The powerful impact of technology on our world is unquestionable, and people’s gifts of wisdom, imagination, skill and analysis are amongst the key ones that have led to this technological ‘age’. But throughout our study of Engineering we must reflect critically on the values that shape our technological world, and the consequences that can reveal technology – its processes and products – as a potent tool either for righteousness and justice, or as one that enslaves and can undermine a peaceful and just society.
It is therefore critical that the moral, social, political and legal challenges of technology are considered alongside its virtues. A technological worldview has become prevalent in our society, believing that all of society’s ills can be addressed through further application or development of technology and often leading away from personal commitment and responsibility.
Practically creative subjects such as this give students the opportunity to take pleasure in the quality of their workmanship and expression of their creativity, and to develop mastery of their own gifts. Students can often see the rewards of their efforts quickly and tangibly, and can develop their theoretical and abstract understanding as they experience the practical – a mode which is particularly suited to certain students. Through these connections, students can link their learning across the curriculum, and appreciate and manifest practical aspects of stewardship.
What goals do we desire for our students in their study of this subject?
a. Apply knowledge, insight and creativity to produce processes and products to look after the earth’s resources and to meet human needs.
b. Integrate theory and practice and utilise resources to solve problems.
c. Think and reason creatively and explore the synthesis of ideas and practices.
d. Develop a critique of the value and use of technology.
e. Be productive, innovative, resourceful and enterprising.
f. Link technology with other curriculum areas in order to develop students’ appreciation of the unity of knowledge whilst also enriching their deeper understanding of technology and other subjects.
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The Department has been involved in many national initiatives and each year we are looking to add new faces to the extracurricular groups that we run. We have had recent success at the Northern Greenpower championships, finishing fourth and qualifying for the National finals at Goodwood.
Last year a team of Year 8 and 9 students reached the semi-finals of the VEX Robotics championships which were held in London.
This year we are entering a team into the National F1 in Schools competition.
GreenPower Car Team – Students maintain and race two cars which are run on a pair of 12Volt batteries. There are track days and then finals that need to be attended.
STEM Club – Students across KS3 are encouraged to attend the club that offers a range of activities and competitions locally and nationally. The club is run by the Maths, Science and Engineering departments collectively.
F1 in Schools – Students in KS3 work alongside staff to develop and build a scale racing car body, testing it using aerodynamic software. This is then entered into local and national events.
Graphics boosters – Students in KS4 are encouraged to attend sessions developing their graphics work, skills and techniques.
Resistant Materials boosters – Students in KS4 are encouraged to attend sessions developing their materials work, skills and techniques.
Electronic Products boosters – Students in KS4 are encouraged to attend sessions developing their electronics work, skills and techniques.
|Engineering Department Teaching Staff|
|Mr M Davies||Director of Engineering|
|Miss Hall||Teacher of Engineering|
|Mr A Hughes||Engineering Technician|
|Mrs J Read||Teacher of Engineering|
|Mr M Wadsworth||Teacher of Engineering|