of a Practical Activity which requires learners to produce a finished product in wood, with working drawings, a record of progress and an evaluation of the project. This will be marked by the centre in accordance with SQA guidelines and will be graded A to D.
National 4/5 Practical Metalwork
What skills will students develop?
• A range of metalworking hand tool skills on tasks with some complex features
• The ability to use a range of metalworking tools, equipment and materials
• Reading and interpreting drawings and diagrams in familiar and unfamiliar contexts
• Skills in measuring and marking out metal sections and sheet materials
• Cutting and forming skills
• Creativity with familiar metalworking tasks with some complex features
• A problem-solving approach to metalworking tasks
• Knowledge and understanding of safe working practices in a workshop
• Knowledge of the properties and uses of a range of common metals and metalworking materials
• Knowledge and understanding of sustainability issues in a practical metalworking context
What will students experience throughout the course?
• Active and independent learning through self and peer evaluations, group feedback, reflecting on learning, making independent decisions
• A blend of classroom approaches including practical and experiential learning in real-life contexts; whole class learning; team working; investigative work
• Collaborative learning: working in pairs, small groups or larger groups; working with partners in other Technologies subjects, Maths, Sciences
• Space for personalisation and choice: learners can choose how they develop their Practical Activity
• Applying learning
• Embedding literacy and numeracy skills: interpreting drawings/diagrams, measuring, marking out, analysing data, designing.
Assessment
• To gain National 5, learners must pass all Units and the Course Assessment
• Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards)
• Unit assessment (or ‘evidence of learning’) could be presented in a variety of ways such as completed tasks, records of the task development (blogs, diaries). A portfolio of work (including a learner checklist) may be prepared
• The Course Assessment consists of a more challenging Practical Activity which requires learners to make a finished product in metal, completing a record of progress. This is assessed by the centre, in accordance with SQA guidance, and is graded A to D.
• A range of metalworking hand tool skills on tasks with some complex features
• The ability to use a range of metalworking tools, equipment and materials
• Reading and interpreting drawings and diagrams in familiar and unfamiliar contexts
• Skills in measuring and marking out metal sections and sheet materials
• Cutting and forming skills
• Creativity with familiar metalworking tasks with some complex features
• A problem-solving approach to metalworking tasks
• Knowledge and understanding of safe working practices in a workshop
• Knowledge of the properties and uses of a range of common metals and metalworking materials
• Knowledge and understanding of sustainability issues in a practical metalworking context
What will students experience throughout the course?
• Active and independent learning through self and peer evaluations, group feedback, reflecting on learning, making independent decisions
• A blend of classroom approaches including practical and experiential learning in real-life contexts; whole class learning; team working; investigative work
• Collaborative learning: working in pairs, small groups or larger groups; working with partners in other Technologies subjects, Maths, Sciences
• Space for personalisation and choice: learners can choose how they develop their Practical Activity
• Applying learning
• Embedding literacy and numeracy skills: interpreting drawings/diagrams, measuring, marking out, analysing data, designing.
Assessment
• To gain National 5, learners must pass all Units and the Course Assessment
• Units are assessed as pass or fail by the school/centre (following SQA external quality assurance to meet national standards)
• Unit assessment (or ‘evidence of learning’) could be presented in a variety of ways such as completed tasks, records of the task development (blogs, diaries). A portfolio of work (including a learner checklist) may be prepared
• The Course Assessment consists of a more challenging Practical Activity which requires learners to make a finished product in metal, completing a record of progress. This is assessed by the centre, in accordance with SQA guidance, and is graded A to D.
Higher Graphic Communication
Purpose and aims of the Course
The Course provides opportunities for learners to initiate and develop their own ideas graphically. It allows them to develop skills in reading and interpreting graphics produced by others. Learners will continue to develop graphic awareness in often complex graphic situations thus expanding their visual literacy.
The Course is practical, exploratory and experiential in nature. It combines elements of creativity and communicating for visual impact with elements of protocol and an appreciation of the importance of graphic communication standards, where these are appropriate.
The Course allows learners to engage with technologies. It allows learners to consider the impact that graphic communication technologies have on our environment and society.
