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.

• Year 9
  In Year 9 the curriculum has been developed as a gateway to the new GCSE Design and Technology course where students are able to specialise in Product Design. Students are introduced to the knowledge, skills and vocabulary through small projects.
• Year 10
  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
• Year 11
  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.

Year 9

Year 9 is a gateway course to the AQA GCSE in Food Preparation and Nutrition (8585) specification. Students work on developing their practical skills on a number of recipes introducing cooking with both fish and meat. Students work on developing skills of recipe planning and timekeeping in a practical setting. The importance of food hygiene and the safe storage, handling, preparation and cooking of ingredients particularly those with a high risk of food spoilage and contamination is a continued focus. The nutritional value of food is investigated this year. Students study the 5 Nutrients including the function in the body, good food sources and the effects of excess and deficiency. Students also complete nutritional analysis for all recipes, sometimes using computer software, and include this in evaluations and future planning. There will be Practical and Theory Assessment every term. Students are actively encouraged to cook at home, practicing recipes for assessments as well as family recipes and the preparation of any meals. Any additional experience with different equipment and ingredients is useful in developing confidence and transferable skills in the kitchen.

Year 10

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.

Year 11

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.

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).

Year 9

Year 9 is a gateway course to the AQA GCSE Textile design. Students will work on one project in semester 2. Each project will be given a starting point. Students will develop their investigation and analysis abilities, experimentation of practical skills, ability to explain their work and consolidate their understanding by producing an outcome.

Year 10

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.

Year 11

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.

A-Level in Design and Technology (Fashion and Textiles) offers a unique opportunity for learners to identify and solve real problems by designing and making products. Design and technology (Fashion and Textiles) is an inspiring, rigorous and practical subject. This course encourages learners to use creativity and imagination when applying iterative design processes to develop and modify designs, and to design and make prototypes that solve real world problems, considering their own and others’ needs, wants, aspirations and values. The course enables learners to identify market needs and opportunities for new products, initiate and develop design solutions, and make and test prototypes. Learners should acquire subject knowledge in design and technology (Fashion and Textiles), including how a product can be developed through the stages of prototyping, realisation and commercial manufacture.

Component 1: Design and Technology in the 21st Century

One written examination: 3 hours (50% of qualification)

The examination includes a mix of structured and extended writing questions assessing learners’ knowledge and understanding of: technical principles, designing and making principles, along with their ability to: analyse and evaluate wider issues in design and technology.

Component 2: Design and Make Project

Non-Exam Assessment: Approximately 80 hours 50% of qualification

A sustained design and make project, based on a brief developed by the candidate, assessing the candidate’s ability to:

• Identify, investigate and outline design possibilities.
• Design and make prototypes.
• Analyse and evaluate design decisions and outcomes, including for prototypes made by themselves and others.

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 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-Exam 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.

• Sausage Rolls – Jamie’s Quick & Easy Sausage Roll Recipe
• Prevent Food Poisoning – Bacteria Bites Bus

• Mechanisms – Packaging Pop-Outs Oak National Academy

• Sustainability – Textiles Technology & Sustainability Oak National Academy

• Health & Food Technology and Food Standards – https://www.bbc.co.uk/bitesize/search?q=food+technology&seqId=27c1b640-c6b9-11ee-9d92-65b65fb7efc7&d=BITESIZE

• Future Tech – Future Tech Now! Oak National Academy

• Natural World – Design in the Natural World Oak National Academy

• User Interfaces – What is User Interface (UI)? & Graphical User Interfaces
• User Requirements
• Audience – User-Centered Design & What’s the difference between an audience and a user?
• Accessibility Needs – How to Build Accessibility into Your Design Process
• Design Principles – 5 Tips to Improve Your UI Designs & User Interface Design Basics

• Project Planning – How to Write a Project Plan?
• Timescales & Milestones – What is a Gantt Chart?
  
• Initial Designs – The Design Process
  
• Prototypes – Software Testing

• Analysis & Evaluation 
• Helpful Hints for Writers
• Analysis vs Evaluation
• How to Evaluate a Project?

• Data Collection Methods – Database Applications

• Food Facts for Life – Key Terms & Definitions for Food & Nutrition
• UK Food Standards Agency – www.food.gov.uk

• GCSE Bitesize: Design & Technology

• Creative Projects – BBC Bitesize Textiles

• Different Data Collection Methods – Data Collection Methods & Data Collection Methods (scribbr)
• Strengths and Weaknesses of Data Collection – Strengths & Weaknesses of Quantitative Research
• Reliability of Data – Choosing Data Collection Methods
• Data Verification 
• Factors affecting the quality of data – Difference Between Reliability & Validity in Research
• Improving Data Collection – Improve Your Data Collection Skills
  
• Data Threats – Data Privacy and Consent
• Data Quality

• Using MS Excel – Database Applications
• Functions & Formulas – Top 30 Excel Formulas and Functions You Should Know
• Data Manipulation – Data Manipulation | Part 1: Functions
• Data Verification – Validation vs. Verification
  
• Analysing Data – A Beginners Guide To The Data Analysis Process
  
• Creating a Dashboard – How To Create A Dashboard In Excel?
  
• Data Presentation – Create a Chart

• Data Analysis – A Beginners Guide To The Data Analysis Process

• Data Evaluation – Master Data Analysis on Excel in Just 10 Minutes & Introduction to finding data and statistics

• Food Prep & Nutrition – Seneca
• Love Food Love – Love Food, Love Science

• Exam Theory – GCSE Bitesize: Design & Technology

• Creative Projects – BBC Biteszie

• Modern Technologies
• Planning & Communication
• The 8 Main Ways Technology Impacts Your Daily Life
• Is Remote Work Better Than Being in the Office?
• The Role Of Technology In The Future
• The Impact of A.I. on Jobs
• The Impact of Digital Technologies
• The Future of Work
• Digital Applications
  
• Hardware & Network Technologies
• Slack is Where the Future Works
  
• Hubspot
• Technology Use in Recruitment & Workforce Planning

• Threats to Digital Systems
• 2024 Cybersecurity Trends
• Top 10 Cyber Attacks In History
• Hackers & Cyber Attacks
• What Is Ethical Hacking?
• Cyberspace, Network Security & Data Transfer

• Responsible, Legal & Ethical Use of Data
• Cyberspace, Network Security and Data Transfer
• Ethical, Legal & Environmental Impact
• I hold personal data. What are my legal responsibilities?

• Theory Help – Study Rocket Revision Content

• Coursework Support – DT Teacher