In Design and Technology, we aim to create independent, divergent thinkers, who seek challenges and push the boundaries of their technological knowledge. Our fundamental desire is to help students understand how the world around them works, and to prepare them for a technological world that is constantly evolving.
Students achieve this through a range of practical and academic challenges taught across the three subject disciplines of Resistant Materials, Textiles and Food Technology. Iterative Design is a key concept in the teaching of the design process and develops independent thinkers.
Design and Technology allows students to develop practical skills and knowledge that they can transfer into the world of work. They become independent thinkers who are capable of identifying their own strengths and weaknesses and can think outside the box. Students are able to evaluate real life contexts and make reasoned choices, which will then help in all aspects of life. Through their engagement with a variety of social contexts, students will gain a greater understanding of other cultures and ways of life. A real sense of achievement and pride in their work can be demonstrated through a concrete end product.
KS3, Years 7,8 & 9 Design and Technology
To ensure all students leave school with a variety of skills, they will experience time in each of the subject disciplines (Resistant Materials, Textiles and Food Technology) throughout Key Stage 3.
The aim of Design and Technology is to provide students with the opportunity to combine practical and technological skills with creative thinking and to design and make products and systems that meet human needs.
Students are taught to use new technologies and the impact of future technological developments. Students learn to think creatively and intervene to improve the quality of life, solving problems both as individuals and as members of a team.
To support all students, including SEND we focus on effective teaching principles that include the sequencing of skills and knowledge. Previous knowledge is built upon, whilst introducing new ideas and concepts that still allow student creativity. All students will undertake, and be expected to complete, the same learning journey, with additional support, scaffolding and challenge provided according to their needs.
Year 7, 8 and 9 pupils will explore a broad range of designs and making methods, using both past, present and future applications. Pupils will work with different materials such as wood, plastics and materials to produce end products based on iterative design. They will carry out shaping and forming of materials using hand tools and large pieces of equipment. Students have the opportunity to design their products using software such as 2D Design and Google SketchUp.
Year 7, 8 and 9 pupils will explore a broad range of design and making methods. Pupils will explore different methods of embellishing a product such as sublimation printing, applique, embroidery and dying methods. They will understand how to transform a piece of fabric into a 3D shape, and also fully understand the environmental issues within this vast industry.
Year 7, 8 and 9 pupils will experience a wide range of activities, aimed at inspiring a love of food whilst acquiring the theoretical knowledge and practical skills to gain success at Food Preparation and Nutrition 9-1 GCSE. Students are helped to explore ways in which the aesthetic, economic, environmental, ethical and social aspects of food production shape our choices.
Pupils will know how to produce a wide range of dishes, following the rules of food safety and utilising labour saving equipment. They will be taught how to adapt recipes to suit various end users and the importance of eating healthily.
Across all three disciplines, pupils will learn about the environmental issues involved with the production of their products. Pupils understand how the wider world has evolved in the manufacturing industry in using smart and modern materials, with the ultimate goal of becoming a designer of the future.
All the schemes of work closely follow the curriculum and prepare pupils for the Design Technology 9-1 GCSE and build up their resilience.
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KS4, Year 10 & 11 Design and Technology
In Key Stage 4, pupils are able to study Eduqas Design Technology GCSE and/or OCR Food Preparation and Nutrition GCSE.
The aim of both courses is to provide students with the opportunity to combine practical and technological skills with creative thinking to design and make products and systems that meet human needs.
To help all students, including SEND, access GCSE in a manner suitable for their needs, we focus on high quality teaching and the provision of appropriate resources. This includes teacher customised material from the exam boards, structured answers, exemplar material and a major focus on literacy skills to enable decoding of exam questions.
Using carefully planned retrieval questioning, we aim to build student confidence over time and develop understanding as well as retrieval of facts. This will enable students to interpret and link information on a cross curricular basis, especially with mathematics and science.
Where exam arrangements are required, including readers, scribes and word processing, we work closely with relevant departments to ensure this provision is provided across the technology department.
Design and Technology – WJEC Eduqas
This course will prepare learners to become creative and critical thinkers, developing skills to design and deliver prototypes that solve real and relevant problems.
Students will develop and understanding of:
- The concepts of innovation and iterative design
- The process of “explore > create > evaluate”
Students begin their GCSE study of Design and Technology in Year 10 where they will cover the following components:
- Developing a range of practical skills
- Applying design knowledge
- Looking at STEM subjects and their interaction with Design Technology
- Undertaking trips to industries
- Exploring the manufacturing world.
- Investigating and working with smart and modern materials
- Looking at new and upcoming technologies
- Researching and analysing designers old and new.
