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Design Technology

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.​​​​​​​

Staffing

Head of Department: Mrs Thomas

Mr Allen, Mr Waterhouse, Mrs Kraft(D&T Technician), Ms Lodge(D&T Technician)

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 Year 7 pupils will spend a term in each of the following; graphic, textiles and food. All pupils will complete graphics in the first term. In term 2 half of year 7 will study food the other half will study textiles. Groups will swap disciplines for the final term.

Year 8 and 9 pupils experience two of the disciplines from the table below. Projects are taught in blocks, allowing pupils to develop the basic skills of each discipline over time and apply their knowledge and skills in practice.

Textiles

Textiles 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. This scheme of work has been developed to enable pupils to learn to apply a variety of decorative 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 use a range of skills and techniques; and they also learn about the environmental issues surrounding the textiles industry and the origins of cotton.

Pupils will have the opportunity to work through the following contexts:

• Design and make a monster
• Research, analyse and evaluate existing toys.
• Explore safety requirements of the toy industry

Aim

 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;
• 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;
• evaluate and test their ideas and products and the work of others.

Resistant Materials

These schemes of work have been developed to provide every pupil with the opportunity to develop knowledge and understanding of a broad range of practical skills and techniques graphically (on paper), through computer-aided design, and in relation to actual resistant materials i.e. plastic and wood.

Pupils undertake a number of diverse projects that develop a wide range of skills e.g. drawing techniques and presentation skills. These projects are also being developed constantly to encourage maximum creativity, skill level and progress.

Pupils will have the opportunity to:

• develop their practical skills in using a range of hand tools, through designing and making a toy;
• develop their drawing techniques, computer aided design skills and presentational skills by creating a wide range of advertisement product to enable them to promote their brand;

Aims

Pupils will:

• develop and communicate design ideas using annotated sketches, detailed plans, oral presentations and computer-based tools;
• build up and apply knowledge, understanding and skills in order to design and make high-quality products for a wide range of users;
• be able to develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situation;
• develop their use of hand tools and associated machine tools;
• develop a basic understanding of design tools and CAD;
• evaluate and test their ideas and products, and the work of others

Electronics

This scheme of work has been developed to enable pupils to understand how electrical circuits work and how they fit into everyday life. Pupils will also be given the opportunity to present their ideas in a dragon’s den style activity which will enable them to grow in confidence and develop their subject specific terminology.

Food Technology

These schemes of work have 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.

Aims

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

At Key Stage 4 pupils are given the opportunity to study; Level 1/2 Hospitality and Catering and GCSE Design Technology

Both courses are delivered over two years with GCSE following an AQA specification for Design Technology and Educas for Hospitality and Catering.

AQA Design Technology

The new GCSE in Design and Technology offers a unique opportunity in the curriculum for pupils to identify and solve real problems by designing and making products or systems. There is a choice of discipline within the course; Graphics, Resistant Materials and Textiles. Through studying GCSE Design and Technology, pupils will be prepared to participate confidently and successfully in an increasingly technological world; and be aware of, and learn from, wider influences on design and technology, including historical, social/cultural, environmental and economic factors.

The course covers:

Unit 1 – Written examination

AO3 Analyse and evaluate: Design decision and outcomes in relation to products. Wider issues in design and technology

AO4 Demonstrate and apply knowledge and understanding of design and technology principles

Unit 2 – Design and make task

AO1 Identify, investigate, analyse and outline design possibilities to address needs and wants

AO2 Design and make prototypes and evaluate their fitness for purpose

Pupils will learn a range of skills from research, analysis, evaluation to practical hands on skills that are valued in a variety of sectors. These skills include;

• Identifying opportunities for development based on customer needs, research and existing products.
• Exploring, developing, testing, critically analysing and evaluating ideas.
• Selecting and working with appropriate materials and components to produce a prototype.
• Working with accuracy.
• Using specialist techniques to produce a high-quality product.

Educas Hospitality and Catering

The Educas Level 1/2 Vocational Award in Hospitality and Catering has been designed to support pupils in schools and colleges who want to learn about this sector and the potential it can offer them for their careers or further study, which would provide pupils with the opportunity to develop a range of specialist and general skills that would support their progression to employment.  Employment in hospitality and catering can range from waiting staff, receptionists and catering assistants to chefs, hotel and bar managers and food technologists in food manufacturing.  There is also the possibility of going onto a Level 3 course and onwards to university, this opens up the opportunity to pursue a career in a variety of areas such as; food safety, dietetics, nutrition, hospitality and catering, product development and many more.

The course consists of the following 2 units:

Unit 1: The Hospitality and Catering Industry – this will be a written exam with a mix of long and short answer questions about the hospitality and catering industry.

