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Design Technology           DT

 


 

Design Technology Department

Design Technology is an ideal platform from which to teach problem-solving and collaboration in a practical way. All members of staff have a high regard for health and safety: we promote professional practices, which are communicated to pupils at all times. We aim to teach pupils how to design, plan, carry out, and evaluate their learning through project-based tasks, which develop independence, creativity, and problem-solving in an atmosphere that is conducive to collaboration, team-work and success.

Key Stage 3

In Key Stage 3, pupils experience all D&T subjects (Textiles, Food Technology, Graphics and Resistant Materials) on a rota system.

In Years 7 and 8, pupils experience two of these disciplines. Projects are taught in eighteen-week blocks, approximately, so allowing pupils to develop the basic skills of each discipline over time.

Year Group 

Textiles Project 

Resistant Materials Project

 7

Design in the home

Food preparation and nutrition

 Year Group

 Graphics Project

 Food Project

 8

Design in the home

Food preparation and nutrition

Design Technology (Year 7 & 8)

Design Technology challenges pupils of all abilities to develop critical thinking skills and to become more aware of the relationships between consumers and the ever-growing product choices around them. These projects have been developed to enable pupils to learn to apply a variety of skills, techniques and components in designing and making to a specific theme and purpose and make the product to a high standard. In doing these things. Pupils will develop a range of useful and practical skills they can apply to future life whilst learning about the environmental issues surrounding the manufacture of a variety of products. This will be a rolling project that is built upon in both year 7 and 8 to allow pupils to hone their skills and achieve a greater level of expertise in these skills.

 Pupils will:

  • develop their knowledge and understanding of designing and making, and will become more independent and creative thinkers;
  • develop problem-solving skills and make informed decisions about the suitability of products for different consumers’ needs;
  • develop a broad range of practical skills, underpinned with a solid knowledge base about materials and appropriate processes and techniques;
  • be able to apply their knowledge to make informed choices;
  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently;
  • develop their use of hand tools and associated machine tools;
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality products for a wide range of users;
  • Utilise ICT in the design and manufacture of their product (CAD, CAM);
  • develop and communicate design ideas using annotated sketches, detailed plans, oral presentations and computer-based tools;
  • Evaluate and test their ideas and products and the work of others.

Food Technology (year 7 &8)

This scheme of work has been developed to enable pupils to learn where food comes from, how to cook a range of dishes safely and hygienically, and how to apply their knowledge of healthy eating when selecting a dish. Throughout the pupils time in food technology they will learn about topics such as sustainability of food, healthy eating, food safety and creating dishes based on the requirements of the consumer. Pupils will be assessed on both practical and written work. As part of this they will be expected to plan their own dishes, collect a recipe for the dish and source their own ingredients.

Pupils will:

  • develop their knowledge and understanding of ingredients and healthy eating;
  • develop food preparation and cooking techniques;
  • develop their knowledge of consumer food and drink choice;
  • be able to apply their knowledge to make informed choices;
  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently;
  • build an apply a repertoire of knowledge, understanding and skills in order to design and make high quality products for a wide range of users;
  • evaluate and test their ideas and products and the work of others.

Key Stage 4

Year 9 pupils will be completing a skills based course which will enable them to develop all of the skills required to succeed in their future studies. Pupils in resistant materials will be completing a series of mini projects which will be conducted in a similar way to product development roles within the technology industry, making them a well-rounded designer. Pupils studying food in year 9 will be carrying out a variety of enterprise tasks allowing them to develop a good understanding of the theoretical course content as well as the practical skills required for the task. Pupils will be given the opportunity to raise money for charity throughout this project and will be able to gain an understanding of a variety of roles within the hospitality and catering industry.

Once pupils have completed their course they will move onto the year 10 and 11 qualifications. Pupils are being given the opportunity to study; Tech Award Hospitality and Catering and GCSE Design technology.

Both courses are delivered over two years with GCSE following an AQA specification and the Tech Award following the EDUCAS specification.

Hospitality and Catering:

The WJEC Level 1/2 Award in Hospitality and Catering has been designed to support learners in schools and colleges who want to learn about this vocational sector and the potential it can offer them for their careers or further study. It is most suitable as a foundation for further study, providing learners with a core depth of knowledge and a range of specialist and general skills that will support their progression to further learning and employment.

