- Food technology: Chef’s Apprentice
In this project students learn how to use the Food Technology room safely and confidently. They practice a variety of cooking techniques making both sweet and savory food products using a wide range of ingredients. Students are shown how to use the equipment in the room and will develop confidence and skill using basic equipment and the hob, grill and oven. Students are encouraged to evaluate their cooking using sensory analysis and think about how they would change the recipe if they were to make the dish again. We ask that all students bring their ingredients and a take home container to the food tech room before school on the day of the scheduled practical lesson. - Product Design: Pencil Box
During the Product Design rotation, students will be introduced to the school workshop and taught how to use a wide range of tools and machinery safely. Through the manufacture of a pencil box, students will explore a range of materials and develop an understanding of their working properties and characteristics. Students will learn to apply tolerances during the development of their prototype to achieve an accurate and successful outcome. - Textile Design: Cultural Pillow
In this project, you will be designing and making a pillow themed on ‘countries and cultures from around the world’. During this project, you will learn to research using a wide variety of sources, taking inspiration from current and past designers. You will learn how to create designs using different creative techniques. You will also learn how to use a variety of hand and machine techniques to create your pillowcase. These include dying, printing and sewing.
Curriculum Intent
Design Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education make an essential contribution to the creativity, culture, wealth and well-being of the nation.
ks3: Design - design technology (DT)
In Years 7, 8 & 9 students rotate the three subject areas in Design Technology and will undertake a project in each of the specialisms.
In Year 9, all students complete a combined project in: Electronics, ICT and Product Design The projects are designed to cover all aspects of the Design Technology National Curriculum, as well as provide students with core, transferable ICT skills. At the end of Semester 1, Year 9 students will make their option choices, they can choose from a range of pathways within DT.
- Food technology: Special Diets & Healthy Eating
In this project students explore different target groups including those with special dietary needs and the need to follow healthy eating guidelines. A range of sweet and savory dishes are made, building on the practical skills learnt in Year 7. Evaluations encourage students to write about the changes they made during practical tasks and developing their ideas to suit different dietary requirements. Presentation of food products is very important. Students are encouraged to think more independently about how to present their own work professionally. We ask that all students bring their ingredients and a take home container to the food tech room before school on the day of the scheduled practical lesson. - Product Design: Mechanical Advert Toy
During this rotation students will learn about mechanical systems through the manufacture of a mechanical toy. They will be learn how levers, linkages and cams work and how to convert rotary motion into reciprocating motion. Students will build upon their prior knowledge and skills of materials and specialist techniques, as well as explore the impact products have on the environment. Students will learn to develop prototypes that respond to the needs and wants of their client and be able to communicate ideas in 3D oblique and isometric. - Textile Design: CAD/CAM Environmental Bag
Two key developments in the Textile industry are sustainability and the use of CAD/CAM (computer aided design and manufacture) this project is aims to bring the two together. First, you will learn why it is important for designers to consider the environment and how we can make ‘greener’ products. You will cover many different aspects of sustainability with-in the textiles industry, including environmental affects, moral and ethical issues, what is currently being done in industry and how we can improve. Next you will learn how to use desk-top publishing and vectorising software (CAD) to produce a range of fabric patterns that will encourage us to be more sustainable. The patterns you design must be suitable for CAM production, using the laser cutter to make block prints and stencils.
- Food technology: Cultural Culinary Experience
- Product Design: Steady Hand Game
The steady hand game incorporates three different elements that will conclude in students taking home a fun and interesting game they have built themselves and also marketed. They will learn the purpose of different components and how to read their values e.g. resistors, Logic gates, Boolean gates and binary. Students will also learn about how to construct circuits with soldering, run a circuit simulation and programme components. Students will be use Excel for creating charts and graphs to explain their steady hand game market research. They will also use Excel to formulate the costing of the game. They will then create game instructions and problem solving tips using Word. To help promote the steady hand game to potential clients, students will make and present a PowerPoint presentation. Students will use their research to write a clear specification of what the game should look like. After designing and modelling potential ideas, the final product casing and decoration will be made using the laser cutter, vacuum forming and MDF construction. - Textile Design: Upcycling & E-Textiles
ks4: Design & Technology
Everything, from mountain bikes to mobile phones, furniture to buildings, have been designed. Students of Design and Technology will learn to understand the balance between products looking good (aesthetics) and meeting a demand (function).