Unit 2: Hospitality and Catering – this is a non-examined assessment that will be internally assessed and will require pupils to create a menu for a hospitality and catering establishment.

Hospitality and Catering provides pupils with the knowledge, understanding and skills required to cook and apply the principles of food safety, nutrition and healthy eating.

The majority of the course will be delivered through preparation and making activities in order to enable pupils to make the connections between theory and practice within the hospitality and catering industry.

Key stage 5

L3 Food Science and Nutrition

This Course is a Level 3 Diploma which aims to provide pupils with 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 pupils progressing to university. It has been designed to offer exciting, interesting experiences that focus learning for 16 – 19-year-old pupils through applied learning, i.e. through the acquisition of knowledge and understanding in purposeful, work-related contexts, linked to the food production industry.

How Will I be assessed?

The grades awarded will be a Pass, Merit, Distinction and Distinction * format. They will be awarded bases on your performance in the following units of work.

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 will enable 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.

Resources

Revision guides:

These are not mandatory but are helpful for pupils who would like extra support at home with their studies.

Reading for pleasure in Design Technology

Here are a list of books pupils may enjoy reading that are linked to technology:

KS3:

Year 7

The Goldfish Boy, Lisa Thompson

The Island At The End Of Everything, Kiran Millwood Hargrave

The Seeing Stone, Kevin Crossley-Holland

A Wrinkle In Time, Madeleine L’Engle

War Horse, Michael Morpurgo

His Dark Materials, Philip Pullman

Charlie And The Chocolate Factory – Roald Dahl

James And The Giant Peach – Roald Dahl

Roald Dahl: George’s Marvellous Experiments By Roald Dahl

Hunger Games, Suzanne Collins

Percy Jackson And The Lightning thief, Rick Riordan

Holes, Louis Sachar

Year 8

The Extraordinary Life Of Neil Armstrong

Song Of The Dolphin Boy, Elizabeth Laird

Nadiya’s Bake Me A Story, Nadiya Hussain

Welcome To Nowhere, Elizabeth Laird

Be Resilient, Nicola Morgan

Hitchhikers Guide To The Galaxy, Douglas Adams

I Am David, Anne Holm

Bridge To Terabithia, Katherine Paterson

Tightrope, Gillian Cross

Year 9

Lionheart Girl, Yaba Badoe

Maladapted, Richard Kurti

Hatchet, Gary Paulsen

The Call, Peadar O’guilin

Brave New World, Aldous Huxley

Thief, Malorie Blackman

Animal Farm, George Orwell And Chris Mould

KS4:

Grinding It Out: The Making Of Mcdonalds – Ray Kroc

Colonel Sanders The American Dream (KFC) – Josh Ozersky

The Theory Of Catering – Victor Ceserani

The Fault In Our Stars, John Green

We Are Made Of Molecules, Susin Nielsen

Wuthering Heights, Emily Bronte

Lord Of The Rings, JRR Tolkien

Gulliver’s Travels, Jonathan Swift

Midnight’s Children, Salman Rushdie

Pride And Prejudice, Jane Austen

KS5:

The Devil Wears Prada – Lauren Weisberger

The Kite Runner, Khaled Hosseini

1984, George Orwell

The Midnight Library, Matt Haig

Where The Crawdads Sing, Delia Owens

Monsters Of Men, Patrick Ness

Suitable for all ages:

Dictionary of Food ingredients – Robert S Igoe

Mary Berry Everyday – Mary Berry

The Weekend Baker – Paul Hollywood

Jamie’s 15 minute Meals Recipes – Jamie Oliver

Farm to Table: The Essential Guide to Sustainable Food Systems for Students, Professionals and Consumers – Benjamin & Virkler

Stella McCartney: Queen of the catwalk – Sarah Levete

The Woman I wanted to Be – Diane von Fustenberg

Alexander McQueen – The Life and Legacy (Judith Watt)

Champagne Supernovas – Kate Moss, Marc Jacobs & Alexander McQueen and the 90s Renegades who Remade Fashion

Coco Chanel: The Life and Legend – Justine Picardie

Ralph Lauren: 50 Years of Fashion as reported by WWD

Being Armani: A Biography – Renata Molho

The Age of A.I., By Henry Kissinger, Eric Schmidt, and Daniel Huttenlocher

Vogue Magazine

Tatler Magazine

Good Food Magazine

New Scientist Magazine

Useful websites:

Activities:

Cadbury world

Think tank

Big Bang – Held at the NEC

National Sea life Centre

Museum of the Jewellery Quarter

Black Country Living Museum

The National Motorcycle Museum