The aims of the Course are to enable learners to develop:
Course structure
The Course is practical, exploratory and experiential in nature. On completing the Course, learners will have developed skills in 2D and 3D graphics, as well as pictorial graphics. They will be able to apply these skills with discernment in order to produce graphics with visual impact and graphics that require the effective transmission of information.
Units are statements of standards for assessment and not programmes of learning and teaching. They can be delivered in a number of ways.
As well as the Course assessment, the Course includes two mandatory Units. Both Units are designed to provide progression to the corresponding Units at Advanced Higher.
2D Graphic Communication (Higher)
This Unit helps learners to develop their creativity and presentation skills within a 2D graphic communication context. It will allow learners to initiate, plan, develop and communicate ideas graphically, using two-dimensional graphic
techniques. Learners will develop a number of skills and attributes within a 2D graphic communication context, including spatial awareness, visual literacy, and the ability to interpret given drawings, diagrams and other graphics. Learners
will evaluate the effectiveness of their own and given graphic communications to meet their purpose.
3D and Pictorial Graphic Communication (Higher)
This Unit helps learners to develop their creativity and presentation skills within a 3D and pictorial graphic communication context. It will allow learners to initiate, plan, develop and communicate ideas graphically, using
three-dimensional graphic techniques. Learners will develop a number of skills and attributes within a 3D graphic communication context, including spatial awareness, visual literacy, and the ability to interpret given drawings,
diagrams and other graphics. Learners will evaluate the effectiveness of their own and given graphic communications to meet their purpose.
Across both Units, learners will develop an understanding of how graphic communication as an activity, and graphic technologies by their use, impact on our environment and society.
The Course provides opportunities for learners to initiate and develop their own ideas graphically. It allows them to develop skills in reading and interpreting graphics produced by others. Learners will continue to develop graphic awareness in often complex graphic situations thus expanding their visual literacy.
The Course is practical, exploratory and experiential in nature. It combines elements of creativity and communicating for visual impact with elements of protocol and an appreciation of the importance of graphic communication standards, where these are appropriate.
The Course allows learners to engage with technologies. It allows learners to consider the impact that graphic communication technologies have on our environment and society.
The aims of the Course are to enable learners to develop:
- skills in graphic communication techniques, including the use of equipment, graphics materials and software
- creativity in the production of graphic communications to produce visual impact in meeting a specified purpose
- skills in evaluating the effectiveness of graphics in communicating and meeting their purpose
- an understanding of graphic communication standards protocols and conventions, where these apply
- an understanding of the impact of graphic communication technologies on our
environment and society
Course structure
The Course is practical, exploratory and experiential in nature. On completing the Course, learners will have developed skills in 2D and 3D graphics, as well as pictorial graphics. They will be able to apply these skills with discernment in order to produce graphics with visual impact and graphics that require the effective transmission of information.
Units are statements of standards for assessment and not programmes of learning and teaching. They can be delivered in a number of ways.
As well as the Course assessment, the Course includes two mandatory Units. Both Units are designed to provide progression to the corresponding Units at Advanced Higher.
2D Graphic Communication (Higher)
This Unit helps learners to develop their creativity and presentation skills within a 2D graphic communication context. It will allow learners to initiate, plan, develop and communicate ideas graphically, using two-dimensional graphic
techniques. Learners will develop a number of skills and attributes within a 2D graphic communication context, including spatial awareness, visual literacy, and the ability to interpret given drawings, diagrams and other graphics. Learners
will evaluate the effectiveness of their own and given graphic communications to meet their purpose.
3D and Pictorial Graphic Communication (Higher)
This Unit helps learners to develop their creativity and presentation skills within a 3D and pictorial graphic communication context. It will allow learners to initiate, plan, develop and communicate ideas graphically, using
three-dimensional graphic techniques. Learners will develop a number of skills and attributes within a 3D graphic communication context, including spatial awareness, visual literacy, and the ability to interpret given drawings,
diagrams and other graphics. Learners will evaluate the effectiveness of their own and given graphic communications to meet their purpose.
Across both Units, learners will develop an understanding of how graphic communication as an activity, and graphic technologies by their use, impact on our environment and society.