Learners completing the Level 1/2 Award in Hospitality and Catering may be interested in progressing to our Level 3 qualifications in Food Science and Nutrition which is currently offered at Holte Sixth Form.

Units Studied

Pupils will be completing 2 modules across the 2 year period. They will complete a controlled assessment titled Hospitality and Catering in action this enables learners to apply their learning to safely prepare, cook and present nutritional dishes. They will draw on their learning of different types of provision and kitchen and front of house operations in Unit 1, as well as personal safety in their preparations. The content is relevant not only to employees within food production, but also those with a responsibility for food safety in the industry, nutritionists and managers and owners. This extends the learners appreciation of the whole vocational area beyond the kitchen environment.

They will also sit an examination entitled the Hospitality and Catering industry which enables learners to apply their learning by considering all aspects of the vocational sector. They should acquire knowledge of all aspects of the industry and be able to propose new hospitality and catering provision for specific locations. Learners will be able to use their learning of different types of establishment and job roles to determine the best option. They will then apply their learning in relation to front of house and kitchen operations to determine how the proposed hospitality and catering provision will operate efficiently legally and financially viably whilst meeting the needs of their potential market. This unit provides a broad introduction to the vocational sector in a way that is purposeful and develops a range of transferable skills.

Assessments

Pupils will complete one internally assessed module worth 60% of their grade and one examination worth 40% of their grade.

GCSE Design Technology

GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise. This GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth.

Units Studied

Students will complete two units across the two years, the first will be a non-examined assessment which will involve pupils responding to a problem, this will be released by the exam board. Pupils will respond to the problem by creating a new product to act as a potential solution.

Pupils will also sit an examination which will assess their knowledge and understanding of a variety of areas within the design industry, this includes ethical sourcing of materials, choice of materials, manufacturing methods to name a few.

Assessments

The examination will be worth 50% of the overall grade and the non-examined assessment will make up the other 50%.

Edexcel BTEC Engineering (Year 11 only)

The Edexcel BTEC Engineering course gives learners the opportunity to gain a broad understanding and knowledge of the engineering sector. It gives learners a more focused understanding of engineering through the selection of optional specialist units, each of which gives learners the opportunity to develop a range of personal skills and techniques. The units are designed to provide opportunities to develop skills that are essential for successful performance in their later working life.

Units Studied

The first two Edexcel BTEC Engineering course core units underpin the knowledge and skills that are valued in the engineering sector. One core unit focuses on essential knowledge, and the other core unit focuses on applying essential vocational skills.

There are two additional units that pupils will take. One will develop pupils’ knowledge of a range of common materials that they may encounter in engineering, as well as their properties, uses, availability, and how they contribute to a sustainable environment. In the other optional unit, pupils will be given opportunities to learn about a variety of machining techniques that are used within the engineering industry

Assessments

The first unit is externally assessed using an onscreen test. The test lasts for one hour and has 50 marks. This counts for 25% of the course. The other three units are assessed through internal assessments by the completion of tasks related to various engineering areas.

http://www.edexcel.com/quals/firsts2012/engineering/Pages/default.aspx

Key Stage 5

Level 3 Applied Diploma in Food Science and Nutrition

An understanding of food science and nutrition is relevant to many industries and job roles.

Care providers and nutritionists in hospitals use this knowledge, as do sports coaches and fitness instructors. Hotels and restaurants, food manufacturers and government agencies also use this understanding to develop menus, food products and policies that that support healthy eating initiatives. Many employment opportunities within the field of food science and nutrition are available to graduates.

This is an Applied General qualification. This means it is designed primarily to support learners progressing to university. It has been designed to offer exciting, interesting experiences that focus learning for 16 - 19 year old learners through applied learning, i.e. through the acquisition of knowledge and understanding in purposeful, work-related contexts, linked to the food production industry.

Units Studied

Unit 1 Meeting Nutritional Needs of Specific Groups – Mandatory Internal and External

Unit 2 Ensuring Food is Safe to Eat - Mandatory External

Unit 3 Experimenting to Solve Food Production Problems - Optional Internal

Unit 4 Current Issues in Food Science and Nutrition - Optional Internal

 

Learners complete three units: two mandatory and one optional.