Design and Technology encourages creativity and innovation when responding to the needs of others. It nurtures problem-solving skills and through the iterative design process, students are encouraged to continually evaluate and develop their ideas. In addition to learning about designing and making processes, material technology and programmable systems and control, pupils develop important life skills and personal qualities such as team working, resilience, resourcefulness and enterprise.
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.
Paper 1: Written Exam
What’s assessed:
- Core technical principles
- Specialist technical principles
- Designing and making principles
In addition:
- at least 15% of the exam will assess maths
- at least 10% of the exam will assess science.
How it’s assessed:
- Written exam: 2 hours (100 marks and 50% of GCSE)
Questions:
- Section A – Core technical principles (20 marks) A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding.
- Section B – Specialist technical principles (30 marks) Several short answer questions (2–5 marks) and one extended response to assess a more in depth knowledge of technical principles.
- Section C – Designing and making principles (50 marks) A mixture of short answer and extended response questions.
Non-Exam Assessment
What’s assessed:
Practical application of:
- Core technical principles
- Specialist technical principles
- Designing and making principles
How it’s assessed:
- Non-exam assessment (NEA) – 30–35 hours approx. (100 marks and 50% of GCSE)
Substantial Design & Make Task
- Identifying and investigating design possibilities
- Producing a design brief and specification
- Generating design ideas
- Developing design ideas
- Realising design ideas
- Analysing & evaluating
- Students will produce a prototype and a portfolio of evidence
Note: This specification has strong links to Science and Maths. Students are also expected to learn across all specialist subjects, however will focus on one specialist area (timber-based materials) in more depth for the NEA.
In Year 10 students will deepen their understanding of the following through both theory and practical projects:
- Core technical principles
- Specialist technical principles
- Designing and making principles
In Year 11 students will undertake their NEA based on a contextual challenge set by the exam board.
In addition, students will continue to prepare for their written exam.
KS4: Food Preparation & Nutrition
Paper 1: Written Exam
What’s assessed:
- Food, nutrition and health
- Food science
- Food safety
- Food choice
- Food provenance
How it’s assessed:
- Written exam: 1 hour 45 minutes (100 marks and 50% of GCSE)
Questions:
- Multiple choice questions (20 marks)
- Five questions each with a number of sub questions (80 marks)
Non-Exam Assessment
What’s assessed
Task 1: Food Investigation (30 marks)
Students’ understanding of the working characteristics functional and chemical properties of ingredients. Practical investigations are a compulsory element of this NEA task.
Task 2: Food preparation assessment (70 marks)
Students’ knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved.
How it’s assessed:
- Task 1: Written or electronic report (1500-2000 words) including photographic evidence of the practical investigation.
- Task 2: Written or electronic portfolio including photographic evidence. Photographic evidence of the three final dishes must be included.
Year 10 students continue with the theory and practical work to complete the requirement of the specification by the end of the year. Students research and make dishes to meet the nutritional needs of children, teenagers, adults and older adults throughout the year. We also consider special dietary needs related to health, religious and moral choices and health conditions. Evaluations are more detailed and include the nutritional value and the cost of ingredients as well as the suitability for different groups. Food science is a strong theme this year learning about the functional and chemical properties of protein, carbohydrates, fats and oils, the function of water and energy including PAL and BMI. Through practical work students learn about how and why food is cooked using different cooking techniques and processes and the science behind this including how nutritional value of food is affected by different cooking techniques and preparation methods. Sustainability and food provenance is a strong thread again with discussion on the importance of reducing food waste and the impact of food labelling and packaging on consumer choices. Regular practical and theory assessment continues every term, this time with 2 hour practical exams where students must plan and cook 2 recipes relevant to their chosen target group. The skill of dovetailing practical tasks to maximize the use of time and ensure both dishes are served together at the end is developed here in preparation for the 3-hour practical assessment in year 11 where students will need to cook 3 dishes.
This year we focus on revision for the final written exam in June and completion of two Non Exam Assessment projects. NEA1 starts in September and is completed by the end of Term one. This project involves the scientific investigation into the function of ingredients in a food product. The topic is released by AQA on 1st September each year. NEA2 starts at the start of Term 2 and is completed in by the end of Term four. The topic is released by AQA on 1st November. Students will research the topic and identify suitable recipes to meet the task requirement. This may be to cook for a specified cuisine, dietary need or age group. Students will cook 4 suitable recipes to meet the specification and demonstrate a range of high level cookery skills. The final practical exam involves preparing and making 3 of the original recipes, using similar cookery skills, with some development of the theme. A pizza in the first trial would be developed into calzone in the final three, a chicken pie developed into a chicken pasty and so on. NEA projects are marked and moderated during March with the final marks submitted to AQA in early May. Students are expected to work independently using homework time throughout the year on revision for the final written exam in June. There will be regular assessment during the year and revision lessons will commence in Term 5 when all NEA projects have been submitted.
