The Design Engineering course is structured to strengthen boys' critical thinking and problem-solving skills within a creative environment, enabling them to develop and make prototypes/ products that solve real-world problems, considering their own and others’ needs, wants, aspirations and values. They will also learn how to use and embed digital technology creatively within their designs while using a range of modern and smart materials, robotics, 3D printing and industrial machinery.
We welcome applications from boys who: are likely to be predicted at least seven or eight passes at GCSE (or equivalent) at grade 7/8/9 (A/A*);
Paper 1 Technical Theory (1 hour 30 minutes, written paper, 26.7% of mark) This paper is set out over four sets of questions that predominantly cover technical principles within Design Engineering. Boys will be required to: • Analyse existing products; • Demonstrate applied mathematical skills; • Demonstrate their technical knowledge of materials, product functionality, manufacturing processes and techniques; and • Demonstrate their understanding of wider social, moral and environmental issues that impact on the design and manufacturing industries This component will be assessed at the end of the course in a written examination worth 50% of the overall qualification. Paper 2 Problem Solving (1 hour 45 minutes, written paper, 23.3% of mark) This component has a series of longer answer questions that require learners to demonstrate their problem-solving and critical evaluation skills. Boys will be required to: • Apply their knowledge, understanding and skills in designing and manufacturing prototypes and products; and • Demonstrate their higher thinking skills to solve problems and evaluate situations and the suitability of design solutions. Coursework: Iterative Design Project 50% of mark The Iterative Design Project requires boys to undertake substantial design, make and evaluate projects centred on the iterative processes of exploring, creating and evaluating. Learners identify a design opportunity or problem from a context of their own choice and create a portfolio of evidence in real-time through the project to demonstrate their competence.
About Education Provider
| Region | London |
| Local Authority | Harrow |
| Ofsted Rating | |
| Gender Type | Boys |
| ISI Report | View Report |
| Boarding Fee | Unknown |
| Sixth Form Fee | £50,550 |
| Address | 5 High Street, Harrow-on-the-Hill, HA1 3HP |
The Design Engineering course is structured to strengthen boys' critical thinking and problem-solving skills within a creative environment, enabling them to develop and make prototypes/ products that solve real-world problems, considering their own and others’ needs, wants, aspirations and values. They will also learn how to use and embed digital technology creatively within their designs while using a range of modern and smart materials, robotics, 3D printing and industrial machinery.
We welcome applications from boys who: are likely to be predicted at least seven or eight passes at GCSE (or equivalent) at grade 7/8/9 (A/A*);
Paper 1 Technical Theory (1 hour 30 minutes, written paper, 26.7% of mark) This paper is set out over four sets of questions that predominantly cover technical principles within Design Engineering. Boys will be required to: • Analyse existing products; • Demonstrate applied mathematical skills; • Demonstrate their technical knowledge of materials, product functionality, manufacturing processes and techniques; and • Demonstrate their understanding of wider social, moral and environmental issues that impact on the design and manufacturing industries This component will be assessed at the end of the course in a written examination worth 50% of the overall qualification. Paper 2 Problem Solving (1 hour 45 minutes, written paper, 23.3% of mark) This component has a series of longer answer questions that require learners to demonstrate their problem-solving and critical evaluation skills. Boys will be required to: • Apply their knowledge, understanding and skills in designing and manufacturing prototypes and products; and • Demonstrate their higher thinking skills to solve problems and evaluate situations and the suitability of design solutions. Coursework: Iterative Design Project 50% of mark The Iterative Design Project requires boys to undertake substantial design, make and evaluate projects centred on the iterative processes of exploring, creating and evaluating. Learners identify a design opportunity or problem from a context of their own choice and create a portfolio of evidence in real-time through the project to demonstrate their competence.