Both science and technology have a fundamental relationship with design. Technology preceded science, but now most technological developments are based on scientific understanding. Traditional technology comprised useful artefacts often with little understanding of the science underpinning their production and use. The application of scientific discovery to solve a problem enables designers to create new technologies and these new technologies, in turn, can impact on the rate of scientific discovery. The aim of the IB Design and Technology course is to foster the skill development required to use new and existing technologies to create new products, services and systems. It achieves a high level of design literacy and students are required to develop critical thinking and design skills, which they can apply in a practical context. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework. The creative tension between theory and practice is what characterises the subject within the Diploma Programme.
Candidates sit GL Assessments CAT4. In addition, pupils are expected to achieve 40 or more GCSE points. International pupils should have an IELTS at 6.0 or equivalent. Most heads of department recommend at least a grade 7 at GCSE for subjects relevant to sixth-form study. We recommend that pupils have studied GCSE Design and Technology, though this is not compulsory. They also need to have a confident understanding of and interest in the theoretical elements of the subject. We would recommend the subject to pupils who have achieved a grade 6 or above at GCSE. All candidates need to demonstrate a wide range of skills, including initiative and impressive time management.
1) Internal Assessment Project (40%) All standard and higher-level students complete a design project as an internal assessment task. This design project allows them to demonstrate their investigative, analytical, design thinking, design development, prototyping, testing and evaluation skills and mirrors the design processes used across the various industries that integrate design practice. • At SL, the IA project requires students to identify a problem and develop a solution. It is assessed against four common criteria: a) Analysis of a design opportunity b) Conceptual design c) Development of a detailed design d) Testing and evaluation • At HL, the IA project is extended to include aspects of Innovation and is assessed against two additional criteria: e) Detailed development of a commercial product f) Making choices for commercial production. 2) Examined Assessment (60%) The standard level course is assessed through: • A multiple-choice paper (Paper 1) • A core paper, which consists of a short response and extended answer questions (Paper 2) • The internal assessment design project At a higher level, Paper one has more questions, and students answer an additional paper (Paper 3) consisting of three structured questions based on the HL extension material, one of which is based on a case study.
About Education Provider
| Region | South West |
| Local Authority | Dorset |
| Ofsted Rating | |
| Gender Type | Co-Educational |
| ISI Report | View Report |
| Boarding Fee | Day £38,214; Boarding £46,602 |
| Sixth Form Fee | Unknown |
| Address | Bryanston, Blandford Forum, DT11 0PX |
Both science and technology have a fundamental relationship with design. Technology preceded science, but now most technological developments are based on scientific understanding. Traditional technology comprised useful artefacts often with little understanding of the science underpinning their production and use. The application of scientific discovery to solve a problem enables designers to create new technologies and these new technologies, in turn, can impact on the rate of scientific discovery. The aim of the IB Design and Technology course is to foster the skill development required to use new and existing technologies to create new products, services and systems. It achieves a high level of design literacy and students are required to develop critical thinking and design skills, which they can apply in a practical context. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework. The creative tension between theory and practice is what characterises the subject within the Diploma Programme.
Candidates sit GL Assessments CAT4. In addition, pupils are expected to achieve 40 or more GCSE points. International pupils should have an IELTS at 6.0 or equivalent. Most heads of department recommend at least a grade 7 at GCSE for subjects relevant to sixth-form study. We recommend that pupils have studied GCSE Design and Technology, though this is not compulsory. They also need to have a confident understanding of and interest in the theoretical elements of the subject. We would recommend the subject to pupils who have achieved a grade 6 or above at GCSE. All candidates need to demonstrate a wide range of skills, including initiative and impressive time management.
1) Internal Assessment Project (40%) All standard and higher-level students complete a design project as an internal assessment task. This design project allows them to demonstrate their investigative, analytical, design thinking, design development, prototyping, testing and evaluation skills and mirrors the design processes used across the various industries that integrate design practice. • At SL, the IA project requires students to identify a problem and develop a solution. It is assessed against four common criteria: a) Analysis of a design opportunity b) Conceptual design c) Development of a detailed design d) Testing and evaluation • At HL, the IA project is extended to include aspects of Innovation and is assessed against two additional criteria: e) Detailed development of a commercial product f) Making choices for commercial production. 2) Examined Assessment (60%) The standard level course is assessed through: • A multiple-choice paper (Paper 1) • A core paper, which consists of a short response and extended answer questions (Paper 2) • The internal assessment design project At a higher level, Paper one has more questions, and students answer an additional paper (Paper 3) consisting of three structured questions based on the HL extension material, one of which is based on a case study.