KS4: Textile Design
Textile design is defined as the creation of designs and products for woven, knitted, stitched, printed or decorative textiles that might have a functional or nonfunctional purpose.
This course has been designed to allow students to develop knowledge and understanding during the course through a variety of learning experiences and approaches, including engagement with sources. This will allow them to develop the skills to explore, create and communicate their own ideas. Students will demonstrate these skills through the development, refinement, recording, realisation and presentation of their ideas through a portfolio and by responding to an externally set assignment (exam).
Component 1: Portfolio
What’s assessed
A portfolio that in total shows explicit coverage of the four assessment objectives. It must include a sustained project evidencing the journey from initial engagement to the realisation of intentions and a selection of further work undertaken during the student’s course of study. Each student must select and present a portfolio representative of their course of study.
The portfolio must include both:
- A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study.
- A selection of further work resulting from activities such as trials and experiments; skills-based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study and evidence of the student’s specific role in any group work undertaken.
How it’s assessed:
- No time limit, 96 marks, worth 60% of GCSE
Component 2: Externally Set Assignment
What’s assessed
Students respond to their chosen starting point from an externally set assignment paper relating to their subject title, evidencing coverage of all four assessment objectives. The externally set assignment provides students with the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding in response to their selected starting point.
How it’s assessed:
- Preparatory period followed by 10 hours of supervised time (96 marks and 40% of GCSE)
Your first project in Year 10 will run from September to February Half Term. Again, you will be given a themed starting point. During this project you will develop skills using a variety of textile techniques in relation to surface qualities and texture. Your focus will be in showing an understanding of the Assessment Objectives when refining and developing ideas. Your second project in Yr10 will run from February Half Term to the end of the year. You will have more direction to decide your own starting point and should demonstrate all assessment objectives to the best of your ability.
In Year 11, you will begin the mock exam work. You will be able to select your own starting point from a selection given to you, and will have the 1st term to develop your ideas and research. This will culminate in a mock exam sat during the second term. It will be your choice what your end product will be. Your Mock Exam work can count towards your portfolio too. After Christmas, once the exam board have released the paper, you will begin preparation for your final exam. Again, you will have the option of selecting your own starting point from the ones suggested by the exam board. January – Easter will be time for you to prepare a response to your chosen starting point by researching, experimenting and developing your ideas.
KS5: Product Design
Learning about Design and Technology at A level strengthens learners’ critical thinking and problem-solving skills within a creative environment, enabling them to develop and make prototypes/ products that solve realworld problems, considering their own and others’ needs, wants, aspirations and values. AQA’s A Level qualification requires learners to identify market needs and opportunities for new products, initiate and develop design solutions, and make and test prototypes/products. Learners should acquire subject knowledge in design and technology, including how a product can be developed through the stages of prototyping, realisation and commercial manufacture. This qualification will excite and engage learners with contemporary topics covering the breadth of this dynamic and evolving subject. It will create empathetic learners who have the ability to confidently critique products, situations and society in every walk of their lives now and in the future.
There are two written exam components and one extended design project that will be graded at the end of the two-year course.
Exam Papers
Exam Paper 1 – Technical Principles
- 120 marks, 2 hours 30 minutes written paper – 30% of total A level
- This paper is a mixture of short answer and extended response.
Exam Paper 2 – Designing and making principles
- 80 marks, 1 hour 30 minutes written paper- 20% of total A Level.
- Mixture of short answer and extended response questions.
Section A:
- Product Analysis: 30 marks
- Up to 6 short answer questions based on visual stimulus of product(s).
Section B:
- Commercial manufacture: 50 marks
- Mixture of short and extended response questions
Non-Examination Assessment
Practical application of technical principles, designing and making principles. 100 marks, 50% of total A level.
Evidence
Written or digital design portfolio and photographic evidence of final prototype. Learners identify a design opportunity or problem from a context of their own choice, and create a portfolio of evidence I real time through the project to demonstrate their competence.