The first mandatory unit will enable the learner to demonstrate an understanding of the science of food safety, nutrition and nutritional needs in a wide range of contexts, and through on–going practical sessions, to gain practical skills to produce quality food items to meet the needs of individuals.

The second mandatory unit will allow learners to develop their understanding of the science of food safety and hygiene; essential knowledge for anyone involved in food production in the home or wishing to work in the food industry. Again practical sessions will support the gaining of theoretical knowledge and ensure learning is a tactile experience.

Studying one of the two optional units will allow learners the opportunity to study subjects of particular interest or relevance to them, building on previous learning and experiences.

Assessment

Unit 1 is worth 50% of the overall grade and will be assessed through controlled assessment and examination. Unit 2 will be assessed through a timed assessment under exam conditions. Unit 3 and 4 will both be assessed internally and will be carried out through controlled assessment.

Homework

In Design Technology, as per the school policy, the setting and marking of homework is very important. We feel that:

  • it can help the pupils to make progress in their learning;
  • it allows the pupils to develop the practice of working on their own. This method of working, without the presence of the teacher or within the discipline of a classroom or workshop, is vital especially during homework assignments in KS4/5;
  • working at home allows the pupils more reflective time to be creative and thoughtful;
  • it allows valuable practice of skills learned in the classroom or workshop;
  • it allows parents chance to see aspects of their children’s schoolwork and opportunity to give help or advice;
  • it gives pupils practice at working to deadlines;
  • homework tasks could include the completing, consolidating or extension of class work, research or a combination of these.

Extra-Curricular Activities

The Department offers engaging ‘STEM’ clubs (focusing on ‘Science, Technology, Engineering and Mathematics’ project work) for pupils in Key Stages 3 and 4.

These include the Tech Club and a Cookery Club which enables them to build on problem solving skills, creativity, time management and evaluation skills  

All members of staff in the Department are willing to offer time beyond the school day to help pupils. Key Stage 4 revision sessions are also offered to pupils. The Department ensures that a revision class is offered for targeted pupils and this is extended to include all pupils who wish to attend, regardless of their group or ability. Parents will be contacted by letter to request permission for pupils to attend any sessions outside the school day.

We are committed to promoting our school values of ‘Collaboration, Aspiration, Respect, Equality and Responsibility’ to pupils at every opportunity.

Reading lists

Food:

Human Nutrition. By: Sanford C. Garner, John Anderson, Martin Root

Nutrition. By: Pegasus

The Science and Technology of Foods. (5th Revised edition)By: R.K. Proudlove

A World Of Food: India. By: Anita Ganeri

Food and Feast in Tudor England. By: Alison Sim

A History of Britain in 12 Bites of Food. By: Paul Rockett

Design Technology:

British Textiles: 1700 to the Present, By: Linda Parry

What's it Like to be a Fashion Designer? By: Elizabeth Dowen, Elizabeth Pickard, Lisa Thompson

Fabric Manipulation: 150 Creative Sewing Techniques, By: Ruth Singer

The Textile Artist: Layered Cloth: The Art of Fabric Manipulation (Textile Artist) By: Ann Small (author)

How is fabric made? http://www.bbc.co.uk/schools/gcsebitesize/design/textiles/fabricsrev1.shtml

General textiles information http://www.bbc.co.uk/schools/gcsebitesize/design/textiles/

V & A collections https://www.vam.ac.uk/collections/textiles:

Architecture By: Lori Dittmer

Design and Technology What Job Can I Get? By: Richard Spilsbury

Industrial Design A-Z By: Charlotte & Peter Fiell

Design By: DK

Graphic Design Thinking: Beyond Brainstorming By: Ellen Lupton

Modern Architecture A-Z By: TASCHEN (author)

 

 

We are committed to promoting our school values of ‘Collaboration, Aspiration, Respect, Equality and Responsibility’ to pupils at every opportunity.

 

We take every opportunity to ensure that our school’s Safeguarding Policy is adhered to in full at all times.

   
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