Year 10 is the building ground for Year 11. In Year 11, students will be expected to sit a written exam and complete one task (NEA) set by the exam board.
|Unit 1||Design and Technology in the 21st Century.
Written examination: 2 hours
|Unit 2||This is internally assessed and consists of a task set by the exam board. Students complete a detailed portfolio and make a prototype of their final design.||Controlled Assessment (NEA)
Component 1 – Design and Technology in the 21st century written exam accounts for 50% of the total marks in the Eduqas Design Technology GCSE. The two hour exam will consist of a mixture of short answer, structured and extended writing questions.
The paper is divided into two sections.
Section A will assess the core knowledge and understanding. All questions must be answered.
Section B will include questions that will assess in-depth knowledge and understanding. Only ONE question will need to be answered in this section.
Component 2 – The non – examined assessment (NEA) is a design and make task also worth 50% of the marks for the GCSE qualification in Design Technology. It is an opportunity to demonstrate the skills, knowledge and understanding learned. This is presented in a portfolio of evidence to show the design journey from contextual challenge to finished prototype product.
Food Preparation and Nutrition – OCR
Students develop a wide range of practical skills as well as ICT skills. The course is designed to encourage them to become an independent learner, team worker as well as being a creative thinker.
Students begin their GCSE study of Food Preparation and Nutrition in Year 10 where they will cover the following components:
- Food nutrition and health
- Food provenance and food choice
- Cooking and food preparation
- Skills – preparation and cooking techniques
Skills developed will include:
- Practical food skills
- Knowledge of how nutrition and health are linked
- Knowledge of culture and other factors that help decide our food choices
- Food product design through adapting existing recipe ideas and designing our own ideas
Year 10 is the building ground for Year 11. In Year 11, students will be expected to sit a written exam and complete two tasks (NEAs) set by the exam board. Task 1 consists of a scientific report including photographic evidence, whilst task 2 is a portfolio with a timed practical assessment and photographic evidence.
Written paper 1 hour 30 minutes.
|Question format – closed short answer, structured and extended response.||External Assessment
|Unit 2||This is internally assessed and consists of two tasks.
Task 1 involves food investigation looking at the working characteristics, functional and chemical properties of ingredients. (15% of total marks).
Task 2 is a food preparation assessment requiring candidates to prepare, cook and present a final menu of three dishes within a single period of no more than three hours. A portfolio of planning in advance of how this will be achieved is also required. (35% of total marks).
(NEA1 and NEA2)
Design Technology and Food Preparation and Nutrition offer students many rewarding future prospects in Further Education or in their chosen career. The skills taught and learnt such as analysing, researching, conducting experiments, designing for specific target audiences, psycho-motor development and evaluating, help to develop students to think independently and outside the box.
Possible further options for careers linked to Design Technology and Food Preparation and Nutrition include:
- Construction and building services
- Motor vehicle – technology and repair
- Product designer
- Theatre set carpenter
- Civil engineer
- Software engineer
- Food scientist/technologist
Fundamental British Values
Through studying Technology, students will be given the opportunity to understand why Britain is the way it is for them. Throughout our curriculum we look explicitly at all of the Fundamental British Values.
- Democracy – Taking the views and opinions of others into account, particularly when considering the ethics of child labour, the food chain and world food problems.
- Rule of Law – Understanding the importance of safety rules when working in a practical environment.
- Tolerance of different Cultures and Religions – The development of new technologies and the ability to pose possible solutions to world food problems have come from different cultures and religious beliefs. Developments such as veganism, stem not only from a moral belief based on different types of reasoning, but also a religious belief.
- Mutual Respect – Working as a team during practical work. Discussing the work of others, sharing ideas and offering support and advice to peers. Accepting that there are differing views, but considering individual actions, for example, when selecting materials to work with that would contribute to the sustainable use of the Earth’s resources.
- Individual Liberty – Being able to make individual choices when planning and making linked to individual circumstances, but also being informed before making choices that can affect or offend the wider community, such as the production and choice of food linked to religious beliefs.
- Five Ingredients – Jamie Oliver MacMillan Books ISBN: 9781250303882
- 30 Minute Meals – Jamie Oliver ISBN: 9780771815477
- C20th Design Museum by C. McDermott ISBN: 1- 85868 – 710-1
- Gok Wan Through Thick and Thin: My Autobiography ISBN: 9780091938383
- Elon Musk: tesla, Space X and the Quest for a Fantastic Future ISBN: 9780753555620
- Nadiya Hussain – Finding My Voice ISBN: 9781472259974